{"meta":{"query_hash":"2f349ebde298","filters":{"venue":"TESL Canada Journal"},"cohort_total":532,"direct_labels_cover":1,"predictions_cover":532,"exported":532,"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/2f349ebde298","api":"https://metacan.xera.ac/api/v1/cohort?venue=TESL+Canada+Journal"},"results":[{"id":"W110833241","doi":"10.18806/tesl.v20i2.951","title":"Krashen, a Victim of History","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Colonial History and Postcolonial Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Philosophy","score_opus":0.01988835044730764,"score_gpt":0.2425690147866654,"score_spread":0.22268066433935776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W110833241","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09904588,0.014578047,0.0012628719,0.44449323,0.0036372147,0.000034042238,0.0001264069,0.00012865748,0.43669364],"genre_scores_gemma":[0.69834787,0.004574516,0.0005922419,0.05504157,0.00030152613,0.000029749744,0.00002871663,0.00015930156,0.24092452],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.998777,0.00036042772,0.000037111167,0.00016953089,0.00021502591,0.00044093025],"domain_scores_gemma":[0.99866545,0.0005873429,0.00011498909,0.00007552367,0.00024894153,0.0003077097],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011022225,0.0002912201,0.0002877218,0.00084681745,0.026383664,0.0065810587,0.0006923754,0.0045202943,0.0079865735],"category_scores_gemma":[0.0040195202,0.0003220147,0.00014567215,0.000950002,0.019447798,0.005882519,0.0036084517,0.008287404,0.0010847109],"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":[0.000030363679,0.000014553224,0.0008517813,0.00003498306,0.000006733769,0.0007556835,0.07354749,0.000056669993,0.00020776104,0.7976812,0.1160835,0.010729269],"study_design_scores_gemma":[0.000010001974,0.00000673591,0.0008996599,0.00012536072,0.000007107643,0.000505987,0.07044235,0.00007104387,0.00038959933,0.047536153,0.8799822,0.000023763854],"about_ca_topic_score_codex":0.2134492,"about_ca_topic_score_gemma":0.3700938,"teacher_disagreement_score":0.2134492,"about_ca_system_score_codex":0.007896855,"about_ca_system_score_gemma":0.013147923,"threshold_uncertainty_score":0.42441356},"labels":[],"label_agreement":null},{"id":"W1480180372","doi":"10.18806/tesl.v17i2.890","title":"Same Task, Different Activities: Issues of Investment Identity, and Use of Strategy","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Construct (python library); Sociocultural perspective; Task (project management); Psychology; Appropriation; Identity (music); Perspective (graphical); Style (visual arts); Language education; Social psychology; Pedagogy; Sociocultural evolution; Mathematics education; Sociology; Linguistics; Computer science","score_opus":0.05348839540163361,"score_gpt":0.2597422326368974,"score_spread":0.20625383723526378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1480180372","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":[0.9772843,0.00012068815,0.0046985773,0.0005314985,0.000007030388,0.000013422013,0.000006627051,0.000010212798,0.017327558],"genre_scores_gemma":[0.9982331,0.000034028395,0.00071389833,0.000021821914,0.0000012055153,0.000009674997,0.000005510797,0.000004693127,0.00097606116],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959325,0.002289617,0.00017543117,0.00026590886,0.0005793866,0.000757072],"domain_scores_gemma":[0.99520797,0.0024861933,0.00079004763,0.00037421528,0.00035247832,0.00078910484],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032559184,0.00036919946,0.00022858316,0.0009147043,0.0019623833,0.00662081,0.0007507689,0.0008570207,0.0010537534],"category_scores_gemma":[0.008953351,0.00020526373,0.00024494174,0.00049673126,0.006060641,0.0030198495,0.0028795649,0.00093537156,0.0001950635],"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":[0.00031114093,0.0006676146,0.2300785,0.00017031582,0.00005555716,0.0014795215,0.5134094,0.000770576,0.009887186,0.08888553,0.00080167165,0.15348297],"study_design_scores_gemma":[0.00004122919,0.0006646567,0.31218752,0.00031373053,0.000044510907,0.0023277707,0.59883416,0.004521237,0.0038267344,0.037048213,0.04007966,0.00011062119],"about_ca_topic_score_codex":0.0056580245,"about_ca_topic_score_gemma":0.007959788,"teacher_disagreement_score":0.00662081,"about_ca_system_score_codex":0.002140968,"about_ca_system_score_gemma":0.001512913,"threshold_uncertainty_score":0.017219126},"labels":[],"label_agreement":null},{"id":"W1487741627","doi":"10.18806/tesl.v19i1.923","title":"To my Friends and Colleagues: Thoughts from Brazil","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Decolonial Thought and Epistemologies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Pedagogy; Sociology; Philosophy","score_opus":0.019296240208470705,"score_gpt":0.30033904162314057,"score_spread":0.28104280141466986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1487741627","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.057348598,0.016663443,0.0009527938,0.8188902,0.003815081,0.000044739692,0.0001350831,0.000040761213,0.10210918],"genre_scores_gemma":[0.78884906,0.013223938,0.0010152226,0.14368443,0.0013543479,0.0001012931,0.00007321546,0.00020654136,0.05149198],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9933435,0.003480964,0.00017813817,0.00063063466,0.00095621357,0.0014105678],"domain_scores_gemma":[0.98764426,0.0051842383,0.0009159276,0.00052961236,0.0022144953,0.0035115127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007803891,0.0005665686,0.00077782985,0.0021314856,0.031445846,0.014415745,0.002106115,0.0070441933,0.006529991],"category_scores_gemma":[0.020331621,0.0005190592,0.00060076965,0.0034882824,0.02369129,0.007895166,0.010647195,0.014466257,0.0008949281],"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":[0.000033168464,0.000038232345,0.003021291,0.00027837724,0.000027386686,0.001649753,0.6098039,0.000088419634,0.00054611784,0.28962862,0.08407792,0.010806706],"study_design_scores_gemma":[0.000013241306,0.000012851086,0.0019759033,0.0007350293,0.00002492386,0.00040697836,0.38599727,0.000082354665,0.00021159629,0.025679775,0.5848126,0.000047444268],"about_ca_topic_score_codex":0.2832273,"about_ca_topic_score_gemma":0.42878607,"teacher_disagreement_score":0.2832273,"about_ca_system_score_codex":0.024585761,"about_ca_system_score_gemma":0.027916841,"threshold_uncertainty_score":0.56315744},"labels":[],"label_agreement":null},{"id":"W1488344795","doi":"10.18806/tesl.v21i2.173","title":"Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Goal orientation; Psychology; Goal theory; Perspective (graphical); Task (project management); Test of English as a Foreign Language; Mastery learning; Test (biology); Foreign language; Mathematics education; Academic achievement; Orientation (vector space); Social psychology; Language education","score_opus":0.015665617203927597,"score_gpt":0.3045552658038294,"score_spread":0.2888896485999018,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1488344795","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":[0.5488268,0.03295016,0.1465407,0.029169854,0.00043862674,0.00031488994,0.0005906174,0.00022342138,0.24094495],"genre_scores_gemma":[0.9842412,0.004115434,0.00833722,0.0007042407,0.0001304512,0.00014401866,0.00012575062,0.000022387401,0.0021793067],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990312,0.00050959055,0.000034523084,0.0000991856,0.00018017972,0.00014528705],"domain_scores_gemma":[0.9984125,0.0009613452,0.00017477403,0.000046016732,0.00017096358,0.00023453373],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018738742,0.00077469635,0.00065431895,0.0029397837,0.00067592337,0.0029046545,0.0009129503,0.0010667361,0.001502832],"category_scores_gemma":[0.0030966466,0.00016000024,0.00053379993,0.0015068674,0.0030808584,0.0019053438,0.0011626512,0.0020544014,0.000246487],"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":[0.000053316246,0.0004959354,0.052629907,0.00023033134,0.00013431752,0.00025383683,0.005758468,0.0039890935,0.00034431322,0.8750885,0.0022723677,0.058749646],"study_design_scores_gemma":[0.000058790505,0.00031980357,0.07688603,0.0004392146,0.00006800989,0.00030968382,0.006109661,0.015735684,0.00025909426,0.8718557,0.02790682,0.000051495084],"about_ca_topic_score_codex":0.003929862,"about_ca_topic_score_gemma":0.002183508,"teacher_disagreement_score":0.003929862,"about_ca_system_score_codex":0.001956663,"about_ca_system_score_gemma":0.0010330717,"threshold_uncertainty_score":0.014196575},"labels":[],"label_agreement":null},{"id":"W1489632558","doi":"10.18806/tesl.v30i2.1145","title":"Researching Intercultural Learning: Investigations in Language and Education","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Language education; Language acquisition; Intercultural communication; Psychology; Comprehension approach; Pedagogy; Sociology; Mathematics education; Philosophy","score_opus":0.014975431696716354,"score_gpt":0.23330426527261328,"score_spread":0.2183288335758969,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1489632558","genre_codex":"review","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":[0.021768462,0.47685722,0.007971953,0.10243035,0.099328704,0.00046856442,0.0053831083,0.00047454366,0.28531712],"genre_scores_gemma":[0.0604553,0.48453784,0.00752547,0.020132508,0.031236932,0.0007241461,0.0057906085,0.0013294021,0.38826784],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.9957767,0.0010904196,0.00034333116,0.00035097057,0.0020288276,0.0004098092],"domain_scores_gemma":[0.9804524,0.009089563,0.00064852874,0.0021149209,0.0054563154,0.0022382468],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005463268,0.0011460645,0.0016714949,0.017132316,0.009205611,0.012243385,0.0015403535,0.0018831089,0.019857772],"category_scores_gemma":[0.016166411,0.0005911291,0.00091834273,0.024119044,0.0060252007,0.005891465,0.007607212,0.0030522645,0.0042514466],"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":[0.000047902475,0.000098837685,0.0023903933,0.0021687073,0.000031691477,0.00020841171,0.02248424,0.00009422293,0.0019833355,0.016761651,0.69727355,0.256457],"study_design_scores_gemma":[0.0000051237867,0.000021380223,0.008171738,0.0017091561,0.000019899466,0.00021220652,0.0154098375,0.000020520982,0.0005269802,0.0025880735,0.9712875,0.000027713619],"about_ca_topic_score_codex":0.04810405,"about_ca_topic_score_gemma":0.20303825,"teacher_disagreement_score":0.04810405,"about_ca_system_score_codex":0.0057472405,"about_ca_system_score_gemma":0.024093905,"threshold_uncertainty_score":0.09564811},"labels":[],"label_agreement":null},{"id":"W1491789361","doi":"10.18806/tesl.v29i0.1114","title":"Immigrant Students Navigating Canadian Schools: A Longitudinal View","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Graduation (instrument); Immigration; Longitudinal study; School dropout; Academic achievement; Postsecondary education; Dropout (neural networks); Psychology; Class (philosophy); Pedagogy; Higher education; Sociology; Political science; Medicine","score_opus":0.06649846792779823,"score_gpt":0.45785109128421436,"score_spread":0.39135262335641613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1491789361","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":[0.99688965,0.000378812,0.000049857,0.00025798575,0.000010004165,0.00003008774,0.0006709444,0.000004440253,0.0017082653],"genre_scores_gemma":[0.99592316,0.0007278195,0.00018606201,0.00015278313,0.0000057963143,0.000045637484,0.0009702303,0.000005325098,0.001983112],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99857676,0.00015981683,0.00005063224,0.00014968039,0.000304658,0.0007585755],"domain_scores_gemma":[0.9967835,0.00020102077,0.0004673855,0.00013792902,0.0016309016,0.00077933987],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026429498,0.00042968683,0.00058231835,0.002990407,0.011789581,0.003942037,0.0015406073,0.0010145236,0.0017144971],"category_scores_gemma":[0.0038916161,0.0004948124,0.00064910966,0.005307916,0.0018637824,0.0016534029,0.0033753691,0.00226695,0.0003777868],"study_design_candidate":"qualitative","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":[0.00009560372,0.00019440058,0.9365602,0.000040828043,0.000036048288,0.00022270817,0.047823176,0.000075042575,0.00020982801,0.00043240582,0.0010460789,0.013263556],"study_design_scores_gemma":[0.0000050939293,0.00012010336,0.8750499,0.00011365357,0.000036634658,0.00012141589,0.11999632,0.00015558636,0.00010586012,0.00012766551,0.0041217376,0.000045954454],"about_ca_topic_score_codex":0.9780297,"about_ca_topic_score_gemma":0.98708785,"teacher_disagreement_score":0.021970272,"about_ca_system_score_codex":0.01712969,"about_ca_system_score_gemma":0.03771234,"threshold_uncertainty_score":0.12428516},"labels":[],"label_agreement":null},{"id":"W1495087886","doi":"10.18806/tesl.v20i2.950","title":"Cultural Collisions in L2 Academic Writing","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Rhetoric; Identity (music); Academic writing; Linguistics; Second language writing; Vocabulary; Professional writing; Syntax; Sociology; Value (mathematics); Pedagogy; Psychology; Computer science; Second language; Aesthetics","score_opus":0.03053861850312355,"score_gpt":0.2809627674318796,"score_spread":0.25042414892875603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1495087886","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":[0.92864716,0.003198813,0.008071958,0.0026881967,0.00010640717,0.000040710423,0.00001974298,0.00004151903,0.05718553],"genre_scores_gemma":[0.99736375,0.00044339043,0.0006411432,0.00020286444,0.000022619908,0.000015134038,0.0000061837623,0.00003091993,0.0012739848],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96786445,0.023164378,0.0014981736,0.0015140515,0.0043890593,0.0015698314],"domain_scores_gemma":[0.96317214,0.024179365,0.0048991423,0.002606121,0.0035751846,0.0015680569],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01584751,0.0004987091,0.0005321484,0.0034547974,0.012847712,0.017844208,0.0013064326,0.0011218229,0.0026022657],"category_scores_gemma":[0.029950209,0.000721809,0.00040480416,0.0030053745,0.02416476,0.009793711,0.02036179,0.0035188694,0.00037399397],"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":[0.000076932665,0.00004356228,0.0169417,0.00012915574,0.000027799462,0.0012770253,0.90553635,0.00018470013,0.0009722284,0.050613556,0.0005398488,0.023657111],"study_design_scores_gemma":[0.000020581685,0.000075827396,0.010767168,0.0003623337,0.000043433607,0.0021904556,0.92465144,0.0005072746,0.0029769875,0.021148218,0.03719207,0.00006411118],"about_ca_topic_score_codex":0.0068489364,"about_ca_topic_score_gemma":0.006885369,"teacher_disagreement_score":0.017844208,"about_ca_system_score_codex":0.0057542366,"about_ca_system_score_gemma":0.0041662226,"threshold_uncertainty_score":0.08381063},"labels":[],"label_agreement":null},{"id":"W1495877104","doi":"10.18806/tesl.v30i2.1139","title":"Teachers’ Discourses on Teaching Students of Elementary School English Literacy Development in Ontario","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literacy; Pedagogy; Sociology; Literacy education; Humanities; Philosophy","score_opus":0.028953388860296993,"score_gpt":0.40115731336821286,"score_spread":0.3722039245079159,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1495877104","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":[0.9523972,0.00082865363,0.00039273212,0.0056381454,0.000047205198,0.00004427254,0.00008499262,0.000017417718,0.040549375],"genre_scores_gemma":[0.9913066,0.0005415052,0.000106480235,0.0002471802,0.000007520385,0.000023805562,0.000021798696,0.000015529771,0.007729452],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956357,0.0014168435,0.00021186692,0.00041579813,0.0011282001,0.0011915759],"domain_scores_gemma":[0.98994154,0.004534387,0.0012701206,0.00023750379,0.0019155105,0.0021009056],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033718967,0.0003662502,0.00057506975,0.0016875402,0.023756616,0.00579973,0.001282375,0.0014037143,0.003203849],"category_scores_gemma":[0.0074857906,0.00060151564,0.00022144784,0.0027481813,0.01762955,0.002215699,0.004849976,0.0026446271,0.00021072848],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012475509,0.000007421833,0.0036285485,0.00003088861,0.0000013182388,0.00024536165,0.9921028,0.000015035211,0.00032102125,0.0020685408,0.00027053096,0.001296157],"study_design_scores_gemma":[0.0000050924036,0.0000145828935,0.012877493,0.00010250376,0.0000065864533,0.00005278646,0.9540127,0.000043092874,0.0002089745,0.00031105173,0.03235115,0.000014054411],"about_ca_topic_score_codex":0.95628464,"about_ca_topic_score_gemma":0.9783917,"teacher_disagreement_score":0.10510644,"about_ca_system_score_codex":0.10510644,"about_ca_system_score_gemma":0.07749107,"threshold_uncertainty_score":0.7626042},"labels":[],"label_agreement":null},{"id":"W1496353379","doi":"10.18806/tesl.v26i1.127","title":"Listening Strategies of L2 Learners With Varied Test Tasks","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Psychology; Test (biology); Vocabulary; Competence (human resources); Task (project management); Mathematics education; Test anxiety; Anxiety; Social psychology; Linguistics; Communication","score_opus":0.025900333262405453,"score_gpt":0.20855115310268735,"score_spread":0.1826508198402819,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1496353379","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":[0.99833053,0.000052753607,0.0005563237,0.000022231045,0.0000023996593,0.00002289401,0.000015010823,0.000013010559,0.0009847756],"genre_scores_gemma":[0.99526346,0.00013598785,0.0015142015,0.00010729625,0.0000054335096,0.000053315445,0.00008182301,0.000021787642,0.0028165733],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989536,0.00036059562,0.000093361574,0.00013720096,0.0002877322,0.0001675621],"domain_scores_gemma":[0.9959204,0.0023334748,0.0005805427,0.00026319502,0.00054533966,0.0003570172],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018822612,0.00075019564,0.00047647973,0.0011008746,0.00049659703,0.0028633645,0.00073092396,0.0008721274,0.0020623382],"category_scores_gemma":[0.013243532,0.00030552773,0.0003235213,0.0003370905,0.00083537836,0.0009660669,0.001620876,0.0008270823,0.00088991417],"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":[0.0009358672,0.0020051894,0.3892496,0.00044975252,0.0001145781,0.0045752726,0.28845328,0.0012126521,0.14456439,0.0007755653,0.00090208603,0.16676179],"study_design_scores_gemma":[0.00022871603,0.006378314,0.5144672,0.00035163682,0.00022864909,0.011200179,0.37438285,0.009291077,0.060852163,0.0033880593,0.018790394,0.00044074317],"about_ca_topic_score_codex":0.0020071608,"about_ca_topic_score_gemma":0.0020796799,"teacher_disagreement_score":0.0028633645,"about_ca_system_score_codex":0.00041366278,"about_ca_system_score_gemma":0.00047673102,"threshold_uncertainty_score":0.0099544525},"labels":[],"label_agreement":null},{"id":"W1498865246","doi":"10.18806/tesl.v28i2.1070","title":"Framing the Problem of Identity in Composition and TESOL Studies: A Sampler","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Transformative learning; Identity (music); Framing (construction); Pedagogy; Second-language acquisition; Sociology; Psychology; Linguistics; Mathematics education","score_opus":0.08404074064729179,"score_gpt":0.27084647353038627,"score_spread":0.1868057328830945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1498865246","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":[0.07115511,0.17921244,0.109920666,0.3386875,0.008164388,0.00031894376,0.00009827369,0.00017333993,0.29226935],"genre_scores_gemma":[0.84708685,0.0670747,0.027881552,0.025895322,0.007787314,0.0007892084,0.00007382026,0.00040182122,0.023009347],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.97383356,0.019818075,0.00054846663,0.0013470356,0.0035398768,0.00091305934],"domain_scores_gemma":[0.9581259,0.035039395,0.0014942709,0.001745737,0.0025684275,0.0010262332],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.031835243,0.00085522444,0.0016646255,0.0077318824,0.01368196,0.019613452,0.0026182362,0.007951152,0.00298947],"category_scores_gemma":[0.03205209,0.0007748906,0.00067922706,0.0074472204,0.09405972,0.03580258,0.01649724,0.01107859,0.00047779898],"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":[0.000011574864,0.000012724146,0.00024055822,0.000096452466,0.0000036032388,0.00012300182,0.040533215,0.000041570936,0.00003929114,0.94838935,0.0018296116,0.008679046],"study_design_scores_gemma":[0.0000270261,0.000038729497,0.00048044365,0.0010464626,0.00001456498,0.0004962654,0.07638775,0.00057160837,0.00034437553,0.6745733,0.24598439,0.000035067955],"about_ca_topic_score_codex":0.008103195,"about_ca_topic_score_gemma":0.008374998,"teacher_disagreement_score":0.031835243,"about_ca_system_score_codex":0.010470795,"about_ca_system_score_gemma":0.008767452,"threshold_uncertainty_score":0.16836286},"labels":[],"label_agreement":null},{"id":"W1499455108","doi":"10.18806/tesl.v30i2.1147","title":"Q: Skills for Success 4 Reading and Writing, Listening and Speaking","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Reading (process); Psychology; Linguistics; Pedagogy; Communication; Philosophy","score_opus":0.015480776170956273,"score_gpt":0.30762936783066264,"score_spread":0.29214859165970636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1499455108","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":[0.19701797,0.000949619,0.0058524557,0.030679697,0.0015092567,0.0014117545,0.009352313,0.0011219645,0.7521048],"genre_scores_gemma":[0.8100716,0.000863609,0.016325813,0.0031467956,0.0003606195,0.0021813593,0.004307274,0.00037738722,0.16236556],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9967796,0.0004640145,0.00023528123,0.00019686736,0.001586201,0.00073806645],"domain_scores_gemma":[0.97557575,0.00456258,0.0021452124,0.00070407765,0.012033166,0.004979145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024992716,0.0007013558,0.00045502692,0.001786363,0.0018664162,0.0029459065,0.0014204964,0.0017969419,0.124302514],"category_scores_gemma":[0.026405094,0.00019578947,0.0008253779,0.0010492696,0.0021895627,0.0023359049,0.0025815854,0.0015306058,0.030204456],"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":[0.0002797086,0.0010101398,0.09664493,0.0009125314,0.00005971246,0.0004492444,0.004185476,0.0005115382,0.001889892,0.018665025,0.5031777,0.3722141],"study_design_scores_gemma":[0.00022208397,0.0014279893,0.5843503,0.0015409348,0.000113705246,0.0015414176,0.012546423,0.0011824762,0.003122776,0.040677965,0.35309845,0.00017561871],"about_ca_topic_score_codex":0.013803748,"about_ca_topic_score_gemma":0.023095695,"teacher_disagreement_score":0.124302514,"about_ca_system_score_codex":0.0030553683,"about_ca_system_score_gemma":0.008942572,"threshold_uncertainty_score":0.4158333},"labels":[],"label_agreement":null},{"id":"W1504583374","doi":"10.18806/tesl.v18i2.913","title":"Langue maternelle, langue ancestral: un paradoxe linguistique","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ethnography; Linguistics; Competence (human resources); Sociology; Norm (philosophy); Communicative competence; Linguistic competence; Psychology; First language; Pedagogy; Anthropology; Social psychology; Epistemology; Philosophy","score_opus":0.045663028055069575,"score_gpt":0.41436066920587555,"score_spread":0.368697641150806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1504583374","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":[0.39168015,0.041823916,0.012285314,0.31261125,0.00050484115,0.000029852574,0.00020795595,0.00016023962,0.2406965],"genre_scores_gemma":[0.9895263,0.005142816,0.0011603311,0.0021023198,0.00013155567,0.000012431404,0.00002455868,0.000026571515,0.0018730501],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9969746,0.0014399989,0.000110914414,0.00039233422,0.00060279836,0.00047933467],"domain_scores_gemma":[0.993871,0.0037570512,0.0006641967,0.00042619457,0.00077764434,0.0005038664],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005597357,0.00022126338,0.0005589459,0.00230577,0.0063713756,0.007119029,0.0010797931,0.0024436298,0.0027209984],"category_scores_gemma":[0.008887974,0.00030715918,0.00025263292,0.0023085217,0.048657693,0.0108018005,0.00572096,0.0036724461,0.00033499862],"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":[0.000048678747,0.000025984587,0.008694216,0.00023144731,0.000013945019,0.0012879435,0.15725589,0.00021269587,0.0004947691,0.80271786,0.0031029847,0.025913555],"study_design_scores_gemma":[0.000028128676,0.000040660532,0.020933824,0.0006557454,0.0000366871,0.0038025596,0.257405,0.0009512221,0.00047781254,0.61102885,0.10454046,0.00009911422],"about_ca_topic_score_codex":0.15477611,"about_ca_topic_score_gemma":0.12012261,"teacher_disagreement_score":0.15477611,"about_ca_system_score_codex":0.011817969,"about_ca_system_score_gemma":0.008427537,"threshold_uncertainty_score":0.3077504},"labels":[],"label_agreement":null},{"id":"W1505332739","doi":"10.18806/tesl.v26i2.416","title":"A Case for Faculty Involvement in EAP Placement Testing","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Medical education; Mathematics education; Advanced Placement; Medicine","score_opus":0.12597147911290246,"score_gpt":0.2834080562910538,"score_spread":0.15743657717815135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1505332739","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":[0.22738849,0.0012354294,0.03659493,0.6533771,0.0031280743,0.00046671997,0.00006406613,0.00044689383,0.07729823],"genre_scores_gemma":[0.90035737,0.00051791675,0.030779941,0.05528936,0.0011584825,0.00048490815,0.000044776734,0.00019787232,0.011169295],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8697034,0.070884734,0.0058751237,0.006924423,0.033537213,0.013075012],"domain_scores_gemma":[0.6800452,0.19005859,0.022061585,0.028050432,0.035933856,0.043850303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07395473,0.0006844648,0.0004577032,0.001934924,0.014766345,0.008380351,0.007468868,0.021004753,0.00589995],"category_scores_gemma":[0.19461948,0.000825258,0.0013365746,0.0018923384,0.0117651345,0.011497381,0.007336896,0.019855002,0.0010775995],"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":[0.0005990033,0.002100696,0.21193664,0.00073307194,0.0001300582,0.1306569,0.15964337,0.0011794963,0.005076587,0.16594282,0.099023424,0.22297783],"study_design_scores_gemma":[0.00027793949,0.001686548,0.058481548,0.004539657,0.00020037069,0.19553053,0.16491662,0.009799508,0.0067451308,0.100191325,0.45711106,0.00051973196],"about_ca_topic_score_codex":0.010993971,"about_ca_topic_score_gemma":0.028462814,"teacher_disagreement_score":0.07395473,"about_ca_system_score_codex":0.005346866,"about_ca_system_score_gemma":0.02339292,"threshold_uncertainty_score":0.39111465},"labels":[],"label_agreement":null},{"id":"W1509441279","doi":"10.18806/tesl.v22i1.162","title":"The 'Third Place': Investigating an ESL Classroom Interculture","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Multiculturalism; Ambiguity; Metaphor; Identity (music); Psychology; Diversity (politics); Ethnocentrism; Cultural diversity; Linguistics; Space (punctuation); Pedagogy; Cultural identity; Mathematics education; Sociology; Social psychology; Anthropology; Aesthetics","score_opus":0.0496920192429144,"score_gpt":0.3985252550503688,"score_spread":0.3488332358074544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1509441279","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":[0.9739612,0.00039386217,0.0019157517,0.00086630514,0.000034962657,0.000025719828,0.000010761982,0.000009259907,0.022782205],"genre_scores_gemma":[0.9974191,0.0001921054,0.00078647543,0.00012319688,0.0000059044155,0.000026252374,0.0000048643305,0.0000060258963,0.0014361305],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99724483,0.0015946147,0.000059449467,0.0002515731,0.00042610258,0.00042346635],"domain_scores_gemma":[0.9970168,0.0014337836,0.00048104228,0.0002163746,0.000275777,0.0005763824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002495893,0.000367725,0.0005311865,0.0015339149,0.0094479835,0.009331614,0.0010946159,0.0012571699,0.0019188354],"category_scores_gemma":[0.002956359,0.00024675977,0.00039233192,0.0013936762,0.018262431,0.005234378,0.008785979,0.0022674203,0.00023610407],"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":[0.000041394927,0.00016491058,0.011047168,0.00011015165,0.0000055591963,0.0008738516,0.94848156,0.00008444951,0.0023001218,0.023591835,0.00034020693,0.012958734],"study_design_scores_gemma":[0.0000063188572,0.00005370465,0.0045366404,0.00008172145,0.0000042666684,0.00018973049,0.9848828,0.00019165143,0.0008166572,0.002349036,0.00687553,0.000011874917],"about_ca_topic_score_codex":0.011829212,"about_ca_topic_score_gemma":0.02530324,"teacher_disagreement_score":0.011829212,"about_ca_system_score_codex":0.0042823725,"about_ca_system_score_gemma":0.005128926,"threshold_uncertainty_score":0.031070888},"labels":[],"label_agreement":null},{"id":"W1510183502","doi":"10.18806/tesl.v31i0.1190","title":"Using Prewriting Tasks in L2 Writing Classes: Insights from Three Experiments","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Prewriting; Collaborative writing; Redaction; Psychology; Second language writing; Humanities; Elaboration; Pedagogy; Linguistics; Teaching method; Second language; Cooperative learning; Art; Literature; Philosophy","score_opus":0.1573627736308336,"score_gpt":0.29861049465278333,"score_spread":0.14124772102194974,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1510183502","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":[0.99236465,0.00010428414,0.0019771268,0.00015712505,0.000025751993,0.0008869411,0.000085903775,0.00007150917,0.004326629],"genre_scores_gemma":[0.9826445,0.000180496,0.008421684,0.00045053285,0.00003192121,0.003375306,0.00025142357,0.000099542,0.0045445417],"study_design_codex":"qualitative","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9819686,0.010453034,0.0015976153,0.002013684,0.0026137533,0.0013533916],"domain_scores_gemma":[0.8879685,0.086939365,0.006108612,0.006393546,0.0074804598,0.0051095244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.020819398,0.001146758,0.0013051996,0.0009571421,0.004170268,0.0044952654,0.0027004736,0.002333467,0.0038635673],"category_scores_gemma":[0.07797471,0.0005663281,0.0006376037,0.00082790357,0.0025946025,0.0034981475,0.004731031,0.003104854,0.0012520148],"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":[0.0072374824,0.057109807,0.044264425,0.0029458846,0.00022594807,0.0017606524,0.5895893,0.0025176203,0.06393592,0.003202148,0.004973682,0.22223713],"study_design_scores_gemma":[0.0070220423,0.081343316,0.27023166,0.0021512718,0.0007234416,0.0020261684,0.3669754,0.013173087,0.13150299,0.02204059,0.101486795,0.0013231874],"about_ca_topic_score_codex":0.0021273042,"about_ca_topic_score_gemma":0.0031482712,"teacher_disagreement_score":0.020819398,"about_ca_system_score_codex":0.0023347705,"about_ca_system_score_gemma":0.0023909973,"threshold_uncertainty_score":0.1101048},"labels":[],"label_agreement":null},{"id":"W1510643544","doi":"10.18806/tesl.v19i2.933","title":"The Author Replies to Mari Haneda","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Health and Conflict Studies","field":"Health Professions","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Psychology; Philosophy","score_opus":0.12762089215106445,"score_gpt":0.4168387120707726,"score_spread":0.2892178199197082,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1510643544","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00091086444,0.0031421662,0.0006488486,0.9294093,0.055736016,0.00003875817,0.000071276445,0.00028273984,0.00976005],"genre_scores_gemma":[0.016407631,0.0037846821,0.001513502,0.83301115,0.016424613,0.00014486077,0.00007586583,0.00033038287,0.12830733],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985771,0.00026217377,0.000115915405,0.0002379816,0.0006981606,0.00010865127],"domain_scores_gemma":[0.98808354,0.0039617545,0.0006554646,0.00029201826,0.00593678,0.001070431],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019360156,0.0006503723,0.0008440921,0.0005676516,0.0041509243,0.0031227206,0.0014987683,0.006146609,0.020912327],"category_scores_gemma":[0.02167163,0.00044495834,0.00035781885,0.0006455046,0.0014786997,0.002316099,0.0023309416,0.011445013,0.011598745],"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":[0.000009705757,0.000006529175,0.00021417726,0.000048155816,0.0000030052524,0.00018641097,0.00069220987,0.000026237003,0.00012031878,0.0011922646,0.99110585,0.0063950387],"study_design_scores_gemma":[0.000005455388,0.000021067395,0.0005765344,0.00013304404,0.000007408354,0.00046170218,0.003343061,0.000119476084,0.0001919999,0.0006736001,0.9944311,0.00003563383],"about_ca_topic_score_codex":0.008006511,"about_ca_topic_score_gemma":0.010929871,"teacher_disagreement_score":0.020912327,"about_ca_system_score_codex":0.002648457,"about_ca_system_score_gemma":0.0024931047,"threshold_uncertainty_score":0.06995869},"labels":[],"label_agreement":null},{"id":"W1515891545","doi":"10.18806/tesl.v18i2.910","title":"Adapting the Canadian Language Benchmarks for Language Assessment","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language assessment; Scale (ratio); Context (archaeology); Computer science; Process (computing); USable; Population; Mathematics education; Sociology; Psychology; Geography; Programming language; World Wide Web","score_opus":0.02180523930329535,"score_gpt":0.2630424016539034,"score_spread":0.24123716235060805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1515891545","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1659738,0.0063310913,0.13384572,0.02560307,0.004835469,0.013398537,0.021984361,0.004012741,0.6240152],"genre_scores_gemma":[0.4986772,0.00532162,0.4016204,0.0034643586,0.00028431453,0.016465772,0.018824706,0.0013792829,0.05396236],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9616999,0.006753084,0.00279219,0.0014214444,0.0246089,0.0027244675],"domain_scores_gemma":[0.9012328,0.004277413,0.001440562,0.0027960024,0.08609311,0.00416008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0260576,0.001146606,0.0008542919,0.013584623,0.008351074,0.005828295,0.0042153317,0.0009565372,0.005226104],"category_scores_gemma":[0.064398155,0.00052942295,0.0013755216,0.010481403,0.0017916706,0.003082237,0.0060690227,0.0027640474,0.0020321703],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00016068242,0.00038440168,0.07391603,0.0007420061,0.00007048534,0.00039451045,0.010496452,0.0054172506,0.0016308312,0.08788601,0.2093155,0.6095858],"study_design_scores_gemma":[0.00011509207,0.00032589323,0.21301188,0.0015182074,0.000086904234,0.00040925588,0.01712922,0.007930194,0.0035878853,0.020805752,0.73465246,0.0004272032],"about_ca_topic_score_codex":0.9083455,"about_ca_topic_score_gemma":0.95501053,"teacher_disagreement_score":0.9271715,"about_ca_system_score_codex":0.07282846,"about_ca_system_score_gemma":0.1479122,"threshold_uncertainty_score":0.5284099},"labels":[],"label_agreement":null},{"id":"W1516227773","doi":"10.18806/tesl.v21i2.172","title":"Presenting Canadian Values in LINC: The Roles of Textbooks and Teachers","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mandate; Class (philosophy); Psychology; Pedagogy; Obstacle; Mathematics education; Sociology; Political science; Computer science; Law","score_opus":0.036166389505828636,"score_gpt":0.3833268075388393,"score_spread":0.3471604180330107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1516227773","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":[0.89197165,0.0026309434,0.00084358116,0.009254101,0.00014656587,0.000118139185,0.00032828617,0.00009252481,0.09461425],"genre_scores_gemma":[0.9814516,0.0013762965,0.0012358711,0.0006310737,0.000021110309,0.000028486647,0.00018717194,0.00003875237,0.015029659],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99349326,0.0021485612,0.0002202715,0.0002836121,0.0025219126,0.0013323219],"domain_scores_gemma":[0.98120904,0.004331405,0.002163928,0.00046701898,0.006280829,0.0055478155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047759498,0.00022573919,0.00024014823,0.0026947984,0.008141592,0.0059522116,0.001218852,0.00072322396,0.0064743166],"category_scores_gemma":[0.022669695,0.0003115076,0.00010683559,0.004421278,0.003627001,0.0017866308,0.0035459085,0.001106994,0.00051121577],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011059192,0.0002407489,0.1913765,0.00048103445,0.000012213884,0.0014845347,0.4752968,0.00020253842,0.0019161045,0.011725826,0.029367452,0.28778568],"study_design_scores_gemma":[0.000015058035,0.00009607204,0.2518791,0.00069712294,0.00002256533,0.00034756004,0.53439987,0.00021440219,0.0010149296,0.0011731706,0.21006075,0.00007936136],"about_ca_topic_score_codex":0.81331086,"about_ca_topic_score_gemma":0.9338517,"teacher_disagreement_score":0.18668914,"about_ca_system_score_codex":0.03986629,"about_ca_system_score_gemma":0.064966545,"threshold_uncertainty_score":0.37557715},"labels":[],"label_agreement":null},{"id":"W1516332121","doi":"10.18806/tesl.v25i1.107","title":"Identities and Beliefs in ESL Writing: From Product to Processes","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identity (music); Context (archaeology); Class (philosophy); Product (mathematics); Psychology; Process (computing); Pedagogy; Second language writing; Mathematics education; Sociology; Linguistics; Second language; Computer science; Aesthetics; Art","score_opus":0.017257999994307625,"score_gpt":0.22495157349371958,"score_spread":0.20769357349941195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1516332121","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":[0.85677737,0.001809032,0.015723841,0.002797013,0.00004449656,0.000103416765,0.000038504262,0.00008423478,0.12262207],"genre_scores_gemma":[0.99345833,0.00030400543,0.0025644077,0.0000454059,0.000007408006,0.000020988939,0.000009901868,0.000019473508,0.0035700495],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99222773,0.004720519,0.000347069,0.00061215035,0.0017077633,0.00038476728],"domain_scores_gemma":[0.97574276,0.015769975,0.0034425808,0.0016570729,0.0023551148,0.0010325762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009489056,0.00050233747,0.00029941616,0.0025908537,0.004856306,0.013829654,0.0012087534,0.0011462693,0.003221345],"category_scores_gemma":[0.02460915,0.00049170805,0.00027034277,0.0016588933,0.015764669,0.007968355,0.005656606,0.0016562609,0.00054490234],"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":[0.00011954995,0.00017199176,0.03302791,0.00024011207,0.000019287796,0.002143345,0.75783026,0.0005143236,0.0022674967,0.09554083,0.00048276366,0.107642174],"study_design_scores_gemma":[0.00006135114,0.00025351602,0.05771429,0.0008191605,0.00006768626,0.0021781602,0.753866,0.0037097964,0.010738036,0.10162058,0.06885777,0.000113703834],"about_ca_topic_score_codex":0.006166107,"about_ca_topic_score_gemma":0.0040381216,"teacher_disagreement_score":0.013829654,"about_ca_system_score_codex":0.0055249115,"about_ca_system_score_gemma":0.0037942883,"threshold_uncertainty_score":0.050183535},"labels":[],"label_agreement":null},{"id":"W1516577313","doi":"10.18806/tesl.v24i2.136","title":"Toward Quality ESL Education","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"Calgary Foundation","keywords":"Entitlement (fair division); Competence (human resources); Government (linguistics); Pedagogy; Bilingual education; Quality (philosophy); Public relations; Sociology; Political science; Psychology","score_opus":0.13918219634141601,"score_gpt":0.529342680437831,"score_spread":0.3901604840964149,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1516577313","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":[0.030523995,0.0051940163,0.041763492,0.6902848,0.0017382549,0.00022197948,0.00018250395,0.0006070321,0.22948395],"genre_scores_gemma":[0.7083739,0.007721095,0.07500487,0.098691,0.0011877242,0.00044125665,0.0004878172,0.00032452896,0.10776777],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.97441804,0.008413404,0.0008086679,0.00124618,0.011521462,0.003592217],"domain_scores_gemma":[0.9668487,0.0046990253,0.002887944,0.0024155383,0.012768908,0.010380054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026926313,0.0004088345,0.00034115696,0.0022384217,0.0048789675,0.012175175,0.0019403221,0.0039155544,0.013677],"category_scores_gemma":[0.030400796,0.0002743121,0.0004386017,0.0020585544,0.010834509,0.008811513,0.017411808,0.007251067,0.0019910927],"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":[0.00002188616,0.00018573333,0.008404234,0.00046649398,0.000017150736,0.0001857939,0.015913477,0.0011220868,0.0007418401,0.68136436,0.09939736,0.19217953],"study_design_scores_gemma":[0.00003987081,0.000059141992,0.008987954,0.000992057,0.000008761153,0.00018546329,0.020378679,0.00096266426,0.00081975746,0.18034714,0.78719366,0.000024837464],"about_ca_topic_score_codex":0.04291175,"about_ca_topic_score_gemma":0.0630205,"teacher_disagreement_score":0.04291175,"about_ca_system_score_codex":0.021072524,"about_ca_system_score_gemma":0.0673485,"threshold_uncertainty_score":0.15289259},"labels":[],"label_agreement":null},{"id":"W1519767634","doi":"10.18806/tesl.v18i1.896","title":"Fostering the Development of ESL/ASL Bilinguals","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"American Sign Language; Sign language; Manually coded language; Linguistics; Sociolinguistics of sign languages; Psychology; Bilingual education; Neuroscience of multilingualism; Perspective (graphical); First language; Comprehension; Deaf education; Syntax; Literacy; Pedagogy; Computer science","score_opus":0.0729360706622569,"score_gpt":0.3396027158234448,"score_spread":0.26666664516118793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1519767634","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":[0.9580359,0.00064289855,0.00073451956,0.0021446217,0.000115061026,0.00008689801,0.000026454722,0.00007671042,0.03813706],"genre_scores_gemma":[0.97222906,0.0010806428,0.004404242,0.0008309453,0.000033753582,0.00013174342,0.000039985556,0.000031725223,0.02121791],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99934524,0.0002150461,0.000023510582,0.00008279743,0.00013167299,0.00020184995],"domain_scores_gemma":[0.99802244,0.00017065593,0.00025052638,0.000050980212,0.00029249868,0.0012128509],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012911913,0.00029067587,0.00024370317,0.00059843314,0.0028906132,0.0016326219,0.000383992,0.00059122493,0.006819971],"category_scores_gemma":[0.0021436715,0.000192104,0.00015080017,0.00016728324,0.0012714742,0.0008892475,0.004900243,0.0009907627,0.0012262331],"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":[0.0014057592,0.012151642,0.07372921,0.0015976937,0.000038993083,0.01298178,0.23476952,0.00018569839,0.15533055,0.033413198,0.023838604,0.45055744],"study_design_scores_gemma":[0.0008460058,0.00649458,0.18834022,0.0015568977,0.00017934613,0.01907059,0.31016928,0.0015134229,0.059789483,0.016558379,0.39533296,0.00014890269],"about_ca_topic_score_codex":0.0047116783,"about_ca_topic_score_gemma":0.013238249,"teacher_disagreement_score":0.006819971,"about_ca_system_score_codex":0.00090110366,"about_ca_system_score_gemma":0.0042408584,"threshold_uncertainty_score":0.022815049},"labels":[],"label_agreement":null},{"id":"W1520577481","doi":"10.18806/tesl.v29i2.1098","title":"Depth versus Breadth of Lexical Repertoire: Assessing Their Roles in EFL Students’ Incidental Vocabulary Acquisition","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Repertoire; Vocabulary; Psychology; Reading (process); Vocabulary development; Linguistics; Test (biology); Word (group theory); Cognitive psychology","score_opus":0.025695286788634083,"score_gpt":0.33624922832499515,"score_spread":0.31055394153636107,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1520577481","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":[0.9993788,0.00005135909,0.00012232971,0.000005989944,4.854963e-7,0.0000053962813,0.0000139106305,0.000003123712,0.00041856727],"genre_scores_gemma":[0.9990847,0.00005407625,0.00043300854,0.000009176779,0.0000019969355,0.000011552454,0.000035880737,0.0000017991206,0.0003678305],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9995784,0.000073329036,0.000043911135,0.00008477196,0.00015069406,0.00006875775],"domain_scores_gemma":[0.9951742,0.0015670768,0.0017496108,0.00019767386,0.00038871524,0.00092267885],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007047424,0.00040395992,0.0003021418,0.0013514889,0.00016072625,0.0009667764,0.00024265748,0.0003830591,0.0016912556],"category_scores_gemma":[0.0050104745,0.00026421997,0.00019367391,0.0003633548,0.0004946971,0.0011044856,0.0010010655,0.0005218914,0.00033047362],"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":[0.0003214535,0.0006780505,0.95335555,0.000060043476,0.00003633717,0.0002098001,0.0019066198,0.00018018087,0.01496845,0.000097116426,0.00005115027,0.028135354],"study_design_scores_gemma":[0.000012999694,0.00091376,0.99313337,0.00001777451,0.00002293472,0.0004208053,0.0011398143,0.0004756508,0.0032765928,0.00031734287,0.00025321706,0.000015636364],"about_ca_topic_score_codex":0.00084081845,"about_ca_topic_score_gemma":0.00196171,"teacher_disagreement_score":0.0016912556,"about_ca_system_score_codex":0.00015150929,"about_ca_system_score_gemma":0.00026177644,"threshold_uncertainty_score":0.005657792},"labels":[],"label_agreement":null},{"id":"W1521398635","doi":"10.18806/tesl.v20i2.947","title":"A Primer on Accent Discrimination in the Canadian Context","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Linguistic Variation and Morphology","field":"Social Sciences","cited_by":303,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Stress (linguistics); Psychology; Context (archaeology); Linguistics; Harassment; Social psychology; History","score_opus":0.03962377394227321,"score_gpt":0.30500710653082275,"score_spread":0.2653833325885495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1521398635","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":[0.022566017,0.24694195,0.006506343,0.14784421,0.011898431,0.00017826067,0.00082422106,0.00017982713,0.5630607],"genre_scores_gemma":[0.36470595,0.3809881,0.010301982,0.056900214,0.0037512016,0.0002002183,0.0005285398,0.00028611487,0.18233778],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99878997,0.0001948688,0.000038311395,0.00009945277,0.00044229967,0.00043506644],"domain_scores_gemma":[0.9989648,0.000340798,0.000053734904,0.000032132233,0.00039296973,0.0002156307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013128539,0.0008073516,0.0004961312,0.0039457707,0.015417326,0.0062279026,0.0016010284,0.0031980355,0.008472731],"category_scores_gemma":[0.0018025984,0.0004553821,0.00046648574,0.0056114546,0.010804496,0.0029138362,0.0024353142,0.004536157,0.0007431549],"study_design_candidate":"not_applicable","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":[0.00004236929,0.000050206545,0.0048242016,0.0005302582,0.000014395613,0.0021451674,0.07478551,0.000701608,0.0013458616,0.4904717,0.24703771,0.17805111],"study_design_scores_gemma":[0.000001925447,0.000011248746,0.0042216247,0.0005143695,0.000005879541,0.00046855456,0.016210968,0.000082908926,0.0001311669,0.008196385,0.9701148,0.000040164276],"about_ca_topic_score_codex":0.9746995,"about_ca_topic_score_gemma":0.9880149,"teacher_disagreement_score":0.0559539,"about_ca_system_score_codex":0.0559539,"about_ca_system_score_gemma":0.055060707,"threshold_uncertainty_score":0.40597588},"labels":[],"label_agreement":null},{"id":"W1522172426","doi":"10.18806/tesl.v24i2.140","title":"Is Field Dependence or Independence a Predictor of EFL Reading Performance?","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Sharif University of Technology","keywords":"Reading comprehension; Psychology; Cognitive style; Language proficiency; Test (biology); Reading (process); Mathematics education; Cognition; Field dependence; Task (project management); Matching (statistics); Significant difference; Sentence; Linguistics; Statistics; Computer science; Natural language processing; Mathematics","score_opus":0.029383728705866488,"score_gpt":0.2473423904912948,"score_spread":0.21795866178542833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1522172426","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":[0.99873894,0.00009444981,0.00021369284,0.000053097883,0.000004776631,0.000004403541,0.000047220874,0.0000069624894,0.00083656155],"genre_scores_gemma":[0.99961877,0.000030003315,0.0000925952,0.000013203355,0.000009582697,0.0000026052533,0.00005596224,0.0000027346598,0.00017461412],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99919003,0.00016455987,0.00012813306,0.00015589906,0.00023469758,0.00012673983],"domain_scores_gemma":[0.9817545,0.0073043345,0.0063098622,0.0013328722,0.0014246654,0.001873769],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015546962,0.00031044116,0.00025227354,0.0015369904,0.0003998688,0.00061236514,0.00039561026,0.0003242086,0.0030270952],"category_scores_gemma":[0.010435716,0.00016859343,0.00029018798,0.0008167925,0.0008963237,0.00064596994,0.0004845751,0.00055861834,0.00051548256],"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":[0.00009625002,0.0000693255,0.99357927,0.0000068640425,0.00001958676,0.00007562053,0.00019115716,0.000034209115,0.00042316265,0.000039381204,0.0000627785,0.0054023103],"study_design_scores_gemma":[0.000002849139,0.00011582945,0.9989706,0.0000039134475,0.000007913604,0.000246309,0.00020852721,0.00010225306,0.00016539193,0.000082710285,0.000090597845,0.000003128093],"about_ca_topic_score_codex":0.0032848201,"about_ca_topic_score_gemma":0.0028931925,"teacher_disagreement_score":0.0032848201,"about_ca_system_score_codex":0.00022487815,"about_ca_system_score_gemma":0.00035929604,"threshold_uncertainty_score":0.010126591},"labels":[],"label_agreement":null},{"id":"W1523032517","doi":"10.18806/tesl.v26i1.132","title":"Beyond the Pragmatic and the Liminal: Culturally and Linguistically Diverse Students Code-Switching in Early-Years Classrooms","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Liminality; Ethnography; Translanguaging; Narrative; Code-switching; Linguistics; Psychology; Literacy; Sociology; Neuroscience of multilingualism; Pedagogy; Code (set theory); Anthropology","score_opus":0.028338557518692742,"score_gpt":0.3657419239656112,"score_spread":0.3374033664469185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1523032517","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":[0.9983773,0.000084427156,0.00007454444,0.00018142282,0.0000045158736,0.0000065198606,0.000004363024,0.000003093021,0.0012637255],"genre_scores_gemma":[0.9990409,0.00009803007,0.00007191566,0.00008491858,0.0000020088871,0.000008387031,0.0000063985967,0.0000045953548,0.00068277575],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99763,0.0007783881,0.000105092615,0.00025688545,0.00044722264,0.0007823473],"domain_scores_gemma":[0.99735814,0.0008318909,0.00043949884,0.0001191552,0.00026031473,0.0009909342],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001964123,0.0005633909,0.00072351284,0.0015882424,0.0090176705,0.008003657,0.0012145385,0.001337087,0.0015425722],"category_scores_gemma":[0.0037474763,0.0005638731,0.0003383102,0.00080074905,0.009085887,0.0024992037,0.008135163,0.002496255,0.0002303828],"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":[0.000026782358,0.00013215467,0.030650392,0.000036345547,0.00000414887,0.0010197537,0.95826304,0.000018046827,0.0021161188,0.0013104397,0.000150991,0.0062718564],"study_design_scores_gemma":[0.000003301602,0.00006784026,0.012857679,0.00003369963,0.0000052472283,0.000586743,0.9816395,0.000039787323,0.00058487704,0.0004177487,0.0037486004,0.000015064942],"about_ca_topic_score_codex":0.033044357,"about_ca_topic_score_gemma":0.06269852,"teacher_disagreement_score":0.033044357,"about_ca_system_score_codex":0.002889794,"about_ca_system_score_gemma":0.004142459,"threshold_uncertainty_score":0.06570405},"labels":[],"label_agreement":null},{"id":"W1525800687","doi":"10.18806/tesl.v29i0.1109","title":"A Critical Review of the Canadian Empirical Literature: Documenting Generation 1.5’s K-16 Trajectories","year":2012,"lang":"en","type":"review","venue":"TESL Canada Journal","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Immigration; Diversity (politics); Socioeconomic status; Empirical research; Population; Sociology; Linguistic diversity; Demographic economics; Psychology; Mathematics education; Geography; Linguistics; Demography; Anthropology","score_opus":0.16615082864557829,"score_gpt":0.45047800239509556,"score_spread":0.28432717374951727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1525800687","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":[0.00032664897,0.99342257,0.00008650327,0.0040243086,0.00047067087,0.00003368934,0.00022229727,0.0000050998174,0.0014083143],"genre_scores_gemma":[0.00512824,0.99256,0.0004029809,0.0012993448,0.00014544908,0.000043382945,0.0001688158,0.000006556695,0.00024520987],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9907608,0.001840705,0.0013964537,0.0007845799,0.004537484,0.0006799884],"domain_scores_gemma":[0.94211143,0.019343603,0.0028376419,0.0009592769,0.033436608,0.0013114687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021959988,0.0013256504,0.0029573967,0.026242847,0.0042667086,0.0067176386,0.0039376006,0.0022346058,0.0036171523],"category_scores_gemma":[0.065872155,0.0011306556,0.0014206033,0.040496144,0.005027937,0.003792949,0.0021856928,0.0033125943,0.00064683397],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017779031,0.00004101429,0.004594018,0.18016559,0.0007020507,0.0005152498,0.008255499,0.0005168088,0.0003389121,0.025460811,0.16965997,0.6095723],"study_design_scores_gemma":[0.000029388966,0.00004296664,0.018549584,0.2368135,0.0012282872,0.00038444463,0.007014898,0.00012949535,0.00023656772,0.0026863539,0.73275214,0.00013246652],"about_ca_topic_score_codex":0.8787823,"about_ca_topic_score_gemma":0.9318951,"teacher_disagreement_score":0.93113303,"about_ca_system_score_codex":0.06886695,"about_ca_system_score_gemma":0.24127184,"threshold_uncertainty_score":0.49966705},"labels":[],"label_agreement":null},{"id":"W1527370604","doi":"10.18806/tesl.v24i1.29","title":"Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":61,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English as a second language; Pedagogy; Psychology; Resource (disambiguation); Second language; Mathematics education; Sociology; Linguistics","score_opus":0.046321634637873435,"score_gpt":0.31045649727459684,"score_spread":0.2641348626367234,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1527370604","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":[0.9605124,0.0016294625,0.0012233567,0.023495663,0.0002301957,0.00004197848,0.000033527325,0.000033013013,0.012800389],"genre_scores_gemma":[0.9966828,0.0008472937,0.00043698607,0.0008735593,0.000020040317,0.000031317417,0.000013842788,0.000015881933,0.0010782054],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9886158,0.008112749,0.00031745527,0.000432074,0.0013614846,0.0011604646],"domain_scores_gemma":[0.97574914,0.0165798,0.0021210336,0.0008649072,0.002367981,0.0023170556],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014985305,0.00029848926,0.00039184638,0.0009709649,0.0117131565,0.0057337224,0.0019111016,0.0019434912,0.001401108],"category_scores_gemma":[0.03216047,0.0006415515,0.00025988917,0.0010936252,0.0078021777,0.0055371653,0.0048084543,0.0044486965,0.00020426311],"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":[0.000021636008,0.00005796803,0.021391755,0.000053907952,0.0000052738305,0.0005036074,0.96034545,0.000014794195,0.00013833481,0.001890154,0.0018683985,0.013708745],"study_design_scores_gemma":[0.0000065684185,0.000044097036,0.017202465,0.00026719525,0.000015056324,0.00024670994,0.96318275,0.00008303042,0.00022450477,0.00047303623,0.018234642,0.000019861538],"about_ca_topic_score_codex":0.19220564,"about_ca_topic_score_gemma":0.32246897,"teacher_disagreement_score":0.19220564,"about_ca_system_score_codex":0.012030146,"about_ca_system_score_gemma":0.015491643,"threshold_uncertainty_score":0.38217378},"labels":[],"label_agreement":null},{"id":"W1527915582","doi":"10.18806/tesl.v26i2.417","title":"Collocational Differences Between L1 and L2: Implications for EFL Learners and Teachers","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"National Institute on Aging","keywords":"Persian; Linguistics; Lexis; Grammar; Psychology; Context (archaeology); Language transfer; Language assessment; First language; Language proficiency; Foreign language; Language education; Test (biology); Comprehension approach; Mathematics education; History","score_opus":0.029922716961943843,"score_gpt":0.321371389165902,"score_spread":0.2914486722039582,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1527915582","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":[0.98848814,0.0011974938,0.00031775195,0.002909735,0.000044716056,0.000022448157,0.00005058264,0.0000095623645,0.006959606],"genre_scores_gemma":[0.99822944,0.00031914192,0.00017160682,0.000277191,0.000017440077,0.000019629791,0.00002781948,0.0000047903577,0.00093294337],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99779874,0.001002225,0.00014794145,0.00038004565,0.00042491104,0.00024611157],"domain_scores_gemma":[0.9902866,0.0059008827,0.0013813367,0.0003548155,0.00095740176,0.0011189863],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028981129,0.00034822608,0.00050132215,0.0014527149,0.0021532194,0.003178198,0.0007220123,0.000982701,0.0049311556],"category_scores_gemma":[0.016715892,0.00027283918,0.00017577775,0.0011052644,0.004700589,0.0052716606,0.0023577756,0.0012672009,0.0006059992],"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":[0.000477016,0.00095377455,0.52160144,0.000254454,0.0000395073,0.0028804229,0.3460904,0.000138893,0.0029183747,0.005969346,0.00296709,0.115709335],"study_design_scores_gemma":[0.000053787342,0.00034566064,0.5350372,0.00024344315,0.000021331723,0.0015929772,0.44153348,0.00035418422,0.001117881,0.012906916,0.0067150276,0.000077991084],"about_ca_topic_score_codex":0.010596594,"about_ca_topic_score_gemma":0.011144356,"teacher_disagreement_score":0.010596594,"about_ca_system_score_codex":0.0011802792,"about_ca_system_score_gemma":0.0012860041,"threshold_uncertainty_score":0.021069825},"labels":[],"label_agreement":null},{"id":"W1528728873","doi":"10.18806/tesl.v30i2.1138","title":"Determiners, Feline Marsupials, and the Category-Function Distinction: A Critique of ELT Grammars","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Lexicography and Language Studies","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Linguistics; Confusion; Philosophy; Theoretical linguistics; Applied linguistics; Sociology; Psychology","score_opus":0.006798593520323739,"score_gpt":0.17842475807393599,"score_spread":0.17162616455361224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1528728873","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":[0.10448165,0.050487436,0.14899683,0.19919509,0.0018647776,0.00007033433,0.00039116762,0.00044424142,0.4940684],"genre_scores_gemma":[0.9227361,0.008585332,0.02303939,0.009212118,0.0026483813,0.00014675023,0.0001172857,0.00039559187,0.03311912],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.996997,0.0013809778,0.00014810142,0.0006464459,0.00064381515,0.00018370345],"domain_scores_gemma":[0.99351805,0.0044546686,0.00043924316,0.00084239076,0.0005657238,0.00017978586],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063769473,0.0005726593,0.0010194159,0.0026562863,0.0032440294,0.0072552045,0.0025804464,0.005018249,0.0020105154],"category_scores_gemma":[0.007450407,0.0006215338,0.0008101603,0.001780499,0.03085187,0.010012181,0.0042125564,0.007475003,0.00057972554],"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":[0.0000029862406,0.0000016766811,0.00009771754,0.000010797973,0.0000017027813,0.000023379987,0.0011800774,0.00011843866,0.000022721078,0.99571335,0.00054528954,0.0022819191],"study_design_scores_gemma":[0.0000060148964,0.0000067467863,0.00035567957,0.00006615828,0.0000052185364,0.00013443851,0.0006599617,0.00086764037,0.0001029921,0.95765764,0.04012548,0.0000119822025],"about_ca_topic_score_codex":0.007973162,"about_ca_topic_score_gemma":0.005591391,"teacher_disagreement_score":0.007973162,"about_ca_system_score_codex":0.0041785617,"about_ca_system_score_gemma":0.0017353005,"threshold_uncertainty_score":0.033724964},"labels":[],"label_agreement":null},{"id":"W1529144180","doi":"10.18806/tesl.v26i2.415","title":"Reticence in Chinese EFL Students at Varied Proficiency Levels","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":88,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Interpersonal communication; Language proficiency; Foreign language; English as a foreign language; Beijing; Pedagogy; Mathematics education; Social psychology; China","score_opus":0.02459296191358961,"score_gpt":0.27123143379178666,"score_spread":0.24663847187819704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1529144180","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":[0.99968505,0.000018577102,0.0000073649703,0.000012660378,0.0000011574151,0.0000034373393,0.0000052957867,6.9711416e-7,0.00026569757],"genre_scores_gemma":[0.99954754,0.000022662778,0.0000137397465,0.000020362306,0.0000018951782,0.000006167862,0.000015288842,8.178445e-7,0.00037135615],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99917287,0.00011508932,0.000084336076,0.00012209007,0.00018414264,0.00032146147],"domain_scores_gemma":[0.9984413,0.00019064861,0.00048257288,0.0000731428,0.00016571928,0.0006467533],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008300728,0.00041857857,0.000518909,0.0015747112,0.0021249915,0.0013394124,0.0005622799,0.0005189827,0.0027340802],"category_scores_gemma":[0.002716994,0.00027923248,0.0003147199,0.00071627944,0.0014331841,0.00045678634,0.001696375,0.00061171566,0.00034592912],"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":[0.00011403392,0.00033350207,0.9275723,0.000047422534,0.000024060433,0.0017557847,0.0559348,0.000046342906,0.0034488374,0.00017063491,0.0002099456,0.010342211],"study_design_scores_gemma":[0.000008965572,0.00030977692,0.9585312,0.000016378604,0.000015078334,0.0007147791,0.039013576,0.00013307619,0.00047577487,0.00008333861,0.0006742812,0.000023801182],"about_ca_topic_score_codex":0.010279856,"about_ca_topic_score_gemma":0.011467646,"teacher_disagreement_score":0.010279856,"about_ca_system_score_codex":0.0009937444,"about_ca_system_score_gemma":0.0009331733,"threshold_uncertainty_score":0.020440042},"labels":[],"label_agreement":null},{"id":"W1531850954","doi":"10.18806/tesl.v26i1.133","title":"Developing Critical Consciousness Through Film","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Consciousness; Consciousness raising; Critical consciousness; Pedagogy; Field (mathematics); Psychology; Focus (optics); Critical thinking; Language education; Mathematics education; Sociology; Linguistics","score_opus":0.054138909281784865,"score_gpt":0.25634532703676793,"score_spread":0.20220641775498308,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1531850954","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":[0.43650708,0.0053327233,0.077675164,0.01787812,0.0017486552,0.0007477957,0.0002718558,0.000822298,0.4590163],"genre_scores_gemma":[0.87162465,0.006669002,0.06846505,0.001834777,0.00031742774,0.00038859804,0.00017397603,0.00034705145,0.050179496],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990466,0.0004998277,0.000029654184,0.00012584118,0.0001866427,0.000111379006],"domain_scores_gemma":[0.9980514,0.0010234909,0.00013707965,0.0001847501,0.00031787195,0.00028543957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016375398,0.00047623733,0.00021592306,0.0010094768,0.00282379,0.005231774,0.0007235566,0.00088971586,0.0061787697],"category_scores_gemma":[0.0045965617,0.00028868957,0.0002586712,0.00040805092,0.0058540716,0.003938573,0.0044123707,0.001995509,0.00073132216],"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":[0.00019083566,0.00032193307,0.0040701726,0.0009218899,0.000035416626,0.0024563586,0.4407852,0.0003336989,0.05044093,0.16840479,0.0347499,0.29728884],"study_design_scores_gemma":[0.00007788146,0.00030793328,0.007661876,0.0012353099,0.00008433692,0.0022638927,0.14716408,0.0010583744,0.036990497,0.04060581,0.7624717,0.0000783106],"about_ca_topic_score_codex":0.0022677837,"about_ca_topic_score_gemma":0.0075827506,"teacher_disagreement_score":0.0061787697,"about_ca_system_score_codex":0.001988073,"about_ca_system_score_gemma":0.0016515031,"threshold_uncertainty_score":0.020670056},"labels":[],"label_agreement":null},{"id":"W1532129283","doi":"10.18806/tesl.v28i1.1060","title":"Offshore Outsourcing Teacher Inservice Education: The Long-Term Effects of a Four-Month Pedagogical Program on Japanese Teachers of English","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Ministry of Education, Culture, Sports, Science and Technology","keywords":"Christian ministry; Context (archaeology); Pedagogy; Mathematics education; Psychology; Grammar; Communicative language teaching; Term (time); Face (sociological concept); Sociology; Language education; Political science; Linguistics","score_opus":0.0289835858260612,"score_gpt":0.2759680906982725,"score_spread":0.2469845048722113,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1532129283","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":[0.9994099,0.00005068405,0.000019066849,0.0000793134,0.0000053824797,0.000020393936,0.00001612315,0.0000030912192,0.0003961482],"genre_scores_gemma":[0.9986687,0.000082407794,0.00007749975,0.00005777491,0.0000069472485,0.000072475304,0.000054844513,0.0000028858017,0.0009764587],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99828964,0.00046552764,0.0000987011,0.00018057921,0.0002645962,0.0007010931],"domain_scores_gemma":[0.99041104,0.0013147963,0.00184936,0.0004815695,0.0016824512,0.0042607603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029659052,0.0004209107,0.0007105224,0.0008381639,0.006097045,0.0017596278,0.0012856593,0.0010725684,0.0022187564],"category_scores_gemma":[0.008870416,0.000461877,0.0004996467,0.00072003336,0.0014494765,0.0010907307,0.0037876612,0.0015559344,0.0005290078],"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":[0.003134712,0.020274866,0.7246366,0.00025838093,0.000171979,0.0021395388,0.13404368,0.00038531073,0.0035336057,0.0003905035,0.002062482,0.10896834],"study_design_scores_gemma":[0.00013646112,0.005117544,0.8701008,0.00010980373,0.000120310244,0.00012315474,0.12022859,0.00022307737,0.00074734644,0.0001414089,0.0028996842,0.000051771738],"about_ca_topic_score_codex":0.06675106,"about_ca_topic_score_gemma":0.15686156,"teacher_disagreement_score":0.06675106,"about_ca_system_score_codex":0.004070474,"about_ca_system_score_gemma":0.0055605355,"threshold_uncertainty_score":0.13272506},"labels":[],"label_agreement":null},{"id":"W1534447194","doi":"10.18806/tesl.v20i1.942","title":"Storyweavers: Holistic Education for ESL/EFL Learners","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Realm; Vocabulary; Grammar; Reading (process); Psychology; Reading comprehension; Pedagogy; Linguistics; Mathematics education; History","score_opus":0.07717271403585975,"score_gpt":0.25558964480175017,"score_spread":0.17841693076589044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1534447194","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":[0.46312314,0.005439896,0.06470057,0.013426622,0.0009318381,0.0004202686,0.00020640397,0.00188633,0.4498648],"genre_scores_gemma":[0.8111852,0.007238738,0.06333136,0.0018277905,0.00017315382,0.00040407444,0.00025113396,0.0001650831,0.11542344],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99979347,0.00008652176,0.000005320392,0.000023603887,0.000045972793,0.00004500499],"domain_scores_gemma":[0.99962366,0.00008487465,0.000025164334,0.000028751974,0.000020618365,0.0002169892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048451847,0.00040532488,0.00021235984,0.00031277502,0.0014151738,0.0020054223,0.00076281786,0.00073261646,0.013481563],"category_scores_gemma":[0.0011968076,0.00014084495,0.00017986637,0.0002473555,0.0018295331,0.0026080082,0.005203727,0.0011940632,0.0014288198],"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":[0.00013105976,0.0017414944,0.0033973397,0.0007599607,0.00001174704,0.0027598245,0.10161728,0.00048840087,0.008034692,0.07180463,0.0878853,0.7213684],"study_design_scores_gemma":[0.00015140256,0.00083133037,0.00919815,0.0007984685,0.000033123855,0.006229911,0.09418002,0.0012810162,0.0051527806,0.07844257,0.8036416,0.000059581962],"about_ca_topic_score_codex":0.00081802317,"about_ca_topic_score_gemma":0.00407789,"teacher_disagreement_score":0.013481563,"about_ca_system_score_codex":0.00063695293,"about_ca_system_score_gemma":0.0017665648,"threshold_uncertainty_score":0.04510033},"labels":[],"label_agreement":null},{"id":"W1534627091","doi":"10.18806/tesl.v0i0.1040","title":"Linking Teacher Professionalism and Learner Autonomy Through Experiential Learning and Task Design","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Autonomy; Task (project management); Accountability; Psychology; Pedagogy; Process (computing); Learner autonomy; Mathematics education; Language education; Computer science; Engineering; Political science","score_opus":0.04238714214129815,"score_gpt":0.2640392394900776,"score_spread":0.22165209734877947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1534627091","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":[0.5903055,0.00016459776,0.39442664,0.0012890227,0.000028105456,0.0006290756,0.00001919091,0.00019051875,0.012947358],"genre_scores_gemma":[0.9185779,0.000074167816,0.08008451,0.00007421246,0.00000960208,0.00052447437,0.000015721516,0.000012453432,0.00062695437],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9757843,0.019812567,0.00073416485,0.0011704579,0.0018714366,0.00062719395],"domain_scores_gemma":[0.9516558,0.03913533,0.002374522,0.0043907883,0.0012333151,0.0012102873],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019629445,0.0004874873,0.000327065,0.0010836166,0.0012447163,0.0047663334,0.0018771404,0.00097127206,0.0011393994],"category_scores_gemma":[0.043939717,0.00039009686,0.00047322348,0.00051402656,0.006717881,0.0031721625,0.005246262,0.0014453337,0.0001552634],"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":[0.0005999951,0.007336415,0.06513619,0.0013698182,0.00014450974,0.0003649038,0.17811151,0.021683972,0.013102061,0.16783154,0.0012722978,0.5430468],"study_design_scores_gemma":[0.0012906451,0.006961416,0.050091315,0.0007645426,0.00029086924,0.0012019642,0.08103823,0.14284104,0.044465557,0.6201044,0.050643098,0.00030695702],"about_ca_topic_score_codex":0.00050103985,"about_ca_topic_score_gemma":0.0005352974,"teacher_disagreement_score":0.019629445,"about_ca_system_score_codex":0.0017131657,"about_ca_system_score_gemma":0.0029758743,"threshold_uncertainty_score":0.10381168},"labels":[],"label_agreement":null},{"id":"W1535596809","doi":"10.18806/tesl.v24i1.31","title":"University Students' Beliefs and Attitudes Regarding Foreign Language Learning in France","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foreign language; Psychology; Multilingualism; Value (mathematics); English as a foreign language; Pedagogy; Higher education; Mathematics education; Social psychology; Political science","score_opus":0.006791204827965085,"score_gpt":0.20157423959481738,"score_spread":0.1947830347668523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1535596809","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":[0.9993007,0.000051370163,0.000015406096,0.000059282927,0.0000017563392,0.0000026887844,0.00002105025,0.0000020642617,0.000545648],"genre_scores_gemma":[0.9992859,0.00006521281,0.000025066169,0.000039466147,0.0000022942145,0.0000032177666,0.000027905417,6.4480037e-7,0.0005503743],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993881,0.00017079267,0.000034301058,0.000049643004,0.0001723474,0.00018476445],"domain_scores_gemma":[0.9969837,0.00061853806,0.0008442126,0.00006174263,0.0003806845,0.0011111643],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011679534,0.00020086928,0.00024970586,0.0012626661,0.0008772672,0.0015626798,0.00024942865,0.00059369794,0.0021531577],"category_scores_gemma":[0.0025130026,0.00014227847,0.00023874854,0.0006137862,0.00058458635,0.0004395667,0.00048602282,0.0005543874,0.00041500153],"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":[0.000065983644,0.00028013927,0.97388804,0.000019813262,0.000025178411,0.00016392792,0.012302528,0.00013091402,0.00075722806,0.00016073411,0.0002700308,0.0119354315],"study_design_scores_gemma":[0.0000045928787,0.00027015776,0.9834517,0.000021642372,0.000007189354,0.00009578833,0.014561901,0.00017524313,0.00013245706,0.00003665964,0.0012280935,0.000014583809],"about_ca_topic_score_codex":0.046178624,"about_ca_topic_score_gemma":0.05395122,"teacher_disagreement_score":0.046178624,"about_ca_system_score_codex":0.0012702624,"about_ca_system_score_gemma":0.00080006756,"threshold_uncertainty_score":0.0918197},"labels":[],"label_agreement":null},{"id":"W1536616245","doi":"10.18806/tesl.v29i1.1093","title":"Keeping up the Conversation on Culture: A Response to Robert Courchêne and Others","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Conversation; Ambiguity; Sociology; Pedagogy; Language education; Linguistics; Psychology; Media studies; Communication; Philosophy","score_opus":0.022132156415737687,"score_gpt":0.23054682903648843,"score_spread":0.20841467262075075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1536616245","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0006975249,0.006269525,0.0002305688,0.98134375,0.0098964,0.000009430394,0.0000138313435,0.000022851185,0.0015161459],"genre_scores_gemma":[0.018819142,0.0064734416,0.0008938582,0.9585938,0.008306259,0.00007934199,0.00002064947,0.0002007116,0.006612924],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.94168454,0.03304661,0.0015871174,0.0048450977,0.014443023,0.0043935287],"domain_scores_gemma":[0.86600167,0.07556487,0.0041441843,0.0027682069,0.027412666,0.024108479],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038835686,0.0025299005,0.0028279636,0.0026636524,0.049178805,0.023335714,0.0072539477,0.04098887,0.0046669985],"category_scores_gemma":[0.08349907,0.0017185106,0.0015789354,0.004090264,0.049817137,0.02642914,0.011575852,0.09048218,0.001942438],"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":[0.000053471344,0.000049020826,0.0003378816,0.00015392412,0.000020446692,0.0007794074,0.07535895,0.00006917825,0.00023463464,0.017185764,0.8998375,0.0059199324],"study_design_scores_gemma":[0.000029446968,0.000028391503,0.00038391017,0.0006694539,0.000012561738,0.0008256618,0.12564711,0.00012806119,0.00021899004,0.0065149223,0.86538494,0.00015664999],"about_ca_topic_score_codex":0.20395546,"about_ca_topic_score_gemma":0.2726359,"teacher_disagreement_score":0.20395546,"about_ca_system_score_codex":0.02898642,"about_ca_system_score_gemma":0.035130303,"threshold_uncertainty_score":0.40553665},"labels":[],"label_agreement":null},{"id":"W1536974665","doi":"10.18806/tesl.v26i2.418","title":"Paper Partners: A Peer-Led Talk-Aloud Academic Writing Program for Students Whose First Language of Academic Study is Not English","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Peer feedback; English for academic purposes; Pedagogy; Academic writing; Process (computing); Writing process; Psychology; Mathematics education; Think aloud protocol; Medical education; Computer