{"meta":{"query_hash":"e3ad148ac583","filters":{"venue":"System"},"cohort_total":52,"direct_labels_cover":0,"predictions_cover":52,"exported":52,"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/e3ad148ac583","api":"https://metacan.xera.ac/api/v1/cohort?venue=System"},"results":[{"id":"W1967580950","doi":"10.1016/j.system.2004.02.006","title":"What Teachers Need to Know about Language","year":2004,"lang":"en","type":"article","venue":"System","topic":"Educational Methods and Analysis","field":"Social Sciences","cited_by":231,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Diphthong; Pronunciation; Turkish; Active listening; Linguistics; Articulation (sociology); Psychology; Computer science; Vowel; Communication; Political science","score_opus":0.019960485370936063,"score_gpt":0.38093033674767296,"score_spread":0.36096985137673687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1967580950","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.25834987,0.024586476,0.09352723,0.4593786,0.0015385374,0.0002708066,0.0011273327,0.00083721295,0.16038392],"genre_scores_gemma":[0.8976821,0.016078511,0.051482905,0.017320938,0.000833597,0.00041769163,0.0006062731,0.0002775022,0.015300515],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.991552,0.0056486735,0.0003707988,0.00041146035,0.0014404928,0.00057655823],"domain_scores_gemma":[0.932575,0.052383475,0.0034042671,0.0030468167,0.0064645517,0.002125879],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009406478,0.0004886164,0.000779885,0.0025110622,0.0036331357,0.011803551,0.0013661556,0.0027119543,0.012740642],"category_scores_gemma":[0.042130493,0.00059567863,0.00054027775,0.0021635746,0.0068088183,0.030289175,0.0020055252,0.005350689,0.002488328],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022798088,0.0008179264,0.072884165,0.0048892726,0.00013889567,0.00074795267,0.1256198,0.0007737752,0.002863138,0.20161587,0.03963551,0.54978573],"study_design_scores_gemma":[0.00006155713,0.0001390678,0.040965863,0.005585997,0.00020364375,0.0011255221,0.3219315,0.002086986,0.003869929,0.4274146,0.1964537,0.00016156027],"about_ca_topic_score_codex":0.01881547,"about_ca_topic_score_gemma":0.041284405,"teacher_disagreement_score":0.01881547,"about_ca_system_score_codex":0.0060667847,"about_ca_system_score_gemma":0.014967116,"threshold_uncertainty_score":0.04974681},"labels":[],"label_agreement":null},{"id":"W1975263686","doi":"10.1016/s0346-251x(00)00036-1","title":"What to look for in ESL admission tests: Cambridge certificate exams, IELTS, and TOEFL","year":2000,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":84,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Test of English as a Foreign Language; Test (biology); Certificate; Language assessment; Computer science; Reliability (semiconductor); Construct validity; Quality (philosophy); Construct (python library); Medical education; Psychology; Mathematics education; Psychometrics; Medicine","score_opus":0.0811391115622514,"score_gpt":0.27662622783803636,"score_spread":0.19548711627578497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1975263686","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.32803738,0.015213653,0.014302459,0.5194785,0.012849472,0.0011126403,0.005620143,0.0022728585,0.101112895],"genre_scores_gemma":[0.83713096,0.007790801,0.08102278,0.029756648,0.005041362,0.00076542393,0.0035944923,0.0011132924,0.033784315],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9958593,0.0012013775,0.00062910706,0.00026499626,0.0010303034,0.0010149581],"domain_scores_gemma":[0.97885233,0.0041478192,0.0019720343,0.00085202977,0.006454131,0.00772167],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006356001,0.0009045385,0.0015464312,0.0030672243,0.003592812,0.005981257,0.002385325,0.005533312,0.031577613],"category_scores_gemma":[0.049553707,0.0006322785,0.0019623786,0.0018702691,0.0015928455,0.009551646,0.0022420818,0.004427346,0.013768565],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006674605,0.0015919891,0.25024676,0.0005509238,0.0001271354,0.002319434,0.0012473699,0.0010945547,0.0012310288,0.0027893966,0.27548224,0.4626518],"study_design_scores_gemma":[0.0008162695,0.0019617593,0.68454707,0.007863293,0.00076036155,0.008382035,0.041707806,0.008305582,0.01871243,0.031296253,0.19436447,0.0012826867],"about_ca_topic_score_codex":0.031644344,"about_ca_topic_score_gemma":0.058213234,"teacher_disagreement_score":0.031644344,"about_ca_system_score_codex":0.0039453995,"about_ca_system_score_gemma":0.009836211,"threshold_uncertainty_score":0.10563767},"labels":[],"label_agreement":null},{"id":"W1978049542","doi":"10.1016/j.system.2012.10.014","title":"Action control, motivated strategies, and integrative motivation as predictors of language learning affect and the intention to continue learning French","year":2012,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Expectancy theory; Social psychology; Affect (linguistics); Competence (human resources); Anxiety; Foreign language anxiety; Foreign language; Developmental psychology; Mathematics education","score_opus":0.016285373352166968,"score_gpt":0.24340688552878506,"score_spread":0.22712151217661808,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1978049542","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9990722,0.000025666906,0.00006189964,0.000029477023,0.0000022225092,0.000006281332,0.000018019116,0.0000029846158,0.00078122615],"genre_scores_gemma":[0.9991365,0.000025166226,0.00011557777,0.000016698546,0.0000040853233,0.000015523457,0.0000455768,0.000002719285,0.0006382114],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993699,0.00030163076,0.000038691298,0.00009372751,0.00010303185,0.00009294562],"domain_scores_gemma":[0.99245197,0.004318312,0.0013739987,0.0003453254,0.0004450618,0.0010653157],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017614119,0.00040738005,0.00022523974,0.00055501633,0.00048262565,0.0014813252,0.00032127477,0.0013038502,0.0027361729],"category_scores_gemma":[0.0068426793,0.00028589382,0.00035363002,0.00026379107,0.00053377956,0.00041359183,0.0004787279,0.0009357714,0.0003541827],"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":[0.00059353805,0.0010924771,0.9845695,0.000022905973,0.00016204714,0.000110024506,0.0015162661,0.00094467687,0.004497808,0.00021290865,0.00015941318,0.006118486],"study_design_scores_gemma":[0.000012911019,0.00018270378,0.9973273,0.0000049951977,0.000032581484,0.000030204788,0.0003264009,0.0016661264,0.00022158597,0.00009980045,0.000088718494,0.000006729586],"about_ca_topic_score_codex":0.008436563,"about_ca_topic_score_gemma":0.010108593,"teacher_disagreement_score":0.008436563,"about_ca_system_score_codex":0.0004205664,"about_ca_system_score_gemma":0.0005304668,"threshold_uncertainty_score":0.016774893},"labels":[],"label_agreement":null},{"id":"W1984693388","doi":"10.1016/s0346-251x(00)00030-0","title":"French Second Language Education in Canada: Empirical Studies","year":2000,"lang":"en","type":"article","venue":"System","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Empirical research; Computer science; Philosophy; Epistemology","score_opus":0.02333981389674053,"score_gpt":0.27075478812833487,"score_spread":0.24741497423159434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1984693388","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96557313,0.004359138,0.00022400946,0.0049958224,0.00004538264,0.00009267741,0.0025955485,0.00004962543,0.022064814],"genre_scores_gemma":[0.98113394,0.0026710732,0.00034131762,0.000782403,0.000017413133,0.000053904005,0.0010867781,0.000024470608,0.013888721],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99497306,0.0007978596,0.00022482741,0.0004730337,0.0014546847,0.0020765592],"domain_scores_gemma":[0.9773582,0.0044638366,0.002460471,0.00046259526,0.00961558,0.0056392597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002951347,0.0005596205,0.0009100044,0.005582466,0.01521895,0.006222669,0.0027455715,0.0016691213,0.013093238],"category_scores_gemma":[0.013006496,0.0005010986,0.0005921165,0.012783626,0.0033169123,0.0020272918,0.0033755696,0.0019333629,0.00088319776],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005292486,0.0011128569,0.8276924,0.0005793408,0.00017346947,0.0009123377,0.0455295,0.0011773435,0.0005849137,0.021118596,0.02298195,0.07760794],"study_design_scores_gemma":[0.00006455327,0.00012973607,0.8996873,0.0004784429,0.00009189572,0.00020794178,0.06908371,0.00091842766,0.0003372471,0.0005450821,0.028381608,0.00007396405],"about_ca_topic_score_codex":0.9979017,"about_ca_topic_score_gemma":0.99907875,"teacher_disagreement_score":0.1479194,"about_ca_system_score_codex":0.1479194,"about_ca_system_score_gemma":0.21241014,"threshold_uncertainty_score":0.9882927},"labels":[],"label_agreement":null},{"id":"W2008792888","doi":"10.1016/j.system.2013.09.004","title":"Are certain types of instruction better for certain learners?","year":2013,"lang":"en","type":"article","venue":"System","topic":"Reading and Literacy Development","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Reading comprehension; Vocabulary; Task (project management); Reading (process); Mathematics education; Imitation; Computer science; Psychology; Comprehension; Reciprocal teaching; Linguistics","score_opus":0.022358260972635383,"score_gpt":0.28081242388022254,"score_spread":0.25845416290758716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2008792888","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97654974,0.0016325634,0.0013393748,0.0061416742,0.000075625154,0.000017540357,0.0002666401,0.00008790576,0.013888812],"genre_scores_gemma":[0.9955314,0.00089825556,0.0015950692,0.00043798465,0.00006796577,0.000021270114,0.00013020879,0.00003262763,0.0012851115],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99911016,0.00022622217,0.00010803696,0.00021095699,0.00019101956,0.00015357842],"domain_scores_gemma":[0.9869163,0.006054892,0.003761645,0.0011411817,0.0011815416,0.0009445079],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001178007,0.00019381987,0.00046976306,0.00097364397,0.00076835044,0.0016377782,0.0006097575,0.0013404129,0.009332395],"category_scores_gemma":[0.012951281,0.00017853887,0.0004887587,0.00088846975,0.001693538,0.0048703793,0.00080111506,0.0009876366,0.0009276426],"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":[0.0016158631,0.0020146733,0.4654075,0.0015754022,0.00045739865,0.00054303394,0.011749942,0.0006911986,0.014776368,0.028191175,0.008681253,0.46429622],"study_design_scores_gemma":[0.00025028185,0.0013489815,0.92289835,0.000495581,0.0004189666,0.0012733674,0.010102379,0.0007855699,0.015555732,0.033206824,0.013594398,0.000069484],"about_ca_topic_score_codex":0.0021489512,"about_ca_topic_score_gemma":0.0037096716,"teacher_disagreement_score":0.009332395,"about_ca_system_score_codex":0.00071928377,"about_ca_system_score_gemma":0.0011412308,"threshold_uncertainty_score":0.03121996},"labels":[],"label_agreement":null},{"id":"W2010123881","doi":"10.1016/j.system.2014.09.022","title":"Using form-focused tasks to integrate language across the immersion curriculum","year":2014,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":57,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Noun; Grammatical gender; Curriculum; Psychology; Linguistics; Psychological intervention; Focus (optics); Computer science; Pedagogy; Artificial intelligence","score_opus":0.03103320195561568,"score_gpt":0.287502548146012,"score_spread":0.2564693461903963,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010123881","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.41284597,0.0001563856,0.53867495,0.0002480304,0.00020026398,0.0022126492,0.00042447227,0.0069906902,0.0382467],"genre_scores_gemma":[0.5628258,0.0001443575,0.42215106,0.000264573,0.000036962367,0.0017995321,0.00076402473,0.0007189131,0.011294721],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99833775,0.0005661458,0.00015859428,0.00041443168,0.0003775985,0.00014535633],"domain_scores_gemma":[0.9948719,0.003006937,0.00035012153,0.00067864644,0.00059565774,0.0004967347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00216268,0.0020168272,0.0008462967,0.0009341145,0.0005595674,0.0030139377,0.0017651612,0.001110168,0.010285253],"category_scores_gemma":[0.016915215,0.00057423365,0.0005803071,0.0007062531,0.0008056935,0.0033498183,0.0045982157,0.0014487919,0.003041102],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014639336,0.0035597547,0.005101762,0.001000367,0.00006368888,0.00025725897,0.008355319,0.011543956,0.16061683,0.008033197,0.0048853103,0.7951187],"study_design_scores_gemma":[0.0025751416,0.011317065,0.054937433,0.001365822,0.00055412337,0.0018619864,0.013141122,0.378649,0.33710384,0.0750271,0.12269297,0.0007744106],"about_ca_topic_score_codex":0.0016933131,"about_ca_topic_score_gemma":0.001970661,"teacher_disagreement_score":0.010285253,"about_ca_system_score_codex":0.00066181127,"about_ca_system_score_gemma":0.0016544115,"threshold_uncertainty_score":0.034407616},"labels":[],"label_agreement":null},{"id":"W2015457266","doi":"10.1016/j.system.2013.07.010","title":"Putting testing researchers to the test: An exploratory study on the TOEFL iBT","year":2013,"lang":"en","type":"article","venue":"System","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University; Carleton University; Queen's University","funders":"","keywords":"Test of English as a Foreign Language; Computer science; Context (archaeology); Construct (python library); Test (biology); Exploratory research; Variance (accounting); Focus group; Psychology; Construct validity; Language assessment; Mathematics education; Psychometrics; Sociology; Developmental psychology; Programming