{"meta":{"query_hash":"f78e96ecc858","filters":{"venue":"Classroom Discourse"},"cohort_total":6,"direct_labels_cover":0,"predictions_cover":6,"exported":6,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/f78e96ecc858","api":"https://metacan.xera.ac/api/v1/cohort?venue=Classroom+Discourse"},"results":[{"id":"W2949875209","doi":"10.1080/19463014.2019.1567359","title":"Relationship building in L2 telecollaboration: examining language learner closings in online text-based chats","year":2019,"lang":"en","type":"article","venue":"Classroom Discourse","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Waterloo; Canadian Mennonite University","funders":"","keywords":"Affordance; Interpersonal communication; German; Computer-mediated communication; Context (archaeology); Psychology; Pedagogy; Computer science; The Internet; World Wide Web; Linguistics; Communication","score_opus":0.03545317526343908,"score_gpt":0.304118797860308,"score_spread":0.2686656225968689,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2949875209","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9818092,0.0002903144,0.00004633366,0.0012999702,0.00032037654,0.00021054351,0.000011568124,0.000100223915,0.015911488],"genre_scores_gemma":[0.9875217,0.0000016274312,0.0004388376,0.00025854763,0.0003563649,0.000014914366,0.000096266966,0.000043424774,0.011268283],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99854255,0.00021091942,0.00035049315,0.00033888893,0.00020648264,0.00035065573],"domain_scores_gemma":[0.99922186,0.00029867364,0.00014064102,0.0002506861,0.00003670884,0.000051428477],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005971809,0.00018801447,0.00024247049,0.00037814435,0.00018023197,0.00020373729,0.00015484987,0.00009207316,0.000762288],"category_scores_gemma":[0.00021413945,0.0001800588,0.00004361359,0.00019320459,0.00009515119,0.0003979298,0.00002896033,0.0007348235,0.00014702868],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000060237337,0.00041749934,0.8088314,0.00010432694,0.000012459732,0.00005939934,0.10260446,0.0073862206,0.0009409236,0.07165881,0.0005758772,0.007348393],"study_design_scores_gemma":[0.0074072746,0.000661613,0.47318107,0.0024121695,0.00007822907,0.000008291312,0.3928857,0.040506765,0.00025161245,0.0014618699,0.07902797,0.0021173926],"about_ca_topic_score_codex":0.000330728,"about_ca_topic_score_gemma":0.004634952,"teacher_disagreement_score":0.3356503,"about_ca_system_score_codex":0.00012884926,"about_ca_system_score_gemma":0.00011334441,"threshold_uncertainty_score":0.8346519},"labels":[],"label_agreement":null},{"id":"W2951628174","doi":"10.1080/19463014.2019.1570529","title":"Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners","year":2019,"lang":"en","type":"article","venue":"Classroom Discourse","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"Universität Duisburg-Essen; American Council on The Teaching of Foreign Languages","keywords":"Competence (human resources); Psychology; Conversation; Pedagogy; Teacher education; Conversation analysis; Language acquisition; Mathematics education; Social psychology","score_opus":0.1816631804954784,"score_gpt":0.4394207371229311,"score_spread":0.2577575566274527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2951628174","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82701755,0.00006736489,0.00018605606,0.0026029623,0.0006997836,0.00054913375,0.000008963153,0.000112589965,0.16875559],"genre_scores_gemma":[0.935879,0.0000015258021,0.00046444667,0.00023510493,0.00095883897,0.000079244885,0.000035296744,0.000054913842,0.062291633],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99814606,0.00026585412,0.0002717061,0.00041670824,0.00035248642,0.00054719567],"domain_scores_gemma":[0.9990203,0.00040325976,0.000121050565,0.0002897194,0.00009248222,0.000073217685],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0019602738,0.0001618137,0.00021491999,0.0004148801,0.00046254776,0.0005392077,0.00022744418,0.00008065026,0.0017004762],"category_scores_gemma":[0.00034501735,0.00014906775,0.00009573666,0.00010008719,0.0000818491,0.000757473,0.00006748321,0.0009742967,0.00026051074],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024176767,0.00023138268,0.0024453548,0.00014980478,0.000054787073,0.000026681098,0.88196963,0.00069535093,0.0019513167,0.07595091,0.012162863,0.024120156],"study_design_scores_gemma":[0.0008308261,0.00027427945,0.0006241512,0.0008568783,0.000022725497,0.000006897242,0.7142575,0.0020682227,0.00010212245,0.0029565673,0.2775979,0.00040195946],"about_ca_topic_score_codex":0.0003083515,"about_ca_topic_score_gemma":0.0021394396,"teacher_disagreement_score":0.26543504,"about_ca_system_score_codex":0.00018987972,"about_ca_system_score_gemma":0.000088137334,"threshold_uncertainty_score":0.9992121},"labels":[],"label_agreement":null},{"id":"W2979163457","doi":"10.1080/19463014.2019.1629322","title":"Translanguaging