science","score_opus":0.03712571477545953,"score_gpt":0.46753747226525433,"score_spread":0.4304117574897948,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1536974665","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":[0.625149,0.001732867,0.13681847,0.007933447,0.0018804631,0.005325792,0.0008792171,0.012013558,0.20826717],"genre_scores_gemma":[0.7277228,0.0013776365,0.12508586,0.00080385996,0.00035548504,0.0029909718,0.0005789875,0.0010604082,0.14002396],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99632144,0.001979361,0.000107385415,0.0004345919,0.000889686,0.00026747797],"domain_scores_gemma":[0.99173623,0.002446614,0.00064021675,0.0009887872,0.00084807014,0.0033401467],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004733452,0.000727913,0.00033590352,0.00072392076,0.0030471252,0.0026024685,0.0023344317,0.00074060686,0.020243444],"category_scores_gemma":[0.015129185,0.00035542608,0.00032943932,0.0005527578,0.0011122025,0.001908425,0.0055439724,0.0012668074,0.005926416],"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":[0.0005485376,0.0045687915,0.004690743,0.00072141323,0.000033561868,0.001316565,0.066825464,0.0006226442,0.012603106,0.0036839526,0.06963024,0.834755],"study_design_scores_gemma":[0.0015508825,0.012581548,0.02338192,0.0005139144,0.00013366771,0.005129662,0.072239384,0.0021030416,0.045560945,0.007581502,0.82896674,0.00025674494],"about_ca_topic_score_codex":0.0012176922,"about_ca_topic_score_gemma":0.004193139,"teacher_disagreement_score":0.020243444,"about_ca_system_score_codex":0.0009278436,"about_ca_system_score_gemma":0.0074673197,"threshold_uncertainty_score":0.06772107},"labels":[],"label_agreement":null},{"id":"W1537948587","doi":"10.18806/tesl.v21i2.177","title":"Animals and Vegetables","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Ginger and Zingiberaceae research","field":"Pharmacology, Toxicology and Pharmaceutics","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Pedagogy; Sociology; Mathematics education; Philosophy","score_opus":0.11815055297890649,"score_gpt":0.4447788716409745,"score_spread":0.32662831866206804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1537948587","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":[0.3116993,0.021560416,0.060019914,0.013676471,0.015137469,0.025601907,0.09568853,0.017019706,0.4395962],"genre_scores_gemma":[0.20788817,0.012949467,0.050994817,0.0074856533,0.00086756586,0.013496121,0.029244607,0.0015507874,0.67552286],"study_design_codex":"bench_or_experimental","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980926,0.00015397872,0.00014506158,0.0007587791,0.00048604677,0.00036356],"domain_scores_gemma":[0.9985891,0.00016645664,0.00011212072,0.00051742984,0.00028431744,0.0003305379],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009187449,0.0033876353,0.0012911145,0.004768094,0.0032099232,0.0016236741,0.0017730708,0.0029298102,0.08051119],"category_scores_gemma":[0.0006804986,0.0011224722,0.0010414564,0.0016922066,0.0029074594,0.0013567358,0.0017966306,0.0038958387,0.034571875],"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":[0.01587809,0.006041511,0.0030301558,0.0019995796,0.00025534592,0.0028233049,0.0014841699,0.00037275197,0.8020708,0.021219453,0.054753523,0.09007128],"study_design_scores_gemma":[0.00084115594,0.0041836537,0.004201863,0.00045762697,0.00025228833,0.0011649146,0.00053257105,0.00030654346,0.20547092,0.0033216893,0.77911794,0.0001488548],"about_ca_topic_score_codex":0.0070090336,"about_ca_topic_score_gemma":0.019533055,"teacher_disagreement_score":0.08051119,"about_ca_system_score_codex":0.002063098,"about_ca_system_score_gemma":0.0024473872,"threshold_uncertainty_score":0.26933676},"labels":[],"label_agreement":null},{"id":"W1538629831","doi":"10.18806/tesl.v21i1.273","title":"Thinking Languages in L2 Writing: Research Findings and Pedagogical Implications.","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Second language writing; Discipline; Second-language acquisition; Language proficiency; First language; Writing system; Psychology; Second language; Linguistics; Perception; Academic writing; Language education; Mathematics education; Sociology","score_opus":0.17117431097965044,"score_gpt":0.4023067327509379,"score_spread":0.23113242177128748,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1538629831","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":[0.9868967,0.00092566473,0.00045039915,0.00080278626,0.000023476461,0.00010064495,0.000037731206,0.0000071093214,0.010755394],"genre_scores_gemma":[0.9961939,0.0008000238,0.00051615475,0.00035632157,0.000015199551,0.0001017104,0.000027834703,0.000009411066,0.0019794672],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9963832,0.0015883307,0.00015789572,0.00045551723,0.0008524527,0.0005626309],"domain_scores_gemma":[0.96423095,0.027052013,0.0029483477,0.0007442795,0.002856645,0.0021677334],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007434574,0.00059208774,0.00054209295,0.0020763802,0.006212319,0.006484778,0.0014699516,0.0010308842,0.0028607477],"category_scores_gemma":[0.026460119,0.00048493297,0.00032363422,0.0030301085,0.0076463916,0.0041421703,0.0037286386,0.0029293213,0.00038030106],"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":[0.00009948884,0.0005935809,0.07251053,0.00047514963,0.000022722726,0.0012492657,0.8982482,0.000065652515,0.0016296254,0.0027784717,0.00045549808,0.021871854],"study_design_scores_gemma":[0.000025065907,0.00014933667,0.13344885,0.00032903408,0.000030865485,0.0005535983,0.8578025,0.00016630137,0.0011334929,0.0018114815,0.0045210016,0.000028416049],"about_ca_topic_score_codex":0.10215869,"about_ca_topic_score_gemma":0.15827113,"teacher_disagreement_score":0.10215869,"about_ca_system_score_codex":0.005145754,"about_ca_system_score_gemma":0.013244111,"threshold_uncertainty_score":0.20312816},"labels":[],"label_agreement":null},{"id":"W1542195091","doi":"10.18806/tesl.v28i0.1079","title":"Translating Interviews, Translating Lives: Ethical Considerations in Cross-Language Narrative Inquiry","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Qualitative Research Methods and Ethics","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Happening; Qualitative research; Narrative inquiry; Process (computing); Linguistics; Psychology; Sociology; Pedagogy; Computer science; Social science","score_opus":0.38777606051613245,"score_gpt":0.5407525507505858,"score_spread":0.15297649023445337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1542195091","genre_codex":"methods","genre_gemma":"empirical","domain_codex":"methods","domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":"methods","prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.13015568,0.009725272,0.536759,0.24474391,0.0045845597,0.011481029,0.0003989605,0.000522903,0.061628785],"genre_scores_gemma":[0.68508303,0.0039142394,0.25555462,0.022185324,0.00086738105,0.022932962,0.00016843164,0.00042314644,0.008870816],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.37115335,0.5973037,0.010760512,0.005204769,0.011615964,0.0039617606],"domain_scores_gemma":[0.46395916,0.47065467,0.013867168,0.024004173,0.022358572,0.005156252],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.39196876,0.002068848,0.002189668,0.004121196,0.027296688,0.027954945,0.005821016,0.013537682,0.004138552],"category_scores_gemma":[0.40757304,0.0026451966,0.001420025,0.0047346745,0.07674642,0.028811986,0.02305473,0.012130811,0.001416663],"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":[0.00006161642,0.000044164048,0.0004442818,0.00044215782,0.000023667373,0.00088151963,0.8697899,0.00022642879,0.0004990571,0.11905392,0.0020602131,0.0064730896],"study_design_scores_gemma":[0.000087515255,0.000105195424,0.00032243598,0.0029458704,0.000032550655,0.0013046509,0.7125698,0.0018490372,0.002011476,0.19884688,0.07983479,0.00008976663],"about_ca_topic_score_codex":0.0048988136,"about_ca_topic_score_gemma":0.004640209,"teacher_disagreement_score":0.6080313,"about_ca_system_score_codex":0.013173203,"about_ca_system_score_gemma":0.023442805,"threshold_uncertainty_score":0.7498108},"labels":[],"label_agreement":null},{"id":"W1542663370","doi":"10.18806/tesl.v20i1.939","title":"The Lecture Buddy Project: An Experiment in EAP Listening Comprehension","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Psychology; Comprehension; Pedagogy; Mathematics education; Linguistics; Communication","score_opus":0.03273761555955609,"score_gpt":0.23140858655765661,"score_spread":0.19867097099810052,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1542663370","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":[0.99222153,0.00005457038,0.0031219695,0.00038919345,0.00006573009,0.0006562703,0.00005626248,0.000092216316,0.003342221],"genre_scores_gemma":[0.9750767,0.00016378931,0.014018871,0.0011563341,0.0001366307,0.0026740995,0.00018049689,0.00012206102,0.006471253],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99013597,0.006861794,0.00035929302,0.0010389519,0.000961253,0.0006427002],"domain_scores_gemma":[0.96745247,0.025270173,0.00092519197,0.0021877936,0.0013870272,0.0027773448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012492347,0.0010791745,0.0009793894,0.00066380174,0.003985271,0.002949898,0.0021356673,0.0027526973,0.0054644863],"category_scores_gemma":[0.028578265,0.0008890125,0.0006180533,0.00047918689,0.003286966,0.003429337,0.0031691093,0.00526662,0.0010732772],"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":[0.005535219,0.039305992,0.015614999,0.0007546136,0.00008506718,0.0032900046,0.77194405,0.0007333491,0.0698722,0.004291122,0.0043319147,0.08424155],"study_design_scores_gemma":[0.005785103,0.10200255,0.063756205,0.0004349732,0.000245479,0.0037684378,0.6729138,0.0055839997,0.0716109,0.008461876,0.06486286,0.00057379674],"about_ca_topic_score_codex":0.0011766943,"about_ca_topic_score_gemma":0.0017394761,"teacher_disagreement_score":0.012492347,"about_ca_system_score_codex":0.00068589294,"about_ca_system_score_gemma":0.00160298,"threshold_uncertainty_score":0.06606662},"labels":[],"label_agreement":null},{"id":"W1546466386","doi":"10.18806/tesl.v23i1.80","title":"Our Responsibilities as Antiracist Educators","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Critical Race Theory in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Racism; Pedagogy; Sociology; Gender studies","score_opus":0.02018562192410576,"score_gpt":0.38468646836189313,"score_spread":0.36450084643778735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1546466386","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06524997,0.007554202,0.0013269681,0.75416565,0.0021362286,0.000040317092,0.00003450698,0.000037829137,0.1694543],"genre_scores_gemma":[0.8995534,0.003580794,0.0007177293,0.051092926,0.0005189774,0.000042659172,0.000014674723,0.000033343866,0.044445373],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98608136,0.008120613,0.0001559745,0.00051589205,0.0017272026,0.003398972],"domain_scores_gemma":[0.9589682,0.0100330645,0.002331467,0.0011665166,0.008113443,0.019387156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012653916,0.00031715786,0.000330381,0.0011941184,0.026381312,0.009931264,0.0011877477,0.0055795843,0.00860844],"category_scores_gemma":[0.024407456,0.00028105726,0.00018585804,0.0006649278,0.039249994,0.0069711925,0.006501275,0.010154146,0.0008654976],"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":[0.000034782923,0.00016023753,0.011338648,0.000074770796,0.000014085856,0.0003721517,0.30598503,0.00010961788,0.00051700894,0.44561595,0.18819332,0.047584306],"study_design_scores_gemma":[0.00001883747,0.000054405922,0.008490187,0.00064607215,0.000018265007,0.00028329258,0.32749715,0.00014595105,0.00044459928,0.11651461,0.5458263,0.000060218597],"about_ca_topic_score_codex":0.159966,"about_ca_topic_score_gemma":0.32819906,"teacher_disagreement_score":0.159966,"about_ca_system_score_codex":0.014106775,"about_ca_system_score_gemma":0.05709044,"threshold_uncertainty_score":0.31806976},"labels":[],"label_agreement":null},{"id":"W1546492740","doi":"10.18806/tesl.v22i2.84","title":"Error Correction in the L2 Writing Classroom: What Do Students Think?","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":133,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Error detection and correction; Mathematics education; Error analysis; Second language writing; Pedagogy; Second language; Computer science; Linguistics; Mathematics","score_opus":0.027992358336245953,"score_gpt":0.3477866429378027,"score_spread":0.31979428460155673,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1546492740","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":[0.9821399,0.0025664088,0.0015241846,0.006911521,0.00008931949,0.000040121846,0.000030630636,0.000047995207,0.006649956],"genre_scores_gemma":[0.99496764,0.0016149153,0.000762091,0.00077191414,0.000033920896,0.000019801248,0.000021078522,0.000014934599,0.0017937823],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99717927,0.0011846568,0.00018461524,0.00022727561,0.0008844267,0.00033973853],"domain_scores_gemma":[0.9870724,0.0067218794,0.0024589417,0.0002887327,0.0020615226,0.0013965471],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036847775,0.00032498877,0.00045116417,0.00096978893,0.0013824333,0.005114105,0.0005630479,0.0016642102,0.0010117549],"category_scores_gemma":[0.021273796,0.0002643167,0.00027129918,0.00073157274,0.0024901596,0.0026498202,0.0009538811,0.002012649,0.0004694003],"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":[0.000112262656,0.0003776693,0.26573542,0.00056054885,0.0000370335,0.0008870081,0.57786334,0.0001713312,0.0039416305,0.0009997697,0.0036340717,0.14567992],"study_design_scores_gemma":[0.00004019626,0.00042874375,0.1882801,0.0009086629,0.00006809924,0.0020745678,0.77871686,0.001110164,0.003521015,0.0046674884,0.020058518,0.00012558523],"about_ca_topic_score_codex":0.008076999,"about_ca_topic_score_gemma":0.010484796,"teacher_disagreement_score":0.008076999,"about_ca_system_score_codex":0.00136886,"about_ca_system_score_gemma":0.0028924637,"threshold_uncertainty_score":0.019487202},"labels":[],"label_agreement":null},{"id":"W1549095265","doi":"10.18806/tesl.v30i1.1128","title":"Show me! Enhanced Feedback Through Screencasting Technology","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":63,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"The Internet; Multimedia; Computer science; Humanities; Sociology; World Wide Web; Pedagogy; Art","score_opus":0.022788405685012295,"score_gpt":0.2128458692993822,"score_spread":0.19005746361436993,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1549095265","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":[0.20569536,0.0035456594,0.5006592,0.007234655,0.0047806753,0.0018229927,0.006694265,0.0889584,0.18060873],"genre_scores_gemma":[0.57619375,0.0033246363,0.2511857,0.0021262763,0.0013091302,0.0015806147,0.0043019555,0.0055577653,0.15442026],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99907804,0.00034431406,0.000050738978,0.00011573005,0.00032954465,0.000081606224],"domain_scores_gemma":[0.99325126,0.0042511094,0.00030265865,0.0007378763,0.001022398,0.0004346519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016182091,0.0011876611,0.00044769337,0.0012360975,0.0005605136,0.0025452587,0.0011380033,0.0013090838,0.049506653],"category_scores_gemma":[0.011574603,0.00028773714,0.00048530058,0.0005480384,0.00042812456,0.003169608,0.0025119379,0.0009868268,0.011236352],"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":[0.0027120416,0.0005969511,0.0031025773,0.0022785969,0.000082089864,0.0017901543,0.008045851,0.0022623918,0.068902984,0.008800727,0.14079438,0.7606313],"study_design_scores_gemma":[0.00094158377,0.0029676834,0.014983319,0.0016493908,0.0002693499,0.00246229,0.005254621,0.033042673,0.07706238,0.022399578,0.8385714,0.00039575677],"about_ca_topic_score_codex":0.0006644432,"about_ca_topic_score_gemma":0.0009973623,"teacher_disagreement_score":0.049506653,"about_ca_system_score_codex":0.0002970837,"about_ca_system_score_gemma":0.00034783458,"threshold_uncertainty_score":0.16561621},"labels":[],"label_agreement":null},{"id":"W1549223343","doi":"10.18806/tesl.v30i7.1155","title":"Pragmatics in the Post-TESL Certificate Course \"Language Teaching for Employment\"","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Humber Polytechnic","funders":"","keywords":"Certificate; Pragmatics; Computer science; Second language; Psychology; Pedagogy; Mathematics education; Linguistics","score_opus":0.03408095291409899,"score_gpt":0.25982103200711393,"score_spread":0.22574007909301494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1549223343","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":[0.7762986,0.00031158596,0.0067527844,0.013335488,0.00040409542,0.00088292366,0.00025894414,0.00040857465,0.20134695],"genre_scores_gemma":[0.9418299,0.00020436627,0.006131936,0.0015682454,0.000043442928,0.0004215533,0.00012262333,0.00010265612,0.04957519],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99628556,0.0015702922,0.000110219225,0.0003093947,0.0011601378,0.000564426],"domain_scores_gemma":[0.991381,0.0034881148,0.00046568445,0.0004711046,0.001769092,0.0024251083],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005538213,0.00024274104,0.0003536132,0.00038367748,0.006482214,0.0041317916,0.0008850586,0.00093937403,0.008222314],"category_scores_gemma":[0.013553427,0.00020376398,0.00020864801,0.00039203058,0.0059038135,0.0017514245,0.0040540705,0.002227069,0.0011224466],"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":[0.00018100794,0.0016753229,0.014778138,0.00036564434,0.000007232388,0.0008598254,0.68215835,0.00026516445,0.0063143796,0.035720225,0.040994108,0.21668051],"study_design_scores_gemma":[0.00011517765,0.0005436533,0.0701645,0.00051456573,0.000021359332,0.0005017149,0.4858264,0.000864667,0.003781453,0.0109544955,0.42658558,0.00012648065],"about_ca_topic_score_codex":0.17031619,"about_ca_topic_score_gemma":0.32929462,"teacher_disagreement_score":0.17031619,"about_ca_system_score_codex":0.015748577,"about_ca_system_score_gemma":0.040071268,"threshold_uncertainty_score":0.3386497},"labels":[],"label_agreement":null},{"id":"W1553218712","doi":"10.18806/tesl.v26i2.412","title":"Morphological Make-up as the Predictor of English Word Accent","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Stress (linguistics); Orthography; Pronunciation; Linguistics; Stress (linguistics); Psychology; Reading (process); Philosophy","score_opus":0.030806247834801397,"score_gpt":0.3163367464213228,"score_spread":0.2855304985865214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1553218712","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":[0.9976665,0.00019105723,0.00019663536,0.00012146595,0.000021340506,0.000004867723,0.00011343302,0.000010581871,0.0016742274],"genre_scores_gemma":[0.99849284,0.00017414469,0.00032264486,0.000019541716,0.000011827176,0.0000035944927,0.00011419707,0.000012039841,0.00084921665],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997048,0.000072147894,0.00004606219,0.00006040935,0.000073524876,0.000042946594],"domain_scores_gemma":[0.99617094,0.0015871226,0.0010958019,0.00021545397,0.0003383721,0.0005923389],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088064023,0.00033134274,0.0001784463,0.00077426573,0.00049196236,0.0011067141,0.00033055365,0.00045431656,0.008137484],"category_scores_gemma":[0.0043662735,0.00017063848,0.00032666925,0.0008014354,0.0007304727,0.00065781816,0.0006458031,0.0006313283,0.0017870892],"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":[0.00031611422,0.00007477044,0.9807998,0.00002434326,0.000050672075,0.0006135317,0.00052447,0.000090774556,0.0056308727,0.00017806438,0.00018198222,0.011514564],"study_design_scores_gemma":[0.000005585568,0.000148613,0.9971443,0.000012379073,0.00002754788,0.0005373519,0.0005307778,0.00021300014,0.0006771784,0.00030489368,0.0003898857,0.000008441159],"about_ca_topic_score_codex":0.0014313223,"about_ca_topic_score_gemma":0.0021604102,"teacher_disagreement_score":0.008137484,"about_ca_system_score_codex":0.00015126346,"about_ca_system_score_gemma":0.00030801079,"threshold_uncertainty_score":0.027222633},"labels":[],"label_agreement":null},{"id":"W1553867870","doi":"10.18806/tesl.v26i2.419","title":"The Novel as Textbook","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Selection (genetic algorithm); Reading (process); Curriculum; Pedagogy; Mathematics education; Psychology; Teaching method; Computer science; Linguistics; Philosophy; Artificial intelligence","score_opus":0.008348889115995349,"score_gpt":0.28131063598512607,"score_spread":0.2729617468691307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1553867870","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":[0.010766428,0.0024877656,0.0047396934,0.019793864,0.015332666,0.00023300905,0.00052581204,0.0003016874,0.945819],"genre_scores_gemma":[0.14271316,0.0043596686,0.013343861,0.00901142,0.0026930931,0.00030487985,0.0004936853,0.00036848767,0.8267118],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.998789,0.0003680399,0.0000703927,0.00018403224,0.00046273597,0.0001258913],"domain_scores_gemma":[0.99724007,0.00053031143,0.00019841525,0.000414165,0.0008507199,0.00076634414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011140741,0.00024586736,0.0003536007,0.00070080365,0.0019292515,0.005476591,0.0007254968,0.0013217176,0.06271548],"category_scores_gemma":[0.0067649023,0.0001650445,0.00027516866,0.0005014235,0.0019048223,0.003130489,0.0029146716,0.0022911853,0.015011088],"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":[0.00006638536,0.00016818522,0.0005827047,0.00036963169,0.000005708383,0.0006645919,0.005149499,0.00015441832,0.0017540583,0.4402417,0.4104311,0.14041206],"study_design_scores_gemma":[0.00000571098,0.00003773847,0.00025843558,0.000115937895,0.0000016233477,0.0003577397,0.00090638443,0.000029776449,0.00019384435,0.006118366,0.99196845,0.0000060910174],"about_ca_topic_score_codex":0.0013333661,"about_ca_topic_score_gemma":0.0038897365,"teacher_disagreement_score":0.06271548,"about_ca_system_score_codex":0.0019520201,"about_ca_system_score_gemma":0.0031901621,"threshold_uncertainty_score":0.20980418},"labels":[],"label_agreement":null},{"id":"W1553899986","doi":"10.18806/tesl.v22i2.87","title":"Multiple Perspectives on Educationally Resilient Immigrant Students","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Resilience and Mental Health","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Immigration; Psychological resilience; Socioeconomic status; Interpretation (philosophy); Psychology; Autonomy; Competence (human resources); Social psychology; Cultural competence; Developmental psychology; Sociology; Pedagogy; Population; Geography; Political science; Demography; Linguistics","score_opus":0.014470792102638689,"score_gpt":0.36993932331308066,"score_spread":0.355468531210442,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1553899986","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":[0.97202265,0.001211963,0.00045368372,0.008645896,0.00022771287,0.00002178228,0.000021823407,0.000019007868,0.017375452],"genre_scores_gemma":[0.99474055,0.00083169923,0.0001822989,0.0011224435,0.000056278994,0.000015919715,0.000011687347,0.000009739772,0.0030293418],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99547714,0.0029992794,0.00008072035,0.00015565369,0.00036696944,0.0009202676],"domain_scores_gemma":[0.9966408,0.0011341053,0.00042951197,0.00012701866,0.00038040188,0.0012881274],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035205267,0.0008635148,0.0007533101,0.0019352216,0.016691346,0.0070025325,0.0010330033,0.002485456,0.003262417],"category_scores_gemma":[0.0052427496,0.0003805959,0.00058122847,0.0012032723,0.014031642,0.0034532035,0.00943469,0.004884367,0.000325242],"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":[0.00001979081,0.000029437531,0.0045738327,0.000034344383,0.0000068053623,0.00079644204,0.9864352,0.000017143188,0.00035767595,0.0031106467,0.0006565539,0.0039622164],"study_design_scores_gemma":[0.0000020092832,0.000035586232,0.0017416615,0.00006311352,0.0000060215384,0.00032417753,0.988684,0.00002063649,0.000096286654,0.0005388836,0.008474843,0.0000128581805],"about_ca_topic_score_codex":0.01854121,"about_ca_topic_score_gemma":0.03440955,"teacher_disagreement_score":0.01854121,"about_ca_system_score_codex":0.0041552316,"about_ca_system_score_gemma":0.004635305,"threshold_uncertainty_score":0.036866605},"labels":[],"label_agreement":null},{"id":"W1554768521","doi":"10.18806/tesl.v28i1.1062","title":"On the Relationship of Multiple Intelligences With Listening Proficiency and Attitudes Among Iranian TEFL University Students","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Emotional Intelligence and Performance","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Active listening; Theory of multiple intelligences; Test of English as a Foreign Language; Mathematics education; Cognition; Listening comprehension; Affect (linguistics); Emotional intelligence; Foreign language; Likert scale; Test (biology); Language proficiency; English language; Developmental psychology","score_opus":0.038077711925019575,"score_gpt":0.29981224628099895,"score_spread":0.2617345343559794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1554768521","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":[0.99963653,0.000021371638,0.000010213457,0.00002218686,0.0000013739299,0.0000021712447,0.0000046811256,3.172945e-7,0.00030112077],"genre_scores_gemma":[0.99973327,0.000037772355,0.000025284033,0.000010646442,0.0000029410112,0.0000026191794,0.000012614384,2.2978381e-7,0.00017458617],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996668,0.00005580137,0.00003564989,0.000032724252,0.00013727443,0.00007176095],"domain_scores_gemma":[0.99749434,0.0007559509,0.0007826678,0.00007896587,0.00037050727,0.00051761727],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00070798537,0.00023299387,0.00021388265,0.0010956378,0.0005809421,0.00069309,0.00014478077,0.0003626117,0.0019354342],"category_scores_gemma":[0.0026865208,0.00015837354,0.00032643267,0.00051518664,0.00043072767,0.00027395115,0.00034617787,0.0006682284,0.0001895657],"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":[0.000051543237,0.0002180925,0.9928894,0.000008775408,0.000018825715,0.0000933243,0.0017313553,0.00003278466,0.00045425948,0.00004718745,0.000060033923,0.0043944465],"study_design_scores_gemma":[0.0000031999616,0.0002550096,0.9953538,0.0000072120088,0.000015308853,0.0001531904,0.0036518776,0.00017668061,0.00017943124,0.00004711413,0.00015158035,0.0000057399766],"about_ca_topic_score_codex":0.0045780847,"about_ca_topic_score_gemma":0.005635096,"teacher_disagreement_score":0.0045780847,"about_ca_system_score_codex":0.00026670436,"about_ca_system_score_gemma":0.00042251693,"threshold_uncertainty_score":0.009102881},"labels":[],"label_agreement":null},{"id":"W1558348086","doi":"10.18806/tesl.v22i1.166","title":"What Four Skills? Redefining Language and Literacy Standards for ELT in the Digital Era","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Punctuation; Grammar; Spelling; Computer science; Curriculum; Linguistics; Framing (construction); Language education; Sociology; Pedagogy; Artificial intelligence; Engineering","score_opus":0.010441638490369982,"score_gpt":0.2407979763534225,"score_spread":0.23035633786305254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1558348086","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4428234,0.0019970962,0.028915865,0.07928764,0.00032872523,0.0000983355,0.0000800095,0.00021266322,0.4462562],"genre_scores_gemma":[0.98902917,0.000332711,0.0059563257,0.00086976966,0.00002481102,0.000043273867,0.000016543943,0.00003278542,0.003694653],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99642205,0.0017079997,0.0002545083,0.00029508423,0.00090973516,0.00041057722],"domain_scores_gemma":[0.9922052,0.0028829027,0.0011897874,0.00078249146,0.0015875523,0.0013519925],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003964702,0.0002606147,0.00022461418,0.0015716224,0.0023262138,0.0065183477,0.0009786166,0.001071425,0.00238083],"category_scores_gemma":[0.01775337,0.00014295761,0.00017735727,0.0008313317,0.015875386,0.0094977,0.0038874408,0.0024442005,0.00039365137],"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":[0.00004440092,0.00013639778,0.02257889,0.00012621109,0.0000070170563,0.00029009956,0.09639337,0.0003626838,0.0012000481,0.6885422,0.004035556,0.18628311],"study_design_scores_gemma":[0.00004026825,0.0001961991,0.03885417,0.0007505736,0.000025322159,0.0006734906,0.1616879,0.002321351,0.0040449225,0.6337274,0.15758301,0.00009545399],"about_ca_topic_score_codex":0.009676713,"about_ca_topic_score_gemma":0.010104361,"teacher_disagreement_score":0.009676713,"about_ca_system_score_codex":0.004834734,"about_ca_system_score_gemma":0.006718733,"threshold_uncertainty_score":0.035078585},"labels":[],"label_agreement":null},{"id":"W1558433600","doi":"10.18806/tesl.v21i1.274","title":"How is Pedagogical Grammar Defined in Current TESOL Training Practice?","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Syllabus; Grammar; English grammar; Training (meteorology); Pedagogy; Linguistics; Mathematics education; Psychology; Computer science; Sociology; Geography","score_opus":0.17393722556146418,"score_gpt":0.31122741007271826,"score_spread":0.13729018451125408,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1558433600","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":[0.9452256,0.003861694,0.0053395205,0.02030561,0.0001835454,0.000036408022,0.00012919983,0.000071475006,0.024846984],"genre_scores_gemma":[0.9975061,0.000589154,0.0007930472,0.0006075698,0.000017512775,0.000013213892,0.00004038044,0.000020093132,0.00041295303],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.97581553,0.009885852,0.0017149473,0.0022559958,0.0076843356,0.0026433656],"domain_scores_gemma":[0.9457651,0.023003189,0.010873755,0.001986716,0.012143196,0.0062280633],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012563191,0.00015041816,0.00049271865,0.003445272,0.0023920962,0.0061144647,0.001404409,0.0011881759,0.0010038194],"category_scores_gemma":[0.061389897,0.00027407473,0.0002150392,0.0031710032,0.013055902,0.0044305795,0.0036977283,0.0019420701,0.00021756164],"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":[0.00005045031,0.00014197394,0.49740735,0.00030543725,0.00006301545,0.00035649823,0.29576224,0.00040238397,0.001250536,0.021864016,0.0034674422,0.17892869],"study_design_scores_gemma":[0.000017017634,0.00013470706,0.5276126,0.0009562948,0.000040484752,0.0009221087,0.4054615,0.000810562,0.00085055677,0.022296404,0.040763557,0.00013425626],"about_ca_topic_score_codex":0.085829504,"about_ca_topic_score_gemma":0.101074785,"teacher_disagreement_score":0.085829504,"about_ca_system_score_codex":0.009746509,"about_ca_system_score_gemma":0.015701018,"threshold_uncertainty_score":0.17065984},"labels":[],"label_agreement":null},{"id":"W1559246337","doi":"10.18806/tesl.v27i1.1028","title":"Change in ESL Graduate Students’ Perspectives on Non-Native English-Speaker Teachers","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Cincinnati; American Educational Research Association","keywords":"Disappointment; Graduate students; Psychology; Ethnography; Pedagogy; Perception; Graduate education; First language; Mathematics education; Singing; Sociology; Linguistics","score_opus":0.05847325704213533,"score_gpt":0.288378110226585,"score_spread":0.22990485318444967,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1559246337","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":[0.99487865,0.00012258015,0.000065913846,0.0010839426,0.00003681584,0.000006551398,0.000009741903,0.0000054689094,0.003790395],"genre_scores_gemma":[0.9967943,0.00019735601,0.00005465847,0.0004548184,0.000026666015,0.000010535962,0.000014370181,0.000006092649,0.0024413539],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959215,0.0019314662,0.00012195279,0.0002754835,0.00080056314,0.00094910426],"domain_scores_gemma":[0.99061906,0.0026962364,0.0013643019,0.00021164645,0.0017556085,0.0033531082],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044425908,0.00035488504,0.00044400434,0.0009095932,0.0061033675,0.0047615883,0.0008653191,0.0016358404,0.0025981178],"category_scores_gemma":[0.009483598,0.0002941318,0.0004010163,0.00049828814,0.0052737743,0.0018014266,0.0044747335,0.0037011853,0.0004378888],"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":[0.000061754385,0.000118591204,0.027683895,0.000034651912,0.000007141877,0.0012385651,0.96161467,0.000019658126,0.0018763928,0.0003945918,0.00080222974,0.00614778],"study_design_scores_gemma":[0.000004262938,0.00007759612,0.014366283,0.000023800216,0.0000032345285,0.0002172602,0.98103434,0.000017375882,0.0002447892,0.000056983925,0.0039430265,0.000011010341],"about_ca_topic_score_codex":0.01497134,"about_ca_topic_score_gemma":0.039967556,"teacher_disagreement_score":0.01497134,"about_ca_system_score_codex":0.0030741245,"about_ca_system_score_gemma":0.0029673835,"threshold_uncertainty_score":0.029768407},"labels":[],"label_agreement":null},{"id":"W1559468300","doi":"10.18806/tesl.v22i2.88","title":"Folklore, Literature, Ethnography, and Second-Language Acquisition: Teaching Culture in the ESL Classroom","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Folklore; Ethnography; Everyday life; Sociology; Folk culture; Linguistics; Pedagogy; Psychology; Anthropology; Epistemology","score_opus":0.02819507526596633,"score_gpt":0.3339537182376833,"score_spread":0.30575864297171695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1559468300","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":[0.8064883,0.014256807,0.009032343,0.013649307,0.0002318252,0.00016345743,0.00004229112,0.000060794933,0.15607494],"genre_scores_gemma":[0.9854402,0.0053582657,0.002327075,0.0008402783,0.0000499643,0.00007571622,0.000019572739,0.000018134791,0.005870814],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9966354,0.0025030964,0.00007504638,0.00014475753,0.0003568717,0.0002848104],"domain_scores_gemma":[0.99126875,0.0070286677,0.00055780634,0.00021504982,0.00042897786,0.0005008018],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004462324,0.00054595637,0.00037562815,0.0039893934,0.0070404257,0.0075552813,0.00089508493,0.0011241687,0.002020992],"category_scores_gemma":[0.0069172843,0.00028668402,0.0001583222,0.002410238,0.017593918,0.006544682,0.004436896,0.0023957756,0.00013801435],"study_design_candidate":"theoretical_or_conceptual","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":[0.000012792517,0.0001514463,0.008246059,0.00024748206,0.000008002909,0.0007676257,0.89037836,0.00010223873,0.0005035948,0.04391584,0.0013303288,0.05433632],"study_design_scores_gemma":[0.0000070955316,0.00006107628,0.008549673,0.00070811197,0.000012456763,0.00068023946,0.93409175,0.00013849747,0.0008943114,0.012605398,0.04222937,0.000022019673],"about_ca_topic_score_codex":0.056615017,"about_ca_topic_score_gemma":0.1707407,"teacher_disagreement_score":0.056615017,"about_ca_system_score_codex":0.008464236,"about_ca_system_score_gemma":0.010186317,"threshold_uncertainty_score":0.112571},"labels":[],"label_agreement":null},{"id":"W1561194505","doi":"10.18806/tesl.v26i1.389","title":"The Effects of Various Kinds of Form-Focused Instruction on Learners' Ability to Comprehend and Produce Polite Requests in English","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Politeness; Comprehension; Psychology; Mathematics education; Control (management); Computer science; Linguistics; Artificial intelligence; Programming language","score_opus":0.011658764639282657,"score_gpt":0.20486276383630794,"score_spread":0.1932039991970253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1561194505","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":[0.99947745,0.00005381019,0.00014103184,0.000010751984,0.000002367025,0.000027810042,0.0000038800017,0.0000066156767,0.00027628185],"genre_scores_gemma":[0.9966922,0.00029977207,0.0020718891,0.00003751393,0.00001006509,0.000106528816,0.000046642876,0.0000062835607,0.0007290049],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9991146,0.00027952262,0.00010799253,0.0001482827,0.00023399042,0.00011557457],"domain_scores_gemma":[0.9956564,0.002719679,0.0006503655,0.00022907245,0.0002622714,0.0004822935],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010428216,0.0007025087,0.00062933733,0.0004177454,0.00036586443,0.00037853324,0.00043214756,0.000650455,0.0017382362],"category_scores_gemma":[0.0071356203,0.00036900523,0.0003654386,0.00017619054,0.0007845067,0.00055406673,0.0008036099,0.00061357074,0.0003286773],"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":[0.013171634,0.042986378,0.055222873,0.0016422311,0.0004531983,0.00097523094,0.019449655,0.0014619135,0.38678336,0.00028778956,0.00046406325,0.47710168],"study_design_scores_gemma":[0.0047583724,0.18340583,0.61616874,0.0002442972,0.001232728,0.0014719707,0.010894491,0.0032254045,0.17176852,0.0013699512,0.0052661095,0.00019361287],"about_ca_topic_score_codex":0.00070119044,"about_ca_topic_score_gemma":0.0013752125,"teacher_disagreement_score":0.0017382362,"about_ca_system_score_codex":0.00016436403,"about_ca_system_score_gemma":0.0003518659,"threshold_uncertainty_score":0.005815029},"labels":[],"label_agreement":null},{"id":"W1563326759","doi":"10.18806/tesl.v19i1.916","title":"Living With Ambiguity: Toward Culture Exploration in Adult Second-Language Classrooms","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Ethnography; Ambiguity; Sociology; Pedagogy; Target culture; Psychology; Linguistics; Anthropology","score_opus":0.0409811068270132,"score_gpt":0.3673060223466771,"score_spread":0.3263249155196639,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1563326759","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":[0.97690433,0.001080438,0.006958673,0.0028386104,0.00004782849,0.00011042286,0.00001398296,0.000051733572,0.0119938925],"genre_scores_gemma":[0.98980063,0.0010828445,0.006157524,0.00043911973,0.000013295279,0.00013957398,0.000016968568,0.000013791691,0.0023361754],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9947805,0.0033874032,0.00016190855,0.00043259835,0.00058593386,0.0006517104],"domain_scores_gemma":[0.994547,0.0028532273,0.00074966915,0.0002695244,0.00048657678,0.001094094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075819436,0.00080326997,0.00062407996,0.0021173942,0.0086835725,0.010567407,0.0017691532,0.0021574723,0.0014048431],"category_scores_gemma":[0.009028757,0.00064639765,0.00045468376,0.000762088,0.011308907,0.008299958,0.013000945,0.004708026,0.00029644227],"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":[0.0000091799375,0.00011229055,0.004263246,0.000046660803,0.0000016672913,0.00036776665,0.9827617,0.000020652516,0.000650875,0.0017703057,0.00024792747,0.00974778],"study_design_scores_gemma":[0.0000046049663,0.00004635172,0.0015981457,0.000102226906,0.0000032855269,0.00039418036,0.98758346,0.00010691232,0.0005162271,0.002595894,0.0070377956,0.000010947444],"about_ca_topic_score_codex":0.0038856019,"about_ca_topic_score_gemma":0.012352581,"teacher_disagreement_score":0.010567407,"about_ca_system_score_codex":0.0023522177,"about_ca_system_score_gemma":0.005636532,"threshold_uncertainty_score":0.040097654},"labels":[],"label_agreement":null},{"id":"W1563984970","doi":"10.18806/tesl.v24i1.27","title":"Keeping the Language Focus in Content-Based ESL Instruction Through Proactive Curriculum-Planning","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of Minnesota","keywords":"Curriculum; Variety (cybernetics); Computer science; Pedagogy; Language acquisition; Focus (optics); Mathematics education; Psychology; Artificial intelligence","score_opus":0.022948981998560908,"score_gpt":0.2208017944907448,"score_spread":0.1978528124921839,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1563984970","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.17397124,0.00093492854,0.73462,0.0056941016,0.00012114952,0.0007995236,0.00011609665,0.002093904,0.081649035],"genre_scores_gemma":[0.5829687,0.0007428952,0.40928224,0.0003694471,0.00002556625,0.000680934,0.000102473045,0.00011869943,0.005709016],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99790454,0.0010068573,0.000085400876,0.00034836662,0.0004943668,0.00016045316],"domain_scores_gemma":[0.99730325,0.0014964277,0.00041829038,0.00031691353,0.00024837255,0.00021683324],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028917883,0.0007656756,0.0002575856,0.0012365392,0.0012305417,0.00431003,0.0015767487,0.0011977439,0.0018858021],"category_scores_gemma":[0.006647835,0.0006543913,0.00032610513,0.0011118741,0.002432892,0.0043827714,0.0034491215,0.0018321361,0.000600757],"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":[0.00011951053,0.001149526,0.011085601,0.0011381865,0.00003685147,0.00021937079,0.031531703,0.040105943,0.01843428,0.13514978,0.0053228163,0.7557064],"study_design_scores_gemma":[0.0005382499,0.001604195,0.031877875,0.0025073546,0.00030866248,0.0010085515,0.039524704,0.2054089,0.052715473,0.42783478,0.23623028,0.00044094273],"about_ca_topic_score_codex":0.007997663,"about_ca_topic_score_gemma":0.016232817,"teacher_disagreement_score":0.007997663,"about_ca_system_score_codex":0.0028723192,"about_ca_system_score_gemma":0.006910082,"threshold_uncertainty_score":0.020840228},"labels":[],"label_agreement":null},{"id":"W1567910316","doi":"10.18806/tesl.v23i2.55","title":"Professionalism and High-Stakes Tests: Teachers’ Perspectives When Dealing With Educational Change Introduced Through Provincial Exams","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; University of Cambridge; McGill University; Yale University","keywords":"Curriculum; Perception; Mathematics education; Psychology; Pedagogy; Professional development; Element (criminal law); Political science","score_opus":0.037744421768051976,"score_gpt":0.3168132509451714,"score_spread":0.2790688291771194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1567910316","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":[0.97319835,0.00042059465,0.0017611228,0.012074995,0.00007401915,0.00003594462,0.000012484312,0.00002187036,0.012400552],"genre_scores_gemma":[0.99820614,0.00013369057,0.000208042,0.0003455397,0.00001740594,0.000006764794,0.0000040712252,0.0000051612956,0.001073126],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9706364,0.01990577,0.0008610624,0.00068543607,0.0044051027,0.003506062],"domain_scores_gemma":[0.9439856,0.033222314,0.008179074,0.0014991531,0.0071899015,0.0059240484],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019514877,0.00018319969,0.000357061,0.00118574,0.008660194,0.007155817,0.0012083609,0.0020033296,0.0013636228],"category_scores_gemma":[0.067306176,0.0004141163,0.00034934166,0.0007364692,0.009599718,0.0025327178,0.003951864,0.004300494,0.00017658899],"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":[0.00005306382,0.00009772131,0.04833402,0.00006929584,0.000010383662,0.001417766,0.9298882,0.000074698364,0.001222637,0.0019076526,0.0010077137,0.015916878],"study_design_scores_gemma":[0.00001213169,0.00014898936,0.037773713,0.000082238555,0.000011309144,0.0009946516,0.9429436,0.0002470176,0.0010892937,0.0008928243,0.015776442,0.000027864211],"about_ca_topic_score_codex":0.04265326,"about_ca_topic_score_gemma":0.065322496,"teacher_disagreement_score":0.04265326,"about_ca_system_score_codex":0.0086949365,"about_ca_system_score_gemma":0.010304195,"threshold_uncertainty_score":0.10320574},"labels":[],"label_agreement":null},{"id":"W1569587602","doi":"10.18806/tesl.v19i1.918","title":"Performing Argumentative Writing in English: Difficulties, Processes, and Strategies","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":90,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentative; Rhetorical question; Second language writing; Psychology; Task (project management); Academic writing; Metacognition; Linguistics; Language proficiency; Task analysis; Cognition; Mathematics education; Second language","score_opus":0.01575778843958425,"score_gpt":0.24233729119320122,"score_spread":0.22657950275361696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1569587602","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":[0.99642247,0.00031593506,0.0013380053,0.0001928153,0.0000072530433,0.000018398065,0.000008016681,0.000015494954,0.0016815533],"genre_scores_gemma":[0.9963342,0.0003517664,0.0022203187,0.000037340335,0.0000102616805,0.000033952394,0.00002505107,0.0000144227915,0.00097272964],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9959921,0.0022574384,0.00033453194,0.00033307937,0.0008040801,0.00027875535],"domain_scores_gemma":[0.9628875,0.025100064,0.006732225,0.0014070551,0.0027095221,0.0011635076],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005455051,0.0006683242,0.00056510087,0.0013964808,0.0017737622,0.0037553047,0.00077201234,0.0012092659,0.0009929863],"category_scores_gemma":[0.042740777,0.00028208515,0.00018197058,0.000713743,0.0023782211,0.0022919953,0.0023224587,0.0010339938,0.00043190687],"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":[0.0002786563,0.000568608,0.1315264,0.00046548012,0.000050792598,0.0027768153,0.6856751,0.00026144556,0.03287469,0.0018826242,0.00074237346,0.142897],"study_design_scores_gemma":[0.00007914666,0.000952003,0.24317937,0.00041823887,0.000099226636,0.011426216,0.69093424,0.0023493776,0.01932414,0.008172719,0.022921763,0.00014358848],"about_ca_topic_score_codex":0.0007694671,"about_ca_topic_score_gemma":0.0011731219,"teacher_disagreement_score":0.005455051,"about_ca_system_score_codex":0.00047233904,"about_ca_system_score_gemma":0.0010086121,"threshold_uncertainty_score":0.028849363},"labels":[],"label_agreement":null},{"id":"W1570542339","doi":"10.18806/tesl.v28i1.1057","title":"Identity, Literacy, and English-Language Teaching","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":146,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada); University of British Columbia","funders":"","keywords":"Literacy; Identity (music); Pedagogy; Meaning (existential); Sociology; Language education; Mathematics education; Psychology","score_opus":0.015696095019620358,"score_gpt":0.4231044003171076,"score_spread":0.4074083052974872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1570542339","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":[0.690393,0.008066528,0.0029352598,0.023949074,0.00010589037,0.000041985568,0.000041937903,0.000016516891,0.2744498],"genre_scores_gemma":[0.9953507,0.0013268676,0.00031609918,0.00022788254,0.000010778816,0.000008678915,0.0000050875965,0.0000023284697,0.002751499],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99848276,0.0008550143,0.000035777684,0.00010840576,0.00020622653,0.0003117565],"domain_scores_gemma":[0.9971512,0.0012807635,0.0005956427,0.000082936625,0.00019755852,0.0006919508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019214281,0.00015035851,0.00022984899,0.0011357751,0.007955546,0.007405309,0.00050787564,0.00081603206,0.002923782],"category_scores_gemma":[0.0032090137,0.00009736409,0.00012242181,0.0010481342,0.019973416,0.0037362615,0.0048074843,0.0016083837,0.00021053087],"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":[0.000031552012,0.00021101191,0.0372106,0.000095314186,0.000008078282,0.0005286728,0.27081525,0.00022356442,0.00021295529,0.63835746,0.0013189957,0.05098653],"study_design_scores_gemma":[0.0000234413,0.000098201286,0.06921961,0.0006148876,0.000018574692,0.0006946491,0.5327953,0.00062782806,0.0008037096,0.30171517,0.093341246,0.00004735472],"about_ca_topic_score_codex":0.08050282,"about_ca_topic_score_gemma":0.091616735,"teacher_disagreement_score":0.08050282,"about_ca_system_score_codex":0.0074803582,"about_ca_system_score_gemma":0.008141414,"threshold_uncertainty_score":0.16006845},"labels":[],"label_agreement":null},{"id":"W1571493136","doi":"10.18806/tesl.v28i1.1063","title":"Who is the Real Owner? Or How a Simple Pepsi-Cola Story Can Help Students Build Critical Thinking Skills","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Critical thinking; Cultural competence; Competence (human resources); China; Pedagogy; Mathematics education; Linguistic competence; Psychology; Sociology; Political science; Linguistics; Social psychology","score_opus":0.018463088842083936,"score_gpt":0.34083008689390476,"score_spread":0.32236699805182084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1571493136","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":[0.21689862,0.0047336314,0.05309,0.15890303,0.005264666,0.00041293606,0.00045594553,0.0008781053,0.5593631],"genre_scores_gemma":[0.7990887,0.0045727645,0.025992831,0.008501392,0.0006258399,0.00013873125,0.00023146972,0.00028267267,0.16056558],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99891496,0.00060296064,0.000046712496,0.0001336479,0.0001612169,0.00014054628],"domain_scores_gemma":[0.9971769,0.0011037103,0.00041103188,0.00021656707,0.00043376748,0.000658024],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019775943,0.0004949069,0.000298173,0.0005287729,0.0031079047,0.004540651,0.0007752529,0.002169578,0.023526737],"category_scores_gemma":[0.009434266,0.00020196704,0.00037971907,0.00036376013,0.003179883,0.0100788055,0.0019663498,0.0017767248,0.0052693733],"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":[0.00015768452,0.00062207016,0.023266993,0.0009010774,0.00006465567,0.009386783,0.28007904,0.00057001295,0.008390543,0.15166663,0.21613215,0.30876243],"study_design_scores_gemma":[0.000014677341,0.00018553763,0.004836278,0.0006838394,0.000046802805,0.005780291,0.18660146,0.0009703018,0.002858653,0.033019673,0.7648957,0.000106909785],"about_ca_topic_score_codex":0.0023904047,"about_ca_topic_score_gemma":0.0050603054,"teacher_disagreement_score":0.023526737,"about_ca_system_score_codex":0.0009805135,"about_ca_system_score_gemma":0.0013156196,"threshold_uncertainty_score":0.078704774},"labels":[],"label_agreement":null},{"id":"W1574372962","doi":"10.18806/tesl.v30i1.1129","title":"The Pedagogy of Error Correction: Surviving the Written Corrective Feedback Challenge","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Pedagogy; Psychology; Mathematics education","score_opus":0.05010565585852675,"score_gpt":0.3635312485270456,"score_spread":0.3134255926685189,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1574372962","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3349664,0.011306281,0.36339396,0.17218702,0.007242078,0.0011110508,0.00013071997,0.005895631,0.10376687],"genre_scores_gemma":[0.84972876,0.0033436683,0.111971304,0.008467425,0.0009855309,0.0007306508,0.00007693611,0.0006902038,0.024005575],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9407355,0.041281495,0.0016225417,0.0030295036,0.011553263,0.0017778148],"domain_scores_gemma":[0.8797084,0.081433676,0.008461516,0.010933362,0.014243611,0.0052194935],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026819592,0.0011592878,0.0010130358,0.0018428197,0.004300025,0.008368,0.0033273075,0.00556536,0.0034300603],"category_scores_gemma":[0.14722554,0.00057012547,0.0007087087,0.000787158,0.008067702,0.010507915,0.010577069,0.008133467,0.0016787769],"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":[0.00020514896,0.0007792263,0.0094281435,0.0018770355,0.000067566485,0.0022543177,0.2722882,0.0018418841,0.00762584,0.029824954,0.039286822,0.6345209],"study_design_scores_gemma":[0.00033372978,0.0026787813,0.011221176,0.0067279465,0.00017169208,0.010017792,0.2930861,0.017967869,0.022231542,0.10304086,0.5321057,0.0004168087],"about_ca_topic_score_codex":0.0012082757,"about_ca_topic_score_gemma":0.0019637528,"teacher_disagreement_score":0.026819592,"about_ca_system_score_codex":0.0021180785,"about_ca_system_score_gemma":0.007992387,"threshold_uncertainty_score":0.14183724},"labels":[],"label_agreement":null},{"id":"W1575725748","doi":"10.18806/tesl.v30i1.1130","title":"Roots and Connections: A Culturally Integrated Approach to EAL Instruction","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Service-Learning and Community Engagement","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Pedagogy; Sociology; Cultural diversity; Psychology","score_opus":0.019912143605364974,"score_gpt":0.24532691774610016,"score_spread":0.22541477414073519,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1575725748","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":[0.35476524,0.0027960716,0.073827825,0.014244054,0.00071060844,0.001006806,0.000053139367,0.00076834287,0.55182797],"genre_scores_gemma":[0.8123479,0.0026264314,0.08687311,0.0019833685,0.00007590929,0.00049882685,0.000076885284,0.00020232324,0.09531529],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.997552,0.00096765044,0.000044632976,0.00021513627,0.0007123992,0.00050823955],"domain_scores_gemma":[0.99904555,0.00016572695,0.000036056124,0.000057487716,0.00011931947,0.000575828],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020389054,0.0005448706,0.00026863237,0.0011404266,0.0053875847,0.0050432123,0.0022574842,0.00092567765,0.0057115885],"category_scores_gemma":[0.0016388647,0.0002472496,0.00030585122,0.0006396936,0.0073298463,0.002154076,0.010376326,0.0027995182,0.0005273163],"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":[0.00006544591,0.00090314227,0.004783974,0.00043304305,0.00002166946,0.0011824599,0.3148695,0.0014778163,0.009608921,0.14329956,0.01128541,0.512069],"study_design_scores_gemma":[0.00007227327,0.00042875932,0.014301125,0.0009908278,0.000048260034,0.0008703985,0.23648414,0.0013428541,0.0029432625,0.058608633,0.6838242,0.000085287786],"about_ca_topic_score_codex":0.09866531,"about_ca_topic_score_gemma":0.35699895,"teacher_disagreement_score":0.09866531,"about_ca_system_score_codex":0.011570163,"about_ca_system_score_gemma":0.036291648,"threshold_uncertainty_score":0.19618201},"labels":[],"label_agreement":null},{"id":"W1576880547","doi":"10.18806/tesl.v0i0.1039","title":"Buyer Beware: Professional Preparation and TESL Certificate Programs in Canada","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Certificate; Professional development; Job market; Field (mathematics); Psychology; Medical education; Pedagogy; Mathematics education; Computer science; Medicine; Engineering","score_opus":0.07848675131963195,"score_gpt":0.24453384334071776,"score_spread":0.1660470920210858,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1576880547","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":[0.91730654,0.00106184,0.0010104367,0.01230654,0.0001343797,0.00023741707,0.0007015864,0.000116977135,0.067124344],"genre_scores_gemma":[0.9784303,0.00045310325,0.000663176,0.0008266956,0.000012664862,0.000026652384,0.0003284976,0.000022316715,0.019236615],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99644756,0.00028383516,0.00008824011,0.00020279427,0.0015054921,0.0014720787],"domain_scores_gemma":[0.98194975,0.0011244824,0.0009051109,0.00029594311,0.007866703,0.007858035],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027621107,0.00015071522,0.00022055903,0.0014447683,0.00936529,0.0030255832,0.0020080875,0.00072130084,0.006051427],"category_scores_gemma":[0.01277672,0.00025653126,0.00020413246,0.0018911283,0.0017229904,0.0007165014,0.00217617,0.0012842764,0.00034022055],"study_design_candidate":"qualitative","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":[0.0005109217,0.0008237578,0.48237643,0.0004581771,0.00002861356,0.0014715857,0.04617747,0.0022233338,0.0027244987,0.038544096,0.06539758,0.35926357],"study_design_scores_gemma":[0.000046814144,0.00023577092,0.8301327,0.0002592951,0.00001871267,0.00029473446,0.04917292,0.0017515271,0.0015911268,0.00091123465,0.11551948,0.00006562356],"about_ca_topic_score_codex":0.9858699,"about_ca_topic_score_gemma":0.9958668,"teacher_disagreement_score":0.06421352,"about_ca_system_score_codex":0.06421352,"about_ca_system_score_gemma":0.15454659,"threshold_uncertainty_score":0.46590388},"labels":[],"label_agreement":null},{"id":"W1578721750","doi":"10.18806/tesl.v29i2.1101","title":"Expansive Visibilization to Stimulate EFL Teacher Reflection","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Expansive; Popularity; Action research; Bridging (networking); Psychology; Mathematics education; Reflection (computer programming); Pedagogy; Data collection; Action (physics); Sociology; Computer science; Social psychology","score_opus":0.04185295862256503,"score_gpt":0.4134806667984869,"score_spread":0.37162770817592183,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1578721750","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":[0.57028973,0.0007261605,0.3599675,0.0020455867,0.0002989783,0.0028052696,0.0001151574,0.0016355808,0.062115937],"genre_scores_gemma":[0.6437818,0.00028747236,0.34595612,0.00048716366,0.00004674472,0.0024731332,0.00006355203,0.00019896797,0.0067050266],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99466443,0.0038068083,0.00018830605,0.00048727464,0.0005845186,0.00026860443],"domain_scores_gemma":[0.9871329,0.009414442,0.00071313296,0.001656884,0.00059541257,0.000487195],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076050735,0.00060430344,0.0003437649,0.0013053841,0.00087934814,0.0016211052,0.00089823676,0.00079643464,0.004775685],"category_scores_gemma":[0.018157829,0.00035984503,0.00042400014,0.0006825741,0.0023794149,0.0024293475,0.005873287,0.0013637657,0.0005745863],"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":[0.00067011133,0.0023566291,0.008540067,0.00185267,0.000049704715,0.00068454264,0.16047093,0.0016159812,0.113142826,0.044773005,0.0054290337,0.6604145],"study_design_scores_gemma":[0.0010067307,0.0076379534,0.062844105,0.0030878715,0.00018742359,0.0039938977,0.1272179,0.018588176,0.20971885,0.12886031,0.43644738,0.00040934578],"about_ca_topic_score_codex":0.00020709609,"about_ca_topic_score_gemma":0.00088565936,"teacher_disagreement_score":0.0076050735,"about_ca_system_score_codex":0.00051589275,"about_ca_system_score_gemma":0.0010849036,"threshold_uncertainty_score":0.040219963},"labels":[],"label_agreement":null},{"id":"W1579296322","doi":"10.18806/tesl.v31i1.1170","title":"Reflective Writing for Language Teachers (T. S. C. Farrell, 2013)","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Mathematics education; Language assessment; Language education; Psychology; Pedagogy; Sociology; Philosophy","score_opus":0.017720168562937497,"score_gpt":0.25024433322779455,"score_spread":0.23252416466485704,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1579296322","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":[0.014407113,0.17315163,0.08960529,0.2034732,0.02038126,0.0005347498,0.00041913855,0.002197562,0.49583015],"genre_scores_gemma":[0.15733619,0.13451192,0.11966833,0.019948026,0.006028863,0.0007605231,0.00056039635,0.0011614306,0.5600243],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975337,0.0012605634,0.00014536452,0.00017109745,0.00078537693,0.0001039029],"domain_scores_gemma":[0.99150413,0.003461826,0.0006047841,0.0009481135,0.002448291,0.0010328112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005999809,0.00042324298,0.00026768,0.0011534765,0.0025713132,0.006459222,0.00084565906,0.0018590699,0.015508998],"category_scores_gemma":[0.013178236,0.0003011258,0.0002711303,0.001063328,0.003168606,0.0057767974,0.0035952982,0.003181903,0.0074588144],"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":[0.000020604759,0.0001067756,0.00054927554,0.00053353497,0.0000056267886,0.00009516648,0.010085623,0.000059286296,0.00093087426,0.026149288,0.38104004,0.58042383],"study_design_scores_gemma":[0.000013286085,0.000042186628,0.0021194892,0.001458554,0.00000709611,0.00075763627,0.006145255,0.000118979515,0.00091647066,0.023658061,0.9647431,0.000019965977],"about_ca_topic_score_codex":0.004053366,"about_ca_topic_score_gemma":0.011725306,"teacher_disagreement_score":0.015508998,"about_ca_system_score_codex":0.0016003904,"about_ca_system_score_gemma":0.007869395,"threshold_uncertainty_score":0.051882803},"labels":[],"label_agreement":null},{"id":"W1581370889","doi":"10.18806/tesl.v28i2.1072","title":"Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading comprehension; Vocabulary; Reading (process); Psychology; Mathematics education; Presentation (obstetrics); Extensive reading; Language proficiency; Comprehension; Linguistics","score_opus":0.018300712421377166,"score_gpt":0.275760435093355,"score_spread":0.25745972267197786,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1581370889","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":[0.99812204,0.00016070869,0.0002124353,0.000029883546,0.0000072262756,0.000034435205,0.000014540137,0.000026805787,0.0013917194],"genre_scores_gemma":[0.995516,0.00020529088,0.0013557303,0.000060522096,0.000009980887,0.00009490214,0.00008064732,0.00003645314,0.0026404732],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9987262,0.00045268258,0.00018376634,0.00023621735,0.00025677317,0.00014421539],"domain_scores_gemma":[0.96758974,0.025480092,0.0027546862,0.00088554865,0.0014251409,0.0018648385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001275704,0.00083830487,0.00046876734,0.00048691122,0.0002540297,0.0010829922,0.0004340372,0.00043550122,0.004794978],"category_scores_gemma":[0.019814495,0.00023616824,0.0002869586,0.00023162964,0.00041641272,0.000741052,0.0006013987,0.0010212979,0.00060682656],"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":[0.014892631,0.033509277,0.1717892,0.0012766167,0.0005318643,0.0019599511,0.018168032,0.0010092304,0.40832382,0.0006340369,0.0008740368,0.3470312],"study_design_scores_gemma":[0.00079011486,0.03266061,0.8933044,0.00021596378,0.0005712277,0.0008719687,0.0073639643,0.0023203222,0.057588726,0.0011817493,0.003013055,0.00011788918],"about_ca_topic_score_codex":0.0012236842,"about_ca_topic_score_gemma":0.002304986,"teacher_disagreement_score":0.004794978,"about_ca_system_score_codex":0.00030962922,"about_ca_system_score_gemma":0.0005688033,"threshold_uncertainty_score":0.016040802},"labels":[],"label_agreement":null},{"id":"W1582760807","doi":"10.18806/tesl.v29i0.1111","title":"The Language Socialization and Identity Negotiations of Generation 1.5 Korean- Canadian University Students","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Socialization; Biculturalism; Neuroscience of multilingualism; Identity (music); Foregrounding; Ideology; Globalization; Sociology; Negotiation; Transnationalism; Psychology; Pedagogy; Acculturation; Externalization; Gender studies; Ethnic group; Linguistics; Social psychology; Social science; Political science","score_opus":0.03862701604277723,"score_gpt":0.402174775070443,"score_spread":0.3635477590276658,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1582760807","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":[0.99699235,0.0000911628,0.000037411457,0.00027177017,0.000012631685,0.00002563884,0.000046693065,0.000002156567,0.0025200543],"genre_scores_gemma":[0.9961881,0.00018673127,0.00010881172,0.0001492099,0.0000027458661,0.000016053265,0.00007786442,0.000004757457,0.0032657608],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979309,0.00029164742,0.000044641456,0.00021905945,0.00035408745,0.0011597686],"domain_scores_gemma":[0.9980426,0.00017119876,0.00021255862,0.00006533473,0.0005147028,0.0009936079],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018428277,0.00069724326,0.00058474217,0.0016602965,0.024806976,0.0067831473,0.0016352704,0.0011396446,0.003821698],"category_scores_gemma":[0.0024667752,0.0004530775,0.0005299051,0.0019878887,0.0045317584,0.0019189807,0.0055892332,0.0022802837,0.00041269168],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000100835736,0.0002401661,0.10139803,0.00003456458,0.000008774386,0.0017131862,0.87975514,0.000052823445,0.0008241421,0.0027620946,0.0014308098,0.011679377],"study_design_scores_gemma":[0.0000046109476,0.000032938646,0.023655191,0.00002577892,0.000005763602,0.00022891138,0.9706595,0.0000650909,0.00012950056,0.00013665677,0.005027427,0.000028682456],"about_ca_topic_score_codex":0.9225626,"about_ca_topic_score_gemma":0.96248376,"teacher_disagreement_score":0.0774374,"about_ca_system_score_codex":0.028460428,"about_ca_system_score_gemma":0.035103098,"threshold_uncertainty_score":0.20649582},"labels":[],"label_agreement":null},{"id":"W1583411474","doi":"10.18806/tesl.v31i1.1166","title":"The Effect of Self-Assessment on EFL Learners’ Self-Efficacy","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Analysis of covariance; Formative assessment; Mathematics education; Humanities; Mathematics; Statistics; Philosophy","score_opus":0.008497245299180027,"score_gpt":0.3039366541429781,"score_spread":0.2954394088437981,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1583411474","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":[0.998744,0.00008498682,0.00016367473,0.000019257817,0.0000050571675,0.000011925097,0.000010387465,0.0000046523096,0.0009560886],"genre_scores_gemma":[0.9993753,0.00004110939,0.00020996532,0.000007646958,0.000004475003,0.000013675707,0.000015105325,0.0000017655982,0.00033090828],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99726176,0.0013128279,0.00016219573,0.00027259105,0.0008219276,0.00016864833],"domain_scores_gemma":[0.9730324,0.017958755,0.003678528,0.001381926,0.0022219836,0.0017263175],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033735477,0.000289894,0.00037156921,0.00057392777,0.0002472798,0.00076702447,0.00022731304,0.000238231,0.001347089],"category_scores_gemma":[0.013333846,0.00012351583,0.00039359863,0.00021512553,0.0004715217,0.0003514346,0.00050249544,0.00046460438,0.00020299877],"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":[0.00097535976,0.0026802102,0.89612734,0.00013001397,0.00019461426,0.0001482729,0.005365164,0.00028719392,0.008406186,0.00014948499,0.00018320611,0.08535296],"study_design_scores_gemma":[0.000020041925,0.001398703,0.994337,0.000025707457,0.00004756928,0.00007325791,0.0011808183,0.0004155232,0.0019891278,0.00007505355,0.00042018495,0.000016982696],"about_ca_topic_score_codex":0.0005593933,"about_ca_topic_score_gemma":0.00074300764,"teacher_disagreement_score":0.0033735477,"about_ca_system_score_codex":0.00023412489,"about_ca_system_score_gemma":0.00033693272,"threshold_uncertainty_score":0.01784122},"labels":[],"label_agreement":null},{"id":"W1585567147","doi":"10.18806/tesl.v28i0.1080","title":"Ethical Issues in Addressing Inequity In/Through ESL Research","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Confidentiality; Negotiation; Pedagogy; Sociology; Research ethics; Ethical issues; Power (physics); Power structure; Engineering ethics; Public relations; Psychology; Political science; Law; Ethnography; Social science","score_opus":0.6901126043533745,"score_gpt":0.5552269199496902,"score_spread":0.13488568440368431,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1585567147","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.08016603,0.007777552,0.06945043,0.7335796,0.0031757145,0.001403063,0.00008401078,0.00011089042,0.1042527],"genre_scores_gemma":[0.84078,0.004337703,0.05487609,0.084704906,0.0011412103,0.0019395894,0.00003797999,0.00010339659,0.012079113],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.5569067,0.38763392,0.00767232,0.0067837387,0.030394634,0.010608751],"domain_scores_gemma":[0.6843487,0.23674944,0.012570475,0.020247357,0.03046958,0.015614509],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.3503526,0.0006207192,0.0010240693,0.0026229275,0.036039233,0.01662674,0.003951462,0.008961974,0.0033077316],"category_scores_gemma":[0.21953477,0.000733344,0.00068938313,0.0026747442,0.08887283,0.011386068,0.014931095,0.015819758,0.0004674824],"study_design_candidate":"theoretical_or_conceptual","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":[0.00005041301,0.00009186309,0.0049296417,0.00041946812,0.00004169397,0.0008547243,0.5115205,0.00029639376,0.00075054984,0.41934472,0.011956066,0.049743906],"study_design_scores_gemma":[0.000047631085,0.00012986647,0.0029223065,0.0035642053,0.000042465694,0.0009344685,0.48888633,0.00074165565,0.0013794116,0.25429899,0.24695024,0.00010248203],"about_ca_topic_score_codex":0.08257012,"about_ca_topic_score_gemma":0.14441288,"teacher_disagreement_score":0.6496474,"about_ca_system_score_codex":0.020824438,"about_ca_system_score_gemma":0.12716275,"threshold_uncertainty_score":0.80113095},"labels":[],"label_agreement":null},{"id":"W1585734989","doi":"10.18806/tesl.v29i0.1119","title":"Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Medical education; Pedagogy; Literacy; Promotion (chess); Psychology; Competence (human resources); Government (linguistics); Public relations; Political science; Medicine; Social psychology","score_opus":0.027463992352015736,"score_gpt":0.32911072730134866,"score_spread":0.3016467349493329,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1585734989","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":[0.97428685,0.0005853167,0.0009472528,0.008277963,0.00025509164,0.0020773357,0.00030477502,0.00008664493,0.013178786],"genre_scores_gemma":[0.95421225,0.0022257185,0.009081173,0.0045970157,0.00007841914,0.0040720133,0.00039840137,0.00008429906,0.025250815],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99607974,0.0016928919,0.00007196201,0.00028594944,0.00034461182,0.0015249044],"domain_scores_gemma":[0.99223584,0.0007524069,0.00018396335,0.0002384953,0.00063859054,0.005950743],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006906941,0.0007463067,0.000531909,0.00081640895,0.019927314,0.0025395874,0.00326742,0.0023822156,0.0035997953],"category_scores_gemma":[0.0056182514,0.000665801,0.00064280163,0.0005103939,0.004124597,0.0024748186,0.006719405,0.003451968,0.0005824121],"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":[0.0007891924,0.0149787525,0.029014649,0.000576537,0.0000686667,0.008698532,0.7298695,0.00032406155,0.0036906865,0.0037925655,0.044542175,0.16365469],"study_design_scores_gemma":[0.000562627,0.0035617428,0.03247237,0.0004570883,0.00008146436,0.0018363191,0.83153,0.0002752757,0.0019308099,0.001357663,0.12582365,0.00011101363],"about_ca_topic_score_codex":0.14460951,"about_ca_topic_score_gemma":0.34509444,"teacher_disagreement_score":0.14460951,"about_ca_system_score_codex":0.0112874145,"about_ca_system_score_gemma":0.049147192,"threshold_uncertainty_score":0.2875356},"labels":[],"label_agreement":null},{"id":"W1585893346","doi":"10.18806/tesl.v26i1.128","title":"Effects of Word Games, Culturally Relevant Songs, and Stories on Students' Motivation in a Nigerian English Language Class","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Games and Gamification","field":"Psychology","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Class (philosophy); Test (biology); Mathematics education; Word (group theory); English language; Sample (material); Control (management); Pedagogy; Linguistics; Computer science","score_opus":0.009191198499378377,"score_gpt":0.26838011408706247,"score_spread":0.2591889155876841,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1585893346","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":[0.9998128,0.000009666568,0.000009235364,0.000006363216,0.0000013227755,0.0000068830004,0.0000012754997,6.500279e-7,0.00015189752],"genre_scores_gemma":[0.9992331,0.000051668154,0.00018317602,0.000013050358,0.0000016718943,0.000020330543,0.000006347051,6.6620726e-7,0.00048994925],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997049,0.000088125744,0.000020284178,0.000037908125,0.00005362697,0.00009510073],"domain_scores_gemma":[0.9989918,0.0002757628,0.00013940012,0.0000200764,0.00004728488,0.0005256151],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00060599745,0.00041661004,0.00042007436,0.0003030104,0.0007409736,0.00080822525,0.00024779027,0.0003751656,0.0011749123],"category_scores_gemma":[0.0016550504,0.00016415509,0.00024900594,0.00010145438,0.00039553765,0.0002634309,0.0005559508,0.00062070653,0.00014703936],"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":[0.009593843,0.14452349,0.51954323,0.00068089046,0.00027719603,0.0017125299,0.05745263,0.00079757156,0.059666604,0.00087029213,0.0008973952,0.20398444],"study_design_scores_gemma":[0.00036267852,0.027749622,0.93185675,0.00010170362,0.00017989056,0.0002336725,0.028678529,0.0010492534,0.0064506587,0.0003462178,0.0029372042,0.00005389357],"about_ca_topic_score_codex":0.001658208,"about_ca_topic_score_gemma":0.0044174385,"teacher_disagreement_score":0.001658208,"about_ca_system_score_codex":0.00025801355,"about_ca_system_score_gemma":0.00042272886,"threshold_uncertainty_score":0.003930509},"labels":[],"label_agreement":null},{"id":"W1587050778","doi":"10.18806/tesl.v29i2.1100","title":"Second-Language Education Policy in Quebec: ESL Teachers’ Perceptions of the Effects of the Policy of English as a Compulsory Subject at the Early Primary Level","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language policy; Subject (documents); Perception; Narrative; Public policy; Pedagogy; Medium of instruction; Qualitative research; Language education; Political science; Psychology; Sociology; Mathematics education; Linguistics; Computer science; Library science; Social science","score_opus":0.01025664514418413,"score_gpt":0.23967362454907437,"score_spread":0.22941697940489025,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1587050778","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":[0.9791448,0.00030705566,0.00016595276,0.006781425,0.000020413909,0.000041121024,0.00012794737,0.00000867328,0.013402467],"genre_scores_gemma":[0.9954502,0.00017325395,0.00007603247,0.0005989598,0.000003862658,0.000018687673,0.000037088572,0.000002798227,0.003639122],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975567,0.00070977205,0.00006192539,0.0001816676,0.00046416197,0.0010257716],"domain_scores_gemma":[0.99324775,0.002349439,0.0008828993,0.00010811377,0.0017263842,0.0016854231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028859754,0.00021576439,0.00023426065,0.0006051326,0.011808213,0.003532511,0.00095764425,0.0012570615,0.0040538413],"category_scores_gemma":[0.0057119327,0.0002211223,0.00019149685,0.00111884,0.004558478,0.001281734,0.0014132869,0.00211161,0.00012132778],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00029850088,0.00045908013,0.19768117,0.0003132394,0.000039936574,0.002642223,0.7290822,0.0012061348,0.005328577,0.017219232,0.010939679,0.034789994],"study_design_scores_gemma":[0.00003017981,0.00011379157,0.23366083,0.00026246344,0.00001943798,0.000107285276,0.71360487,0.00066185446,0.0006501378,0.000395907,0.050429456,0.00006379915],"about_ca_topic_score_codex":0.9902299,"about_ca_topic_score_gemma":0.99480164,"teacher_disagreement_score":0.105999745,"about_ca_system_score_codex":0.105999745,"about_ca_system_score_gemma":0.0827436,"threshold_uncertainty_score":0.7690856},"labels":[],"label_agreement":null},{"id":"W1587813117","doi":"10.18806/tesl.v21i1.275","title":"Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Psychology; Identification (biology); Mathematics education; Authentic assessment; Test (biology); Pedagogy; Alternative assessment; Medical education; Curriculum","score_opus":0.045663027734266844,"score_gpt":0.3105659843108914,"score_spread":0.26490295657662455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1587813117","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07898046,0.00265851,0.8220541,0.0049765273,0.00084238517,0.055172414,0.0017600862,0.005794594,0.027760945],"genre_scores_gemma":[0.05002214,0.0009882476,0.9151022,0.0003096391,0.000049188693,0.028996116,0.0010617576,0.00036832003,0.0031023985],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.8552002,0.08147296,0.03557154,0.0019054287,0.023920462,0.0019295245],"domain_scores_gemma":[0.77658266,0.10112109,0.016097104,0.013320294,0.0888077,0.004071214],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.101463355,0.0018134026,0.001913345,0.009605623,0.0032751379,0.0030929146,0.005564727,0.0020810103,0.0019995559],"category_scores_gemma":[0.17384689,0.0010961363,0.0017887172,0.0027926497,0.0039912676,0.003912405,0.0063769417,0.0031924145,0.0022976953],"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":[0.0005208055,0.0014173768,0.023226984,0.0050309636,0.000105890125,0.0008686854,0.030392425,0.0070010168,0.019827962,0.011057058,0.03954763,0.86100316],"study_design_scores_gemma":[0.0009963943,0.0067296172,0.09880564,0.022448612,0.00047034718,0.0051374743,0.061200496,0.033495184,0.082255706,0.031511616,0.6549697,0.0019792605],"about_ca_topic_score_codex":0.0050855805,"about_ca_topic_score_gemma":0.012469759,"teacher_disagreement_score":0.101463355,"about_ca_system_score_codex":0.0054842294,"about_ca_system_score_gemma":0.027273808,"threshold_uncertainty_score":0.53659594},"labels":[],"label_agreement":null},{"id":"W1588508497","doi":"10.18806/tesl.v27i2.1047","title":"Toward