language","score_opus":0.24683390530327248,"score_gpt":0.4152035437005829,"score_spread":0.1683696383973104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2015457266","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9924656,0.000020056279,0.004570937,0.00014963774,0.000016453394,0.00042401624,0.00008806133,0.00019780816,0.0020675445],"genre_scores_gemma":[0.98065305,0.00003638857,0.015080083,0.0002115626,0.00001739489,0.0005488663,0.00024061985,0.00019297065,0.0030190095],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9724743,0.020024044,0.0014053878,0.0014361781,0.0033087682,0.0013512286],"domain_scores_gemma":[0.74209285,0.21102725,0.0063784365,0.01311728,0.02180824,0.0055759544],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.02996378,0.0007863044,0.0009599343,0.0019055788,0.0031603738,0.0047042496,0.0029395826,0.0018612613,0.0026712941],"category_scores_gemma":[0.16813003,0.0006860668,0.0004515925,0.0014658322,0.0020492112,0.0043466557,0.004134938,0.0030254808,0.0010304472],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0038873688,0.02391551,0.27937675,0.0010689159,0.00018410472,0.0031134116,0.35354486,0.0032670356,0.02675684,0.0023868429,0.0050119297,0.29748636],"study_design_scores_gemma":[0.0012522592,0.05513493,0.38917342,0.0010006768,0.00055994134,0.0026873418,0.381825,0.04979213,0.063381344,0.0046420926,0.049824987,0.0007258906],"about_ca_topic_score_codex":0.0063436744,"about_ca_topic_score_gemma":0.011010149,"teacher_disagreement_score":0.9700362,"about_ca_system_score_codex":0.0027250785,"about_ca_system_score_gemma":0.0035256157,"threshold_uncertainty_score":0.1584655},"labels":[],"label_agreement":null},{"id":"W2039293092","doi":"10.1016/j.system.2013.10.008","title":"Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles","year":2013,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Grammar; Learning styles; Computer science; Linguistics; Mathematics education; Psychology; Natural language processing; Philosophy","score_opus":0.14099009604566276,"score_gpt":0.26775965588469397,"score_spread":0.1267695598390312,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039293092","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99778396,0.000022241411,0.00049526733,0.000031473162,0.0000036084277,0.000016345964,0.000027328248,0.000017462744,0.001602253],"genre_scores_gemma":[0.99831593,0.000026510972,0.0007389182,0.000018520053,0.000003700589,0.000020505324,0.000034374953,0.00001139139,0.0008301771],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979596,0.000748658,0.00016084935,0.00031591137,0.00061561674,0.00019931958],"domain_scores_gemma":[0.96120137,0.031444192,0.002449987,0.0017713921,0.0012312424,0.0019018112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037108473,0.0002555455,0.00044204146,0.0007678922,0.00024134116,0.0016987029,0.0006142026,0.00050372287,0.0050511984],"category_scores_gemma":[0.032728173,0.0001862659,0.00022955923,0.0004287809,0.0006631798,0.0015111816,0.0011974141,0.0008550896,0.00070509606],"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":[0.018733354,0.0132151125,0.6109966,0.00048088896,0.00041936204,0.0004287247,0.009139187,0.0041945064,0.048735894,0.005147237,0.00079744804,0.28771177],"study_design_scores_gemma":[0.0014428844,0.017406724,0.867358,0.00012982741,0.0005062649,0.0009775879,0.008807429,0.031147258,0.04865604,0.0207789,0.0026799527,0.000109170396],"about_ca_topic_score_codex":0.0005046336,"about_ca_topic_score_gemma":0.0007170216,"teacher_disagreement_score":0.0050511984,"about_ca_system_score_codex":0.00035268682,"about_ca_system_score_gemma":0.0005991937,"threshold_uncertainty_score":0.019625068},"labels":[],"label_agreement":null},{"id":"W2046760096","doi":"10.1016/j.system.2008.06.001","title":"Non-native English-speaking teachers, context and English language teaching","year":2009,"lang":"en","type":"article","venue":"System","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":93,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Redress; Pedagogy; Situational ethics; English language; Competence (human resources); Teaching english; Foreign language; Language education; First language; Context (archaeology); English as a foreign language; Sociology; Foreign language teaching; Space (punctuation); Mathematics education; Psychology; Linguistics; Political science; History","score_opus":0.010138482559499286,"score_gpt":0.22418919279320043,"score_spread":0.21405071023370115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2046760096","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9931902,0.00027014522,0.00008041273,0.00012352238,0.000009063184,0.0000067531632,0.000043511416,0.0000058501305,0.0062704086],"genre_scores_gemma":[0.99901867,0.00005619908,0.000050967676,0.0000151927115,0.0000027941824,0.000003684144,0.000013957195,0.0000037091957,0.0008348003],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9987305,0.0005540155,0.00008367424,0.00019128525,0.00017610818,0.00026448793],"domain_scores_gemma":[0.99538815,0.0020267672,0.0006187818,0.00013102958,0.00056004594,0.0012751432],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008409731,0.00013636687,0.00040772642,0.0006958821,0.0029717602,0.003126523,0.0003989236,0.00028054995,0.009545382],"category_scores_gemma":[0.0058102175,0.0001768957,0.0001102748,0.0005187132,0.0011332408,0.0011896486,0.0022789997,0.00045186505,0.000483248],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009981049,0.0009274937,0.8077018,0.00030628155,0.000047491747,0.0021271775,0.14807089,0.00013854547,0.006525687,0.0054969485,0.001044723,0.02661475],"study_design_scores_gemma":[0.000038977258,0.0002756522,0.85564923,0.000117597905,0.000051813815,0.00082304585,0.13586134,0.00018269867,0.0011376375,0.0008010457,0.0050366707,0.000024355084],"about_ca_topic_score_codex":0.019753654,"about_ca_topic_score_gemma":0.065244004,"teacher_disagreement_score":0.019753654,"about_ca_system_score_codex":0.0018788116,"about_ca_system_score_gemma":0.0026134704,"threshold_uncertainty_score":0.039277375},"labels":[],"label_agreement":null},{"id":"W2069306326","doi":"10.1016/j.system.2006.09.004","title":"The functional load principle in ESL pronunciation instruction: An exploratory study","year":2006,"lang":"en","type":"article","venue":"System","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":378,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education; University of Alberta; Simon Fraser University","funders":"","keywords":"Pronunciation; Perception; Consonant; Set (abstract data type); Computer science; Exploratory research; Psychology; Mathematics education; Linguistics; Speech recognition","score_opus":0.043975321067269244,"score_gpt":0.3274953000588512,"score_spread":0.28351997899158193,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2069306326","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9822327,0.00005115865,0.005752619,0.000107713786,0.000009910986,0.00008366044,0.000056341538,0.000043505817,0.011662259],"genre_scores_gemma":[0.99661785,0.000024866516,0.0017159812,0.000028445618,0.000009380986,0.000077167766,0.000033259686,0.00004026292,0.0014529134],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9987685,0.0003149243,0.00007250612,0.00022805373,0.0004956711,0.00012032955],"domain_scores_gemma":[0.9929482,0.005310673,0.0003216906,0.00064223935,0.00058802316,0.00018909611],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017590926,0.00037374537,0.00040159968,0.0007216037,0.0006629349,0.0018892249,0.0007064227,0.0007994251,0.009499374],"category_scores_gemma":[0.012846526,0.00048279125,0.00020137844,0.0004243169,0.0018103075,0.0030983475,0.001563321,0.001041632,0.00087532256],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00812775,0.006449265,0.11218122,0.0009243252,0.00007700715,0.0012536676,0.034774706,0.004501793,0.37401354,0.06460953,0.0010777058,0.3920095],"study_design_scores_gemma":[0.00104748,0.008935866,0.7070825,0.00020413914,0.00022370108,0.0035156105,0.028586188,0.06887151,0.101886384,0.0683141,0.011169273,0.00016322194],"about_ca_topic_score_codex":0.0011670036,"about_ca_topic_score_gemma":0.0008634939,"teacher_disagreement_score":0.009499374,"about_ca_system_score_codex":0.00065120833,"about_ca_system_score_gemma":0.0009865368,"threshold_uncertainty_score":0.031778574},"labels":[],"label_agreement":null},{"id":"W2076772758","doi":"10.1016/j.system.2007.09.007","title":"Learner responses to corrective feedback for spelling errors in CALL","year":2008,"lang":"en","type":"article","venue":"System","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":56,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Spelling; Corrective feedback; German; Computer science; Word (group theory); Parsing; Natural language processing; Word order; Factor (programming language); Order (exchange); Artificial intelligence; Linguistics; Psychology; Mathematics education; Programming language","score_opus":0.04383399902493742,"score_gpt":0.33237768839840864,"score_spread":0.28854368937347125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2076772758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97727966,0.00013187644,0.013998316,0.00030224785,0.00023503575,0.000110838635,0.00019601262,0.0028758089,0.0048701796],"genre_scores_gemma":[0.98693615,0.000098398305,0.0066709155,0.00013107924,0.000032661515,0.000049692277,0.00027035794,0.00038736864,0.005423377],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99815613,0.0007072969,0.0001635107,0.00025859053,0.00059891125,0.000115605064],"domain_scores_gemma":[0.97740614,0.015615856,0.0017130441,0.0012211173,0.0033090247,0.0007347773],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001913978,0.00091427175,0.0005000336,0.0005481296,0.00033054544,0.001079117,0.0007460386,0.0016831188,0.009137066],"category_scores_gemma":[0.0420741,0.00019739156,0.00020886416,0.00020018003,0.00024759167,0.00073414424,0.00073205394,0.0009357766,0.002892315],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0085206255,0.0014467888,0.06797573,0.0011668477,0.0001458693,0.004959811,0.015758345,0.0053139636,0.51911956,0.00092136685,0.0115542775,0.36311683],"study_design_scores_gemma":[0.0005036804,0.008481271,0.18545093,0.0006180267,0.00045161627,0.0077270186,0.009406408,0.09620442,0.66268283,0.0025776052,0.025489574,0.00040662798],"about_ca_topic_score_codex":0.0012547916,"about_ca_topic_score_gemma":0.0010589502,"teacher_disagreement_score":0.009137066,"about_ca_system_score_codex":0.00028391558,"about_ca_system_score_gemma":0.00053575524,"threshold_uncertainty_score":0.030566514},"labels":[],"label_agreement":null},{"id":"W2091877844","doi":"10.1016/j.system.2009.12.013","title":"Willingness to communicate and action control","year":2010,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":221,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Competence (human resources); Action (physics); Computer science; Trait; Psychology; Anxiety; Control (management); Social psychology; Cognitive psychology; Artificial intelligence","score_opus":0.03516978025886711,"score_gpt":0.25429257320683535,"score_spread":0.21912279294796824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2091877844","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7923103,0.00013653071,0.10953183,0.0011202915,0.000068220026,0.0001983436,0.00014623546,0.0006955935,0.09579272],"genre_scores_gemma":[0.9916021,0.000014672148,0.0037798453,0.000047470618,0.000012593226,0.000049049668,0.000051527888,0.00003833444,0.0044042794],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972204,0.0010999268,0.00025236013,0.0006309626,0.0005313557,0.00026501066],"domain_scores_gemma":[0.9739199,0.016258124,0.0027341007,0.0026573825,0.0029536583,0.0014768551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00528039,0.00049579225,0.0002546165,0.0011462567,0.00065861456,0.004590945,0.0006514868,0.001221609,0.02016613],"category_scores_gemma":[0.029854918,0.00029417724,0.00032100783,0.000365463,0.0014549604,0.0032604327,0.0016131327,0.0010973195,0.0015606374],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0027189925,0.0023359705,0.15730482,0.0007098218,0.0003843844,0.0016039371,0.02038045,0.03295374,0.119205356,0.32573834,0.004138021,0.33252618],"study_design_scores_gemma":[0.00047250788,0.0033176134,0.22029786,0.00025757027,0.00058427063,0.0029835168,0.017249428,0.37665963,0.08330123,0.26721707,0.027237566,0.00042170135],"about_ca_topic_score_codex":0.00088780536,"about_ca_topic_score_gemma":0.00035574677,"teacher_disagreement_score":0.02016613,"about_ca_system_score_codex":0.00086432777,"about_ca_system_score_gemma":0.00085790147,"threshold_uncertainty_score":0.067462444},"labels":[],"label_agreement":null},{"id":"W2101523914","doi":"10.1016/j.system.2008.06.002","title":"Developing a questionnaire to investigate second language learners’ preferences for two types of form-focused instruction","year":2009,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Cronbach's alpha; Construct validity; Construct (python library); Psychology; Reliability (semiconductor); Internal consistency; Content validity; Item analysis; Measure (data warehouse); Consistency (knowledge bases); Mathematics education; Computer science; Psychometrics; Artificial intelligence; Developmental psychology; Data mining","score_opus":0.04311493425480153,"score_gpt":0.2716716348659804,"score_spread":0.22855670061117886,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2101523914","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98363554,0.000048481907,0.0070199575,0.00033981455,0.00007526604,0.00404822,0.00059273635,0.00011788144,0.004122128],"genre_scores_gemma":[0.9048902,0.0003321479,0.05871191,0.0016898623,0.00006644935,0.014288011,0.0014280865,0.000097087934,0.018496215],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998336,0.000498174,0.00030221083,0.0001785203,0.00035307606,0.00033203964],"domain_scores_gemma":[0.9804299,0.01212526,0.0013079629,0.0006666785,0.0037957008,0.0016745876],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006681167,0.00053410704,0.00063057785,0.00088165776,0.0008206028,0.0010683048,0.0006039741,0.0010888381,0.009935542],"category_scores_gemma":[0.014884371,0.00048400727,0.0007494082,0.00041184181,0.00048749126,0.0007591586,0.00080960814,0.0014826335,0.0030677025],"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":[0.0025551405,0.018916342,0.44099894,0.0017759033,0.00012507003,0.001949362,0.119678885,0.0025877904,0.12488133,0.0016563596,0.014075185,0.27079967],"study_design_scores_gemma":[0.0011370195,0.022214234,0.67771536,0.0004310411,0.00019611837,0.0018245644,0.12987489,0.009300962,0.0573587,0.0011946458,0.09831677,0.00043578283],"about_ca_topic_score_codex":0.0013961723,"about_ca_topic_score_gemma":0.0017678662,"teacher_disagreement_score":0.009935542,"about_ca_system_score_codex":0.00085588475,"about_ca_system_score_gemma":0.0015982989,"threshold_uncertainty_score":0.03533387},"labels":[],"label_agreement":null},{"id":"W2103343672","doi":"10.1016/j.system.2010.03.006","title":"Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting","year":2010,"lang":"en","type":"article","venue":"System","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":371,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Collaborative