and trans-semiotising in a CLIL biology class in Hong Kong: whole-body sense-making in the flow of knowledge co-making","year":2019,"lang":"en","type":"article","venue":"Classroom Discourse","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":104,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Translanguaging; Class (philosophy); Meaning (existential); Sociology; Pedagogy; Mathematics education; Meaning-making; Psychology; Linguistics; Computer science; Philosophy","score_opus":0.02042697861000296,"score_gpt":0.31162072092920473,"score_spread":0.29119374231920175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979163457","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96917015,0.0023304673,0.00011083719,0.0006753309,0.00024594468,0.00029767925,0.000019910016,0.000031311145,0.027118357],"genre_scores_gemma":[0.9992512,0.000010495929,0.00006316836,0.00019547592,0.00017454437,0.000009505054,0.000023454159,0.00003498789,0.00023715936],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979553,0.00053789566,0.00050714094,0.00039247342,0.000119126176,0.00048801207],"domain_scores_gemma":[0.9990767,0.00048806638,0.0001311215,0.00026095496,0.000016620857,0.000026526419],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011149503,0.000243474,0.0004687395,0.0004600227,0.00011476716,0.000114817194,0.00020619639,0.00011792441,0.00017196608],"category_scores_gemma":[0.000052625284,0.00019177112,0.000093352304,0.00014115663,0.00022828882,0.00023845733,0.000024600342,0.0008375638,0.00001015864],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000085277985,0.0002834352,0.17637353,0.0003160966,0.000036564008,0.00018666577,0.73925537,0.00047085722,0.0032405765,0.020235611,0.000042025426,0.059473995],"study_design_scores_gemma":[0.0061340355,0.00032110704,0.053441405,0.004804854,0.00009046187,0.000098255856,0.88060105,0.036124334,0.00015039889,0.0014188252,0.015613445,0.0012018222],"about_ca_topic_score_codex":0.0003977165,"about_ca_topic_score_gemma":0.014875239,"teacher_disagreement_score":0.1413457,"about_ca_system_score_codex":0.000050641553,"about_ca_system_score_gemma":0.000046860743,"threshold_uncertainty_score":0.83007324},"labels":[],"label_agreement":null},{"id":"W4283759595","doi":"10.1080/19463014.2022.2072353","title":"Chinese whispers: international Chinese students’ language practices in an anglophone Higher Education context","year":2022,"lang":"en","type":"article","venue":"Classroom Discourse","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"Monash University","keywords":"Mandarin Chinese; Context (archaeology); Psychology; Medium of instruction; Conversation; First language; Linguistics; Pedagogy; Sociology; Communication; History","score_opus":0.039074217356337766,"score_gpt":0.39276024931112774,"score_spread":0.35368603195479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283759595","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8996282,0.0014946369,9.780745e-7,0.005066355,0.0023785715,0.00032590266,0.00016583751,0.00011218067,0.0908273],"genre_scores_gemma":[0.967317,0.00002869064,0.000045677833,0.0008783005,0.0011082608,0.00033423066,0.00086155394,0.00004688842,0.029379414],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979352,0.00034422474,0.00039638628,0.0003991931,0.0006506227,0.00027437735],"domain_scores_gemma":[0.99838793,0.00010898994,0.00050153653,0.00078621024,0.000119298325,0.0000960352],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004035623,0.00027151348,0.0002581381,0.00029374275,0.0004188644,0.0006664555,0.0013842891,0.00003883905,0.016286748],"category_scores_gemma":[0.00007249097,0.00022622781,0.00009169191,0.00017146756,0.00024899832,0.001739873,0.0004180917,0.00048060308,0.00009169613],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00034558718,0.008192592,0.38893414,0.00004296725,0.00021336207,0.00007410626,0.42266533,0.00013193782,0.00085465837,0.15654416,0.0148535855,0.007147564],"study_design_scores_gemma":[0.0016885431,0.00017432253,0.16366257,0.000038424576,0.000047695146,0.000016218351,0.74583584,0.00009614717,0.0000054687935,0.0029912542,0.08484176,0.0006017612],"about_ca_topic_score_codex":0.0021099183,"about_ca_topic_score_gemma":0.027741987,"teacher_disagreement_score":0.3231705,"about_ca_system_score_codex":0.00023128685,"about_ca_system_score_gemma":0.0002240623,"threshold_uncertainty_score":0.9899992},"labels":[],"label_agreement":null},{"id":"W4385698945","doi":"10.1080/19463014.2023.2240907","title":"Interactional