a Framework for Self-Regulated Language-Learning","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Premise; Psychology; Language acquisition; Experiential learning; Value (mathematics); Learner autonomy; Pedagogy; Self-regulated learning; Active learning (machine learning); Mathematics education; Language education; Comprehension approach; Linguistics; Computer science","score_opus":0.024957754590639977,"score_gpt":0.35899318858232854,"score_spread":0.33403543399168856,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1588508497","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":[0.02680591,0.0032224015,0.55951446,0.044157963,0.0004883977,0.00073245267,0.00011246192,0.0003252183,0.36464068],"genre_scores_gemma":[0.7210569,0.0016499463,0.25624016,0.0024232285,0.0002159216,0.0018744062,0.00010860731,0.00013532172,0.01629551],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99282444,0.0051011653,0.00023105174,0.00057225354,0.0007757464,0.0004954728],"domain_scores_gemma":[0.99499184,0.0026874167,0.0005141047,0.00037510344,0.00077066524,0.00066098967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010788734,0.0010500356,0.0006116542,0.0022835787,0.0037289292,0.009501358,0.0031512743,0.004212118,0.0033280412],"category_scores_gemma":[0.0044478034,0.00054108584,0.0010632899,0.0011490132,0.02847558,0.008712018,0.004872397,0.006306853,0.0006876011],"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":[0.000002202712,0.000020606638,0.0001261821,0.000020433175,0.0000017384107,0.000046723813,0.004919751,0.00028791733,0.000054547378,0.9928623,0.00023664402,0.0014209845],"study_design_scores_gemma":[0.000013306317,0.00003201693,0.00033990215,0.000112111295,0.0000044708167,0.00009065405,0.004062492,0.0032230846,0.00014884876,0.9618708,0.030086694,0.00001557183],"about_ca_topic_score_codex":0.005673173,"about_ca_topic_score_gemma":0.0051392918,"teacher_disagreement_score":0.010788734,"about_ca_system_score_codex":0.008544645,"about_ca_system_score_gemma":0.007938809,"threshold_uncertainty_score":0.061995983},"labels":[],"label_agreement":null},{"id":"W1589082929","doi":"10.18806/tesl.v20i2.948","title":"Experiential Learning in Second-Language Classrooms","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":100,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Experiential learning; Psychology; Language acquisition; Experiential education; Curriculum; Pedagogy; Inclusion (mineral); Mathematics education; Social psychology","score_opus":0.012457689390278071,"score_gpt":0.21585398978430853,"score_spread":0.20339630039403045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1589082929","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":[0.23855059,0.016980357,0.10772566,0.038863163,0.0019943502,0.00054713327,0.000036096953,0.00050025195,0.5948024],"genre_scores_gemma":[0.9268703,0.005453701,0.021252694,0.0019010641,0.0002867272,0.00036291094,0.000026699025,0.000054758766,0.043791268],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9928845,0.005002724,0.00013911643,0.00031044934,0.0011058677,0.00055739575],"domain_scores_gemma":[0.9901252,0.006762077,0.00033787772,0.00046100296,0.0003754218,0.001938285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067600883,0.0005313686,0.00041441686,0.0008420364,0.0041685477,0.008695681,0.0019334622,0.0020509183,0.0075877653],"category_scores_gemma":[0.013073111,0.00020221253,0.00032572326,0.00074587326,0.014160718,0.0055820476,0.010249192,0.003393239,0.0008978709],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006382788,0.0007920961,0.0016600562,0.0005052715,0.000009268688,0.0013332345,0.21880803,0.0010966093,0.0016691994,0.57313526,0.011905321,0.18902192],"study_design_scores_gemma":[0.00007676814,0.0004171167,0.0018534092,0.0011467795,0.000005880583,0.0022788367,0.13199753,0.0013355864,0.0019071524,0.28965974,0.56927127,0.000050034843],"about_ca_topic_score_codex":0.0014219547,"about_ca_topic_score_gemma":0.001831559,"teacher_disagreement_score":0.9985781,"about_ca_system_score_codex":0.0031241386,"about_ca_system_score_gemma":0.0053193327,"threshold_uncertainty_score":0.035751224},"labels":[],"label_agreement":null},{"id":"W1591121154","doi":"10.18806/tesl.v21i2.171","title":"From Generation to Generation: Survival and Maintenance of Canada's Aboriginal Languages, within Families, Communities and Cities","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Endogamy; Transmission (telecommunications); First language; Population; Disadvantage; Sociology; Demography; Geography; Political science; Linguistics; Telecommunications; Law; Engineering","score_opus":0.040206157169894445,"score_gpt":0.3579624120636423,"score_spread":0.31775625489374787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1591121154","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":[0.98584694,0.0011373054,0.0001934508,0.0021414505,0.000011848536,0.0000134025595,0.00037457654,0.000019202127,0.010261933],"genre_scores_gemma":[0.99692106,0.0004068104,0.00016621269,0.00006122477,0.0000023041816,0.000004094616,0.00008482944,0.0000052607556,0.002348334],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9990945,0.00014288549,0.000018751849,0.00011186445,0.0001505941,0.00048155012],"domain_scores_gemma":[0.9981673,0.00013272585,0.0002387453,0.000121307494,0.0007075929,0.0006323223],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010271241,0.00013345157,0.00024203109,0.0011002875,0.00922041,0.0040339697,0.0013615419,0.00044866573,0.0032298153],"category_scores_gemma":[0.0031654555,0.00015794433,0.00019166233,0.00145741,0.0021978805,0.0010970233,0.0027516598,0.0007069491,0.00024820762],"study_design_candidate":"qualitative","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":[0.00021934396,0.000083711035,0.64235055,0.00009848814,0.00007848049,0.0015537144,0.1574933,0.00094866403,0.0012475223,0.016249416,0.006566365,0.17311046],"study_design_scores_gemma":[0.0000100012,0.0000574711,0.86626565,0.00012303125,0.000075775664,0.00042777808,0.10767281,0.000765178,0.00034646026,0.0017797368,0.02242335,0.000052712196],"about_ca_topic_score_codex":0.97320867,"about_ca_topic_score_gemma":0.9858884,"teacher_disagreement_score":0.026791334,"about_ca_system_score_codex":0.0204349,"about_ca_system_score_gemma":0.033724952,"threshold_uncertainty_score":0.14826626},"labels":[],"label_agreement":null},{"id":"W1592094709","doi":"10.18806/tesl.v27i1.1032","title":"Enculturation into Discourses by East Asian Students in a Graduate TESOL Program","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Enculturation; Hybridity; Discipline; Feeling; Pedagogy; Sociology; Disadvantaged; Psychology; Anthropology; Social science; Social psychology; Political science","score_opus":0.02549230708813763,"score_gpt":0.2872393337278447,"score_spread":0.26174702663970706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1592094709","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":[0.9970642,0.00015065931,0.00014001802,0.00034054005,0.000011910979,0.000010380512,0.00000528231,0.000004514599,0.0022725386],"genre_scores_gemma":[0.9969795,0.00025020613,0.00025276683,0.00016007817,0.000009816456,0.000012982956,0.000011655452,0.000012379447,0.0023105047],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99510527,0.003162157,0.0001778798,0.00029873557,0.00046184295,0.0007941099],"domain_scores_gemma":[0.99578995,0.0018310286,0.0006279939,0.0001916333,0.0004065432,0.0011528296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005880915,0.0009992108,0.0008278129,0.001883019,0.017912898,0.0074018757,0.0017880338,0.0024401636,0.0022135917],"category_scores_gemma":[0.005040689,0.0005333666,0.00054373185,0.0018618973,0.0109375445,0.003770791,0.010341222,0.0043401476,0.0003554998],"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":[0.000018782892,0.00006684443,0.0036103914,0.000018377292,0.0000038407957,0.0012345824,0.9918268,0.000017852153,0.00066127256,0.00054826937,0.00010191975,0.0018910496],"study_design_scores_gemma":[0.000002241257,0.0000389688,0.0013054737,0.0000254353,0.0000055899895,0.00037240397,0.9945949,0.00003797059,0.00047183965,0.00007777288,0.0030596475,0.00000776573],"about_ca_topic_score_codex":0.011261199,"about_ca_topic_score_gemma":0.03461244,"teacher_disagreement_score":0.017912898,"about_ca_system_score_codex":0.0055548693,"about_ca_system_score_gemma":0.0036429758,"threshold_uncertainty_score":0.040303588},"labels":[],"label_agreement":null},{"id":"W1593911275","doi":"10.18806/tesl.v19i2.932","title":"Learning Culture through Ethnographic Inquiry: A Response to Roumania Ilieva \"Living with Ambiguity\"","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ethnography; Ambiguity; Sociology; Pedagogy; Psychology; Linguistics; Anthropology; Philosophy","score_opus":0.04337965314692518,"score_gpt":0.31896632210199005,"score_spread":0.2755866689550649,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1593911275","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":[0.14593206,0.014298233,0.017456193,0.7962926,0.009644337,0.00042269786,0.00013196855,0.00032827602,0.015493705],"genre_scores_gemma":[0.61185634,0.013523234,0.017152747,0.33737445,0.0051613194,0.0019107986,0.00013930026,0.00040413294,0.012477657],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.87953407,0.10225101,0.0025449877,0.0037361123,0.00828287,0.0036510066],"domain_scores_gemma":[0.82817423,0.14408188,0.005656691,0.0049844794,0.009399692,0.0077030687],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07153088,0.0021550981,0.0015498652,0.004226712,0.032242183,0.021275716,0.0066569736,0.022003872,0.0023840815],"category_scores_gemma":[0.10161513,0.0017698263,0.0013056763,0.0030376837,0.04317718,0.020567331,0.02852496,0.029865574,0.00057029317],"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":[0.00004312594,0.0000964146,0.0018764962,0.00027842275,0.000022754313,0.0022139193,0.9271927,0.00010242503,0.00067022437,0.022988835,0.033348113,0.0111666415],"study_design_scores_gemma":[0.000019016987,0.00006149633,0.00045891735,0.00052741636,0.000008228401,0.0016434916,0.89841515,0.0002722581,0.00031045414,0.0071472456,0.09108259,0.000053813907],"about_ca_topic_score_codex":0.0102877775,"about_ca_topic_score_gemma":0.021569086,"teacher_disagreement_score":0.07153088,"about_ca_system_score_codex":0.011294866,"about_ca_system_score_gemma":0.008735254,"threshold_uncertainty_score":0.37829596},"labels":[],"label_agreement":null},{"id":"W1594042587","doi":"10.18806/tesl.v22i1.163","title":"A Review of the Reading Section of the TOEIC","year":2004,"lang":"en","type":"review","venue":"TESL Canada Journal","topic":"Educational Technology and Assessment","field":"Computer Science","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"TOEIC; Test (biology); Reading (process); Mathematics education; Psychology; Linguistics","score_opus":0.02773349159786311,"score_gpt":0.32064886624972205,"score_spread":0.29291537465185896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1594042587","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":[0.000045494246,0.9975304,0.000086520835,0.0004998851,0.00043828526,0.00001886167,0.000053023512,0.000005760873,0.0013218002],"genre_scores_gemma":[0.00034149172,0.9981704,0.00022185789,0.00043974057,0.0001905531,0.000028236964,0.00008102593,0.000002731057,0.0005239885],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99783784,0.00039724316,0.0006127075,0.00026665756,0.00081123126,0.000074287345],"domain_scores_gemma":[0.99388146,0.0030007337,0.0007796482,0.000119378856,0.0020762493,0.00014253374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002606017,0.0013335661,0.0024674337,0.011999998,0.0004912768,0.0016466626,0.0015624372,0.0018503828,0.008536692],"category_scores_gemma":[0.0088079525,0.00081658596,0.0010227866,0.012326337,0.0009648578,0.003060901,0.0010469431,0.0019194694,0.0044368394],"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":[0.00006303521,0.00005533134,0.00021783565,0.08524507,0.000095341944,0.00020980842,0.00019525508,0.0001240679,0.0005590978,0.002714584,0.10098245,0.80953807],"study_design_scores_gemma":[0.00001635436,0.00008414021,0.0019335182,0.050256774,0.00016540774,0.0010458786,0.00012509503,0.00003004956,0.0002367906,0.0008839376,0.94519687,0.000025185624],"about_ca_topic_score_codex":0.0059684706,"about_ca_topic_score_gemma":0.009650797,"teacher_disagreement_score":0.011999998,"about_ca_system_score_codex":0.0022391705,"about_ca_system_score_gemma":0.0052257716,"threshold_uncertainty_score":0.028558075},"labels":[],"label_agreement":null},{"id":"W1594173021","doi":"10.18806/tesl.v19i2.927","title":"A Case Study of the Revision Process of a Reluctant ESL Student Writer","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Process (computing); Focus (optics); Affect (linguistics); Writing process; Mathematics education; Pedagogy; Focus on form; Linguistics; Computer science; Grammar; Communication","score_opus":0.04514355317032517,"score_gpt":0.26493509898144596,"score_spread":0.2197915458111208,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1594173021","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":[0.98470277,0.00028351118,0.007792251,0.0018894456,0.000076565135,0.00015214182,0.000027000207,0.00012849853,0.0049478034],"genre_scores_gemma":[0.98080784,0.000297806,0.011176265,0.0005473934,0.00007676475,0.000068129964,0.00002854754,0.000094052084,0.0069032037],"study_design_codex":"qualitative","study_design_gemma":"case_report","domain_scores_codex":[0.990442,0.00528352,0.00076660723,0.00079140335,0.0019570347,0.00075944193],"domain_scores_gemma":[0.9582346,0.024643846,0.0067281444,0.0023418418,0.0037087821,0.00434271],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056895176,0.0008772677,0.00081119157,0.0016677013,0.00744352,0.0030224263,0.002781712,0.0054653515,0.002426218],"category_scores_gemma":[0.045212567,0.00092517416,0.0008670044,0.0008748982,0.0042814054,0.0020242261,0.002345318,0.004354335,0.0012603321],"study_design_candidate":"case_report","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":[0.00055916293,0.0014123819,0.028495628,0.0005374462,0.00006628731,0.36681318,0.525359,0.0019260992,0.018050564,0.0034556268,0.002243336,0.051081322],"study_design_scores_gemma":[0.00014392368,0.0032361527,0.019097397,0.00054105965,0.00011725465,0.5363899,0.34692904,0.012538722,0.026572602,0.003092419,0.050945647,0.00039588657],"about_ca_topic_score_codex":0.0025697777,"about_ca_topic_score_gemma":0.0065201577,"teacher_disagreement_score":0.00744352,"about_ca_system_score_codex":0.0016663872,"about_ca_system_score_gemma":0.0016779109,"threshold_uncertainty_score":0.030089378},"labels":[],"label_agreement":null},{"id":"W1594706925","doi":"10.18806/tesl.v26i1.391","title":"Chinese Graduate Students' Experiences with Writing a Literature Review","year":2008,"lang":"en","type":"review","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Sentence; Graduate students; Academic writing; Subject (documents); Psychology; Writing process; Perception; Linguistics; Mathematics education; Pedagogy; Computer science; Library science","score_opus":0.03751218094683933,"score_gpt":0.34204099143106814,"score_spread":0.3045288104842288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1594706925","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":[0.8077415,0.14539488,0.0015781142,0.005648926,0.0003486931,0.00031812652,0.00015311026,0.00005956559,0.038757168],"genre_scores_gemma":[0.8637763,0.122747086,0.002416513,0.0020627743,0.00013695817,0.00027662487,0.00022146328,0.000018342773,0.008343893],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9965772,0.0015455739,0.00040002653,0.0002853484,0.00097441237,0.00021742408],"domain_scores_gemma":[0.99431807,0.0029953984,0.0007253785,0.00014493559,0.00116319,0.0006530452],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005939647,0.00038500325,0.0006667029,0.0027493709,0.001662788,0.0025727944,0.00079566357,0.0007853687,0.0013000198],"category_scores_gemma":[0.010952447,0.00027077692,0.00034873243,0.003887989,0.0009254876,0.0017108163,0.0023798302,0.0008880571,0.00029592888],"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":[0.00008734663,0.00018145227,0.025295785,0.0061722486,0.000101718586,0.0040667346,0.4913235,0.00012413488,0.004594737,0.0017970947,0.010078156,0.4561771],"study_design_scores_gemma":[0.000060060447,0.0006192913,0.06229913,0.0060510645,0.00028795892,0.007979206,0.5606874,0.00026900033,0.003083835,0.0009433956,0.3576202,0.0000994051],"about_ca_topic_score_codex":0.0051570246,"about_ca_topic_score_gemma":0.021214025,"teacher_disagreement_score":0.005939647,"about_ca_system_score_codex":0.001800261,"about_ca_system_score_gemma":0.0064176647,"threshold_uncertainty_score":0.031412244},"labels":[],"label_agreement":null},{"id":"W1595156244","doi":"10.18806/tesl.v30i7.1154","title":"Teaching Pragmatics and Intercultural Communication Online","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"NorQuest College","funders":"","keywords":"Pragmatics; Intercultural communication; Intercultural competence; Psychology; Competence (human resources); Cultural competence; Pedagogy; Language acquisition; Mathematics education; Linguistics","score_opus":0.016884072152310383,"score_gpt":0.22361029665827556,"score_spread":0.20672622450596517,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1595156244","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":[0.4569403,0.0037592142,0.03467936,0.034133818,0.00046525424,0.00039682555,0.000060336635,0.00034157385,0.4692234],"genre_scores_gemma":[0.9296623,0.0033253308,0.02221941,0.0017661684,0.00009780991,0.0002129459,0.000044942193,0.000054400232,0.04261666],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986889,0.0006441252,0.000043042455,0.00007171516,0.0003234986,0.00022869544],"domain_scores_gemma":[0.99480516,0.002576046,0.00033619348,0.0002344871,0.00053525425,0.0015128967],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028442538,0.00023046015,0.00016182176,0.0005920745,0.002703203,0.005369236,0.00056126446,0.0006544162,0.008466201],"category_scores_gemma":[0.0065596085,0.00017371368,0.00014542151,0.00038213923,0.0050135683,0.003300847,0.0033346335,0.0015185919,0.0007218345],"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":[0.00006439898,0.001531953,0.025341738,0.0006836003,0.000018799636,0.0012721175,0.2084815,0.0006816905,0.008605903,0.17427641,0.031961173,0.54708064],"study_design_scores_gemma":[0.00004939184,0.00024419313,0.049883097,0.001362795,0.000034566303,0.0012307179,0.1992874,0.0017880977,0.0057691913,0.1358497,0.60441935,0.000081498416],"about_ca_topic_score_codex":0.029431539,"about_ca_topic_score_gemma":0.08721159,"teacher_disagreement_score":0.029431539,"about_ca_system_score_codex":0.0039828923,"about_ca_system_score_gemma":0.013810424,"threshold_uncertainty_score":0.058520496},"labels":[],"label_agreement":null},{"id":"W1598079410","doi":"10.18806/tesl.v20i1.938","title":"The Effect of Frequent Dictation on the Listening Comprehension Ability of Elementary EFL Learners","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Essex","keywords":"Dictation; Active listening; Listening comprehension; Psychology; Mathematics education; Comprehension; Homogeneous; Linguistics; Mathematics; Communication","score_opus":0.02171065032660579,"score_gpt":0.21741984782851398,"score_spread":0.19570919750190818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1598079410","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":[0.99932766,0.00008425805,0.0000734441,0.000017631239,0.000005389361,0.000010571396,0.000012081506,0.0000043118707,0.00046466597],"genre_scores_gemma":[0.9991346,0.000082545455,0.00024737138,0.000025965088,0.000009206541,0.000020256355,0.000031431126,0.0000028381398,0.0004457935],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99851114,0.00048295816,0.00024644236,0.00019684088,0.0004067548,0.0001559504],"domain_scores_gemma":[0.9792756,0.012355035,0.0041534035,0.0011511421,0.0013788184,0.0016859749],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015511992,0.0004469793,0.00039155135,0.00033548698,0.00027276142,0.00065782544,0.00029466764,0.0004239807,0.0026614557],"category_scores_gemma":[0.017414412,0.00017672779,0.00028278472,0.00014845267,0.00038533245,0.00052045204,0.00061717595,0.00056223734,0.0005015461],"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":[0.016073087,0.013200387,0.62004465,0.0008074071,0.00041160916,0.002278153,0.014755747,0.0006764538,0.13248335,0.00016326824,0.00065963157,0.19844624],"study_design_scores_gemma":[0.0003551121,0.021972239,0.9527601,0.00006794544,0.00025457403,0.0011565479,0.0038789352,0.0005569563,0.017255208,0.00027740185,0.0013906835,0.00007430051],"about_ca_topic_score_codex":0.0004962419,"about_ca_topic_score_gemma":0.00067986816,"teacher_disagreement_score":0.0026614557,"about_ca_system_score_codex":0.00015481826,"about_ca_system_score_gemma":0.00027941252,"threshold_uncertainty_score":0.008903503},"labels":[],"label_agreement":null},{"id":"W1598303075","doi":"10.18806/tesl.v21i2.180","title":"Rejoinder to Seron's Response to 'Krashen, a Victim of History'","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Philosophy and History of Science","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Philosophy","score_opus":0.03598061857418134,"score_gpt":0.198274117651268,"score_spread":0.16229349907708668,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1598303075","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0006195814,0.0014620386,0.00014329038,0.980924,0.009753745,0.0000072112757,0.000018634937,0.000027164013,0.0070443247],"genre_scores_gemma":[0.011149449,0.00040417636,0.00013540304,0.957497,0.0047511747,0.000025143421,0.000007931611,0.00006789592,0.02596181],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9918032,0.0022810174,0.00038834027,0.0011562919,0.002303065,0.0020680337],"domain_scores_gemma":[0.9854087,0.00789766,0.000737268,0.0005301684,0.0030112478,0.0024150112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008251271,0.0010940551,0.0014511863,0.0012729379,0.024859373,0.01346941,0.0038612192,0.07255693,0.0065081497],"category_scores_gemma":[0.035075206,0.0011119292,0.0011712952,0.0010621405,0.0301329,0.0094445385,0.007653135,0.09659441,0.0028593892],"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":[0.000021275937,0.000007172488,0.00009973111,0.000033548702,0.000010605206,0.0002099283,0.0072841537,0.00004012421,0.000093860865,0.05854213,0.93184733,0.0018100741],"study_design_scores_gemma":[0.000016238146,0.000007998296,0.00029821793,0.00019482106,0.000010777808,0.000120720615,0.0076226047,0.00005956764,0.00015740555,0.017739134,0.97372603,0.00004654448],"about_ca_topic_score_codex":0.13071091,"about_ca_topic_score_gemma":0.23789582,"teacher_disagreement_score":0.13071091,"about_ca_system_score_codex":0.013184483,"about_ca_system_score_gemma":0.023070032,"threshold_uncertainty_score":0.25990015},"labels":[],"label_agreement":null},{"id":"W1599009811","doi":"10.18806/tesl.v23i2.54","title":"Perspectives From Japanese Staff in Canadian ESL Schools Regarding Japanese Students’ Groupism","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Pedagogy; Qualitative research; Psychology; Sociology; Social science","score_opus":0.011718205100777321,"score_gpt":0.22329027742309332,"score_spread":0.211572072322316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1599009811","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":[0.9966685,0.0002126678,0.00007808092,0.000806433,0.000018876346,0.000009270618,0.000021621663,0.0000034463171,0.002181163],"genre_scores_gemma":[0.99698657,0.00032156607,0.00010358104,0.0003470553,0.000011337567,0.0000119411125,0.000020468608,0.0000063594043,0.0021911466],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99380153,0.0017009868,0.0002522997,0.0003396158,0.0014933365,0.0024122212],"domain_scores_gemma":[0.9870272,0.0021406002,0.0016716281,0.00025384477,0.003380126,0.0055265706],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071415883,0.0004911712,0.00071370654,0.002047102,0.024921278,0.0046127895,0.0011844536,0.0012403782,0.0020108644],"category_scores_gemma":[0.007502783,0.0005721331,0.0003344619,0.0029684193,0.010375273,0.0013345655,0.0045979843,0.0022214814,0.0002263627],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049870134,0.000019086068,0.025737556,0.000039742463,0.0000045385605,0.00030901865,0.96826196,0.000019039511,0.0007547935,0.0003458324,0.0006144278,0.003844164],"study_design_scores_gemma":[0.0000021064732,0.000026172176,0.011712141,0.000023910192,0.000005000843,0.00004845382,0.9838658,0.00001568405,0.00014876413,0.000028682927,0.0041090106,0.00001429379],"about_ca_topic_score_codex":0.80202836,"about_ca_topic_score_gemma":0.90462625,"teacher_disagreement_score":0.19797164,"about_ca_system_score_codex":0.026256692,"about_ca_system_score_gemma":0.035693206,"threshold_uncertainty_score":0.39827502},"labels":[],"label_agreement":null},{"id":"W1599897745","doi":"10.18806/tesl.v23i2.53","title":"Effects of Peer Feedback on EFL Student Writers at Different Levels of English Proficiency: A Japanese Context","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":84,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Peer feedback; Psychology; Context (archaeology); Peer evaluation; Mathematics education; English as a foreign language; Peer group; Higher education; Pedagogy; Social psychology","score_opus":0.015254767070093588,"score_gpt":0.284865287494137,"score_spread":0.2696105204240434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1599897745","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":[0.9992812,0.000074436095,0.00015474377,0.00003093326,0.000006095781,0.000026823076,0.0000052997643,0.000008965833,0.00041139737],"genre_scores_gemma":[0.99877006,0.000089318506,0.0006620936,0.000023633756,0.000013571803,0.000039244354,0.000011706008,0.000005302148,0.00038506117],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98682714,0.009353414,0.00059493765,0.00068103784,0.0020642984,0.00047915857],"domain_scores_gemma":[0.92827404,0.049403436,0.00740787,0.002277199,0.0079431515,0.004694289],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063291914,0.0006594701,0.00080555724,0.0008242865,0.0016071039,0.0011286094,0.00052088825,0.0007043291,0.0013375061],"category_scores_gemma":[0.06671613,0.00023856196,0.00028863532,0.00038461568,0.00079992274,0.00069702737,0.001739477,0.0005647016,0.00020287085],"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":[0.008158998,0.008970548,0.3985783,0.0011360686,0.0003789988,0.0030802235,0.16823667,0.0006582762,0.09218762,0.0002191898,0.000825502,0.31756958],"study_design_scores_gemma":[0.0006187594,0.03681539,0.8163277,0.0003012247,0.0005255767,0.0017450231,0.09663276,0.0020473513,0.039438624,0.00053270214,0.004847407,0.00016746903],"about_ca_topic_score_codex":0.001482534,"about_ca_topic_score_gemma":0.0026113195,"teacher_disagreement_score":0.0063291914,"about_ca_system_score_codex":0.00046822205,"about_ca_system_score_gemma":0.00082191394,"threshold_uncertainty_score":0.03347236},"labels":[],"label_agreement":null},{"id":"W1600778946","doi":"10.18806/tesl.v0i0.1037","title":"ESL and Canadian Multiculturalism: Multilingual, Intercultural Practices for the 21st Century","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of Manitoba","keywords":"Multiculturalism; Mandate; Pedagogy; Legislature; Cultural pluralism; Promotion (chess); Sociology; Equity (law); Political science; Multilingualism; Field (mathematics); Public relations; Law","score_opus":0.07512170136786993,"score_gpt":0.4255288781464064,"score_spread":0.35040717677853644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1600778946","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":[0.19394241,0.039978787,0.0020750149,0.298951,0.0011002856,0.00005547744,0.00021679881,0.00012793191,0.46355227],"genre_scores_gemma":[0.92056936,0.01386265,0.0021118843,0.009122779,0.00011393668,0.000022876022,0.00007094637,0.00003739588,0.054088153],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99726105,0.00054085214,0.000073471994,0.00014742525,0.0009350096,0.0010422276],"domain_scores_gemma":[0.99701583,0.00043899074,0.00019455237,0.00009299937,0.0010752551,0.0011823245],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024152582,0.00034482277,0.00022770111,0.0017270986,0.02833477,0.0070862453,0.0011646798,0.0017106502,0.007852552],"category_scores_gemma":[0.0035236145,0.00017798273,0.00023839709,0.0027485802,0.015363356,0.0022370256,0.0059923013,0.0025007627,0.0003111719],"study_design_candidate":"not_applicable","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":[0.00006224201,0.000064499756,0.015969748,0.00065516296,0.000016788052,0.001168786,0.2612392,0.0005015106,0.0011423493,0.4837785,0.06979257,0.1656087],"study_design_scores_gemma":[0.000009143983,0.000022731556,0.022988053,0.0005933747,0.000013412935,0.00031235107,0.20273067,0.0002994992,0.00042633805,0.014166791,0.75837004,0.000067643035],"about_ca_topic_score_codex":0.9859023,"about_ca_topic_score_gemma":0.9942215,"teacher_disagreement_score":0.1085769,"about_ca_system_score_codex":0.1085769,"about_ca_system_score_gemma":0.21321252,"threshold_uncertainty_score":0.7877842},"labels":[],"label_agreement":null},{"id":"W1603953811","doi":"10.18806/tesl.v29i1.1086","title":"Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":287,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"Concordia University; University of Alberta","keywords":"Pronunciation; Psychology; Mathematics education; Class (philosophy); Class size; Pedagogy; Linguistics; Computer science","score_opus":0.05852438211129689,"score_gpt":0.30632416811052776,"score_spread":0.24779978599923086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1603953811","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":[0.9845035,0.0005291177,0.00016816519,0.0008803445,0.000026188167,0.00014171845,0.008620106,0.000046682693,0.005084071],"genre_scores_gemma":[0.98630875,0.0014743059,0.00060537393,0.0006165263,0.000013258083,0.00009417383,0.0042157574,0.000019156601,0.006652674],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986162,0.000068447385,0.000118785305,0.00013843825,0.0007150348,0.00034304554],"domain_scores_gemma":[0.9928444,0.0002461272,0.00071571243,0.00008810972,0.0042920066,0.0018137017],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00096913497,0.00027371748,0.00028912973,0.0017948698,0.0023454141,0.000872016,0.0008628018,0.0002981855,0.0027240005],"category_scores_gemma":[0.0030038818,0.00033341383,0.000202422,0.0038772875,0.00066767074,0.0004984228,0.00075435283,0.00072578236,0.00047588017],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012098835,0.00024685645,0.91372025,0.00031763266,0.000024213941,0.0002756618,0.01699404,0.00011412889,0.0013076727,0.0002838619,0.011975197,0.054619614],"study_design_scores_gemma":[0.000004065986,0.00005443779,0.9810362,0.000044553413,0.000005436124,0.000058561454,0.010618567,0.00012519886,0.00018852954,0.000009583025,0.007840898,0.000013914819],"about_ca_topic_score_codex":0.98995006,"about_ca_topic_score_gemma":0.9952945,"teacher_disagreement_score":0.0320263,"about_ca_system_score_codex":0.0320263,"about_ca_system_score_gemma":0.04240902,"threshold_uncertainty_score":0.23236817},"labels":[],"label_agreement":null},{"id":"W1604689683","doi":"10.18806/tesl.v21i2.176","title":"Selecting and Using Computer-Based Language Tests (CBLTs) to Assess Language Proficiency: Guidelines for Educators","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Checklist; Language assessment; Selection (genetic algorithm); Set (abstract data type); Foreign language; Language proficiency; Language education; Psychology; Computer science; Mathematics education; Language acquisition; Language industry; Comprehension approach; Pedagogy; Artificial intelligence","score_opus":0.11095853931564634,"score_gpt":0.3576108246165036,"score_spread":0.24665228530085728,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1604689683","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07624514,0.013668673,0.64755994,0.061872944,0.002164039,0.08216575,0.009000009,0.015135816,0.09218769],"genre_scores_gemma":[0.019659517,0.005087824,0.936667,0.0017616956,0.00015238427,0.021776829,0.0022502742,0.00040961662,0.012234924],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.97596514,0.012144749,0.0065746587,0.00039837696,0.004483098,0.00043396305],"domain_scores_gemma":[0.9213436,0.032552462,0.0055730413,0.002253071,0.035706833,0.0025709698],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.029249655,0.0016262563,0.001090124,0.007981578,0.001721663,0.002505536,0.0029283324,0.0026839746,0.0052918782],"category_scores_gemma":[0.077159464,0.00081105676,0.0007568572,0.0042009014,0.0013354123,0.0036670764,0.0020529414,0.002192686,0.0051047243],"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":[0.00016467572,0.0011589142,0.013483932,0.00224441,0.000025755857,0.0013357275,0.0076501546,0.0011038975,0.008055737,0.002765486,0.19865146,0.7633598],"study_design_scores_gemma":[0.00059979444,0.0019487615,0.11356322,0.014490111,0.00018721183,0.01046514,0.026043622,0.012516095,0.02200223,0.025097298,0.7722858,0.0008006393],"about_ca_topic_score_codex":0.0091889,"about_ca_topic_score_gemma":0.03312894,"teacher_disagreement_score":0.029249655,"about_ca_system_score_codex":0.0016595237,"about_ca_system_score_gemma":0.00791058,"threshold_uncertainty_score":0.15468878},"labels":[],"label_agreement":null},{"id":"W1606215873","doi":"10.18806/tesl.v28i1.1059","title":"Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Task (project management); Language education; Presentation (obstetrics); Identity (music); Psychology; Language assessment; Comprehension approach; Task analysis; Computer science; Mathematics education; Linguistics; Pedagogy; Philosophy","score_opus":0.010516512987254017,"score_gpt":0.21623353313064306,"score_spread":0.20571702014338905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1606215873","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":[0.9920791,0.00005865593,0.00089234323,0.0003164466,0.00001145717,0.000021048938,0.000008526028,0.0000222421,0.0065902364],"genre_scores_gemma":[0.99643904,0.000051019855,0.0005992196,0.000084326835,0.0000018068815,0.000011472391,0.000010727519,0.000015171485,0.0027871535],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960525,0.0015852678,0.00014923325,0.000456524,0.001124419,0.00063195097],"domain_scores_gemma":[0.99234736,0.0026981535,0.0015507799,0.0010449842,0.0013039979,0.0010548123],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039812755,0.00024634204,0.0001968696,0.0004894571,0.0034504493,0.0038841001,0.0008298347,0.0007851278,0.0016419479],"category_scores_gemma":[0.023171704,0.00033485144,0.0001828428,0.00044298594,0.0050675515,0.0017569555,0.0030960008,0.0016785684,0.00031918503],"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":[0.00016198859,0.00020655998,0.035398677,0.000054692664,0.000007940909,0.00050117046,0.9172088,0.00032746946,0.007522588,0.0019165701,0.00083570834,0.035857916],"study_design_scores_gemma":[0.00004977378,0.0002267285,0.12846328,0.0001221466,0.000035891724,0.00046074705,0.8265958,0.0012931203,0.004784418,0.0027757043,0.035080258,0.000112154325],"about_ca_topic_score_codex":0.1724643,"about_ca_topic_score_gemma":0.28411952,"teacher_disagreement_score":0.1724643,"about_ca_system_score_codex":0.0049123215,"about_ca_system_score_gemma":0.0085775545,"threshold_uncertainty_score":0.3429209},"labels":[],"label_agreement":null},{"id":"W1606231726","doi":"10.18806/tesl.v30i2.1141","title":"The Role of Transitions in ESL Instruction","year":2013,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Transition (genetics); Linguistics; Philosophy","score_opus":0.006048904132556915,"score_gpt":0.17486468203014544,"score_spread":0.16881577789758853,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1606231726","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":[0.38963675,0.0048723277,0.09402024,0.039763134,0.0014096564,0.00013060281,0.00016331003,0.0010240341,0.4689799],"genre_scores_gemma":[0.9848644,0.00059183245,0.004487044,0.00086641527,0.00009872452,0.000053094995,0.00002503886,0.00011955538,0.008893914],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99635077,0.0022980077,0.00013570348,0.00040037796,0.0004143202,0.00040085017],"domain_scores_gemma":[0.99513394,0.0028086295,0.00052180333,0.00034216518,0.0005412226,0.0006522616],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00218449,0.00021240521,0.00013570285,0.00068634085,0.0023902091,0.005014877,0.00077587063,0.0013387977,0.0028482582],"category_scores_gemma":[0.007383645,0.00024869037,0.00024338668,0.00040647195,0.009047848,0.005779049,0.003907256,0.0030192165,0.0005332787],"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":[0.00023508715,0.0001131143,0.005725609,0.00031487626,0.000009641959,0.0006016999,0.18373503,0.0009909826,0.0035509255,0.6900838,0.0051202592,0.10951906],"study_design_scores_gemma":[0.00008519863,0.0004162451,0.024868783,0.0011656111,0.000040333856,0.0005431509,0.12323461,0.005185686,0.008369722,0.45127994,0.3846865,0.000124249],"about_ca_topic_score_codex":0.0049038604,"about_ca_topic_score_gemma":0.0063055954,"teacher_disagreement_score":0.005014877,"about_ca_system_score_codex":0.003297427,"about_ca_system_score_gemma":0.003151195,"threshold_uncertainty_score":0.023924649},"labels":[],"label_agreement":null},{"id":"W1606557843","doi":"10.18806/tesl.v25i1.106","title":"Inscribing Identity: Insights for Teaching From ESL Students' Journals","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Monash University","keywords":"Mainstream; Negotiation; Identity (music); Identity negotiation; Ethnography; Pedagogy; Sociology; Competence (human resources); Linguistic competence; Linguistics; Psychology; Social psychology; Political science; Social science; Anthropology","score_opus":0.08737969458042853,"score_gpt":0.5038460586272282,"score_spread":0.41646636404679965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1606557843","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":[0.9274449,0.001249537,0.0010090901,0.018514635,0.00012423038,0.00007780161,0.00005890488,0.000018447368,0.051502455],"genre_scores_gemma":[0.99073505,0.0011408548,0.0004482529,0.0017346325,0.00006685439,0.00004094209,0.000026640331,0.000026243473,0.005780474],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99058783,0.0061910227,0.00031626935,0.0003701741,0.0012048738,0.0013299257],"domain_scores_gemma":[0.9793072,0.013452579,0.0020206599,0.0006840095,0.0019143505,0.0026212526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008780624,0.00057745737,0.00096947665,0.0050170873,0.023137532,0.022421155,0.002243489,0.0035532587,0.0039047252],"category_scores_gemma":[0.02008964,0.00068845315,0.00035146187,0.0040798075,0.024418829,0.014402926,0.010562657,0.0065481155,0.0006189915],"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":[0.000005199367,0.000030341194,0.0013223516,0.00002508015,0.0000010669411,0.00034962606,0.9923339,0.000004855508,0.000119405624,0.0035803756,0.00030045892,0.0019274334],"study_design_scores_gemma":[0.0000021808323,0.000008026443,0.0007034009,0.000038847167,0.0000013311151,0.00012181717,0.9905652,0.000014941579,0.00007294904,0.0008351638,0.0076316935,0.0000044298204],"about_ca_topic_score_codex":0.028681807,"about_ca_topic_score_gemma":0.06394225,"teacher_disagreement_score":0.028681807,"about_ca_system_score_codex":0.011115968,"about_ca_system_score_gemma":0.010232267,"threshold_uncertainty_score":0.080652356},"labels":[],"label_agreement":null},{"id":"W1612210541","doi":"10.18806/tesl.v30i7.1150","title":"English for the Workplace: Doing Patient-Centred Care in Medical Communication","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Interpreting and Communication in Healthcare","field":"Health Professions","cited_by":66,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Macquarie University","keywords":"Workforce; Interpersonal communication; Public relations; Immigration; Intercultural communication; Medical education; Psychology; Pedagogy; Medicine; Social psychology; Political science","score_opus":0.025494880144507855,"score_gpt":0.35827583473773433,"score_spread":0.3327809545932265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1612210541","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":[0.8832443,0.0028548297,0.006591857,0.034274857,0.0003106993,0.00027856234,0.00010182514,0.00006995703,0.07227318],"genre_scores_gemma":[0.9905274,0.0010438547,0.0037640175,0.0019751994,0.000037563237,0.000059713733,0.00002378308,0.000018725503,0.0025498169],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97931594,0.01648859,0.00044606248,0.000543933,0.0020761567,0.0011292152],"domain_scores_gemma":[0.9824181,0.010802239,0.0017698378,0.0007588114,0.0016786462,0.0025722738],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012534936,0.0003193275,0.00026990753,0.00087411236,0.011640452,0.007647799,0.001282824,0.0017761295,0.0023033198],"category_scores_gemma":[0.022864876,0.0002944848,0.00019687334,0.0011952849,0.008805963,0.0041410923,0.0071668182,0.0029170453,0.00028889993],"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":[0.000013462936,0.000050863906,0.0051833233,0.00013322641,0.0000036047293,0.0005015657,0.9730865,0.00002379321,0.00034421642,0.0028913443,0.0015994405,0.016168665],"study_design_scores_gemma":[0.0000063155803,0.000048236452,0.0062503447,0.00027728663,0.00000816929,0.00055539917,0.96734154,0.00007726747,0.00023317695,0.0011457654,0.02403537,0.000021036301],"about_ca_topic_score_codex":0.10472817,"about_ca_topic_score_gemma":0.20086393,"teacher_disagreement_score":0.10472817,"about_ca_system_score_codex":0.008240777,"about_ca_system_score_gemma":0.025777768,"threshold_uncertainty_score":0.20823717},"labels":[],"label_agreement":null},{"id":"W1618979430","doi":"10.18806/tesl.v21i2.174","title":"Targeting Language Support for Non-Native English-Speaking Graduate Students at a Canadian University","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":122,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English for academic purposes; Language proficiency; English language; Test of English as a Foreign Language; Diversity (politics); Psychology; Scale (ratio); Cultural diversity; First language; Pedagogy; Graduate students; Mathematics education; Medical education; Sociology; Linguistics; Medicine","score_opus":0.01826001806085328,"score_gpt":0.2262324022177183,"score_spread":0.207972384156865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1618979430","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":[0.98977786,0.00010294749,0.00012336497,0.0014655103,0.000019028123,0.0001284606,0.000033174274,0.000018111208,0.008331514],"genre_scores_gemma":[0.9930951,0.00025315056,0.00076928193,0.0007674745,0.0000092329055,0.00009487752,0.000053101212,0.000006510115,0.004951088],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99818474,0.0003326406,0.000033276163,0.00010218314,0.00028327366,0.0010638034],"domain_scores_gemma":[0.99244565,0.00045332115,0.00032187818,0.00010273579,0.0012442294,0.005432132],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016044924,0.00031578293,0.00025184482,0.0006306421,0.008822519,0.002124392,0.0017734363,0.0008068944,0.0033039844],"category_scores_gemma":[0.0060429117,0.00021200215,0.00024926578,0.00058254146,0.0013966896,0.00056616485,0.0026502789,0.0011390737,0.00045334964],"study_design_candidate":"qualitative","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":[0.00053384824,0.0038431059,0.3461596,0.0005356035,0.000043048993,0.004334863,0.31883338,0.00046414812,0.021188257,0.003103614,0.020580001,0.28038058],"study_design_scores_gemma":[0.000101202175,0.001948727,0.43173164,0.00025768447,0.00006868191,0.0006687145,0.5069497,0.00060665916,0.0041082506,0.00065859326,0.052803077,0.0000969893],"about_ca_topic_score_codex":0.7447488,"about_ca_topic_score_gemma":0.92240554,"teacher_disagreement_score":0.25525123,"about_ca_system_score_codex":0.013747058,"about_ca_system_score_gemma":0.06323997,"threshold_uncertainty_score":0.5135089},"labels":[],"label_agreement":null},{"id":"W1623431951","doi":"10.18806/tesl.v28i0.1082","title":"Ethical Dimensions of Shared Ethnicity, Language, and Immigration Experience","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Qualitative Research Methods and Ethics","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reflexivity; Ethnography; Ethnic group; Immigration; Sociology; Set (abstract data type); Field (mathematics); Pedagogy; Psychology; Social psychology; Social science; Law; Political science; Anthropology","score_opus":0.22362487360994737,"score_gpt":0.49843615571088307,"score_spread":0.2748112821009357,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1623431951","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9498879,0.0008010884,0.0034095743,0.008243993,0.00014539415,0.000049916463,0.000016335627,0.000016028866,0.03742978],"genre_scores_gemma":[0.99817646,0.00015031258,0.00043967614,0.00027813748,0.00001726961,0.000026582708,0.000004516033,0.000008124232,0.00089897827],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9649334,0.028188365,0.00080955686,0.0011218765,0.0028520026,0.0020947072],"domain_scores_gemma":[0.9843463,0.0089480495,0.002272184,0.00086516695,0.0012014878,0.0023667885],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.019799285,0.0004590083,0.00060111994,0.0015519578,0.017717792,0.010287326,0.0013980131,0.002163286,0.0022829748],"category_scores_gemma":[0.023924224,0.000427378,0.00045961182,0.001094483,0.049587805,0.007150632,0.0166909,0.004532137,0.00016919525],"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":[0.0000150801225,0.000021535827,0.0028869894,0.000027032027,0.0000054506168,0.0006308176,0.9817379,0.000040675117,0.00036907304,0.012239662,0.00017067848,0.0018550142],"study_design_scores_gemma":[0.0000036965969,0.000021894146,0.0016451167,0.00008286043,0.000004486939,0.0006169388,0.9848127,0.00008140351,0.00016715312,0.00552863,0.0070128115,0.000022218619],"about_ca_topic_score_codex":0.0068345214,"about_ca_topic_score_gemma":0.0069588115,"teacher_disagreement_score":0.9802007,"about_ca_system_score_codex":0.0049749324,"about_ca_system_score_gemma":0.005454725,"threshold_uncertainty_score":0.10470986},"labels":[],"label_agreement":null},{"id":"W1623952086","doi":"10.18806/tesl.v30i2.1146","title":"Q: Skills for Success 1 Listening and Speaking, Reading and Writing","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Communication in Education and Healthcare","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Active listening; Reading (process); Psychology; Linguistics; Pedagogy; Communication","score_opus":0.028726430013704587,"score_gpt":0.37199582434090833,"score_spread":0.34326939432720377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1623952086","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":[0.33504516,0.0010137844,0.0039783577,0.020776674,0.0012287569,0.0013784836,0.0065285265,0.000854619,0.6291956],"genre_scores_gemma":[0.86380666,0.0008575246,0.009822825,0.002336601,0.00024991305,0.0016764333,0.003131764,0.00025280562,0.1178654],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975001,0.00028028744,0.00016489007,0.00017139921,0.0011008823,0.00078237086],"domain_scores_gemma":[0.98377997,0.0026568705,0.0016892961,0.00047021834,0.006260666,0.00514313],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001908592,0.00069362094,0.00040089514,0.0016802592,0.0015098454,0.002250332,0.0012618954,0.0014605006,0.0914335],"category_scores_gemma":[0.018489854,0.00018389238,0.00075271557,0.00082212745,0.0015804063,0.0018935375,0.0023623416,0.0017357806,0.028116552],"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":[0.00023901515,0.00195877,0.16432948,0.0007295232,0.00005534444,0.0005362648,0.004661894,0.00043160294,0.0021910693,0.00787687,0.35532135,0.4616689],"study_design_scores_gemma":[0.000116934694,0.0012110395,0.7987628,0.0010531156,0.00006424221,0.0015213753,0.009039875,0.00079471467,0.0021937743,0.014237571,0.17086746,0.00013701397],"about_ca_topic_score_codex":0.008301772,"about_ca_topic_score_gemma":0.016659109,"teacher_disagreement_score":0.0914335,"about_ca_system_score_codex":0.0021684708,"about_ca_system_score_gemma":0.0061823195,"threshold_uncertainty_score":0.30587554},"labels":[],"label_agreement":null},{"id":"W1626448709","doi":"10.18806/tesl.v26i1.129","title":"Teachers' Assessment of ESL Students in Mainstream Classes: Challenges, Strategies, and Decision-Making","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mainstream; Psychology; Mathematics education; Work (physics); Pedagogy","score_opus":0.035413551529769056,"score_gpt":0.3662058004315097,"score_spread":0.33079224890174064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1626448709","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":[0.99646807,0.00008413096,0.00021308215,0.00013101372,0.000004610394,0.000022522912,0.000018281404,0.00000950503,0.0030487278],"genre_scores_gemma":[0.9955922,0.00018383708,0.0006114718,0.000059361246,0.0000029180226,0.000014030827,0.00003573588,0.000005097967,0.0034953032],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99740237,0.0006081744,0.00019990673,0.0002478667,0.0010919498,0.00044968165],"domain_scores_gemma":[0.9921461,0.0018514649,0.0011939582,0.00020282283,0.0033251366,0.0012805358],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027060877,0.00038278606,0.00038870386,0.001160796,0.0021983176,0.0027777636,0.00065057,0.00038406794,0.001696891],"category_scores_gemma":[0.009577212,0.0002719401,0.00022807418,0.00067411084,0.0017934273,0.0007238176,0.0021339252,0.0006847059,0.00061216444],"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":[0.00028084376,0.00076168054,0.39920565,0.00029847887,0.000027895454,0.00130692,0.42725724,0.00024015183,0.013947749,0.0004229955,0.0018432442,0.15440711],"study_design_scores_gemma":[0.000035027162,0.00042531407,0.41946018,0.00020713902,0.00002598025,0.00042345191,0.55876344,0.0006022014,0.004638615,0.000637449,0.014714205,0.000066951725],"about_ca_topic_score_codex":0.14252828,"about_ca_topic_score_gemma":0.32518372,"teacher_disagreement_score":0.14252828,"about_ca_system_score_codex":0.004071578,"about_ca_system_score_gemma":0.006219845,"threshold_uncertainty_score":0.28339738},"labels":[],"label_agreement":null},{"id":"W1633599895","doi":"10.18806/tesl.v18i2.912","title":"Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Professional development; Variety (cybernetics); Context (archaeology); Faculty development; Teacher education; Psychology; Needs analysis; Pedagogy; Mathematics education; Sociology; Medical education; Computer science; Medicine; Geography","score_opus":0.0559129181586827,"score_gpt":0.3453818954453535,"score_spread":0.2894689772866708,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1633599895","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":[0.9726179,0.0007033891,0.0007603375,0.008001546,0.000039545626,0.000059135033,0.00005645595,0.000025043457,0.017736563],"genre_scores_gemma":[0.9928363,0.00064853515,0.0006534786,0.00061188766,0.0000064498054,0.000030279098,0.000030687454,0.000020848916,0.0051615983],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98459715,0.0042964374,0.0005677764,0.0005744741,0.0055902745,0.0043740254],"domain_scores_gemma":[0.97340196,0.0073374445,0.002372277,0.00082026515,0.010379442,0.0056885607],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008126723,0.00030371087,0.00037898478,0.0021553985,0.019282162,0.005775417,0.0015275235,0.002146522,0.0045337593],"category_scores_gemma":[0.029972937,0.0006119556,0.00032556587,0.0037212067,0.0054566166,0.0024884276,0.0039672097,0.0022299085,0.00052361947],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000077187615,0.0001061918,0.09526219,0.00016539876,0.000012082455,0.0019191379,0.84827566,0.00009939189,0.0012805628,0.0051866705,0.005781204,0.041834436],"study_design_scores_gemma":[0.000004120536,0.000032298212,0.03743319,0.00018633743,0.000008439791,0.0014391874,0.9375598,0.00031505723,0.00039191145,0.000592028,0.021993339,0.00004425783],"about_ca_topic_score_codex":0.68482584,"about_ca_topic_score_gemma":0.8092318,"teacher_disagreement_score":0.31517416,"about_ca_system_score_codex":0.032589987,"about_ca_system_score_gemma":0.053059116,"threshold_uncertainty_score":0.63406056},"labels":[],"label_agreement":null},{"id":"W1639542426","doi":"10.18806/tesl.v31i2.1179","title":"Determinatives Again: A Response to Lenchuk and Ahmed","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Syntax, Semantics, Linguistic Variation","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Linguistics; Possessive; Philosophy","score_opus":0.017889038037398948,"score_gpt":0.22373345436740183,"score_spread":0.2058444163300029,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1639542426","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00045763762,0.0026597076,0.0001874789,0.9905844,0.0043356325,0.0000038096914,0.000022029351,0.000022746832,0.0017265718],"genre_scores_gemma":[0.01476273,0.0013953745,0.00039968902,0.9705876,0.0073224218,0.000029326244,0.000015285343,0.00007243129,0.0054152035],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9843375,0.0062694736,0.0012046322,0.0039197053,0.0028775935,0.0013910754],"domain_scores_gemma":[0.96952593,0.021818602,0.0014061044,0.0012309421,0.0043413546,0.0016770005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01440929,0.0018433557,0.0024520783,0.0016136527,0.011410242,0.013715301,0.0067385533,0.061503753,0.006490237],"category_scores_gemma":[0.040325377,0.0012767062,0.0016627809,0.0022982168,0.025315635,0.024383055,0.008462287,0.0694796,0.003918855],"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":[0.00009562988,0.000036592646,0.00035585984,0.00013207752,0.000018578823,0.00039052972,0.013294767,0.00010244649,0.00028877862,0.12722649,0.8501607,0.0078976],"study_design_scores_gemma":[0.00006202561,0.000037249152,0.0007096316,0.0005461563,0.000026992551,0.000493074,0.017357994,0.00037755235,0.000459822,0.07149427,0.90817875,0.00025659153],"about_ca_topic_score_codex":0.0413495,"about_ca_topic_score_gemma":0.040247105,"teacher_disagreement_score":0.061503753,"about_ca_system_score_codex":0.011761586,"about_ca_system_score_gemma":0.0087300455,"threshold_uncertainty_score":0.085336685},"labels":[],"label_agreement":null},{"id":"W1644153908","doi":"10.18806/tesl.v24i1.28","title":"Individual and Social-Contextual Factors Affecting the Learning and Use of ESL: A Case Study of a Visiting Korean Physician","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Extraversion and introversion; Personality; Social psychology; Limiting; Big Five personality traits; Perfectionism (psychology); Developmental psychology","score_opus":0.04239039891916979,"score_gpt":0.25234847426411805,"score_spread":0.20995807534494826,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1644153908","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":[0.99717367,0.0001178144,0.00035696704,0.00060824724,0.0000082613205,0.000024011812,0.000013137075,0.0000059783806,0.0016920413],"genre_scores_gemma":[0.99709404,0.0003717,0.000982365,0.00020129788,0.000016068201,0.000020263142,0.000011966466,0.000006724676,0.0012955511],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989478,0.00048761696,0.00005282732,0.00008500984,0.00012125632,0.00030554418],"domain_scores_gemma":[0.9967056,0.0015004481,0.00059147784,0.00009831853,0.00014620443,0.0009578985],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000870136,0.00041001203,0.0002806302,0.00063398795,0.0068356767,0.0013470927,0.0007864045,0.0016396943,0.0020142924],"category_scores_gemma":[0.003918252,0.00038765493,0.00030537017,0.00058246823,0.0020704356,0.0009846152,0.0015873837,0.0017431122,0.0002280096],"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":[0.0001478705,0.0013344093,0.14050968,0.00025960815,0.000037727277,0.33445036,0.48905495,0.00066172436,0.0043634754,0.0021947997,0.0016691082,0.025316253],"study_design_scores_gemma":[0.00002252384,0.0006318266,0.045544714,0.00015438133,0.00004227556,0.14642297,0.7927017,0.0009776547,0.0019501314,0.0004914569,0.01098745,0.00007289794],"about_ca_topic_score_codex":0.010154032,"about_ca_topic_score_gemma":0.03966487,"teacher_disagreement_score":0.010154032,"about_ca_system_score_codex":0.0017618237,"about_ca_system_score_gemma":0.0019390613,"threshold_uncertainty_score":0.020189881},"labels":[],"label_agreement":null},{"id":"W1644206712","doi":"10.18806/tesl.v22i1.165","title":"Teacher Prepared Materials: A Principled Approach","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Language proficiency; Content (measure theory); Mathematics education; Language assessment; Language acquisition; Computer science; Professional development; Pedagogy; Psychology","score_opus":0.016591737301387362,"score_gpt":0.1962460700168847,"score_spread":0.17965433271549736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1644206712","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0062875496,0.0011394258,0.85197455,0.014340302,0.00064716494,0.0045687878,0.00016433798,0.0008736489,0.12000424],"genre_scores_gemma":[0.067221165,0.000973692,0.88543344,0.0020646437,0.00020547574,0.003566512,0.0001445286,0.00027098416,0.040119566],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98605156,0.00771497,0.00068672275,0.0013003477,0.0038435806,0.00040282513],"domain_scores_gemma":[0.99129313,0.004160659,0.00048953394,0.0015125932,0.0016906251,0.0008533773],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015424242,0.00097246043,0.00067977386,0.004236127,0.0033697404,0.009136652,0.0042131287,0.0053169015,0.018800596],"category_scores_gemma":[0.015632918,0.0012343887,0.00093258044,0.0013948234,0.009880671,0.0044282163,0.0073082554,0.0048922882,0.0056682364],"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":[0.000094568844,0.0008244505,0.0018251636,0.0012739867,0.00003649147,0.00054840744,0.012166151,0.0043312656,0.002789551,0.6910893,0.02221305,0.26280773],"study_design_scores_gemma":[0.00019258818,0.0003696286,0.0013355756,0.0012317436,0.00004364212,0.0010044884,0.0053581377,0.009446028,0.0031974479,0.50419104,0.47351897,0.00011074174],"about_ca_topic_score_codex":0.0016471596,"about_ca_topic_score_gemma":0.0043449495,"teacher_disagreement_score":0.018800596,"about_ca_system_score_codex":0.0061459304,"about_ca_system_score_gemma":0.016248891,"threshold_uncertainty_score":0.081572115},"labels":[],"label_agreement":null},{"id":"W1645137987","doi":"10.18806/tesl.v18i2.909","title":"Using the Canadian Language Benchmarks (CLB) to Benchmark College Programs/Courses and Language Proficiency Tests","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Benchmarking; Test of English as a Foreign Language; Benchmark (surveying); Computer science; Language assessment; Test (biology); Process (computing); Language proficiency; Mathematics education; Foreign language; Order (exchange); Natural language processing; Psychology; Programming language","score_opus":0.027635432031849573,"score_gpt":0.2606801595379964,"score_spread":0.23304472750614683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1645137987","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15923648,0.0067789946,0.20201974,0.023274334,0.0029419255,0.010777955,0.04265788,0.004796339,0.54751635],"genre_scores_gemma":[0.54531914,0.0027611703,0.36276796,0.0026332147,0.00017450773,0.0049816496,0.029353967,0.0013020604,0.050706305],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.96995634,0.0038263071,0.0015294241,0.001219932,0.021912996,0.0015550165],"domain_scores_gemma":[0.9044484,0.0051732054,0.003344457,0.0032695276,0.07881245,0.0049520577],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016823534,0.0010402882,0.0007946819,0.021253958,0.005876905,0.005893859,0.0028336733,0.00082784053,0.003926531],"category_scores_gemma":[0.06260008,0.00038879114,0.00070594193,0.018819442,0.001732087,0.002205897,0.0034261066,0.0019796253,0.001657841],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014637534,0.00029465638,0.09734721,0.0006063189,0.00008000875,0.00017957663,0.004534203,0.004968193,0.0023162088,0.04213014,0.14176914,0.7056279],"study_design_scores_gemma":[0.00007821327,0.00034222612,0.37904826,0.0010738662,0.00007681059,0.00021177685,0.010841222,0.009781823,0.00791338,0.010483755,0.57966083,0.00048777726],"about_ca_topic_score_codex":0.91092914,"about_ca_topic_score_gemma":0.93509674,"teacher_disagreement_score":0.9599585,"about_ca_system_score_codex":0.040041532,"about_ca_system_score_gemma":0.102276996,"threshold_uncertainty_score":0.29052305},"labels":[],"label_agreement":null},{"id":"W1647349554","doi":"10.18806/tesl.v26i2.414","title":"Recognizing Visual and Auditory Cues in the Detection of Foreign-Language Anxiety","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Communication in Education and Healthcare","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Northern Iowa","keywords":"Psychology; Nonverbal communication; Anxiety; Foreign language; Affect (linguistics); Foreign language anxiety; Cognitive psychology; Language assessment; Communication","score_opus":0.024783616678214382,"score_gpt":0.3617912487541394,"score_spread":0.33700763207592505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1647349554","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":[0.99652666,0.00043449138,0.00092885725,0.000056530094,0.000017849432,0.000041261035,0.000032831944,0.000015358011,0.0019461766],"genre_scores_gemma":[0.9970426,0.00031964318,0.0018943127,0.00005710586,0.000014733075,0.00002141435,0.000027895821,0.0000030931958,0.0006192481],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.9996896,0.000108658474,0.000015626307,0.000045084806,0.00008446342,0.000056568217],"domain_scores_gemma":[0.99836725,0.00074685615,0.00035638822,0.000044313845,0.00026977362,0.00021549761],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00059707125,0.00021584485,0.00013047448,0.00046973754,0.000146298,0.00046885293,0.00015148733,0.00041334095,0.0019313947],"category_scores_gemma":[0.0061024423,0.00012576683,0.0000927447,0.00009565961,0.00021340314,0.0003740011,0.00042218377,0.0002429714,0.00034174387],"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":[0.0038324331,0.0007466137,0.33774272,0.00071406603,0.00009670392,0.00092227635,0.00708885,0.0002513769,0.3670482,0.00018904086,0.0009917254,0.28037602],"study_design_scores_gemma":[0.00008253525,0.003186387,0.95054054,0.00015101512,0.00011642221,0.00201605,0.0067093065,0.0009954203,0.03437126,0.000163662,0.0016037922,0.000063652515],"about_ca_topic_score_codex":0.0012553021,"about_ca_topic_score_gemma":0.0034597046,"teacher_disagreement_score":0.0019313947,"about_ca_system_score_codex":0.000086501794,"about_ca_system_score_gemma":0.00020119514,"threshold_uncertainty_score":0.006461203},"labels":[],"label_agreement":null},{"id":"W1649569352","doi":"10.18806/tesl.v21i2.178","title":"The Meaning of Being White in Canada: A Personal Narrative","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Canadian Identity and History","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Narrative; White (mutation); Meaning (existential); Psychology; Personal narrative; Linguistics; Sociology; Pedagogy; Philosophy; Psychotherapist","score_opus":0.007766849656125266,"score_gpt":0.19832283899876993,"score_spread":0.19055598934264467,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1649569352","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":[0.4936315,0.011094684,0.0014799031,0.1941574,0.0021539712,0.000111324014,0.0006462546,0.000058465866,0.2966665],"genre_scores_gemma":[0.9426335,0.0029581725,0.0003197792,0.010808608,0.0001441094,0.0000318964,0.00007614526,0.00009588044,0.042931966],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99498737,0.0011622394,0.000077455545,0.00037892172,0.000821842,0.0025721868],"domain_scores_gemma":[0.99328196,0.0019834817,0.00032933135,0.00012596438,0.0015335742,0.0027456624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003243171,0.00095565856,0.0008162452,0.0023210128,0.10377971,0.02116668,0.0035113734,0.008480378,0.0067948694],"category_scores_gemma":[0.008082338,0.00069363025,0.000518078,0.005523434,0.03924021,0.0058412123,0.008433221,0.019686727,0.00038246653],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032558462,0.000021444355,0.0017842405,0.000038978305,0.000010375353,0.0008623914,0.91151005,0.00012880217,0.00014566483,0.057014946,0.024246287,0.004204267],"study_design_scores_gemma":[0.000003201568,0.000005861847,0.0016174702,0.00013496733,0.000011501615,0.00014323993,0.8510272,0.00008660113,0.000105699015,0.0020662108,0.14475216,0.000045918616],"about_ca_topic_score_codex":0.9941081,"about_ca_topic_score_gemma":0.9971425,"teacher_disagreement_score":0.1896541,"about_ca_system_score_codex":0.1896541,"about_ca_system_score_gemma":0.21086922,"threshold_uncertainty_score":0.9398864},"labels":[],"label_agreement":null},{"id":"W1657307002","doi":"10.18806/tesl.v23i1.75","title":"Developing Cognitive Academic Language Proficiency: The Journey","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Biodesign Institute, Arizona State University; University of Cambridge; Bộ Giáo dục và Ðào tạo; University of Calgary","keywords":"Psychology; Language proficiency; Cognition; Competence (human resources); Second-language acquisition; Language acquisition; Higher education; Pedagogy; Mathematics education; Developmental psychology; Linguistics; Social psychology","score_opus":0.10100880476125748,"score_gpt":0.47990573778346435,"score_spread":0.37889693302220684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1657307002","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":[0.99672866,0.0005930816,0.00009688441,0.00089472067,0.000009600955,0.000007440044,0.000069153124,0.000009550036,0.0015909199],"genre_scores_gemma":[0.9979195,0.0007038103,0.00033257,0.00010386699,0.000006717239,0.000012342104,0.00006796774,0.00000505494,0.0008481958],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989472,0.0002539124,0.00007684441,0.0001188877,0.00030541347,0.0002977306],"domain_scores_gemma":[0.9971353,0.00045581587,0.00049675885,0.00015447597,0.0007415837,0.0010160463],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026126278,0.0003030323,0.0004456987,0.001080954,0.0011893264,0.003299236,0.0005980945,0.0006386391,0.0016815653],"category_scores_gemma":[0.006138729,0.00019464546,0.00017156712,0.00053819286,0.0015537854,0.0030564577,0.003215324,0.0010963634,0.00059459044],"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":[0.00018348906,0.00034713955,0.81035,0.000066248664,0.000020996386,0.0010178688,0.040898122,0.00010501157,0.0018103903,0.0014600465,0.001359116,0.14238152],"study_design_scores_gemma":[0.000008353327,0.0011783922,0.8947087,0.00017633161,0.000021041998,0.0020492831,0.08696211,0.00030887258,0.0019115806,0.0019393064,0.010682076,0.00005398889],"about_ca_topic_score_codex":0.01422853,"about_ca_topic_score_gemma":0.015123703,"teacher_disagreement_score":0.01422853,"about_ca_system_score_codex":0.0010786693,"about_ca_system_score_gemma":0.0031764293,"threshold_uncertainty_score":0.028291404},"labels":[],"label_agreement":null},{"id":"W1658783627","doi":"10.18806/tesl.v19i2.928","title":"Speaking Their Sex: A Study of Gender and Linguistic Space in an ESL Classroom","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Simon Fraser University","keywords":"Space (punctuation); Psychology; Silence; Girl; Focus (optics); Linguistics; Mainland; Developmental psychology","score_opus":0.12254176054520118,"score_gpt":0.4088426514611885,"score_spread":0.2863008909159873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1658783627","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":[0.9954461,0.00028211492,0.00011375181,0.00036839143,0.00002021087,0.0000165249,0.000026575402,0.000003456752,0.0037228893],"genre_scores_gemma":[0.9956077,0.00033168978,0.0001420739,0.00026373085,0.000012423742,0.000037097976,0.000016881277,0.000009092352,0.0035793076],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99758184,0.0010022031,0.000111222704,0.00025155564,0.0005323448,0.00052093825],"domain_scores_gemma":[0.9948763,0.002494576,0.0008671065,0.000111938454,0.00064262585,0.0010075615],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002715967,0.0004840013,0.0009274777,0.0017494981,0.010733653,0.005802645,0.0009554815,0.0011842782,0.0029863606],"category_scores_gemma":[0.0055391663,0.0005036053,0.0002320096,0.0012023635,0.0057692355,0.002018278,0.003254576,0.0022673458,0.00043888905],"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":[0.000037824542,0.00009534351,0.022728806,0.000028827966,0.0000031206555,0.0006259722,0.97003216,0.000005707401,0.0012256689,0.00043520398,0.00019149936,0.0045899707],"study_design_scores_gemma":[0.0000032667233,0.00008940227,0.021123566,0.000031356252,0.0000036712997,0.00026887024,0.9743215,0.000020214731,0.00016073235,0.00009876384,0.003868565,0.000010049069],"about_ca_topic_score_codex":0.04824932,"about_ca_topic_score_gemma":0.13302197,"teacher_disagreement_score":0.04824932,"about_ca_system_score_codex":0.0032633536,"about_ca_system_score_gemma":0.0032421076,"threshold_uncertainty_score":0.095936894},"labels":[],"label_agreement":null},{"id":"W1660227139","doi":"10.18806/tesl.v20i1.936","title":"An Analysis of One Learning Styles Instrument for Language Students","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Learning styles; Style (visual arts); Mathematics education; Reliability (semiconductor); Foreign language; Cognitive style; English as a foreign language; Validity; Language assessment; Population; Language acquisition; Pedagogy; Psychometrics; Developmental psychology; Cognition","score_opus":0.02988018271815531,"score_gpt":0.3250834594488259,"score_spread":0.2952032767306706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1660227139","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":[0.9858576,0.0000656987,0.006183823,0.00009780016,0.0000676782,0.00086582504,0.0009742654,0.00012309897,0.005764179],"genre_scores_gemma":[0.97323036,0.000080354796,0.020910058,0.00007889068,0.000026169115,0.0017204505,0.0013422292,0.000038411417,0.002572995],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972843,0.00079699943,0.000449239,0.00022577215,0.0010743985,0.00016928285],"domain_scores_gemma":[0.97695357,0.010995396,0.003707913,0.0015348534,0.005373848,0.0014343847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004561619,0.0004891304,0.0004253202,0.003923375,0.00065247656,0.0009967695,0.00050403795,0.00037799432,0.001974336],"category_scores_gemma":[0.022514196,0.00018331902,0.0011152645,0.0016194831,0.00042522256,0.00090289605,0.0011797431,0.0009532774,0.0005501644],"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":[0.00042014083,0.0007735042,0.85277885,0.00008438472,0.000100719044,0.000080391634,0.0023099661,0.00038948684,0.0027660679,0.0005830239,0.0011107512,0.1386027],"study_design_scores_gemma":[0.00007167312,0.0016570991,0.9858357,0.000042514115,0.000048468533,0.00021644875,0.0018623706,0.002518213,0.003036231,0.0008045111,0.0038624688,0.000044304757],"about_ca_topic_score_codex":0.0013694545,"about_ca_topic_score_gemma":0.002293051,"teacher_disagreement_score":0.004561619,"about_ca_system_score_codex":0.00086998474,"about_ca_system_score_gemma":0.0013690183,"threshold_uncertainty_score":0.024124444},"labels":[],"label_agreement":null},{"id":"W1661235991","doi":"10.18806/tesl.v27i2.1050","title":"A Participatory Photonovel as a Linguistic Tool for Educating ESL-Speaking Immigrant Women About Health Information","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Participatory Visual Research Methods","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of British Columbia; University of Victoria","keywords":"Immigration; Citizen journalism; Participatory action research; Sociology; Health literacy; Health care; Pedagogy; Literacy; Psychology; Linguistics; Political science","score_opus":0.24871267291190724,"score_gpt":0.5626117268322717,"score_spread":0.31389905392036443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1661235991","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":[0.9486771,0.00016532034,0.01632156,0.0027660914,0.000057944802,0.0017014714,0.0001403378,0.000072428506,0.030097865],"genre_scores_gemma":[0.94444054,0.00025935218,0.039547566,0.000569553,0.000013229931,0.0025644214,0.000052106137,0.000021790993,0.012531446],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956304,0.0036712273,0.00007308206,0.00017762116,0.00021698605,0.00023069842],"domain_scores_gemma":[0.9949904,0.0037348662,0.00023847731,0.00037868373,0.00035685324,0.00030058168],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00836115,0.00037632385,0.00021439392,0.0008065769,0.004903334,0.001626162,0.0008516484,0.0007328078,0.0059851455],"category_scores_gemma":[0.007692167,0.00024121233,0.0002703866,0.00045999905,0.002742286,0.001369613,0.006618471,0.00068729813,0.00038219424],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00052620115,0.00092516956,0.011008716,0.000733892,0.000016251219,0.0019169904,0.7712994,0.00044723155,0.015756281,0.011217834,0.002848898,0.18330303],"study_design_scores_gemma":[0.0002908793,0.0019375547,0.011348877,0.0006471516,0.000043232667,0.0008876738,0.85475326,0.0013552201,0.01215723,0.007107556,0.10937744,0.000093957766],"about_ca_topic_score_codex":0.005446774,"about_ca_topic_score_gemma":0.020109382,"teacher_disagreement_score":0.9945532,"about_ca_system_score_codex":0.001474824,"about_ca_system_score_gemma":0.00410822,"threshold_uncertainty_score":0.04421848},"labels":[],"label_agreement":null},{"id":"W1662715038","doi":"10.18806/tesl.v29i1.1092","title":"The Myth of FANBOYS: Coordination, Commas, and College Composition Classes","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Natural Language Processing Techniques","field":"Computer Science","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Composition (language); Linguistics; Mythology; Psychology; Mathematics education; Pedagogy; Philosophy; Literature; Art","score_opus":0.007090626090631253,"score_gpt":0.23135779090299669,"score_spread":0.22426716481236544,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1662715038","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":[0.35724825,0.0025554493,0.044198114,0.051260665,0.0007837582,0.00005549857,0.00034817454,0.00045173214,0.54309833],"genre_scores_gemma":[0.96837395,0.00041574534,0.005398748,0.00097532256,0.00020682886,0.000024619305,0.000057169753,0.0000845214,0.024463015],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995055,0.00024608718,0.00001709264,0.000083775514,0.0000744761,0.000073070994],"domain_scores_gemma":[0.9984522,0.0010929157,0.00010473272,0.00012558482,0.00009745604,0.00012706252],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010234773,0.00023857196,0.00018663336,0.0007446656,0.0035908169,0.004237646,0.0005238381,0.0012170092,0.016992237],"category_scores_gemma":[0.004042141,0.00022457562,0.00018524163,0.0007489849,0.007300155,0.0077180844,0.0018712076,0.0020577132,0.0006580326],"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":[0.00010908413,0.00003344291,0.002079635,0.000027626142,0.0000032383343,0.00025765813,0.0152915595,0.00014016834,0.00056672224,0.9475913,0.010601406,0.02329815],"study_design_scores_gemma":[0.00003823918,0.00006471335,0.006902616,0.0001598939,0.000018006274,0.0007224493,0.042769615,0.0029492702,0.00233673,0.69735473,0.24663806,0.000045713827],"about_ca_topic_score_codex":0.011723881,"about_ca_topic_score_gemma":0.022325223,"teacher_disagreement_score":0.016992237,"about_ca_system_score_codex":0.0018288654,"about_ca_system_score_gemma":0.0009826766,"threshold_uncertainty_score":0.05684471},"labels":[],"label_agreement":null},{"id":"W1667247612","doi":"10.18806/tesl.v30i2.1142","title":"Let’s