writing; Perception; Computer science; Constructivism (international relations); Blended learning; Online discussion; Psychology; Second language writing; Mathematics education; Pedagogy; World Wide Web; Educational technology; Second language; Linguistics","score_opus":0.010291980909165225,"score_gpt":0.3061281018334914,"score_spread":0.29583612092432615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2103343672","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9991222,0.000008412107,0.00008442289,0.000054810895,0.0000074281693,0.000018906801,0.0000098926,0.0000089008145,0.00068504934],"genre_scores_gemma":[0.9987822,0.000013105392,0.00019611848,0.000023604356,0.0000049135615,0.00003650208,0.00001925033,0.0000049226887,0.00091944967],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9951604,0.0018363384,0.00055518496,0.00045399342,0.0011687487,0.00082529103],"domain_scores_gemma":[0.96587276,0.013837321,0.005934929,0.0009811572,0.0035022446,0.009871608],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062777507,0.00045573604,0.00055188395,0.0010061135,0.0015189433,0.0048230593,0.00082704023,0.0010384659,0.0046426523],"category_scores_gemma":[0.033450346,0.00034108412,0.0006457462,0.0005297349,0.0009208464,0.0023776805,0.003285087,0.0021740103,0.00089181983],"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":[0.005355616,0.07582368,0.58332884,0.00047227892,0.00026003682,0.00080262835,0.1335947,0.0013454688,0.020054538,0.0009226274,0.0020073308,0.1760323],"study_design_scores_gemma":[0.0006772482,0.019483823,0.785008,0.00017951093,0.0003437863,0.00030291386,0.16768402,0.004730424,0.01598012,0.0008093492,0.004587714,0.00021312528],"about_ca_topic_score_codex":0.0012796414,"about_ca_topic_score_gemma":0.0017092892,"teacher_disagreement_score":0.0062777507,"about_ca_system_score_codex":0.0007880702,"about_ca_system_score_gemma":0.0014013462,"threshold_uncertainty_score":0.033200324},"labels":[],"label_agreement":null},{"id":"W2124474181","doi":"10.1016/j.system.2004.04.001","title":"Can learners use concordance feedback for writing errors?","year":2004,"lang":"en","type":"article","venue":"System","topic":"Natural Language Processing Techniques","field":"Computer Science","cited_by":346,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Concordance; Notice; Sentence; Computer science; Natural language processing; Linguistics; Mathematics education; Psychology","score_opus":0.02152784306383158,"score_gpt":0.2726472343495525,"score_spread":0.2511193912857209,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2124474181","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.73192406,0.00081349077,0.16767216,0.010003928,0.0014154846,0.00079977064,0.0012236431,0.025545787,0.06060167],"genre_scores_gemma":[0.9036042,0.00037142323,0.079836525,0.0009396658,0.00020908543,0.00020144535,0.00065299426,0.0009916944,0.013193017],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9854864,0.0065360023,0.0011946883,0.0016677601,0.0046812757,0.00043386588],"domain_scores_gemma":[0.87089956,0.083014235,0.007920008,0.013012165,0.022485686,0.0026683894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00978669,0.0009476082,0.0009456281,0.0014246772,0.0009303218,0.0038432667,0.0019195983,0.0029167442,0.013462891],"category_scores_gemma":[0.16451117,0.00048438853,0.0003884422,0.00092615624,0.0006040014,0.00602962,0.002017555,0.0016644781,0.0068761534],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014393202,0.0014537768,0.058979265,0.00097615784,0.00009016829,0.0016761889,0.014022604,0.0014955667,0.03272572,0.0033571897,0.03428494,0.84949917],"study_design_scores_gemma":[0.0016943156,0.0072336765,0.1206443,0.0028775411,0.0011101954,0.015476505,0.041757017,0.18156882,0.3709917,0.055920847,0.19967435,0.001050706],"about_ca_topic_score_codex":0.0011255227,"about_ca_topic_score_gemma":0.0016934945,"teacher_disagreement_score":0.013462891,"about_ca_system_score_codex":0.00043771646,"about_ca_system_score_gemma":0.0018808891,"threshold_uncertainty_score":0.051757634},"labels":[],"label_agreement":null},{"id":"W2139795990","doi":"10.1016/s0346-251x(02)00012-x","title":"ESL learners' perceptions of their pronunciation needs and strategies","year":2002,"lang":"en","type":"article","venue":"System","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":230,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta; Alberta Advanced Education","funders":"","keywords":"Pronunciation; Paraphrase; Spelling; Variety (cybernetics); Context (archaeology); Psychology; Linguistics; Perception; Control (management); Computer science; Natural language processing; Artificial intelligence","score_opus":0.039018468857183186,"score_gpt":0.30447655862088446,"score_spread":0.2654580897637013,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139795990","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9972371,0.00003989855,0.00011255389,0.000059143294,0.0000036241306,0.000004384705,0.000019646104,0.0000059261156,0.0025177768],"genre_scores_gemma":[0.9975496,0.00011562961,0.00022467563,0.000050805294,0.0000041152034,0.000011742279,0.00004585046,0.000006047146,0.0019914655],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99933475,0.00012137376,0.00007755529,0.00008212528,0.00026135577,0.00012274453],"domain_scores_gemma":[0.9923252,0.003769844,0.0012811885,0.00023564715,0.0013965768,0.000991486],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012574148,0.00032940507,0.00026024375,0.00066873647,0.0004333604,0.003372653,0.00030510072,0.0008015564,0.0068419278],"category_scores_gemma":[0.01139483,0.000230775,0.00016966682,0.00020782523,0.00075032795,0.001863533,0.0012145073,0.0009158764,0.0013693821],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0016039344,0.0012963564,0.6979052,0.00033161332,0.00007121439,0.0020630546,0.15140647,0.0009050907,0.059562188,0.0018988284,0.0011832318,0.08177281],"study_design_scores_gemma":[0.00010246649,0.0017910381,0.6462359,0.00022651748,0.0001383202,0.0021348032,0.32045597,0.0030419508,0.014998485,0.0025584518,0.008177081,0.00013897696],"about_ca_topic_score_codex":0.0023036627,"about_ca_topic_score_gemma":0.0026233254,"teacher_disagreement_score":0.0068419278,"about_ca_system_score_codex":0.00029860198,"about_ca_system_score_gemma":0.00045037374,"threshold_uncertainty_score":0.022888541},"labels":[],"label_agreement":null},{"id":"W2143255473","doi":"10.1016/j.system.2004.09.011","title":"Computer-based training for learning English vowel contrasts","year":2004,"lang":"en","type":"article","venue":"System","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":199,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Pronunciation; Mandarin Chinese; Pace; Vowel; Perception; Computer science; Control (management); Language acquisition; Second language; Psychology; Natural (archaeology); Linguistics; Speech recognition; Mathematics education; Artificial intelligence","score_opus":0.05531245837935333,"score_gpt":0.3362240291585585,"score_spread":0.28091157077920514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2143255473","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94505066,0.0002528353,0.04437686,0.00016223239,0.00011899153,0.00032412136,0.00015013377,0.0010689871,0.008495106],"genre_scores_gemma":[0.9252305,0.00033457874,0.062317584,0.000101997946,0.000023793717,0.00042179797,0.0003474829,0.0000965955,0.011125712],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9998535,0.000024769923,0.000011885055,0.00006724628,0.000024573785,0.0000180025],"domain_scores_gemma":[0.9993962,0.00040238304,0.00002979751,0.00007261835,0.00004367966,0.000055261888],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00034788463,0.00047142574,0.00026300803,0.00019284488,0.0001915162,0.00033467848,0.0006247852,0.00043303438,0.007555557],"category_scores_gemma":[0.0017850897,0.00022160605,0.00015154411,0.0001406624,0.00020434141,0.00058777514,0.0004652707,0.00077760196,0.0010630524],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.002234726,0.015759943,0.0046294173,0.00032368544,0.0000494535,0.0001463883,0.00094430835,0.007557746,0.29465,0.0012541375,0.0030430146,0.6694072],"study_design_scores_gemma":[0.0030326939,0.036798235,0.12532406,0.0003656428,0.00063395116,0.0019991123,0.0016671468,0.23415159,0.5296909,0.016688457,0.049418416,0.00022981045],"about_ca_topic_score_codex":0.0017292596,"about_ca_topic_score_gemma":0.002879732,"teacher_disagreement_score":0.007555557,"about_ca_system_score_codex":0.00024525862,"about_ca_system_score_gemma":0.00033879804,"threshold_uncertainty_score":0.025275826},"labels":[],"label_agreement":null},{"id":"W2471964449","doi":"10.1016/j.system.2016.06.007","title":"Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners","year":2016,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Corrective feedback; Pronunciation; Psychology; Interlanguage; Linguistics; Focus on form; Computer science; Mathematics education; Grammar","score_opus":0.011001661094047111,"score_gpt":0.2065474571754613,"score_spread":0.1955457960814142,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2471964449","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99786913,0.00007896097,0.00045426292,0.000038014045,0.000037940557,0.00008179942,0.000061835955,0.00007854384,0.0012994938],"genre_scores_gemma":[0.99223715,0.00019723806,0.003770885,0.00007780035,0.00001621824,0.00029979626,0.00016101726,0.00012353946,0.0031164545],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99712247,0.0011627633,0.0004803151,0.00066030986,0.00031628457,0.00025781576],"domain_scores_gemma":[0.9691759,0.023256658,0.0020707527,0.00094608084,0.0020619794,0.002488719],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029469274,0.0009437689,0.0010924861,0.0003735963,0.0006861103,0.0016537067,0.0011138221,0.0009476755,0.0074311225],"category_scores_gemma":[0.034040716,0.0007781086,0.00035860925,0.0003729229,0.00093834667,0.0020356898,0.0018350466,0.0018934185,0.0014463603],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.16212285,0.036925685,0.033745687,0.0038060383,0.00025530256,0.0032522,0.079302356,0.002527728,0.42106557,0.0011464149,0.0016602188,0.25418994],"study_design_scores_gemma":[0.013494732,0.17998819,0.31015694,0.0014343999,0.0028517675,0.002566537,0.11804749,0.0117495125,0.3383927,0.0039140484,0.016555116,0.0008486122],"about_ca_topic_score_codex":0.0021585359,"about_ca_topic_score_gemma":0.0032285566,"teacher_disagreement_score":0.0074311225,"about_ca_system_score_codex":0.0004736407,"about_ca_system_score_gemma":0.00118816,"threshold_uncertainty_score":0.024859548},"labels":[],"label_agreement":null},{"id":"W2971175699","doi":"10.1016/j.system.2019.102126","title":"Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching","year":2019,"lang":"en","type":"article","venue":"System","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":249,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mindset; Psychology; Foreign language; Second-language acquisition; Pedagogy; Epistemology; Linguistics","score_opus":0.02887922001910461,"score_gpt":0.4020648763693028,"score_spread":0.37318565635019824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2971175699","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.74178547,0.016281275,0.0067919865,0.11868806,0.00070820376,0.00013821154,0.00019656264,0.00011702598,0.11529324],"genre_scores_gemma":[0.98742783,0.0035089038,0.004552,0.001851028,0.00014644077,0.000081925136,0.000036225316,0.000017873585,0.0023777268],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9973769,0.0012055669,0.00005650683,0.00027428792,0.00044000323,0.00064675056],"domain_scores_gemma":[0.98417574,0.0057167653,0.0017199843,0.00059092476,0.0017253137,0.0060713296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066692284,0.00048740744,0.00065474905,0.001755241,0.0029777763,0.008251688,0.001264729,0.0016654205,0.0040949653],"category_scores_gemma":[0.010605826,0.00019739137,0.00048179965,0.0016656418,0.007022245,0.0054570227,0.006790836,0.00383584,0.0003073241],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004825583,0.0045730034,0.17192706,0.0010129757,0.00021150091,0.00026762483,0.019698577,0.001357857,0.002311143,0.43354714,0.008245814,0.35636476],"study_design_scores_gemma":[0.00022681853,0.00068632734,0.3976449,0.0029501307,0.00023237837,0.00032818987,0.07353078,0.0025555675,0.004076886,0.45220572,0.06545281,0.00010949457],"about_ca_topic_score_codex":0.0054342626,"about_ca_topic_score_gemma":0.012086889,"teacher_disagreement_score":0.008251688,"about_ca_system_score_codex":0.004280927,"about_ca_system_score_gemma":0.01350626,"threshold_uncertainty_score":0.03527063},"labels":[],"label_agreement":null},{"id":"W2987905010","doi":"10.1016/j.system.2019.102178","title":"Native-English speaking teachers’ experiences in East-Asian language programs","year":2019,"lang":"en","type":"article","venue":"System","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"Ministry of Education; Asia Pacific Foundation of Canada","keywords":"Government (linguistics); First language; Language education; English language; Political science; Pedagogy; Mathematics