role negotiation among co-facilitators in an online design workshop","year":2023,"lang":"en","type":"article","venue":"Classroom Discourse","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"University of Toronto; Stanford University","keywords":"Facilitator; Negotiation; Delegation; Psychology; Pedagogy; Mathematics education; Sociology; Social psychology; Political science","score_opus":0.06347198454373229,"score_gpt":0.4021188927502361,"score_spread":0.3386469082065038,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385698945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9937252,0.000025333014,0.0010416105,0.0022572197,0.00039501846,0.00024422695,0.000034393543,0.00019194145,0.0020850594],"genre_scores_gemma":[0.996999,0.000024693461,0.00021299002,0.000047107773,0.00028858357,0.00002337402,0.00017090926,0.000012097194,0.002221215],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9981542,0.0007073715,0.0002105486,0.00026214283,0.00036640186,0.0002993367],"domain_scores_gemma":[0.99926287,0.00030848006,0.000079039055,0.00014557058,0.00007760637,0.00012640902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010969411,0.00010823862,0.00013164856,0.00023192362,0.0004916597,0.000101846104,0.00019396246,0.000101527155,0.00020893806],"category_scores_gemma":[0.0004948591,0.00010674555,0.00004024678,0.00091111986,0.0002104371,0.000877022,0.000044033022,0.00026626472,0.000109834975],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036583943,0.0018972642,0.50465524,0.000012014088,0.00003851671,0.00004278007,0.2894329,0.0111596435,0.003124841,0.013938578,0.030507073,0.1448253],"study_design_scores_gemma":[0.0012566071,0.00024934608,0.39966658,0.00013274494,0.000017848146,3.558344e-7,0.530173,0.043754384,0.00009054699,0.0063395137,0.017831752,0.00048730974],"about_ca_topic_score_codex":0.00077021937,"about_ca_topic_score_gemma":0.021884182,"teacher_disagreement_score":0.24074012,"about_ca_system_score_codex":0.0004210901,"about_ca_system_score_gemma":0.00027666346,"threshold_uncertainty_score":0.9959639},"labels":[],"label_agreement":null},{"id":"W4396854262","doi":"10.1080/19463014.2024.2335945","title":"Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms","year":2024,"lang":"en","type":"article","venue":"Classroom Discourse","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Syntax; Prosody; Linguistics; Psychology; Computer science; Philosophy","score_opus":0.01992422608950221,"score_gpt":0.33301277636765425,"score_spread":0.313088550278152,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396854262","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92557657,0.010600685,0.000018459832,0.0048867892,0.00057822675,0.00070033164,0.00016370468,0.00044665253,0.057028607],"genre_scores_gemma":[0.9908997,0.00020995192,0.00013928516,0.00034140315,0.00058369635,0.0002423674,0.00007338422,0.00011808225,0.0073921485],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961735,0.0006568664,0.00082905125,0.00090169045,0.00067821424,0.00076068717],"domain_scores_gemma":[0.9976817,0.0008128174,0.00017987685,0.0010575049,0.0000740466,0.0001940756],"candidate_categories":["metaepi_narrow","scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010968831,0.0006131067,0.0006392416,0.0005627211,0.00053637294,0.002098437,0.0008627239,0.00018362224,0.002209356],"category_scores_gemma":[0.00012869501,0.0004795396,0.00024795576,0.0003666424,0.001617446,0.0012970306,0.0005399157,0.0010372602,0.00016816675],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00092747586,0.00081663893,0.018458815,0.00046779093,0.00040270967,0.00094756053,0.5575008,0.000020305366,0.0033006605,0.41043356,0.002012324,0.004711371],"study_design_scores_gemma":[0.0025607625,0.0008153625,0.076249816,0.0016196022,0.0002568956,0.00020166668,0.712792,0.0005398895,0.00011503522,0.022212133,0.18053642,0.0021004619],"about_ca_topic_score_codex":0.00050939986,"about_ca_topic_score_gemma":0.013678848,"teacher_disagreement_score":0.3882214,"about_ca_system_score_codex":0.00011836024,"about_ca_system_score_gemma":0.00018926481,"threshold_uncertainty_score":0.99976563},"labels":[],"label_agreement":null}]}