Talk! ESL Students’ Needs and Writing Centre Philosophy","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Higher education; Sociology; Humanities; Psychology; Political science; Art","score_opus":0.01912444894339943,"score_gpt":0.2085263945523875,"score_spread":0.18940194560898807,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1667247612","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":[0.694156,0.0035469641,0.0041669854,0.1578191,0.001801162,0.000060942864,0.00008309004,0.00033139577,0.13803437],"genre_scores_gemma":[0.952581,0.0010789159,0.0012319596,0.008245016,0.0002237964,0.00005078551,0.000049329778,0.00009462879,0.036444575],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99480826,0.0022871292,0.00021018552,0.0003957943,0.0013716194,0.00092713354],"domain_scores_gemma":[0.9891656,0.0024030006,0.0012672684,0.00041409105,0.0020073876,0.004742579],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041691554,0.00032192448,0.00030699026,0.0010255607,0.011617193,0.011209852,0.0010333532,0.0028065436,0.013437469],"category_scores_gemma":[0.013284172,0.00033766878,0.00032720694,0.00088362786,0.009272283,0.009773593,0.009201294,0.005898555,0.0035511674],"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":[0.000040412368,0.00024220796,0.021265848,0.00025411102,0.000010441678,0.002150402,0.8300737,0.000068593654,0.0016241275,0.023451246,0.045280218,0.07553867],"study_design_scores_gemma":[0.0000119155275,0.0000598777,0.009678161,0.00026295986,0.000009269349,0.0015804943,0.7955161,0.00012538122,0.0007077115,0.008679353,0.18332668,0.00004211762],"about_ca_topic_score_codex":0.0033575392,"about_ca_topic_score_gemma":0.0051357946,"teacher_disagreement_score":0.013437469,"about_ca_system_score_codex":0.0034681717,"about_ca_system_score_gemma":0.0050312676,"threshold_uncertainty_score":0.04495287},"labels":[],"label_agreement":null},{"id":"W1674924700","doi":"10.18806/tesl.v17i2.891","title":"An EAP Course for Chinese MBA Students","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English for academic purposes; Psychology; Medical education; Test of English as a Foreign Language; Acculturation; Language assessment; Course (navigation); Graduate students; Language proficiency; Sheltered instruction; Pedagogy; Mathematics education; Language education; Medicine; Engineering; Political science; Comprehension approach; Immigration","score_opus":0.009461415591785285,"score_gpt":0.2680398044951524,"score_spread":0.25857838890336715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1674924700","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":[0.5939473,0.0010231943,0.010516196,0.010204026,0.0029067884,0.004059239,0.0016360284,0.0016084784,0.37409875],"genre_scores_gemma":[0.5460169,0.0021926488,0.029237652,0.004477412,0.0012337937,0.0037998087,0.0028166843,0.00023241025,0.40999275],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9997415,0.000021335147,0.000011782274,0.000028010922,0.000068969945,0.00012839894],"domain_scores_gemma":[0.998887,0.000042237243,0.000028431208,0.00003455934,0.000118156255,0.0008896089],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00050733134,0.00056528003,0.00027114194,0.0007499548,0.0030318047,0.0009095125,0.00089257007,0.00055772456,0.041560967],"category_scores_gemma":[0.001090244,0.00021203773,0.00027949485,0.0006465572,0.00032452092,0.00064376293,0.0024403168,0.0010187188,0.008767416],"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":[0.00035518847,0.006354481,0.018784856,0.00030342775,0.000010913085,0.0031047098,0.006566578,0.0004800991,0.026202567,0.0053319726,0.22720647,0.7052987],"study_design_scores_gemma":[0.0003362653,0.0025373066,0.19803339,0.00022016968,0.000026236903,0.0024872285,0.0068794726,0.0027433245,0.010229677,0.0037207354,0.7726665,0.00011973718],"about_ca_topic_score_codex":0.010732702,"about_ca_topic_score_gemma":0.033555135,"teacher_disagreement_score":0.041560967,"about_ca_system_score_codex":0.0012421393,"about_ca_system_score_gemma":0.0070181563,"threshold_uncertainty_score":0.13903534},"labels":[],"label_agreement":null},{"id":"W1677817108","doi":"10.18806/tesl.v23i1.79","title":"Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Trường Đại học Kinh tế - Luật, Đại học Quốc gia Thành phố Hồ Chí Minh","keywords":"Creative writing; Professional writing; Narrative; Ukrainian; Pedagogy; Psychology; Writing process; Mathematics education; Academic writing; Autonomy; Linguistics; Literature","score_opus":0.018567005935338908,"score_gpt":0.2673952314810127,"score_spread":0.24882822554567377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1677817108","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":[0.9805828,0.0008592301,0.0036001136,0.00090126996,0.000050544084,0.000048281687,0.000014572682,0.00008399142,0.013859246],"genre_scores_gemma":[0.98622894,0.00072731223,0.004232936,0.00034134064,0.00003412452,0.000032968055,0.000022754824,0.0000605899,0.008319064],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99821186,0.0011824215,0.000064648346,0.00012667918,0.00018131007,0.00023303552],"domain_scores_gemma":[0.99877304,0.0004895252,0.00013537335,0.00016349899,0.00012540986,0.00031314677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003215298,0.0005456221,0.0006120647,0.00070321874,0.0059098895,0.0023072273,0.0010269817,0.0009956791,0.0022635271],"category_scores_gemma":[0.002760459,0.00023071209,0.0003401429,0.0006532179,0.0045568747,0.0017529082,0.004160944,0.0017928879,0.000598824],"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":[0.00010650596,0.0009214027,0.005352439,0.00038365574,0.000018654382,0.0049642962,0.8634244,0.00032146208,0.011719126,0.0054208017,0.0022906235,0.1050766],"study_design_scores_gemma":[0.00019280704,0.0024446691,0.0552433,0.00048177084,0.00008415778,0.018875496,0.60142165,0.0022342762,0.03454807,0.006105656,0.27821073,0.00015746946],"about_ca_topic_score_codex":0.0016637477,"about_ca_topic_score_gemma":0.003912138,"teacher_disagreement_score":0.0059098895,"about_ca_system_score_codex":0.0018812115,"about_ca_system_score_gemma":0.0016223412,"threshold_uncertainty_score":0.017004311},"labels":[],"label_agreement":null},{"id":"W1683091413","doi":"10.18806/tesl.v29i2.1106","title":"Languages Without Borders: TESOL in a Transient World","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); English studies; Task (project management); Language assessment; Language transfer; Linguistics; Language education; Sociology; Population; English language; Modern language; Comprehension approach; Computer science; Pedagogy; History; Engineering; Philosophy","score_opus":0.016788456793360055,"score_gpt":0.24709830461854917,"score_spread":0.23030984782518912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1683091413","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":[0.34053254,0.009257661,0.0037247122,0.088349335,0.00087585935,0.000032962114,0.00008222728,0.00009792092,0.5570467],"genre_scores_gemma":[0.96878695,0.0017561486,0.00040582987,0.0051883617,0.000115765404,0.000019523492,0.000020945688,0.000059858627,0.023646748],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9968857,0.0012827092,0.00006319258,0.0003157695,0.0003464126,0.0011062011],"domain_scores_gemma":[0.9975877,0.00068459526,0.000256378,0.00016287257,0.00028579737,0.0010227186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019372865,0.00022329329,0.00035491682,0.00093859434,0.021030705,0.014197678,0.0009963196,0.003355328,0.0075763525],"category_scores_gemma":[0.0030321388,0.00021336265,0.0002545597,0.0012904603,0.038407665,0.014559737,0.013698012,0.006032542,0.0006659799],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034956793,0.000022620723,0.0018544223,0.00007291759,0.0000034863588,0.0020739282,0.29426906,0.00006160272,0.00030734195,0.68339694,0.0067916457,0.011111096],"study_design_scores_gemma":[0.000011249641,0.00003392859,0.0017709456,0.00031504378,0.000006789991,0.0011414327,0.54261094,0.0001286377,0.00029990388,0.0863282,0.36731824,0.000034661112],"about_ca_topic_score_codex":0.06043943,"about_ca_topic_score_gemma":0.10509337,"teacher_disagreement_score":0.9395606,"about_ca_system_score_codex":0.011350338,"about_ca_system_score_gemma":0.011766582,"threshold_uncertainty_score":0.1201753},"labels":[],"label_agreement":null},{"id":"W1697432443","doi":"10.18806/tesl.v17i2.893","title":"Sexism in the English Language","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Gender Studies in Language","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Language assessment; Language transfer; English language; Comprehension approach; Language education; Sociology; Pedagogy; Mathematics education; Philosophy","score_opus":0.009894402418619183,"score_gpt":0.26997590230804114,"score_spread":0.260081499889422,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1697432443","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":[0.6919031,0.014544678,0.00025297684,0.030155001,0.0003476296,0.000012248446,0.00020775318,0.000009167532,0.26256737],"genre_scores_gemma":[0.9851062,0.0021341292,0.000036296507,0.0012831619,0.00010003062,0.000004912016,0.000020293828,0.000009719013,0.01130523],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983589,0.00065421127,0.00003211826,0.000109974986,0.00035377106,0.0004908878],"domain_scores_gemma":[0.996858,0.0015605411,0.00029955042,0.00007992335,0.0005882154,0.000613752],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015453531,0.00015330489,0.0002961917,0.0012608586,0.0058829226,0.004663259,0.00044328775,0.0008107275,0.009374882],"category_scores_gemma":[0.0038930746,0.00010708293,0.00012934253,0.0014753824,0.007968053,0.0022240744,0.0015594246,0.0015451808,0.00037330916],"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":[0.000263085,0.00018642022,0.054508116,0.0002581572,0.000042494034,0.0012419276,0.56302875,0.00007122299,0.0021253536,0.31114554,0.01747424,0.04965461],"study_design_scores_gemma":[0.000041165364,0.00010689506,0.1573609,0.00049453095,0.000038279984,0.0005978748,0.6144266,0.00008784298,0.00080088415,0.030354286,0.19563739,0.00005338673],"about_ca_topic_score_codex":0.3811303,"about_ca_topic_score_gemma":0.5178126,"teacher_disagreement_score":0.3811303,"about_ca_system_score_codex":0.0060626087,"about_ca_system_score_gemma":0.010204983,"threshold_uncertainty_score":0.75782377},"labels":[],"label_agreement":null},{"id":"W1706670143","doi":"10.18806/tesl.v20i1.937","title":"Japanese Exchange Students' Writing Experiences in a Canadian University","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of British Columbia; University of Cincinnati","keywords":"Task (project management); Psychology; Narrative; Style (visual arts); Rhetoric; Academic writing; Credibility; Writing style; Linguistics; Perception; Pedagogy; Second language writing; Mathematics education; Second language; Literature; Political science; Art","score_opus":0.023767800375347207,"score_gpt":0.22813026778888468,"score_spread":0.20436246741353747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1706670143","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":[0.99573344,0.00015152323,0.00006462789,0.00038672297,0.000024267425,0.000015922693,0.000016414759,0.000008124842,0.0035989594],"genre_scores_gemma":[0.9935801,0.00025553003,0.0001472991,0.00026184885,0.000013365699,0.000018577806,0.00003741931,0.00001652836,0.0056692357],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99464095,0.0016669056,0.00017637835,0.0003901231,0.0012513482,0.0018741899],"domain_scores_gemma":[0.98877686,0.0013937638,0.0009316248,0.00020649364,0.002946186,0.0057450174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044440357,0.000828659,0.0009475865,0.0016998039,0.02624777,0.0076066977,0.0018216348,0.002178215,0.0041155717],"category_scores_gemma":[0.0106697725,0.00055108283,0.00044639324,0.0020660127,0.0052026114,0.0017062245,0.0065810685,0.0032899901,0.0007219913],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009086406,0.00010861239,0.0094039235,0.000029968529,0.0000051172315,0.0007391963,0.9821508,0.000024111367,0.0013607965,0.00021860482,0.00083690847,0.005031101],"study_design_scores_gemma":[0.000008901328,0.00008216951,0.011054712,0.0000241828,0.000007240629,0.0002088868,0.9783796,0.000054113905,0.00031247796,0.000037445625,0.009800959,0.000029312723],"about_ca_topic_score_codex":0.5221966,"about_ca_topic_score_gemma":0.76848936,"teacher_disagreement_score":0.4778034,"about_ca_system_score_codex":0.014618588,"about_ca_system_score_gemma":0.019043477,"threshold_uncertainty_score":0.96123457},"labels":[],"label_agreement":null},{"id":"W1715206511","doi":"10.18806/tesl.v20i2.949","title":"Building Personal and Nation-State Identities: Research and Practice","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"State (computer science); Pedagogy; Sociology; Linguistics; Psychology; Computer science","score_opus":0.19135359067707583,"score_gpt":0.5319169665999046,"score_spread":0.3405633759228288,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1715206511","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":[0.34087303,0.02965729,0.021842595,0.24348724,0.0013208316,0.0017703014,0.00019533567,0.00017100584,0.36068234],"genre_scores_gemma":[0.95702225,0.014376354,0.014018966,0.005433932,0.00008197702,0.00087077497,0.000074929776,0.00006498785,0.008055718],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9512986,0.041117076,0.00076265784,0.0015872978,0.0026028468,0.0026315723],"domain_scores_gemma":[0.84984916,0.11340161,0.0031209057,0.009382275,0.010842454,0.013403476],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.087015234,0.00063449,0.001223412,0.0029837522,0.024509415,0.025977034,0.0044505615,0.005946862,0.017005665],"category_scores_gemma":[0.07979861,0.0009272105,0.00064307515,0.0053164875,0.03290813,0.02925872,0.016638359,0.00780446,0.001468138],"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":[0.000070057664,0.0012719753,0.0139376,0.0011019352,0.00004238305,0.00026662002,0.55751073,0.00029620787,0.00018250232,0.20349662,0.019222593,0.20260069],"study_design_scores_gemma":[0.000032851724,0.00008647678,0.004128261,0.0038401189,0.000029303035,0.00008373267,0.89569104,0.0003273943,0.0002283809,0.035919067,0.059608705,0.000024580975],"about_ca_topic_score_codex":0.043934498,"about_ca_topic_score_gemma":0.07938234,"teacher_disagreement_score":0.087015234,"about_ca_system_score_codex":0.019391801,"about_ca_system_score_gemma":0.07295364,"threshold_uncertainty_score":0.46018606},"labels":[],"label_agreement":null},{"id":"W1717955603","doi":"10.18806/tesl.v17i2.889","title":"Exploring Culture in Texts Designed for Use in Adult ESL Classrooms","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":50,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Negotiation; Sociology; Linguistics; Representation (politics); Meaning (existential); Presentation (obstetrics); Target culture; Pedagogy; Psychology; Social science; Politics","score_opus":0.07418926043499152,"score_gpt":0.25044976642296957,"score_spread":0.17626050598797804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1717955603","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":[0.9794169,0.000503023,0.0014308374,0.0007587649,0.00004077023,0.00012308056,0.00014515052,0.000042252897,0.017539205],"genre_scores_gemma":[0.9913236,0.000604184,0.0022159608,0.00012350922,0.000018078734,0.00011370761,0.00013204712,0.000053846867,0.0054150056],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99725205,0.0014504126,0.00013302709,0.00024194992,0.00061564974,0.00030685426],"domain_scores_gemma":[0.98762494,0.00871681,0.0008847361,0.00032914797,0.0014625331,0.0009817654],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030029677,0.00060484547,0.0005323242,0.0028585421,0.008981243,0.006549356,0.0012734878,0.0010961232,0.0028804715],"category_scores_gemma":[0.011809564,0.00027068763,0.00015084245,0.0026624785,0.00769094,0.0025890993,0.0032365462,0.0017909775,0.00037047418],"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":[0.000029690704,0.000060655046,0.0021261233,0.00012410525,0.000002627972,0.0003371885,0.9834027,0.000049476977,0.0017498857,0.0016741216,0.0005129741,0.009930342],"study_design_scores_gemma":[0.0000124112585,0.00008828242,0.0068940003,0.00025938492,0.00001223198,0.0002197191,0.9443994,0.00017802308,0.0027687086,0.0006644203,0.04447837,0.000025064239],"about_ca_topic_score_codex":0.09517326,"about_ca_topic_score_gemma":0.22273722,"teacher_disagreement_score":0.09517326,"about_ca_system_score_codex":0.015641006,"about_ca_system_score_gemma":0.008861851,"threshold_uncertainty_score":0.18923861},"labels":[],"label_agreement":null},{"id":"W1724602692","doi":"10.18806/tesl.v29i2.1097","title":"Cooperating Teachers’ Roles and Responsibilities in a MATESOL Practicum","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Georgia State University","keywords":"Practicum; Psychology; Perception; Pedagogy; Focus group; Teacher education; Language teacher; Student teacher; Quality (philosophy); Medical education; Mathematics education; Language education; Sociology; Medicine","score_opus":0.018041970107830613,"score_gpt":0.31047037615144735,"score_spread":0.29242840604361675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1724602692","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":[0.97913915,0.0009246308,0.0039034246,0.0030435089,0.00012505523,0.00007035169,0.000014571572,0.00006391132,0.012715359],"genre_scores_gemma":[0.99426985,0.00028045534,0.00144314,0.00017869002,0.000017182576,0.000030491701,0.000012957454,0.000013449228,0.0037537448],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9790339,0.014827749,0.00067784096,0.0011420206,0.0018015542,0.0025169887],"domain_scores_gemma":[0.95171607,0.019197918,0.006539941,0.0024853551,0.0048189694,0.015241824],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01673486,0.00038048474,0.0005466236,0.0015677365,0.012047898,0.005677163,0.002126538,0.0015179305,0.003964503],"category_scores_gemma":[0.025548026,0.00073314796,0.00030978245,0.00081700855,0.006087424,0.0033919816,0.008079494,0.0022378413,0.00062053674],"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":[0.00009825145,0.00030754934,0.056070257,0.00019428924,0.000013541363,0.002522045,0.8908217,0.0000956414,0.0021617608,0.0028818583,0.0015056955,0.043327406],"study_design_scores_gemma":[0.000016720152,0.00026318984,0.02087698,0.00025148646,0.000015372332,0.0023806626,0.9340387,0.00018695535,0.00062131055,0.0011532847,0.04015408,0.000041348136],"about_ca_topic_score_codex":0.0084453635,"about_ca_topic_score_gemma":0.026507018,"teacher_disagreement_score":0.01673486,"about_ca_system_score_codex":0.0043098214,"about_ca_system_score_gemma":0.013271059,"threshold_uncertainty_score":0.08850342},"labels":[],"label_agreement":null},{"id":"W1728661942","doi":"10.18806/tesl.v21i1.271","title":"Variability of ESL Learners' Acquisition of Cognitive Academic Language Proficiency: What Can We Learn From Achievement Measures?","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; Language proficiency; Psychology; Competence (human resources); Academic achievement; Cognition; Second-language acquisition; Linguistic competence; Mathematics education; Pedagogy; Linguistics; Social psychology; Political science","score_opus":0.04306342905796071,"score_gpt":0.3781467888793343,"score_spread":0.33508335982137355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1728661942","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":[0.9952596,0.000689164,0.00045962495,0.00036029515,0.000014564862,0.000011303775,0.00046503023,0.000019949848,0.0027203574],"genre_scores_gemma":[0.9991922,0.00015391082,0.00012520324,0.00002948928,0.000008961684,0.000009454923,0.00030202552,0.000006200909,0.0001726485],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99630713,0.0010126288,0.00039715954,0.0007536088,0.0012222728,0.00030724815],"domain_scores_gemma":[0.97384566,0.013890174,0.0051780236,0.0022374834,0.0035575854,0.0012911062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062753535,0.000226683,0.00052812765,0.0020461923,0.00059497706,0.0022001527,0.0010069218,0.00072172406,0.0009077776],"category_scores_gemma":[0.032067098,0.00015233326,0.00031431747,0.0019131573,0.0013661082,0.0014475529,0.0013520754,0.00079916394,0.00038803485],"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":[0.00004358457,0.000026503662,0.9828158,0.000018893845,0.000044542005,0.00003394357,0.0036656868,0.00006021787,0.00013593609,0.0001321755,0.00025126748,0.012771379],"study_design_scores_gemma":[8.541e-7,0.0000305165,0.9972263,0.0000114767045,0.000005653222,0.0000497203,0.001944862,0.00010851196,0.000115298506,0.00009468534,0.00040380727,0.0000081841845],"about_ca_topic_score_codex":0.034824178,"about_ca_topic_score_gemma":0.036013406,"teacher_disagreement_score":0.034824178,"about_ca_system_score_codex":0.00084111455,"about_ca_system_score_gemma":0.0009116281,"threshold_uncertainty_score":0.069243014},"labels":[],"label_agreement":null},{"id":"W1750389320","doi":"10.18806/tesl.v22i2.85","title":"Trapped in the Realm of the Body: Normative Bodily Practices in ESOL Pedagogy","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Gender Studies in Language","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Realm; Normative; Identity (music); Pedagogy; Negotiation; Body language; Sociology; Physical education; Beauty; Psychology; Epistemology; Aesthetics; Communication; Social science","score_opus":0.03578834635341093,"score_gpt":0.36841192092822234,"score_spread":0.3326235745748114,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1750389320","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":[0.80556333,0.0031686665,0.012632244,0.009583188,0.00021046311,0.000028155004,0.000015849233,0.000068842455,0.16872917],"genre_scores_gemma":[0.9920174,0.00045797805,0.0007867697,0.0002557625,0.000015438343,0.000011729549,0.0000031534628,0.000022554426,0.0064292],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99715877,0.001632297,0.00006166077,0.0002649172,0.00049983995,0.00038245376],"domain_scores_gemma":[0.99806195,0.0011148495,0.0002668686,0.00012070146,0.00015121694,0.00028440892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025420152,0.00039740588,0.0004877053,0.0014656857,0.009257992,0.008203984,0.00068686396,0.0013687706,0.0035342686],"category_scores_gemma":[0.0040285117,0.00022702366,0.00023811996,0.0005580205,0.048775014,0.004693106,0.007886017,0.0027041426,0.00034916584],"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":[0.0000124243015,0.00002135653,0.0019548156,0.000035283003,0.0000017387699,0.00037801496,0.90924126,0.000044306827,0.0013422439,0.07759101,0.0003042924,0.009073285],"study_design_scores_gemma":[0.000006785543,0.00003834192,0.0030160341,0.0001977823,0.000004013666,0.00052751176,0.9209363,0.00009874711,0.00087759463,0.025854342,0.04842267,0.000019849855],"about_ca_topic_score_codex":0.008333036,"about_ca_topic_score_gemma":0.011587899,"teacher_disagreement_score":0.009257992,"about_ca_system_score_codex":0.0025323997,"about_ca_system_score_gemma":0.003107631,"threshold_uncertainty_score":0.018373907},"labels":[],"label_agreement":null},{"id":"W1758969393","doi":"10.18806/tesl.v21i1.272","title":"The Revision Patterns and Intentions in L1 and L2 by Japanese Writers: A Case Study","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Think aloud protocol; Linguistics; Computer science","score_opus":0.018094249329206183,"score_gpt":0.2562364623482537,"score_spread":0.23814221301904753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1758969393","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":[0.99891853,0.000061844155,0.00035628828,0.00005293369,0.0000019387153,0.0000190847,0.000005315574,0.0000038278286,0.0005802396],"genre_scores_gemma":[0.9977508,0.00011104429,0.0011069991,0.000048119953,0.0000053232675,0.000040026986,0.000016443797,0.000008830258,0.0009123959],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9954021,0.0024468096,0.00046524988,0.00044173325,0.00065793336,0.0005860758],"domain_scores_gemma":[0.98633957,0.008184343,0.0021534583,0.0010195235,0.0013048506,0.0009983048],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004284046,0.0005451392,0.0004905802,0.0016433477,0.0049752896,0.0027569998,0.0011371115,0.0019208813,0.0008197477],"category_scores_gemma":[0.019702682,0.0006492479,0.00049607636,0.0012084813,0.002966568,0.0016881748,0.0023553756,0.0012610412,0.00021267109],"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":[0.0001396661,0.0002332694,0.05692121,0.00012496351,0.000015021579,0.016777622,0.90674275,0.00013403138,0.0048991754,0.00034523185,0.00014410961,0.013522948],"study_design_scores_gemma":[0.00004415722,0.0008542719,0.066415675,0.00016334037,0.000074584816,0.02967968,0.88337505,0.0012792223,0.008195666,0.00048013718,0.009286339,0.00015189407],"about_ca_topic_score_codex":0.0090524405,"about_ca_topic_score_gemma":0.019095248,"teacher_disagreement_score":0.0090524405,"about_ca_system_score_codex":0.0014978154,"about_ca_system_score_gemma":0.0012305558,"threshold_uncertainty_score":0.02265644},"labels":[],"label_agreement":null},{"id":"W1760289328","doi":"10.18806/tesl.v31i0.1187","title":"Preparing Students for Education, Work, and Community: Activity Theory in Task-Based Curriculum Design","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of British Columbia; Government of Canada; University of the Fraser Valley","keywords":"Reinterpretation; Curriculum; Pedagogy; Situated; Sociology; Humanities; Mathematics education; Library science; Psychology; Computer science; Art","score_opus":0.11013532807133418,"score_gpt":0.4230595230423113,"score_spread":0.3129241949709771,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1760289328","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":[0.21647848,0.0011176815,0.7017776,0.006038915,0.0001875777,0.002049634,0.00008584691,0.00039268096,0.071871586],"genre_scores_gemma":[0.64309293,0.0005630075,0.34849903,0.0004068563,0.00002316616,0.0017703227,0.00011781757,0.00008662578,0.005440257],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.973679,0.022369986,0.00057360204,0.0010114335,0.0013744895,0.0009914603],"domain_scores_gemma":[0.98942006,0.007374163,0.00047328544,0.00096757483,0.00080027647,0.00096465874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017186427,0.00084555155,0.0004484199,0.0025251808,0.0041134264,0.009195588,0.003072808,0.001868246,0.0033435742],"category_scores_gemma":[0.014007011,0.00051637023,0.00082420645,0.0014396906,0.010028907,0.0046160268,0.0055032554,0.0018703145,0.0006216366],"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":[0.00019217533,0.002151844,0.017852854,0.001382966,0.00008011893,0.0010663561,0.19465852,0.025820313,0.0040348116,0.42538312,0.005279664,0.3220972],"study_design_scores_gemma":[0.0005742105,0.0019314206,0.010121678,0.0020579395,0.0001384407,0.0013475886,0.17183731,0.08383959,0.0076880576,0.3298985,0.39032766,0.00023763541],"about_ca_topic_score_codex":0.00752774,"about_ca_topic_score_gemma":0.010404597,"teacher_disagreement_score":0.017186427,"about_ca_system_score_codex":0.006587288,"about_ca_system_score_gemma":0.009154857,"threshold_uncertainty_score":0.09089166},"labels":[],"label_agreement":null},{"id":"W1766030905","doi":"10.18806/tesl.v24i1.32","title":"Teachers as Learners in the ESL Classroom: It's old news, but it's news to me","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Pedagogy; Citizen journalism; Mathematics education; Power (physics); Sociology; Psychology; Computer science; World Wide Web","score_opus":0.018304829693690888,"score_gpt":0.23021738202936032,"score_spread":0.21191255233566944,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1766030905","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":[0.056691907,0.021565499,0.0040377467,0.8004277,0.007440437,0.000039220296,0.00004711744,0.00027628566,0.10947405],"genre_scores_gemma":[0.6114862,0.024615545,0.004353775,0.09695131,0.0043522306,0.00008755693,0.00007063525,0.00029960906,0.25778311],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99776053,0.001057374,0.000043570963,0.00012669292,0.00074544054,0.00026637843],"domain_scores_gemma":[0.9964328,0.0011868202,0.00025039708,0.00013836261,0.0006992853,0.0012923307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031152305,0.0002631234,0.00025189813,0.00050998223,0.007377636,0.009818496,0.00078941864,0.003588772,0.0054852804],"category_scores_gemma":[0.005707482,0.00015105533,0.00012161435,0.00050034706,0.0085600335,0.009256304,0.0035720263,0.006280467,0.0019174488],"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":[0.000038391383,0.00019707244,0.006495197,0.00025384268,0.000007185883,0.0009569792,0.4234983,0.00011563613,0.0012539213,0.07775359,0.31253183,0.17689809],"study_design_scores_gemma":[0.00000830904,0.00004393428,0.001078461,0.0002558465,0.000004183506,0.00038775918,0.16405298,0.00010021568,0.00057197566,0.008643557,0.82483083,0.0000219423],"about_ca_topic_score_codex":0.018333327,"about_ca_topic_score_gemma":0.0417307,"teacher_disagreement_score":0.018333327,"about_ca_system_score_codex":0.0038946006,"about_ca_system_score_gemma":0.0057050604,"threshold_uncertainty_score":0.036453187},"labels":[],"label_agreement":null},{"id":"W1779815013","doi":"10.18806/tesl.v29i0.1110","title":"Through the Eyes and From the Mouths of Young Heritage-Language Learners: How Children Feel and Think About Their Two Languages","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Affect (linguistics); Active listening; Psychology; Heritage language; Context (archaeology); Language assessment; Population; Language acquisition; Literacy; First language; Attribution; Second-language attrition; Linguistics; Developmental psychology; Comprehension approach; Language education; Mathematics education; Social psychology; Pedagogy; Communication; Sociology","score_opus":0.014975620565663763,"score_gpt":0.22833415378842434,"score_spread":0.21335853322276058,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1779815013","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":[0.9961287,0.0003609077,0.00017532521,0.00017013501,0.0000083984205,0.000012745387,0.000028895807,0.0000066935886,0.003108145],"genre_scores_gemma":[0.9954496,0.0006811556,0.00040805072,0.00019198624,0.000004716764,0.000023463264,0.000043756958,0.000010509665,0.0031867854],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9993124,0.00025119973,0.000030214036,0.00007562176,0.00018643365,0.00014409624],"domain_scores_gemma":[0.9984862,0.0005949001,0.00035845587,0.00005306379,0.00019441274,0.00031296042],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011534123,0.00042176424,0.00039654455,0.000655512,0.0016138346,0.0034225464,0.0004335023,0.0009369713,0.0027252962],"category_scores_gemma":[0.003744645,0.0004458013,0.00041050167,0.00028265888,0.0025412575,0.0014787285,0.0015305767,0.0013156552,0.0007761288],"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":[0.00010566172,0.00017742136,0.14912105,0.00018424042,0.000025619152,0.0023029428,0.81812286,0.000060510865,0.011062324,0.0004478763,0.00091642,0.017473148],"study_design_scores_gemma":[0.00000768832,0.00017646393,0.11673807,0.00012832273,0.000032162166,0.002113789,0.87038094,0.00007439686,0.0014428268,0.0002685911,0.008580639,0.000056101653],"about_ca_topic_score_codex":0.013425679,"about_ca_topic_score_gemma":0.029073557,"teacher_disagreement_score":0.013425679,"about_ca_system_score_codex":0.00074413675,"about_ca_system_score_gemma":0.00082250306,"threshold_uncertainty_score":0.026695073},"labels":[],"label_agreement":null},{"id":"W1783950540","doi":"10.18806/tesl.v28i2.1071","title":"Knowledge Base of Pronunciation Teaching: Staking Out the Territory","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":90,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Trinity Western University; Georgia State University","keywords":"Pronunciation; Cognition; Psychology; Language education; Mathematics education; Knowledge base; Pedagogy; Teaching method; Teacher education; Linguistics; Computer science","score_opus":0.10550298852921164,"score_gpt":0.24127488078174666,"score_spread":0.13577189225253503,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1783950540","genre_codex":"review","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":[0.06286219,0.8338141,0.006617212,0.07167318,0.00080493157,0.00003607955,0.0006251679,0.000036750756,0.023530476],"genre_scores_gemma":[0.46563968,0.5209303,0.0039411886,0.0072029666,0.0009974497,0.00006508399,0.00045427567,0.000020862051,0.00074826286],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9953786,0.0013795936,0.00057698885,0.0010709934,0.0014164224,0.00017731513],"domain_scores_gemma":[0.9112934,0.07311906,0.0031268997,0.0025752138,0.008696762,0.0011886609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014245161,0.00036401543,0.0020538287,0.008347912,0.0014612797,0.007945827,0.0023989757,0.0015975838,0.0042104367],"category_scores_gemma":[0.03966037,0.0004562063,0.00051939744,0.0071536964,0.008082529,0.012832342,0.0036354132,0.004051064,0.0005202043],"study_design_candidate":"theoretical_or_conceptual","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":[0.00009684009,0.00011259109,0.017926246,0.018146137,0.00030051993,0.00046411308,0.020791547,0.00068114925,0.00074288796,0.03284311,0.0061397864,0.90175515],"study_design_scores_gemma":[0.00007215374,0.00045376847,0.10640388,0.14015293,0.001217721,0.0032800986,0.09301528,0.002678414,0.0021929936,0.26297116,0.38727638,0.0002851184],"about_ca_topic_score_codex":0.026904033,"about_ca_topic_score_gemma":0.033778097,"teacher_disagreement_score":0.026904033,"about_ca_system_score_codex":0.0044824486,"about_ca_system_score_gemma":0.013879754,"threshold_uncertainty_score":0.075336576},"labels":[],"label_agreement":null},{"id":"W1784363599","doi":"10.18806/tesl.v29i0.1113","title":"Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Privilege (computing); Race (biology); Racism; White privilege; White (mutation); Identity (music); Critical race theory; Gender studies; Sociology; Critical theory; Linguistics; Pedagogy; Psychology; Political science","score_opus":0.02376570808602399,"score_gpt":0.3118308868489774,"score_spread":0.28806517876295346,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1784363599","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":[0.9955521,0.0001133792,0.00010739996,0.0007391219,0.000034500048,0.000012501191,0.0000090973,0.0000050579706,0.0034267136],"genre_scores_gemma":[0.9951887,0.00013198974,0.00007531359,0.00022970475,0.00000943286,0.000015841571,0.000018706814,0.000009072011,0.0043210736],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99805546,0.0009072014,0.00007130304,0.0001195302,0.00019337586,0.0006532616],"domain_scores_gemma":[0.9974106,0.00054555107,0.00051350886,0.00008259334,0.00029671128,0.0011510309],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018302151,0.00033568294,0.00045459293,0.0009343909,0.014487525,0.005002396,0.0006197188,0.0013928177,0.004007586],"category_scores_gemma":[0.0043740203,0.00035014687,0.00029351554,0.0007092583,0.004368293,0.0018283622,0.005417619,0.002342848,0.0006290582],"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":[0.00004462586,0.000043043954,0.011002508,0.00002155325,0.0000016614993,0.0012286371,0.98243654,0.000013949639,0.0006619112,0.0009815776,0.00055362773,0.0030103922],"study_design_scores_gemma":[0.0000025130907,0.000056655386,0.0039625755,0.000028109565,0.00000252182,0.00046744486,0.990724,0.000022577775,0.00011903956,0.00009287863,0.0045096744,0.000011948695],"about_ca_topic_score_codex":0.03357089,"about_ca_topic_score_gemma":0.069222465,"teacher_disagreement_score":0.03357089,"about_ca_system_score_codex":0.0024611158,"about_ca_system_score_gemma":0.0027759164,"threshold_uncertainty_score":0.06675094},"labels":[],"label_agreement":null},{"id":"W1786362477","doi":"10.18806/tesl.v29i0.1116","title":"Alberta K-12 ESL Proficiency Benchmarks","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Mathematics education; Psychology; Computer science; Philosophy","score_opus":0.01952887569428747,"score_gpt":0.20029038412410624,"score_spread":0.18076150842981878,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1786362477","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":[0.03609669,0.0019196689,0.007173114,0.019175341,0.0017280371,0.0007655533,0.04963227,0.0030918084,0.88041747],"genre_scores_gemma":[0.27716595,0.0023413678,0.030863903,0.004816451,0.00026360783,0.0014135313,0.087668315,0.0010778892,0.59438896],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99142635,0.00082849595,0.00039632243,0.0002670252,0.0057814764,0.0013003789],"domain_scores_gemma":[0.95724547,0.0012690593,0.0005955198,0.0005511099,0.03554999,0.0047889273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070904805,0.000877845,0.0005455207,0.004903367,0.004718808,0.004168714,0.003071387,0.0010950357,0.040967878],"category_scores_gemma":[0.019075688,0.0003527272,0.00046666453,0.004892646,0.0011261913,0.0018271428,0.0035518392,0.0022699935,0.021726143],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011676698,0.00014421191,0.008551512,0.0001936978,0.000008676578,0.00008301414,0.00072490174,0.0012896897,0.00029787564,0.012562017,0.87638295,0.099644616],"study_design_scores_gemma":[0.000049469705,0.00014084601,0.11213935,0.0007005956,0.000015043385,0.00015036967,0.004216263,0.0015000809,0.001196603,0.004899522,0.8748031,0.00018871053],"about_ca_topic_score_codex":0.79102784,"about_ca_topic_score_gemma":0.88635904,"teacher_disagreement_score":0.20897216,"about_ca_system_score_codex":0.027027821,"about_ca_system_score_gemma":0.06794258,"threshold_uncertainty_score":0.42040563},"labels":[],"label_agreement":null},{"id":"W1792654590","doi":"10.18806/tesl.v29i0.1117","title":"Words for English-Language Learners","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reading and Literacy Development","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Linguistics; Reading comprehension; English language; Reading (process); English vocabulary; Vocabulary development; Psychology; Listing (finance); Language transfer; Language assessment; First language; English as a second language; Word (group theory); Comprehension approach; Language education; Computer science","score_opus":0.015423349265682878,"score_gpt":0.29380898425664254,"score_spread":0.27838563499095964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1792654590","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":[0.7425523,0.008416995,0.0014376373,0.008343812,0.0004993189,0.00011584289,0.0037665504,0.00034108388,0.23452641],"genre_scores_gemma":[0.85039747,0.004402126,0.0037850728,0.0016574663,0.00016151284,0.00010852666,0.0032612977,0.00010234415,0.13612422],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9998337,0.00002760022,0.000020906784,0.00003052599,0.000054910324,0.00003237464],"domain_scores_gemma":[0.9986791,0.00031939684,0.00021169893,0.00010319774,0.00036846768,0.00031818502],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00025190075,0.00027710287,0.0002817395,0.0005368794,0.0008498151,0.0027187853,0.00033043328,0.0005317017,0.04816032],"category_scores_gemma":[0.0033253566,0.000096808886,0.00017572346,0.0004471662,0.00035902008,0.0021163558,0.0011497627,0.0006476982,0.014494675],"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":[0.00025340938,0.00085469574,0.19880717,0.0012077254,0.00002585335,0.001948001,0.024412608,0.00013080274,0.019036042,0.029401157,0.11642575,0.60749686],"study_design_scores_gemma":[0.00004418571,0.0005526198,0.349306,0.0008487564,0.00007349581,0.0038267924,0.032743063,0.0003235161,0.010234559,0.033759177,0.5682216,0.00006625422],"about_ca_topic_score_codex":0.0037813885,"about_ca_topic_score_gemma":0.008678147,"teacher_disagreement_score":0.04816032,"about_ca_system_score_codex":0.00039315652,"about_ca_system_score_gemma":0.0010524216,"threshold_uncertainty_score":0.16111231},"labels":[],"label_agreement":null},{"id":"W1812574435","doi":"10.18806/tesl.v19i2.926","title":"Working With Younger-Arriving ESL Learners in High School English: Never Too Late to Reclaim Potential","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Psychology; Identity (music); Cultural capital; Linguistics; Embeddedness; Vocabulary development; Cognition; Pedagogy; Mathematics education; Sociology; Teaching method","score_opus":0.02345837758662532,"score_gpt":0.18328959084954524,"score_spread":0.15983121326291994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1812574435","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":[0.97218114,0.0010104663,0.00050358725,0.012771251,0.00042632932,0.00009793948,0.000059242626,0.00007777499,0.012872234],"genre_scores_gemma":[0.94747007,0.0023801236,0.0023907293,0.00829816,0.00020296754,0.000115634626,0.00015591652,0.0000704898,0.038915936],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986951,0.00029018795,0.00005369643,0.00012690728,0.0003545604,0.00047963692],"domain_scores_gemma":[0.9856586,0.0009854581,0.0010370985,0.00031320754,0.0020935466,0.009912257],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037217953,0.0003733624,0.00061399717,0.0005487598,0.0073036044,0.0058959774,0.0015150907,0.0018586622,0.010883508],"category_scores_gemma":[0.00994357,0.0004021525,0.00030489048,0.0004133311,0.0029211156,0.004233404,0.0044048363,0.002877267,0.0065045864],"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":[0.00020593984,0.002332613,0.22251745,0.0004856615,0.000036208927,0.010781725,0.48580936,0.00007269883,0.007056834,0.0014223901,0.052655656,0.21662344],"study_design_scores_gemma":[0.000039899165,0.00057997584,0.048418123,0.00037553377,0.000027274125,0.0026564538,0.8764055,0.00008162306,0.0015565619,0.0012244037,0.068553194,0.000081529004],"about_ca_topic_score_codex":0.013387848,"about_ca_topic_score_gemma":0.047278132,"teacher_disagreement_score":0.013387848,"about_ca_system_score_codex":0.002264529,"about_ca_system_score_gemma":0.0078396825,"threshold_uncertainty_score":0.03640896},"labels":[],"label_agreement":null},{"id":"W1816287101","doi":"10.18806/tesl.v24i1.30","title":"Feedback on Writing:Changing EFL Students' Attitudes","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Corrective feedback; Psychology; Peer feedback; English as a foreign language; Mathematics education; Foreign language; Second language writing; Pedagogy; Second language; Linguistics","score_opus":0.017576117663781015,"score_gpt":0.2423894610577799,"score_spread":0.2248133433939989,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1816287101","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":[0.99255496,0.0001824712,0.00033766546,0.0018397489,0.00009216745,0.00004530495,0.00003555348,0.00007938015,0.0048327288],"genre_scores_gemma":[0.9915018,0.00026229708,0.00069323834,0.0012957037,0.00006491323,0.000055006254,0.00004515574,0.000038462676,0.006043457],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9899719,0.0045789997,0.00051308854,0.00059899176,0.0034372036,0.00089988974],"domain_scores_gemma":[0.95369035,0.016019661,0.008118858,0.0013316652,0.012813969,0.008025514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010006704,0.0006108554,0.00082150404,0.001559757,0.002432553,0.003589437,0.0007970732,0.001706101,0.004952216],"category_scores_gemma":[0.05773186,0.000284782,0.00053777714,0.00064536964,0.001557218,0.0015455759,0.0025929357,0.0021507456,0.0013929656],"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":[0.0009514417,0.004143915,0.32434124,0.0005667075,0.00009465061,0.0016615036,0.35870212,0.0003184014,0.016225638,0.00050802727,0.012546503,0.2799398],"study_design_scores_gemma":[0.0002719005,0.00757644,0.52366936,0.0008695739,0.00015810171,0.0022624736,0.38395423,0.001292325,0.011588819,0.0014207431,0.06660083,0.00033526562],"about_ca_topic_score_codex":0.002946234,"about_ca_topic_score_gemma":0.0028743015,"teacher_disagreement_score":0.010006704,"about_ca_system_score_codex":0.0018447434,"about_ca_system_score_gemma":0.0014016558,"threshold_uncertainty_score":0.052921176},"labels":[],"label_agreement":null},{"id":"W1821187408","doi":"10.18806/tesl.v18i2.911","title":"Lives on Hold: ESL in a Restructured Society","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"New Zealand Economic and Social Studies","field":"Economics, Econometrics and Finance","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"York University","keywords":"Immigration; Restructuring; Government (linguistics); English as a second language; Face (sociological concept); Sociology; Pedagogy; Political science; Public relations; Linguistics; Social science; Law","score_opus":0.0248233484445913,"score_gpt":0.19223027494648795,"score_spread":0.16740692650189665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1821187408","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":[0.94319206,0.0010694856,0.00007049563,0.020645538,0.00013234759,0.00001882825,0.00035209552,0.000013875087,0.03450533],"genre_scores_gemma":[0.9854988,0.00090979284,0.000042291602,0.0016304424,0.00004562215,0.000010944377,0.00016886549,0.000008622663,0.011684691],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99859744,0.0003244669,0.000034029847,0.0000732923,0.00017087856,0.0007999585],"domain_scores_gemma":[0.9969625,0.00012866939,0.00046456594,0.000060853294,0.00020955091,0.002173891],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006324433,0.00019395056,0.00022258586,0.0010761173,0.006509513,0.003800329,0.0010933039,0.0013978194,0.01795029],"category_scores_gemma":[0.0022167924,0.00021406914,0.00020134405,0.0016478498,0.0042118165,0.004352326,0.005523916,0.0030288082,0.0011955088],"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":[0.00030473253,0.0006982066,0.45761204,0.00015967581,0.000059937905,0.009638431,0.30231446,0.00030773872,0.00064928434,0.025738906,0.090280056,0.11223651],"study_design_scores_gemma":[0.000017289787,0.00016587744,0.32725707,0.00024477928,0.000015973521,0.0011126585,0.5907903,0.00014646801,0.00008883235,0.0024181139,0.07770608,0.000036563615],"about_ca_topic_score_codex":0.14748737,"about_ca_topic_score_gemma":0.35165772,"teacher_disagreement_score":0.14748737,"about_ca_system_score_codex":0.0053040176,"about_ca_system_score_gemma":0.0038368895,"threshold_uncertainty_score":0.29325777},"labels":[],"label_agreement":null},{"id":"W1826173968","doi":"10.18806/tesl.v30i2.1140","title":"Putting Multiliteracies Into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":67,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Digital storytelling; Transformative learning; Pedagogy; Sociology; Storytelling; Context (archaeology); Humanities; Framing (construction); Art; Narrative; Literature; History","score_opus":0.043320542626350336,"score_gpt":0.4075560879761718,"score_spread":0.3642355453498215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1826173968","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":[0.95758265,0.00069204037,0.008315484,0.0037969372,0.00014742978,0.000367089,0.00006832721,0.0001670106,0.028862957],"genre_scores_gemma":[0.9730198,0.00078435254,0.015657084,0.0006474946,0.00006538927,0.00043630655,0.00009337505,0.00008923839,0.009206976],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969708,0.0021675404,0.000076498,0.0002191068,0.0001772544,0.0003888002],"domain_scores_gemma":[0.996914,0.0012731852,0.00022184952,0.00017768216,0.00015976296,0.0012535293],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038296427,0.00080714584,0.00033329814,0.00086335035,0.0058559095,0.004755482,0.0016100445,0.0017207273,0.004851308],"category_scores_gemma":[0.0043528965,0.0003719541,0.00052019086,0.00046782385,0.004925141,0.0037078783,0.008777167,0.0025484748,0.0009492388],"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":[0.000092334696,0.0016695625,0.0088799745,0.00030302157,0.000017503547,0.0024707078,0.91705585,0.0002662151,0.0034537094,0.0073090075,0.0036255596,0.05485661],"study_design_scores_gemma":[0.00009813302,0.0010387867,0.00813733,0.00038573937,0.00003904974,0.001670249,0.75272226,0.0007076483,0.004252791,0.004617391,0.22627243,0.000058239235],"about_ca_topic_score_codex":0.0017531052,"about_ca_topic_score_gemma":0.006577139,"teacher_disagreement_score":0.0058559095,"about_ca_system_score_codex":0.0017746573,"about_ca_system_score_gemma":0.0019599772,"threshold_uncertainty_score":0.02025336},"labels":[],"label_agreement":null},{"id":"W1831649173","doi":"10.18806/tesl.v29i0.1118","title":"Cultural Competence in Alberta Schools: Perceptions of ESL Families in Four Major School Boards","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Cultural competence; Psychology; Pedagogy; Competence (human resources); Cultural diversity; Linguistic competence; Acculturation; Sociology; Ethnic group; Social psychology; Linguistics","score_opus":0.03433008055168127,"score_gpt":0.32500864452904266,"score_spread":0.29067856397736136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1831649173","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":[0.9992791,0.000040900646,0.000011600237,0.0000870085,0.0000020349953,0.000003934534,0.000008695221,9.2518445e-7,0.00056578545],"genre_scores_gemma":[0.99933606,0.0000771557,0.000029587452,0.00004546347,9.840959e-7,0.0000037928608,0.000016386557,9.770383e-7,0.000489581],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99854517,0.00035699405,0.000050664836,0.00011840544,0.0004094725,0.0005192715],"domain_scores_gemma":[0.9966582,0.00035205047,0.00063109474,0.00007069399,0.00075965887,0.00152826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016430957,0.00028132266,0.00025862508,0.0011776076,0.0063342107,0.0019488668,0.0008179101,0.00040064944,0.001977441],"category_scores_gemma":[0.00307238,0.00036180747,0.00014100324,0.0008111514,0.0026898114,0.00058244576,0.0021336754,0.0007955013,0.000111250934],"study_design_candidate":"qualitative","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":[0.00007980989,0.00014273901,0.6923684,0.00003872786,0.000013635932,0.00079630065,0.29150227,0.0000794216,0.0013389245,0.0003182219,0.00086855976,0.012453076],"study_design_scores_gemma":[0.0000043588975,0.000069997106,0.4641225,0.000048127302,0.0000070743527,0.00016643941,0.53275126,0.00006936309,0.00020459262,0.000041526015,0.002504086,0.000010616813],"about_ca_topic_score_codex":0.7474046,"about_ca_topic_score_gemma":0.8672724,"teacher_disagreement_score":0.25259542,"about_ca_system_score_codex":0.009617183,"about_ca_system_score_gemma":0.01008374,"threshold_uncertainty_score":0.50816596},"labels":[],"label_agreement":null},{"id":"W1837968561","doi":"10.18806/tesl.v20i1.940","title":"On the Horns of a Dilemma: Is Reading Aloud Bad Pedagogy?","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"American Literature and Culture","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); Reading aloud; Dilemma; Think aloud protocol; Pedagogy; Psychology; Read aloud; Teaching method; Mathematics education; Linguistics; Computer science; Epistemology","score_opus":0.020426575395221466,"score_gpt":0.2037277565972022,"score_spread":0.18330118120198072,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1837968561","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":[0.24011776,0.021980848,0.060470354,0.55151594,0.012050809,0.000151016,0.00006260266,0.00050688453,0.113143705],"genre_scores_gemma":[0.91036004,0.004893538,0.011881765,0.054067645,0.0021495519,0.000108277534,0.00003067515,0.00027928353,0.016229369],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.98012984,0.015669316,0.00044152865,0.0009047539,0.0023042497,0.00055036915],"domain_scores_gemma":[0.9675418,0.023632526,0.0031317694,0.0013399048,0.0031700258,0.0011839027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010476009,0.0006743351,0.00065663876,0.001164083,0.0074641365,0.0058928253,0.0010509153,0.006004475,0.001282507],"category_scores_gemma":[0.0736768,0.00038029958,0.00035574235,0.0007105593,0.027916407,0.010306729,0.0035536843,0.010412259,0.0007076589],"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":[0.00016624143,0.00016123323,0.004208697,0.00044816706,0.00005749667,0.0077702748,0.6336963,0.00032437308,0.002372964,0.23094396,0.05325586,0.06659447],"study_design_scores_gemma":[0.000050431463,0.00022632786,0.0013982719,0.0011737575,0.00005932754,0.013029645,0.50067556,0.00093198835,0.0030631667,0.14081265,0.33846587,0.000113028844],"about_ca_topic_score_codex":0.0019674608,"about_ca_topic_score_gemma":0.0029585399,"teacher_disagreement_score":0.010476009,"about_ca_system_score_codex":0.0019225549,"about_ca_system_score_gemma":0.0022425232,"threshold_uncertainty_score":0.055403113},"labels":[],"label_agreement":null},{"id":"W1840845899","doi":"10.18806/tesl.v19i1.919","title":"Pronunciation Teaching Practices in Canada","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":237,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pronunciation; Psychology; Mathematics education; Linguistics","score_opus":0.05290489486211576,"score_gpt":0.3597790376144297,"score_spread":0.30687414275231395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1840845899","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":[0.9900675,0.0007212822,0.00017162223,0.0011869138,0.00001989231,0.000028461394,0.0002983629,0.000033415807,0.0074725826],"genre_scores_gemma":[0.9920712,0.00096646213,0.0003485851,0.00032076097,0.000004109765,0.000013206978,0.00018126765,0.000012991427,0.006081349],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99855036,0.0001134611,0.00005402455,0.00017126481,0.00060499174,0.00050588115],"domain_scores_gemma":[0.9957288,0.00034518595,0.00027034822,0.00005906004,0.001995934,0.0016005471],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010334861,0.00023260718,0.00023670135,0.0011478055,0.004370967,0.0013465226,0.00091128994,0.00035558315,0.0050446363],"category_scores_gemma":[0.0023655929,0.0002599997,0.00015596242,0.00220217,0.0012272425,0.00042142844,0.0010434586,0.000617156,0.00040428486],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00027429892,0.00039999344,0.5362471,0.00047636154,0.000038583996,0.0015455693,0.13616712,0.0007121412,0.008284588,0.0024210731,0.011747051,0.30168608],"study_design_scores_gemma":[0.000026224832,0.00025187715,0.82619375,0.00031456028,0.000022238608,0.0006009786,0.10562618,0.00095161836,0.0014455145,0.00016301587,0.06433245,0.00007154038],"about_ca_topic_score_codex":0.98185676,"about_ca_topic_score_gemma":0.99316376,"teacher_disagreement_score":0.03005678,"about_ca_system_score_codex":0.03005678,"about_ca_system_score_gemma":0.04707631,"threshold_uncertainty_score":0.21807826},"labels":[],"label_agreement":null},{"id":"W1844404618","doi":"10.18806/tesl.v27i2.1049","title":"Understanding the Role of Interaction From Linguistic, Affective, and Social Perspectives","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Social relation; Linguistics; Anxiety; Scope (computer science); Social psychology; Interpersonal interaction","score_opus":0.03509735215114813,"score_gpt":0.2371467003164698,"score_spread":0.2020493481653217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1844404618","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":[0.8106858,0.013478919,0.018512202,0.0090967305,0.00014057978,0.00004753873,0.0000820597,0.000062157065,0.14789392],"genre_scores_gemma":[0.99510694,0.0019503285,0.0013962069,0.00017991631,0.00003399489,0.000014132633,0.000017494614,0.000006989125,0.0012939938],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985958,0.00084118085,0.000044544046,0.000102033635,0.00017278835,0.0002437515],"domain_scores_gemma":[0.99691355,0.002180735,0.00028696255,0.00006939766,0.00021717847,0.00033220908],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017351651,0.00042377104,0.00031706443,0.0012661127,0.0030790458,0.006446893,0.0004949336,0.0009437131,0.0023805536],"category_scores_gemma":[0.0021387374,0.00018604845,0.00029814173,0.0006359442,0.004492791,0.007035384,0.0025852802,0.001059247,0.00017265913],"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":[0.0003011961,0.00021684413,0.058086775,0.0011324403,0.000078442776,0.0037739403,0.6666718,0.0009624984,0.015253299,0.105081774,0.0014758591,0.14696515],"study_design_scores_gemma":[0.000020938807,0.00026581375,0.12065509,0.000823071,0.000113958835,0.002183655,0.75796497,0.0029979104,0.0024570723,0.045635756,0.06679235,0.00008948093],"about_ca_topic_score_codex":0.007005597,"about_ca_topic_score_gemma":0.010224778,"teacher_disagreement_score":0.007005597,"about_ca_system_score_codex":0.0014894671,"about_ca_system_score_gemma":0.0021677518,"threshold_uncertainty_score":0.013929665},"labels":[],"label_agreement":null},{"id":"W1846776895","doi":"10.18806/tesl.v26i1.130","title":"Understanding the Experiences and Needs of Mainstream Teachers of ESL Students: Reflections from a Secondary Social Studies Teacher","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mainstream; Mainstreaming; Dilemma; Pedagogy; Class (philosophy); Mathematics education; Psychology; Teaching method; Sociology; Special education; Computer science","score_opus":0.32860876613918366,"score_gpt":0.42088998121750315,"score_spread":0.09228121507831949,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1846776895","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":[0.9910795,0.00022092393,0.0006178676,0.0025641539,0.000058472397,0.00004330386,0.000018843295,0.000026037247,0.005370882],"genre_scores_gemma":[0.99286073,0.0003491671,0.00040068588,0.0007612435,0.000038630387,0.000048959242,0.00001835681,0.000047229532,0.0054750913],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99401444,0.0030309798,0.00021060427,0.0005722317,0.00065696164,0.0015148894],"domain_scores_gemma":[0.99039125,0.00467866,0.0009791586,0.00030867377,0.0012293069,0.0024129911],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047813286,0.00093159603,0.0011848526,0.0017240118,0.021057602,0.0073431395,0.0018968893,0.0035920455,0.003040657],"category_scores_gemma":[0.011632308,0.0010095615,0.0005713149,0.0011034928,0.015559818,0.0052858,0.009317179,0.0067396057,0.0006656094],"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":[0.000015944714,0.000056746594,0.0016484997,0.000021137583,0.0000015822977,0.0013279332,0.9942675,0.000012456339,0.0007276019,0.00024197118,0.00020887387,0.00146964],"study_design_scores_gemma":[0.0000028408806,0.000037053214,0.0006876112,0.000020382933,0.0000020081025,0.0003749029,0.99506855,0.000025386114,0.0001894672,0.00011593258,0.003468299,0.0000076237484],"about_ca_topic_score_codex":0.025762234,"about_ca_topic_score_gemma":0.056152347,"teacher_disagreement_score":0.025762234,"about_ca_system_score_codex":0.0062010805,"about_ca_system_score_gemma":0.0048339614,"threshold_uncertainty_score":0.05122453},"labels":[],"label_agreement":null},{"id":"W1847068987","doi":"10.18806/tesl.v19i1.920","title":"Developing Cross-Cultural Awareness: Learning Through the Experiences of Others","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Pedagogy; Ethnography; Psychology; Cross-cultural; Cultural competence; Process (computing); Foreign language; Sociology; Linguistics; Computer science; Anthropology","score_opus":0.06932032938796372,"score_gpt":0.3165612372498782,"score_spread":0.2472409078619145,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1847068987","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7528931,0.0031083622,0.09227405,0.0057552443,0.00027719964,0.00038676133,0.000024722865,0.00056163775,0.14471893],"genre_scores_gemma":[0.9533912,0.0023669815,0.033098496,0.00057862466,0.00006125011,0.00019612562,0.000038732953,0.00008799834,0.010180562],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99749255,0.0015727704,0.00005388154,0.00025912837,0.00035129348,0.00027039894],"domain_scores_gemma":[0.99584866,0.002283152,0.00038709835,0.00045013917,0.00021953916,0.0008113833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004127736,0.0009340415,0.00039822634,0.0012420369,0.003349099,0.006291422,0.0013399266,0.001555636,0.003013369],"category_scores_gemma":[0.0056695803,0.00042545612,0.0006201001,0.00055841554,0.0051626004,0.007961969,0.010240817,0.0021900723,0.00068672263],"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":[0.00005092533,0.00073709164,0.006561371,0.0005153066,0.00005303938,0.0012704735,0.7017256,0.0003642193,0.008925618,0.01708304,0.0026056566,0.2601077],"study_design_scores_gemma":[0.00006209826,0.0009178723,0.013980908,0.0010090806,0.00016209924,0.005334916,0.6666615,0.0012452267,0.014946347,0.033372376,0.26216146,0.00014619426],"about_ca_topic_score_codex":0.00083736045,"about_ca_topic_score_gemma":0.00152943,"teacher_disagreement_score":0.006291422,"about_ca_system_score_codex":0.0007376844,"about_ca_system_score_gemma":0.0018939206,"threshold_uncertainty_score":0.021829844},"labels":[],"label_agreement":null},{"id":"W1847367803","doi":"10.18806/tesl.v21i2.179","title":"On Victims, Innocents, and the Need for Some Degree of Verifiability: A Response to Wheeler's 'Krashen, a Victim of History'","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Terrorism, Counterterrorism, and Political Violence","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Degree (music); Psychology; Physics","score_opus":0.023536984593110967,"score_gpt":0.26938606003294807,"score_spread":0.2458490754398371,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1847367803","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0025534793,0.0020273174,0.0004758654,0.98925203,0.0009756537,0.000009949775,0.000013044775,0.0000089017885,0.00468369],"genre_scores_gemma":[0.14635031,0.002789481,0.0011120047,0.83794135,0.0048822267,0.00007369432,0.000017623499,0.00006327549,0.006770134],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9725136,0.013105934,0.001319792,0.0030693766,0.0057763993,0.004214943],"domain_scores_gemma":[0.83945614,0.123345904,0.0069608814,0.00511976,0.016582645,0.008534647],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.049038403,0.00096765364,0.002036798,0.0022269927,0.031218,0.023055386,0.0066874037,0.090927646,0.0050339396],"category_scores_gemma":[0.12890247,0.0015925043,0.0010727384,0.0021948186,0.14520217,0.033837307,0.01365471,0.09254636,0.0008060356],"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":[0.000094162555,0.000099723315,0.002080221,0.00014559737,0.000044699686,0.0013903384,0.07860981,0.00015489318,0.00039347936,0.47936568,0.42201763,0.0156037025],"study_design_scores_gemma":[0.00021185278,0.00007108629,0.0021550064,0.0013513345,0.000052199786,0.0012842605,0.113588214,0.0004000944,0.000508778,0.32314363,0.5569776,0.0002559415],"about_ca_topic_score_codex":0.1632202,"about_ca_topic_score_gemma":0.21191287,"teacher_disagreement_score":0.1632202,"about_ca_system_score_codex":0.022037303,"about_ca_system_score_gemma":0.04603164,"threshold_uncertainty_score":0.32454032},"labels":[],"label_agreement":null},{"id":"W1852028630","doi":"10.18806/tesl.v28i2.1073","title":"The Effect of Three Consecutive Context Sentences on EFL Vocabulary-Learning","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Vocabulary; Linguistics; Psychology; Context effect; Vocabulary development; Computer science; Natural language processing; Word (group theory); History","score_opus":0.016803796880567948,"score_gpt":0.25459707494631095,"score_spread":0.23779327806574302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1852028630","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":[0.99914455,0.00014282562,0.0001654444,0.000013169294,0.000010665815,0.000020851172,0.000020231226,0.000008843992,0.0004732785],"genre_scores_gemma":[0.99800557,0.0002003411,0.0013673234,0.00004613843,0.000022933293,0.000058542944,0.00005974271,0.000008096677,0.00023129686],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99926525,0.00023081488,0.00010796165,0.00013091008,0.0002031425,0.00006201821],"domain_scores_gemma":[0.98768544,0.009395514,0.0013397343,0.00031102958,0.0004648046,0.0008034554],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008947048,0.0005562047,0.0004723393,0.0002797636,0.0004494482,0.0005345879,0.00035332426,0.0005103749,0.0024101646],"category_scores_gemma":[0.010572149,0.00026350725,0.0002496918,0.00017831568,0.0005209714,0.0005635542,0.0006720677,0.0005353206,0.00020009454],"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":[0.017702967,0.0057667536,0.06040111,0.0014597131,0.00027705517,0.0021477633,0.009369802,0.0009764874,0.7703737,0.0004534013,0.00033522194,0.13073587],"study_design_scores_gemma":[0.0009557243,0.06292683,0.80800337,0.00027939468,0.0009549258,0.0031146696,0.0050940593,0.0020767078,0.11046071,0.0012151453,0.004677336,0.00024106767],"about_ca_topic_score_codex":0.00068122114,"about_ca_topic_score_gemma":0.0014422073,"teacher_disagreement_score":0.0024101646,"about_ca_system_score_codex":0.00019450558,"about_ca_system_score_gemma":0.00040755505,"threshold_uncertainty_score":0.0080628395},"labels":[],"label_agreement":null},{"id":"W1859852543","doi":"10.18806/tesl.v23i1.76","title":"Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":89,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"American University of Beirut","keywords":"Psychology; Corrective feedback; Think aloud protocol; Mathematics education; Bridge (graph theory); Teaching method; Pedagogy; Journal writing; Computer science","score_opus":0.02298841032145075,"score_gpt":0.2919600308955491,"score_spread":0.26897162057409835,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1859852543","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":[0.9977354,0.00006107874,0.0006504689,0.00046252625,0.000008441781,0.000042233794,0.0000069866664,0.000010565912,0.0010222363],"genre_scores_gemma":[0.9975673,0.00015092836,0.0010157223,0.0001771169,0.000011002038,0.00007623256,0.000006623701,0.000008162442,0.000986917],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98581934,0.00867219,0.0008359803,0.00086297136,0.0023408495,0.0014686063],"domain_scores_gemma":[0.956397,0.031005662,0.004748562,0.001483968,0.0031896802,0.0031750975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009969548,0.00055836444,0.0007461893,0.0018287497,0.007325906,0.0031221446,0.0020101909,0.0029782038,0.0024379708],"category_scores_gemma":[0.042664435,0.00078775524,0.00051819655,0.0011299438,0.004323951,0.0019290468,0.0022110234,0.0041345158,0.00044875132],"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":[0.00026210205,0.004792196,0.09025671,0.00019227546,0.00002625252,0.022760414,0.83912313,0.00034698617,0.0031272953,0.0009696177,0.0007707815,0.03737223],"study_design_scores_gemma":[0.00017745768,0.0026551962,0.038652837,0.00026787876,0.00006242577,0.02684354,0.9107011,0.0025519242,0.006122457,0.00077769934,0.011067217,0.00012026847],"about_ca_topic_score_codex":0.004603756,"about_ca_topic_score_gemma":0.00800708,"teacher_disagreement_score":0.009969548,"about_ca_system_score_codex":0.00340302,"about_ca_system_score_gemma":0.0027603605,"threshold_uncertainty_score":0.05272466},"labels":[],"label_agreement":null},{"id":"W1866485948","doi":"10.18806/tesl.v23i1.77","title":"Citizenship Concepts in LINC Classrooms","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of Toronto; Social Sciences and Humanities Research Council of Canada; Government of Canada; Australian Government","keywords":"Citizenship; Mandate; Government (linguistics); Immigration; Pedagogy; Sociology; Citizenship education; Mathematics education; Political science; Psychology; Linguistics; Law","score_opus":0.058629574622114176,"score_gpt":0.4496096573281243,"score_spread":0.39098008270601015,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1866485948","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":[0.96662384,0.00017946212,0.00045590274,0.0016345216,0.000033947348,0.000053054973,0.000017159568,0.000021636068,0.030980581],"genre_scores_gemma":[0.99435246,0.00010853273,0.00041888453,0.00026825067,0.00000846989,0.000023176415,0.000017061466,0.000005813936,0.0047973804],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9964959,0.0010030761,0.0000698012,0.00030841999,0.00095445657,0.0011682373],"domain_scores_gemma":[0.9919348,0.0014651227,0.00087304565,0.00023360593,0.0014213503,0.004072165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030157035,0.00017521114,0.00023317186,0.0012409342,0.009019508,0.0039222627,0.00075860135,0.0007010611,0.0042649666],"category_scores_gemma":[0.005693355,0.00020971546,0.00014049646,0.00079240283,0.0085726045,0.0013115711,0.0043696263,0.0019185991,0.00020870134],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006346569,0.0006450126,0.15371476,0.00013718437,0.000006860514,0.0008604914,0.73788726,0.00014216514,0.0026455743,0.023120487,0.006844027,0.073932715],"study_design_scores_gemma":[0.000019394498,0.0002085835,0.11996874,0.00017858692,0.000009855206,0.0002587164,0.76573646,0.00023317419,0.00078893173,0.0029019858,0.10965453,0.00004109325],"about_ca_topic_score_codex":0.28612185,"about_ca_topic_score_gemma":0.58362883,"teacher_disagreement_score":0.71387815,"about_ca_system_score_codex":0.014415413,"about_ca_system_score_gemma":0.030556133,"threshold_uncertainty_score":0.56891286},"labels":[],"label_agreement":null},{"id":"W1868161373","doi":"10.18806/tesl.v22i1.168","title":"How can I hear your voice when someone else is speaking for you? An Investigation of the Phenomenon of the Classroom Spokesperson in the ESL Classroom.","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Phenomenon; Psychology; Linguistics; Pedagogy; Communication; Philosophy; Epistemology","score_opus":0.056343568069359105,"score_gpt":0.25525682954891366,"score_spread":0.19891326147955454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1868161373","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":[0.9001878,0.0016076876,0.0020038795,0.009306241,0.0002586434,0.000060894985,0.00009963807,0.00007330195,0.0864019],"genre_scores_gemma":[0.98884165,0.00067945395,0.00043726224,0.0008298397,0.000039530485,0.000024731127,0.000025193378,0.000042667543,0.009079621],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9973341,0.0015623096,0.000061825966,0.00020983884,0.0005401629,0.00029183572],"domain_scores_gemma":[0.991397,0.0057007303,0.0009949226,0.00017756544,0.0009410104,0.00078877155],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024480973,0.00029208735,0.00024829566,0.00095218356,0.0061480575,0.0064903167,0.0010042374,0.0023951363,0.0029369395],"category_scores_gemma":[0.020825326,0.00030328234,0.00012513892,0.0006144728,0.0070649055,0.0036456299,0.0029190332,0.0043340772,0.0010100924],"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":[0.00005425369,0.00005419913,0.0048245355,0.000064536696,0.000004331977,0.00074440957,0.97373766,0.000015783078,0.0024782459,0.0043356437,0.0025153358,0.011171091],"study_design_scores_gemma":[0.0000057480142,0.00003332556,0.0066653127,0.0001415273,0.000008510739,0.00048961234,0.96896905,0.00010497495,0.00088476494,0.00093445706,0.021742387,0.00002032751],"about_ca_topic_score_codex":0.03822281,"about_ca_topic_score_gemma":0.059277497,"teacher_disagreement_score":0.03822281,"about_ca_system_score_codex":0.0021447213,"about_ca_system_score_gemma":0.0029331231,"threshold_uncertainty_score":0.07600069},"labels":[],"label_agreement":null},{"id":"W1871214211","doi":"10.18806/tesl.v28i1.1061","title":"Perceptions of Volunteer Roles in English Conversation Circles","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Perception; Psychology; Power (physics); Linguistics; Pedagogy; Communication","score_opus":0.007651009055824453,"score_gpt":0.19611093998353715,"score_spread":0.1884599309277127,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1871214211","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":[0.9873733,0.00029631917,0.00098682,0.000705005,0.00004836991,0.00003240423,0.0000076105657,0.000016879545,0.01053322],"genre_scores_gemma":[0.9986533,0.00010486836,0.00016260121,0.000061785366,0.00001272246,0.000014542078,0.000006541034,0.0000041993685,0.0009794607],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9913039,0.0065911184,0.00024421807,0.00028280768,0.0008652945,0.0007126824],"domain_scores_gemma":[0.9796712,0.0071755922,0.0030915218,0.00054493657,0.0021885019,0.007328281],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007479781,0.0002649841,0.00025423322,0.0007215164,0.00444242,0.0041581113,0.0004573462,0.0008298617,0.0028384929],"category_scores_gemma":[0.018049117,0.00019815133,0.00019120675,0.00021606806,0.003716322,0.002384025,0.0042094914,0.0009848614,0.00031840484],"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":[0.00036152126,0.0002451614,0.066774525,0.00015475857,0.00002211298,0.0011895568,0.8983448,0.000106354775,0.003946453,0.0064623198,0.001492296,0.02090017],"study_design_scores_gemma":[0.000028846174,0.0005508333,0.03708422,0.00015560536,0.000019707775,0.0013080625,0.9258426,0.00045686524,0.00075570354,0.0015461921,0.032194793,0.0000566582],"about_ca_topic_score_codex":0.00237657,"about_ca_topic_score_gemma":0.004161536,"teacher_disagreement_score":0.007479781,"about_ca_system_score_codex":0.0009987402,"about_ca_system_score_gemma":0.001713984,"threshold_uncertainty_score":0.039557338},"labels":[],"label_agreement":null},{"id":"W1882340844","doi":"10.18806/tesl.v29i1.1087","title":"Processing Trade-Offs in Non-Native Learners’ Performance of Narrative Tasks","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Cognition; Psychology; Linguistics; Computer science; Cognitive style; Cognitive psychology; Representation (politics)","score_opus":0.015952609410507003,"score_gpt":0.2903687389665748,"score_spread":0.27441612955606776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1882340844","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":[0.9995833,0.00002178977,0.00006134004,0.0000045391243,4.9352354e-7,0.0000020218781,0.000010355595,0.0000015254066,0.00031458485],"genre_scores_gemma":[0.9992962,0.00003968894,0.00018707519,0.000005402148,0.0000010841226,0.0000052175233,0.000038191607,0.0000030762315,0.00042411714],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996251,0.00009145192,0.00003923153,0.00009861009,0.000099647244,0.00004595291],"domain_scores_gemma":[0.9969891,0.0017231853,0.0005180241,0.00020066874,0.00032873114,0.0002403363],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006856795,0.00024725715,0.00020031692,0.0004497742,0.00022040242,0.001293267,0.00024445623,0.000270555,0.0015356708],"category_scores_gemma":[0.0071884706,0.00020211961,0.000105812804,0.00021485823,0.000404071,0.0005295327,0.00047560284,0.00026332517,0.0003217738],"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":[0.001731053,0.0006025514,0.5225053,0.000297655,0.00012188356,0.0019735498,0.09436727,0.000828161,0.2938072,0.0006417023,0.00026820434,0.08285548],"study_design_scores_gemma":[0.000021817455,0.0006981915,0.95974404,0.000022588767,0.000026766918,0.0010897281,0.019004034,0.0011145136,0.01700135,0.0004591614,0.00078365,0.000034316996],"about_ca_topic_score_codex":0.0018415651,"about_ca_topic_score_gemma":0.0036528686,"teacher_disagreement_score":0.0018415651,"about_ca_system_score_codex":0.00027147873,"about_ca_system_score_gemma":0.00022384836,"threshold_uncertainty_score":0.005137384},"labels":[],"label_agreement":null},{"id":"W1883901060","doi":"10.18806/tesl.v17i2.888","title":"Culture in ESL Instruction: An Analytic