education; Sociology; Linguistics; Psychology","score_opus":0.04540994392143831,"score_gpt":0.4022749557591976,"score_spread":0.35686501183775926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2987905010","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9930789,0.00012144593,0.000034332614,0.0009960941,0.000024622323,0.000014267918,0.000017639995,0.0000032986145,0.005709487],"genre_scores_gemma":[0.9966485,0.000119152544,0.000030607178,0.00031917906,0.000005476878,0.000013433596,0.00001376186,0.0000043796895,0.0028456477],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9952028,0.0017383453,0.00013281034,0.00015865694,0.0002617682,0.0025057273],"domain_scores_gemma":[0.99258035,0.0013824747,0.00068961433,0.00009193971,0.00069738505,0.004558244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036015627,0.00017652316,0.00038581967,0.00057282444,0.013123741,0.0059717107,0.00087166665,0.0010638366,0.005421598],"category_scores_gemma":[0.006496309,0.00034620924,0.0003159766,0.00077105727,0.0034882196,0.0028283927,0.0065070926,0.003582244,0.00035498687],"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":[0.0001540488,0.000496133,0.051067777,0.00006482174,0.000010153325,0.0011531473,0.9372672,0.000051412535,0.0005652128,0.0022517783,0.001357016,0.0055613434],"study_design_scores_gemma":[0.0000055566425,0.00005731091,0.018077593,0.00003430219,0.00000496982,0.00009941394,0.97768205,0.000019540437,0.000098127435,0.000068639296,0.0038453504,0.000007159196],"about_ca_topic_score_codex":0.07261151,"about_ca_topic_score_gemma":0.18934505,"teacher_disagreement_score":0.07261151,"about_ca_system_score_codex":0.0057728225,"about_ca_system_score_gemma":0.0099768,"threshold_uncertainty_score":0.14437771},"labels":[],"label_agreement":null},{"id":"W3003854223","doi":"10.1016/j.system.2020.102209","title":"Brain changes associated with language development and learning: A primer on methodology and applications","year":2020,"lang":"en","type":"article","venue":"System","topic":"Neurobiology of Language and Bilingualism","field":"Neuroscience","cited_by":27,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Language acquisition; Second-language acquisition; Psychology; Cognitive neuroscience; Cognition; Developmental cognitive neuroscience; Cognitive science; Neuroscience; Computer science; Cognitive psychology; Linguistics; Mathematics education","score_opus":0.0869680424665402,"score_gpt":0.30535417326549286,"score_spread":0.21838613079895264,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3003854223","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025995579,0.7264241,0.19174682,0.05082276,0.0040687784,0.00029541418,0.00032125658,0.00023668013,0.023484714],"genre_scores_gemma":[0.051689427,0.6836566,0.21588065,0.022700144,0.012641724,0.0016812222,0.00023556911,0.00022493774,0.011289803],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979358,0.0010558112,0.0002889129,0.00032013157,0.00029164494,0.000107605374],"domain_scores_gemma":[0.9943453,0.004766559,0.00021487032,0.00027796952,0.00030316747,0.0000920793],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009103979,0.0013483134,0.0017684073,0.006038368,0.0010960997,0.004551812,0.0029385902,0.0054469234,0.0027849467],"category_scores_gemma":[0.006756724,0.0006490713,0.0013755687,0.0024082952,0.016035812,0.006032836,0.0024259423,0.008676129,0.00074252806],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000098433695,0.00017392293,0.0025938598,0.0029604835,0.000102446844,0.0009306748,0.001174392,0.0012371533,0.0050301487,0.7682918,0.014747042,0.20265968],"study_design_scores_gemma":[0.000024556344,0.00025378226,0.0049061715,0.002831478,0.00007920779,0.004136971,0.0007008189,0.0020094612,0.003244238,0.74907815,0.23260799,0.00012719081],"about_ca_topic_score_codex":0.0035808808,"about_ca_topic_score_gemma":0.0039774785,"teacher_disagreement_score":0.009103979,"about_ca_system_score_codex":0.0032870453,"about_ca_system_score_gemma":0.0028342514,"threshold_uncertainty_score":0.048147023},"labels":[],"label_agreement":null},{"id":"W3191456058","doi":"10.1016/j.system.2021.102604","title":"Reducing anxiety in the foreign language classroom: A positive psychology approach","year":2021,"lang":"en","type":"article","venue":"System","topic":"Psychological Well-being and Life Satisfaction","field":"Psychology","cited_by":130,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Education Department of Hainan Province","keywords":"Anxiety; Psychology; Foreign language anxiety; Foreign language teaching; Foreign language; Linguistics; Pedagogy; Mathematics education; Philosophy","score_opus":0.024962026349408875,"score_gpt":0.3267646775251924,"score_spread":0.30180265117578353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3191456058","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93377244,0.0022821377,0.003541436,0.018623393,0.00065835787,0.00025099335,0.000035991132,0.00012490332,0.04071042],"genre_scores_gemma":[0.99068135,0.0010855013,0.003183568,0.0014783844,0.00015510869,0.00007834026,0.000009546509,0.000008316241,0.0033199491],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995764,0.0001872601,0.000007398141,0.00003013214,0.00009237571,0.000106531654],"domain_scores_gemma":[0.99920446,0.0001683629,0.00006127734,0.000020908936,0.00006836359,0.00047664324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006556498,0.00025850922,0.0002514614,0.000445378,0.0010843818,0.0015315426,0.00044625814,0.0005106304,0.003575631],"category_scores_gemma":[0.0010473691,0.000088853056,0.0003170061,0.00013989436,0.00079363835,0.00034287907,0.0009712345,0.00130246,0.0002168672],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0018754852,0.04915889,0.061433643,0.0011116853,0.00027335776,0.00060190173,0.006475764,0.000834647,0.043922473,0.0140781915,0.0135687925,0.8066651],"study_design_scores_gemma":[0.0015340066,0.032617092,0.81446916,0.0012243997,0.0010880465,0.0016502227,0.04063376,0.0035742621,0.027396547,0.016462522,0.05921986,0.00013002187],"about_ca_topic_score_codex":0.0018121008,"about_ca_topic_score_gemma":0.0062910616,"teacher_disagreement_score":0.003575631,"about_ca_system_score_codex":0.00075679156,"about_ca_system_score_gemma":0.0030913742,"threshold_uncertainty_score":0.011961639},"labels":[],"label_agreement":null},{"id":"W3199024885","doi":"10.1016/j.system.2021.102652","title":"Revisiting second language portfolio assessment in a new age","year":2021,"lang":"en","type":"article","venue":"System","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Yorkville University","funders":"","keywords":"Portfolio; Scrutiny; Alternative assessment; Scholarship; Educational assessment; Consistency (knowledge bases); Language assessment; Political science; Psychology; Pedagogy; Computer science; Business","score_opus":0.02985173777951031,"score_gpt":0.42143556413814104,"score_spread":0.3915838263586307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3199024885","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.60253406,0.005393667,0.16372344,0.056454267,0.0017143008,0.00036585648,0.00035175722,0.0015348673,0.16792782],"genre_scores_gemma":[0.8860859,0.001316352,0.0913276,0.0023479573,0.00015425766,0.0001360011,0.00014969456,0.00017403367,0.018308273],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98783535,0.00625824,0.0011985161,0.0010214592,0.0030564128,0.0006299675],"domain_scores_gemma":[0.9662252,0.012860726,0.0025981674,0.0033029045,0.012336187,0.0026767617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022831267,0.00037114494,0.00048230003,0.003577242,0.0023924296,0.011484139,0.0015058919,0.001595347,0.004568817],"category_scores_gemma":[0.057546888,0.00025825104,0.00039384075,0.0022317711,0.0034207413,0.01202899,0.00762442,0.0027006022,0.0015118704],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013245238,0.00043514743,0.08203124,0.0003448329,0.00003378278,0.0006917898,0.050763953,0.0009456034,0.0023085154,0.1506925,0.012618498,0.69900167],"study_design_scores_gemma":[0.00007805856,0.00092215586,0.1186558,0.003679438,0.00011578146,0.0037934908,0.096880555,0.030314118,0.015779564,0.2503268,0.47910136,0.00035286945],"about_ca_topic_score_codex":0.009996445,"about_ca_topic_score_gemma":0.016641809,"teacher_disagreement_score":0.022831267,"about_ca_system_score_codex":0.005204692,"about_ca_system_score_gemma":0.013883468,"threshold_uncertainty_score":0.120744705},"labels":[],"label_agreement":null},{"id":"W4206528538","doi":"10.1016/j.system.2022.102732","title":"Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production","year":2022,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Cued speech; Psychology; Foreign language anxiety; Anxiety; Control (management); Narrative; Cognitive psychology; Linguistics; Second language; Stress (linguistics); Foreign language; Task (project management); Attentional control; Computer science; Cognition; Artificial intelligence; Mathematics education","score_opus":0.07859825037326686,"score_gpt":0.23490729095001428,"score_spread":0.15630904057674744,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206528538","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99776804,0.000059117086,0.00036328236,0.000030721854,0.0000041997055,0.000010855935,0.000028309369,0.0000075764747,0.0017280483],"genre_scores_gemma":[0.99891424,0.000029572482,0.0001872528,0.000021619891,0.0000032220591,0.000015899876,0.000026290674,0.0000059530785,0.00079600053],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997441,0.00007453681,0.000013410695,0.000057394365,0.0000612027,0.000049183433],"domain_scores_gemma":[0.9980627,0.0012710863,0.000314829,0.00006697263,0.00011659433,0.00016780267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004259983,0.00020673545,0.00014473908,0.00026737523,0.00031701848,0.0012170167,0.00018650616,0.00031110513,0.002856689],"category_scores_gemma":[0.0039660675,0.00017780667,0.000109909786,0.00015424126,0.00048431646,0.0004139174,0.0007054254,0.0005709047,0.000230201],"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":[0.003283107,0.00094586203,0.4593282,0.00048257582,0.00020161118,0.0017067216,0.049304947,0.0009639396,0.40354005,0.0018302447,0.0007082961,0.07770447],"study_design_scores_gemma":[0.000015808064,0.0003938757,0.982979,0.000026149735,0.00003987149,0.00022711625,0.007586923,0.00081777526,0.007124387,0.0002796387,0.0004932672,0.000016242717],"about_ca_topic_score_codex":0.004288933,"about_ca_topic_score_gemma":0.0060733785,"teacher_disagreement_score":0.004288933,"about_ca_system_score_codex":0.00036286443,"about_ca_system_score_gemma":0.00046315556,"threshold_uncertainty_score":0.0095565915},"labels":[],"label_agreement":null},{"id":"W4224093826","doi":"10.1016/j.system.2022.102800","title":"Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program","year":2022,"lang":"en","type":"article","venue":"System","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":21,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Loyola University Chicago","keywords":"Argumentative; Status quo; Scholarship; Psychology; Mathematics education; Linguistics; Exploratory research; Computer science; Pedagogy; Sociology; Political science; Social science","score_opus":0.04087868306243054,"score_gpt":0.48813065128621075,"score_spread":0.4472519682237802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4224093826","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98896873,0.000036817684,0.0035852224,0.00016901268,0.000023298417,0.00073375547,0.0001247352,0.0001921804,0.006166058],"genre_scores_gemma":[0.98156583,0.000054229382,0.012590867,0.000061653045,0.00001634293,0.0013230857,0.00013227455,0.000027988066,0.0042275838],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99734527,0.0015906531,0.00013880995,0.00033923867,0.00039385,0.00019205199],"domain_scores_gemma":[0.9911801,0.00543808,0.00066372566,0.00056663284,0.0009205529,0.0012309228],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002840626,0.0005769223,0.00052168674,0.0014711918,0.0011884634,0.0011320657,0.000910445,0.000591021,0.007102378],"category_scores_gemma":[0.011924058,0.00028367504,0.00022987288,0.00047529922,0.0008430314,0.0011372702,0.0018010717,0.0014303372,0.0010314245],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.016513072,0.06506239,0.08742857,0.0006195013,0.000091665555,0.0010204362,0.032053597,0.003623347,0.029391814,0.0031803697,0.0046735015,0.7563417],"study_design_scores_gemma":[0.008339339,0.0999875,0.6081258,0.00068696385,0.0005371796,0.0038232654,0.043432765,0.07518114,0.10883244,0.02055049,0.029866578,0.000636514],"about_ca_topic_score_codex":0.0012155599,"about_ca_topic_score_gemma":0.0028193197,"teacher_disagreement_score":0.007102378,"about_ca_system_score_codex":0.0010957557,"about_ca_system_score_gemma":0.002624034,"threshold_uncertainty_score":0.023759782},"labels":[],"label_agreement":null},{"id":"W4244647240","doi":"10.1016/j.system.2018.07.016","title":"Book review","year":2018,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Interpersonal communication; Psychology; Competence (human resources); Coherence (philosophical gambling strategy); Perception; Communicative competence; Naturalness; Strengths and weaknesses; Linguistics; Pedagogy; Social psychology","score_opus":0.029008030839681002,"score_gpt":0.25314955397777955,"score_spread":0.22414152313809854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244647240","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007216806,0.25099158,0.0027582939,0.095736615,0.13742875,0.00026809634,0.003099462,0.0011626404,0.5078329],"genre_scores_gemma":[0.0024768761,0.10985462,0.0013251776,0.02628632,0.025825573,0.00016353808,0.0021716263,0.00037846525,0.83151793],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99912244,0.00012100557,0.000041654017,0.00008438057,0.0005380565,0.000092326365],"domain_scores_gemma":[0.99566627,0.0008885021,0.00021430694,0.0002102609,0.0023282776,0.0006923454],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0011619343,0.00052490394,0.00072638574,0.0035683673,0.0008735145,0.0037103835,0.0013973196,0.0019083195,0.32783285],"category_scores_gemma":[0.008617315,0.00026644208,0.00045808422,0.0034528163,0.0006416628,0.0020931282,0.0015523073,0.0020578424,0.20751722],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000047062213,0.000005037082,0.000023050326,0.00013572582,0.0000016480955,0.000016504651,0.000006601674,0.000014430401,0.000022250562,0.00074735825,0.94623864,0.052783966],"study_design_scores_gemma":[0.0000032177365,0.0000031979189,0.000053094554,0.00016899295,0.0000023118207,0.000051687162,0.000010976552,0.00000724967,0.00001469185,0.00030323584,0.9993795,0.0000017248994],"about_ca_topic_score_codex":0.0038088069,"about_ca_topic_score_gemma":0.009029005,"teacher_disagreement_score":0.6721672,"about_ca_system_score_codex":0.0019087329,"about_ca_system_score_gemma":0.0048693325,"threshold_uncertainty_score":0.95876485},"labels":[],"label_agreement":null},{"id":"W4250759393","doi":"10.1016/j.system.2021.102572","title":"Book review","year":2021,"lang":"en","type":"article","venue":"System","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Computer science; Linguistics; Philosophy","score_opus":0.01704441409207269,"score_gpt":0.2682416781337695,"score_spread":0.2511972640416968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4250759393","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00036575703,0.010829615,0.00073159183,0.0073507433,0.015336579,0.00010525557,0.00062809867,0.00060587586,0.9640465],"genre_scores_gemma":[0.0004282632,0.002198298,0.00015253559,0.0009541875,0.0009754688,0.000014195693,0.00016913466,0.00008778708,0.99502003],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99958664,0.000040641484,0.000009835202,0.000048540925,0.00026904748,0.00004524098],"domain_scores_gemma":[0.9987098,0.00021973635,0.000042473013,0.00008858698,0.0006210163,0.00031837725],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00047375247,0.000996613,0.00073148665,0.0026572417,0.0016876366,0.0040150136,0.0009565618,0.0016312391,0.61268395],"category_scores_gemma":[0.002594965,0.0003569773,0.0005811149,0.002346645,0.0005471475,0.0017637182,0.0012512649,0.0019212406,0.56434083],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000070666365,0.0000105941745,0.000036785925,0.000039441267,0.0000012425578,0.00001854163,0.000006695274,0.000022079923,0.000050168943,0.0008559602,0.94954765,0.0494037],"study_design_scores_gemma":[0.0000034969262,0.000006678346,0.00011213019,0.00005652355,0.0000018980644,0.00003883247,0.000017942815,0.000023517667,0.000032534765,0.00038386154,0.9993204,0.000002257656],"about_ca_topic_score_codex":0.0063628983,"about_ca_topic_score_gemma":0.020465879,"teacher_disagreement_score":0.38731605,"about_ca_system_score_codex":0.0012230485,"about_ca_system_score_gemma":0.0026506798,"threshold_uncertainty_score":0.55245936},"labels":[],"label_agreement":null},{"id":"W4282833253","doi":"10.1016/j.system.2022.102848","title":"Alignment in second language speakers’ perceptions of interaction and its relationship to perceived communicative success","year":2022,"lang":"en","type":"article","venue":"System","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Operationalization; Conversation; Perception; Fluency; Social relation; Exploratory research; Conversation analysis; Linguistics; Session (web analytics); Cognitive psychology; Social psychology; Communication; Computer science; Sociology","score_opus":0.050650239934326644,"score_gpt":0.3138785348146143,"score_spread":0.26322829488028765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4282833253","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99693394,0.000022782802,0.00012893754,0.000055071032,0.0000032779444,0.000004650482,0.00000988743,0.0000044902745,0.0028368707],"genre_scores_gemma":[0.9995598,0.0000132021605,0.00007224319,0.0000121895955,0.00000239517,0.0000064554115,0.000012964477,0.0000050849812,0.00031565508],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9975344,0.001121291,0.00020317428,0.00019401415,0.0005826684,0.00036433135],"domain_scores_gemma":[0.9859352,0.0082359575,0.0026683626,0.00033702952,0.0014204654,0.001402919],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033948794,0.00024740028,0.00022794613,0.0012142707,0.0013540179,0.0051712207,0.00027707385,0.00072435586,0.0037204432],"category_scores_gemma":[0.020158736,0.00027592474,0.00024697653,0.00050929846,0.0016825598,0.0014180399,0.0025008912,0.001457737,0.00035609488],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0007927459,0.00032336288,0.4538277,0.00009818018,0.000087014014,0.0005776222,0.5153258,0.00029670732,0.016182974,0.0025355655,0.00027887934,0.009673432],"study_design_scores_gemma":[0.000042355907,0.00042373422,0.6756074,0.000051886138,0.000051730796,0.0005264488,0.31714264,0.0013216203,0.0019872782,0.00107765,0.0017052769,0.00006205009],"about_ca_topic_score_codex":0.0067618843,"about_ca_topic_score_gemma":0.004936671,"teacher_disagreement_score":0.0067618843,"about_ca_system_score_codex":0.00085658033,"about_ca_system_score_gemma":0.0008906955,"threshold_uncertainty_score":0.017954111},"labels":[],"label_agreement":null},{"id":"W4286264657","doi":"10.1016/j.system.2022.102865","title":"Exploring the relationship between behavior matching and interlocutor perceptions in L2 interaction","year":2022,"lang":"en","type":"article","venue":"System","topic":"Language, Metaphor, and Cognition","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Dyad; Nonverbal communication; Psychology; Matching (statistics); Perception; Social psychology; Task (project management); Cognitive psychology; Communication; Statistics","score_opus":0.1403864031817083,"score_gpt":0.34642703641133393,"score_spread":0.20604063322962562,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4286264657","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99499965,0.000027913527,0.0015392962,0.000051077062,0.0000027382491,0.000010855404,0.000025164603,0.000022099113,0.0033211499],"genre_scores_gemma":[0.99920076,0.0000074815503,0.00048085352,0.00001666084,9.884084e-7,0.000008430815,0.000016398879,0.000014000242,0.00025440252],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99871135,0.0006665933,0.000043984066,0.00024082267,0.00018333583,0.00015395168],"domain_scores_gemma":[0.9937266,0.0041550756,0.00097342115,0.00038567776,0.0004184054,0.00034081723],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014284505,0.00029513912,0.00023190123,0.0006342772,0.00060741184,0.0036299217,0.00041702963,0.0009305457,0.0047160364],"category_scores_gemma":[0.016607268,0.00030109996,0.00020552635,0.00035119796,0.0008069347,0.0025384715,0.0019859644,0.00085066457,0.00039552673],"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":[0.0035573686,0.0009764621,0.39745334,0.00062638917,0.00019615644,0.0012459542,0.20022234,0.003473973,0.3119757,0.012057905,0.0008677949,0.06734653],"study_design_scores_gemma":[0.00009670832,0.00077824167,0.87116194,0.000101448764,0.00012954327,0.0006806114,0.06639764,0.031700276,0.01848684,0.008229468,0.002095889,0.0001414468],"about_ca_topic_score_codex":0.004297035,"about_ca_topic_score_gemma":0.0029758518,"teacher_disagreement_score":0.0047160364,"about_ca_system_score_codex":0.00076667045,"about_ca_system_score_gemma":0.00053353544,"threshold_uncertainty_score":0.015776694},"labels":[],"label_agreement":null},{"id":"W4292022612","doi":"10.1016/j.system.2022.102881","title":"The role of hope in language teachers' changing stress, coping, and well-being","year":2022,"lang":"en","type":"article","venue":"System","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":36,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"Cape Breton University","keywords":"Coping (psychology); Well-being; Psychology; Stress (linguistics); Mathematics education; Pedagogy; Linguistics; Philosophy; Psychotherapist","score_opus":0.010463964669045353,"score_gpt":0.32345305037354627,"score_spread":0.3129890857045009,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4292022612","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9905443,0.0005065691,0.00018452156,0.0014162594,0.0000372318,0.000015638181,0.00004360691,0.000009551745,0.0072422707],"genre_scores_gemma":[0.9995552,0.00009168557,0.000056181714,0.000027858658,0.0000038961666,0.0000035943524,0.000008278256,0.0000012003114,0.000252129],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9990513,0.00043427438,0.000043869735,0.000052556094,0.00016510446,0.00025294768],"domain_scores_gemma":[0.99569964,0.001302885,0.0010675926,0.00017952253,0.00027829106,0.0014720922],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017048247,0.00018482386,0.00022947039,0.0007570985,0.0017219392,0.0036475498,0.00047547254,0.0005092914,0.002300006],"category_scores_gemma":[0.006662383,0.00022479305,0.00040100483,0.0003741655,0.0021953615,0.0007460887,0.0020065801,0.0017966594,0.00012103982],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00079743186,0.0016592604,0.85933465,0.00020446099,0.00024978037,0.0011357206,0.056196444,0.00041496762,0.002011518,0.009512356,0.0016640881,0.066819265],"study_design_scores_gemma":[0.000056559893,0.00034732572,0.90734833,0.00009020696,0.00008844414,0.0004894909,0.08336485,0.0007042951,0.00049576274,0.0039731283,0.002993878,0.000047632475],"about_ca_topic_score_codex":0.0048526367,"about_ca_topic_score_gemma":0.013737689,"teacher_disagreement_score":0.0048526367,"about_ca_system_score_codex":0.0011435607,"about_ca_system_score_gemma":0.0018587213,"threshold_uncertainty_score":0.00964874},"labels":[],"label_agreement":null},{"id":"W4292209654","doi":"10.1016/j.system.2022.102892","title":"Resilience in language classrooms: Exploring individual antecedents and consequences","year":2022,"lang":"en","type":"article","venue":"System","topic":"Resilience and Mental Health","field":"Psychology","cited_by":46,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Flourishing; Psychology; Affect (linguistics); Psychological resilience; Competence (human resources); Resilience (materials science); Social psychology","score_opus":0.06515041793746282,"score_gpt":0.37205031255847015,"score_spread":0.3068998946210073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4292209654","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99861693,0.000092532566,0.000048334918,0.0002705951,0.000006259738,0.0000071503728,0.000022296883,0.0000031865438,0.00093273656],"genre_scores_gemma":[0.9997322,0.00004848979,0.000034082255,0.000014998461,0.0000016216406,0.000005267994,0.000012344106,0.0000012221095,0.00014972502],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99852055,0.0003741537,0.00005474948,0.00019270198,0.00019231938,0.00066554855],"domain_scores_gemma":[0.9961738,0.00089990045,0.000953936,0.00018205667,0.0002688233,0.0015214618],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014762325,0.00030055933,0.00045489252,0.0017751447,0.002719826,0.0031330138,0.00067319756,0.00057489437,0.0031214857],"category_scores_gemma":[0.0065412046,0.000315344,0.0004318412,0.0011549582,0.0029448126,0.0014381093,0.004250946,0.0017463438,0.00019774516],"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":[0.00014728603,0.0011753961,0.96037495,0.00004487299,0.000075630975,0.00064755505,0.021699721,0.00023413761,0.0010386875,0.0029508776,0.00041030225,0.011200519],"study_design_scores_gemma":[0.000008309771,0.00016563025,0.939662,0.00006856713,0.000042344505,0.0001685186,0.05695493,0.0003306479,0.00035499988,0.0015793731,0.00064725266,0.000017449594],"about_ca_topic_score_codex":0.02187056,"about_ca_topic_score_gemma":0.051280968,"teacher_disagreement_score":0.02187056,"about_ca_system_score_codex":0.0025882772,"about_ca_system_score_gemma":0.0045086048,"threshold_uncertainty_score":0.043486476},"labels":[],"label_agreement":null},{"id":"W4317373215","doi":"10.1016/j.system.2023.102993","title":"Teachers’ stated cognition and its relationship with oral corrective feedback practices in EFL classrooms","year":2023,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Corrective feedback; Cognition; Recall; Psychology; Mathematics education; Cognitive psychology","score_opus":0.10039470855124474,"score_gpt":0.2986580350963337,"score_spread":0.19826332654508896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4317373215","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99852115,0.000049793452,0.00015347604,0.00004731916,0.000004216059,0.00000483593,0.000022890914,0.000013808271,0.0011825996],"genre_scores_gemma":[0.9992698,0.000021393256,0.00013952338,0.000012608933,0.000002234509,0.000007023351,0.000023346089,0.000006516677,0.0005176298],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9950139,0.0016911643,0.00061833975,0.0007157699,0.0015060473,0.000454814],"domain_scores_gemma":[0.93079734,0.038464215,0.017094484,0.0028300968,0.008189269,0.0026246028],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039213053,0.00027996209,0.0004058865,0.0015464821,0.0007151514,0.0043780594,0.00068682997,0.0008162055,0.0022952787],"category_scores_gemma":[0.05840969,0.00037605703,0.00033684217,0.000845805,0.0014888608,0.0013021964,0.0021336388,0.0017953286,0.00037901456],"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":[0.0010522787,0.0011292135,0.8232471,0.00024632545,0.00012470232,0.0004122994,0.121327005,0.0011020212,0.01167023,0.00093846873,0.0003664803,0.03838389],"study_design_scores_gemma":[0.000027476717,0.00040668668,0.95432776,0.00008420225,0.00006358744,0.00019225512,0.038149387,0.0015066931,0.0036814404,0.00045349472,0.0010240506,0.000082953986],"about_ca_topic_score_codex":0.009522972,"about_ca_topic_score_gemma":0.010805775,"teacher_disagreement_score":0.009522972,"about_ca_system_score_codex":0.0018734148,"about_ca_system_score_gemma":0.0014819433,"threshold_uncertainty_score":0.020738065},"labels":[],"label_agreement":null},{"id":"W4317938159","doi":"10.1016/j.system.2023.102994","title":"Increasing use of multi-word expressions in conversation through a fluency workshop","year":2023,"lang":"en","type":"article","venue":"System","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Fluency; Conversation; Vocabulary; Computer science; Recall; Notice; Word (group theory); Cued recall; Natural language processing; Artificial intelligence; Psychology; Linguistics; Mathematics education; Cognitive psychology; Communication; Free