Framework","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perspective (graphical); Context (archaeology); Curriculum; Pedagogy; Usability; Immigration; Citizenship; Sociology; Linguistics; Mathematics education; Psychology; Computer science; Political science; History","score_opus":0.03452111528658673,"score_gpt":0.4282645655229471,"score_spread":0.39374345023636037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1883901060","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":[0.4014017,0.01587315,0.21283732,0.04203891,0.00041026,0.0020352767,0.0006164068,0.00019815224,0.32458878],"genre_scores_gemma":[0.9242843,0.0035672956,0.067249,0.0007830839,0.000048933132,0.0012011311,0.00014760724,0.000037269165,0.002681376],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9917603,0.0059055537,0.00031225532,0.00042009488,0.00092795386,0.00067381957],"domain_scores_gemma":[0.99269605,0.0043924684,0.0008533385,0.00021492594,0.0013888226,0.00045437986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0095224455,0.0014326151,0.0008312573,0.010050641,0.010431935,0.012827577,0.0031236664,0.0016621557,0.0030176467],"category_scores_gemma":[0.010158835,0.0006003358,0.0011386105,0.008003888,0.022261534,0.010749706,0.008666398,0.0028877077,0.00029185964],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002269293,0.00015117147,0.015947945,0.0003830349,0.000047528403,0.00054344925,0.12610082,0.0014300573,0.00016276685,0.8189141,0.0014315911,0.034864794],"study_design_scores_gemma":[0.000042748812,0.00011982434,0.013653626,0.0025414566,0.00013467473,0.000373824,0.4580958,0.013744789,0.0006371298,0.45980817,0.050748102,0.00009987143],"about_ca_topic_score_codex":0.063856244,"about_ca_topic_score_gemma":0.04370139,"teacher_disagreement_score":0.93614376,"about_ca_system_score_codex":0.01943021,"about_ca_system_score_gemma":0.021249063,"threshold_uncertainty_score":0.14097673},"labels":[],"label_agreement":null},{"id":"W1884156627","doi":"10.18806/tesl.v29i1.1089","title":"“Like a newborn baby”: Using Journals to Record Changing Identities Beyond the Classroom","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Journaling file system; Socialization; Pedagogy; Bachelor; Psychology; Perception; Reflective writing; Acculturation; Immigration; Sociology; Mathematics education; Social psychology","score_opus":0.05839501273947314,"score_gpt":0.3876122463885927,"score_spread":0.3292172336491196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1884156627","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":[0.95506346,0.0031751683,0.010243686,0.003475169,0.00043805034,0.0003184349,0.0002913241,0.00022940467,0.026765272],"genre_scores_gemma":[0.9493134,0.0038239688,0.037255704,0.0011169632,0.0002656723,0.00033224054,0.00024457544,0.00015887152,0.0074886414],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9935377,0.0045602787,0.0003249821,0.00031776982,0.0009927122,0.0002664609],"domain_scores_gemma":[0.969504,0.016628042,0.005010168,0.002867997,0.0042728586,0.0017169369],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066872016,0.00037307438,0.0003134969,0.0034167434,0.0031265349,0.004946887,0.0009877759,0.001240774,0.0013546925],"category_scores_gemma":[0.036324415,0.00029460693,0.00018972755,0.002002854,0.0029200078,0.0042032036,0.0027764656,0.0012486111,0.0007476427],"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":[0.00017150522,0.00029026766,0.075390406,0.0005734322,0.000025179274,0.001857138,0.6555782,0.00010280734,0.010231356,0.002184982,0.0051588966,0.24843594],"study_design_scores_gemma":[0.000030911848,0.0007084763,0.07111582,0.0011036386,0.00007756962,0.0058434284,0.71773994,0.00053062476,0.014302722,0.0026488462,0.18572854,0.00016956923],"about_ca_topic_score_codex":0.0016183401,"about_ca_topic_score_gemma":0.0065898686,"teacher_disagreement_score":0.0066872016,"about_ca_system_score_codex":0.0010287861,"about_ca_system_score_gemma":0.0021897845,"threshold_uncertainty_score":0.03536576},"labels":[],"label_agreement":null},{"id":"W1889604058","doi":"10.18806/tesl.v31i1.1164","title":"Career Development and Professional Attrition of Novice ESL Teachers of Adults","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Accreditation; Attrition; Professional development; English as a second language; Pedagogy; Psychology; Teacher education; Faculty development; Medical education; Medicine","score_opus":0.07455735875470486,"score_gpt":0.329603840470933,"score_spread":0.2550464817162281,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1889604058","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":[0.9986394,0.00013392024,0.000018207917,0.00037479412,0.000005444676,0.000004533394,0.000052065636,0.0000010198935,0.00077057333],"genre_scores_gemma":[0.9968555,0.00029904846,0.000050439892,0.00012626838,0.0000060977204,0.000010477959,0.00014464279,0.0000018202685,0.0025056042],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99835974,0.00024665135,0.00008248167,0.00010785723,0.00034508682,0.00085807743],"domain_scores_gemma":[0.9917121,0.0006910672,0.0016490697,0.00020333378,0.0023275202,0.0034168705],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002003377,0.00013353788,0.00022432352,0.0010628595,0.0038621821,0.0020067578,0.00088516955,0.00068928895,0.0028595917],"category_scores_gemma":[0.0062994766,0.00023953791,0.00030264547,0.0007584958,0.00090902305,0.0010025058,0.0021469572,0.00088919164,0.0007105231],"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":[0.00006165881,0.00010777604,0.96084815,0.000018352519,0.0000034454897,0.00027924337,0.02520915,0.000021077458,0.00016714266,0.00013460306,0.00073605776,0.012413361],"study_design_scores_gemma":[0.000005743831,0.00009593012,0.94331354,0.00004738155,0.000002715912,0.0002426066,0.05365688,0.00010055845,0.00007221792,0.00005496461,0.0024004178,0.0000071295703],"about_ca_topic_score_codex":0.23391737,"about_ca_topic_score_gemma":0.45983642,"teacher_disagreement_score":0.23391737,"about_ca_system_score_codex":0.0035188708,"about_ca_system_score_gemma":0.0075050704,"threshold_uncertainty_score":0.4651116},"labels":[],"label_agreement":null},{"id":"W1896736089","doi":"10.18806/tesl.v27i1.1031","title":"A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Hallym University","keywords":"Sociocultural evolution; Facilitator; Psychology; Meaning (existential); Pedagogy; Language acquisition; Comprehension approach; Language education; Teaching method; Linguistics; Mathematics education; Sociology; Social psychology","score_opus":0.015262918305174627,"score_gpt":0.2288805793334274,"score_spread":0.21361766102825278,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1896736089","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":[0.061733592,0.043283053,0.07836437,0.13526702,0.0011795374,0.000097464435,0.00005613343,0.00013656545,0.6798822],"genre_scores_gemma":[0.9572021,0.012501798,0.012343693,0.003709946,0.0005510555,0.00012959984,0.000018702991,0.00005570327,0.013487496],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99777824,0.001284576,0.00005190027,0.00017617868,0.00045182675,0.00025729832],"domain_scores_gemma":[0.9979668,0.0010798246,0.00019742748,0.00014409515,0.00022388563,0.00038781078],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024215828,0.000606935,0.00055823673,0.0022516395,0.005587116,0.011315755,0.0013701877,0.002703965,0.0031922522],"category_scores_gemma":[0.002395003,0.00024710866,0.0003957417,0.0012524066,0.042688377,0.008672714,0.005661156,0.0044718087,0.000353685],"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":[0.000007919969,0.000037294245,0.00077864993,0.0001049424,0.0000072583584,0.00042186555,0.03467482,0.00030668298,0.0002764698,0.94839233,0.0009554081,0.014036367],"study_design_scores_gemma":[0.000011545496,0.000039609542,0.002534283,0.00046524714,0.000013023978,0.0006923919,0.04137315,0.0010264547,0.00050605444,0.8457995,0.10751039,0.000028386172],"about_ca_topic_score_codex":0.014949612,"about_ca_topic_score_gemma":0.017764233,"teacher_disagreement_score":0.014949612,"about_ca_system_score_codex":0.007206441,"about_ca_system_score_gemma":0.0075842687,"threshold_uncertainty_score":0.052286625},"labels":[],"label_agreement":null},{"id":"W1896773886","doi":"10.18806/tesl.v26i1.388","title":"Anglophone, Peewee, Two-four... Are Canadianisms Acquired by ESL Learners in Canada?","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"Guangdong University of Foreign Studies; Ministry of Education, India; University of Toronto; Queen's University","keywords":"Variety (cybernetics); Vocabulary; Psychology; Language proficiency; Second-language acquisition; Mathematics education; Second language; Linguistics; Pedagogy; Computer science","score_opus":0.04947654458045996,"score_gpt":0.33771175558533467,"score_spread":0.2882352110048747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1896773886","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":[0.99542326,0.00018548897,0.000042017306,0.00079713744,0.000009574655,0.0000066877965,0.00012606003,0.0000044014673,0.0034054636],"genre_scores_gemma":[0.99576795,0.00041311013,0.00009819485,0.00033545616,0.000003737601,0.0000044504254,0.00013483161,0.0000044695103,0.00323793],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991109,0.00007244346,0.000031390296,0.000091470974,0.00032500701,0.00036875464],"domain_scores_gemma":[0.9978046,0.00016963483,0.00043552846,0.0000603699,0.00089113833,0.0006386274],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00069759355,0.00015410925,0.000191768,0.000672941,0.0058419458,0.001958694,0.00046410042,0.0003697838,0.004402869],"category_scores_gemma":[0.0026670913,0.00015974262,0.0001803959,0.0010834133,0.0019322819,0.0010745535,0.0009683928,0.00086747546,0.0005320287],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007258943,0.00006633224,0.8731401,0.000053187996,0.000012060971,0.0005003168,0.07193125,0.000055715936,0.0013328729,0.0009429484,0.003398989,0.048493724],"study_design_scores_gemma":[0.0000060702273,0.00005897924,0.80072445,0.000082538994,0.000015969676,0.00041233108,0.18360516,0.00012346185,0.00042800762,0.00025189747,0.014252289,0.000038747905],"about_ca_topic_score_codex":0.96343905,"about_ca_topic_score_gemma":0.98439157,"teacher_disagreement_score":0.036560953,"about_ca_system_score_codex":0.010067802,"about_ca_system_score_gemma":0.018180873,"threshold_uncertainty_score":0.07355249},"labels":[],"label_agreement":null},{"id":"W1899444288","doi":"10.18806/tesl.v19i2.929","title":"Teacher and Student Evaluations of Project-Based Instruction","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":130,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Popularity; Mathematics education; Psychology; Attendance; Pedagogy; Teaching method; Language education; Teacher education; English-language learner; English language","score_opus":0.059922321761272844,"score_gpt":0.2819016906412079,"score_spread":0.22197936887993505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1899444288","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":[0.9916487,0.00015168713,0.00076267804,0.00013731405,0.000026756934,0.00013711542,0.00014107453,0.000068704685,0.0069260313],"genre_scores_gemma":[0.993536,0.00024740203,0.0010950569,0.000040061703,0.000014741081,0.0002679719,0.00024161565,0.000038329505,0.0045188917],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9894421,0.0055890274,0.0009235828,0.00056607585,0.0030458695,0.0004333603],"domain_scores_gemma":[0.94530743,0.02163174,0.00727509,0.00284166,0.019195827,0.0037482374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007201577,0.00044071022,0.0008911599,0.0015360978,0.00084411056,0.0016126067,0.00067801116,0.00069721404,0.0036179966],"category_scores_gemma":[0.053284187,0.00024500105,0.00054413313,0.000899569,0.00066871097,0.0008992026,0.0018854521,0.0011778068,0.0013926559],"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":[0.004267594,0.010277072,0.36957327,0.0009457873,0.00020770861,0.0009705336,0.10820563,0.0028889137,0.010492282,0.001039693,0.012135781,0.47899583],"study_design_scores_gemma":[0.00082859606,0.025433686,0.80412453,0.0006339796,0.00029302272,0.0022457845,0.08518015,0.008548162,0.01709378,0.0013471321,0.05388043,0.00039076232],"about_ca_topic_score_codex":0.0015791196,"about_ca_topic_score_gemma":0.0021322707,"teacher_disagreement_score":0.007201577,"about_ca_system_score_codex":0.001139153,"about_ca_system_score_gemma":0.0008422036,"threshold_uncertainty_score":0.038086057},"labels":[],"label_agreement":null},{"id":"W1904008991","doi":"10.18806/tesl.v31i0.1184","title":"Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English for academic purposes; Context (archaeology); Language education; Task (project management); Psychology; Perception; Applied linguistics; Pedagogy; Mathematics education; Linguistics; Engineering","score_opus":0.04206489302535659,"score_gpt":0.2888358263735963,"score_spread":0.24677093334823968,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1904008991","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":[0.99301344,0.00029283974,0.00028696712,0.0011420808,0.00002768729,0.00005889382,0.000059638296,0.000011014472,0.005107421],"genre_scores_gemma":[0.9953793,0.0005990689,0.0006053298,0.00037510262,0.000008837154,0.000027888249,0.000048290174,0.000013023254,0.0029432066],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9941977,0.0012516445,0.00024753588,0.0004876956,0.0023408115,0.0014745472],"domain_scores_gemma":[0.9834152,0.003300644,0.0016265592,0.0002670246,0.0056005893,0.0057900213],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005034322,0.00029712872,0.00040383483,0.0015718858,0.012462411,0.004697119,0.0018784415,0.0008237746,0.0030211979],"category_scores_gemma":[0.014717167,0.00043936475,0.0002900209,0.0020665908,0.0043892553,0.0013933496,0.0030861148,0.0017723114,0.00021059111],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007713332,0.00022172584,0.092617236,0.00021067871,0.000009251078,0.0010019529,0.8713853,0.00007390815,0.0018831587,0.0012904037,0.0017695742,0.029459804],"study_design_scores_gemma":[0.000012142666,0.00015140449,0.10249083,0.00024466493,0.000013132633,0.00031530362,0.8684817,0.00035649634,0.00037847064,0.00013986262,0.02735235,0.00006363237],"about_ca_topic_score_codex":0.9595041,"about_ca_topic_score_gemma":0.98123103,"teacher_disagreement_score":0.040495872,"about_ca_system_score_codex":0.035282105,"about_ca_system_score_gemma":0.09131027,"threshold_uncertainty_score":0.2559908},"labels":[],"label_agreement":null},{"id":"W1905125945","doi":"10.18806/tesl.v31i0.1186","title":"The Quantity and Quality of Language Practice in Typical Interactive Pair/Group Tasks","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University; Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Humanities; Possessive; Psychology; Linguistics; Sociology; Art; Philosophy","score_opus":0.06370149574661728,"score_gpt":0.3264171447459037,"score_spread":0.26271564899928646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1905125945","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":[0.9987514,0.000044041026,0.0002992968,0.000012028038,0.0000013361696,0.000012839472,0.000015669188,0.0000060007133,0.0008574649],"genre_scores_gemma":[0.99739754,0.00006484775,0.0012221679,0.000012076296,0.000004130172,0.000041938667,0.00006058331,0.00000875104,0.0011879705],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99614125,0.0014163549,0.00025113585,0.000758506,0.0009975618,0.00043510046],"domain_scores_gemma":[0.9806866,0.012044269,0.0034427794,0.0009343619,0.0012831767,0.0016088341],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021423306,0.0005285552,0.00047154975,0.0014593578,0.0013710734,0.0022261802,0.00090956065,0.0009550388,0.0017205849],"category_scores_gemma":[0.020505954,0.00043590224,0.00026744176,0.0006666861,0.0016622633,0.0008925939,0.002651048,0.0007870826,0.00037138246],"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":[0.0006964128,0.0009453156,0.5104698,0.0004475267,0.00013148316,0.0020771879,0.32947475,0.0006772794,0.06854223,0.00062146084,0.00035675193,0.08555982],"study_design_scores_gemma":[0.000026925647,0.0011646793,0.9188015,0.00007632022,0.000034628254,0.0014040844,0.069752924,0.00078868394,0.0029329655,0.00039842798,0.004527334,0.00009156261],"about_ca_topic_score_codex":0.010242108,"about_ca_topic_score_gemma":0.02393256,"teacher_disagreement_score":0.010242108,"about_ca_system_score_codex":0.0010742575,"about_ca_system_score_gemma":0.00077126967,"threshold_uncertainty_score":0.020365},"labels":[],"label_agreement":null},{"id":"W1906815282","doi":"10.18806/tesl.v23i1.78","title":"Prejudice in the ESL Classroom","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Prejudice (legal term); Honor; Diversity (politics); Psychology; Pedagogy; Mathematics education; Sociology; Social psychology; Computer science; Internet privacy","score_opus":0.04992514777170264,"score_gpt":0.427096130482449,"score_spread":0.37717098271074634,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1906815282","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":[0.83040756,0.0031105315,0.0005701129,0.032290913,0.00039076188,0.00004814075,0.000019303177,0.00004507464,0.13311762],"genre_scores_gemma":[0.98643595,0.0006834682,0.00018253397,0.0023432542,0.000023915018,0.000010592315,0.0000067927367,0.000008314987,0.010305182],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9931774,0.0023153962,0.0001494992,0.00031789733,0.0016081173,0.002431591],"domain_scores_gemma":[0.994335,0.0010569654,0.00065304444,0.0001851138,0.0013587336,0.0024111557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00532117,0.0003894661,0.00048102048,0.0021400515,0.04292026,0.008338656,0.0011906935,0.002540682,0.0041200537],"category_scores_gemma":[0.0075775892,0.0002810924,0.00030918643,0.0014807738,0.021707295,0.0023280305,0.00818882,0.004374014,0.00047601218],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003997571,0.00017857635,0.042310424,0.00013030518,0.000010707777,0.0011071594,0.8374984,0.00010418879,0.001111522,0.034907017,0.012333901,0.07026776],"study_design_scores_gemma":[0.0000114686745,0.000042825588,0.026972964,0.0003986853,0.000013218315,0.000295274,0.88077384,0.00011822145,0.00046728068,0.0050733094,0.08578838,0.000044562195],"about_ca_topic_score_codex":0.62927896,"about_ca_topic_score_gemma":0.71807706,"teacher_disagreement_score":0.62927896,"about_ca_system_score_codex":0.022681335,"about_ca_system_score_gemma":0.033173285,"threshold_uncertainty_score":0.7458086},"labels":[],"label_agreement":null},{"id":"W1908363953","doi":"10.18806/tesl.v30i7.1153","title":"Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pragmatics; Sociocultural evolution; Linguistic competence; Communicative competence; Competence (human resources); Psychology; Linguistics; Cultural competence; Pedagogy; Language education; Teaching method; Mathematics education; Sociology","score_opus":0.055617594129627045,"score_gpt":0.43041028510822116,"score_spread":0.37479269097859413,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1908363953","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":[0.03322148,0.19040811,0.03625424,0.5666459,0.0027868566,0.00022823393,0.00013887267,0.00029930187,0.17001703],"genre_scores_gemma":[0.57987577,0.24951771,0.079829216,0.03036513,0.0018647996,0.0005698681,0.00022993832,0.00041055118,0.057337075],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99131036,0.003854532,0.00032324577,0.00059332186,0.0028827842,0.0010357877],"domain_scores_gemma":[0.9831745,0.009853164,0.0006201474,0.0005653956,0.0019381371,0.0038486866],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016669407,0.00095991656,0.0010000494,0.004196965,0.016988462,0.025794365,0.0023338033,0.005120616,0.0037323318],"category_scores_gemma":[0.010522094,0.0007896722,0.00040079062,0.003450425,0.047073293,0.014766533,0.0097531155,0.012334915,0.0011014579],"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":[0.000031764645,0.00019688236,0.001522935,0.0012564934,0.000018813324,0.0005006388,0.24034059,0.00034880065,0.0008453427,0.45183024,0.043409072,0.2596985],"study_design_scores_gemma":[0.000012728346,0.00006417281,0.002608007,0.0025957073,0.0000121290805,0.00048524817,0.14317274,0.0003511663,0.00078599824,0.18875155,0.66108435,0.000076133445],"about_ca_topic_score_codex":0.32998428,"about_ca_topic_score_gemma":0.37247983,"teacher_disagreement_score":0.32998428,"about_ca_system_score_codex":0.04143525,"about_ca_system_score_gemma":0.121449806,"threshold_uncertainty_score":0.6561271},"labels":[],"label_agreement":null},{"id":"W1909577413","doi":"10.18806/tesl.v30i7.1151","title":"\"Please consider my request for an interview\": A Cross-cultural Genre Analysis of Cover Letters Written by Canadian and Taiwanese College Students","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"National Science Council","keywords":"Rhetorical question; Linguistics; Sentence; Psychology; Variety (cybernetics); Cover (algebra); Cross-cultural; Sociology; Computer science","score_opus":0.02491774463687901,"score_gpt":0.3052803538745724,"score_spread":0.2803626092376934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1909577413","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":[0.9353397,0.0005310725,0.0029207182,0.0055283383,0.0006361704,0.0015933765,0.007812826,0.00023226498,0.04540547],"genre_scores_gemma":[0.8889934,0.0008491019,0.006386115,0.00406396,0.00018715406,0.0015196948,0.0044136005,0.00017882924,0.09340821],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9986986,0.00040431746,0.0000596919,0.0001599551,0.00038945136,0.0002879887],"domain_scores_gemma":[0.9948095,0.0014851715,0.00037129712,0.00019054099,0.0022452553,0.0008981488],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016700275,0.0003562939,0.00026060105,0.0016923363,0.004199322,0.0011397803,0.0004465222,0.00057485275,0.015823105],"category_scores_gemma":[0.007687953,0.00014250168,0.00015846221,0.0018767107,0.0008594319,0.00046462208,0.0010648515,0.00071653415,0.0035868203],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00036226312,0.00021024347,0.064521074,0.00045094697,0.000013339256,0.0033188474,0.66411185,0.00009411659,0.017813655,0.0012883199,0.12834473,0.11947058],"study_design_scores_gemma":[0.00002069953,0.00012155388,0.14836371,0.0002742873,0.000015776324,0.00057888776,0.622904,0.0003356982,0.0029358056,0.00022792874,0.22414145,0.00008010717],"about_ca_topic_score_codex":0.48494166,"about_ca_topic_score_gemma":0.7013993,"teacher_disagreement_score":0.51505834,"about_ca_system_score_codex":0.005465261,"about_ca_system_score_gemma":0.008997236,"threshold_uncertainty_score":0.964238},"labels":[],"label_agreement":null},{"id":"W1914765198","doi":"10.18806/tesl.v30i1.1122","title":"A Word from the Editor/Un mot de l’editrice","year":2013,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Health, Medicine and Society","field":"Health Professions","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta; Thinkpath Engineering Services (Canada)","funders":"","keywords":"Linguistics; Word (group theory); Psychology; Philosophy","score_opus":0.023698584194891206,"score_gpt":0.32318873230077316,"score_spread":0.299490148105882,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1914765198","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00006119653,0.0027656283,0.000097227305,0.15397635,0.84153914,0.000009200631,0.00005078986,0.00004063735,0.0014598465],"genre_scores_gemma":[0.00222469,0.0040508206,0.00027874633,0.22017343,0.74343574,0.00005066726,0.0000761218,0.00013313128,0.029576706],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9932681,0.0011018475,0.0011169086,0.00090762554,0.0030133477,0.00059213495],"domain_scores_gemma":[0.9497987,0.012615324,0.0031386397,0.001350988,0.028567864,0.004528488],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005631635,0.0017352913,0.0023035968,0.0021056521,0.003249764,0.0072414414,0.0022764707,0.010104743,0.020892058],"category_scores_gemma":[0.063748054,0.0006700889,0.0011590867,0.0010536496,0.0028788995,0.004065459,0.0020891163,0.014726572,0.019780993],"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":[0.000010917572,0.0000044463895,0.00004264467,0.00007594604,0.000004983302,0.000098298915,0.000022936047,0.0000067367514,0.000031902484,0.00023126512,0.99673766,0.0027322958],"study_design_scores_gemma":[0.000015473546,0.000013186077,0.0003970886,0.00025923905,0.000012351171,0.0004837658,0.00013601076,0.000049164744,0.00012050436,0.0003930281,0.9980965,0.0000237179],"about_ca_topic_score_codex":0.008281982,"about_ca_topic_score_gemma":0.013744318,"teacher_disagreement_score":0.020892058,"about_ca_system_score_codex":0.0033218123,"about_ca_system_score_gemma":0.006809841,"threshold_uncertainty_score":0.06989086},"labels":[],"label_agreement":null},{"id":"W1918467173","doi":"10.18806/tesl.v24i1.26","title":"I Meant to Say That: How Adult Language Learners Construct Positive Identities Through Nonstandard Language Use","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identity (music); Construct (python library); Linguistics; Narrative; Language education; Psychology; Language assessment; Comprehension approach; Sociology of language; Sociology; Pedagogy; Computer science","score_opus":0.014440573306161327,"score_gpt":0.223007173190834,"score_spread":0.20856659988467266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1918467173","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":[0.76162773,0.0023197604,0.019949706,0.021930791,0.00045724047,0.000070918955,0.000053929973,0.000109689536,0.1934803],"genre_scores_gemma":[0.98034465,0.0007480638,0.0038070327,0.0011743448,0.00002831068,0.00003156463,0.000016492495,0.000023548648,0.013826128],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983183,0.0010192652,0.000042211745,0.0001767619,0.0002896127,0.00015378956],"domain_scores_gemma":[0.99829036,0.00076544593,0.0002903607,0.00019708021,0.00021227406,0.000244442],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002592783,0.00022356297,0.00019990744,0.00032617137,0.0026525336,0.0069549535,0.0006889297,0.0016762696,0.0029188874],"category_scores_gemma":[0.0053882333,0.00014114798,0.00022907996,0.00029831575,0.012981075,0.007529735,0.0031521434,0.0018586346,0.00081641873],"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":[0.000025496054,0.00009604334,0.010945224,0.00019211519,0.000008772456,0.0005371473,0.75370204,0.00016440931,0.0021146208,0.18661433,0.005765778,0.03983406],"study_design_scores_gemma":[0.000019964347,0.00017564143,0.010402453,0.00036428563,0.000024458332,0.0020403843,0.64382255,0.0009034929,0.004106465,0.12677512,0.21127693,0.00008828438],"about_ca_topic_score_codex":0.0041601732,"about_ca_topic_score_gemma":0.0049812696,"teacher_disagreement_score":0.0069549535,"about_ca_system_score_codex":0.0009932267,"about_ca_system_score_gemma":0.0017765479,"threshold_uncertainty_score":0.013712108},"labels":[],"label_agreement":null},{"id":"W1918709855","doi":"10.18806/tesl.v32i1.1198","title":"Exploring Linguistic Identity in Young Multilingual Learners","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":52,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Humanities; Identity (music); German; Linguistics; Sociology; Psychology; Art; Philosophy","score_opus":0.283666980625588,"score_gpt":0.4663780888782958,"score_spread":0.1827111082527078,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1918709855","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":[0.9930092,0.00027541816,0.00017743016,0.00014900135,0.000008433809,0.000014405386,0.000025143523,0.0000050638164,0.0063359346],"genre_scores_gemma":[0.9918216,0.0004987306,0.00047800297,0.00009432354,0.0000060839334,0.000036348905,0.000046412508,0.000008900585,0.0070095975],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.999244,0.00016873491,0.00003447128,0.00009856,0.00018747759,0.0002668564],"domain_scores_gemma":[0.99888986,0.0002553714,0.00015433351,0.000051645977,0.00034961282,0.00029926177],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015015561,0.00032944654,0.00047391374,0.0011301377,0.004692195,0.0037525713,0.00064510736,0.00076499843,0.0035867149],"category_scores_gemma":[0.0022138823,0.0002670005,0.0002972664,0.00055807317,0.0019485033,0.0018668728,0.0038961014,0.0012276074,0.00080039544],"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":[0.000048514572,0.00012680555,0.08750339,0.000083731786,0.000006115362,0.0016942054,0.8839026,0.00004403947,0.003135968,0.0013591975,0.0004471152,0.02164835],"study_design_scores_gemma":[0.0000029422702,0.00010335621,0.07143023,0.00010993433,0.000010507573,0.00086838414,0.9085284,0.00007987412,0.0011399725,0.0005686316,0.017133534,0.000024273197],"about_ca_topic_score_codex":0.06519963,"about_ca_topic_score_gemma":0.12731153,"teacher_disagreement_score":0.06519963,"about_ca_system_score_codex":0.0019405892,"about_ca_system_score_gemma":0.0024746906,"threshold_uncertainty_score":0.12964022},"labels":[],"label_agreement":null},{"id":"W1921860389","doi":"10.18806/tesl.v29i2.1102","title":"Prewriting Tasks for Auditory, Visual, and Kinesthetic Learners","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Kinesthetic learning; Prewriting; Psychology; Preference; Style (visual arts); Auditory learning; Reading (process); Learning styles; Cognitive style; Visual learning; Variety (cybernetics); Class (philosophy); Teaching method; Mathematics education; Appeal; Linguistics; Cognition; Cooperative learning; Computer science; Visual arts","score_opus":0.01956366137962078,"score_gpt":0.31314700390488565,"score_spread":0.29358334252526486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1921860389","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":[0.98096895,0.00019039749,0.0029303865,0.0001289266,0.000078767145,0.00040000837,0.00014893948,0.000070883434,0.015082719],"genre_scores_gemma":[0.9598603,0.0005572779,0.018833324,0.00026844055,0.00003939517,0.0008766234,0.00046079417,0.000046933746,0.019056903],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995721,0.000061941486,0.00009470699,0.00008146855,0.00012485441,0.00006484717],"domain_scores_gemma":[0.99782664,0.0011465782,0.00026957504,0.00019327272,0.00021710931,0.0003468621],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006179458,0.0006869847,0.00038881283,0.00041815563,0.00056070916,0.0011073406,0.0005363896,0.00073947676,0.008780113],"category_scores_gemma":[0.0065436903,0.00015492046,0.00042213447,0.00021231125,0.00026023036,0.0011676046,0.0010447188,0.00093802484,0.0017026683],"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":[0.0044674603,0.011017061,0.10090546,0.0009350469,0.00006173717,0.000810631,0.014080901,0.0015611,0.11824382,0.0023397037,0.00507565,0.74050146],"study_design_scores_gemma":[0.001348732,0.031450868,0.754711,0.000896334,0.00017144087,0.0053366865,0.027130047,0.013590783,0.103507005,0.01868004,0.042769212,0.0004078578],"about_ca_topic_score_codex":0.0009371967,"about_ca_topic_score_gemma":0.0031832973,"teacher_disagreement_score":0.008780113,"about_ca_system_score_codex":0.0002956903,"about_ca_system_score_gemma":0.0007754719,"threshold_uncertainty_score":0.029372454},"labels":[],"label_agreement":null},{"id":"W1922504909","doi":"10.18806/tesl.v19i2.931","title":"Formative Assessment Procedures and the Second Language Curriculum: Signposts for the Journey","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Formative assessment; Curriculum; Language assessment; Linguistics; Psychology; Pedagogy; Language acquisition; Mathematics education; Sociology; Computer science","score_opus":0.014287310761478836,"score_gpt":0.23346222176543335,"score_spread":0.21917491100395453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1922504909","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":[0.034711402,0.020686632,0.43312404,0.22335061,0.011866086,0.0030091882,0.00037036228,0.0034365156,0.26944506],"genre_scores_gemma":[0.26882952,0.016705345,0.5799344,0.009770507,0.003402213,0.0067469785,0.00045615126,0.0012881918,0.11286676],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.95095414,0.034321044,0.00276936,0.00065155013,0.0099344365,0.0013695703],"domain_scores_gemma":[0.814859,0.09943244,0.0055175875,0.018471899,0.049613465,0.0121057285],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09195785,0.0012964155,0.0008709249,0.005771008,0.0044468427,0.019223148,0.004362523,0.003999089,0.010090315],"category_scores_gemma":[0.22668591,0.00072890223,0.000710732,0.002338263,0.010246905,0.017279679,0.008244854,0.0103250295,0.0029451977],"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":[0.0001234555,0.00064198,0.0026727808,0.0004270006,0.0000147004275,0.0002579372,0.032644916,0.0005222001,0.00087174063,0.2231834,0.054811656,0.6838282],"study_design_scores_gemma":[0.000061009167,0.001001268,0.009528952,0.0048216404,0.000020649322,0.0011399405,0.036950808,0.0026724227,0.0028198182,0.2462401,0.6945183,0.00022507584],"about_ca_topic_score_codex":0.0054496806,"about_ca_topic_score_gemma":0.009113482,"teacher_disagreement_score":0.09195785,"about_ca_system_score_codex":0.005190161,"about_ca_system_score_gemma":0.025921792,"threshold_uncertainty_score":0.48632544},"labels":[],"label_agreement":null},{"id":"W1925597652","doi":"10.18806/tesl.v32i1.1199","title":"Developing EAL Learners’ Intercultural Sensitivity Through a Digital Literacy Project","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Office of International Science and Engineering","keywords":"Pedagogy; Literacy; Intercultural communication; Communicative competence; Sociology; Target culture; Cultural competence; Intercultural competence; Humanities; Multiculturalism; Psychology; Art","score_opus":0.07566746208314078,"score_gpt":0.27880466069959775,"score_spread":0.20313719861645696,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1925597652","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":[0.9621358,0.00012491111,0.009515151,0.001043156,0.00004551504,0.00094418734,0.000046652644,0.000122907,0.026021661],"genre_scores_gemma":[0.92638606,0.00064382405,0.054686673,0.0004595125,0.00002603194,0.0025569822,0.00013614575,0.00006780144,0.015036957],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9943744,0.0037188744,0.00022471785,0.0004408942,0.0006034571,0.0006376464],"domain_scores_gemma":[0.9953478,0.0015168043,0.0003232797,0.00044557234,0.00048684806,0.0018796535],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009786597,0.0008253881,0.0004108777,0.0015054818,0.0046255584,0.0063379933,0.0019616755,0.001440783,0.003768291],"category_scores_gemma":[0.008992794,0.00043823206,0.0004943803,0.0007601873,0.0043155258,0.004104739,0.014165046,0.0022885283,0.0009595252],"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":[0.00024381097,0.009631289,0.014450967,0.0005671403,0.000033935405,0.0038213485,0.73898154,0.0007908212,0.011488672,0.016624942,0.003952385,0.19941315],"study_design_scores_gemma":[0.00034033734,0.0044909925,0.013973307,0.00079589937,0.000087316585,0.002861337,0.74861985,0.0021410894,0.021122966,0.008984902,0.19647062,0.00011142281],"about_ca_topic_score_codex":0.000681386,"about_ca_topic_score_gemma":0.0011903187,"teacher_disagreement_score":0.009786597,"about_ca_system_score_codex":0.002097558,"about_ca_system_score_gemma":0.0038884364,"threshold_uncertainty_score":0.051757038},"labels":[],"label_agreement":null},{"id":"W1927128208","doi":"10.18806/tesl.v31i1.1165","title":"The Relationship Between Instructor Feedback and ESL Student Anxiety","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Corrective feedback; Graduation (instrument); Anxiety; Humanities; Second language writing; Second language; Mathematics education; Linguistics; Art","score_opus":0.032700856784699125,"score_gpt":0.24056548744584777,"score_spread":0.20786463066114863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1927128208","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":[0.9995484,0.00002525165,0.00004672402,0.00002251506,0.000003098788,0.000011645822,0.000021653677,0.0000023982805,0.00031825734],"genre_scores_gemma":[0.9996474,0.000017201988,0.00005472205,0.000018420875,0.0000032045468,0.00001158957,0.0000341951,0.0000010226751,0.00021225453],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9966438,0.0009120157,0.00022835993,0.0002634947,0.0014457381,0.00050659804],"domain_scores_gemma":[0.98378366,0.0054016863,0.0044027907,0.0004493271,0.0036364133,0.002326217],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021225752,0.00022613643,0.00039548936,0.00084224535,0.0007247909,0.0010869561,0.0004235459,0.00031254042,0.0017452369],"category_scores_gemma":[0.010711277,0.0002043566,0.0002929438,0.00052514015,0.0006478291,0.00022696849,0.0005734786,0.00088155153,0.00018556161],"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":[0.00010002638,0.00035746634,0.9897417,0.000021481837,0.0000346796,0.00007525974,0.0033554703,0.000023779134,0.0006551388,0.000012580223,0.00008826337,0.0055342354],"study_design_scores_gemma":[0.000004778912,0.00032272522,0.9975915,0.0000069772695,0.000009316854,0.000033259843,0.0016600016,0.000101972146,0.0001215552,0.000005209393,0.000136562,0.0000061085343],"about_ca_topic_score_codex":0.044029478,"about_ca_topic_score_gemma":0.06897452,"teacher_disagreement_score":0.044029478,"about_ca_system_score_codex":0.0016632861,"about_ca_system_score_gemma":0.0014861015,"threshold_uncertainty_score":0.08754641},"labels":[],"label_agreement":null},{"id":"W1927985218","doi":"10.18806/tesl.v29i2.1104","title":"A Critical Role for Role-Playing Pedagogy","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Innovative Teaching Methodologies in Social Sciences","field":"Social Sciences","cited_by":56,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scholarship; Variety (cybernetics); Construct (python library); Pedagogy; Literacy; Sociology; Critical thinking; Psychology; Political science","score_opus":0.11559189700319354,"score_gpt":0.46613560351333067,"score_spread":0.3505437065101371,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1927985218","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":[0.029253874,0.006326457,0.46135473,0.09911522,0.0028570737,0.00076502294,0.000032533928,0.00056029984,0.39973482],"genre_scores_gemma":[0.7895261,0.0031804228,0.16384335,0.011838367,0.0009237785,0.0016270453,0.00002898977,0.00035553938,0.028676486],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9717174,0.022684801,0.00048574465,0.0017563697,0.0023995168,0.0009562444],"domain_scores_gemma":[0.961164,0.0286091,0.0018447166,0.0027082188,0.0023520214,0.0033219561],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022248713,0.0014482988,0.0008209453,0.002165183,0.008890611,0.012807919,0.00252953,0.004897456,0.00683035],"category_scores_gemma":[0.029752888,0.00053177314,0.00080739276,0.0008157728,0.051498357,0.016171882,0.010718732,0.01008592,0.0017413783],"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":[0.000022297196,0.00006153413,0.0003271697,0.00017918668,0.0000050639646,0.00016808102,0.057361055,0.00013425454,0.000697575,0.9201794,0.0027281072,0.018136235],"study_design_scores_gemma":[0.000058521287,0.00011739298,0.00026585266,0.0014225714,0.000016662825,0.0009025643,0.03512525,0.001169888,0.0015441946,0.5907723,0.3685616,0.000043177897],"about_ca_topic_score_codex":0.0013567364,"about_ca_topic_score_gemma":0.0015640841,"teacher_disagreement_score":0.022248713,"about_ca_system_score_codex":0.0054216436,"about_ca_system_score_gemma":0.009921072,"threshold_uncertainty_score":0.11766386},"labels":[],"label_agreement":null},{"id":"W1943411522","doi":"10.18806/tesl.v22i2.86","title":"Demystifying Lexical Inferencing: The Role of Aspects of Vocabulary Knowledge","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Vocabulary; Meaning (existential); Linguistics; Comprehension; Psychology; Vocabulary development; Reading comprehension; Focus (optics); Reading (process)","score_opus":0.014843656492242464,"score_gpt":0.28505548034851425,"score_spread":0.2702118238562718,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1943411522","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":[0.991882,0.0001690606,0.0031695631,0.00012110099,0.0000019449628,0.000010877957,0.000015750767,0.000017052726,0.0046126815],"genre_scores_gemma":[0.9981357,0.000097990946,0.001491857,0.000011897893,0.0000012167383,0.0000033331141,0.000017003544,0.0000046461255,0.00023628514],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984113,0.0006968388,0.00008694405,0.00019456878,0.00045624902,0.00015402172],"domain_scores_gemma":[0.98486924,0.011224102,0.0017470662,0.0009864741,0.0008860348,0.00028703024],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019699736,0.00030427167,0.0002362617,0.0010883139,0.0005585518,0.0027289703,0.000502313,0.0005189241,0.0012221821],"category_scores_gemma":[0.023677614,0.0002734087,0.00019296592,0.0005765502,0.0022705442,0.005754149,0.0016134131,0.001036138,0.00013401879],"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":[0.00030703013,0.00035118393,0.35354954,0.00038604598,0.00007734384,0.002397253,0.29449403,0.0017564705,0.07313539,0.020238005,0.000305692,0.253002],"study_design_scores_gemma":[0.000043036474,0.0006803277,0.59256774,0.00047820405,0.00022345831,0.0060634064,0.26369947,0.016831467,0.050494447,0.053915605,0.014805701,0.00019709201],"about_ca_topic_score_codex":0.006959606,"about_ca_topic_score_gemma":0.0110283205,"teacher_disagreement_score":0.006959606,"about_ca_system_score_codex":0.000511545,"about_ca_system_score_gemma":0.0012552609,"threshold_uncertainty_score":0.013838232},"labels":[],"label_agreement":null},{"id":"W1948265295","doi":"10.18806/tesl.v22i1.164","title":"Learning to Live and Study in Canada: Stories of Four EFL Learners from China","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Mainland China; China; Immigration; Pedagogy; Narrative; Mainland; Face (sociological concept); Sociology; Psychology; Political science; History; Social science; Linguistics","score_opus":0.04042621426146786,"score_gpt":0.3711078897917462,"score_spread":0.33068167553027833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1948265295","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":[0.9852115,0.00075632153,0.0002802519,0.004543002,0.000085718515,0.00007017531,0.0001730921,0.000021702323,0.008858107],"genre_scores_gemma":[0.9882923,0.0009382942,0.0005033629,0.0012116196,0.000025523463,0.000054317487,0.000118123,0.00004992626,0.00880659],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9971523,0.0007806483,0.000072521194,0.00025694765,0.0005192045,0.0012183732],"domain_scores_gemma":[0.9957969,0.00077450986,0.00026654112,0.00009685764,0.0007088261,0.002356473],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016926797,0.0018319869,0.0011977638,0.0020627994,0.04580417,0.0064249877,0.0035500964,0.0035586536,0.002821817],"category_scores_gemma":[0.0049042464,0.0007875132,0.0006046374,0.0031755585,0.014693523,0.0027000268,0.0071320236,0.007598843,0.0004558027],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004267785,0.00004171833,0.004586064,0.000034260745,0.000007199978,0.002278691,0.98675054,0.000053643977,0.0005017104,0.00070939056,0.0013668555,0.0036272937],"study_design_scores_gemma":[0.0000026090895,0.000023404787,0.00299688,0.0000494084,0.00000795875,0.00034475245,0.98703194,0.00007667177,0.00021721874,0.00010408354,0.009115173,0.000029851162],"about_ca_topic_score_codex":0.90050256,"about_ca_topic_score_gemma":0.9641759,"teacher_disagreement_score":0.09949744,"about_ca_system_score_codex":0.05041891,"about_ca_system_score_gemma":0.042631354,"threshold_uncertainty_score":0.36581653},"labels":[],"label_agreement":null},{"id":"W1948691300","doi":"10.18806/tesl.v28i0.1083","title":"Reality, Dysconsciousness, and Transformations: Personal Reflections on the Ethics of Cross-Cultural Research","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology; Reciprocal; Narrative; Value (mathematics); Hegemony; Cross-cultural; Pedagogy; Linguistics; Political science; Anthropology; Philosophy","score_opus":0.6380925737899821,"score_gpt":0.5502351436295932,"score_spread":0.08785743016038883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1948691300","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4443297,0.01569604,0.049791828,0.31474358,0.0021711432,0.00029583508,0.000039629394,0.00020529356,0.17272694],"genre_scores_gemma":[0.9842486,0.0012634594,0.0033123372,0.0057652006,0.00019484885,0.0001149378,0.0000059903414,0.000077135424,0.0050174366],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.82319885,0.1599738,0.001819966,0.0035135252,0.0066785254,0.0048153047],"domain_scores_gemma":[0.88950384,0.09372963,0.0031324404,0.0055299555,0.004262575,0.0038415678],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.110852234,0.00088213093,0.00090955856,0.002218961,0.03462249,0.026608,0.0032547598,0.0077615464,0.0015506676],"category_scores_gemma":[0.083030716,0.0010489118,0.0006438893,0.0018833373,0.16086523,0.022076748,0.01983819,0.022475589,0.00025959226],"study_design_candidate":"theoretical_or_conceptual","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":[0.000008162444,0.000015096533,0.00036581955,0.000030314346,0.000006393823,0.00050755433,0.88339645,0.00007947811,0.00026913828,0.111308545,0.0011395657,0.0028735036],"study_design_scores_gemma":[0.000009976448,0.000027675515,0.00033059492,0.00023609883,0.0000075930416,0.0008726395,0.88743436,0.0003418741,0.00057017914,0.04351588,0.066611946,0.000041218504],"about_ca_topic_score_codex":0.011479749,"about_ca_topic_score_gemma":0.013932442,"teacher_disagreement_score":0.88914776,"about_ca_system_score_codex":0.011627989,"about_ca_system_score_gemma":0.011007153,"threshold_uncertainty_score":0.58624965},"labels":[],"label_agreement":null},{"id":"W1950941915","doi":"10.18806/tesl.v30i7.1158","title":"The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pragmatics; Inductive reasoning; Point (geometry); Linguistics; Focus (optics); Perspective (graphical); Computer science; Psychology; Epistemology; Artificial intelligence; Mathematics; Philosophy","score_opus":0.017412991832798815,"score_gpt":0.23307365564888868,"score_spread":0.21566066381608986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1950941915","genre_codex":"methods","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.19024998,0.0071145277,0.4181686,0.08555843,0.00089296314,0.0003716412,0.000064633925,0.0005603812,0.29701877],"genre_scores_gemma":[0.9300189,0.0015788425,0.05960595,0.0022656263,0.0003485803,0.00038945803,0.000021425483,0.00024076262,0.0055303816],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9300505,0.047305763,0.002475641,0.0038496722,0.014652671,0.0016657527],"domain_scores_gemma":[0.9284298,0.055706963,0.0034646129,0.007837605,0.0027996057,0.0017614609],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.035441656,0.00062719436,0.0010087092,0.0021531968,0.0044702473,0.01320271,0.0031515274,0.0052602133,0.0043052323],"category_scores_gemma":[0.058844443,0.0009861205,0.00058747217,0.0017071116,0.041664675,0.027318113,0.020309795,0.010603304,0.0008117151],"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":[0.00014039835,0.00019455423,0.0026606908,0.0005292508,0.00002703498,0.00036394794,0.059570797,0.00037645787,0.0014716076,0.8623189,0.0011300093,0.07121632],"study_design_scores_gemma":[0.0002106667,0.00044357465,0.002830245,0.0013330657,0.00009913699,0.0025793745,0.039589956,0.00887289,0.0045735245,0.83974403,0.099613085,0.0001103913],"about_ca_topic_score_codex":0.0014494717,"about_ca_topic_score_gemma":0.002575221,"teacher_disagreement_score":0.035441656,"about_ca_system_score_codex":0.004172443,"about_ca_system_score_gemma":0.006361448,"threshold_uncertainty_score":0.18743563},"labels":[],"label_agreement":null},{"id":"W1954867924","doi":"10.18806/tesl.v24i2.139","title":"What do University Language Teachers Say About Language Teaching Research?","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":72,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language education; Language assessment; Pedagogy; Psychology; Comprehension approach; Language pedagogy; Mathematics education","score_opus":0.028966276490170563,"score_gpt":0.293351506697557,"score_spread":0.2643852302073864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1954867924","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":[0.04494965,0.04092486,0.002664964,0.8885244,0.003774982,0.00006214504,0.000105501174,0.00012915111,0.018864268],"genre_scores_gemma":[0.6714312,0.046212755,0.004921983,0.26607075,0.0045812083,0.00018436351,0.00014116753,0.00020405761,0.006252561],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.8919131,0.06812463,0.0070171007,0.0048026387,0.022937251,0.0052052718],"domain_scores_gemma":[0.59441376,0.2738724,0.026319869,0.009420268,0.060423397,0.035550307],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.12303614,0.00040791012,0.0012227171,0.0053703547,0.015433911,0.02651724,0.0026354438,0.014162756,0.0027532356],"category_scores_gemma":[0.31057578,0.0008321453,0.0006363677,0.0061664754,0.037621226,0.015006992,0.006924282,0.012053734,0.0015381163],"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":[0.00019281704,0.00017799597,0.052268527,0.004319612,0.00021583388,0.0017030535,0.5931155,0.00036786232,0.003116358,0.029166287,0.10218575,0.21317044],"study_design_scores_gemma":[0.000033935175,0.00017131091,0.021452213,0.004376136,0.00010185987,0.0014339885,0.66888934,0.00021862575,0.00087495684,0.016683843,0.285567,0.00019687777],"about_ca_topic_score_codex":0.06344308,"about_ca_topic_score_gemma":0.07602795,"teacher_disagreement_score":0.12303614,"about_ca_system_score_codex":0.025030185,"about_ca_system_score_gemma":0.043666292,"threshold_uncertainty_score":0.6506851},"labels":[],"label_agreement":null},{"id":"W1955427773","doi":"10.18806/tesl.v29i2.1099","title":"Critical Media Analysis in Teacher Education: Exploring Language-Learners’ Identity Through Mediated Images of a Non-Native Speaker of English","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identity (music); Context (archaeology); Media literacy; Sociology; Pedagogy; Linguistics; Language education; Language assessment; Psychology","score_opus":0.03191820793864606,"score_gpt":0.2830065217822484,"score_spread":0.2510883138436023,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1955427773","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":[0.8128365,0.0026216079,0.023393473,0.011484331,0.00028448753,0.0002698747,0.00012347543,0.00009317766,0.14889301],"genre_scores_gemma":[0.99064684,0.00058063946,0.0029171228,0.0003398781,0.000033389635,0.00009064297,0.000017596914,0.00003436983,0.005339502],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975902,0.0018582647,0.00003539515,0.00015533388,0.0001988887,0.0001619579],"domain_scores_gemma":[0.9939453,0.004745634,0.0003907378,0.0002573332,0.0003727872,0.00028816322],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034508544,0.00061678607,0.0002926345,0.0025835608,0.008356632,0.009405088,0.0011116173,0.0014684225,0.0033588968],"category_scores_gemma":[0.008520116,0.00028626615,0.00028499114,0.0009805775,0.019700691,0.007840896,0.005051469,0.0025343662,0.0003233995],"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":[0.000019892896,0.000033894055,0.002266455,0.00009188991,0.0000049659675,0.00047804983,0.96705407,0.000044971366,0.0010891347,0.019232875,0.0007732897,0.008910477],"study_design_scores_gemma":[0.0000057717475,0.00002462846,0.002169445,0.00022217656,0.000007853462,0.00038385703,0.96344095,0.00020374695,0.0013152196,0.007900225,0.024311274,0.000014868983],"about_ca_topic_score_codex":0.007369201,"about_ca_topic_score_gemma":0.0142228,"teacher_disagreement_score":0.009405088,"about_ca_system_score_codex":0.0038059438,"about_ca_system_score_gemma":0.0026875176,"threshold_uncertainty_score":0.027614236},"labels":[],"label_agreement":null},{"id":"W1957548308","doi":"10.18806/tesl.v28i2.1074","title":"Second-Language Education Policy in Quebec: A Critical Analysis of the Policy of English as a Compulsory Subject at the Early Primary Level in Quebec","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Linguistic and Sociocultural Studies","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language policy; Policy analysis; Compulsory education; Subject (documents); Narrative; Public policy; Education policy; Language education; Language planning; Political science; Critical discourse analysis; Policy studies; Pedagogy; Sociology; Linguistics; Public administration; Higher education; Law; Politics; Library science","score_opus":0.023215474985160973,"score_gpt":0.3056698089662664,"score_spread":0.2824543339811054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1957548308","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":[0.6740879,0.0103187375,0.0015865306,0.13959649,0.00030970975,0.00036354302,0.0012285502,0.00006907502,0.1724395],"genre_scores_gemma":[0.97393984,0.0013918596,0.0003952073,0.0041030715,0.00002589751,0.000077282144,0.00011105219,0.0000135391865,0.019942403],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99528813,0.0012088454,0.00009310553,0.00025227884,0.0008111103,0.0023465499],"domain_scores_gemma":[0.9885514,0.0047634877,0.0005397898,0.00016791736,0.0045293714,0.0014479364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005045127,0.00039847908,0.00037598427,0.0021426477,0.023005847,0.008787424,0.0023174095,0.0031340802,0.005092875],"category_scores_gemma":[0.009540696,0.0003265444,0.00039356732,0.002870438,0.006635588,0.0020964514,0.0018465477,0.004089464,0.0001409199],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004107412,0.0002778631,0.055591464,0.0008477098,0.00012398821,0.005391273,0.43865204,0.0059647392,0.0034563967,0.3368294,0.09392235,0.058531992],"study_design_scores_gemma":[0.00007084287,0.000099559875,0.10426793,0.0011263568,0.0000952104,0.0002445373,0.4576077,0.0031142416,0.0014366123,0.006838218,0.4249279,0.00017081943],"about_ca_topic_score_codex":0.9978982,"about_ca_topic_score_gemma":0.99856013,"teacher_disagreement_score":0.3313498,"about_ca_system_score_codex":0.3313498,"about_ca_system_score_gemma":0.27791852,"threshold_uncertainty_score":0.77553946},"labels":[],"label_agreement":null},{"id":"W198202829","doi":"10.18806/tesl.v18i1.899","title":"Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Communicative language teaching; Grammar; Linguistics; Language education; Psychology; Checklist; Teaching method; Computer science; Mathematics education; Cognitive psychology; Philosophy","score_opus":0.029527241776639693,"score_gpt":0.26172062714008215,"score_spread":0.23219338536344247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W198202829","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":[0.8292063,0.028172744,0.0307486,0.029901356,0.0011328204,0.0025551494,0.00047376752,0.00055347645,0.07725582],"genre_scores_gemma":[0.8627649,0.013638852,0.10994957,0.0022223636,0.00016523327,0.00141917,0.00046330562,0.000121511854,0.009255012],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9899504,0.0047086333,0.0011331043,0.00036294834,0.0035092398,0.00033568355],"domain_scores_gemma":[0.88706243,0.07609493,0.0068361973,0.0023491937,0.024350157,0.0033071141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013188304,0.00042207938,0.0007211805,0.0042978,0.0025595922,0.0044246335,0.0016686233,0.0011357063,0.0026259455],"category_scores_gemma":[0.09359449,0.00028208247,0.00039906584,0.005279676,0.002365036,0.0045749913,0.0022444436,0.0014931841,0.00042399185],"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":[0.00029834235,0.0014591686,0.08726375,0.0024205716,0.000025227779,0.0010666276,0.045215935,0.0018616166,0.0024614597,0.023447402,0.01137673,0.82310313],"study_design_scores_gemma":[0.00040768948,0.0055071027,0.37261114,0.015233306,0.00030249386,0.0055510416,0.25022477,0.010929227,0.018915972,0.05154262,0.2683379,0.00043672812],"about_ca_topic_score_codex":0.010098429,"about_ca_topic_score_gemma":0.022277262,"teacher_disagreement_score":0.013188304,"about_ca_system_score_codex":0.0053059,"about_ca_system_score_gemma":0.00905023,"threshold_uncertainty_score":0.06974727},"labels":[],"label_agreement":null},{"id":"W2096526216","doi":"10.18806/tesl.v29i0.1120","title":"An Intensive Academic English Course for Generation1.5 ELLs Bound for Postsecondary Studies: Curriculum Design, Development, and Implementation","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Ell; Immigration; Curriculum development; Language proficiency; Mathematics education; Pedagogy; Sociology; Psychology; Teaching method; Political science","score_opus":0.06379830321640323,"score_gpt":0.34035036746838343,"score_spread":0.2765520642519802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096526216","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":[0.9756144,0.0001474705,0.0053278087,0.00044360632,0.00005995391,0.006261683,0.0001992203,0.00023966403,0.011706042],"genre_scores_gemma":[0.84581465,0.00064876577,0.1235301,0.00044296443,0.000031074465,0.0063949483,0.00078309735,0.000047930054,0.022306405],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9992021,0.00013148697,0.00003632451,0.000106461295,0.00020249929,0.0003211381],"domain_scores_gemma":[0.9979322,0.00014539473,0.00012072975,0.00007592721,0.0004547112,0.0012710134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024856806,0.0006326652,0.00028316837,0.0007048633,0.0025974002,0.0013804073,0.002318017,0.00049862143,0.00265732],"category_scores_gemma":[0.0020408507,0.00029537812,0.00031724374,0.00047264897,0.00071069,0.0004156473,0.0025252958,0.000803948,0.0004375725],"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":[0.00091697805,0.039329473,0.041096777,0.0008557537,0.000037205868,0.0008776136,0.040165212,0.0041639204,0.027180608,0.0048279567,0.012351315,0.8281972],"study_design_scores_gemma":[0.0023711321,0.04387777,0.53486913,0.0011772367,0.00036288044,0.00060049375,0.0896788,0.009208312,0.044381376,0.004761413,0.26829237,0.00041899216],"about_ca_topic_score_codex":0.12065587,"about_ca_topic_score_gemma":0.34049377,"teacher_disagreement_score":0.12065587,"about_ca_system_score_codex":0.010063345,"about_ca_system_score_gemma":0.036295436,"threshold_uncertainty_score":0.23990715},"labels":[],"label_agreement":null},{"id":"W2097765129","doi":"10.18806/tesl.v31i0.1185","title":"An Exploratory Study into Trade-off Effects of Complexity, Accuracy, and Fluency on Young Learners’ Oral Task Repetition","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":183,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Mirroring; Repetition (rhetorical device); Task (project management); Psychology; Task analysis; Cognitive psychology; Linguistics; Mathematics education; Social psychology","score_opus":0.05565307095773519,"score_gpt":0.27857855297255885,"score_spread":0.22292548201482365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097765129","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":[0.999424,0.00003313275,0.00018482168,0.000004712925,9.773629e-7,0.000022223832,0.00002891952,0.0000034048574,0.00029781475],"genre_scores_gemma":[0.9977768,0.000050409533,0.0010806279,0.000014562733,0.000006519109,0.00008689725,0.00007063106,0.0000084076155,0.00090511155],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99869674,0.00034476508,0.0001433622,0.00031499716,0.00033994933,0.0001602987],"domain_scores_gemma":[0.98905504,0.00762193,0.001251735,0.0006570395,0.0008206284,0.0005935761],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025307056,0.0005680989,0.0007279772,0.00079029397,0.00045624742,0.0011947124,0.0006165392,0.00065007695,0.0026055078],"category_scores_gemma":[0.0085647665,0.00031388417,0.0004448716,0.0003214672,0.0007848555,0.0007784969,0.0011947886,0.00072155346,0.0006239839],"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":[0.0024044593,0.006358828,0.7078162,0.0005528395,0.00015970912,0.0033119037,0.079947375,0.0004945616,0.10103536,0.00044053092,0.00033665248,0.0971415],"study_design_scores_gemma":[0.00003284932,0.00793547,0.9575361,0.0000395552,0.000066384164,0.000888079,0.012132518,0.0006087551,0.019146519,0.00034560513,0.001196933,0.00007122219],"about_ca_topic_score_codex":0.00061749364,"about_ca_topic_score_gemma":0.0011239857,"teacher_disagreement_score":0.0026055078,"about_ca_system_score_codex":0.00025874222,"about_ca_system_score_gemma":0.00027729344,"threshold_uncertainty_score":0.013383806},"labels":[],"label_agreement":null},{"id":"W2097863871","doi":"10.18806/tesl.v31i2.1176","title":"A Comparative Genre Study of Spoken English Produced by Chinese EFL Learners and Native English Speakers","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Argumentative; Argumentation theory; Linguistics; Argument (complex analysis); Psychology; Sociology; Humanities; Philosophy","score_opus":0.02782635541030487,"score_gpt":0.25016889037534595,"score_spread":0.22234253496504108,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097863871","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":[0.99566334,0.00014240036,0.00017746398,0.000052707484,0.0000140297425,0.00002831946,0.00004036293,0.0000032715257,0.0038781276],"genre_scores_gemma":[0.9932197,0.00036799395,0.0008037406,0.000052993833,0.00002455094,0.00007664414,0.00013074413,0.000013769242,0.005309904],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989053,0.00038344748,0.00011551885,0.00016933357,0.0003334565,0.000092926166],"domain_scores_gemma":[0.99235076,0.004716048,0.00072341325,0.00025029382,0.0013814162,0.00057814084],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002021197,0.000448172,0.00067805476,0.0033907082,0.0022132883,0.0025871044,0.00052897376,0.00054877705,0.0026561425],"category_scores_gemma":[0.007021746,0.00017826197,0.00036175744,0.0016028717,0.0014724917,0.0013467855,0.0015643537,0.00063353375,0.00039093947],"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":[0.00019829572,0.00019531752,0.06842357,0.0004313876,0.0000266725,0.0028880779,0.8747505,0.000030586736,0.0123586785,0.0012232716,0.0005416603,0.038931943],"study_design_scores_gemma":[0.000041778218,0.0005459953,0.26937085,0.0002472294,0.000060278133,0.0026849878,0.7064024,0.0006463043,0.003928953,0.0005684428,0.015431467,0.00007124371],"about_ca_topic_score_codex":0.0051049474,"about_ca_topic_score_gemma":0.009064147,"teacher_disagreement_score":0.0051049474,"about_ca_system_score_codex":0.0013710003,"about_ca_system_score_gemma":0.0008967535,"threshold_uncertainty_score":0.010689199},"labels":[],"label_agreement":null},{"id":"W2097959172","doi":"10.18806/tesl.v26i1.392","title":"Variability in ESL Outcomes: The Influence of Age on Arrival and Length of Residence on Achievement in High School","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Vocabulary; Psychology; Mathematics education; Residence; Academic achievement; Language proficiency; Comprehension; Reading comprehension; Vocabulary development; Reading (process); Teaching method; Linguistics; Demography; Sociology","score_opus":0.015918787087959935,"score_gpt":0.27778118252539524,"score_spread":0.2618623954374353,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2097959172","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":[0.99835145,0.00012524052,0.00017875493,0.00011908055,0.0000071411805,0.000005980369,0.00023933401,0.000008725776,0.00096434227],"genre_scores_gemma":[0.9992231,0.00004014948,0.000061325365,0.00001367545,0.000004468228,0.00000396839,0.0002374149,0.0000066903995,0.00040913903],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970945,0.00099239,0.00017225699,0.00060009316,0.00071754924,0.0004231607],"domain_scores_gemma":[0.98114073,0.008473797,0.004453395,0.0016909211,0.0013514977,0.0028896693],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033917315,0.0002787864,0.000369636,0.0011705852,0.0007293136,0.0015965407,0.0010343115,0.00061197457,0.0029686831],"category_scores_gemma":[0.016857522,0.00018521161,0.0005429418,0.0013253322,0.0008051839,0.0007689789,0.001588768,0.0009601758,0.00044206885],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011723189,0.000054790435,0.9965648,0.0000035014898,0.000053043972,0.00002954643,0.000433824,0.0000946526,0.00011126253,0.00006782034,0.000103676044,0.0023658208],"study_design_scores_gemma":[7.888506e-7,0.00005133487,0.9992086,0.0000026946177,0.00001048328,0.000015490063,0.00034420963,0.00017571525,0.000048693626,0.000028638997,0.00011010985,0.0000032923429],"about_ca_topic_score_codex":0.07748204,"about_ca_topic_score_gemma":0.079915866,"teacher_disagreement_score":0.92251796,"about_ca_system_score_codex":0.0010474365,"about_ca_system_score_gemma":0.0014686127,"threshold_uncertainty_score":0.15406209},"labels":[],"label_agreement":null},{"id":"W2099206974","doi":"10.18806/tesl.v28i0.1078","title":"Ethical Considerations in Conducting Research with Non-native Speakers of English","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":34,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Honor; Qualitative research; Psychology; Pedagogy; Research ethics; Ethical issues; Sociology; Engineering ethics; Linguistics; Social science; Computer science","score_opus":0.2199351738667427,"score_gpt":0.4141650714966605,"score_spread":0.1942298976299178,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099206974","genre_codex":"commentary","genre_gemma":"methods","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3054222,0.008002683,0.18315846,0.32773736,0.01808367,0.0892301,0.0006842926,0.0007794338,0.066901796],"genre_scores_gemma":[0.5663993,0.0035130845,0.2601942,0.056992438,0.0032517565,0.086895116,0.000281084,0.00034424622,0.022128789],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.5949667,0.3402756,0.025387445,0.007125359,0.023634821,0.008610059],"domain_scores_gemma":[0.5492156,0.31510544,0.0141871665,0.042449076,0.0532997,0.025743],"candidate_categories":["metaresearch","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.33923465,0.0012619669,0.002873402,0.0026511801,0.010623824,0.009123244,0.005309641,0.011233746,0.004696366],"category_scores_gemma":[0.3604631,0.0018240432,0.0014474281,0.0028706684,0.02062018,0.0060164314,0.006227392,0.018330855,0.0017091101],"study_design_candidate":"theoretical_or_conceptual","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":[0.0013818512,0.00070894306,0.0042939004,0.0015018632,0.00012398243,0.0077603846,0.81054664,0.0007520371,0.0077202725,0.08160219,0.03487281,0.04873512],"study_design_scores_gemma":[0.00077297847,0.0012473522,0.0049682413,0.0068713427,0.00014792592,0.008828671,0.46077785,0.0051682973,0.009002859,0.071936965,0.42987368,0.0004039084],"about_ca_topic_score_codex":0.0042115925,"about_ca_topic_score_gemma":0.010274468,"teacher_disagreement_score":0.98876625,"about_ca_system_score_codex":0.005378042,"about_ca_system_score_gemma":0.043313485,"threshold_uncertainty_score":0.81484133},"labels":[],"label_agreement":null},{"id":"W2099886492","doi":"10.18806/tesl.v30i7.1157","title":"Is It Rude Language? Children Learning Pragmatics Through Visual Narrative","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Japan Society for the Promotion of Science","keywords":"Formality; Pragmatics; Dialogic; Context (archaeology); Narrative; Psychology; Rubric; Linguistics; Foreign language; Politeness; Language acquisition; Language education; Pedagogy; Mathematics education","score_opus":0.016405565631508454,"score_gpt":0.26793074186073873,"score_spread":0.25152517622923026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099886492","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":[0.98964757,0.00060542766,0.0012656539,0.00038131519,0.000016564049,0.000031647985,0.00005415151,0.00007415835,0.007923509],"genre_scores_gemma":[0.98883003,0.001295175,0.0045421715,0.00010620176,0.0000064234728,0.000057837562,0.000065593624,0.000023743798,0.005073043],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9996389,0.00008388176,0.000023889637,0.00007997636,0.000081780156,0.000091666065],"domain_scores_gemma":[0.9994723,0.00019410154,0.000106606334,0.000043623248,0.00005263057,0.00013067662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010990079,0.0006356385,0.00053426466,0.000512984,0.0010589609,0.0026616696,0.0004751873,0.00068865827,0.0019414767],"category_scores_gemma":[0.0015764574,0.00038341383,0.00036452943,0.00022542839,0.0027589065,0.0016068026,0.0019630755,0.001098595,0.00038146516],"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":[0.0002811232,0.0017205913,0.10435865,0.0012197418,0.00006477842,0.017469049,0.6233888,0.0007981465,0.08504236,0.02453919,0.0060228584,0.13509476],"study_design_scores_gemma":[0.00014729536,0.0018548429,0.24372925,0.0013919967,0.0003478089,0.020101503,0.46425217,0.0021982966,0.041646954,0.025362993,0.19866617,0.00030068477],"about_ca_topic_score_codex":0.011027905,"about_ca_topic_score_gemma":0.019201877,"teacher_disagreement_score":0.011027905,"about_ca_system_score_codex":0.0009214397,"about_ca_system_score_gemma":0.0020927757,"threshold_uncertainty_score":0.021927416},"labels":[],"label_agreement":null},{"id":"W2102463196","doi":"10.18806/tesl.v26i1.387","title":"The ESL Classroom and the Queerly Shifting Sands of Learner Identity","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Alberta","keywords":"Plural; Identity (music); Diversity (politics); Human sexuality; Sexual identity; Context (archaeology); Identity negotiation; Negotiation; Psychology; Ethnic group; Class (philosophy); Pedagogy; Cultural diversity; Linguistics; Gender studies; Sociology; History; Computer science","score_opus":0.04028711060630636,"score_gpt":0.38204186430141013,"score_spread":0.3417547536951038,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2102463196","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":[0.2668238,0.0042979186,0.0043828776,0.22263296,0.0006019929,0.000039784725,0.00008988373,0.00016916226,0.5009616],"genre_scores_gemma":[0.9614676,0.0010151925,0.0008492506,0.004085761,0.000089442554,0.000020917458,0.0000182123,0.000048132435,0.032405596],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99447966,0.0030550612,0.00010162818,0.00040708145,0.0010617637,0.0008948028],"domain_scores_gemma":[0.9941855,0.0016296367,0.00047228078,0.00044168215,0.0008536593,0.002417212],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005804918,0.0002646271,0.00031301007,0.0013486955,0.020790793,0.011699121,0.001241471,0.002336456,0.0074223983],"category_scores_gemma":[0.0072363974,0.00018911384,0.00019095441,0.0006932156,0.051152285,0.010162844,0.014451201,0.005132891,0.0009133967],"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":[0.00002338687,0.0001341796,0.0046478887,0.000052968626,0.000004787669,0.00049750373,0.27514246,0.0001400342,0.000346509,0.6567969,0.018483328,0.043730073],"study_design_scores_gemma":[0.000018364364,0.000039525497,0.0036566702,0.00028600355,0.000004889662,0.00028848994,0.42555058,0.00027611607,0.0004549624,0.15434699,0.41504225,0.000035153902],"about_ca_topic_score_codex":0.12758851,"about_ca_topic_score_gemma":0.18715288,"teacher_disagreement_score":0.12758851,"about_ca_system_score_codex":0.016967842,"about_ca_system_score_gemma":0.026697792,"threshold_uncertainty_score":0.25369173},"labels":[],"label_agreement":null},{"id":"W2105484232","doi":"10.18806/tesl.v31i2.1177","title":"Teachers’ Stances on Cell Phones in the ESL Classroom: Toward a “Theoretical” Framework","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Proposition; Sociology; Virtual classroom; Psychology; Mathematics education; Philosophy; Epistemology","score_opus":0.008239418528430556,"score_gpt":0.23196233298838748,"score_spread":0.22372291445995693,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105484232","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":[0.2884418,0.0056975484,0.03768097,0.17618574,0.0007516336,0.00014438923,0.00013227451,0.00013208606,0.49083352],"genre_scores_gemma":[0.98062277,0.0012715664,0.0025482406,0.0037271508,0.00016846802,0.000114259994,0.00002680106,0.000053272575,0.011467418],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99140406,0.005272127,0.00020054086,0.00084141,0.0012949681,0.0009869187],"domain_scores_gemma":[0.99013674,0.0063412148,0.0008784602,0.00039663614,0.0009221904,0.0013248272],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007127166,0.0005731021,0.00054590433,0.0031666472,0.00954976,0.01959143,0.0023211255,0.005922133,0.0071891234],"category_scores_gemma":[0.0076136263,0.0004868632,0.00047862355,0.0014822693,0.04392561,0.014351869,0.006558664,0.0073736003,0.0016628332],"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":[0.00001713183,0.000051986517,0.001467808,0.00008067356,0.000003268426,0.0002122597,0.15114954,0.00017558057,0.00024186164,0.84132093,0.0016494545,0.003629603],"study_design_scores_gemma":[0.00005100405,0.00008161531,0.002473597,0.0007230182,0.000019619269,0.0002322834,0.46635807,0.0015982254,0.00075677776,0.37815642,0.14950368,0.00004568382],"about_ca_topic_score_codex":0.0111324545,"about_ca_topic_score_gemma":0.007514613,"teacher_disagreement_score":0.01959143,"about_ca_system_score_codex":0.013118826,"about_ca_system_score_gemma":0.0059990473,"threshold_uncertainty_score":0.09518421},"labels":[],"label_agreement":null},{"id":"W2106304221","doi":"10.18806/tesl.v24i2.137","title":"ESL Learning Experiences of Immigrant Students in High Schools in a Small City","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; English as a second language; Pedagogy; Psychology; Mathematics education; New immigrants; Medical education; Sociology; Political science; Medicine","score_opus":0.045108466620185105,"score_gpt":0.4211563504948201,"score_spread":0.376047883874635,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2106304221","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":[0.99850154,0.00005814062,0.000014534475,0.00025654898,0.000008778466,0.000009920701,0.000014423816,0.0000023109005,0.0011337358],"genre_scores_gemma":[0.99814796,0.00009954489,0.000047652153,0.00019352644,0.0000033158885,0.000009399915,0.000018386876,0.000002926546,0.0014772926],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99873906,0.00035219133,0.00003194378,0.0000759179,0.00013018833,0.00067079754],"domain_scores_gemma":[0.99799347,0.00017297272,0.00016061107,0.000038125054,0.00028365102,0.0013511975],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011133925,0.00045177402,0.0007876168,0.0008395024,0.019328456,0.004393757,0.0012685305,0.0011765772,0.0037490467],"category_scores_gemma":[0.001615246,0.00038057813,0.00041940078,0.0009936814,0.0054165428,0.0009803318,0.0046781953,0.0022242565,0.00038364163],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022473132,0.0005970248,0.106947735,0.000101957645,0.000028420987,0.0027700507,0.87436694,0.000089805246,0.0014593683,0.00084206247,0.002776569,0.0097953435],"study_design_scores_gemma":[0.0000066969437,0.00011962737,0.02761749,0.000036043864,0.000010245381,0.00017764626,0.96837234,0.000043832035,0.00009408781,0.00005170718,0.0034487813,0.000021487524],"about_ca_topic_score_codex":0.55063164,"about_ca_topic_score_gemma":0.8220803,"teacher_disagreement_score":0.55063164,"about_ca_system_score_codex":0.009038536,"about_ca_system_score_gemma":0.013841143,"threshold_uncertainty_score":0.90402955},"labels":[],"label_agreement":null},{"id":"W2107130315","doi":"10.18806/tesl.v17i2.892","title":"Teaching Writing in Rural Thailand: Considering New Perspectives","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Punctuation; Anecdote; Spelling; Vocabulary; Certificate; Agency (philosophy); Pedagogy; Language education; Linguistics; Sociology; Psychology; Mathematics education; Political science; Computer science; Social