recall","score_opus":0.10095179366195814,"score_gpt":0.3663506975805843,"score_spread":0.2653989039186262,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4317938159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99942124,0.00001528888,0.00023545412,0.000012658052,0.0000059615095,0.000097591204,0.0000062787817,0.000009817485,0.00019580463],"genre_scores_gemma":[0.9963296,0.000044373628,0.002391681,0.000041692525,0.000011116516,0.00042471048,0.00002566567,0.000004021005,0.00072712015],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99886984,0.00045835567,0.000097714445,0.00024693419,0.000113390844,0.00021373857],"domain_scores_gemma":[0.9975973,0.0009980648,0.00036207595,0.000245828,0.00017557383,0.0006211403],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018134285,0.0005309441,0.00062809314,0.000391487,0.00085014716,0.0004564451,0.00059080665,0.0004748975,0.002037596],"category_scores_gemma":[0.0034005127,0.0002669328,0.0003971003,0.00009870632,0.0006242409,0.00049942435,0.0009594498,0.0005195339,0.0004001189],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.014998612,0.29688153,0.06260709,0.0013271888,0.00014888574,0.0012624224,0.05121515,0.00047711455,0.30864605,0.00051693583,0.0008169216,0.26110205],"study_design_scores_gemma":[0.006080529,0.43196005,0.4102321,0.00024366773,0.00044636495,0.0010387143,0.029987639,0.0021555498,0.10767345,0.00087141345,0.009076895,0.00023361301],"about_ca_topic_score_codex":0.00044933966,"about_ca_topic_score_gemma":0.0008174929,"teacher_disagreement_score":0.002037596,"about_ca_system_score_codex":0.00026942778,"about_ca_system_score_gemma":0.0005660421,"threshold_uncertainty_score":0.009590447},"labels":[],"label_agreement":null},{"id":"W4365815304","doi":"10.1016/j.system.2023.103035","title":"The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison","year":2023,"lang":"en","type":"article","venue":"System","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Japan Society for the Promotion of Science","keywords":"German; Linguistics; Vocabulary; Psychology; Computer science; Natural language processing","score_opus":0.015787754926765492,"score_gpt":0.35429331012336995,"score_spread":0.33850555519660447,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4365815304","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99393106,0.0000993169,0.00043674733,0.00003760248,0.0000039188135,0.000011670822,0.00009113605,0.000012061521,0.005376564],"genre_scores_gemma":[0.9981675,0.00009253671,0.0003107662,0.000012668242,0.0000029577143,0.000008074865,0.00012930456,0.00001533536,0.0012607877],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99936694,0.000104360835,0.00006217542,0.00015990058,0.00019372121,0.00011289824],"domain_scores_gemma":[0.9931514,0.0039059832,0.00064984936,0.00051834213,0.0013495854,0.00042481412],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00095876213,0.00032937087,0.0002874846,0.0012756092,0.00037459307,0.0023226663,0.00045362633,0.0005656015,0.0050781574],"category_scores_gemma":[0.009367118,0.00023904123,0.00028531958,0.0004778933,0.0007845026,0.0021877342,0.0012931204,0.0006001336,0.0007234725],"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":[0.0011964639,0.00035110037,0.6910921,0.00032054904,0.00023451244,0.0013546192,0.019761384,0.00073657307,0.11802831,0.00401065,0.00043551225,0.16247828],"study_design_scores_gemma":[0.00003644314,0.00039857763,0.9697296,0.00005826325,0.00018794266,0.0011957425,0.008863242,0.0026341244,0.011764098,0.0030642217,0.002026406,0.000041440235],"about_ca_topic_score_codex":0.0066346833,"about_ca_topic_score_gemma":0.0060848803,"teacher_disagreement_score":0.0066346833,"about_ca_system_score_codex":0.00050377235,"about_ca_system_score_gemma":0.0009315756,"threshold_uncertainty_score":0.016988158},"labels":[],"label_agreement":null},{"id":"W4372328785","doi":"10.1016/j.system.2023.103061","title":"Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults","year":2023,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Literacy; Psychology; Mathematics education; Task (project management); Test (biology); Language proficiency; Likert scale; Pedagogy; Developmental psychology","score_opus":0.08507913648858378,"score_gpt":0.3341530080493735,"score_spread":0.2490738715607897,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4372328785","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995067,0.000013816999,0.000009772243,0.000022529455,0.0000026853047,0.0000028351897,0.000017046525,0.0000017411663,0.00042285863],"genre_scores_gemma":[0.9992957,0.000013534212,0.000020492236,0.000010356437,0.0000020565253,0.0000066907455,0.000043402226,0.0000010132206,0.000606846],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995982,0.000074173666,0.000042519594,0.00006423263,0.00008613639,0.00013473502],"domain_scores_gemma":[0.9972127,0.0006547218,0.0006947839,0.00008507919,0.00028340993,0.0010692755],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00063960976,0.00015540456,0.00024788643,0.00050136924,0.00048643988,0.0012912325,0.00029462267,0.00054826104,0.0035397038],"category_scores_gemma":[0.004143032,0.00016550673,0.00034919832,0.00021696917,0.00041973093,0.00059844117,0.000993468,0.0013951721,0.0006104899],"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":[0.00088694773,0.0033392978,0.9750302,0.000026875305,0.000049387287,0.00013350869,0.004538074,0.00013123665,0.0019240465,0.00015797919,0.0004015547,0.013380842],"study_design_scores_gemma":[0.0000141483115,0.00044180284,0.9957313,0.0000070518636,0.000018039551,0.00003564886,0.002694988,0.00025174502,0.00049985514,0.000055920158,0.00024222437,0.000007270761],"about_ca_topic_score_codex":0.0042212727,"about_ca_topic_score_gemma":0.006341334,"teacher_disagreement_score":0.0042212727,"about_ca_system_score_codex":0.00049359933,"about_ca_system_score_gemma":0.00039983884,"threshold_uncertainty_score":0.011841536},"labels":[],"label_agreement":null},{"id":"W4386392810","doi":"10.1016/j.system.2023.103125","title":"Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments","year":2023,"lang":"en","type":"article","venue":"System","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Murata Science Foundation","keywords":"Pronunciation; Fluency; Psychology; Mathematics education; Service (business); Linguistics","score_opus":0.029180905051389587,"score_gpt":0.3744395050535946,"score_spread":0.345258600002205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386392810","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989839,0.000036916816,0.000035218978,0.000053459862,0.0000043747273,0.000005666092,0.00001431694,0.000002207777,0.00086391164],"genre_scores_gemma":[0.9986589,0.000050989373,0.00005267452,0.000034299082,0.000004119705,0.000011461842,0.00002520181,0.0000026564817,0.0011596868],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99813735,0.0005041825,0.0001948143,0.00016784243,0.0005360391,0.00045975915],"domain_scores_gemma":[0.9750079,0.009907075,0.0046949857,0.0007787716,0.0051064077,0.004504799],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027099072,0.00025969275,0.0004563324,0.0011645965,0.001666303,0.002514247,0.00041634304,0.0006241564,0.0035247765],"category_scores_gemma":[0.017791219,0.0004434021,0.00035661826,0.0005909067,0.0015002319,0.0010780077,0.001538577,0.0019967896,0.0006855675],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002955241,0.00083781715,0.8394444,0.000060610346,0.00002566822,0.00046135325,0.14567739,0.00008736226,0.002335739,0.00014881272,0.00027731093,0.010348054],"study_design_scores_gemma":[0.0000141089595,0.00065729755,0.8206585,0.00004423026,0.00002400308,0.00054149656,0.17531128,0.00019825596,0.0010865722,0.00011938766,0.0013129532,0.000031948406],"about_ca_topic_score_codex":0.017354518,"about_ca_topic_score_gemma":0.036444087,"teacher_disagreement_score":0.017354518,"about_ca_system_score_codex":0.0013052106,"about_ca_system_score_gemma":0.001822142,"threshold_uncertainty_score":0.034507036},"labels":[],"label_agreement":null},{"id":"W4389637681","doi":"10.1016/j.system.2023.103195","title":"Rescoping language assessment literacy: An expanded perspective","year":2023,"lang":"en","type":"article","venue":"System","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; Yorkville University","funders":"","keywords":"Perspective (graphical); Literacy; Computer science; Mathematics education; Linguistics; Sociology; Pedagogy; Psychology; Artificial intelligence; Philosophy","score_opus":0.0584086295942361,"score_gpt":0.5096513955328391,"score_spread":0.451242765938603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389637681","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0489049,0.031937867,0.5310928,0.12210124,0.0032813607,0.0022348654,0.0066412557,0.006389739,0.24741599],"genre_scores_gemma":[0.42390734,0.016916266,0.49244353,0.014993497,0.003627949,0.0016847475,0.006889583,0.0018322512,0.037704837],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9665695,0.018515993,0.0068552713,0.0015348074,0.005574083,0.00095042906],"domain_scores_gemma":[0.8596031,0.09312722,0.004820956,0.011433409,0.029656233,0.0013591312],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.051016804,0.00073973474,0.0015639821,0.019190615,0.0027279635,0.022294147,0.0039191325,0.005471581,0.011905751],"category_scores_gemma":[0.11146704,0.000714844,0.0013218139,0.007768225,0.008014063,0.019634776,0.011041804,0.005088199,0.0047327853],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024380049,0.00022230319,0.016974378,0.0037502826,0.00015118351,0.0010078993,0.018706659,0.0015461488,0.003067996,0.30087167,0.046848804,0.60660887],"study_design_scores_gemma":[0.00013769546,0.0003509068,0.014687709,0.015047253,0.00065086817,0.0043426375,0.014216722,0.011770335,0.014484829,0.23591231,0.68812263,0.00027604983],"about_ca_topic_score_codex":0.010575357,"about_ca_topic_score_gemma":0.012744534,"teacher_disagreement_score":0.051016804,"about_ca_system_score_codex":0.0052130045,"about_ca_system_score_gemma":0.016852766,"threshold_uncertainty_score":0.2698059},"labels":[],"label_agreement":null},{"id":"W4392214912","doi":"10.1016/j.system.2024.103266","title":"Exploring English for academic purposes instructors’ perceptions of speech fluency through developing and piloting a rating scale for a paired conversational task","year":2024,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"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":"","keywords":"Fluency; Task (project management); Perception; Rating scale; Computer science; Scale (ratio); Psychology; English for academic purposes; Mathematics education; Engineering","score_opus":0.1499214792336022,"score_gpt":0.2916934603007519,"score_spread":0.1417719810671497,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392214912","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889488,0.000036648584,0.008703181,0.00007271342,0.0000148219615,0.0005887689,0.000050174098,0.00005277517,0.0015321549],"genre_scores_gemma":[0.9714395,0.00008926823,0.026075447,0.000072584735,0.000015406944,0.0013621299,0.000071769275,0.00001766462,0.0008563786],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9947537,0.0032196285,0.0005530845,0.00030760723,0.00095918024,0.00020671221],"domain_scores_gemma":[0.97067183,0.017514281,0.002670022,0.0010249872,0.0071193352,0.0009996321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012578658,0.00038841975,0.00030221985,0.00082632934,0.0004751071,0.001029857,0.0004968546,0.00038129408,0.0011123068],"category_scores_gemma":[0.030885477,0.00025368843,0.00036754648,0.00023191849,0.00054320914,0.0009994274,0.0009875642,0.0006569749,0.00035208196],"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":[0.0009026372,0.004761068,0.32675555,0.0009875827,0.00012617584,0.00084962795,0.23979406,0.0011787757,0.11824652,0.0009196246,0.002173791,0.3033045],"study_design_scores_gemma":[0.00036780137,0.015068201,0.68838847,0.00047461028,0.00018557544,0.0017379525,0.19570026,0.011465865,0.0655985,0.0014825513,0.01914253,0.00038768013],"about_ca_topic_score_codex":0.0007555676,"about_ca_topic_score_gemma":0.0017723588,"teacher_disagreement_score":0.012578658,"about_ca_system_score_codex":0.00042667476,"about_ca_system_score_gemma":0.0008726706,"threshold_uncertainty_score":0.066523075},"labels":[],"label_agreement":null},{"id":"W4401671051","doi":"10.1016/j.system.2024.103450","title":"“A thought group is a group, not a thought!” results of a teaching intervention on complex noun phrases in Canadian EAP programs","year":2024,"lang":"en","type":"article","venue":"System","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University; Algonquin College","funders":"","keywords":"Group (periodic table); Linguistics; Noun; Intervention (counseling); Noun phrase; Psychology; Mathematics education; Philosophy","score_opus":0.04468268316828103,"score_gpt":0.29955582074341147,"score_spread":0.2548731375751304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401671051","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98566717,0.00017217343,0.00022783838,0.0011013458,0.00007152684,0.00030727556,0.00016770758,0.000048414106,0.0122364685],"genre_scores_gemma":[0.98753744,0.00030826696,0.0011828165,0.00024076643,0.000011763906,0.0003691588,0.00018185082,0.000023403958,0.010144609],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99599516,0.0009908378,0.00012778807,0.0003800886,0.0010668802,0.001439181],"domain_scores_gemma":[0.9921244,0.00207859,0.00050886965,0.00026960962,0.0027676409,0.0022508982],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003761359,0.00072449463,0.0007365443,0.0013765339,0.012150392,0.0020184845,0.0032297766,0.0012531846,0.0072528175],"category_scores_gemma":[0.014448192,0.000447052,0.0006331028,0.0023348772,0.0034493972,0.0012959865,0.0031948877,0.0024515674,0.00054968265],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004710716,0.034811202,0.05263314,0.0013148363,0.00013774459,0.0017707809,0.4825543,0.0014168178,0.011198879,0.009802235,0.02175634,0.37789297],"study_design_scores_gemma":[0.00155201,0.0059082936,0.5129364,0.0011186738,0.0006352853,0.00030413215,0.39440978,0.0021286851,0.010083913,0.002811788,0.06783453,0.00027650225],"about_ca_topic_score_codex":0.94617397,"about_ca_topic_score_gemma":0.97545934,"teacher_disagreement_score":0.053826034,"about_ca_system_score_codex":0.048048403,"about_ca_system_score_gemma":0.13388495,"threshold_uncertainty_score":0.3486172},"labels":[],"label_agreement":null},{"id":"W4403067269","doi":"10.1016/j.system.2024.103486","title":"Someday