science","score_opus":0.012703773180620615,"score_gpt":0.2141675967575045,"score_spread":0.2014638235768839,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2107130315","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":[0.66672504,0.021422064,0.0043474725,0.16136749,0.0023582105,0.000185707,0.0001120441,0.00008381406,0.14339815],"genre_scores_gemma":[0.9566624,0.013490238,0.0014945433,0.006461225,0.00083935156,0.00013770051,0.000044937427,0.00007201362,0.020797592],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9909855,0.0066552423,0.0001837566,0.00034250866,0.0005928438,0.0012402098],"domain_scores_gemma":[0.9856312,0.0073282775,0.00092033186,0.00020671252,0.0010350916,0.004878297],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007521872,0.0006258028,0.0005329857,0.0010415735,0.020516947,0.0138007365,0.002096206,0.0044592745,0.007738536],"category_scores_gemma":[0.007862069,0.0005680264,0.00030567253,0.0021567703,0.013266576,0.008776955,0.00788986,0.009504553,0.0006215628],"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":[0.00005414748,0.00011179981,0.0014620733,0.00056306244,0.0000054846155,0.0054347618,0.96069884,0.00013011188,0.00075378385,0.01672196,0.0036616186,0.010402312],"study_design_scores_gemma":[0.000009690165,0.00007121878,0.0005190327,0.00016718652,0.000003592703,0.00082523224,0.9543962,0.00006747098,0.00013742187,0.0014949689,0.04229846,0.000009449674],"about_ca_topic_score_codex":0.01378191,"about_ca_topic_score_gemma":0.03190289,"teacher_disagreement_score":0.020516947,"about_ca_system_score_codex":0.006451845,"about_ca_system_score_gemma":0.0101819,"threshold_uncertainty_score":0.04681164},"labels":[],"label_agreement":null},{"id":"W2108041243","doi":"10.18806/tesl.v30i1.1124","title":"How Well do General-Skills ESL Textbooks Address Pronunciation?","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":151,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Pronunciation; Task (project management); Linguistics; Mathematics education; Psychology; Philosophy","score_opus":0.014196402349105445,"score_gpt":0.2735741922287019,"score_spread":0.2593777898795964,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2108041243","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":[0.9827595,0.0018206389,0.0011797393,0.001209597,0.000112851776,0.000069956084,0.00025316016,0.00012439092,0.012470259],"genre_scores_gemma":[0.98913914,0.00248077,0.0019615204,0.0005531341,0.000085344436,0.000057056423,0.0005836975,0.00004616817,0.005093154],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.995893,0.0009342445,0.0004277585,0.0004858621,0.0019550482,0.0003040201],"domain_scores_gemma":[0.9639684,0.012046392,0.009762208,0.0023166742,0.009049833,0.0028565628],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006068556,0.0003867272,0.00055747,0.0023607835,0.0005003583,0.0034811061,0.0010555609,0.0010242761,0.0026990331],"category_scores_gemma":[0.073525846,0.00028622412,0.0003277021,0.0019274639,0.000758742,0.006293879,0.0014199371,0.00061285886,0.0023051505],"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":[0.00029478618,0.0009166747,0.5160574,0.00069982174,0.00015852628,0.00052824937,0.02729185,0.0009177436,0.0044104657,0.00092582323,0.00837801,0.43942058],"study_design_scores_gemma":[0.000054535267,0.00096878374,0.9311446,0.00059869746,0.00012434887,0.0008597437,0.020920923,0.0010922193,0.0026414674,0.0010731504,0.040449634,0.00007186137],"about_ca_topic_score_codex":0.0038164263,"about_ca_topic_score_gemma":0.008986078,"teacher_disagreement_score":0.006068556,"about_ca_system_score_codex":0.0012695048,"about_ca_system_score_gemma":0.0010913132,"threshold_uncertainty_score":0.032094},"labels":[],"label_agreement":null},{"id":"W2110411447","doi":"10.18806/tesl.v20i1.935","title":"Formulaic Language Acquisition and Production: Implications for Teaching","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":152,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Computer science; Language production; Second-language acquisition; Developmental linguistics; Linguistics; Comprehension approach; Production (economics); Second-language attrition; Language acquisition; Universal Networking Language; Subject (documents); Language assessment; Natural language processing; Psychology; Natural language; Cognition","score_opus":0.018678215399284527,"score_gpt":0.2970407497652864,"score_spread":0.27836253436600183,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2110411447","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.1511698,0.12111484,0.042601466,0.3908657,0.0025419686,0.0003769758,0.00026393685,0.00054884946,0.29051656],"genre_scores_gemma":[0.8627864,0.06332836,0.041131094,0.005576994,0.00081581355,0.0006231974,0.00014226689,0.00012392373,0.025471931],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99861085,0.00074707903,0.000049517763,0.00014035164,0.00028161347,0.0001705209],"domain_scores_gemma":[0.9907244,0.0066692373,0.0004875878,0.00022936382,0.0006117877,0.0012777146],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032937962,0.0004921652,0.0005512512,0.00082213915,0.002249269,0.0067803077,0.0013576082,0.0021892316,0.008722732],"category_scores_gemma":[0.013956163,0.00027937762,0.00020119821,0.0013387792,0.006940058,0.0059322696,0.0031343023,0.0028867496,0.0009980809],"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":[0.00012075144,0.0011391557,0.0095754275,0.0010602194,0.00001069697,0.0007273485,0.030163167,0.0008869487,0.0013001778,0.42767692,0.02891712,0.49842203],"study_design_scores_gemma":[0.00010448914,0.0003112258,0.02528947,0.0023775883,0.000027205784,0.00085288024,0.06287627,0.0027384304,0.0030521066,0.67381877,0.22844765,0.00010394589],"about_ca_topic_score_codex":0.026499731,"about_ca_topic_score_gemma":0.034856167,"teacher_disagreement_score":0.026499731,"about_ca_system_score_codex":0.008883069,"about_ca_system_score_gemma":0.012873129,"threshold_uncertainty_score":0.064451516},"labels":[],"label_agreement":null},{"id":"W2111901181","doi":"10.18806/tesl.v30i7.1156","title":"Teaching Strategies to Get the Tone Right: Making Requests and Gaining Compliance","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"George Brown College","funders":"","keywords":"Pragmatics; Wonder; Tone (literature); Compliance (psychology); Task (project management); Psychology; Second language; Pedagogy; Computer science; Linguistics; Social psychology","score_opus":0.053390480409226906,"score_gpt":0.32592142454586925,"score_spread":0.27253094413664236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2111901181","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":[0.52538025,0.0009089424,0.22462936,0.014513197,0.00070138386,0.0007901002,0.00009076265,0.002354824,0.23063123],"genre_scores_gemma":[0.85177726,0.0009932684,0.114251815,0.0017220767,0.00007297951,0.00045324443,0.00008104308,0.00038228027,0.03026607],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99468106,0.003081103,0.00019053183,0.00037076994,0.0012708199,0.0004057661],"domain_scores_gemma":[0.99255025,0.0049451594,0.0005155618,0.0006556387,0.0007703972,0.00056297414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004626834,0.00077951944,0.00032300016,0.00088583527,0.0021534918,0.0038593449,0.0011449434,0.0021803696,0.0035444568],"category_scores_gemma":[0.01545985,0.00034121468,0.000415106,0.00045063376,0.0059134425,0.004573452,0.003854468,0.0027355952,0.0021233724],"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":[0.00014812184,0.0010513457,0.01127142,0.00080796034,0.000033189295,0.0017016889,0.36524454,0.0010999184,0.036470797,0.15396598,0.02043114,0.40777394],"study_design_scores_gemma":[0.00023258127,0.0011836631,0.015882969,0.0014128775,0.00010452263,0.0037499757,0.33591437,0.01090555,0.05691946,0.14402737,0.42931983,0.0003468592],"about_ca_topic_score_codex":0.0022933097,"about_ca_topic_score_gemma":0.0039677257,"teacher_disagreement_score":0.004626834,"about_ca_system_score_codex":0.0010798476,"about_ca_system_score_gemma":0.0039216294,"threshold_uncertainty_score":0.024469376},"labels":[],"label_agreement":null},{"id":"W2112488360","doi":"10.18806/tesl.v0i0.1038","title":"Professionalization and Exclusion in ESL Teaching","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Professionalization; Certification; Context (archaeology); Pedagogy; Psychology; Raising (metalworking); Professional development; Sociology; Empirical research; Political science; Social science; Epistemology","score_opus":0.010568928184520198,"score_gpt":0.2128416672710872,"score_spread":0.20227273908656698,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2112488360","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":[0.91030556,0.0008381077,0.0010084512,0.017869607,0.00010078468,0.000022510074,0.0000128105485,0.000015204636,0.069826946],"genre_scores_gemma":[0.99495417,0.00015530345,0.00010802709,0.0004786937,0.000034915978,0.000011622094,0.0000067929695,0.000007759975,0.004242666],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97988087,0.009018518,0.000601297,0.0012031532,0.003624622,0.005671512],"domain_scores_gemma":[0.97673655,0.0066874134,0.0039333203,0.0007747151,0.0031212578,0.0087466715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00909162,0.0002121692,0.0005426539,0.002625878,0.023367979,0.008093761,0.0013868917,0.0016614636,0.0045993878],"category_scores_gemma":[0.019898027,0.0002531501,0.00030536987,0.0018079627,0.035005983,0.0048102755,0.02032139,0.0037668056,0.0004013636],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002046617,0.00038905005,0.09946114,0.00010375569,0.000007498139,0.0010214832,0.71831656,0.00014334611,0.0007526366,0.11332633,0.003677205,0.0625963],"study_design_scores_gemma":[0.000050336763,0.00018482514,0.108449854,0.0002930084,0.000007681697,0.0010263252,0.7868168,0.00040496036,0.0005087776,0.04111572,0.06109048,0.000051150426],"about_ca_topic_score_codex":0.06434956,"about_ca_topic_score_gemma":0.06885362,"teacher_disagreement_score":0.93565047,"about_ca_system_score_codex":0.013594645,"about_ca_system_score_gemma":0.024167622,"threshold_uncertainty_score":0.12795001},"labels":[],"label_agreement":null},{"id":"W2113994869","doi":"10.18806/tesl.v20i1.941","title":"Improving Pronunciation of Adult ESL Students","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Linguistic Variation and Morphology","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Stress (linguistics); Linguistics; Grammar; Sentence; Psychology; Computer science","score_opus":0.01710942953332288,"score_gpt":0.2746552016723298,"score_spread":0.2575457721390069,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113994869","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":[0.993004,0.00019191956,0.0024540639,0.0002016049,0.000033591972,0.000028842991,0.00011289667,0.00017851939,0.0037945667],"genre_scores_gemma":[0.97957784,0.00030000295,0.008265281,0.00013896791,0.000015296146,0.00003758815,0.00020856621,0.000045132198,0.011411403],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99960154,0.000073266565,0.000052335796,0.00006972914,0.00014655724,0.00005661402],"domain_scores_gemma":[0.9987134,0.0002188746,0.00013084055,0.0000846684,0.00057668635,0.00027549147],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005817212,0.00032837258,0.00028964676,0.0003771098,0.00032283328,0.00067712483,0.00028506125,0.0003789871,0.0053956956],"category_scores_gemma":[0.0025110692,0.00008291453,0.00012938792,0.00014303779,0.00022504847,0.00051757006,0.0005407538,0.000571124,0.002185022],"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":[0.00084952364,0.0028364197,0.14062981,0.0003498699,0.000022590833,0.002740476,0.04346803,0.00043712178,0.14641024,0.0006939451,0.0052501927,0.6563118],"study_design_scores_gemma":[0.0002869804,0.012920475,0.60862,0.00031325017,0.00018340803,0.0152059095,0.050291512,0.004785788,0.18750757,0.002259314,0.11739203,0.00023378804],"about_ca_topic_score_codex":0.000702158,"about_ca_topic_score_gemma":0.0012630858,"teacher_disagreement_score":0.0053956956,"about_ca_system_score_codex":0.00021515835,"about_ca_system_score_gemma":0.00029092203,"threshold_uncertainty_score":0.018050373},"labels":[],"label_agreement":null},{"id":"W2114277009","doi":"10.18806/tesl.v24i2.141","title":"Diary of an Edu-Tourist in Costa Rica: An Autoethnographical Account of Learning Spanish","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Tourism; Experiential learning; Curiosity; Context (archaeology); Language acquisition; Pedagogy; Language education; Psychology; Sociology; Linguistics; Mathematics education; Geography; Social psychology","score_opus":0.018898895182226816,"score_gpt":0.24920280147928364,"score_spread":0.23030390629705683,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114277009","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":[0.9631627,0.0017624585,0.0017397968,0.0044338806,0.00021070414,0.00014331056,0.0008804996,0.00007051905,0.027596194],"genre_scores_gemma":[0.976101,0.002042445,0.0014483572,0.001234196,0.00008839216,0.00020117917,0.00043782362,0.00013396476,0.018312607],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989135,0.00072362216,0.00003139631,0.00010429399,0.000103658196,0.00012354748],"domain_scores_gemma":[0.99816775,0.00096722424,0.00014618802,0.0001594328,0.00024746952,0.00031177286],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001376423,0.0006347737,0.0006401562,0.000965221,0.0061872434,0.0022742373,0.000839928,0.0012032395,0.0027766386],"category_scores_gemma":[0.0035362977,0.00029251265,0.00026847646,0.0013365898,0.003907844,0.0013215918,0.003286888,0.002404162,0.00040402578],"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":[0.00009631772,0.00007419817,0.0034734686,0.00017566634,0.000014392437,0.0018765077,0.9761086,0.00016989492,0.0022155507,0.0021303066,0.006122158,0.007542926],"study_design_scores_gemma":[0.0000066920375,0.00003815964,0.0073606907,0.00020500134,0.000009240288,0.0006852391,0.8986253,0.00017204546,0.0006272113,0.0002741738,0.091966115,0.000030137971],"about_ca_topic_score_codex":0.037644368,"about_ca_topic_score_gemma":0.12305153,"teacher_disagreement_score":0.037644368,"about_ca_system_score_codex":0.0035179313,"about_ca_system_score_gemma":0.0016289589,"threshold_uncertainty_score":0.0748505},"labels":[],"label_agreement":null},{"id":"W2114878165","doi":"10.18806/tesl.v28i2.1075","title":"Teacher Preparedness for a Changing Demographic of Language Learners","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":67,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Ell; Preparedness; Competence (human resources); Pedagogy; Psychology; Teacher preparation; Certification; Immigration; Qualitative research; Teacher education; English-language learner; English language; Mathematics education; Teaching method; Sociology; Political science; Vocabulary development; Social psychology","score_opus":0.07426945542352728,"score_gpt":0.3985116729029029,"score_spread":0.32424221747937565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2114878165","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":[0.99031293,0.000117623626,0.00006801032,0.003503473,0.000020261527,0.000019768022,0.000045993245,0.000007578359,0.005904214],"genre_scores_gemma":[0.9957296,0.00021327929,0.00012232004,0.00029595706,0.000007105046,0.00001693661,0.000041775045,0.000003498879,0.0035695103],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992399,0.00012401807,0.00002225951,0.000070397204,0.00015604561,0.00038733648],"domain_scores_gemma":[0.99771726,0.0001879084,0.00029148906,0.00006352504,0.00050268194,0.0012372221],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009164224,0.00008710065,0.00014432248,0.000323426,0.006358974,0.0017463313,0.0008122896,0.0005792364,0.0032824774],"category_scores_gemma":[0.002418178,0.00013316453,0.00015122582,0.00036681767,0.0018230001,0.000774981,0.0016263168,0.000709403,0.0002834374],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008719575,0.00013579222,0.5952794,0.00015364545,0.000011994556,0.0018617075,0.34431845,0.00017000515,0.0054436084,0.0021997795,0.00905369,0.04128463],"study_design_scores_gemma":[0.000012405323,0.000100369005,0.44332466,0.00009270558,0.000011085267,0.00037751114,0.5180137,0.0001048712,0.00055556785,0.00031484218,0.037067022,0.00002533598],"about_ca_topic_score_codex":0.7017814,"about_ca_topic_score_gemma":0.8969543,"teacher_disagreement_score":0.7017814,"about_ca_system_score_codex":0.012787647,"about_ca_system_score_gemma":0.029609146,"threshold_uncertainty_score":0.5999497},"labels":[],"label_agreement":null},{"id":"W2115743601","doi":"10.18806/tesl.v25i1.109","title":"Revision in Second Language Writing: What Teachers Need to Know","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second language writing; Second language; Pedagogy; Language education; Linguistics; Mathematics education; Psychology; Language assessment; Need to know; Sociology; Computer science; Philosophy","score_opus":0.01226505920514824,"score_gpt":0.2636932519307178,"score_spread":0.25142819272556954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2115743601","genre_codex":"review","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":[0.027975878,0.5521227,0.009869773,0.3813816,0.0065741814,0.00008201598,0.0000728262,0.00027630889,0.02164469],"genre_scores_gemma":[0.35407704,0.57319504,0.016599752,0.04047821,0.006054717,0.00023122987,0.00016144464,0.00021896287,0.008983597],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9940996,0.002872595,0.00055935455,0.00050253124,0.0014835286,0.0004823858],"domain_scores_gemma":[0.93437034,0.04780069,0.0027886454,0.001989038,0.009155528,0.0038956434],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009112135,0.00045979742,0.0015452809,0.0014963377,0.0035228191,0.01052184,0.001334708,0.005534632,0.00294636],"category_scores_gemma":[0.035069767,0.0006177577,0.00043595274,0.0014481877,0.008184429,0.019264713,0.002591014,0.009466436,0.0014463713],"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":[0.00012305002,0.0004208293,0.012239253,0.007047708,0.00003845636,0.0006543651,0.06418205,0.0001965284,0.0007184961,0.018493375,0.056200393,0.8396856],"study_design_scores_gemma":[0.0001056079,0.00042891377,0.028922401,0.025341209,0.00012107521,0.004303242,0.21939059,0.00090737414,0.002374118,0.13807489,0.5797647,0.00026584865],"about_ca_topic_score_codex":0.0072027026,"about_ca_topic_score_gemma":0.014245253,"teacher_disagreement_score":0.01052184,"about_ca_system_score_codex":0.0033395882,"about_ca_system_score_gemma":0.012013149,"threshold_uncertainty_score":0.048190176},"labels":[],"label_agreement":null},{"id":"W2116753181","doi":"10.18806/tesl.v31i0.1194","title":"Task-Based Language Teaching and Expansive Learning Theory","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language education; Psychology; Second-language acquisition; Learning theory; Language acquisition; CLARITY; Pedagogy; Teaching method; Mathematics education; Linguistics; Philosophy","score_opus":0.019055700280989338,"score_gpt":0.22504575911578417,"score_spread":0.20599005883479482,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116753181","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":[0.08462702,0.0034961463,0.5620628,0.0061919773,0.0002573145,0.00035766646,0.00008922963,0.00025490648,0.3426629],"genre_scores_gemma":[0.90205836,0.0021923925,0.081039995,0.00069828774,0.00016681873,0.0006438161,0.00008494653,0.000090593945,0.013024855],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99588096,0.0024946514,0.00019573556,0.0004139093,0.00076731347,0.0002474943],"domain_scores_gemma":[0.9876936,0.009528642,0.0007401998,0.0007185921,0.00073078164,0.00058806094],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040327287,0.0006565048,0.0004067264,0.0018239695,0.0012848189,0.0045962036,0.0015577148,0.0010578093,0.0044700494],"category_scores_gemma":[0.008635642,0.0002776924,0.0008186822,0.00082204444,0.015389955,0.004578797,0.0037240859,0.0020307493,0.0007284811],"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":[0.000019157153,0.000101402824,0.001088197,0.0002822914,0.000016779604,0.0001802067,0.011521467,0.003976024,0.0004276631,0.94462425,0.00057836,0.037184387],"study_design_scores_gemma":[0.00003655532,0.000075157084,0.00087829627,0.00026867393,0.00001273672,0.00019965161,0.0026379498,0.0060538934,0.00062113587,0.96123177,0.027961794,0.000022368868],"about_ca_topic_score_codex":0.0021751255,"about_ca_topic_score_gemma":0.0011655831,"teacher_disagreement_score":0.0045962036,"about_ca_system_score_codex":0.002570484,"about_ca_system_score_gemma":0.0024064104,"threshold_uncertainty_score":0.021327376},"labels":[],"label_agreement":null},{"id":"W2118020891","doi":"10.18806/tesl.v27i2.1056","title":"Implementing Communication Strategy Instruction in the ESL Oral Classroom: What Do Low-Proficiency Learners Tell Us?","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Class (philosophy); Task (project management); Recall; Language proficiency; Psychology; Affect (linguistics); Intervention (counseling); Mathematics education; Pedagogy; Computer science; Cognitive psychology; Communication","score_opus":0.02680083819749378,"score_gpt":0.2612024720687219,"score_spread":0.2344016338712281,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118020891","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":[0.99293995,0.0016720438,0.00017909156,0.0032444529,0.000036024092,0.000034233137,0.000022881977,0.000009251169,0.0018621697],"genre_scores_gemma":[0.9950054,0.0027765343,0.0006124247,0.0005677309,0.00003175176,0.00007246401,0.000046233487,0.0000041588514,0.0008832159],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9987313,0.0005018577,0.00008938304,0.00010136436,0.00036742297,0.00020863417],"domain_scores_gemma":[0.9940055,0.0038602634,0.00091628544,0.00011823675,0.00045884142,0.0006408866],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031428733,0.00033252372,0.00050687115,0.0005015002,0.00097086874,0.0024198454,0.0006890295,0.0017654258,0.0012626643],"category_scores_gemma":[0.014983328,0.0001847104,0.00017094646,0.00037996765,0.0012302663,0.0025656815,0.00094979425,0.001379685,0.00031799715],"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":[0.0005924724,0.0050715264,0.19442432,0.0015651345,0.00006665813,0.0009609226,0.20693313,0.00012653002,0.0065946607,0.0010800879,0.0027200617,0.57986444],"study_design_scores_gemma":[0.0002110929,0.0061804694,0.36137992,0.0019535802,0.00024413057,0.001420398,0.5982564,0.0005580067,0.00999955,0.0030589502,0.016630506,0.00010697382],"about_ca_topic_score_codex":0.0033224723,"about_ca_topic_score_gemma":0.006693298,"teacher_disagreement_score":0.0033224723,"about_ca_system_score_codex":0.00103818,"about_ca_system_score_gemma":0.0024672975,"threshold_uncertainty_score":0.016621351},"labels":[],"label_agreement":null},{"id":"W2118048369","doi":"10.18806/tesl.v20i2.946","title":"Race and Desire: Toward Critical Literacies for ESL","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Transformative learning; Sociology; Race (biology); Critical race theory; Identity (music); Critical theory; Critical pedagogy; Critical literacy; Discipline; Curriculum; Pedagogy; Literacy; Gender studies; Epistemology; Aesthetics; Social science; Philosophy","score_opus":0.04232306492966275,"score_gpt":0.2613280432791095,"score_spread":0.21900497834944677,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118048369","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":[0.10873495,0.007468935,0.15719593,0.15826243,0.00079053396,0.00030989802,0.00005066483,0.000285454,0.56690115],"genre_scores_gemma":[0.9546422,0.0015717269,0.024165668,0.0037272219,0.00023823218,0.0002480121,0.000020352636,0.00010199977,0.015284669],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99214435,0.0057064453,0.00020340321,0.0004887455,0.0008687641,0.0005883324],"domain_scores_gemma":[0.9875492,0.008254437,0.0009309389,0.0006997764,0.0011830054,0.0013825855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014626049,0.00079596235,0.0005068963,0.0034829709,0.009352228,0.014685807,0.001306241,0.0027812978,0.0032576201],"category_scores_gemma":[0.015174547,0.00043300632,0.0004042895,0.0013288447,0.068824396,0.016346175,0.011624882,0.006445965,0.00039611573],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004998801,0.000015908627,0.00027881513,0.00004633135,0.0000018934411,0.00006734623,0.100314036,0.00008251001,0.00015753311,0.8903671,0.001015238,0.007648254],"study_design_scores_gemma":[0.000009159242,0.00001144795,0.00023712892,0.00025935724,0.0000033573049,0.000083024504,0.058181286,0.0005424431,0.0005171344,0.8683206,0.07182177,0.000013227778],"about_ca_topic_score_codex":0.009610818,"about_ca_topic_score_gemma":0.0102404645,"teacher_disagreement_score":0.99038917,"about_ca_system_score_codex":0.013153951,"about_ca_system_score_gemma":0.013518241,"threshold_uncertainty_score":0.09543902},"labels":[],"label_agreement":null},{"id":"W2118435812","doi":"10.18806/tesl.v18i2.908","title":"The Impact of Language and Skills Training on Immigrants's Lives","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Interpreting and Communication in Healthcare","field":"Health Professions","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"University of British Columbia","keywords":"Autonomy; Immigration; Psychology; Settlement (finance); Identity (music); Psychological intervention; Medical education; Qualitative property; Focus group; Public relations; Pedagogy; Political science; Medicine; Business; Marketing","score_opus":0.03190487055359972,"score_gpt":0.4212029403013643,"score_spread":0.3892980697477646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118435812","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":[0.98643166,0.00040731902,0.00011100397,0.0026366524,0.00008436518,0.000022753164,0.000028762584,0.00001086843,0.010266601],"genre_scores_gemma":[0.99586606,0.0003632672,0.00014206443,0.0006913173,0.000029204808,0.000028015045,0.000018729635,0.000009091096,0.0028523207],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9953727,0.0025177908,0.0000803074,0.00010399628,0.00040808166,0.0015171113],"domain_scores_gemma":[0.995789,0.0012664859,0.00031674604,0.000083941755,0.0004584789,0.0020853928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035072227,0.00045442136,0.0004807312,0.00080580445,0.014285332,0.003398214,0.00097382674,0.0014049313,0.0034475224],"category_scores_gemma":[0.0057974784,0.0002425113,0.0003997878,0.0006088345,0.00853756,0.0012161435,0.0068560364,0.0019558754,0.000274941],"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":[0.000087759974,0.00008250288,0.009609564,0.00009347348,0.000009314205,0.0014906765,0.9733156,0.00005215628,0.00053099124,0.00083550543,0.0017879719,0.01210444],"study_design_scores_gemma":[0.000004776876,0.00006487001,0.004776191,0.00006390188,0.0000043745035,0.00024981383,0.9876133,0.000019068637,0.000084699124,0.00010522556,0.007000478,0.000013314646],"about_ca_topic_score_codex":0.08197096,"about_ca_topic_score_gemma":0.21185036,"teacher_disagreement_score":0.08197096,"about_ca_system_score_codex":0.005582564,"about_ca_system_score_gemma":0.011342834,"threshold_uncertainty_score":0.16298765},"labels":[],"label_agreement":null},{"id":"W2118735598","doi":"10.18806/tesl.v31i2.1175","title":"Facebook: Facilitating Social Access and Language Acquisition for International Students?","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Social connectedness; Language proficiency; Psychology; Sociology; Pedagogy; Social psychology; Humanities","score_opus":0.02768233860210553,"score_gpt":0.31102273707217415,"score_spread":0.28334039847006864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2118735598","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":[0.961767,0.0011961161,0.00011009625,0.004949373,0.00009421649,0.00006009705,0.00009052557,0.000028326122,0.03170409],"genre_scores_gemma":[0.9939697,0.0011565649,0.00025812307,0.0003239587,0.00003151807,0.000040209663,0.00004222409,0.0000061450532,0.0041716327],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99928373,0.0002645492,0.000017412007,0.00005261412,0.000091815615,0.0002899362],"domain_scores_gemma":[0.99664634,0.0005167358,0.00040192506,0.00006912776,0.00018108528,0.0021847296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000665841,0.0002845399,0.00023694366,0.0005898339,0.0026637083,0.0037872544,0.00059094414,0.00066012965,0.010327792],"category_scores_gemma":[0.003467201,0.0002129704,0.00028471224,0.00040254393,0.00087331154,0.0022657304,0.0020588946,0.0008344547,0.0007332363],"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":[0.00036142665,0.0024333226,0.59267133,0.00057326956,0.00009975242,0.0011313626,0.09171696,0.00007106996,0.0030329924,0.004493793,0.022301013,0.2811137],"study_design_scores_gemma":[0.000044398566,0.00049689604,0.67706203,0.0006251411,0.0001210193,0.00044289487,0.25349796,0.00042830617,0.00088470354,0.00090203405,0.06543612,0.00005848752],"about_ca_topic_score_codex":0.027585283,"about_ca_topic_score_gemma":0.09410652,"teacher_disagreement_score":0.027585283,"about_ca_system_score_codex":0.0013468945,"about_ca_system_score_gemma":0.002169066,"threshold_uncertainty_score":0.054849386},"labels":[],"label_agreement":null},{"id":"W2119129233","doi":"10.18806/tesl.v29i1.1090","title":"An International Graduate Student’s ESL Learning Experience Beyond the Classroom","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":95,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of Alberta","keywords":"Sociocultural evolution; Pedagogy; Adaptation (eye); Graduate students; Language acquisition; Psychology; Study abroad; Language proficiency; Mathematics education; Sociology","score_opus":0.05478499701997059,"score_gpt":0.2980267004143244,"score_spread":0.2432417033943538,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2119129233","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":[0.83290625,0.0006276995,0.0007959163,0.015893914,0.0008152122,0.00005758664,0.00012982523,0.00011733833,0.14865628],"genre_scores_gemma":[0.91012603,0.0010724047,0.0012984354,0.004005967,0.00020573926,0.000041573334,0.00016317696,0.00006171212,0.08302493],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991015,0.00022121768,0.000020686555,0.00008232,0.00022365889,0.00035060837],"domain_scores_gemma":[0.99555004,0.000126941,0.00009045051,0.00008242166,0.00052326184,0.0036269613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011919711,0.0004507019,0.00042996544,0.00040507247,0.0098223025,0.0047764527,0.0008426307,0.001220447,0.010765142],"category_scores_gemma":[0.001742549,0.00017417011,0.00042743966,0.000457718,0.0028437073,0.0018091422,0.0053462447,0.004147859,0.0023027302],"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":[0.0001932523,0.0032151437,0.038744014,0.00019370289,0.000027302041,0.008980808,0.6752387,0.00021488282,0.0071711545,0.008934567,0.13354562,0.12354092],"study_design_scores_gemma":[0.000024653113,0.00085250824,0.020587962,0.00018321765,0.000022062835,0.0031685655,0.7363909,0.00013999236,0.0014241333,0.0008987714,0.23623452,0.00007277657],"about_ca_topic_score_codex":0.028480403,"about_ca_topic_score_gemma":0.1031907,"teacher_disagreement_score":0.028480403,"about_ca_system_score_codex":0.0028510059,"about_ca_system_score_gemma":0.007948805,"threshold_uncertainty_score":0.0566293},"labels":[],"label_agreement":null},{"id":"W2120222267","doi":"10.18806/tesl.v18i1.897","title":"Time, Timing, Timetabling: Critical Elements of Successful Graduation of High School ESL Learners","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Graduation (instrument); Mainstream; Mathematics education; Process (computing); Diversity (politics); Plan (archaeology); Language proficiency; Software deployment; Pedagogy; Psychology; Computer science; Sociology; Political science; Engineering","score_opus":0.02601479702768461,"score_gpt":0.2569997681666705,"score_spread":0.23098497113898586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120222267","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":[0.8482314,0.0027212265,0.009924141,0.029578121,0.0006242722,0.0004704903,0.00010211131,0.00029410596,0.10805412],"genre_scores_gemma":[0.9885522,0.0005260397,0.0060334397,0.000875586,0.00006270318,0.00019467331,0.00004723092,0.00006341429,0.0036447004],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9934614,0.0029518607,0.00038647492,0.00043602916,0.0014589563,0.001305313],"domain_scores_gemma":[0.97373307,0.0067307595,0.0032582625,0.00078451325,0.003972847,0.011520524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012553942,0.00031074823,0.00044642494,0.0014783589,0.009213452,0.008509118,0.0018389104,0.0015361675,0.002988697],"category_scores_gemma":[0.03601761,0.0004661759,0.000319551,0.0010752544,0.0055318847,0.0038027796,0.0064936327,0.0034386038,0.00058383105],"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":[0.00071643037,0.0021946165,0.26374042,0.00040718462,0.0000870462,0.001971736,0.22081901,0.0014555693,0.0051221284,0.06827629,0.024957888,0.41025168],"study_design_scores_gemma":[0.00007352935,0.00091946713,0.49762517,0.0007494531,0.000045991335,0.0006482841,0.37067053,0.00093924114,0.00200855,0.048882272,0.077210926,0.0002266082],"about_ca_topic_score_codex":0.019165538,"about_ca_topic_score_gemma":0.037405167,"teacher_disagreement_score":0.019165538,"about_ca_system_score_codex":0.0052374103,"about_ca_system_score_gemma":0.016561221,"threshold_uncertainty_score":0.06639242},"labels":[],"label_agreement":null},{"id":"W2120320321","doi":"10.18806/tesl.v27i2.1055","title":"Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Scripting language; Set (abstract data type); Reading (process); Mathematics education; Literacy; Teaching method; Psychology; Pedagogy; Computer science; Linguistics","score_opus":0.06583183913059695,"score_gpt":0.35897808099663353,"score_spread":0.29314624186603655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120320321","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":[0.71650773,0.006642538,0.06444389,0.09362403,0.000854907,0.00088031095,0.0001333868,0.0004048826,0.11650828],"genre_scores_gemma":[0.94264346,0.004071318,0.030222561,0.0041089356,0.00016164148,0.00065578404,0.00006132464,0.00017929557,0.01789568],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9376236,0.052046522,0.0014333809,0.0018119037,0.0035973492,0.003487269],"domain_scores_gemma":[0.93393904,0.051387895,0.0033255836,0.0044222064,0.003981679,0.0029436469],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.028814998,0.0018135235,0.001215337,0.0026958867,0.018662602,0.012849459,0.005576259,0.009607287,0.0025113297],"category_scores_gemma":[0.060205765,0.0011602831,0.0012361847,0.0033626857,0.02343906,0.017078103,0.00971754,0.013208788,0.0011062936],"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":[0.00009656378,0.00044076564,0.0038832014,0.0003915293,0.000021561194,0.0052804686,0.8993108,0.0006983656,0.001340261,0.055585448,0.004694728,0.028256215],"study_design_scores_gemma":[0.00004223944,0.00016226195,0.0015790623,0.0008105345,0.000034178043,0.0022601923,0.86942416,0.00092838024,0.0037545576,0.016998138,0.103937835,0.00006841748],"about_ca_topic_score_codex":0.010103631,"about_ca_topic_score_gemma":0.016822115,"teacher_disagreement_score":0.028814998,"about_ca_system_score_codex":0.012445579,"about_ca_system_score_gemma":0.0053522172,"threshold_uncertainty_score":0.15239012},"labels":[],"label_agreement":null},{"id":"W2120653560","doi":"10.18806/tesl.v31i2.1174","title":"Incorporating Video-Mediated Reflective Tasks in MATESOL Programs","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Microteaching; Psychology; Humanities; Teacher education; Sociology; Art","score_opus":0.02392413771873817,"score_gpt":0.3475753817372468,"score_spread":0.3236512440185086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2120653560","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":[0.92870325,0.00026254958,0.033248212,0.0010104157,0.00014120196,0.0019776183,0.0002632968,0.0005198636,0.033873674],"genre_scores_gemma":[0.94737214,0.0002660794,0.038413297,0.00029176156,0.000047008285,0.0025975883,0.00025189298,0.00008851513,0.010671747],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9931049,0.0050072516,0.00014195252,0.0005775796,0.00052712637,0.00064117584],"domain_scores_gemma":[0.9869307,0.008038799,0.0009564724,0.0012675286,0.0007301727,0.0020762968],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0066868844,0.00055242993,0.00032834316,0.0010055308,0.0016953761,0.0026430415,0.0021214797,0.0009502653,0.008369306],"category_scores_gemma":[0.01938354,0.00035365432,0.00036087254,0.00048399298,0.0016600223,0.002055346,0.005490118,0.0015559907,0.0016012281],"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":[0.00087562756,0.011471477,0.020650603,0.0016009617,0.000047259273,0.0013401414,0.3556418,0.0013212815,0.015600647,0.0058694817,0.0074207573,0.5781599],"study_design_scores_gemma":[0.0010896454,0.011804179,0.106447615,0.0032763751,0.00015132752,0.0025026891,0.4771952,0.0073608225,0.027166968,0.015605537,0.3470022,0.00039746964],"about_ca_topic_score_codex":0.0009733527,"about_ca_topic_score_gemma":0.0031745306,"teacher_disagreement_score":0.008369306,"about_ca_system_score_codex":0.0013976303,"about_ca_system_score_gemma":0.0023735417,"threshold_uncertainty_score":0.03536403},"labels":[],"label_agreement":null},{"id":"W2121921340","doi":"10.18806/tesl.v32i1.1196","title":"A Practice-Oriented Definition of Post-Process Second Language Writing Theory","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Redaction; Linguistics; Humanities; Philosophy; Written language; Computer science; Theology","score_opus":0.0241561957988462,"score_gpt":0.2728361774919921,"score_spread":0.24867998169314592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121921340","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023291819,0.018334322,0.49986723,0.035418715,0.0016931694,0.00071663567,0.0001253133,0.00022304576,0.4203297],"genre_scores_gemma":[0.7763038,0.014886041,0.16707104,0.0058763428,0.0011065999,0.0026125535,0.0001964036,0.00019346009,0.03175366],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.98083365,0.012204691,0.001046374,0.0020053464,0.003207011,0.00070297474],"domain_scores_gemma":[0.97336644,0.018459149,0.0019445041,0.0025298211,0.0030719659,0.00062812865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018309386,0.0012240701,0.0007916579,0.006217764,0.003875067,0.011098406,0.0034919907,0.0049151774,0.005841481],"category_scores_gemma":[0.018116228,0.00043171813,0.0011527445,0.004597941,0.0435532,0.012214965,0.0056938305,0.007393255,0.0017494598],"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":[0.00000616762,0.000027152828,0.0002989061,0.00021390784,0.000005842811,0.00007902478,0.015291591,0.00023689546,0.00009080277,0.9710904,0.00068157085,0.011977637],"study_design_scores_gemma":[0.000024728499,0.00008543655,0.00070243614,0.0012171777,0.000015868964,0.0003981542,0.0127995685,0.0016645208,0.0006891228,0.83384,0.14853463,0.000028234044],"about_ca_topic_score_codex":0.00180448,"about_ca_topic_score_gemma":0.0012654286,"teacher_disagreement_score":0.018309386,"about_ca_system_score_codex":0.006992029,"about_ca_system_score_gemma":0.010123294,"threshold_uncertainty_score":0.09683043},"labels":[],"label_agreement":null},{"id":"W2122036115","doi":"10.18806/tesl.v27i2.1054","title":"Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Language proficiency; Mathematics education","score_opus":0.038256889064130696,"score_gpt":0.2569447034474533,"score_spread":0.2186878143833226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122036115","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":[0.99215126,0.00023831084,0.0040343893,0.00050586317,0.000016225607,0.000050470684,0.000021558055,0.000051401676,0.002930597],"genre_scores_gemma":[0.98986304,0.00019641349,0.007677599,0.00007833604,0.0000060083034,0.0000524806,0.000023227085,0.00002860227,0.0020741925],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9903092,0.0061746365,0.00058918935,0.0009089705,0.0015874936,0.00043052828],"domain_scores_gemma":[0.96706086,0.02159209,0.0032183921,0.0021705613,0.0040509254,0.0019072215],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0086862855,0.0003381191,0.0004902728,0.00070291053,0.0015326003,0.0021405495,0.0008763103,0.0009961402,0.0018219504],"category_scores_gemma":[0.05659529,0.0004030256,0.00030953446,0.00030126135,0.0010736688,0.0014867625,0.0016869659,0.00090603816,0.00044124367],"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":[0.0020099548,0.0009901844,0.27756986,0.00043093003,0.00010989978,0.0026725137,0.30604345,0.0015290347,0.04637489,0.001942516,0.001900397,0.35842636],"study_design_scores_gemma":[0.0006921096,0.006906933,0.27292675,0.0011677808,0.00040670906,0.014902712,0.52806056,0.013776181,0.062424004,0.0071236887,0.0910564,0.00055627874],"about_ca_topic_score_codex":0.0031242662,"about_ca_topic_score_gemma":0.00486382,"teacher_disagreement_score":0.0086862855,"about_ca_system_score_codex":0.0009654974,"about_ca_system_score_gemma":0.0019546482,"threshold_uncertainty_score":0.045938015},"labels":[],"label_agreement":null},{"id":"W2122539145","doi":"10.18806/tesl.v30i7.1149","title":"To What Extent Do Popular ESL Textbooks Incorporate Oral Fluency and Pragmatic Development","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":99,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Fluency; Pragmatics; Active listening; Psychology; Scope (computer science); Linguistics; Mathematics education; Computer science; Communication","score_opus":0.01779684478867609,"score_gpt":0.2123501132407958,"score_spread":0.19455326845211973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122539145","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":[0.96514666,0.0015281193,0.0025170243,0.00082193833,0.00005576099,0.00015228376,0.0004435061,0.000091534086,0.02924302],"genre_scores_gemma":[0.9856769,0.0019901788,0.0060118698,0.00046179877,0.000038940107,0.00009803976,0.00041354907,0.000055005654,0.0052536847],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9963744,0.0006859971,0.00033184548,0.00024461496,0.0020487532,0.00031432588],"domain_scores_gemma":[0.9792418,0.0068477965,0.0054756054,0.00088638754,0.00623036,0.0013181712],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029906684,0.00021077711,0.00041391051,0.0027003658,0.00062091835,0.0032939406,0.00065921334,0.00055417424,0.0022491512],"category_scores_gemma":[0.024283055,0.0002519846,0.0001740987,0.0028112517,0.0010403785,0.003122538,0.0013126819,0.00052604766,0.00063159794],"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":[0.00028439632,0.0011154154,0.45920056,0.0022841548,0.000117122116,0.001092697,0.05181941,0.0005556995,0.010565925,0.0056838,0.0071123973,0.46016842],"study_design_scores_gemma":[0.0000459299,0.00048887345,0.8997856,0.0010837778,0.00014499485,0.0009268186,0.038374484,0.00073670916,0.0035150216,0.0019154578,0.05290832,0.00007411462],"about_ca_topic_score_codex":0.02353748,"about_ca_topic_score_gemma":0.093122095,"teacher_disagreement_score":0.02353748,"about_ca_system_score_codex":0.0032038123,"about_ca_system_score_gemma":0.004155437,"threshold_uncertainty_score":0.04680097},"labels":[],"label_agreement":null},{"id":"W2124606798","doi":"10.18806/tesl.v25i1.105","title":"Process and Product: Creating Stories With Deaf Students","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; University of Manitoba","keywords":"American Sign Language; Curriculum; Sign language; Meaning (existential); Pedagogy; Language arts; Sign (mathematics); Psychology; Process (computing); Mathematics education; The arts; Linguistics; Computer science; Visual arts; Art","score_opus":0.01774401087475127,"score_gpt":0.3408668910023151,"score_spread":0.32312288012756385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2124606798","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":[0.831098,0.0010060894,0.06411218,0.002861675,0.00024147505,0.0009264779,0.00013350802,0.00092368026,0.0986969],"genre_scores_gemma":[0.85537964,0.0009829273,0.10544356,0.0006582819,0.000045629244,0.00038990757,0.00015402837,0.00023089917,0.03671519],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972065,0.0016240459,0.00010369404,0.00023131145,0.0005950739,0.00023933419],"domain_scores_gemma":[0.99527776,0.0024843009,0.00032582085,0.0004821418,0.00040773329,0.0010221718],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036744184,0.0006021561,0.00024136,0.00055312994,0.0030316317,0.004055095,0.001147642,0.0011382141,0.006370554],"category_scores_gemma":[0.009730731,0.0003084886,0.00036164882,0.00025543882,0.0024532755,0.0030125182,0.0049079084,0.0015769543,0.0018970391],"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":[0.00021098123,0.0021466308,0.008704487,0.00057677104,0.000024262736,0.003147442,0.48194873,0.0005519556,0.014279861,0.01124062,0.00880837,0.4683599],"study_design_scores_gemma":[0.00016779536,0.0015301659,0.012420749,0.0006433483,0.00011310676,0.009567643,0.32959253,0.0022271257,0.05682844,0.011137273,0.5756021,0.00016967101],"about_ca_topic_score_codex":0.0008543118,"about_ca_topic_score_gemma":0.00173114,"teacher_disagreement_score":0.006370554,"about_ca_system_score_codex":0.0007721198,"about_ca_system_score_gemma":0.002492372,"threshold_uncertainty_score":0.021311581},"labels":[],"label_agreement":null},{"id":"W2125378846","doi":"10.18806/tesl.v0i0.1042","title":"TESL Canada: National Contributions to ESL Professionalism in Canada","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Professional development; Political science; Psychology; Sociology; Mathematics education","score_opus":0.018339763417718462,"score_gpt":0.24596543971360416,"score_spread":0.2276256762958857,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2125378846","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":[0.12740827,0.020767165,0.0010568461,0.46787137,0.0038839842,0.00018532862,0.0036914654,0.00046300358,0.37467256],"genre_scores_gemma":[0.6332441,0.017425317,0.002499676,0.033302248,0.0005568111,0.00010629739,0.0018304214,0.00021744773,0.31081763],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99431735,0.00034800993,0.00014487912,0.00020840342,0.002624274,0.0023570482],"domain_scores_gemma":[0.97402555,0.0010316323,0.00042163316,0.00018463616,0.011065968,0.013270561],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003483939,0.00025579098,0.00032540047,0.0026386343,0.01835147,0.0056846775,0.0013099887,0.0019137857,0.012253054],"category_scores_gemma":[0.008095093,0.00030623726,0.00035573862,0.0034185413,0.0033250453,0.0013374634,0.0045234086,0.0035796459,0.0008524825],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.0001131355,0.00015315527,0.038972314,0.0006106023,0.0000310648,0.0013045223,0.025252145,0.00067832094,0.0010573319,0.06424007,0.69578046,0.17180693],"study_design_scores_gemma":[0.000017855751,0.000020431737,0.06778744,0.00035675967,0.000019694051,0.00019091525,0.019687556,0.00043642608,0.00036013618,0.0011654972,0.9099043,0.000053053795],"about_ca_topic_score_codex":0.9968346,"about_ca_topic_score_gemma":0.998787,"teacher_disagreement_score":0.8308353,"about_ca_system_score_codex":0.16916473,"about_ca_system_score_gemma":0.47944146,"threshold_uncertainty_score":0.9636511},"labels":[],"label_agreement":null},{"id":"W2126104638","doi":"10.18806/tesl.v28i0.1081","title":"“But My Students All Speak English”: Ethical Research Issues of Aboriginal English","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Insider; Context (archaeology); English language; Varieties of English; English studies; Relation (database); Linguistics; Standard English; Pedagogy; Sociology; Psychology; Mathematics education; History; Political science","score_opus":0.2011275142199965,"score_gpt":0.5574162816002284,"score_spread":0.35628876738023185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126104638","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":[0.26920292,0.019115467,0.01439442,0.65318716,0.0043365075,0.0006484279,0.00004409841,0.000069624824,0.039001424],"genre_scores_gemma":[0.90256995,0.006514589,0.007749199,0.072871,0.001112589,0.00092140684,0.000025518942,0.00006545509,0.00817028],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.79876137,0.17693022,0.0041168258,0.004004174,0.010748168,0.005439219],"domain_scores_gemma":[0.8160583,0.13447104,0.011964094,0.010348918,0.013865084,0.013292645],"candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.13989419,0.00060306187,0.0010132191,0.0013968273,0.035945017,0.017127136,0.0034825208,0.009102087,0.002047898],"category_scores_gemma":[0.1306605,0.0007061276,0.0005690392,0.002421249,0.07274089,0.010846965,0.014044262,0.019132227,0.0005671362],"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":[0.000010385742,0.000023594317,0.0016007103,0.00012119634,0.000006582267,0.0006346386,0.95246845,0.00002449652,0.00022879773,0.034954976,0.004022499,0.0059035346],"study_design_scores_gemma":[0.0000066216794,0.00004454903,0.0015514236,0.00061507634,0.000007403019,0.000834234,0.92890245,0.00007648334,0.0002193439,0.012946081,0.05476472,0.000031675034],"about_ca_topic_score_codex":0.021657946,"about_ca_topic_score_gemma":0.031621184,"teacher_disagreement_score":0.9908979,"about_ca_system_score_codex":0.008646046,"about_ca_system_score_gemma":0.03410817,"threshold_uncertainty_score":0.73984003},"labels":[],"label_agreement":null},{"id":"W2126597132","doi":"10.18806/tesl.v19i1.921","title":"\"What Was It Like to Learn English?\" Learner Interviews in TESL Training","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Variety (cybernetics); Class (philosophy); Psychology; Mathematics education; English language; Second language; Pedagogy; Computer science; Linguistics; Artificial intelligence","score_opus":0.05565433273208133,"score_gpt":0.2508380096542994,"score_spread":0.1951836769222181,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126597132","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":[0.98338056,0.00034282944,0.0009715363,0.0026052303,0.00005029839,0.00014418009,0.00015493232,0.00002781004,0.01232262],"genre_scores_gemma":[0.9850963,0.000595404,0.0006734151,0.0014170848,0.000034344874,0.00027839185,0.000078867226,0.000036633217,0.011789658],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9914936,0.0062267478,0.00022318348,0.00038423057,0.0005918713,0.0010802904],"domain_scores_gemma":[0.98126006,0.013215942,0.0012497295,0.0003005156,0.0015772899,0.0023963512],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011496877,0.0005920598,0.0006603867,0.0015322419,0.012886049,0.0060928445,0.0016395554,0.0032640684,0.0041734874],"category_scores_gemma":[0.019710198,0.00058803125,0.0003112407,0.0011176851,0.00792005,0.0048317066,0.005577624,0.0048735463,0.0007677389],"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":[0.000021283013,0.00003993211,0.0012959448,0.000020261596,0.0000011959103,0.0002802514,0.9955349,0.00002312705,0.00024922987,0.00056257687,0.000564111,0.0014073373],"study_design_scores_gemma":[0.000003706058,0.000033473894,0.00065165845,0.000056795554,0.0000015725079,0.00013267457,0.9917611,0.000056985882,0.00025294386,0.00014959455,0.006890573,0.0000089532905],"about_ca_topic_score_codex":0.009036734,"about_ca_topic_score_gemma":0.014670029,"teacher_disagreement_score":0.012886049,"about_ca_system_score_codex":0.0050625126,"about_ca_system_score_gemma":0.0036038086,"threshold_uncertainty_score":0.060801983},"labels":[],"label_agreement":null},{"id":"W2127004966","doi":"10.18806/tesl.v20i2.945","title":"TESOL for Biolinguistic Sustainability: The Ecology of English as a Lingua Mundi","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Lingua franca; Sociology; Buddhism; Sustainability; Ecology; Linguistics; English as a lingua franca; Ethnography; Anthropology; Geography; Philosophy; Archaeology","score_opus":0.027872382798015252,"score_gpt":0.4146975653894204,"score_spread":0.38682518259140514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2127004966","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":[0.64233565,0.0066103,0.0035893922,0.05733951,0.00023646864,0.000029082947,0.000038184724,0.00004521956,0.2897763],"genre_scores_gemma":[0.99209714,0.0009918256,0.00054002326,0.00077406963,0.000037688085,0.000011789281,0.0000069735765,0.000014053331,0.0055264425],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99816424,0.0010005013,0.000040700084,0.00012386496,0.0002484986,0.00042230377],"domain_scores_gemma":[0.99722123,0.0015719917,0.00024846394,0.00012956533,0.00034835457,0.00048041766],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018907252,0.00020645396,0.00019578797,0.000806157,0.010528961,0.0070132962,0.0005104481,0.0010714353,0.0036745716],"category_scores_gemma":[0.0039626956,0.00011852027,0.00010524997,0.00075303885,0.014142803,0.005185244,0.0051361015,0.0016464218,0.00033172645],"study_design_candidate":"theoretical_or_conceptual","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":[0.000052343552,0.00006654288,0.0075006397,0.00017224984,0.000005634206,0.0019163017,0.6192362,0.00016697797,0.0016752668,0.30673245,0.0043894295,0.058085978],"study_design_scores_gemma":[0.000012203299,0.00005895182,0.010521748,0.0003802591,0.000009894019,0.00073806214,0.66016877,0.00037541182,0.0011013771,0.047994215,0.2786056,0.00003356066],"about_ca_topic_score_codex":0.026895178,"about_ca_topic_score_gemma":0.04086613,"teacher_disagreement_score":0.026895178,"about_ca_system_score_codex":0.00494958,"about_ca_system_score_gemma":0.006234614,"threshold_uncertainty_score":0.053477228},"labels":[],"label_agreement":null},{"id":"W2128832352","doi":"10.18806/tesl.v30i1.1132","title":"Toward a Critical Multilingualism in Canadian Classrooms: Making Local Inroads into a Cosmopolitan Identity","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Cosmopolitanism; Citizenship; Multilingualism; Sociology; Humanities; Identity (music); Multiculturalism; Context (archaeology); Inclusion (mineral); Political science; Gender studies; Pedagogy; Philosophy; Aesthetics; Law; Geography; Politics","score_opus":0.031438183050978494,"score_gpt":0.3721688132729125,"score_spread":0.340730630221934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128832352","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":[0.66399324,0.0031569148,0.004490658,0.03956145,0.00041558064,0.00011438435,0.00010359242,0.00009712332,0.28806704],"genre_scores_gemma":[0.98627055,0.00054944935,0.0009677557,0.00077983586,0.00001813367,0.000014833648,0.00001806928,0.000025924652,0.011355433],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966444,0.00076593936,0.000056437493,0.00038348755,0.0008218732,0.0013278922],"domain_scores_gemma":[0.9960347,0.0007495989,0.00024501196,0.00016895839,0.0012206882,0.0015810421],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003152996,0.0005404086,0.00041325958,0.0022208388,0.039002836,0.013623072,0.0021458522,0.0017230345,0.004924555],"category_scores_gemma":[0.0049164486,0.0003399871,0.00034547513,0.0020797667,0.03199631,0.0036700778,0.009742115,0.0044961167,0.00028682945],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004261593,0.00005099005,0.008298454,0.00011492615,0.000008983873,0.00052900525,0.76560843,0.00019710367,0.00090395694,0.18165925,0.006700062,0.035886094],"study_design_scores_gemma":[0.000010236877,0.000027045066,0.012940446,0.00025837452,0.000025904646,0.00010771402,0.77922976,0.00029691003,0.0006458953,0.012036272,0.19435747,0.000063955595],"about_ca_topic_score_codex":0.97575957,"about_ca_topic_score_gemma":0.99247897,"teacher_disagreement_score":0.10174797,"about_ca_system_score_codex":0.10174797,"about_ca_system_score_gemma":0.18490861,"threshold_uncertainty_score":0.73823667},"labels":[],"label_agreement":null},{"id":"W2129012388","doi":"10.18806/tesl.v23i1.81","title":"Alphabet Blocks: Expanding Conceptions of Language With/in Poetry","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Scientific Innovation and Industrial Efficiency","field":"Decision Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Poetry; Subjectivity; Sociology; Linguistics; Identity (music); Literature; Sociology of language; Expression (computer science); Language education; Aesthetics; Comprehension approach; Philosophy; Art; Computer science; Epistemology","score_opus":0.06916895753273632,"score_gpt":0.3676365593367785,"score_spread":0.2984676018040422,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2129012388","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":[0.09368227,0.023879034,0.11590282,0.04022098,0.0033276465,0.00017454686,0.0001385857,0.0002808283,0.72239333],"genre_scores_gemma":[0.9303076,0.011736055,0.02550066,0.002465328,0.00086560054,0.00017644338,0.00009267821,0.00022018916,0.028635347],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99431396,0.004371982,0.00017498177,0.00027160547,0.00055686105,0.00031069745],"domain_scores_gemma":[0.99001956,0.006985797,0.00056314305,0.0008710916,0.0008874582,0.0006728678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004860514,0.00064372516,0.00063741446,0.004225307,0.007592532,0.014292793,0.0010096807,0.001920662,0.006661733],"category_scores_gemma":[0.011192692,0.00038168105,0.000559171,0.0035375955,0.026714144,0.019065073,0.0062010684,0.0053894883,0.0012333755],"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":[0.000041783147,0.000019684008,0.0008043604,0.00016941554,0.0000062249014,0.00019678594,0.08282869,0.0001886907,0.00030734963,0.88513,0.0042722807,0.026034612],"study_design_scores_gemma":[0.000026723686,0.00006850749,0.0015412755,0.00070563925,0.000021261163,0.0005512441,0.07053984,0.0015793296,0.00057689013,0.5386599,0.3856943,0.00003512856],"about_ca_topic_score_codex":0.004402066,"about_ca_topic_score_gemma":0.0049896813,"teacher_disagreement_score":0.014292793,"about_ca_system_score_codex":0.003827588,"about_ca_system_score_gemma":0.004283819,"threshold_uncertainty_score":0.027771235},"labels":[],"label_agreement":null},{"id":"W2130293320","doi":"10.18806/tesl.v24i1.25","title":"The Contestation of Citizenship Education at Three Stages of the LINC 4 & 5 Curriculum Guidelines: Production, Reception, and Implementation","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Citizenship; Pedagogy; Transformational leadership; Sociology; Political science; Public relations; Law","score_opus":0.06979940322368564,"score_gpt":0.38432026941253433,"score_spread":0.31452086618884867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130293320","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":[0.80498064,0.00061396323,0.025904013,0.016624078,0.00020363394,0.00079712004,0.00009652003,0.00017643179,0.1506037],"genre_scores_gemma":[0.9863275,0.000081059596,0.005044535,0.0004049194,0.00002173443,0.00016754183,0.000028552508,0.00004849771,0.007875591],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.94545573,0.03648407,0.0019705389,0.0020600075,0.009411393,0.0046182484],"domain_scores_gemma":[0.86797595,0.097622454,0.009308696,0.0051927706,0.015059572,0.0048407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04383935,0.0002927601,0.00032361012,0.0020859505,0.010103641,0.015527582,0.001618686,0.0022902861,0.0027810482],"category_scores_gemma":[0.09196482,0.0007798136,0.0003778747,0.0020135995,0.015219342,0.0057534506,0.006864753,0.006256313,0.00030145844],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000071148046,0.0002457381,0.018821208,0.00024812203,0.000020035566,0.0010673209,0.703531,0.00064717926,0.0030200542,0.16463305,0.006182119,0.10151298],"study_design_scores_gemma":[0.00005594191,0.00027756233,0.05406653,0.00073871703,0.000026571504,0.00034497018,0.70920634,0.001574332,0.006534321,0.04097361,0.1859461,0.0002550789],"about_ca_topic_score_codex":0.02749059,"about_ca_topic_score_gemma":0.051366962,"teacher_disagreement_score":0.9725094,"about_ca_system_score_codex":0.015445741,"about_ca_system_score_gemma":0.024768876,"threshold_uncertainty_score":0.2318474},"labels":[],"label_agreement":null},{"id":"W2130348807","doi":"10.18806/tesl.v0i0.1041","title":"Guidelines for the Selection of Topical Content in ESL Programs","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Social Work Education and Practice","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Selection (genetic algorithm); Set (abstract data type); Face (sociological concept); Content (measure theory); Pedagogy; Psychology; Ethical issues; Engineering ethics; Sociology; Computer science; Engineering; Social science","score_opus":0.21310487703298986,"score_gpt":0.42704174539853995,"score_spread":0.2139368683655501,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130348807","genre_codex":"methods","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.059278633,0.008169099,0.3555147,0.07221697,0.005732818,0.26435676,0.0048355153,0.006576229,0.22331923],"genre_scores_gemma":[0.024860874,0.0047107,0.8157043,0.0045579188,0.00040681643,0.117029265,0.0015184704,0.00075447315,0.030457152],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.89520335,0.062541015,0.023989115,0.0012212783,0.014903002,0.0021422526],"domain_scores_gemma":[0.7535737,0.1123832,0.01622876,0.008490706,0.0997035,0.009620106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07402749,0.0013819344,0.001369797,0.0126466155,0.0043348223,0.0057392432,0.0046520354,0.004435477,0.016198486],"category_scores_gemma":[0.17157696,0.0014133939,0.0013837228,0.007370126,0.0031020436,0.0035986325,0.004967578,0.0049337954,0.009344795],"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":[0.000521376,0.0030658976,0.0056384816,0.0040863175,0.000034152377,0.00077750353,0.022867601,0.0017053754,0.007816215,0.0145847695,0.23789226,0.70101005],"study_design_scores_gemma":[0.00074399746,0.0013411202,0.02167594,0.01885559,0.00012626087,0.0011539336,0.021794744,0.003760196,0.010203347,0.020383865,0.8995107,0.00045040896],"about_ca_topic_score_codex":0.0070601907,"about_ca_topic_score_gemma":0.024404317,"teacher_disagreement_score":0.07402749,"about_ca_system_score_codex":0.0051513254,"about_ca_system_score_gemma":0.026850326,"threshold_uncertainty_score":0.39149946},"labels":[],"label_agreement":null},{"id":"W2130562691","doi":"10.18806/tesl.v19i1.917","title":"Through the Looking Glass: What ESL Teachers Can Find in Russian-Published Reference Books","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ethnocentrism; Sentence; Focus (optics); Pedagogy; Psychology; Mathematics education; Linguistics; Sociology; Social psychology","score_opus":0.026143511124726782,"score_gpt":0.22817823085047312,"score_spread":0.20203471972574633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130562691","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":[0.52366483,0.021873226,0.00320532,0.027848281,0.0007086498,0.00005407418,0.0006286242,0.00028675995,0.4217302],"genre_scores_gemma":[0.9207707,0.009768144,0.0020781618,0.002758434,0.00023199683,0.000034096985,0.0004637944,0.0003405021,0.0635542],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985,0.00055003003,0.0000730571,0.00016562412,0.00048019586,0.00023114501],"domain_scores_gemma":[0.99684864,0.001711981,0.00045474753,0.00022357528,0.0004891392,0.00027194954],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014685274,0.00027855474,0.00039606908,0.0057853046,0.008386804,0.0133466,0.0009312486,0.001485469,0.009613782],"category_scores_gemma":[0.006976304,0.0003749509,0.00026767032,0.008364472,0.0076403692,0.013620971,0.0036967709,0.0015281055,0.0018878514],"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":[0.000037144153,0.000025493113,0.008330257,0.00033059338,0.00000904956,0.0015406172,0.8922649,0.000021808055,0.00096941466,0.023678778,0.017968653,0.05482328],"study_design_scores_gemma":[0.0000037322206,0.000021182675,0.010307396,0.000847259,0.000013727631,0.00097426784,0.73996896,0.00003960382,0.00041735475,0.0038447464,0.24353762,0.000024165134],"about_ca_topic_score_codex":0.03461959,"about_ca_topic_score_gemma":0.092296116,"teacher_disagreement_score":0.03461959,"about_ca_system_score_codex":0.0050575817,"about_ca_system_score_gemma":0.0029002496,"threshold_uncertainty_score":0.06883615},"labels":[],"label_agreement":null},{"id":"W2130865420","doi":"10.18806/tesl.v30i1.1126","title":"Implementing Portfolio-Based Language Assessment in LINC Programs: Benefits and Challenges","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Portfolio; Context (archaeology); Political science; Library science; Sociology; Computer science; Geography; Business","score_opus":0.03242088695612514,"score_gpt":0.23990720563386314,"score_spread":0.207486318677738,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130865420","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":[0.8714,0.0022497673,0.041366383,0.028133338,0.00022416233,0.0026909257,0.0002499348,0.0008852782,0.052800253],"genre_scores_gemma":[0.9061616,0.0016138745,0.082563676,0.0010013754,0.00003554391,0.00094106846,0.00019608566,0.0000635636,0.0074231997],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9709991,0.015307996,0.0011111784,0.0012535109,0.008595816,0.002732296],"domain_scores_gemma":[0.9603181,0.013311337,0.0028140126,0.0031018294,0.0127785485,0.007676114],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.028382033,0.0005878073,0.0004378913,0.0014678339,0.004554271,0.009800118,0.002888713,0.0010638823,0.0025359965],"category_scores_gemma":[0.0537551,0.00040634684,0.0003908415,0.002090946,0.0022401507,0.0041037216,0.006405095,0.002091995,0.00064165547],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00022650961,0.0015690423,0.056213316,0.00070036534,0.00004828508,0.0003371178,0.036462445,0.0026772642,0.0017240194,0.006275472,0.00588835,0.8878777],"study_design_scores_gemma":[0.0005219237,0.0045480384,0.32639655,0.006718248,0.00028921594,0.0010759566,0.29966,0.035892706,0.014459206,0.025658939,0.28411013,0.0006691048],"about_ca_topic_score_codex":0.36493883,"about_ca_topic_score_gemma":0.53574693,"teacher_disagreement_score":0.63506114,"about_ca_system_score_codex":0.023047006,"about_ca_system_score_gemma":0.092986755,"threshold_uncertainty_score":0.7256293},"labels":[],"label_agreement":null},{"id":"W2130920881","doi":"10.18806/tesl.v29i2.1103","title":"RC-MAPS: Bridging the Comprehension Gap in EAP Reading","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reading and Literacy Development","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Bridging (networking); Reading comprehension; Comprehension; Set (abstract data type); Computer science; Mathematics education; Reading (process); Task (project management); Psychology; Linguistics","score_opus":0.032700422679355044,"score_gpt":0.29330342543124877,"score_spread":0.26060300275189374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130920881","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":[0.309464,0.00097411993,0.59094894,0.0034979268,0.00026850577,0.0010061879,0.0003055657,0.01279121,0.080743566],"genre_scores_gemma":[0.58525485,0.0007516902,0.4017158,0.00033244898,0.00008215978,0.0008586565,0.00036353868,0.0007649069,0.00987601],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99824214,0.00091467256,0.00008269547,0.00030422964,0.000356226,0.00009999455],"domain_scores_gemma":[0.9909696,0.0069180853,0.00042032838,0.0007595002,0.0006156482,0.00031698015],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025587743,0.00076447485,0.00038788322,0.0013503202,0.00069710135,0.0021972738,0.0017803971,0.0011406917,0.0068081124],"category_scores_gemma":[0.015975043,0.00029880478,0.00037705607,0.00076462235,0.0017544876,0.005268736,0.003959352,0.0014726971,0.0016805016],"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":[0.0002766568,0.0011378691,0.0050793453,0.0009326601,0.000021746258,0.0009636225,0.052548923,0.0012673043,0.02820009,0.024427254,0.009157918,0.8759867],"study_design_scores_gemma":[0.00041251295,0.0039952416,0.04632423,0.0016318519,0.00028686566,0.00808242,0.055028748,0.052384574,0.15344271,0.24317025,0.43491495,0.00032569503],"about_ca_topic_score_codex":0.0005146941,"about_ca_topic_score_gemma":0.0010257214,"teacher_disagreement_score":0.0068081124,"about_ca_system_score_codex":0.00062262855,"about_ca_system_score_gemma":0.0011634812,"threshold_uncertainty_score":0.022775352},"labels":[],"label_agreement":null},{"id":"W2130986104","doi":"10.18806/tesl.v19i2.930","title":"From Context to Curriculum: A Case Study of Communicative Language Teaching in China","year":2002,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Context (archaeology); Communicative language teaching; Process (computing); Language education; China; Pedagogy; Institution; Mathematics education; Sociology; Computer science; Psychology; Political science; History; Social science","score_opus":0.029945406075106037,"score_gpt":0.2639794259824151,"score_spread":0.23403401990730904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130986104","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":[0.9948891,0.00013107834,0.0006168561,0.0004644674,0.000010126209,0.000097454125,0.000013305195,0.0000071960585,0.0037705535],"genre_scores_gemma":[0.9948237,0.00029133022,0.0018324708,0.00015155699,0.000007033741,0.00010213466,0.000017833701,0.000008402693,0.0027655512],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.995522,0.0026979416,0.00014092255,0.00028901064,0.0004836603,0.0008666009],"domain_scores_gemma":[0.9975817,0.0009678814,0.0002850735,0.00015543154,0.0002385527,0.0007713923],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030821562,0.000539349,0.00063098,0.0016082496,0.012782055,0.0021354042,0.0019730155,0.0020082823,0.0021069953],"category_scores_gemma":[0.006505271,0.0004374245,0.0003541467,0.0032251428,0.0037541275,0.0018880274,0.0034289472,0.0019256592,0.00019340302],"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":[0.00011785287,0.0011310105,0.047656506,0.00028969266,0.00003284403,0.02242809,0.856955,0.0017635413,0.003324063,0.009717319,0.0013125001,0.05527163],"study_design_scores_gemma":[0.00011345439,0.0010284039,0.06169678,0.00034587563,0.00007819133,0.0032228427,0.8725522,0.0044765417,0.0039323154,0.002292385,0.05015817,0.000102819205],"about_ca_topic_score_codex":0.14974801,"about_ca_topic_score_gemma":0.3451554,"teacher_disagreement_score":0.14974801,"about_ca_system_score_codex":0.01551312,"about_ca_system_score_gemma":0.014230831,"threshold_uncertainty_score":0.2977528},"labels":[],"label_agreement":null},{"id":"W2131544174","doi":"10.18806/tesl.v31i0.1191","title":"Incorporating Language Structure in a Communicative Task: An Analysis of the Language Component of a Communicative Task in the LINC Home Study Program","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Brock University","keywords":"Task (project management); Language education; Computer science; Linguistics; Meaning (existential); Task analysis; Pedagogy; Psychology; Engineering; Philosophy","score_opus":0.0367279710790354,"score_gpt":0.30135416152693434,"score_spread":0.2646261904478989,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2131544174","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":[0.9846066,0.000056168206,0.0058865715,0.00015037041,0.0000059408703,0.00022757304,0.00007047692,0.000029572831,0.008966675],"genre_scores_gemma":[0.98727125,0.00007699463,0.008066172,0.00006903235,0.000008656991,0.00049423287,0.00027359228,0.00003765406,0.0037023283],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99458957,0.0029715959,0.00018939225,0.0002609989,0.0014587353,0.0005298341],"domain_scores_gemma":[0.9796708,0.013532381,0.0020840557,0.0006273369,0.0031000338,0.0009853229],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046510445,0.0004366094,0.00032026498,0.0020086886,0.0018687227,0.0033569245,0.00085947616,0.00065498776,0.001966244],"category_scores_gemma":[0.024137665,0.00025517546,0.00036465595,0.0016922164,0.0019048332,0.001646382,0.0023863134,0.0008910996,0.00030536205],"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":[0.000987298,0.0023090816,0.3148013,0.0010632401,0.000114425675,0.0013333323,0.43567538,0.0044934913,0.015878905,0.013944729,0.0018977006,0.20750105],"study_design_scores_gemma":[0.0000625909,0.0008895595,0.7318575,0.00035536088,0.00010598443,0.00028058732,0.22423607,0.014270901,0.0049541933,0.0038755871,0.018997708,0.00011399634],"about_ca_topic_score_codex":0.031896032,"about_ca_topic_score_gemma":0.05197918,"teacher_disagreement_score":0.031896032,"about_ca_system_score_codex":0.0047095655,"about_ca_system_score_gemma":0.0065306863,"threshold_uncertainty_score":0.06342071},"labels":[],"label_agreement":null},{"id":"W2132052518","doi":"10.18806/tesl.v27i1.1035","title":"Chinese-Western “Contact Zone”: Students’ Resistance and Teachers’ Adaptation to Local Needs","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of British Columbia","keywords":"Expatriate; Resistance (ecology); Disadvantaged; China; Mainland China; Pedagogy; Foreign language; Medium of instruction; Sociology; First language; Psychology; Teaching method; Mathematics education; Political science; Linguistics","score_opus":0.016915153065011335,"score_gpt":0.2513955656200732,"score_spread":0.23448041255506186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2132052518","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":[0.99745876,0.00003832387,0.00003603458,0.0002963831,0.0000060700004,0.000013269434,0.000005185301,0.000003932625,0.0021420233],"genre_scores_gemma":[0.9988385,0.000044049193,0.00002930919,0.000095055286,0.000002318739,0.000012293708,0.0000072202233,0.0000028817544,0.00096843095],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99816364,0.0006103987,0.00008372561,0.00015619019,0.00029279434,0.00069322763],"domain_scores_gemma":[0.99704283,0.00063456106,0.0006172083,0.00017715247,0.0004659741,0.0010623134],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019619379,0.00030651822,0.00048458343,0.0009654596,0.0066632763,0.0037323106,0.0009036646,0.0009629701,0.0043708775],"category_scores_gemma":[0.0050714114,0.0002930821,0.0002859429,0.0010751816,0.0029939273,0.0012361112,0.003281225,0.0014473778,0.00032914392],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006411021,0.00020370142,0.11055424,0.00005652486,0.000016442158,0.0016074318,0.8733978,0.000035494682,0.0014434074,0.00073582644,0.001060471,0.010824539],"study_design_scores_gemma":[0.000012029611,0.000106890526,0.07969543,0.00003315425,0.000012893513,0.0005040116,0.91298765,0.00013357913,0.00038389082,0.00017617806,0.0059301364,0.000024235494],"about_ca_topic_score_codex":0.026074233,"about_ca_topic_score_gemma":0.0355149,"teacher_disagreement_score":0.97392577,"about_ca_system_score_codex":0.0023118332,"about_ca_system_score_gemma":0.0033644086,"threshold_uncertainty_score":0.051844895},"labels":[],"label_agreement":null},{"id":"W2133806702","doi":"10.18806/tesl.v21i2.175","title":"Giving Students a Fighting Chance: Pragmatics in the Language Classroom","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pragmatics; Negotiation; Raising (metalworking); Consciousness; Task (project management); Psychology; Consciousness raising; Second language; Pedagogy; Linguistics; Language education; Sociology","score_opus":0.013818129849692252,"score_gpt":0.2661590599337847,"score_spread":0.2523409300840924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133806702","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":[0.8439798,0.0031696237,0.02085848,0.015039847,0.00029182914,0.00016478932,0.00003953424,0.0002355335,0.1162205],"genre_scores_gemma":[0.988165,0.00064318866,0.0042803623,0.0003132189,0.000029393439,0.0000775155,0.000011919764,0.000047359612,0.006431875],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9938964,0.0044768304,0.00012016103,0.00034584713,0.00072153774,0.00043921146],"domain_scores_gemma":[0.9946517,0.0027862468,0.000572698,0.00022225075,0.00040419342,0.001362898],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0048377886,0.00045450087,0.000416198,0.0009285866,0.00553454,0.010333037,0.00079265924,0.0016475024,0.0022958226],"category_scores_gemma":[0.013295752,0.0004671372,0.00026245994,0.0005201495,0.009792237,0.004982383,0.0057456656,0.0029287222,0.00040802656],"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":[0.00015354433,0.00058879575,0.0119090695,0.00042307953,0.000022081376,0.0012558191,0.79877925,0.00031182676,0.007874312,0.07717848,0.006242159,0.09526156],"study_design_scores_gemma":[0.00011809639,0.00038702897,0.024863765,0.0006140902,0.00006255254,0.0011819898,0.7566998,0.0017176148,0.0041493685,0.059839156,0.1502047,0.00016176382],"about_ca_topic_score_codex":0.0083324285,"about_ca_topic_score_gemma":0.016669627,"teacher_disagreement_score":0.010333037,"about_ca_system_score_codex":0.003103405,"about_ca_system_score_gemma":0.00576491,"threshold_uncertainty_score":0.025584996},"labels":[],"label_agreement":null},{"id":"W2135126284","doi":"10.18806/tesl.v23i2.52","title":"A Report of an ESL Classroom Observation in Two Language Schools in Auckland","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Auckland","keywords":"Psychology; Context (archaeology); Value (mathematics); Mathematics education; Context effect; Pedagogy; Empirical research; Linguistics; Computer science; Mathematics","score_opus":0.019341073273259388,"score_gpt":0.25748649040729626,"score_spread":0.23814541713403686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135126284","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":[0.9962154,0.00017560119,0.0012559518,0.00020372387,0.00002927552,0.00012880443,0.0001591243,0.00003553043,0.0017964165],"genre_scores_gemma":[0.9928999,0.0002768604,0.0021845764,0.00014746383,0.000034029134,0.00013432253,0.00020196746,0.00003597979,0.0040848986],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99627954,0.0014066066,0.00024046871,0.00085454044,0.0005891447,0.00062959705],"domain_scores_gemma":[0.9919985,0.00231567,0.0017652748,0.0005523298,0.0020297929,0.0013384928],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024187013,0.00085490674,0.0010898095,0.0023584387,0.007158836,0.0016436654,0.0015071731,0.0013762986,0.0015473062],"category_scores_gemma":[0.0072676614,0.00089417165,0.0005140998,0.0015596286,0.0038194926,0.0011890251,0.0035934371,0.002766956,0.00048746643],"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":[0.00044775096,0.0016860598,0.12701467,0.00046563326,0.00006658614,0.013575109,0.783476,0.00019421952,0.040488474,0.00027672047,0.0014255289,0.03088321],"study_design_scores_gemma":[0.000049177426,0.00159394,0.39733872,0.00015273727,0.00007857518,0.0020185956,0.5691385,0.00047023155,0.010877755,0.00017660022,0.017978385,0.00012666665],"about_ca_topic_score_codex":0.043743398,"about_ca_topic_score_gemma":0.15322793,"teacher_disagreement_score":0.043743398,"about_ca_system_score_codex":0.0042584026,"about_ca_system_score_gemma":0.0020413548,"threshold_uncertainty_score":0.0869776},"labels":[],"label_agreement":null},{"id":"W2137603246","doi":"10.18806/tesl.v29i0.1115","title":"Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Cohesion (chemistry); Residence; Linguistics; Psychology; Coherence (philosophical gambling strategy); Mathematics education; Rhetorical modes; Discourse analysis; Pedagogy; Sociology; Demography; Mathematics; Statistics","score_opus":0.01672745735293894,"score_gpt":0.27048626616006144,"score_spread":0.2537588088071225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137603246","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":[0.9994618,0.000040061226,0.000016659124,0.000020690246,9.095177e-7,0.000004627748,0.000021553244,0.000001181973,0.000432389],"genre_scores_gemma":[0.9990408,0.000076662756,0.00007459597,0.000012921673,0.0000010794512,0.000006187512,0.000068524954,0.0000019340732,0.000717353],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99928147,0.00007909882,0.00005337287,0.0001156586,0.00025603053,0.00021445914],"domain_scores_gemma":[0.99622786,0.00055311946,0.00081841514,0.00011210292,0.0014683756,0.0008202662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010273639,0.00039043967,0.00034615013,0.0022293632,0.0037370834,0.002306357,0.00058251957,0.00033207895,0.0011883785],"category_scores_gemma":[0.0047541414,0.00018074765,0.00018361484,0.0021687443,0.0015701692,0.00054369477,0.0015472885,0.0004198908,0.00014937065],"study_design_candidate":"qualitative","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":[0.000112439564,0.00009391462,0.54138154,0.00009089799,0.000023208018,0.00047631143,0.41935903,0.00008045831,0.0068319486,0.0003449028,0.00038465057,0.030820698],"study_design_scores_gemma":[0.0000059930553,0.0000851553,0.7587766,0.000034857894,0.000017461596,0.00013634199,0.2369216,0.00022396399,0.0010572991,0.000084769286,0.0026278365,0.000028102508],"about_ca_topic_score_codex":0.70425254,"about_ca_topic_score_gemma":0.850719,"teacher_disagreement_score":0.29574746,"about_ca_system_score_codex":0.0073569785,"about_ca_system_score_gemma":0.013260972,"threshold_uncertainty_score":0.59497833},"labels":[],"label_agreement":null},{"id":"W2137606156","doi":"10.18806/tesl.v31i0.1193","title":"Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Intercultural competence; Psychology; Task (project management); Intercultural communication; Sociology; Engineering","score_opus":0.26365700135644593,"score_gpt":0.3357253674689451,"score_spread":0.07206836611249917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137606156","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":[0.96150655,0.0001700141,0.011795063,0.0038608667,0.00011403784,0.002181142,0.00036602997,0.000122029654,0.019884266],"genre_scores_gemma":[0.92376524,0.0005783793,0.03662932,0.0011550819,0.00007332078,0.0058682845,0.00043639378,0.00010867063,0.0313853],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960955,0.0021929517,0.0001462029,0.00029893935,0.0005353656,0.00073105213],"domain_scores_gemma":[0.9919592,0.0025401597,0.00044495752,0.0005008301,0.0014564059,0.0030985125],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008623163,0.00050654466,0.00024427354,0.0007273122,0.0070779365,0.0033427528,0.0013075616,0.0016522857,0.0024510673],"category_scores_gemma":[0.0099444715,0.0003733727,0.00028767408,0.00064142735,0.0023985535,0.0016859021,0.0060100867,0.0028738177,0.0008341773],"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":[0.00037480367,0.0041004973,0.041142877,0.0009867827,0.000028800829,0.007797661,0.7388323,0.0020394549,0.01747844,0.0111718755,0.023076076,0.15297043],"study_design_scores_gemma":[0.000105501116,0.0021514294,0.052956413,0.00029249996,0.00002128708,0.0011581342,0.7160895,0.0011485446,0.009542552,0.0025572847,0.21384072,0.00013618515],"about_ca_topic_score_codex":0.011230971,"about_ca_topic_score_gemma":0.0378827,"teacher_disagreement_score":0.011230971,"about_ca_system_score_codex":0.004960924,"about_ca_system_score_gemma":0.009974398,"threshold_uncertainty_score":0.04560423},"labels":[],"label_agreement":null},{"id":"W2137994134","doi":"10.18806/tesl.v29i1.1094","title":"Computer Language Settings and Canadian Spellings","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Digital Communication and Language","field":"Computer Science","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Spelling; Spell; Set (abstract data type); Computer science; Flagging; Linguistics; Word (group theory); English language; American English; Word processing; First language; Natural language processing; History; Programming language; Sociology","score_opus":0.006678440575515808,"score_gpt":0.20087573471851075,"score_spread":0.19419729414299494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2137994134","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":[0.9853367,0.00039128997,0.00023118066,0.00029041633,0.000013229312,0.000024061885,0.00032109942,0.00005823457,0.01333372],"genre_scores_gemma":[0.9966698,0.00027281037,0.0002574737,0.000066267006,0.0000031496402,0.000005902828,0.00010978579,0.000014922147,0.002599889],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981147,0.00022439721,0.00016465638,0.0002356975,0.0009063307,0.00035422764],"domain_scores_gemma":[0.99005055,0.0017929155,0.0021690503,0.0003078686,0.0044157025,0.0012639766],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007185935,0.00032863283,0.00018171205,0.0019132029,0.0021252867,0.0018434698,0.000586428,0.00035616348,0.0065173316],"category_scores_gemma":[0.012879954,0.00018825619,0.00019118706,0.0026691863,0.0012047964,0.0004909982,0.00088971335,0.00052484416,0.0007818897],"study_design_candidate":"not_applicable","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":[0.00040020014,0.0001474013,0.7977949,0.00028714942,0.000031295436,0.0023369284,0.049357515,0.00042494162,0.011654655,0.0013309583,0.0051377723,0.13109627],"study_design_scores_gemma":[0.000019293919,0.00024921758,0.9180209,0.00018077495,0.00004563137,0.0020308879,0.041407846,0.00060768065,0.0050080423,0.00035593522,0.03196494,0.000108869506],"about_ca_topic_score_codex":0.67483336,"about_ca_topic_score_gemma":0.7764928,"teacher_disagreement_score":0.32516664,"about_ca_system_score_codex":0.007152365,"about_ca_system_score_gemma":0.0071248654,"threshold_uncertainty_score":0.65416324},"labels":[],"label_agreement":null},{"id":"W2138041929","doi":"10.18806/tesl.v29i2.1105","title":"Official Language Bilingualism for Allophones in Canada: Exploring Future Research","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Neuroscience of multilingualism; Linguistics; English language; Sociology; Psychology; Political science; Mathematics education","score_opus":0.2802276710011259,"score_gpt":0.5006441525853799,"score_spread":0.22041648158425398,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2138041929","genre_codex":"review","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":[0.26391628,0.40815285,0.00062858965,0.25376987,0.0008467957,0.00016775126,0.002020287,0.000056695695,0.07044084],"genre_scores_gemma":[0.7414799,0.23449692,0.0012070698,0.015127632,0.00022233989,0.00011457395,0.00049980934,0.000020339614,0.0068314928],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9939645,0.0009968578,0.00021551664,0.00036746584,0.0015676111,0.0028880476],"domain_scores_gemma":[0.98278946,0.0052237725,0.0017087588,0.00017020425,0.006295691,0.003812158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050924397,0.00045184593,0.0012064839,0.0032654188,0.00977099,0.00843362,0.0018832091,0.002027091,0.0066718035],"category_scores_gemma":[0.010037982,0.00032362525,0.0007947391,0.009172413,0.006675018,0.0035444887,0.0027701831,0.0029992724,0.00019822957],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.0008187612,0.0005613167,0.16983156,0.020078002,0.0004622151,0.0030622894,0.08390539,0.0020561053,0.001822658,0.28156027,0.06297379,0.37286764],"study_design_scores_gemma":[0.00013446694,0.00028621286,0.32615015,0.02564548,0.00061292865,0.0007833531,0.35680375,0.0011408803,0.001061677,0.021045292,0.2659563,0.00037951572],"about_ca_topic_score_codex":0.9939668,"about_ca_topic_score_gemma":0.99751616,"teacher_disagreement_score":0.8239905,"about_ca_system_score_codex":0.17600948,"about_ca_system_score_gemma":0.480006,"threshold_uncertainty_score":0.9557122},"labels":[],"label_agreement":null},{"id":"W2138588257","doi":"10.18806/tesl.v27i2.1052","title":"A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback","year":2010,"lang":"en","type":"review","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":109,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Peer feedback; Coaching; Psychology; Peer review; Training (meteorology); Consciousness; Pedagogy; Medical education; Mathematics education; Political science","score_opus":0.14475727150004924,"score_gpt":0.46145459967225444,"score_spread":0.3166973281722052,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2138588257","genre_codex":"methods","genre_gemma":"review","domain_codex":null,"domain_gemma":"evaluation","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":"evaluation","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.11966465,0.17194277,0.4207239,0.07823939,0.032092623,0.068557344,0.00052116835,0.006673516,0.10158471],"genre_scores_gemma":[0.26173317,0.118637726,0.5475936,0.009429468,0.00788373,0.03229143,0.00048738613,0.000345561,0.02159802],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.95064473,0.03364304,0.0032827402,0.0015150117,0.010250403,0.0006640361],"domain_scores_gemma":[0.91374314,0.045441855,0.008969618,0.004948833,0.021880165,0.005016357],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.052730456,0.001061499,0.0016117786,0.0028081147,0.0021563023,0.0016371235,0.0035056686,0.0024439646,0.003564148],"category_scores_gemma":[0.0845205,0.000621153,0.00092130504,0.0011906787,0.0014434996,0.0016424553,0.0027609223,0.002532561,0.003244256],"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":[0.0004227665,0.0009900694,0.0013680676,0.005858953,0.00019284246,0.00058949605,0.0049708784,0.00035230778,0.007774157,0.0011034304,0.057366516,0.91901046],"study_design_scores_gemma":[0.0017402311,0.007786678,0.026984252,0.012292475,0.0005474478,0.0075155436,0.0071777445,0.002843565,0.016326036,0.0055930195,0.9107158,0.00047721044],"about_ca_topic_score_codex":0.0011350862,"about_ca_topic_score_gemma":0.0040508215,"teacher_disagreement_score":0.94726956,"about_ca_system_score_codex":0.00084639475,"about_ca_system_score_gemma":0.0065461425,"threshold_uncertainty_score":0.27886862},"labels":[],"label_agreement":null},{"id":"W2139670376","doi":"10.18806/tesl.v26i1.131","title":"Toward Exploring Errors in Grammar: A Systematic Approach for Language Teachers","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Mathematics education; Psychology; Pedagogy; English language; Face (sociological concept); English grammar; Sociology; Linguistics","score_opus":0.1336121832950647,"score_gpt":0.23889251264509,"score_spread":0.10528032935002532,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2139670376","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":[0.08939827,0.007471688,0.8603217,0.016117932,0.00053430424,0.0050381934,0.00024397322,0.0024069112,0.018466964],"genre_scores_gemma":[0.13590626,0.004725386,0.84792566,0.001675865,0.000109982204,0.004083493,0.0002517549,0.00042112608,0.0049004853],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.93804616,0.04115563,0.004402571,0.0047906158,0.01038558,0.0012194925],"domain_scores_gemma":[0.8922753,0.067613766,0.007218564,0.01303406,0.016084956,0.0037733526],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.055658862,0.0022394795,0.002422174,0.013106053,0.007469929,0.014277752,0.0065051042,0.0048539815,0.00133248],"category_scores_gemma":[0.08402335,0.0019296382,0.0011967899,0.004845042,0.019999895,0.014057255,0.016559815,0.006817427,0.0010386553],"study_design_candidate":"theoretical_or_conceptual","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":[0.000075941694,0.00062658597,0.016004866,0.0031990749,0.00010883998,0.0018928666,0.5043509,0.00078979635,0.012249527,0.026373047,0.0070533487,0.42727527],"study_design_scores_gemma":[0.00015269192,0.0008087191,0.010473127,0.008835294,0.00028149152,0.008310897,0.5899354,0.00457238,0.013241053,0.15129407,0.21174267,0.00035210306],"about_ca_topic_score_codex":0.0039176918,"about_ca_topic_score_gemma":0.012739944,"teacher_disagreement_score":0.055658862,"about_ca_system_score_codex":0.0046859616,"about_ca_system_score_gemma":0.028431766,"threshold_uncertainty_score":0.2943557},"labels":[],"label_agreement":null},{"id":"W2141537732","doi":"10.18806/tesl.v25i1.108","title":"Do Test Formats in Reading Comprehension Affect Second-Language Students' Test Performance Differently?","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Affect (linguistics); Reading comprehension; Test (biology); Psychology; Mathematics education; Reading (process); Achievement test; Literacy; Scale (ratio); Linguistics; Pedagogy; Standardized test; Communication","score_opus":0.011648393890934106,"score_gpt":0.306560970263416,"score_spread":0.2949125763724819,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2141537732","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":[0.99872655,0.00009022414,0.00016236024,0.000057989848,0.0000074164022,0.000012977781,0.00006885723,0.000009465472,0.0008642247],"genre_scores_gemma":[0.99905807,0.00005185951,0.00022721727,0.000047321046,0.000009108691,0.00001703439,0.00014233423,0.00001180747,0.00043535672],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99568546,0.0013752498,0.00039199548,0.00060257554,0.0016009705,0.00034375227],"domain_scores_gemma":[0.95867014,0.023715746,0.010048126,0.0019652788,0.0025623697,0.0030384164],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004559335,0.0005206577,0.00050519215,0.0016195402,0.00023647647,0.002169411,0.0005768822,0.0011442264,0.0023950075],"category_scores_gemma":[0.048746526,0.00028361718,0.0006938567,0.0012365751,0.00096606655,0.0012312639,0.00079606584,0.00067713484,0.0008261124],"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":[0.0009577307,0.0005122866,0.9694252,0.00003319565,0.00013607334,0.0001660628,0.0012116883,0.00021600627,0.0055606333,0.00007180806,0.00014878252,0.02156051],"study_design_scores_gemma":[0.000024830859,0.0005186519,0.9972313,0.000007291673,0.00002064614,0.000099196295,0.0003921485,0.00020529483,0.0013020183,0.00008185432,0.00010720042,0.000009547619],"about_ca_topic_score_codex":0.004986304,"about_ca_topic_score_gemma":0.0067152022,"teacher_disagreement_score":0.004986304,"about_ca_system_score_codex":0.00077687536,"about_ca_system_score_gemma":0.0006401678,"threshold_uncertainty_score":0.024112344},"labels":[],"label_agreement":null},{"id":"W2141914772","doi":"10.18806/tesl.v31i1.1167","title":"Perceptions of People in Canada: Canadian-Born vs. Internationally- Born Postsecondary Students’ Perspectives","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Acculturation; Politeness; Outreach; Likert scale; Sociology; Pedagogy; Psychology; Language proficiency; Qualitative research; Immigration; Social psychology; Ethnic group; Political science; Social science; Developmental psychology; Anthropology","score_opus":0.014012327587814066,"score_gpt":0.35521521533678346,"score_spread":0.3412028877489694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2141914772","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":[0.98748255,0.00059900514,0.00006406665,0.0025233326,0.000059894573,0.0000259068,0.00036664793,0.000007684446,0.008870902],"genre_scores_gemma":[0.9965229,0.0005837461,0.000056877812,0.0005268233,0.000009431545,0.000008370169,0.00013405038,0.000006118773,0.0021517675],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9972933,0.0002477382,0.0000958611,0.00018624995,0.0009148722,0.0012620662],"domain_scores_gemma":[0.9932482,0.0004328516,0.00063255196,0.00006476343,0.0021896663,0.0034319516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00203782,0.0004605291,0.00056406093,0.0025936004,0.016682787,0.006125942,0.0011828481,0.0009661264,0.004838806],"category_scores_gemma":[0.0036012908,0.00033801858,0.0006245649,0.004847486,0.005078777,0.0016856663,0.0039276094,0.0030688958,0.00027666756],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001137015,0.00008094717,0.26265696,0.0001754365,0.00003868816,0.0005868431,0.7167674,0.00008930782,0.0009382799,0.0020845046,0.003874493,0.01259342],"study_design_scores_gemma":[0.0000034731877,0.00003386201,0.12328184,0.00013389581,0.000017664885,0.00009051596,0.86856145,0.000069359565,0.00011667512,0.00008516626,0.007559264,0.000046860147],"about_ca_topic_score_codex":0.9919116,"about_ca_topic_score_gemma":0.99483216,"teacher_disagreement_score":0.044662047,"about_ca_system_score_codex":0.044662047,"about_ca_system_score_gemma":0.06875685,"threshold_uncertainty_score":0.32404733},"labels":[],"label_agreement":null},{"id":"W2142138859","doi":"10.18806/tesl.v29i1.1091","title":"Actualizing Reader-Response Theory on L2 Teacher Training Programs","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Coursework; Ell; Feeling; Poetry; Meaning (existential); Mathematics education; Pedagogy; Psychology; Expression (computer science); Teacher education; Teaching method; Linguistics; Computer science; Vocabulary development","score_opus":0.07639415300935465,"score_gpt":0.2815858261020971,"score_spread":0.20519167309274244,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142138859","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":[0.70269316,0.00026087617,0.06517083,0.010225591,0.00020854843,0.00071015727,0.00004111437,0.00026964594,0.22042009],"genre_scores_gemma":[0.9830179,0.000074996664,0.005332946,0.000767147,0.000020136396,0.00039087576,0.000014058635,0.000067436675,0.010314497],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9713597,0.024461798,0.0002636813,0.0014340978,0.0012429595,0.0012377986],"domain_scores_gemma":[0.97028023,0.024843646,0.00089216314,0.0015871458,0.0015327762,0.0008640889],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023685,0.00069592346,0.0003413092,0.0011378012,0.0056692064,0.006413607,0.0022838102,0.0034242298,0.010140564],"category_scores_gemma":[0.03292782,0.00045393733,0.00033019678,0.00050241646,0.017811196,0.0067634634,0.007429997,0.004484781,0.0013558826],"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":[0.00013351657,0.00085456937,0.0041566957,0.0002198893,0.000008837106,0.00079321035,0.8213523,0.0011319153,0.0029894423,0.14031425,0.0016310215,0.026414284],"study_design_scores_gemma":[0.00019783781,0.0010684612,0.0057468,0.0006827589,0.000024296958,0.0004606751,0.7747368,0.0075430623,0.011127779,0.10151602,0.096828096,0.00006735742],"about_ca_topic_score_codex":0.002866086,"about_ca_topic_score_gemma":0.0032863144,"teacher_disagreement_score":0.023685,"about_ca_system_score_codex":0.0068987724,"about_ca_system_score_gemma":0.0032279184,"threshold_uncertainty_score":0.1252597},"labels":[],"label_agreement":null},{"id":"W2142175526","doi":"10.18806/tesl.v30i2.1143","title":"Exploring Service Logic in ESL","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Customer Service Quality and Loyalty","field":"Business, Management and Accounting","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Service (business); Context (archaeology); Pedagogy; Sociology; Psychology; Business; Marketing; History","score_opus":0.10578163134590313,"score_gpt":0.22759903317182337,"score_spread":0.12181740182592024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142175526","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":[0.1558877,0.0053883204,0.10946684,0.06753097,0.00043664832,0.00018844714,0.00008374239,0.00014619424,0.6608712],"genre_scores_gemma":[0.9713282,0.002128603,0.010730602,0.0020132528,0.00010164879,0.000102883285,0.000043989945,0.000047539437,0.013503276],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9953452,0.0032887477,0.000105297055,0.00021242592,0.0005385795,0.00050979713],"domain_scores_gemma":[0.9950121,0.003433238,0.00042972277,0.0001930885,0.0004771691,0.00045464106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004362401,0.00046110604,0.00027918964,0.0029930493,0.00548865,0.011463295,0.0014222459,0.0028507742,0.007295201],"category_scores_gemma":[0.0053774095,0.0002683183,0.00056366134,0.003130479,0.030269481,0.012506324,0.008320809,0.0033351565,0.00077592686],"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":[0.000013787816,0.00003148234,0.00065588695,0.00006353662,0.0000025630884,0.00022854964,0.020376176,0.00030410968,0.00012522782,0.96779567,0.0006866393,0.009716353],"study_design_scores_gemma":[0.000021381555,0.00007891618,0.0012144058,0.0005103907,0.000011139651,0.00038316046,0.09669552,0.004522238,0.0005490164,0.75464255,0.14134246,0.000028870892],"about_ca_topic_score_codex":0.0067320256,"about_ca_topic_score_gemma":0.0061501237,"teacher_disagreement_score":0.012675156,"about_ca_system_score_codex":0.012675156,"about_ca_system_score_gemma":0.007150395,"threshold_uncertainty_score":0.09196508},"labels":[],"label_agreement":null},{"id":"W2145455891","doi":"10.18806/tesl.v26i2.411","title":"Semantic Prosody and ESL/EFL Vocabulary Pedagogy","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Prosody; Linguistics; Vocabulary; Psychology; Vocabulary development","score_opus":0.009129563220036673,"score_gpt":0.3003830148210847,"score_spread":0.29125345160104804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145455891","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":[0.8015796,0.0041430183,0.009665561,0.0027525064,0.00012782795,0.00004072785,0.000034253502,0.00006290751,0.18159364],"genre_scores_gemma":[0.99004716,0.0019281061,0.0021401416,0.00015305863,0.000026868041,0.000031454758,0.000020825391,0.000015348609,0.0056370012],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9992099,0.00025456698,0.000032779622,0.00010348307,0.00032410165,0.000075172386],"domain_scores_gemma":[0.99843985,0.0008543977,0.00029614771,0.000046983336,0.00019382041,0.0001688561],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010586749,0.0002727279,0.00021596548,0.00075470837,0.0006029167,0.0024264478,0.00026352284,0.00038744824,0.0035812657],"category_scores_gemma":[0.0034360557,0.00009259103,0.00010799744,0.000377452,0.0020363687,0.00133761,0.0023165727,0.0008838481,0.0003427854],"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":[0.00017618954,0.0018467279,0.0960254,0.0010124727,0.000048557733,0.0018921633,0.08714571,0.0007683305,0.015020563,0.22004044,0.0038298422,0.5721937],"study_design_scores_gemma":[0.000102360944,0.0011357202,0.36768892,0.0016211331,0.00012017059,0.0041008545,0.1630422,0.004028189,0.015378227,0.3073437,0.13531911,0.00011939756],"about_ca_topic_score_codex":0.0010127713,"about_ca_topic_score_gemma":0.0014918261,"teacher_disagreement_score":0.0035812657,"about_ca_system_score_codex":0.0006848175,"about_ca_system_score_gemma":0.0015467412,"threshold_uncertainty_score":0.011980474},"labels":[],"label_agreement":null},{"id":"W2145601941","doi":"10.18806/tesl.v29i0.1121","title":"English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":60,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literacy; Curriculum; Pedagogy; Meaning (existential); Negotiation; Mathematics education; Sociology; Identity (music); Psychology","score_opus":0.03618218052276407,"score_gpt":0.4041652703280143,"score_spread":0.36798308980525024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145601941","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":[0.13481206,0.0426845,0.0020743806,0.66102546,0.0014720754,0.0004295854,0.0013953954,0.0002806435,0.155826],"genre_scores_gemma":[0.8666273,0.03025811,0.009428813,0.056729335,0.00048422717,0.00030723866,0.0008865303,0.00008887545,0.035189614],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.988591,0.001200358,0.00034836217,0.00064393925,0.0027253767,0.006490968],"domain_scores_gemma":[0.9724626,0.0023014848,0.001034751,0.0003735317,0.008513449,0.015314294],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0118518025,0.00064689835,0.00086562877,0.0043337275,0.022729004,0.013434782,0.0051086177,0.0056415047,0.010498568],"category_scores_gemma":[0.014945092,0.000489954,0.0010319725,0.0050577996,0.00906341,0.005442191,0.0070991507,0.006539073,0.00040783273],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018143623,0.00048359676,0.07207145,0.0022989812,0.00009016743,0.0011959218,0.044352606,0.0018046527,0.0011818544,0.50726014,0.1424522,0.22662699],"study_design_scores_gemma":[0.00014076431,0.00016733816,0.14705037,0.0054121763,0.00018551249,0.00022103115,0.16007072,0.0021602085,0.0007467054,0.045420088,0.6380875,0.00033762047],"about_ca_topic_score_codex":0.9942365,"about_ca_topic_score_gemma":0.9964826,"teacher_disagreement_score":0.18568802,"about_ca_system_score_codex":0.18568802,"about_ca_system_score_gemma":0.605718,"threshold_uncertainty_score":0.9444865},"labels":[],"label_agreement":null},{"id":"W2146321876","doi":"10.18806/tesl.v30i1.1123","title":"The Role of Depth versus Breadth of Vocabulary Knowledge in Success and Ease in L2 Lexical Inferencing","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Likert scale; Vocabulary; Psychology; Humanities; Linguistics; Philosophy; Developmental psychology","score_opus":0.010534795622754115,"score_gpt":0.27876920232616936,"score_spread":0.26823440670341525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146321876","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":[0.9984314,0.00007962161,0.00036119923,0.000016973352,0.0000015000825,0.000012211592,0.000021285254,0.0000044210165,0.0010713625],"genre_scores_gemma":[0.999064,0.000053267857,0.0004481417,0.0000075200314,0.0000033698118,0.000012154791,0.000032469823,0.0000039536167,0.00037515056],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983261,0.0005220159,0.00016435016,0.00023017172,0.0005008648,0.00025640387],"domain_scores_gemma":[0.9739075,0.016877191,0.005439227,0.00080925494,0.0011452643,0.0018214853],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022930095,0.00036606833,0.00033599208,0.0013712987,0.0002316524,0.001676192,0.00033960212,0.0005731499,0.0029776986],"category_scores_gemma":[0.02320398,0.00033885456,0.000395964,0.0003944092,0.0007696643,0.0022367013,0.0017035584,0.0005574649,0.00038118302],"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":[0.0005952132,0.00034884075,0.939123,0.00015676598,0.00011331365,0.00050825416,0.011775605,0.0005263269,0.010254384,0.00025548995,0.00008111433,0.03626163],"study_design_scores_gemma":[0.000016976888,0.0004031478,0.99166566,0.00003896907,0.000043192213,0.00041628597,0.004398687,0.0007803286,0.0014197448,0.00040650408,0.00038395092,0.000026517862],"about_ca_topic_score_codex":0.001700865,"about_ca_topic_score_gemma":0.002704536,"teacher_disagreement_score":0.0029776986,"about_ca_system_score_codex":0.0002624219,"about_ca_system_score_gemma":0.00031211672,"threshold_uncertainty_score":0.012126744},"labels":[],"label_agreement":null},{"id":"W2150090897","doi":"10.18806/tesl.v30i1.1125","title":"Culture and Interculturality in the Adult ESL Context in Urban Quebec: A Case Study","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"Social Sciences and Humanities Research Council of Canada; Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Interculturality; Sociology; Context (archaeology); Pedagogy; Intercultural communication; Cultural competence; Intercultural competence; History","score_opus":0.019943558559507916,"score_gpt":0.22869372413954026,"score_spread":0.20875016558003234,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2150090897","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":[0.98944926,0.00048189785,0.00028980582,0.0012862624,0.00003171911,0.00009232658,0.00015396549,0.000009638265,0.008205231],"genre_scores_gemma":[0.99201715,0.0005618385,0.00043504543,0.00041640628,0.000010773793,0.000051612617,0.000070859074,0.000008608717,0.0064277765],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985316,0.0005160138,0.00004204517,0.00013253975,0.00024579722,0.00053204014],"domain_scores_gemma":[0.9982534,0.00043499508,0.00016695035,0.000060768092,0.0005225935,0.0005611531],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012553235,0.000551627,0.00041246595,0.0011953361,0.018546626,0.0027409326,0.0016410375,0.0015452295,0.004349496],"category_scores_gemma":[0.00224849,0.0002797636,0.0002651092,0.0023286561,0.004246774,0.0011097414,0.0026563357,0.001765014,0.0002779297],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004256122,0.000256046,0.044474285,0.0001629346,0.000014909805,0.015739406,0.91683865,0.00015947032,0.0013339953,0.0028314788,0.0030240756,0.015122182],"study_design_scores_gemma":[0.0000049009623,0.00005913705,0.033831097,0.00014550539,0.000012054614,0.0010711605,0.94816905,0.00020663964,0.00026558145,0.000118539545,0.016095046,0.000021226999],"about_ca_topic_score_codex":0.9548243,"about_ca_topic_score_gemma":0.98771125,"teacher_disagreement_score":0.04517567,"about_ca_system_score_codex":0.038015295,"about_ca_system_score_gemma":0.021482252,"threshold_uncertainty_score":0.2758215},"labels":[],"label_agreement":null},{"id":"W2151824113","doi":"10.18806/tesl.v27i1.1029","title":"The Triunal Model of Anxiety and its Application to Anxiety Reduction in Learning and Teaching Environments","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Language, Metaphor, and Cognition","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Anxiety; Scope (computer science); Notice; Psychology; Space (punctuation); Phenomenon; Cognitive psychology; Mathematics education; Pedagogy; Cognitive science; Epistemology; Linguistics; Computer science","score_opus":0.009316574948447088,"score_gpt":0.25479824276903634,"score_spread":0.24548166782058925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151824113","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":[0.045028366,0.008067563,0.53610826,0.03456977,0.000915104,0.0004031693,0.00022224755,0.0005345844,0.37415087],"genre_scores_gemma":[0.90075094,0.0046184175,0.08088047,0.0019730509,0.0002854753,0.0008307508,0.000096201235,0.00008271202,0.010481953],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9967944,0.0017634057,0.00018115554,0.00034424593,0.00061621884,0.00030046946],"domain_scores_gemma":[0.99810284,0.0010062404,0.00025053346,0.00019049241,0.00025285434,0.00019704939],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028880497,0.001010181,0.0005771572,0.003043872,0.0020390898,0.005018263,0.0018650993,0.0019284548,0.005290721],"category_scores_gemma":[0.003640043,0.0003245958,0.001437268,0.0015377941,0.019492313,0.0070802723,0.0040765,0.0038102383,0.00072491384],"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":[0.000011267194,0.000023014245,0.00022371588,0.00012297693,0.000007591321,0.00008459839,0.0067172493,0.00054684543,0.00023147561,0.9849985,0.000643078,0.006389705],"study_design_scores_gemma":[0.000034869623,0.00016636796,0.0017461454,0.00021036578,0.000024997604,0.000924296,0.007357701,0.007988363,0.00024958883,0.9484734,0.032763094,0.000060841845],"about_ca_topic_score_codex":0.0026233115,"about_ca_topic_score_gemma":0.0020003582,"teacher_disagreement_score":0.005290721,"about_ca_system_score_codex":0.003918786,"about_ca_system_score_gemma":0.002671528,"threshold_uncertainty_score":0.028432906},"labels":[],"label_agreement":null},{"id":"W2151920387","doi":"10.18806/tesl.v19i1.922","title":"Reexamining Notions of the L2 Syllabus","year":2001,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllabus; Linguistics; Sociology; Pedagogy; Mathematics education; Psychology; Philosophy","score_opus":0.025950219395519867,"score_gpt":0.18601891287995273,"score_spread":0.16006869348443287,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2151920387","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":[0.11953499,0.0074929106,0.46604544,0.054124724,0.001966685,0.0002654269,0.00033155968,0.00051168795,0.34972665],"genre_scores_gemma":[0.838963,0.0018573953,0.13450071,0.0050302045,0.00078452076,0.00030071413,0.000292458,0.00062703,0.0176439],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9930393,0.0043944516,0.00032289556,0.00056642265,0.0011990768,0.00047786676],"domain_scores_gemma":[0.9815314,0.009073279,0.00160138,0.0014298727,0.0048307725,0.0015333055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009284881,0.0006860384,0.00035578271,0.0036049027,0.005606008,0.012452843,0.0027110092,0.0029057816,0.0039611016],"category_scores_gemma":[0.018288964,0.0007409157,0.000489852,0.002404394,0.02761241,0.015340919,0.004872515,0.01072073,0.0011791195],"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":[0.000015978681,0.000016595597,0.0005182688,0.000046658915,0.0000018463306,0.000047535956,0.012799909,0.00023875847,0.00025369984,0.9750269,0.001684765,0.009349113],"study_design_scores_gemma":[0.00002247347,0.000070182294,0.0038637633,0.0005905545,0.000017939727,0.0004217823,0.02670924,0.008180109,0.0016548915,0.6919625,0.2664086,0.00009798734],"about_ca_topic_score_codex":0.06395317,"about_ca_topic_score_gemma":0.045148913,"teacher_disagreement_score":0.06395317,"about_ca_system_score_codex":0.009536366,"about_ca_system_score_gemma":0.008534944,"threshold_uncertainty_score":0.1271618},"labels":[],"label_agreement":null},{"id":"W2152396756","doi":"10.18806/tesl.v17i2.887","title":"Bringing Life to Research: Life History Research and ESL","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Reinterpretation; Sociology; Framing (construction); Life history; Afterlife; Everyday life; Epistemology; Aesthetics; History","score_opus":0.3497694527264726,"score_gpt":0.3423183374850685,"score_spread":0.0074511152414040716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152396756","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":[0.08277425,0.116747774,0.05287891,0.24297887,0.0029999723,0.00032457346,0.00033994656,0.00022135074,0.5007344],"genre_scores_gemma":[0.8563948,0.05732037,0.021824004,0.016342338,0.0015837223,0.00052495464,0.00020926948,0.00018000354,0.045620568],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9801344,0.016699538,0.00032274716,0.00068174634,0.0014895538,0.0006719403],"domain_scores_gemma":[0.9608554,0.028808126,0.0020584075,0.0025665702,0.0026842908,0.0030271409],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016457621,0.0005781124,0.0006764998,0.0055572223,0.01584902,0.017294437,0.0020052963,0.0029699353,0.009812004],"category_scores_gemma":[0.029279903,0.00030004483,0.00025568882,0.009317809,0.07491948,0.015711596,0.010400739,0.005049588,0.00097157055],"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":[0.000017414377,0.00004295041,0.0028979643,0.0005476,0.000009582316,0.0004566045,0.3033262,0.00011417061,0.000174062,0.597943,0.009522915,0.084947616],"study_design_scores_gemma":[0.000005454043,0.00004140681,0.002996216,0.0019704534,0.0000065013055,0.00040248767,0.3580356,0.00016310353,0.00032144322,0.16739829,0.4686292,0.000029860947],"about_ca_topic_score_codex":0.037274174,"about_ca_topic_score_gemma":0.0723894,"teacher_disagreement_score":0.037274174,"about_ca_system_score_codex":0.02563157,"about_ca_system_score_gemma":0.0197151,"threshold_uncertainty_score":0.1859709},"labels":[],"label_agreement":null},{"id":"W2153328823","doi":"10.18806/tesl.v31i2.1178","title":"On Determinatives and the Category-Function Distinction: A Reply to Brett Reynolds","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Linguistics and Discourse Analysis","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"York University","keywords":"Humanities; Function (biology); Set (abstract data type); Philosophy; Linguistics; Epistemology; Computer science","score_opus":0.01155693954843452,"score_gpt":0.21077729515554303,"score_spread":0.19922035560710852,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2153328823","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0018390168,0.008086359,0.0010375245,0.977503,0.0037187461,0.000004967232,0.000019231547,0.000027574337,0.0077636223],"genre_scores_gemma":[0.1760083,0.013870306,0.0031160577,0.76289976,0.017809093,0.00010107838,0.000033351473,0.0002944233,0.025867624],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98368394,0.007842925,0.00070704834,0.0030127761,0.0038310038,0.0009222014],"domain_scores_gemma":[0.94847137,0.043028906,0.0010769502,0.0011967476,0.0050812084,0.0011447715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.015888667,0.0008918581,0.0015117093,0.0023333502,0.009743752,0.009112483,0.004138631,0.024478355,0.0037550607],"category_scores_gemma":[0.047569882,0.0009675394,0.0008157048,0.0019322104,0.03837053,0.017194517,0.0054134605,0.037193637,0.001796935],"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":[0.00006021817,0.00001994226,0.00041562426,0.00012829732,0.000013194787,0.00027032036,0.01613741,0.00022086568,0.00018869549,0.5368107,0.43555707,0.010177675],"study_design_scores_gemma":[0.000052914664,0.000036210495,0.00067990733,0.0008357774,0.000024699533,0.00033460645,0.012188739,0.000576226,0.00061898894,0.30249068,0.6819684,0.00019280068],"about_ca_topic_score_codex":0.051032305,"about_ca_topic_score_gemma":0.04835815,"teacher_disagreement_score":0.051032305,"about_ca_system_score_codex":0.014703896,"about_ca_system_score_gemma":0.009367171,"threshold_uncertainty_score":0.106684744},"labels":[],"label_agreement":null},{"id":"W2154065682","doi":"10.18806/tesl.v27i1.1033","title":"Mentoring EFL Preservice Teachers in EFL Writing","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vietnamese; Psychology; Cronbach's alpha; English as a foreign language; Mathematics education; Perception; Pedagogy; Professional development; Medical education; Psychometrics; Medicine","score_opus":0.02520588491521517,"score_gpt":0.24172786233778046,"score_spread":0.2165219774225653,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154065682","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":[0.97594607,0.00058672356,0.0033066003,0.005806912,0.00012328514,0.0002000564,0.000030749707,0.00014137056,0.013858189],"genre_scores_gemma":[0.98605967,0.0004749209,0.005118569,0.00090054644,0.00005058224,0.000077723176,0.00004563571,0.000014890338,0.007257494],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9953589,0.0028234904,0.00014127241,0.0001746156,0.000731886,0.0007698335],"domain_scores_gemma":[0.97936183,0.004748832,0.0024995296,0.0013916105,0.0029540886,0.009044145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00810362,0.00025260326,0.00022187857,0.0007999247,0.0026874652,0.0035860075,0.0008468255,0.000856775,0.0037687565],"category_scores_gemma":[0.030347493,0.00022455357,0.00027410008,0.0004185113,0.00090505107,0.0017300952,0.0040323646,0.00148868,0.0011164997],"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":[0.00016103822,0.004045631,0.18961208,0.00039961893,0.000045806682,0.0021786746,0.11626451,0.00061004737,0.009100405,0.0015731625,0.015356373,0.66065264],"study_design_scores_gemma":[0.0002295616,0.0034404434,0.3433088,0.0013456714,0.00013844295,0.006012449,0.4519067,0.002892434,0.018223904,0.0059791277,0.16634895,0.0001734308],"about_ca_topic_score_codex":0.0022845264,"about_ca_topic_score_gemma":0.008685896,"teacher_disagreement_score":0.00810362,"about_ca_system_score_codex":0.0011764265,"about_ca_system_score_gemma":0.005399917,"threshold_uncertainty_score":0.042856574},"labels":[],"label_agreement":null},{"id":"W2154299165","doi":"10.18806/tesl.v24i2.138","title":"Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Service-Learning and Community Engagement","field":"Social Sciences","cited_by":81,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ell; Psychology; Mathematics education; Pedagogy; Immigration; Teacher education; English as a second language; Medium of instruction; Sheltered instruction; English language; Teacher preparation; Teaching method; Language education; Comprehension approach; Vocabulary development; Political science","score_opus":0.04960582484336698,"score_gpt":0.2975160122708917,"score_spread":0.24791018742752471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154299165","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":[0.99930704,0.00002340106,0.000023481201,0.00008412359,0.0000028894867,0.000020123342,0.000004648376,0.0000010309467,0.0005333758],"genre_scores_gemma":[0.99767786,0.00016936856,0.00015612415,0.00025431148,0.0000058554288,0.00004718686,0.000014915218,0.0000022487363,0.0016722032],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983144,0.00060982525,0.00007676915,0.00011020252,0.0004726934,0.00041618408],"domain_scores_gemma":[0.9942531,0.0014606888,0.00105889,0.00018876027,0.001280877,0.0017576874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030457056,0.0003130262,0.00036015033,0.0010731274,0.005449174,0.0028300255,0.0008851932,0.0010633371,0.0013028682],"category_scores_gemma":[0.005532622,0.00049637246,0.0002584099,0.0005884164,0.00297256,0.0010709021,0.001971406,0.002141824,0.0004060473],"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":[0.00008521262,0.0023438088,0.24722916,0.000064993415,0.000015986901,0.000599564,0.7300554,0.000027905828,0.0025806264,0.00021906996,0.00046967957,0.016308594],"study_design_scores_gemma":[0.000013241456,0.00077924476,0.085035585,0.00004303205,0.000011888188,0.0001880452,0.9104537,0.00006784919,0.00057926914,0.00006133043,0.0027528142,0.00001405717],"about_ca_topic_score_codex":0.045103792,"about_ca_topic_score_gemma":0.11649123,"teacher_disagreement_score":0.045103792,"about_ca_system_score_codex":0.002459165,"about_ca_system_score_gemma":0.0043600816,"threshold_uncertainty_score":0.08968252},"labels":[],"label_agreement":null},{"id":"W2154493731","doi":"10.18806/tesl.v28i2.1069","title":"Second-Language Acquisition and the Information Age: How Social Software has Created a New Mode of Learning","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language acquisition; Curriculum; Computer science; Social learning; Paradigm shift; Mode (computer interface); Software; Psychology; Knowledge management; Mathematics education; Pedagogy; Human–computer interaction; Epistemology","score_opus":0.02530176846862886,"score_gpt":0.2031824498370104,"score_spread":0.17788068136838153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154493731","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":[0.49766892,0.009265692,0.005740285,0.06545818,0.00035727263,0.000035021618,0.00010019954,0.00012765167,0.4212468],"genre_scores_gemma":[0.96782595,0.0033288277,0.0013570248,0.0018882399,0.00012692357,0.000016775488,0.000026008462,0.000042943648,0.025387488],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985611,0.0006113119,0.000033248383,0.00014376383,0.00037884022,0.0002717255],"domain_scores_gemma":[0.9972687,0.001142295,0.00023131991,0.00014177666,0.0005429498,0.00067298074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023591544,0.00022991035,0.00022416958,0.0017044621,0.005499788,0.009063299,0.0006836773,0.0016163728,0.0070169573],"category_scores_gemma":[0.004159871,0.00014916823,0.00017866967,0.0008926249,0.01390816,0.007998695,0.003916222,0.002045318,0.00094970607],"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":[0.000047883357,0.00016454923,0.014160255,0.00013779357,0.000013065637,0.0017074209,0.37322763,0.00021614062,0.001488485,0.46498668,0.011892987,0.13195704],"study_design_scores_gemma":[0.000027393593,0.00015013464,0.019967869,0.0004590113,0.00001713404,0.001989274,0.19965659,0.00078317977,0.0017216972,0.18685982,0.5882892,0.00007877674],"about_ca_topic_score_codex":0.075457536,"about_ca_topic_score_gemma":0.10338596,"teacher_disagreement_score":0.075457536,"about_ca_system_score_codex":0.006669933,"about_ca_system_score_gemma":0.006638593,"threshold_uncertainty_score":0.15003663},"labels":[],"label_agreement":null},{"id":"W2154800011","doi":"10.18806/tesl.v30i1.1136","title":"Managing Change in English Language Teaching: Lessons from Experience","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Language education; Language assessment; Linguistics; Comprehension approach; Psychology; Language transfer; Sheltered instruction; Sociology; Pedagogy; Philosophy","score_opus":0.03870112146471026,"score_gpt":0.26562878461010636,"score_spread":0.22692766314539609,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154800011","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":[0.610393,0.014344545,0.0088626975,0.08020614,0.0021006663,0.00043885043,0.0001272413,0.00035963603,0.28316733],"genre_scores_gemma":[0.87732565,0.010095105,0.007578148,0.011875479,0.00033444824,0.00026366304,0.00010520218,0.00026259103,0.09215967],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99209774,0.0049510594,0.00014696381,0.0004046816,0.00079191825,0.0016075784],"domain_scores_gemma":[0.9906419,0.004283788,0.00032181077,0.00029098397,0.0010550959,0.0034064744],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007939121,0.0006433106,0.00060035527,0.00074735674,0.010530289,0.012259224,0.0035646271,0.004739175,0.0037028173],"category_scores_gemma":[0.011722273,0.00045471996,0.00049890124,0.0014028725,0.008348023,0.009249818,0.0077478304,0.006011044,0.0011983676],"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":[0.00005508034,0.0014337645,0.0030631286,0.0004275424,0.000015097008,0.0033930389,0.8223707,0.0002593481,0.00048137023,0.016188972,0.05418347,0.0981285],"study_design_scores_gemma":[0.000036073987,0.0002306628,0.002002794,0.0004444658,0.000009612215,0.0007891158,0.7444095,0.00018489402,0.00039209906,0.003807336,0.24766222,0.00003123379],"about_ca_topic_score_codex":0.008035799,"about_ca_topic_score_gemma":0.030639984,"teacher_disagreement_score":0.012259224,"about_ca_system_score_codex":0.0071287216,"about_ca_system_score_gemma":0.007431576,"threshold_uncertainty_score":0.051722705},"labels":[],"label_agreement":null},{"id":"W2156581974","doi":"10.18806/tesl.v31i0.1192","title":"TBL and Teacher Preparation: Toward a Curriculum for Pre-service Teachers","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Context (archaeology); Pedagogy; Mathematics education; Mainstream; English language; Sociology; Humanities; Psychology; Political science; Art","score_opus":0.03777352089493524,"score_gpt":0.26933647817222733,"score_spread":0.2315629572772921,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2156581974","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.42057934,0.012369178,0.29553422,0.04247601,0.0026932273,0.0048482367,0.00060551835,0.0042089587,0.2166854],"genre_scores_gemma":[0.41278833,0.012653425,0.48304874,0.003310921,0.0004708418,0.0033469184,0.000904021,0.00033715865,0.08313972],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995096,0.0001350998,0.000050299004,0.00006679722,0.00013456425,0.000103771585],"domain_scores_gemma":[0.998719,0.00023238275,0.0001998437,0.00008059613,0.00021825926,0.00054991385],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010767848,0.0005264786,0.00026347433,0.0007485392,0.001324331,0.0028287624,0.0011955212,0.0012886942,0.0043136273],"category_scores_gemma":[0.002689089,0.00035266465,0.00029203083,0.0005259043,0.0009917539,0.0017825884,0.0027913116,0.0025084598,0.0022494092],"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":[0.00013676744,0.0024451697,0.010656687,0.0012745532,0.000005036412,0.00043198143,0.018224359,0.0026074413,0.015674254,0.033802222,0.03371229,0.8810293],"study_design_scores_gemma":[0.00015433514,0.0015353176,0.041439086,0.0030934778,0.00002291512,0.0012388465,0.028132806,0.0060872063,0.010147733,0.030312115,0.8777582,0.00007798667],"about_ca_topic_score_codex":0.0031185478,"about_ca_topic_score_gemma":0.0047920593,"teacher_disagreement_score":0.0043136273,"about_ca_system_score_codex":0.0022456977,"about_ca_system_score_gemma":0.009316409,"threshold_uncertainty_score":0.016293705},"labels":[],"label_agreement":null},{"id":"W2158148752","doi":"10.18806/tesl.v30i1.1127","title":"Culture as Site of Identification: Exploring Cultural Tool Normalization in Immigrant ESL Adults’ Engagements with Canadian Culture","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Normalization (sociology); Sociology; Immigration; Identification (biology); Cultural identity; Humanities; Pedagogy; Anthropology; Art; Social science; Political science","score_opus":0.035889241881673084,"score_gpt":0.3338623932302448,"score_spread":0.2979731513485717,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158148752","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":[0.986086,0.00043353322,0.000810827,0.0009412824,0.00003114306,0.00003530068,0.000035487614,0.000011998763,0.011614344],"genre_scores_gemma":[0.9965423,0.00028303874,0.00049174146,0.00019683683,0.0000033778263,0.000024899182,0.000022737977,0.0000101874275,0.002424878],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966859,0.0012470108,0.00010313527,0.0002975233,0.0007621225,0.0009042962],"domain_scores_gemma":[0.9970085,0.0010463021,0.00036952444,0.00016140162,0.00083154696,0.0005828471],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004422819,0.0006053812,0.00050715846,0.0014262804,0.016526913,0.007847553,0.0014327918,0.0012462254,0.002545479],"category_scores_gemma":[0.0065281317,0.00035115244,0.00040415637,0.0014353517,0.01210091,0.0037812789,0.008226312,0.0025763162,0.0002082255],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010190845,0.000010720528,0.006235879,0.000021668768,0.0000019438926,0.00017189789,0.9876654,0.000013266016,0.00029704266,0.001261504,0.00017292621,0.004137559],"study_design_scores_gemma":[0.00000110345,0.0000109499915,0.005170553,0.000047113946,0.0000034697646,0.000068506604,0.9902864,0.00004345277,0.00011473682,0.0001935498,0.0040477724,0.000012382054],"about_ca_topic_score_codex":0.77846193,"about_ca_topic_score_gemma":0.86189634,"teacher_disagreement_score":0.22153807,"about_ca_system_score_codex":0.02433499,"about_ca_system_score_gemma":0.031127274,"threshold_uncertainty_score":0.44568545},"labels":[],"label_agreement":null},{"id":"W2158724719","doi":"10.18806/tesl.v28i1.1058","title":"An Introspective Study of Arabic and Mandarin-Speakers’ Reading Comprehension Strategies","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reading and Literacy Development","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Killam Trusts; University of Alberta","keywords":"Mandarin Chinese; Reading comprehension; Psychology; Reading (process); Linguistics; Introspection; Semitic languages; Metacognition; Arabic; Cognitive psychology; Cognition","score_opus":0.009539989670315212,"score_gpt":0.2893681059512595,"score_spread":0.2798281162809443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158724719","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":[0.9980603,0.000035729416,0.00010508511,0.000009668167,0.0000017305014,0.00000977897,0.000017462617,0.0000024920955,0.0017576047],"genre_scores_gemma":[0.9968412,0.00010209087,0.0006037969,0.000049759812,0.0000052316823,0.000023908855,0.00006625527,0.0000057764823,0.002301857],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99961853,0.00010910128,0.000021864958,0.00008442005,0.000119440854,0.00004665409],"domain_scores_gemma":[0.99649376,0.0019821723,0.0003346864,0.00017640872,0.0007418816,0.00027115832],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009883017,0.00034205648,0.00019064477,0.0008687766,0.00081234606,0.0007692259,0.0002515271,0.00021746561,0.0021063716],"category_scores_gemma":[0.006007717,0.00012963491,0.00013651687,0.00042418813,0.00063219626,0.00043107232,0.00061429624,0.0004956569,0.0003369496],"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":[0.00051887624,0.0017011479,0.5193023,0.0002120108,0.00007501652,0.0009992333,0.2861451,0.00011807755,0.07209287,0.0007520659,0.00063910213,0.11744416],"study_design_scores_gemma":[0.000018374776,0.001328041,0.9434477,0.00003540726,0.000040869454,0.0009527464,0.0394037,0.00028388243,0.0099685425,0.0002837798,0.0042016846,0.00003526485],"about_ca_topic_score_codex":0.021807939,"about_ca_topic_score_gemma":0.050141223,"teacher_disagreement_score":0.021807939,"about_ca_system_score_codex":0.0005477087,"about_ca_system_score_gemma":0.0009197048,"threshold_uncertainty_score":0.04336202},"labels":[],"label_agreement":null},{"id":"W2158913176","doi":"10.18806/tesl.v27i1.1034","title":"Integrating Form and Meaning in L2 Pronunciation Instruction","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; McGill University","keywords":"Pronunciation; Fluency; Communicative language teaching; Linguistics; Meaning (existential); Psychology; Teaching method; Language education; Pedagogy; Mathematics education; Philosophy","score_opus":0.017554634839489814,"score_gpt":0.2975830209180383,"score_spread":0.28002838607854846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158913176","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":[0.3079496,0.0072261207,0.29863268,0.0105208345,0.00052896776,0.00056534616,0.00007452523,0.001222859,0.3732791],"genre_scores_gemma":[0.83404976,0.0040765787,0.14571722,0.00058850594,0.00013935582,0.00038172156,0.000038485323,0.00012491741,0.014883347],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990133,0.00037173173,0.000052037416,0.00009019102,0.0003842596,0.0000883588],"domain_scores_gemma":[0.99919325,0.0004869181,0.000052902367,0.00007561044,0.00007745725,0.00011386575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011926543,0.0004952517,0.0003006456,0.0006418234,0.0010144091,0.0035959578,0.0007675461,0.0009831851,0.0021827808],"category_scores_gemma":[0.0026495392,0.0002567292,0.00026562382,0.00058441586,0.005333556,0.0024415012,0.0037205366,0.0017449247,0.00047102998],"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":[0.00008034491,0.00028807102,0.0030706662,0.00090111484,0.000007639512,0.00063756906,0.059701536,0.0018891052,0.018633982,0.26465458,0.0020227071,0.64811265],"study_design_scores_gemma":[0.0001614682,0.0011190365,0.025253464,0.0018672675,0.00009000293,0.0035018465,0.03681871,0.0144829545,0.033941224,0.5114855,0.37108243,0.00019603995],"about_ca_topic_score_codex":0.0027874096,"about_ca_topic_score_gemma":0.0058506983,"teacher_disagreement_score":0.0035959578,"about_ca_system_score_codex":0.0012317759,"about_ca_system_score_gemma":0.003159764,"threshold_uncertainty_score":0.00893718},"labels":[],"label_agreement":null},{"id":"W2160439186","doi":"10.18806/tesl.v23i2.56","title":"Reflective Practice in Action: A Case Study of a Writing Teacher’s Reflections on Practice","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Cambridge","keywords":"Psychology; Recall; Pedagogy; Action (physics); Action research; Bridge (graph theory); Teacher education; Mathematics education; Teaching method","score_opus":0.08917256578405454,"score_gpt":0.49631722376366133,"score_spread":0.4071446579796068,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160439186","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":[0.91553223,0.0013270783,0.024150118,0.011800111,0.0003614496,0.00064303644,0.000074888056,0.00024191367,0.045869138],"genre_scores_gemma":[0.9604428,0.0013073166,0.015995564,0.0013176429,0.00008988496,0.0003511187,0.000049735478,0.00016414892,0.02028185],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97721887,0.016644005,0.0006123814,0.0014408946,0.0022630522,0.0018208197],"domain_scores_gemma":[0.967004,0.023572104,0.0021853964,0.0022056538,0.0017156089,0.0033171629],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013529221,0.001279617,0.0011729951,0.0019537655,0.020056441,0.0072333696,0.0049008243,0.007945978,0.0032689932],"category_scores_gemma":[0.04330349,0.001349987,0.0011592015,0.0017293419,0.016178286,0.0066194176,0.007801351,0.009533655,0.0012065731],"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":[0.000058593996,0.00034654714,0.0012653751,0.00012720302,0.000012182473,0.012770551,0.9694371,0.00020460445,0.0010668541,0.0032662926,0.001175613,0.010269048],"study_design_scores_gemma":[0.000056846435,0.0004019015,0.0017673181,0.0003860687,0.000028285081,0.015944896,0.90852153,0.00073850463,0.0021719143,0.0026927327,0.06720766,0.000082444894],"about_ca_topic_score_codex":0.0054991883,"about_ca_topic_score_gemma":0.012020555,"teacher_disagreement_score":0.020056441,"about_ca_system_score_codex":0.004271705,"about_ca_system_score_gemma":0.00524673,"threshold_uncertainty_score":0.07155025},"labels":[],"label_agreement":null},{"id":"W2160898994","doi":"10.18806/tesl.v26i2.413","title":"Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reading and Literacy Development","field":"Psychology","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Office of International Science and Engineering; Social Sciences and Humanities Research Council of Canada; Ministry of Education, India; Ministry of Earth Sciences; Johns Hopkins University","keywords":"Vocabulary; Literacy; Reading (process); Vocabulary development; Psychology; Storytelling; Longitudinal study; Foreign language; First language; Linguistics; Mathematics education; Pedagogy; Teaching method; Narrative","score_opus":0.010768822611101419,"score_gpt":0.26856858982682674,"score_spread":0.25779976721572534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2160898994","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":[0.99950576,0.0000911389,0.00004053469,0.00002926772,0.0000017053508,0.000020604964,0.00005460275,0.0000017594124,0.00025468972],"genre_scores_gemma":[0.998495,0.00023147187,0.0001894308,0.00006795565,0.0000044886324,0.000072055635,0.00019711028,0.0000023953578,0.000740107],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99916494,0.00028777163,0.00007449121,0.00009207635,0.00016724851,0.00021359406],"domain_scores_gemma":[0.99717486,0.00082166673,0.0004319346,0.0001453096,0.00078058295,0.00064557296],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035586806,0.00028824017,0.00045363282,0.0015641743,0.0023647682,0.0013941872,0.00043351867,0.00069972913,0.00088494906],"category_scores_gemma":[0.006214898,0.00044399675,0.00035008698,0.0009144442,0.0007331717,0.0015013868,0.0013022145,0.0011523014,0.0004486029],"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":[0.00022032109,0.0014719546,0.90465844,0.000042402906,0.000015500687,0.0008570775,0.078800045,0.000027005208,0.0010963625,0.00008740405,0.00016438052,0.012559098],"study_design_scores_gemma":[0.000017704328,0.0018627491,0.92485464,0.00006658809,0.00003853643,0.0007349877,0.06939681,0.000109268054,0.00074455916,0.00010664844,0.0020361259,0.00003147481],"about_ca_topic_score_codex":0.027088242,"about_ca_topic_score_gemma":0.056718353,"teacher_disagreement_score":0.027088242,"about_ca_system_score_codex":0.000719218,"about_ca_system_score_gemma":0.0014404723,"threshold_uncertainty_score":0.05386114},"labels":[],"label_agreement":null},{"id":"W2162063786","doi":"10.18806/tesl.v32i1.1197","title":"Rater Behaviour When Judging Language Learners’ Pragmatic Appropriateness in Extended Discourse","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"College of Engineering, Michigan State University; Michigan State University; U.S. Department of Education","keywords":"Psychology; Pragmatics; Linguistics; Context (archaeology)","score_opus":0.04092598272183743,"score_gpt":0.2841263665791552,"score_spread":0.24320038385731776,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2162063786","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":[0.89512956,0.0013764786,0.08769605,0.00047784392,0.0004450844,0.002004426,0.00032245746,0.0005201233,0.0120280245],"genre_scores_gemma":[0.8907042,0.000829423,0.09820391,0.00036343856,0.00022089921,0.0050479486,0.00053788046,0.0003255999,0.003766696],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.8841266,0.081061564,0.011912054,0.0059093083,0.015657771,0.0013326886],"domain_scores_gemma":[0.80378973,0.114436716,0.016197434,0.011695684,0.05106213,0.0028182107],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.10719879,0.0010008452,0.001271243,0.0023117682,0.0011219537,0.002409456,0.0011188266,0.0011472583,0.0012316909],"category_scores_gemma":[0.26543564,0.0006607106,0.0009667409,0.0014234573,0.0016227438,0.0015395925,0.0022894081,0.0011359812,0.0016790424],"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":[0.0082404455,0.00075297017,0.34063205,0.0023648797,0.0013377114,0.0014196776,0.18533087,0.0057173274,0.14817947,0.00505846,0.007864921,0.29310125],"study_design_scores_gemma":[0.0010289319,0.0083751315,0.6201516,0.002020424,0.0010521698,0.0047853864,0.08464421,0.09344346,0.11430798,0.012284217,0.0562637,0.0016429009],"about_ca_topic_score_codex":0.0013488708,"about_ca_topic_score_gemma":0.0021223328,"teacher_disagreement_score":0.10719879,"about_ca_system_score_codex":0.0007730043,"about_ca_system_score_gemma":0.0006765485,"threshold_uncertainty_score":0.56692815},"labels":[],"label_agreement":null},{"id":"W2163433152","doi":"10.18806/tesl.v31i0.1189","title":"A Task-Based Language Teaching Approach to the Police Traffic Stop","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Officer; Task (project management); Obstacle; Task force; Domain (mathematical analysis); Pedagogy; Computer science; Humanities; Sociology; Psychology; Political science; Management; Philosophy; Law","score_opus":0.0374356102963838,"score_gpt":0.23949098611123723,"score_spread":0.20205537581485344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2163433152","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":[0.09652529,0.00080063794,0.7224666,0.008616848,0.00044497623,0.0013644518,0.00018000213,0.0012899424,0.16831134],"genre_scores_gemma":[0.57281375,0.00080746744,0.3765635,0.0021569037,0.00012755123,0.0027990232,0.00022302748,0.00029905944,0.044209696],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9955479,0.0029199212,0.00012541028,0.00048312702,0.0006706212,0.00025294174],"domain_scores_gemma":[0.9953075,0.0024205754,0.00031782623,0.0005638176,0.0006613842,0.0007288956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031036953,0.0006667424,0.00032712895,0.001144226,0.0026702718,0.0044504516,0.002105666,0.0019880042,0.0063411808],"category_scores_gemma":[0.0067997472,0.00036234423,0.0005915727,0.0006149641,0.0050010406,0.0027491082,0.0045655915,0.0037265278,0.0019082434],"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":[0.00023631932,0.0020030022,0.0035571267,0.0020705755,0.000038013528,0.0009752065,0.2030799,0.0067067165,0.024645561,0.44558185,0.01609717,0.2950086],"study_design_scores_gemma":[0.0002447482,0.0011451137,0.005135245,0.001188207,0.000052125804,0.0014367142,0.068553865,0.018830473,0.01385152,0.23556712,0.6538397,0.00015507429],"about_ca_topic_score_codex":0.0026976243,"about_ca_topic_score_gemma":0.004670905,"teacher_disagreement_score":0.0063411808,"about_ca_system_score_codex":0.003186484,"about_ca_system_score_gemma":0.0054358505,"threshold_uncertainty_score":0.023119628},"labels":[],"label_agreement":null},{"id":"W2164587192","doi":"10.18806/tesl.v26i1.390","title":"I hate the ESL idea!: A Case Study in Identity and Academic Literacy","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Negotiation; Identity (music); Literacy; Resistance (ecology); Pedagogy; Sociology; Identity negotiation; Psychology; Academic writing; Linguistics; Mathematics education; Social science","score_opus":0.04941463836748771,"score_gpt":0.31697771234540795,"score_spread":0.26756307397792023,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2164587192","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":[0.93884456,0.0009484452,0.003363677,0.021269524,0.00019270193,0.00017123533,0.000050819,0.000048193175,0.03511077],"genre_scores_gemma":[0.9793873,0.00086298044,0.0024872841,0.0018453877,0.000056302648,0.00008590665,0.000022743727,0.00004241314,0.015209604],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98756754,0.008325996,0.00027125786,0.0005738111,0.0015074862,0.0017539373],"domain_scores_gemma":[0.9828503,0.010263264,0.0011733233,0.0005949622,0.0012449432,0.003873112],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008786896,0.0011614957,0.00092593086,0.002367687,0.044567596,0.007917761,0.0033498376,0.008067084,0.0031028443],"category_scores_gemma":[0.020107176,0.0007104821,0.00072173885,0.0024054456,0.023898575,0.005799686,0.007896152,0.008620714,0.00068000454],"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":[0.000026249118,0.00013309378,0.0017407939,0.000055955676,0.000004415216,0.010641336,0.97422093,0.00006517713,0.00035923603,0.0059631974,0.0015683499,0.0052212714],"study_design_scores_gemma":[0.000006851972,0.000047813563,0.00083400385,0.00010264182,0.000007252145,0.0043035327,0.97538847,0.00016683212,0.000434538,0.00087945117,0.017810984,0.000017698698],"about_ca_topic_score_codex":0.08110384,"about_ca_topic_score_gemma":0.1694764,"teacher_disagreement_score":0.08110384,"about_ca_system_score_codex":0.011197845,"about_ca_system_score_gemma":0.01138068,"threshold_uncertainty_score":0.16126353},"labels":[],"label_agreement":null},{"id":"W2165306226","doi":"10.18806/tesl.v29i1.1088","title":"ESL Teacher-Candidates’ Beliefs About Language","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Practicum; Bachelor; Grammar; Psychology; Pedagogy; Teacher education; Language education; Syntax; Qualitative research; Phonology; Linguistics; Mathematics education; Sociology","score_opus":0.0259715807437317,"score_gpt":0.2083485103959311,"score_spread":0.1823769296521994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165306226","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":[0.9953868,0.000075518474,0.00013774916,0.0008905849,0.000009960251,0.0000090157655,0.000009682279,0.0000038315725,0.0034769024],"genre_scores_gemma":[0.9977457,0.0000839397,0.00005523195,0.00015468498,0.0000038128546,0.00000838375,0.000010125935,0.0000030429385,0.0019350187],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9967816,0.00137869,0.00016150993,0.00021727776,0.00072468136,0.00073621375],"domain_scores_gemma":[0.99119097,0.003111235,0.0017761296,0.00022677767,0.0016191088,0.0020756267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050991047,0.00018583004,0.00035039452,0.0011203608,0.004583163,0.0045454493,0.00075873797,0.0011424446,0.0042560943],"category_scores_gemma":[0.0121945515,0.00028179027,0.00020429079,0.00064884487,0.004638611,0.0015865111,0.0019172736,0.0019601022,0.00066850544],"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":[0.000079524485,0.00022981434,0.105890475,0.0001073358,0.000007723049,0.0016622418,0.87659013,0.000061487815,0.0019767687,0.0018262257,0.0010217445,0.010546558],"study_design_scores_gemma":[0.00000840988,0.00010051157,0.038576856,0.000086276654,0.000004985333,0.0004337156,0.95442027,0.000116128926,0.00031985826,0.00019569724,0.005715576,0.000021694199],"about_ca_topic_score_codex":0.027825192,"about_ca_topic_score_gemma":0.039942957,"teacher_disagreement_score":0.027825192,"about_ca_system_score_codex":0.0031447369,"about_ca_system_score_gemma":0.0032943178,"threshold_uncertainty_score":0.05532646},"labels":[],"label_agreement":null},{"id":"W2165544104","doi":"10.18806/tesl.v31i1.1168","title":"Students’ Source Misuse in Language Classrooms: Sharing Experiences","year":2014,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Text Readability and Simplification","field":"Computer Science","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Psychology; Documentation; Sociology; Humanities; Linguistics; Philosophy; Computer science","score_opus":0.020254791121554705,"score_gpt":0.27278346954462795,"score_spread":0.25252867842307325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165544104","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":[0.9792915,0.0009774704,0.003086418,0.0039187735,0.00013891298,0.00005921671,0.00006162316,0.00013958933,0.012326496],"genre_scores_gemma":[0.9905511,0.0005457708,0.00096909446,0.0005918735,0.000051395673,0.00005469142,0.000049602157,0.000136361,0.007050117],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96764886,0.020014046,0.0011316644,0.0029634752,0.0053498093,0.002892158],"domain_scores_gemma":[0.96602607,0.0198863,0.0029885618,0.0024193146,0.002690742,0.0059890198],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013525111,0.0011534134,0.001989507,0.0042149597,0.021841664,0.017253794,0.0046971235,0.0053079436,0.0070915115],"category_scores_gemma":[0.04605093,0.0011132668,0.0008167447,0.0031461783,0.019674152,0.014799417,0.025227018,0.0069562458,0.0015264511],"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":[0.000022041591,0.00008413511,0.0023938797,0.000055796267,0.0000076043266,0.0009005706,0.9874779,0.000029306098,0.0004724328,0.0011674506,0.00071737944,0.006671574],"study_design_scores_gemma":[0.000008905487,0.000089320725,0.001324664,0.00010927034,0.000011297558,0.0010155499,0.9684484,0.0001439627,0.0006867798,0.0011468914,0.026964104,0.00005076239],"about_ca_topic_score_codex":0.0060571516,"about_ca_topic_score_gemma":0.012250347,"teacher_disagreement_score":0.021841664,"about_ca_system_score_codex":0.005938161,"about_ca_system_score_gemma":0.0042996635,"threshold_uncertainty_score":0.071528494},"labels":[],"label_agreement":null},{"id":"W2167616956","doi":"10.18806/tesl.v30i7.1152","title":"Pragmatic Rating of L2 Refusal: Criteria of Native and Non-native English Teachers","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Interlanguage; Politeness; Pragmatics; Variation (astronomy); Rating scale; Task (project management); First language; Task analysis; Linguistics; Mathematics education; Developmental psychology","score_opus":0.012162793062760824,"score_gpt":0.23586172011982512,"score_spread":0.2236989270570643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167616956","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":[0.991958,0.00025575576,0.0028610972,0.00009065387,0.000025118705,0.00019062661,0.00007044191,0.000035666846,0.0045126677],"genre_scores_gemma":[0.9958776,0.00013301894,0.002805897,0.00003220394,0.000010658025,0.00019878731,0.000121840465,0.000026237061,0.00079378893],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.98155963,0.008414328,0.002816257,0.0011076379,0.0055012656,0.0006009026],"domain_scores_gemma":[0.94187623,0.023076318,0.008019774,0.0025575964,0.021971574,0.002498544],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.024358956,0.00043770185,0.0007465503,0.002755297,0.001030381,0.0019828482,0.000590292,0.00058640196,0.0011269131],"category_scores_gemma":[0.084653385,0.00039637202,0.0005297488,0.0010375467,0.0014732996,0.0011241254,0.0030952678,0.00060511957,0.0004754521],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010418509,0.0002697548,0.6619447,0.0006585913,0.00017176938,0.0005254228,0.23072404,0.00040075384,0.024468735,0.0006572735,0.0010642335,0.07807286],"study_design_scores_gemma":[0.0000770137,0.000966882,0.87160176,0.00022462945,0.000067908506,0.001097745,0.11146785,0.002531696,0.005898688,0.000824362,0.0050818063,0.00015959481],"about_ca_topic_score_codex":0.003929481,"about_ca_topic_score_gemma":0.0070359698,"teacher_disagreement_score":0.9960705,"about_ca_system_score_codex":0.0009726,"about_ca_system_score_gemma":0.0011701793,"threshold_uncertainty_score":0.128824},"labels":[],"label_agreement":null},{"id":"W2169615647","doi":"10.18806/tesl.v30i1.1131","title":"Mind the Gap: How a Project in Alberta Attempted to Narrow the Gap Between Classroom Teachers and Language Education Research","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English language; Humanities; Language education; Pedagogy; Sociology; Political science; Library science; Psychology; Mathematics education; Computer science; Philosophy","score_opus":0.08012499979540304,"score_gpt":0.3244572067482094,"score_spread":0.24433220695280633,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169615647","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":[0.37616566,0.007823886,0.068462014,0.40959623,0.0060843164,0.0020027652,0.00035141277,0.0010384835,0.12847516],"genre_scores_gemma":[0.8217078,0.0025356112,0.052355226,0.0407166,0.00024896528,0.0011322647,0.00021526738,0.0006355917,0.08045261],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.91517115,0.04574194,0.0023830829,0.006920536,0.017235424,0.012547801],"domain_scores_gemma":[0.8739763,0.05602991,0.0035854687,0.009138216,0.02739979,0.029870348],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.084909305,0.0009356804,0.0008747489,0.0034139631,0.055771653,0.02633719,0.008793586,0.012674876,0.004711748],"category_scores_gemma":[0.07896777,0.0019919,0.00089817215,0.0045314766,0.040285654,0.011113845,0.03139394,0.017510533,0.0007021072],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012979869,0.00025714925,0.009180857,0.00036668862,0.000039125316,0.0038019693,0.80416656,0.000648492,0.0030689908,0.08452711,0.022728408,0.07108486],"study_design_scores_gemma":[0.000054432116,0.00014285614,0.0043311752,0.0007346339,0.000035761514,0.00067767006,0.53603673,0.00062307715,0.0015749006,0.015141953,0.44053227,0.00011449721],"about_ca_topic_score_codex":0.7501294,"about_ca_topic_score_gemma":0.85152984,"teacher_disagreement_score":0.2498706,"about_ca_system_score_codex":0.10732317,"about_ca_system_score_gemma":0.31630963,"threshold_uncertainty_score":0.7786877},"labels":[],"label_agreement":null},{"id":"W2170345645","doi":"10.18806/tesl.v28i1.1064","title":"Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Reading (process); Vocabulary development; Psychology; Mathematics