I want to go to the Guggenheim! A case study about adolescent learners’ foreign language enjoyment in a desktop virtual reality project","year":2024,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Foreign language; Psychology; Mathematics education; Computer science; Pedagogy","score_opus":0.06342284064510884,"score_gpt":0.3237787529254875,"score_spread":0.2603559122803787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403067269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98144376,0.0002081923,0.0015479573,0.0021073362,0.000102593134,0.00009217488,0.000043815748,0.00004627636,0.014407898],"genre_scores_gemma":[0.9835734,0.00034657092,0.001984334,0.00041623623,0.000021139205,0.000068499,0.000034876666,0.00006522571,0.013489894],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99795854,0.0009898184,0.00006579189,0.00019856085,0.00027327126,0.000514013],"domain_scores_gemma":[0.9965904,0.0010328775,0.0003042138,0.00013924285,0.00022394258,0.0017093606],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021991127,0.0005320064,0.00050316023,0.0009391037,0.011383862,0.004375329,0.0017250511,0.0027242182,0.0065765902],"category_scores_gemma":[0.0052412376,0.0006146901,0.0008294948,0.00051315955,0.00544494,0.003610024,0.004845966,0.0041014384,0.0012764897],"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":[0.00008896515,0.0011042213,0.019891515,0.00019339817,0.000031172218,0.030069148,0.9151041,0.00014910287,0.0026020773,0.0040182387,0.005346096,0.02140203],"study_design_scores_gemma":[0.000014546159,0.00033185142,0.011354693,0.00015044483,0.00002821711,0.010543305,0.9396354,0.00025406881,0.0010928317,0.00045773663,0.03607885,0.00005800076],"about_ca_topic_score_codex":0.008381024,"about_ca_topic_score_gemma":0.022790128,"teacher_disagreement_score":0.011383862,"about_ca_system_score_codex":0.0014270126,"about_ca_system_score_gemma":0.0016654324,"threshold_uncertainty_score":0.022000909},"labels":[],"label_agreement":null},{"id":"W4403616249","doi":"10.1016/j.system.2024.103519","title":"From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement","year":2024,"lang":"en","type":"article","venue":"System","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":26,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Mindset; Psychology; Student engagement; Mathematics education; Social psychology; Computer science; Artificial intelligence","score_opus":0.055313066427786425,"score_gpt":0.3580906459059742,"score_spread":0.3027775794781878,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403616249","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99801135,0.000038879738,0.00012441812,0.00010054904,0.000004367793,0.000010082276,0.000023107275,0.0000045949287,0.0016825867],"genre_scores_gemma":[0.9991841,0.000037196674,0.0001895279,0.000024748853,0.0000033413023,0.000022735354,0.000032340526,0.000004544695,0.0005014402],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99890876,0.0005226694,0.00003105312,0.00015641683,0.00022383613,0.00015723807],"domain_scores_gemma":[0.98729116,0.0063520283,0.0025629438,0.00065815664,0.00076587574,0.0023699729],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028821277,0.00043404815,0.00033056657,0.0010827297,0.0010267631,0.0027598564,0.00064485107,0.0008144202,0.003990449],"category_scores_gemma":[0.011514942,0.00025471215,0.0003837126,0.0005848118,0.0015724241,0.0015349194,0.0025775074,0.00228602,0.0003237305],"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":[0.00174209,0.0061185253,0.9222361,0.00019761713,0.0002473163,0.00019352633,0.010992857,0.00088006066,0.0042847055,0.0036035634,0.00048939144,0.04901435],"study_design_scores_gemma":[0.00005075185,0.0006565842,0.9895104,0.000053960182,0.000079941616,0.000045844656,0.0045050564,0.0010613126,0.001107038,0.0024667152,0.0004388202,0.000023608827],"about_ca_topic_score_codex":0.0044433186,"about_ca_topic_score_gemma":0.007545606,"teacher_disagreement_score":0.0044433186,"about_ca_system_score_codex":0.0009298747,"about_ca_system_score_gemma":0.0017016659,"threshold_uncertainty_score":0.015242279},"labels":[],"label_agreement":null},{"id":"W4405221903","doi":"10.1016/j.system.2024.103565","title":"Exploring the linguistic signature of interpersonal liking in second language interaction","year":2024,"lang":"en","type":"article","venue":"System","topic":"Language, Metaphor, and Cognition","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Interpersonal communication; Linguistics; Signature (topology); Psychology; Interpersonal interaction; Computer science; Social psychology; Mathematics; Philosophy","score_opus":0.04082700395546978,"score_gpt":0.30834315074870433,"score_spread":0.26751614679323454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405221903","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99934703,0.000024245113,0.00019007635,0.000018561896,8.993602e-7,0.000004064594,0.000015706159,0.000003130212,0.0003962525],"genre_scores_gemma":[0.9995833,0.00001819097,0.00021047158,0.00000876612,0.0000016649004,0.000009394491,0.000027518488,0.0000028018148,0.00013788315],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99884975,0.000523943,0.00008742683,0.00018315254,0.00022126277,0.00013451722],"domain_scores_gemma":[0.9929529,0.0028349718,0.0025816665,0.00032496432,0.0007516012,0.0005538956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013620445,0.0002750632,0.00023510914,0.0011683595,0.0007244719,0.002175051,0.000288241,0.00045494174,0.0013094473],"category_scores_gemma":[0.009281342,0.00025013238,0.00023922749,0.00045667772,0.00086407695,0.00097129476,0.0014356716,0.00055595825,0.00021179265],"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":[0.00026473525,0.00012113517,0.8528195,0.00011918076,0.000100742196,0.0005230543,0.11506504,0.00014927916,0.014737371,0.00024740509,0.0001354031,0.015717085],"study_design_scores_gemma":[0.0000030260371,0.00012462742,0.95407486,0.000022469387,0.00002498827,0.00041838124,0.043027043,0.0005479621,0.0011678842,0.00016965516,0.00039489518,0.000024177023],"about_ca_topic_score_codex":0.0033981479,"about_ca_topic_score_gemma":0.005245227,"teacher_disagreement_score":0.0033981479,"about_ca_system_score_codex":0.0006029383,"about_ca_system_score_gemma":0.00036070813,"threshold_uncertainty_score":0.0072032213},"labels":[],"label_agreement":null},{"id":"W4407425649","doi":"10.1016/j.system.2025.103622","title":"Task-based language teaching and the timing of written corrective feedback: The role of language aptitude and working memory","year":2025,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Université de Montréal","funders":"Social Sciences and Humanities Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Task (project management); Aptitude; Corrective feedback; Computer science; Working memory; Linguistics; Cognitive psychology; Psychology; Programming language; Mathematics education; Cognition; Engineering; Philosophy; Developmental psychology","score_opus":0.008165749329874374,"score_gpt":0.22458440240057562,"score_spread":0.21641865307070124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407425649","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99925834,0.00006863597,0.00031997217,0.000010247139,0.0000021290036,0.0000075691873,0.000006280771,0.0000046771233,0.00032212393],"genre_scores_gemma":[0.99940276,0.000030086394,0.0003344084,0.000006580688,0.0000022331512,0.000010998529,0.000010597417,0.0000019302845,0.00020043073],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993979,0.00023716495,0.000057271496,0.00010596228,0.00013950015,0.00006214747],"domain_scores_gemma":[0.98969555,0.0056195566,0.002666329,0.00050797913,0.00040360377,0.001106968],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010092302,0.00028387227,0.00020396631,0.00031168555,0.00021689927,0.00078242336,0.00031071686,0.00026380512,0.0010573383],"category_scores_gemma":[0.011868886,0.0001134949,0.000114433926,0.0001819371,0.00038301636,0.0005060838,0.00043105317,0.00032233013,0.00018240226],"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":[0.0063240705,0.0060111335,0.6352012,0.0002179973,0.00015586795,0.00045366713,0.0076878034,0.001384188,0.087092884,0.00031034072,0.00021885647,0.25494206],"study_design_scores_gemma":[0.00007976028,0.0027591225,0.9833173,0.000025987265,0.00004611484,0.00026235197,0.0008560154,0.002065645,0.009744751,0.00044341807,0.00037668162,0.00002282824],"about_ca_topic_score_codex":0.0012393573,"about_ca_topic_score_gemma":0.0012464094,"teacher_disagreement_score":0.0012393573,"about_ca_system_score_codex":0.0002053994,"about_ca_system_score_gemma":0.00033557703,"threshold_uncertainty_score":0.0053373575},"labels":[],"label_agreement":null},{"id":"W4408002920","doi":"10.1016/j.system.2025.103642","title":"Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration","year":2025,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University; University of British Columbia","funders":"","keywords":"Nexus (standard); Pedagogy; Mathematics education; Computer science; Sociology; Psychology","score_opus":0.09679362120651953,"score_gpt":0.4053560931963668,"score_spread":0.30856247198984726,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408002920","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2995664,0.029254312,0.26296297,0.12475181,0.0024307468,0.0007140796,0.00018749251,0.0003224149,0.2798097],"genre_scores_gemma":[0.9647543,0.004166482,0.021119954,0.0021624516,0.00026288137,0.00035736966,0.00004439966,0.00020909618,0.0069229673],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9671396,0.028191864,0.000659092,0.0012277566,0.0017732531,0.0010083785],"domain_scores_gemma":[0.9583486,0.03582027,0.0013303884,0.0022212062,0.001225388,0.00105421],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.027434371,0.000689812,0.00082856184,0.007057961,0.016603304,0.022226691,0.0017775453,0.0041137137,0.0028297752],"category_scores_gemma":[0.035352442,0.00086306693,0.0005712079,0.0050471136,0.08781923,0.029207135,0.022197234,0.0065909647,0.0003920188],"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":[0.000018938506,0.000020491452,0.0009256437,0.0002027511,0.0000046945165,0.00036005332,0.55739444,0.000100031175,0.0003476009,0.42745736,0.0010075091,0.012160531],"study_design_scores_gemma":[0.000015621761,0.00004617597,0.0013316601,0.0012601725,0.000009693781,0.0011798089,0.5147998,0.0008308818,0.0006518445,0.22713557,0.25270054,0.000038296414],"about_ca_topic_score_codex":0.0029868265,"about_ca_topic_score_gemma":0.0048280787,"teacher_disagreement_score":0.9833967,"about_ca_system_score_codex":0.0110663455,"about_ca_system_score_gemma":0.0077045886,"threshold_uncertainty_score":0.1450885},"labels":[],"label_agreement":null},{"id":"W4408556691","doi":"10.1016/j.system.2025.103652","title":"Understanding the conditions that foster collaborative teacher cultures: A case study","year":2025,"lang":"en","type":"article","venue":"System","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council","keywords":"Computer science; Mathematics education; Pedagogy; Psychology","score_opus":0.09617698920105489,"score_gpt":0.39322348628030207,"score_spread":0.2970464970792472,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408556691","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9860503,0.00013871654,0.001993923,0.0012252409,0.000025872063,0.0001394027,0.000019288265,0.000019685223,0.010387546],"genre_scores_gemma":[0.99715245,0.00010292037,0.00122059,0.00008030642,0.000005109883,0.0000525742,0.0000067569563,0.000008356517,0.0013709366],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9917697,0.0057019186,0.00020814754,0.00045400346,0.0007716763,0.001094488],"domain_scores_gemma":[0.9793301,0.01425875,0.0018098808,0.001184303,0.0011875286,0.002229324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071430765,0.00028055583,0.0004654191,0.0013159936,0.019011997,0.0066271923,0.001967075,0.003036583,0.0046119313],"category_scores_gemma":[0.021723447,0.00040345022,0.0003305007,0.0012474777,0.009715337,0.003963166,0.007474975,0.0033371449,0.00044524003],"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":[0.00021357942,0.0018882982,0.024384052,0.00027039324,0.000017643039,0.009514474,0.9202283,0.00034753,0.0021866113,0.017643131,0.0012298498,0.022076199],"study_design_scores_gemma":[0.00006409624,0.0004741232,0.008072761,0.00018672105,0.000032744243,0.0030219862,0.96669275,0.000883484,0.0019553332,0.0042544166,0.014330573,0.000030931045],"about_ca_topic_score_codex":0.012389064,"about_ca_topic_score_gemma":0.026090926,"teacher_disagreement_score":0.019011997,"about_ca_system_score_codex":0.00632225,"about_ca_system_score_gemma":0.0081732115,"threshold_uncertainty_score":0.045871377},"labels":[],"label_agreement":null},{"id":"W4410942151","doi":"10.1016/j.system.2025.103669","title":"Negotiating gender ideologies and investing in teacher identities: The motivation and investment of EFL pre-service teachers","year":2025,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Education University of Hong Kong; Hong Kong Baptist University","keywords":"Negotiation; Ideology; Investment (military); Pedagogy; Service (business); Psychology; Sociology; Mathematics education; Political science; Business; Social science; Marketing","score_opus":0.043535743266010195,"score_gpt":0.25250858823761047,"score_spread":0.20897284497160026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410942151","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98728544,0.000068278685,0.00027635784,0.0013108525,0.000021547363,0.000016846943,0.0000073560036,0.000004295767,0.011008933],"genre_scores_gemma":[0.9962633,0.00003614687,0.00020054504,0.00011384184,0.0000029159823,0.00001066559,0.0000065915224,0.0000072161347,0.0033587858],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9923401,0.0042108893,0.00015375744,0.00039571588,0.0011018902,0.001797623],"domain_scores_gemma":[0.98131114,0.006915687,0.0034322646,0.00080188486,0.0019291561,0.005609913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009422995,0.0002711828,0.00034571945,0.0010842521,0.009148008,0.014470262,0.0011825496,0.0021951464,0.0064740195],"category_scores_gemma":[0.022434955,0.000451639,0.00024576986,0.0004880718,0.008487382,0.0039020476,0.0067265504,0.0043722386,0.000779235],"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":[0.00031705428,0.0011766073,0.16551813,0.000075197975,0.00002188534,0.00066092354,0.7661192,0.00012043919,0.003637544,0.028079214,0.0014590346,0.03281481],"study_design_scores_gemma":[0.00002029617,0.00013955201,0.05123893,0.00008221996,0.000011113145,0.0002685985,0.9298617,0.0003716014,0.0010209795,0.006427534,0.0105244545,0.00003302991],"about_ca_topic_score_codex":0.00815675,"about_ca_topic_score_gemma":0.014287446,"teacher_disagreement_score":0.014470262,"about_ca_system_score_codex":0.0039619124,"about_ca_system_score_gemma":0.0070269145,"threshold_uncertainty_score":0.04983419},"labels":[],"label_agreement":null},{"id":"W4411712869","doi":"10.1016/j.system.2025.103760","title":"Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form","year":2025,"lang":"en","type":"article","venue":"System","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University; Centre for Research on Brain Language and Music","funders":"Fonds de recherche du Québec – Nature et technologies; Centre for Research on Brain, Language and Music","keywords":"Computer science; Speech recognition","score_opus":0.007210883479836135,"score_gpt":0.30840965654980795,"score_spread":0.30119877306997184,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411712869","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99914587,0.000057354282,0.00030887555,0.000011098792,0.0000013943211,0.000004753474,0.000008741268,0.000013786573,0.0004480825],"genre_scores_gemma":[0.9988134,0.00005637023,0.0007598288,0.000013076088,0.0000019442211,0.000011892388,0.000015587188,0.000008533933,0.0003194325],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99907947,0.00026615703,0.0000727984,0.00022745,0.00026582927,0.00008827579],"domain_scores_gemma":[0.99460125,0.0030568526,0.0011962933,0.00049237406,0.00026515283,0.0003880752],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007821684,0.00046061733,0.0004493737,0.0002904141,0.0001688526,0.0006660643,0.00027297268,0.0003890666,0.0016513594],"category_scores_gemma":[0.0059072175,0.00030452473,0.0002470969,0.00011384219,0.00076696236,0.0004296502,0.0011773787,0.00054502,0.00027648723],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0073020575,0.0013179891,0.07341849,0.0003778676,0.0001868767,0.00040872715,0.0023303684,0.0010121663,0.8257912,0.0003388322,0.00013424251,0.08738129],"study_design_scores_gemma":[0.00024032062,0.0075059673,0.8359622,0.00006241024,0.00023742682,0.00047371266,0.00084002217,0.0016676683,0.15109779,0.00091273856,0.00094902416,0.000050763312],"about_ca_topic_score_codex":0.00064188417,"about_ca_topic_score_gemma":0.0008198887,"teacher_disagreement_score":0.0016513594,"about_ca_system_score_codex":0.00017003689,"about_ca_system_score_gemma":0.00039563046,"threshold_uncertainty_score":0.0055242777},"labels":[],"label_agreement":null},{"id":"W4412505466","doi":"10.1016/j.system.2025.103784","title":"Automated scoring in the era of artificial intelligence: An empirical study with Turkish essays","year":2025,"lang":"en","type":"article","venue":"System","topic":"Explainable Artificial Intelligence (XAI)","field":"Computer Science","cited_by":8,"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":"Türkiye Bilimsel ve Teknolojik Araştırma Kurumu; Leuphana Universität Lüneburg","keywords":"Turkish; Artificial intelligence; Computer science; Empirical research; Natural language processing; Mathematics education; Psychology; Linguistics; Statistics; Mathematics; Philosophy","score_opus":0.04233942530495005,"score_gpt":0.3434102288782708,"score_spread":0.3010708035733207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412505466","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99805945,0.00013710337,0.00063162297,0.000047287904,0.000011275434,0.000043246993,0.000073996016,0.000016112253,0.0009798052],"genre_scores_gemma":[0.9977847,0.00011224267,0.0012824476,0.00002733825,0.000015061334,0.00005987503,0.00022102093,0.000020695888,0.00047666483],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97903866,0.01245814,0.0020503195,0.0014967151,0.004343784,0.00061234797],"domain_scores_gemma":[0.8667276,0.07942688,0.01587136,0.008797248,0.02706432,0.0021125567],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015400702,0.00054904626,0.0006100014,0.003175504,0.0014454494,0.002541886,0.0014367022,0.00081860105,0.0015078916],"category_scores_gemma":[0.110367544,0.00024289147,0.00030293473,0.0036214085,0.001626611,0.0022208432,0.001992027,0.000803353,0.0008931651],"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":[0.0015878617,0.0022822823,0.5037058,0.0017690302,0.00020041906,0.003453912,0.17558871,0.0034735566,0.0071900357,0.0023460374,0.0075935973,0.2908087],"study_design_scores_gemma":[0.00014994194,0.0022967122,0.8297444,0.00074751157,0.00017184274,0.0037784611,0.10046812,0.015830323,0.008634017,0.0020820384,0.035854448,0.00024210011],"about_ca_topic_score_codex":0.0027507883,"about_ca_topic_score_gemma":0.004009625,"teacher_disagreement_score":0.015400702,"about_ca_system_score_codex":0.0014993537,"about_ca_system_score_gemma":0.00096648437,"threshold_uncertainty_score":0.08144772},"labels":[],"label_agreement":null},{"id":"W4413295144","doi":"10.1016/j.system.2025.103805","title":"ChatGPT-generated versus human direct corrective feedback on L2 writing","year":2025,"lang":"en","type":"article","venue":"System","topic":"Artificial Intelligence in Healthcare and Education","field":"Medicine","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"Fondo Nacional de Desarrollo Científico y Tecnológico; Agencia Nacional de Investigación y Desarrollo; Universidad del Bío-Bío","keywords":"Corrective feedback; Computer science; Second language writing; Mathematics education; Psychology; Linguistics; Second language; Philosophy","score_opus":0.14053321771873217,"score_gpt":0.43371219202502315,"score_spread":0.293178974306291,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413295144","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92415637,0.00040542372,0.029321626,0.0003177713,0.00054313807,0.00039521747,0.0016707318,0.024716366,0.01847346],"genre_scores_gemma":[0.9634866,0.00011430865,0.018645914,0.00030119705,0.00006893217,0.00022027707,0.0014230547,0.0010309421,0.014708714],"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.9983423,0.0008258582,0.00014274781,0.00028673568,0.00028521547,0.00011719182],"domain_scores_gemma":[0.9894744,0.00801764,0.00022520575,0.0006766022,0.0012147821,0.00039136724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016070466,0.0011147552,0.0007896286,0.0005775619,0.0004426744,0.0011332878,0.0009825705,0.0012949753,0.021784702],"category_scores_gemma":[0.016732076,0.00028105592,0.0002572695,0.00025321456,0.00028691778,0.0007429343,0.0013628944,0.00072743313,0.0053816647],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.025911655,0.0016977836,0.008458371,0.002089716,0.00024557172,0.0030043793,0.004794739,0.013421732,0.16733065,0.00063869305,0.028050046,0.7443567],"study_design_scores_gemma":[0.0035100854,0.0146388,0.07260079,0.0005797269,0.00070103793,0.0033063127,0.004143912,0.4407049,0.4228161,0.0021688084,0.03422559,0.0006039652],"about_ca_topic_score_codex":0.0044447,"about_ca_topic_score_gemma":0.0039547514,"teacher_disagreement_score":0.021784702,"about_ca_system_score_codex":0.0003369801,"about_ca_system_score_gemma":0.00063192094,"threshold_uncertainty_score":0.07287705},"labels":[],"label_agreement":null},{"id":"W4413758347","doi":"10.1016/j.system.2025.103829","title":"Processing immediate written corrective feedback during online collaborative writing: A depth of processing perspective","year":2025,"lang":"en","type":"article","venue":"System","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","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":"Université du Québec à Montréal; Université de Montréal","funders":"Fonds de Recherche du Québec-Société et Culture; Fonds de recherche du Québec","keywords":"Perspective (graphical); Corrective feedback; Computer science; Multimedia; Human–computer interaction; Psychology; Mathematics education; Artificial intelligence","score_opus":0.015623366965516795,"score_gpt":0.27184265517917333,"score_spread":0.2562192882136565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413758347","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8906286,0.0012744062,0.08984917,0.00059882127,0.000030466634,0.00014735688,0.00008731281,0.00028656493,0.017097337],"genre_scores_gemma":[0.97408015,0.00041927613,0.023440301,0.000084656494,0.000013862348,0.000055401346,0.000032696025,0.000048159054,0.0018255223],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9981893,0.0009588809,0.00008293418,0.00023119696,0.00038200032,0.00015570459],"domain_scores_gemma":[0.99143106,0.0062764515,0.0010047907,0.00033796407,0.00070047856,0.00024925117],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014626189,0.0004958934,0.0003513098,0.0007426497,0.00046806276,0.0032003697,0.0005779669,0.00062132,0.0017951124],"category_scores_gemma":[0.01115528,0.00025514967,0.00024233818,0.00042896488,0.0014310728,0.0027373182,0.0016527623,0.0006385007,0.00033055586],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009171535,0.000386752,0.039367285,0.001616551,0.000074930555,0.0012135435,0.17761521,0.0043551913,0.26202613,0.01143453,0.000744214,0.50024843],"study_design_scores_gemma":[0.0003073838,0.0047648977,0.29238707,0.002371585,0.00045887555,0.0060384963,0.167516,0.0738297,0.2841147,0.07245857,0.09524736,0.0005053556],"about_ca_topic_score_codex":0.00083122123,"about_ca_topic_score_gemma":0.0009336402,"teacher_disagreement_score":0.0032003697,"about_ca_system_score_codex":0.0004932132,"about_ca_system_score_gemma":0.0009323779,"threshold_uncertainty_score":0.007735193},"labels":[],"label_agreement":null},{"id":"W4415819419","doi":"10.1016/j.system.2025.103904","title":"Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions","year":2025,"lang":"en","type":"article","venue":"System","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Agency (philosophy); Negotiation; Laptop; Structure and agency; Thematic analysis; Digital literacy; Discourse analysis; Generative grammar; Critical literacy","score_opus":0.016674354965775743,"score_gpt":0.2998357113685557,"score_spread":0.28316135640277995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415819419","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1735348,0.0030176193,0.067932755,0.026659882,0.00021609246,0.0001276616,0.000072548726,0.00018255212,0.7282561],"genre_scores_gemma":[0.99213153,0.00024685072,0.0032342826,0.00029602402,0.00004062878,0.000050971477,0.000020896121,0.00005210584,0.0039265477],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9880827,0.00886158,0.00036772725,0.00094409235,0.0009921626,0.00075172907],"domain_scores_gemma":[0.95881134,0.033861768,0.0022132983,0.0026065216,0.001056535,0.0014504496],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013464012,0.000611748,0.0004983551,0.0045189816,0.007405243,0.022314891,0.0019178631,0.0045639924,0.012220669],"category_scores_gemma":[0.03296422,0.00061203144,0.0005894079,0.0025680342,0.0653842,0.019430952,0.0094559165,0.0047888337,0.0006833431],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016248076,0.000019793331,0.00050443085,0.000047568166,0.000006298402,0.00007869193,0.032549735,0.00028975232,0.00015490773,0.9618561,0.00040604605,0.0040703975],"study_design_scores_gemma":[0.000028857601,0.00001817877,0.00052699,0.00013585236,0.000009732417,0.00013384888,0.022440208,0.0015418157,0.00043587916,0.95088404,0.023825327,0.00001928837],"about_ca_topic_score_codex":0.0037060785,"about_ca_topic_score_gemma":0.0023755287,"teacher_disagreement_score":0.022314891,"about_ca_system_score_codex":0.0076787802,"about_ca_system_score_gemma":0.00558223,"threshold_uncertainty_score":0.07120538},"labels":[],"label_agreement":null},{"id":"W7113903791","doi":"10.1016/j.system.2025.103928","title":"From positive psychology to existential positive psychology (EPP): New directions for theory, research, and practice","year":2025,"lang":"en","type":"article","venue":"System","topic":"Psychological Well-being and Life Satisfaction","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Positive psychology; Existentialism; Unconditional positive regard; Positive relationship","score_opus":0.07871454040458371,"score_gpt":0.4895600990752919,"score_spread":0.4108455586707082,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7113903791","genre_codex":"commentary","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008743677,0.39583293,0.061070606,0.45650962,0.007647703,0.00029149884,0.00012590083,0.0002628111,0.06951523],"genre_scores_gemma":[0.4345741,0.36166346,0.102887094,0.08175598,0.010128356,0.001771987,0.00016648584,0.00032254492,0.006730009],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9805479,0.014576356,0.0006254939,0.001696914,0.0018471325,0.00070628594],"domain_scores_gemma":[0.9427635,0.04700424,0.0012616976,0.0031793953,0.0027258033,0.003065362],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03867407,0.0018442834,0.0032636733,0.0056257206,0.006716932,0.02308798,0.004194722,0.008028827,0.0070333392],"category_scores_gemma":[0.020890292,0.00083305844,0.0015038291,0.00656787,0.10158075,0.039265152,0.012333928,0.021461973,0.0013380233],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000420112,0.00013046816,0.0009881469,0.001935253,0.000038965998,0.00016581955,0.021292223,0.00020665686,0.00012759789,0.86735266,0.011535813,0.09618435],"study_design_scores_gemma":[0.000020943224,0.000047925303,0.0005939547,0.0027946308,0.000012004062,0.0001382808,0.015946142,0.00031080734,0.000058324782,0.9211533,0.05887816,0.000045519133],"about_ca_topic_score_codex":0.004252745,"about_ca_topic_score_gemma":0.004401053,"teacher_disagreement_score":0.03867407,"about_ca_system_score_codex":0.011863626,"about_ca_system_score_gemma":0.020952368,"threshold_uncertainty_score":0.20453048},"labels":[],"label_agreement":null}]}