education; Teaching method; Vocabulary learning; Pedagogy; Computer science; Linguistics","score_opus":0.03308016867170366,"score_gpt":0.4106474612338254,"score_spread":0.37756729256212174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2170345645","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":[0.24142565,0.026288437,0.38656062,0.12102612,0.0025877242,0.005826623,0.00014986777,0.0016025234,0.21453252],"genre_scores_gemma":[0.5728938,0.012548856,0.398004,0.0042846072,0.00025185433,0.0034048846,0.00007706223,0.00013641948,0.008398463],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9636768,0.026446935,0.0015167341,0.0027389687,0.0045646103,0.0010559091],"domain_scores_gemma":[0.9489131,0.03797654,0.0023941374,0.004299718,0.0038554706,0.0025610034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03954184,0.00124089,0.00093751773,0.006376352,0.004931715,0.012099434,0.003755667,0.004511071,0.0047898907],"category_scores_gemma":[0.06139504,0.0009884759,0.00093787076,0.0039112163,0.011969751,0.0145993335,0.013601035,0.004065783,0.0020045436],"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":[0.000056663288,0.0017058281,0.007307835,0.0040996545,0.00008322407,0.0009009263,0.1622781,0.0010284728,0.003909937,0.06541777,0.0102481395,0.74296355],"study_design_scores_gemma":[0.00056788506,0.0017673236,0.014001976,0.01998633,0.0003436177,0.0024328434,0.37931272,0.0050360435,0.012047596,0.2999652,0.26420563,0.00033284596],"about_ca_topic_score_codex":0.0018428417,"about_ca_topic_score_gemma":0.0036971834,"teacher_disagreement_score":0.03954184,"about_ca_system_score_codex":0.0049132444,"about_ca_system_score_gemma":0.018835632,"threshold_uncertainty_score":0.20911974},"labels":[],"label_agreement":null},{"id":"W2170365765","doi":"10.18806/tesl.v29i0.1112","title":"“They’re Different From Who I Am”: Making Relevant Identities in the Middle Through Talk-in-Interaction","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociology; Reflexivity; Situated; Identity (music); Interview; Meaning (existential); Categorization; Discourse analysis; Pedagogy; Linguistics; Qualitative research; Symbolic interactionism; Critical discourse analysis; Meaning-making; Power (physics); Psychology; Social science; Aesthetics; Political science; Computer science","score_opus":0.09911884855209438,"score_gpt":0.29557130445605106,"score_spread":0.19645245590395669,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2170365765","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":[0.952058,0.00047131558,0.0051778704,0.0057755145,0.00014626878,0.00024019681,0.0001019589,0.00008175527,0.035947017],"genre_scores_gemma":[0.9933942,0.00014097651,0.0008935108,0.0004999636,0.000014466932,0.00007512947,0.000028136232,0.000039383973,0.00491423],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98296344,0.012171709,0.00028340906,0.0007273734,0.0012993659,0.00255464],"domain_scores_gemma":[0.98833114,0.0072401757,0.00078409805,0.00039140016,0.00087315403,0.0023800158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01144919,0.00091518904,0.0006571612,0.0028081443,0.03239192,0.012382473,0.002515405,0.0029379549,0.0046473574],"category_scores_gemma":[0.016271675,0.0005722462,0.00050107396,0.0020147534,0.030000059,0.007937078,0.0121602975,0.004217532,0.00071982655],"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":[0.000013444084,0.000009647591,0.0006502331,0.000014013767,8.3647024e-7,0.0002793936,0.99428964,0.000012157886,0.00026731618,0.0027139506,0.0003134161,0.0014358761],"study_design_scores_gemma":[0.000002166711,0.00000795491,0.00032306323,0.000039629045,0.0000025562206,0.00009328058,0.98816407,0.00004411127,0.00019543454,0.00075589016,0.0103608975,0.00001094396],"about_ca_topic_score_codex":0.10975601,"about_ca_topic_score_gemma":0.12780607,"teacher_disagreement_score":0.10975601,"about_ca_system_score_codex":0.01540209,"about_ca_system_score_gemma":0.016766457,"threshold_uncertainty_score":0.2182343},"labels":[],"label_agreement":null},{"id":"W2171901759","doi":"10.18806/tesl.v31i0.1188","title":"A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Mobile Learning in Education","field":"Computer Science","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Typology; Mobile device; Psychology; Curriculum; Task (project management); Mathematics education; Pedagogy; Reading (process); Language acquisition; Language education; The Internet; Mobile technology; Computer science; Linguistics; Sociology; World Wide Web; Communication; Engineering","score_opus":0.025203653474587424,"score_gpt":0.2827005093731255,"score_spread":0.2574968558985381,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2171901759","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":[0.50012046,0.011702431,0.3245345,0.06804254,0.0014078536,0.02201828,0.0034493892,0.0009487581,0.06777576],"genre_scores_gemma":[0.5142535,0.0054573417,0.45111117,0.0027054525,0.000124091,0.018982122,0.003363646,0.00039952435,0.0036032835],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.96919894,0.018294912,0.005662705,0.0017701826,0.0038215658,0.0012516686],"domain_scores_gemma":[0.9020984,0.05820202,0.0045479317,0.0071465466,0.024410756,0.0035944092],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.046896253,0.002357124,0.0018924373,0.023326162,0.008466496,0.01153322,0.0054536466,0.0031294134,0.0038780663],"category_scores_gemma":[0.07040844,0.0015093108,0.0022583695,0.015343187,0.00943797,0.029287415,0.0097356215,0.004672677,0.0012785869],"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":[0.00035656925,0.0011551643,0.115767054,0.0072127436,0.00011146839,0.0019164598,0.36979592,0.0025787714,0.0040907837,0.06951459,0.016067185,0.41143334],"study_design_scores_gemma":[0.00010513332,0.000313258,0.043414045,0.0060472107,0.00008589574,0.0010227124,0.8269895,0.00596397,0.00096802716,0.053425334,0.06145527,0.00020970081],"about_ca_topic_score_codex":0.023649454,"about_ca_topic_score_gemma":0.03858746,"teacher_disagreement_score":0.046896253,"about_ca_system_score_codex":0.017337231,"about_ca_system_score_gemma":0.032566316,"threshold_uncertainty_score":0.24801403},"labels":[],"label_agreement":null},{"id":"W2172156890","doi":"10.18806/tesl.v28i2.1068","title":"Second-Language Learning Through Imaginative Theory","year":2011,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Unconscious mind; Focus (optics); Language acquisition; Language education; Comprehension approach; Linguistics; Second language; Learning theory; Psychology; Cognitive science; Pedagogy; Mathematics education; Philosophy","score_opus":0.027310588587683544,"score_gpt":0.30644982481981814,"score_spread":0.2791392362321346,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2172156890","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":[0.04176651,0.004644666,0.14453226,0.014122746,0.00027742382,0.000052362757,0.000041610896,0.00014947292,0.7944129],"genre_scores_gemma":[0.9526672,0.0023001519,0.020230144,0.0007671473,0.000111760986,0.000103449886,0.00004206642,0.000043795124,0.023734318],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988464,0.00073096005,0.00002550097,0.00009958558,0.00020032086,0.00009727219],"domain_scores_gemma":[0.99803096,0.0014323964,0.00009992384,0.00017209644,0.00015305188,0.00011165152],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002058529,0.00059277855,0.0002616382,0.0013409704,0.0013330525,0.0050582676,0.0011758483,0.0011544285,0.00357707],"category_scores_gemma":[0.0025193049,0.00015558752,0.00042138222,0.00049529725,0.017246438,0.006131565,0.0024018085,0.002207125,0.00049747183],"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":[0.0000030105666,0.000014310519,0.000099951605,0.000026158617,0.0000016104109,0.000047431957,0.005137302,0.0002822949,0.00005575823,0.9898935,0.00053433416,0.0039043245],"study_design_scores_gemma":[0.000010786234,0.000012385645,0.00016366268,0.000087434135,0.0000030292122,0.00011406584,0.003729029,0.0015181189,0.00028430804,0.9453237,0.04874755,0.0000059332915],"about_ca_topic_score_codex":0.0020888387,"about_ca_topic_score_gemma":0.0019960573,"teacher_disagreement_score":0.0050582676,"about_ca_system_score_codex":0.004208568,"about_ca_system_score_gemma":0.002240318,"threshold_uncertainty_score":0.0305354},"labels":[],"label_agreement":null},{"id":"W2181684389","doi":"10.18806/tesl.v32i2.1209","title":"Sociocultural Theory, the L2 Writing Process, and Google Drive: Strange Bedfellows?","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Ottawa","keywords":"Affordance; Sociocultural evolution; Bildung; Pedagogy; Humanities; Sociology; Computer science; Art; Human–computer interaction","score_opus":0.02884175677885924,"score_gpt":0.2402358894144611,"score_spread":0.21139413263560186,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2181684389","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":[0.36558345,0.02390452,0.0386378,0.120788865,0.0012599272,0.00012911487,0.00013357254,0.00024671116,0.4493161],"genre_scores_gemma":[0.9834448,0.0033758231,0.00244515,0.0018898846,0.0001826098,0.000082142295,0.000026255155,0.0000714197,0.008481903],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99311876,0.004722622,0.00019353203,0.0006406423,0.00085156696,0.00047286498],"domain_scores_gemma":[0.9858438,0.010719024,0.0010946877,0.00087682286,0.0006975451,0.00076819805],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005299398,0.00070993317,0.0004769919,0.0029657967,0.007660501,0.014270453,0.0015227462,0.0030370108,0.0055057276],"category_scores_gemma":[0.011382096,0.00036540985,0.00053102203,0.0020009466,0.039359123,0.01994427,0.0076591847,0.003933432,0.0006675056],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000030731993,0.00005786689,0.004296152,0.00026332898,0.000014734084,0.0010893309,0.37174517,0.00020263222,0.00027386844,0.58929044,0.0029544104,0.02978131],"study_design_scores_gemma":[0.000019617813,0.00006407258,0.0047244322,0.00081580156,0.000017637696,0.0011757567,0.46351948,0.00084849156,0.00051899557,0.35360134,0.17463423,0.00006014655],"about_ca_topic_score_codex":0.006628106,"about_ca_topic_score_gemma":0.0051021003,"teacher_disagreement_score":0.9933719,"about_ca_system_score_codex":0.004522243,"about_ca_system_score_gemma":0.0027374849,"threshold_uncertainty_score":0.032811344},"labels":[],"label_agreement":null},{"id":"W2184641620","doi":"10.18806/tesl.v32i2.1208","title":"The Effect of Writing Task and Task Conditions on Colombian EFL Learners’ Language Use","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":51,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University; Canada Research Chairs; Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Operationalization; Paragraph; Task (project management); Second language writing; Psychology; Humanities; Linguistics; Pedagogy; Second language; Computer science; Art; Philosophy","score_opus":0.02136709820754248,"score_gpt":0.2457077597475302,"score_spread":0.22434066153998772,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2184641620","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":[0.99855787,0.000082797465,0.00015861473,0.000020558899,0.0000034536934,0.000016805821,0.000034518052,0.000011098577,0.0011142553],"genre_scores_gemma":[0.997681,0.00008569851,0.000851967,0.000024013216,0.000005398408,0.000057460027,0.00008222735,0.000015083686,0.0011972244],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979517,0.00074815744,0.00028998053,0.00044703568,0.00036415056,0.00019894238],"domain_scores_gemma":[0.9851537,0.009830521,0.0023636615,0.0006252466,0.0013048209,0.0007219944],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017638936,0.0005867145,0.00059368665,0.0007847968,0.00074202573,0.00222666,0.00036810522,0.0003900245,0.0025057504],"category_scores_gemma":[0.0149831865,0.0002226249,0.00019027648,0.0005051796,0.00057051086,0.0007931462,0.001258251,0.00041866576,0.0006360075],"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":[0.0016455647,0.0020071655,0.5554661,0.001158008,0.00009528226,0.0014433988,0.141213,0.0005349203,0.094985686,0.00028031,0.0010215268,0.20014898],"study_design_scores_gemma":[0.00005649606,0.0011203842,0.9370259,0.00012992971,0.000053477204,0.00045911287,0.04614796,0.00064672815,0.0077436334,0.0002776321,0.006272466,0.00006638794],"about_ca_topic_score_codex":0.004515962,"about_ca_topic_score_gemma":0.009658286,"teacher_disagreement_score":0.004515962,"about_ca_system_score_codex":0.0006840044,"about_ca_system_score_gemma":0.00048385345,"threshold_uncertainty_score":0.009328485},"labels":[],"label_agreement":null},{"id":"W2185498656","doi":"10.18806/tesl.v32i2.1207","title":"An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Learning Interventions","field":"Computer Science","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Learning styles; Mathematics education; Medical education; Medicine","score_opus":0.007676865272002285,"score_gpt":0.2707494969346679,"score_spread":0.2630726316626656,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2185498656","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":[0.99964905,0.000016008587,0.000027430346,0.000010043756,0.0000025829381,0.0000072970715,0.000015301543,0.0000013153588,0.00027081327],"genre_scores_gemma":[0.9993917,0.000029143255,0.000076384065,0.000010603001,0.0000023587863,0.000012010478,0.00003505933,9.644465e-7,0.00044173296],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99909127,0.0002638573,0.00008977172,0.00013136273,0.00023278329,0.00019091542],"domain_scores_gemma":[0.99592376,0.00140369,0.0009444771,0.00022996453,0.00057324755,0.0009249638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012478592,0.00029595796,0.00033654142,0.00044705902,0.0003411096,0.00072367484,0.00023259678,0.00029180874,0.0027557479],"category_scores_gemma":[0.0027450128,0.00014500486,0.00095731486,0.0003872023,0.0003007723,0.00042924733,0.00045474336,0.00057406485,0.0003637012],"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":[0.0019557825,0.01158448,0.9164521,0.00031641542,0.00041984086,0.0003560901,0.0044283136,0.0005626424,0.010918736,0.00021763875,0.00035517657,0.052432746],"study_design_scores_gemma":[0.000021341268,0.0037061893,0.9911471,0.000014516719,0.00011843981,0.000020304833,0.0020763546,0.0004909971,0.0019240618,0.000019326548,0.00044942062,0.000012041028],"about_ca_topic_score_codex":0.002923714,"about_ca_topic_score_gemma":0.0038200081,"teacher_disagreement_score":0.002923714,"about_ca_system_score_codex":0.00045738157,"about_ca_system_score_gemma":0.00069560856,"threshold_uncertainty_score":0.009218931},"labels":[],"label_agreement":null},{"id":"W2186057256","doi":"10.18806/tesl.v18i1.904","title":"A Response to \"Sexism in the English Language\"","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Gender Studies in Language","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Language assessment; Language transfer; Sociology; Comprehension approach; Language education; Pedagogy; Philosophy","score_opus":0.011532867160961545,"score_gpt":0.28857313954229236,"score_spread":0.27704027238133083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2186057256","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0094392765,0.0013075151,0.0008852263,0.9580283,0.0066159535,0.00001425078,0.00005370464,0.00005455349,0.023601161],"genre_scores_gemma":[0.1569749,0.001189568,0.0008108483,0.77151424,0.0045710523,0.00006289838,0.000044507517,0.0001560774,0.064675875],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9945109,0.0023550645,0.0002338263,0.00076597,0.0012594707,0.0008747948],"domain_scores_gemma":[0.98781013,0.006361079,0.001044952,0.00046965558,0.002965536,0.0013485701],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004010889,0.00072930247,0.00041400618,0.0005418073,0.009704012,0.0036013196,0.0013661523,0.013736564,0.0074396105],"category_scores_gemma":[0.0145726055,0.00038487872,0.00044856226,0.0006361124,0.013091204,0.0043430664,0.0038845467,0.023257138,0.0012920371],"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":[0.000062763254,0.000028103348,0.0017298192,0.000120634046,0.000014263028,0.0010912768,0.10734308,0.000046150202,0.0010262181,0.1759679,0.7052869,0.0072828936],"study_design_scores_gemma":[0.000021445103,0.000041922336,0.0024392481,0.00022741895,0.000010236484,0.0008783529,0.05145034,0.00009882468,0.0008869853,0.0091131525,0.93478125,0.000050721726],"about_ca_topic_score_codex":0.053378444,"about_ca_topic_score_gemma":0.08844077,"teacher_disagreement_score":0.053378444,"about_ca_system_score_codex":0.005852146,"about_ca_system_score_gemma":0.0049431333,"threshold_uncertainty_score":0.10613549},"labels":[],"label_agreement":null},{"id":"W2188302413","doi":"10.18806/tesl.v32i2.1206","title":"Comparing the Lexical Features of EAP Students’ Essays by Prompt and Rating","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University; Canada Research Chairs","keywords":"Psychology; Linguistics; Rubric; Lexical density; Lexical diversity; Lexical item; Humanities; Mathematics education; Art; Vocabulary; Philosophy","score_opus":0.030910523290085028,"score_gpt":0.31699465402358495,"score_spread":0.2860841307334999,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2188302413","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":[0.99843615,0.00003856291,0.0005544381,0.00001141583,0.000008126594,0.0000472193,0.00007656092,0.000019792546,0.0008077654],"genre_scores_gemma":[0.9971787,0.00006333654,0.0014490387,0.00001563303,0.00001103929,0.00012494044,0.00021935428,0.000015355154,0.0009225574],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976597,0.00061885064,0.00058688794,0.0004124105,0.0005940677,0.00012804985],"domain_scores_gemma":[0.9740337,0.014038435,0.0055134576,0.0012137329,0.0038430532,0.0013577475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002256095,0.00041292072,0.00054344017,0.0014643959,0.00027287847,0.0009959893,0.00028870415,0.0004280658,0.0024990505],"category_scores_gemma":[0.028897135,0.00015575526,0.00027747144,0.000778876,0.00036535013,0.00072153215,0.0012660373,0.00052075426,0.00068203406],"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":[0.0025914272,0.0010707146,0.7125781,0.000590502,0.00018263127,0.0005692898,0.017120544,0.00037504517,0.08749527,0.0001495889,0.0006097476,0.17666718],"study_design_scores_gemma":[0.00003507272,0.0012032415,0.98609793,0.00002506905,0.000032910277,0.00034173872,0.0034803783,0.0004454686,0.007410567,0.00013751353,0.0007685917,0.00002159622],"about_ca_topic_score_codex":0.00020238903,"about_ca_topic_score_gemma":0.0005081972,"teacher_disagreement_score":0.0024990505,"about_ca_system_score_codex":0.0001687055,"about_ca_system_score_gemma":0.00016350586,"threshold_uncertainty_score":0.011931539},"labels":[],"label_agreement":null},{"id":"W2189430850","doi":"10.18806/tesl.v32i2.1205","title":"Request Strategies in Professional E-mail Correspondence: Insights from the United States Workplace","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Language, Discourse, Communication Strategies","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Politeness; Variety (cybernetics); Rhetorical question; Psychology; Variation (astronomy); Professional communication; Professional association; Social psychology; Sociology; Linguistics; Public relations; Political science; Law; Computer science","score_opus":0.048523803618254646,"score_gpt":0.28677811523713204,"score_spread":0.2382543116188774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2189430850","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":[0.9914676,0.0003659575,0.0003472413,0.0010018166,0.000009826129,0.0000058978226,0.000021363485,0.000009818298,0.0067704925],"genre_scores_gemma":[0.9978816,0.00038803346,0.0002987371,0.00029397607,0.000011824109,0.000007553664,0.000027264849,0.000007353212,0.0010835511],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99796045,0.0013470324,0.000094291085,0.00011143801,0.0002728827,0.00021378363],"domain_scores_gemma":[0.9915332,0.0060826438,0.001038979,0.00021174763,0.0007833905,0.0003499303],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032803332,0.00018480817,0.00022897645,0.0016247496,0.0035205048,0.0028878476,0.0004098194,0.0011005161,0.0017450574],"category_scores_gemma":[0.0067582023,0.0002509924,0.0001109562,0.0013531354,0.0014358589,0.0017936681,0.002278876,0.0009216127,0.0003757947],"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":[0.0001408659,0.0004080816,0.075779945,0.00013959118,0.000009659028,0.0014688654,0.8603057,0.00010142243,0.004270052,0.0035096798,0.0020115338,0.05185455],"study_design_scores_gemma":[0.000011527247,0.00016471528,0.1009531,0.00017384796,0.000021025126,0.00063506275,0.8672904,0.0007516634,0.0015403875,0.0017055521,0.026719572,0.00003306357],"about_ca_topic_score_codex":0.011767879,"about_ca_topic_score_gemma":0.03836885,"teacher_disagreement_score":0.011767879,"about_ca_system_score_codex":0.0015612942,"about_ca_system_score_gemma":0.0016339755,"threshold_uncertainty_score":0.023398757},"labels":[],"label_agreement":null},{"id":"W2193187970","doi":"10.18806/tesl.v32i2.1210","title":"Using Critical Incidents to Understand ESL Student Satisfaction","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Customer Service Quality and Loyalty","field":"Business, Management and Accounting","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Likert scale; Quality (philosophy); Psychology; Exploratory research; Pedagogy; Social psychology; Sociology; Social science","score_opus":0.12577840864603893,"score_gpt":0.3449636088326349,"score_spread":0.21918520018659596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2193187970","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":[0.9539676,0.00059367745,0.022313694,0.0020892746,0.000107248845,0.0005879081,0.00035598947,0.00009457494,0.019890096],"genre_scores_gemma":[0.9902355,0.0006116774,0.0065858704,0.00039735233,0.000045846326,0.0004104143,0.00013790365,0.000021970116,0.0015534904],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9914643,0.0056391857,0.0007357551,0.00034447285,0.001215411,0.000600867],"domain_scores_gemma":[0.9555945,0.029809544,0.006883196,0.0011731735,0.005359504,0.0011800274],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0095091285,0.0005534735,0.0003385433,0.005220108,0.002174699,0.0038901465,0.0007969539,0.0007866293,0.0027079426],"category_scores_gemma":[0.028854826,0.00027455072,0.0004819691,0.0034373624,0.0032500946,0.004111745,0.0032961392,0.0020304043,0.00038823244],"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":[0.0003687083,0.00093159056,0.2343364,0.0011517197,0.000072641655,0.0013496615,0.5763102,0.0008215364,0.0038818181,0.01629292,0.0040303743,0.16045241],"study_design_scores_gemma":[0.000023862329,0.0008145202,0.13243882,0.0006863391,0.000040487113,0.000794247,0.82517827,0.0020879975,0.0054947385,0.0077530546,0.02459733,0.00009031583],"about_ca_topic_score_codex":0.0019794728,"about_ca_topic_score_gemma":0.002078708,"teacher_disagreement_score":0.0095091285,"about_ca_system_score_codex":0.0023313353,"about_ca_system_score_gemma":0.0016779492,"threshold_uncertainty_score":0.05028969},"labels":[],"label_agreement":null},{"id":"W2241355462","doi":"","title":"Review of \"Reflective Language Teaching: From Research to Practice\" by T. S. C. Farrell","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Language education; Psychology; Mathematics education; Linguistics; Sociology; Philosophy","score_opus":0.038355420574872616,"score_gpt":0.5028767515332346,"score_spread":0.464521330958362,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2241355462","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":[0.000046222794,0.9816343,0.000104749335,0.011517099,0.0064076,0.0000099714825,0.000008522011,0.0000034450334,0.00026812044],"genre_scores_gemma":[0.000886387,0.9847488,0.00021600691,0.008516082,0.005349155,0.00002988864,0.000018581586,0.000006929295,0.00022825865],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9837288,0.007979891,0.0028094305,0.0012322018,0.0038323882,0.00041727108],"domain_scores_gemma":[0.8960126,0.06884313,0.0053448956,0.0018140326,0.025480961,0.0025043152],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026934385,0.0012812165,0.003834499,0.008616802,0.0013154341,0.0047654063,0.0032343026,0.0046315687,0.0022696834],"category_scores_gemma":[0.08134185,0.0009691557,0.0013185787,0.010266286,0.0047464045,0.006306937,0.004065484,0.006898511,0.0013934532],"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":[0.0002539661,0.00005397173,0.00027519115,0.061883524,0.00024752127,0.00011553403,0.0009510129,0.00016178099,0.00025930334,0.0058415495,0.36228955,0.5676671],"study_design_scores_gemma":[0.000096982694,0.00019996903,0.0017488371,0.08873382,0.00043443035,0.0007790698,0.000705798,0.00008169745,0.00025621784,0.0030538635,0.9038481,0.0000611335],"about_ca_topic_score_codex":0.009309832,"about_ca_topic_score_gemma":0.015934922,"teacher_disagreement_score":0.026934385,"about_ca_system_score_codex":0.005409101,"about_ca_system_score_gemma":0.016114421,"threshold_uncertainty_score":0.14244437},"labels":[],"label_agreement":null},{"id":"W2262728374","doi":"10.18806/tesl.v19i1.924","title":"Reviews/Compte Rendus","year":2001,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Human auditory perception and evaluation","field":"Engineering","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Psychology; Pedagogy; Philosophy","score_opus":0.05032856890555923,"score_gpt":0.268502331089611,"score_spread":0.2181737621840518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2262728374","genre_codex":"review","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0014134571,0.46767408,0.0018348714,0.047853384,0.152026,0.0001453286,0.001859571,0.0017811006,0.32541215],"genre_scores_gemma":[0.008725555,0.23609982,0.002492562,0.02202397,0.039294392,0.00014474928,0.0016812627,0.0006813031,0.6888564],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974605,0.00021454167,0.00016430464,0.00037604055,0.0015153777,0.0002692362],"domain_scores_gemma":[0.98225754,0.0029285199,0.00060986896,0.0013533832,0.01052961,0.0023211348],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026560705,0.0011379892,0.0010469665,0.004779725,0.0010104169,0.004902011,0.0019775482,0.003364335,0.22877349],"category_scores_gemma":[0.006867114,0.00055003515,0.0007469833,0.0033423621,0.0016034838,0.0023820186,0.0019505416,0.0019922443,0.1778645],"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":[0.000083498155,0.00003208349,0.00013343005,0.00090825587,0.000012993487,0.0000693022,0.000028088207,0.000056179015,0.00040103027,0.00082065194,0.7634338,0.23402056],"study_design_scores_gemma":[0.000006026446,0.000008115921,0.00022123169,0.00024520504,0.000007053313,0.000066388115,0.00002605363,0.000011689635,0.0000944808,0.00011857986,0.9991905,0.00000467546],"about_ca_topic_score_codex":0.025923254,"about_ca_topic_score_gemma":0.052126177,"teacher_disagreement_score":0.22877349,"about_ca_system_score_codex":0.0032199123,"about_ca_system_score_gemma":0.008519245,"threshold_uncertainty_score":0.7653236},"labels":[],"label_agreement":null},{"id":"W2273079990","doi":"10.18806/tesl.v18i2.914","title":"Reviews/Compte Rendus","year":2001,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Human auditory perception and evaluation","field":"Engineering","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Office of International Science and Engineering; University of Toronto","keywords":"Linguistics; Psychology; Sociology; Philosophy","score_opus":0.05032856890555923,"score_gpt":0.268502331089611,"score_spread":0.2181737621840518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2273079990","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0006137007,0.4632503,0.0018519419,0.02348312,0.1597211,0.00033605774,0.002709589,0.002025671,0.3460085],"genre_scores_gemma":[0.0044928114,0.37810573,0.0025733823,0.024215944,0.04716872,0.0003195135,0.004426298,0.0007660447,0.53793156],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99747604,0.00029125356,0.00024647632,0.00046266807,0.0012862529,0.00023735606],"domain_scores_gemma":[0.9921869,0.0012592645,0.000608567,0.0009377155,0.0037493887,0.0012581501],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0016796706,0.0016891146,0.0017495779,0.004998712,0.00084748014,0.006183758,0.0033769559,0.003683946,0.4211098],"category_scores_gemma":[0.0064415564,0.00086334255,0.0013523477,0.0037171766,0.0013891812,0.0035141774,0.0026247755,0.0027885071,0.4525127],"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":[0.00007597777,0.000044497556,0.0000714377,0.0027693978,0.000025358491,0.00015122972,0.00002410828,0.00009695192,0.0007209629,0.0010359626,0.7847178,0.21026628],"study_design_scores_gemma":[0.000006487225,0.000008425877,0.000080015496,0.00033999077,0.0000054477305,0.00011093361,0.000010673351,0.000009825507,0.00006112866,0.00013257303,0.99923,0.0000044284325],"about_ca_topic_score_codex":0.003133315,"about_ca_topic_score_gemma":0.0053143096,"teacher_disagreement_score":0.5788902,"about_ca_system_score_codex":0.0022506542,"about_ca_system_score_gemma":0.0036683115,"threshold_uncertainty_score":0.8257166},"labels":[],"label_agreement":null},{"id":"W2288675679","doi":"10.18806/tesl.v32i0.1221","title":"An Updated Visual Representation for Writing Assessment Research","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Valuation (finance); Humanities; Representation (politics); Sociology; Psychology; Linguistics; Philosophy; Political science","score_opus":0.0899304618210973,"score_gpt":0.43780107158208903,"score_spread":0.3478706097609917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2288675679","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010845204,0.0072110584,0.8036647,0.052021265,0.008734269,0.00063117454,0.0010466214,0.0040468485,0.11179875],"genre_scores_gemma":[0.16383599,0.0058261626,0.7889365,0.00590888,0.0025799847,0.0012231721,0.000929842,0.0019597954,0.02879969],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.989593,0.0061794757,0.000855944,0.0011603729,0.0017532473,0.0004578297],"domain_scores_gemma":[0.9718478,0.010666393,0.0012389318,0.0071239877,0.007818133,0.0013047536],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014540054,0.0013291003,0.0009048532,0.0073236693,0.0029099886,0.016487626,0.0040551214,0.0048716897,0.027800113],"category_scores_gemma":[0.051496554,0.0008955742,0.0018746592,0.004543335,0.008003426,0.02360295,0.0072441846,0.006361795,0.005638526],"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":[0.00019272743,0.0001021972,0.0013261755,0.00096632354,0.000032397384,0.0004355756,0.017757056,0.0012755605,0.004064085,0.63878775,0.04442199,0.29063812],"study_design_scores_gemma":[0.00006880838,0.00016178322,0.0014498227,0.0018008688,0.00008427644,0.0012824271,0.008403768,0.0072872476,0.0032709346,0.2089192,0.7670767,0.00019424321],"about_ca_topic_score_codex":0.0050877747,"about_ca_topic_score_gemma":0.0041419044,"teacher_disagreement_score":0.027800113,"about_ca_system_score_codex":0.00545695,"about_ca_system_score_gemma":0.0047326433,"threshold_uncertainty_score":0.09300065},"labels":[],"label_agreement":null},{"id":"W2288795982","doi":"10.18806/tesl.v32i0.1215","title":"Building Teachers’ Assessment Capacity for Supporting English Language Learners Through the Implementation of the STEP Language Assessment in Ontario K-12 Schools","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Ell; Christian ministry; Psychology; Mathematics education; Language proficiency; Pedagogy; English language; Sociology; Teaching method; Political science","score_opus":0.029337185190978634,"score_gpt":0.3732268630508298,"score_spread":0.3438896778598512,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2288795982","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":[0.9780426,0.00021431709,0.0040847464,0.002349741,0.00004060131,0.0015307629,0.00023657738,0.00023021127,0.013270385],"genre_scores_gemma":[0.97612303,0.0002628223,0.016823722,0.0001822231,0.0000067617502,0.0010104668,0.00022925582,0.00003223175,0.005329483],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.98563945,0.0051300856,0.0009995461,0.0011354764,0.004624959,0.002470457],"domain_scores_gemma":[0.9653997,0.0046345433,0.0027368797,0.0024802748,0.018023433,0.0067252894],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02007388,0.00041711712,0.00048965897,0.0014697523,0.0059533603,0.00360743,0.0026608824,0.00063175714,0.002031628],"category_scores_gemma":[0.032171555,0.00092600717,0.0005715202,0.0013221375,0.003123552,0.0022778215,0.0063234274,0.0014619672,0.00056974933],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003743744,0.0017942624,0.32233047,0.00086806,0.000053435397,0.00077965116,0.33191046,0.002396363,0.009061722,0.0023150474,0.01159728,0.31651884],"study_design_scores_gemma":[0.0001526398,0.0009841772,0.73837143,0.0007262147,0.000077685654,0.00012827708,0.16960394,0.0039836513,0.0056488425,0.0009053554,0.0791211,0.0002966674],"about_ca_topic_score_codex":0.8629119,"about_ca_topic_score_gemma":0.9417021,"teacher_disagreement_score":0.8629119,"about_ca_system_score_codex":0.041377246,"about_ca_system_score_gemma":0.16285774,"threshold_uncertainty_score":0.30021435},"labels":[],"label_agreement":null},{"id":"W2288920388","doi":"10.18806/tesl.v32i0.1218","title":"Walk a Mile in My Shoes: Stakeholder Accounts of Testing Experience with a Computer-Administered Test","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Test (biology); Psychology; Context (archaeology); Language assessment; Stakeholder; Applied psychology; Social psychology; Pedagogy; Public relations; Political science","score_opus":0.06509561069371143,"score_gpt":0.24350751097499987,"score_spread":0.17841190028128845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2288920388","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":[0.9950989,0.00014647901,0.00093686546,0.0014635103,0.00001634611,0.000052543743,0.000049528422,0.000015723948,0.0022200204],"genre_scores_gemma":[0.99792683,0.00016072784,0.000617908,0.0004171524,0.000011107706,0.000043693915,0.00004455022,0.000023997314,0.0007539875],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.96906036,0.022846028,0.0009219826,0.0010174068,0.0032268644,0.0029273762],"domain_scores_gemma":[0.9400685,0.036709998,0.004225312,0.0019582412,0.009773449,0.0072646174],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019413674,0.0006947996,0.0005905007,0.0025443644,0.009921301,0.0055192183,0.0024476908,0.0023492286,0.0018387354],"category_scores_gemma":[0.055991225,0.0006168822,0.000561296,0.0015776362,0.0060543213,0.0044968575,0.0063760467,0.0026123952,0.0003795311],"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":[0.00007582518,0.000065157954,0.025045268,0.000047793303,0.000009993088,0.001417902,0.9639812,0.00006402376,0.0014634099,0.00041242858,0.00054424274,0.0068728304],"study_design_scores_gemma":[0.0000033887193,0.00010164278,0.00787305,0.000063672946,0.000005443185,0.0003899998,0.98765904,0.00031884236,0.00039270005,0.00014280403,0.0030166956,0.00003278668],"about_ca_topic_score_codex":0.054812983,"about_ca_topic_score_gemma":0.07381057,"teacher_disagreement_score":0.054812983,"about_ca_system_score_codex":0.006696114,"about_ca_system_score_gemma":0.0057012206,"threshold_uncertainty_score":0.10898787},"labels":[],"label_agreement":null},{"id":"W2289233763","doi":"10.18806/tesl.v32i0.1219","title":"Test de Francais Laval-Montreal: Does It Measure What It Should Measure?","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Test (biology); Construct validity; Task (project management); Test validity; Construct (python library); Pedagogy; Social psychology; Psychometrics; Developmental psychology; Computer science","score_opus":0.03451480174865623,"score_gpt":0.2311048938086571,"score_spread":0.19659009206000086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2289233763","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":[0.65637577,0.031888086,0.036193,0.06879696,0.004822027,0.0031499919,0.015701735,0.0014472615,0.18162516],"genre_scores_gemma":[0.9559551,0.003609555,0.021801403,0.004242352,0.00040893248,0.0024518992,0.0029257257,0.00023904743,0.008365996],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.97891027,0.006320973,0.0012339683,0.0016647296,0.010561905,0.0013083034],"domain_scores_gemma":[0.90558696,0.02989892,0.010215225,0.006476117,0.0424013,0.005421489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025676923,0.00086574303,0.0009656294,0.0043278555,0.0024249223,0.0042108684,0.0026103363,0.0018455092,0.0033328512],"category_scores_gemma":[0.11274657,0.0003373422,0.0011120759,0.004900685,0.0042866506,0.0036338158,0.0017400758,0.0019212334,0.0014144738],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024450218,0.00019085666,0.6704596,0.0004719468,0.0003187353,0.00008747409,0.002869217,0.0010115689,0.0005938693,0.010758298,0.031646598,0.28134727],"study_design_scores_gemma":[0.00006445509,0.00039014083,0.8942094,0.0012442697,0.00012219943,0.00018002007,0.002794048,0.002705032,0.0012455703,0.005178305,0.09169808,0.0001684033],"about_ca_topic_score_codex":0.6028625,"about_ca_topic_score_gemma":0.6502145,"teacher_disagreement_score":0.6028625,"about_ca_system_score_codex":0.02024679,"about_ca_system_score_gemma":0.028494319,"threshold_uncertainty_score":0.7989527},"labels":[],"label_agreement":null},{"id":"W2289974468","doi":"10.18806/tesl.v32i0.1220","title":"PBLA: Moving Toward Sustainability","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Valuation (finance); Portfolio; Sustainability; Political science; Humanities; Sociology; Business; Art; Accounting","score_opus":0.019074220604149927,"score_gpt":0.31347581332822944,"score_spread":0.2944015927240795,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2289974468","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":[0.02288072,0.014154934,0.12506317,0.4424194,0.002662374,0.00070425635,0.0003493837,0.0019613507,0.3898045],"genre_scores_gemma":[0.55623126,0.022445273,0.20565304,0.05096991,0.001191051,0.0014883324,0.00091375224,0.0013039397,0.15980344],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.96648204,0.013332834,0.00083877635,0.0020920762,0.014259675,0.0029946466],"domain_scores_gemma":[0.9725582,0.0054035927,0.0011338221,0.002138983,0.012330286,0.0064350925],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03305485,0.0007917627,0.0005650093,0.002613387,0.008792264,0.020198446,0.0037956093,0.0044387165,0.011019644],"category_scores_gemma":[0.039573573,0.00042184323,0.0006685468,0.0026489862,0.013804956,0.016139245,0.01924671,0.0072526946,0.004074379],"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":[0.000036607933,0.0001721727,0.0033973958,0.0005225581,0.00002517162,0.00013435821,0.00930533,0.0014178738,0.00061842037,0.47794005,0.06670829,0.4397218],"study_design_scores_gemma":[0.00002231398,0.00008217122,0.002316536,0.0010403986,0.000013548653,0.0001257376,0.009171991,0.0015802738,0.00097262027,0.20900945,0.7756199,0.000045107172],"about_ca_topic_score_codex":0.15384753,"about_ca_topic_score_gemma":0.117540345,"teacher_disagreement_score":0.15384753,"about_ca_system_score_codex":0.0380274,"about_ca_system_score_gemma":0.15380967,"threshold_uncertainty_score":0.30590403},"labels":[],"label_agreement":null},{"id":"W2290866021","doi":"10.18806/tesl.v32i0.1217","title":"The Relationship Between Lexical Frequency Profiling Measures and Rater Judgements of Spoken and Written General English Language Proficiency on the CELPIP-General Test","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Vocabulary; Test (biology); Linguistics; Profiling (computer programming); Lexical density; Standardized test; Language proficiency; Lexical item; Cognitive psychology; Computer science; Mathematics education","score_opus":0.03343393740597254,"score_gpt":0.28792894999662666,"score_spread":0.2544950125906541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2290866021","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":[0.9916715,0.00018295323,0.00533996,0.000028333821,0.000021198035,0.00007525159,0.00018482865,0.00004222903,0.0024537581],"genre_scores_gemma":[0.99643445,0.00007557215,0.0024802634,0.000027531576,0.00001854506,0.00009631374,0.0002579159,0.000024818351,0.0005845254],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9901508,0.003756579,0.0013791145,0.0013688632,0.0030455755,0.00029905178],"domain_scores_gemma":[0.9171384,0.056801323,0.011662618,0.005014846,0.008273308,0.0011095145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011747894,0.00046571487,0.00041224126,0.0013716801,0.0002507446,0.0010478866,0.0003621104,0.00046164633,0.0012101019],"category_scores_gemma":[0.0694997,0.0002429809,0.00046589295,0.000659187,0.00070464803,0.0011016772,0.0015100302,0.00054879644,0.00051589694],"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":[0.0008954464,0.00013625095,0.9243968,0.00018672166,0.00058860215,0.0001538364,0.006504331,0.0007550057,0.01673239,0.00018940707,0.0003226903,0.04913858],"study_design_scores_gemma":[0.000014990579,0.00063668814,0.993212,0.000025006504,0.000044434728,0.0002754492,0.0011954011,0.0012874086,0.0027235022,0.00016522719,0.000390306,0.0000295948],"about_ca_topic_score_codex":0.00073070213,"about_ca_topic_score_gemma":0.0010512072,"teacher_disagreement_score":0.011747894,"about_ca_system_score_codex":0.00019768107,"about_ca_system_score_gemma":0.00013630746,"threshold_uncertainty_score":0.062129557},"labels":[],"label_agreement":null},{"id":"W2290874694","doi":"10.18806/tesl.v32i0.1216","title":"Using Hierarchical Linear Modelling to Examine Factors Predicting English Language Students’ Reading Achievement","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reading and Literacy Development","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Multilevel model; Multilevel modelling; Psychology; Competence (human resources); Mathematics education; Humanities; Social psychology; Mathematics; Art; Statistics","score_opus":0.04298925947022583,"score_gpt":0.3224302669843346,"score_spread":0.2794410075141087,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2290874694","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":[0.6655767,0.0010938318,0.32074437,0.0018363993,0.00029074532,0.0015169356,0.0040988093,0.0015763137,0.0032658775],"genre_scores_gemma":[0.88668674,0.00037710837,0.10384663,0.00016038572,0.00006626387,0.0016536482,0.0029350666,0.000108056134,0.0041660685],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.98593825,0.009824507,0.0005491757,0.0018210803,0.001036829,0.00083006214],"domain_scores_gemma":[0.97396684,0.021085113,0.0015843126,0.0011425647,0.0017257766,0.00049535936],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017355649,0.002553532,0.0017280089,0.0036780927,0.0015724337,0.0023072439,0.0021423216,0.0012470263,0.004802908],"category_scores_gemma":[0.037073374,0.0009915299,0.0052723885,0.0037294556,0.00088838756,0.0015051241,0.0022804912,0.003178754,0.00089125754],"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":[0.0010117685,0.001296387,0.75315577,0.0006938662,0.0060191224,0.00083716924,0.0071253097,0.10683754,0.0018533114,0.012090942,0.0068003866,0.10227851],"study_design_scores_gemma":[0.00014361479,0.0011390293,0.11923835,0.00023124303,0.0009881657,0.0001378134,0.0019110482,0.8617715,0.00078678096,0.009875091,0.0036351525,0.00014222767],"about_ca_topic_score_codex":0.17462686,"about_ca_topic_score_gemma":0.13732573,"teacher_disagreement_score":0.17462686,"about_ca_system_score_codex":0.0029562665,"about_ca_system_score_gemma":0.005971694,"threshold_uncertainty_score":0.34722084},"labels":[],"label_agreement":null},{"id":"W234133938","doi":"10.18806/tesl.v18i1.903","title":"The Author Replies: On the Subject of Subjectivity","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Pragmatism in Philosophy and Education","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Subjectivity; Subject (documents); Linguistics; Psychology; Sociology; Epistemology; Philosophy; Computer science; Library science","score_opus":0.030093178365648277,"score_gpt":0.21963818611645622,"score_spread":0.18954500775080793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W234133938","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0017099422,0.0015929083,0.0008857698,0.9543999,0.034235906,0.00001404619,0.000040547948,0.0001168754,0.0070041465],"genre_scores_gemma":[0.031386342,0.0026263776,0.0011261565,0.9109234,0.021485206,0.000057514688,0.000058509955,0.00017671847,0.0321598],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99645597,0.0013838396,0.0003044793,0.00046206644,0.0011272151,0.00026649403],"domain_scores_gemma":[0.96914107,0.02065774,0.0010860852,0.00085384253,0.0067613334,0.0014999378],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042006318,0.0007056456,0.00075337075,0.00067623553,0.0050275642,0.006104753,0.0016280017,0.014791868,0.00582619],"category_scores_gemma":[0.029264018,0.00030811122,0.0005149544,0.0010062453,0.0066953152,0.0063096094,0.0038975596,0.02004726,0.0040704063],"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":[0.000023278384,0.000012409491,0.00068359723,0.000095892436,0.0000091290485,0.00024904526,0.008133119,0.00007240384,0.00023360837,0.021164892,0.96108794,0.008234611],"study_design_scores_gemma":[0.00001211692,0.00003594037,0.0011268451,0.0003393569,0.000014177212,0.0004984243,0.017303884,0.0003046593,0.00040498486,0.009705831,0.9701904,0.00006341115],"about_ca_topic_score_codex":0.0055445665,"about_ca_topic_score_gemma":0.008586906,"teacher_disagreement_score":0.014791868,"about_ca_system_score_codex":0.0034626897,"about_ca_system_score_gemma":0.004927551,"threshold_uncertainty_score":0.025123656},"labels":[],"label_agreement":null},{"id":"W2394615798","doi":"10.18806/tesl.v33i1.1228","title":"Promoting Engagement with Peer-Reviewed Journal Articles in Adult ESL Programs","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"University of Cambridge; University of Alberta","keywords":"Political science; Psychology; Pedagogy; Library science; Medical education; Humanities; Sociology; Medicine; Art","score_opus":0.121507097736548,"score_gpt":0.3517856374660103,"score_spread":0.23027853972946233,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2394615798","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":[0.9353236,0.0030858067,0.0044639767,0.020854691,0.0005271031,0.0018083279,0.00032026382,0.0003272915,0.033288945],"genre_scores_gemma":[0.9580524,0.0040366575,0.016352272,0.003975061,0.0009907703,0.0026570112,0.00025825016,0.00012090949,0.01355674],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9214879,0.054886438,0.0039451197,0.0025049772,0.0132548595,0.003920609],"domain_scores_gemma":[0.67320186,0.16656458,0.053405467,0.012315931,0.043434344,0.051077843],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07134383,0.00040041388,0.0007766604,0.004981532,0.008072897,0.011328575,0.0025776678,0.0016081631,0.008043119],"category_scores_gemma":[0.19838019,0.00065423164,0.00046468523,0.003935437,0.0036448038,0.0067050536,0.011228546,0.0018144447,0.0015813254],"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":[0.0003498234,0.0021404575,0.106276326,0.0025268856,0.00010287521,0.0015652353,0.5127425,0.00012903663,0.005558224,0.0026625372,0.020813104,0.34513298],"study_design_scores_gemma":[0.0002077024,0.0022360096,0.22411557,0.0028986642,0.00013474668,0.00087025925,0.46181566,0.0004481723,0.003970914,0.004696268,0.298412,0.00019406131],"about_ca_topic_score_codex":0.0047357217,"about_ca_topic_score_gemma":0.024978707,"teacher_disagreement_score":0.07134383,"about_ca_system_score_codex":0.006065246,"about_ca_system_score_gemma":0.033759534,"threshold_uncertainty_score":0.37730676},"labels":[],"label_agreement":null},{"id":"W2398330390","doi":"10.18806/tesl.v33i1.1225","title":"Switches to English during French Service Encounters: Relationships with L2 French Speakers’ Willingness to Communicate and Motivation","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","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":true,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Humanities; Psychology; Second language; Linguistics; Political science; Sociology; Art; Philosophy","score_opus":0.03340815335582548,"score_gpt":0.19122414885167605,"score_spread":0.15781599549585057,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2398330390","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":[0.9989189,0.000081329934,0.00002457349,0.00014723004,0.000003928299,0.000005805705,0.000015579233,0.0000015601719,0.00080117193],"genre_scores_gemma":[0.99917704,0.00008011952,0.000048770766,0.00007792744,0.0000047697204,0.000011301116,0.000022479753,0.0000023041187,0.00057536014],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99769044,0.0010202327,0.00008655115,0.00019827706,0.0003979511,0.0006064964],"domain_scores_gemma":[0.9934501,0.0022573303,0.0017299944,0.000118620184,0.0008207726,0.001623087],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023720532,0.00037364385,0.0003849778,0.001108189,0.0035571742,0.003970478,0.0006477652,0.0011946714,0.0044602947],"category_scores_gemma":[0.0077898805,0.0003248602,0.00037916165,0.00076341705,0.0020500321,0.0010790362,0.0016937429,0.0015220605,0.0003793636],"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":[0.00016860032,0.00024983962,0.6427551,0.000082877625,0.000049787766,0.0014806637,0.34271833,0.00006941856,0.0015815443,0.0003211929,0.00058631017,0.009936257],"study_design_scores_gemma":[0.000008544234,0.00021625019,0.57433003,0.000057771987,0.000015568126,0.00038896684,0.4220189,0.00016042573,0.00014566265,0.0000703969,0.002542153,0.000045365607],"about_ca_topic_score_codex":0.18720011,"about_ca_topic_score_gemma":0.2507381,"teacher_disagreement_score":0.18720011,"about_ca_system_score_codex":0.0038343426,"about_ca_system_score_gemma":0.0028192822,"threshold_uncertainty_score":0.372221},"labels":[],"label_agreement":null},{"id":"W2398521984","doi":"10.18806/tesl.v33i1.1224","title":"“Teachers are not empty vessels”: A Reception Study of Freeman and Johnson’s (1998) Reconceptualization of the Knowledge Base of Second Language Teacher Education","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Wollongong","keywords":"Citation; Sociology; TRACE (psycholinguistics); Set (abstract data type); Applied linguistics; Humanities; Linguistics; Philosophy; Library science; Computer science","score_opus":0.02267274103735115,"score_gpt":0.2620246133395451,"score_spread":0.23935187230219393,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2398521984","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":[0.85744184,0.00681872,0.008174794,0.033608526,0.0005772355,0.00007153536,0.00011548706,0.00005947039,0.09313254],"genre_scores_gemma":[0.99124956,0.0016481614,0.00059524324,0.00065492344,0.00021553741,0.000021421169,0.000041606443,0.00006668567,0.005506907],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99072284,0.0053879763,0.0003195232,0.00076820515,0.0019483886,0.00085312786],"domain_scores_gemma":[0.95461935,0.033344954,0.003551747,0.002526695,0.0044757724,0.0014814019],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016906202,0.00034075713,0.0005851461,0.007210573,0.011152987,0.015941683,0.0015923581,0.0020592932,0.002959878],"category_scores_gemma":[0.045485597,0.0005607666,0.00030425776,0.0059385607,0.02169158,0.019598173,0.006390191,0.0050580474,0.0003843767],"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":[0.000067149405,0.00005677073,0.0070760245,0.00011305249,0.000008817784,0.00043377848,0.8799351,0.00007841723,0.0003253306,0.08401963,0.003731871,0.02415395],"study_design_scores_gemma":[0.000017079934,0.00011070802,0.010343532,0.0005546677,0.000021571528,0.0006144902,0.795307,0.0004307169,0.0011296569,0.018397285,0.17302816,0.000045095177],"about_ca_topic_score_codex":0.010017418,"about_ca_topic_score_gemma":0.015478639,"teacher_disagreement_score":0.016906202,"about_ca_system_score_codex":0.0073842946,"about_ca_system_score_gemma":0.0051319343,"threshold_uncertainty_score":0.08940959},"labels":[],"label_agreement":null},{"id":"W2399822444","doi":"10.18806/tesl.v33i1.1227","title":"Chinese Students’ Perceptions of the Value of Test Preparation Courses for the TOEFL iBT: Merit, Worth, and Signi cance","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Test of English as a Foreign Language; Psychology; Context (archaeology); Test (biology); Pedagogy; Mathematics education; Language education","score_opus":0.011917527949395632,"score_gpt":0.27666855576938204,"score_spread":0.2647510278199864,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2399822444","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":[0.99812514,0.000058814447,0.00003896554,0.000266056,0.0000040356726,0.000005550961,0.000011819833,0.0000011418507,0.0014883454],"genre_scores_gemma":[0.99928313,0.00008060398,0.00004973602,0.00006702658,0.0000022050313,0.0000039569545,0.000013343749,9.339522e-7,0.00049905264],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99846715,0.0003035869,0.00008838337,0.000096057986,0.0005755888,0.000469143],"domain_scores_gemma":[0.994422,0.0013410683,0.0008663317,0.00013847862,0.0012927603,0.001939331],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002439631,0.00030708188,0.00032965108,0.0011855649,0.0029963353,0.0029670536,0.0005057532,0.00064761244,0.0021243838],"category_scores_gemma":[0.0053701713,0.00015856558,0.00026378804,0.0016557004,0.0028699017,0.00092297135,0.0012128437,0.0010248877,0.00014243877],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015242903,0.00018221125,0.6060376,0.00013600597,0.000032695858,0.001046267,0.35533527,0.00017500657,0.0032126412,0.0027853372,0.0017028827,0.029201608],"study_design_scores_gemma":[0.000014885679,0.00016819936,0.5103651,0.00009541005,0.000040070165,0.00022635404,0.4798821,0.00081123447,0.000842694,0.0006470628,0.006820489,0.00008644334],"about_ca_topic_score_codex":0.28038847,"about_ca_topic_score_gemma":0.36366487,"teacher_disagreement_score":0.7196115,"about_ca_system_score_codex":0.00684311,"about_ca_system_score_gemma":0.008719072,"threshold_uncertainty_score":0.5575129},"labels":[],"label_agreement":null},{"id":"W2404426278","doi":"10.18806/tesl.v33i1.1226","title":"EAP Curriculum Alignment and Social Acculturation: Student Perceptions","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada); University of Calgary","funders":"","keywords":"Acculturation; Curriculum; Mainstream; Pedagogy; English for academic purposes; Psychology; Sociology; Perception; Humanities; Ethnic group; Anthropology; Political science; Art","score_opus":0.013711148430463872,"score_gpt":0.23009969823818713,"score_spread":0.21638854980772326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2404426278","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":[0.9987388,0.000043552005,0.000042386197,0.00022671897,0.0000058028427,0.0000097198335,0.0000072733856,0.000002083252,0.00092362234],"genre_scores_gemma":[0.99922407,0.00008909302,0.000046817855,0.000093803785,0.000004657459,0.000013249696,0.0000089845535,0.0000024838714,0.0005168506],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99687374,0.0012908205,0.00017659721,0.00016468223,0.0006671711,0.0008270281],"domain_scores_gemma":[0.9924481,0.0025409816,0.0016078377,0.00018943376,0.0010364855,0.002177204],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00449483,0.00022682679,0.0003371104,0.00096847035,0.003934394,0.0036198052,0.0006737708,0.0007525549,0.0030343737],"category_scores_gemma":[0.010811297,0.0003447347,0.00030666468,0.00087558955,0.002932554,0.0018543563,0.0036607976,0.0016949131,0.00022525497],"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":[0.00004213143,0.0004391984,0.21229161,0.00010211654,0.00001609763,0.0004835594,0.77048993,0.000045153076,0.0011822719,0.00078469823,0.0004102211,0.013713005],"study_design_scores_gemma":[0.0000049151117,0.00021638139,0.122808956,0.00006136292,0.000007072397,0.00017235149,0.8728663,0.00009992896,0.00026553986,0.000120795565,0.0033563878,0.000020083731],"about_ca_topic_score_codex":0.015413324,"about_ca_topic_score_gemma":0.01876867,"teacher_disagreement_score":0.015413324,"about_ca_system_score_codex":0.0019050427,"about_ca_system_score_gemma":0.0031913982,"threshold_uncertainty_score":0.030647218},"labels":[],"label_agreement":null},{"id":"W2531905093","doi":"10.18806/tesl.v18i1.902","title":"A Conversation with Sandra Kouritzin on \"Bringing Life to Research: Life History Research and ESL\"","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Youth Education and Societal Dynamics","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Linguistics; Psychology; Life history; Sociology; Pedagogy; Communication; Philosophy","score_opus":0.2209608217330169,"score_gpt":0.3932684146905195,"score_spread":0.1723075929575026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2531905093","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.010640756,0.05084829,0.002815688,0.88369155,0.030797672,0.00009891627,0.00013659887,0.00014172074,0.020828802],"genre_scores_gemma":[0.13830432,0.027294144,0.0035457478,0.7334087,0.010752178,0.0005313838,0.00009930239,0.0003872999,0.085676916],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.99081856,0.006964185,0.00019343379,0.0007081097,0.00065477507,0.0006607875],"domain_scores_gemma":[0.9881528,0.009271365,0.00045914028,0.00026818254,0.00065301097,0.0011954407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009086454,0.0012085272,0.0011052107,0.0011401676,0.016700616,0.009157453,0.0027225579,0.014842368,0.0070291413],"category_scores_gemma":[0.02797733,0.00087832694,0.00086669094,0.001438821,0.011431911,0.013101861,0.0061367922,0.021454442,0.0022764467],"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":[0.00006764978,0.000041229407,0.0005936176,0.000502266,0.000020358675,0.0016821307,0.20756489,0.00010172476,0.0007294029,0.05006825,0.7197679,0.018860541],"study_design_scores_gemma":[0.000008356639,0.000030934447,0.0007602293,0.0010292045,0.000010075408,0.0009113104,0.06506857,0.00013544316,0.00045716297,0.004610252,0.9269081,0.00007036657],"about_ca_topic_score_codex":0.019943867,"about_ca_topic_score_gemma":0.033978548,"teacher_disagreement_score":0.019943867,"about_ca_system_score_codex":0.005764992,"about_ca_system_score_gemma":0.004915282,"threshold_uncertainty_score":0.048054338},"labels":[],"label_agreement":null},{"id":"W2562920588","doi":"10.18806/tesl.v33i2.1234","title":"Translingualism in Composition Studies and Second Language Writing: An Uneasy Alliance","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Waterloo","funders":"","keywords":"Linguistics; Composition (language); Sociology; Alliance; Composition studies; Context (archaeology); Second language writing; Sociology of language; Language education; Comprehension approach; Second language; Philosophy; History","score_opus":0.028936302046857786,"score_gpt":0.29055604666972157,"score_spread":0.2616197446228638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2562920588","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":[0.14938666,0.04327908,0.023829306,0.5786122,0.002787888,0.00008658158,0.000029959083,0.00017833372,0.20181005],"genre_scores_gemma":[0.9647412,0.006410902,0.004374243,0.01143086,0.0014980161,0.00011221243,0.00001609491,0.00012469232,0.011291762],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9507852,0.037998375,0.0013740768,0.0031974458,0.005033684,0.0016112104],"domain_scores_gemma":[0.9130897,0.06646862,0.0053944625,0.005672915,0.004705335,0.004668999],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.053487215,0.0006240434,0.0010290766,0.0040305327,0.013259239,0.022190688,0.002547847,0.005676286,0.0053284816],"category_scores_gemma":[0.058962163,0.00059072423,0.0006974885,0.0027955421,0.07829416,0.04204968,0.023570266,0.011683205,0.00064707134],"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":[0.000065513355,0.00011357214,0.0020072924,0.00020430844,0.00001794082,0.00036079768,0.17219809,0.00013474544,0.00017823992,0.7966877,0.0043903505,0.023641402],"study_design_scores_gemma":[0.00008555182,0.00006905664,0.0014185985,0.0008357066,0.000016108657,0.0004967798,0.13028845,0.0007715034,0.00053985964,0.7506831,0.114745036,0.00005018868],"about_ca_topic_score_codex":0.0037892428,"about_ca_topic_score_gemma":0.0028840702,"teacher_disagreement_score":0.053487215,"about_ca_system_score_codex":0.009335269,"about_ca_system_score_gemma":0.0099100005,"threshold_uncertainty_score":0.28287077},"labels":[],"label_agreement":null},{"id":"W2563800139","doi":"10.18806/tesl.v33i2.1238","title":"CELBAN: A 10-Year Retrospective Catherine Lewis & Blanche Kingdon","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Interpreting and Communication in Healthcare","field":"Health Professions","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Research Manitoba","funders":"","keywords":"Valuation (finance); Language assessment; Humanities; Sociology; Psychology; Pedagogy; Art; Business","score_opus":0.05260384112465361,"score_gpt":0.3807433774793206,"score_spread":0.32813953635466697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2563800139","genre_codex":"review","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":[0.42566556,0.4861126,0.0050859638,0.026902182,0.0026144795,0.0021356065,0.02237457,0.00020410102,0.028904922],"genre_scores_gemma":[0.66267675,0.2754684,0.004875407,0.015597178,0.0008950051,0.003816615,0.02109539,0.0005526038,0.015022488],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9674415,0.0062718242,0.0060469066,0.002037626,0.016439924,0.0017622357],"domain_scores_gemma":[0.90516514,0.020301308,0.018185705,0.003983351,0.04928645,0.0030779864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026733207,0.0005333804,0.0014323941,0.009778777,0.0031707499,0.004893231,0.0020040113,0.0011620551,0.0019168092],"category_scores_gemma":[0.082462296,0.001447774,0.001133007,0.011166837,0.0017679915,0.0031540135,0.0037613607,0.0021026165,0.0013523792],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0006790688,0.00034694144,0.5024816,0.016485086,0.00069431146,0.0064340634,0.08428039,0.00026251152,0.0012449187,0.0025040628,0.11210387,0.2724832],"study_design_scores_gemma":[0.000048518992,0.00046509455,0.40628588,0.030315178,0.000559886,0.006596387,0.0699723,0.00019867286,0.0011252578,0.0002854825,0.48390123,0.0002460417],"about_ca_topic_score_codex":0.28718185,"about_ca_topic_score_gemma":0.43467614,"teacher_disagreement_score":0.71281815,"about_ca_system_score_codex":0.012639621,"about_ca_system_score_gemma":0.037539024,"threshold_uncertainty_score":0.57102054},"labels":[],"label_agreement":null},{"id":"W2564470712","doi":"10.18806/tesl.v33i2.1236","title":"Honing EAP Learners’ Public Speaking Skills by Analyzing TED Talks","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; English for academic purposes; Psychology; Public speaking; Sociology; Linguistics; Philosophy","score_opus":0.014297062939196895,"score_gpt":0.2237088099213991,"score_spread":0.20941174698220222,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2564470712","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":[0.9589336,0.00028686482,0.011585143,0.0005748686,0.000096716256,0.00009094702,0.00022492393,0.00028224778,0.027924696],"genre_scores_gemma":[0.9689568,0.000551031,0.00970533,0.00021116863,0.000039719394,0.00013199933,0.00038726008,0.00015896457,0.0198577],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9994211,0.0001634903,0.00003584288,0.00008031017,0.0002303765,0.00006877125],"domain_scores_gemma":[0.9979572,0.0009862011,0.0002646539,0.00014490433,0.00043113242,0.00021582552],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001016563,0.0004749199,0.00021903987,0.0009758515,0.00062543224,0.0020882743,0.0004618706,0.00046042638,0.0039397595],"category_scores_gemma":[0.0054366756,0.0001492011,0.0002163575,0.00035983385,0.00070235913,0.0013654344,0.0019191909,0.0009654927,0.0012229221],"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":[0.00061213924,0.0011061821,0.07013367,0.0013108469,0.000068963134,0.0037330126,0.27538574,0.0028560013,0.1050125,0.009752383,0.02552524,0.5045033],"study_design_scores_gemma":[0.000073016156,0.0014595763,0.2578833,0.0012856091,0.00015664723,0.004694535,0.35396242,0.014353246,0.06542141,0.01384336,0.28648663,0.0003802227],"about_ca_topic_score_codex":0.0005426893,"about_ca_topic_score_gemma":0.0014758032,"teacher_disagreement_score":0.0039397595,"about_ca_system_score_codex":0.0004281715,"about_ca_system_score_gemma":0.0004373244,"threshold_uncertainty_score":0.013179779},"labels":[],"label_agreement":null},{"id":"W2564493261","doi":"10.18806/tesl.v33i2.1235","title":"Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Carleton University","funders":"","keywords":"Psychology; Corrective feedback; Humanities; Test (biology); Second language; Wilcoxon signed-rank test; Social psychology; Linguistics; Pedagogy; Mathematics education; Philosophy","score_opus":0.013103979050247927,"score_gpt":0.2430557431104869,"score_spread":0.22995176406023896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2564493261","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":[0.9992324,0.00006748073,0.000031029518,0.00004213475,0.000002218617,0.0000031188044,0.0000030200106,5.526948e-7,0.0006179926],"genre_scores_gemma":[0.9993562,0.00013152181,0.000045044635,0.000032706725,0.000001968546,0.0000050366807,0.000007696525,0.0000013997179,0.00041827475],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99802184,0.00085214473,0.000091594964,0.00016491373,0.0004356619,0.0004338747],"domain_scores_gemma":[0.99521035,0.0020060008,0.0007600528,0.00013088716,0.0009886337,0.00090417796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027250396,0.0004190247,0.00048464534,0.0010810678,0.003689225,0.003669309,0.00056437554,0.00063272065,0.0012424487],"category_scores_gemma":[0.0056244964,0.0003206842,0.0002711983,0.00082741777,0.0029085875,0.0011330065,0.002029844,0.0013280571,0.00014898245],"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":[0.00013181631,0.00022606335,0.16992778,0.00005244411,0.00001241481,0.00075637765,0.81727916,0.000044269094,0.0022039488,0.00021537713,0.000115799405,0.009034548],"study_design_scores_gemma":[0.000008657093,0.00026950645,0.07951683,0.00005912067,0.000018855959,0.00032871627,0.9169077,0.000074663156,0.0008548295,0.000055870973,0.0018802985,0.000025062936],"about_ca_topic_score_codex":0.097420484,"about_ca_topic_score_gemma":0.16504996,"teacher_disagreement_score":0.097420484,"about_ca_system_score_codex":0.0027338918,"about_ca_system_score_gemma":0.002794164,"threshold_uncertainty_score":0.19370687},"labels":[],"label_agreement":null},{"id":"W2565728820","doi":"10.18806/tesl.v33i2.1237","title":"Where Good Pedagogical Ideas Come From: The Story of an EAP Task","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","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":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Language education; Task (project management); English for academic purposes; Pedagogy; Humanities; English language; Psychology; Mathematics education; Art; Engineering","score_opus":0.05491224273761397,"score_gpt":0.2617406422240737,"score_spread":0.20682839948645976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2565728820","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":[0.25653142,0.005387721,0.14204928,0.2408887,0.004122267,0.0004629651,0.00063600304,0.0013542242,0.34856746],"genre_scores_gemma":[0.8618093,0.0021852558,0.039707165,0.01297511,0.0008215911,0.0005245076,0.0003287573,0.0014243679,0.08022399],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9847638,0.012111801,0.00019161002,0.00073490303,0.0013008956,0.00089699886],"domain_scores_gemma":[0.9873782,0.007878568,0.0007082513,0.00058816076,0.0010649535,0.0023818219],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0067202454,0.0012694073,0.00060522574,0.0014140232,0.016595824,0.014909655,0.002746227,0.006692794,0.005319789],"category_scores_gemma":[0.02022952,0.00079468347,0.0010335166,0.00091326615,0.018377727,0.015846187,0.009775934,0.015746353,0.0029437055],"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":[0.00009396953,0.0000866828,0.001316249,0.00017105935,0.000012016978,0.0021353902,0.86336964,0.00034042812,0.0011569301,0.0897226,0.026576426,0.015018581],"study_design_scores_gemma":[0.00003588747,0.00010866075,0.0014309583,0.0004170765,0.00001680673,0.0014211935,0.39720938,0.0015819158,0.0013541447,0.037436534,0.55888134,0.00010614768],"about_ca_topic_score_codex":0.0064486703,"about_ca_topic_score_gemma":0.008697186,"teacher_disagreement_score":0.016595824,"about_ca_system_score_codex":0.00591922,"about_ca_system_score_gemma":0.0033823233,"threshold_uncertainty_score":0.042947114},"labels":[],"label_agreement":null},{"id":"W2589160901","doi":"10.18806/tesl.v33i0.1249","title":"Giving Refugee Students a Strong Head Start: The LEAD Program","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Head start; Refugee; Pedagogy; Grief; Psychology; Sociology; Humanities; Political science; Developmental psychology; Art","score_opus":0.041474691960397124,"score_gpt":0.4100085491796203,"score_spread":0.3685338572192232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2589160901","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":[0.6883948,0.0015447745,0.009131749,0.074791044,0.0032966975,0.005288164,0.0016315113,0.0025546686,0.21336667],"genre_scores_gemma":[0.79506,0.0033803338,0.036354292,0.015984578,0.00048559962,0.0034885302,0.0015727952,0.00044929856,0.1432246],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99835205,0.0002346381,0.00002009748,0.000094457624,0.00026144314,0.0010372943],"domain_scores_gemma":[0.99362284,0.00008061241,0.000071408904,0.00010830736,0.00052184286,0.0055949166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001358286,0.00064379454,0.00031709162,0.0007581009,0.0110677285,0.002082405,0.0021751544,0.0009313152,0.012219845],"category_scores_gemma":[0.0021613108,0.00037245036,0.0004663688,0.00075859384,0.0024212133,0.0008660631,0.00812914,0.0026229199,0.0029586256],"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":[0.0007908787,0.0067038103,0.019759817,0.00029557812,0.000031984448,0.0022559203,0.033818144,0.0005459879,0.0031669834,0.0061726593,0.42757672,0.49888146],"study_design_scores_gemma":[0.0012963198,0.00462082,0.100456536,0.0006834533,0.00014733174,0.0010474061,0.13407767,0.00079539185,0.004243057,0.005054293,0.7472865,0.0002911538],"about_ca_topic_score_codex":0.4001607,"about_ca_topic_score_gemma":0.8585683,"teacher_disagreement_score":0.4001607,"about_ca_system_score_codex":0.0106790885,"about_ca_system_score_gemma":0.09280791,"threshold_uncertainty_score":0.795663},"labels":[],"label_agreement":null},{"id":"W2589578490","doi":"10.18806/tesl.v33i0.1243","title":"Creating Inclusive EAL Classrooms: How Language Instruction for Newcomers to Canada (LINC) Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Azərbaycan Milli Elmlər Akademiyası","keywords":"Oppression; Humanities; Sociology; Refugee; Pedagogy; Psychology; Political science; Art; Politics","score_opus":0.03985548786800278,"score_gpt":0.43388571284897376,"score_spread":0.39403022498097096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2589578490","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":[0.8640241,0.0014008672,0.015596536,0.018724374,0.00058734714,0.0007907869,0.00010823777,0.00055310375,0.098214604],"genre_scores_gemma":[0.9278809,0.0018067717,0.02734711,0.0031248434,0.00005858134,0.00042347284,0.00013068704,0.00016666656,0.03906101],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976611,0.00077643356,0.000049875693,0.0002464064,0.00043037237,0.0008357927],"domain_scores_gemma":[0.995103,0.00080635585,0.0002911473,0.00022133396,0.0007735008,0.0028046519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002712674,0.0005326079,0.00029645753,0.00079895713,0.0141960755,0.006019038,0.0024113413,0.0012758097,0.00601215],"category_scores_gemma":[0.0068825097,0.00029597405,0.00041615617,0.0005706887,0.0064088623,0.0030721903,0.013738178,0.002897905,0.00093423016],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000069956695,0.0011405075,0.015502032,0.00046792094,0.000022446544,0.002451167,0.7357638,0.00054882077,0.0044388943,0.009523033,0.02676615,0.20330529],"study_design_scores_gemma":[0.00003765983,0.00023117542,0.015525106,0.00059911446,0.00004315169,0.00041843002,0.7515798,0.00055769016,0.0020204259,0.0043683858,0.22452888,0.00009014743],"about_ca_topic_score_codex":0.19014464,"about_ca_topic_score_gemma":0.5428293,"teacher_disagreement_score":0.80985534,"about_ca_system_score_codex":0.012488352,"about_ca_system_score_gemma":0.04659402,"threshold_uncertainty_score":0.37807578},"labels":[],"label_agreement":null},{"id":"W2592222310","doi":"10.18806/tesl.v33i0.1242","title":"A Word from the Guest Editors/Un mot des éditrices invitées","year":2017,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Sociology; Philosophy","score_opus":0.08675223691824309,"score_gpt":0.36587182922993755,"score_spread":0.2791195923116945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2592222310","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00012695335,0.0036011839,0.00021183254,0.050800085,0.9384026,0.000024329085,0.00010801996,0.0001839703,0.0065410263],"genre_scores_gemma":[0.0030916985,0.005209535,0.00037826636,0.03656355,0.8662437,0.00007595426,0.00014902072,0.00035570253,0.08793254],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99607384,0.0007639576,0.00038949502,0.00052198593,0.0019211966,0.00032952995],"domain_scores_gemma":[0.96884996,0.006248168,0.0015549221,0.00095630245,0.018762255,0.0036284016],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003612589,0.0020812477,0.001395582,0.00201579,0.0024935044,0.0069568055,0.0013986602,0.002676546,0.052351303],"category_scores_gemma":[0.03359418,0.0005072211,0.0006588575,0.0009698176,0.0013423292,0.0035574958,0.0022597343,0.0057979017,0.0456387],"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":[0.000010372036,0.000004185612,0.000024847806,0.000055934343,0.0000011651026,0.00003566797,0.00002594712,0.0000068448417,0.000041221574,0.00015365238,0.99468344,0.0049566287],"study_design_scores_gemma":[0.0000050165722,0.000014208871,0.00016100369,0.00009483007,0.0000029359128,0.00016204052,0.000098915,0.000035953362,0.000085028885,0.00018439001,0.9991468,0.0000088249035],"about_ca_topic_score_codex":0.0023542182,"about_ca_topic_score_gemma":0.0039199963,"teacher_disagreement_score":0.052351303,"about_ca_system_score_codex":0.0016556855,"about_ca_system_score_gemma":0.0027520456,"threshold_uncertainty_score":0.17513251},"labels":[],"label_agreement":null},{"id":"W2595021208","doi":"10.18806/tesl.v33i0.1244","title":"Telling Stories of Violence in Adult ESL Classrooms: Disrupting Safe Spaces","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Conversation; Pedagogy; Storytelling; Narrative; Refugee; Literacy; Psychology; Sociology; Space (punctuation); Humanities; Linguistics; Art; Communication; History","score_opus":0.018106130479947826,"score_gpt":0.33628160799108203,"score_spread":0.31817547751113423,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2595021208","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":[0.97043544,0.001859514,0.0039384444,0.0036315934,0.00006984278,0.000052255433,0.00004301158,0.000031186242,0.019938758],"genre_scores_gemma":[0.99585164,0.0009155221,0.00096224237,0.00023410468,0.000016630003,0.000030189707,0.00001655091,0.000011715598,0.0019614445],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99611026,0.0026559946,0.00016631222,0.00026994263,0.0004211961,0.00037620237],"domain_scores_gemma":[0.9955342,0.0026033686,0.00079490687,0.00025771678,0.000269074,0.0005408391],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028552143,0.00046491582,0.00046003962,0.000991283,0.0056534954,0.006962094,0.0010923789,0.001471828,0.0025546593],"category_scores_gemma":[0.007535574,0.00041779006,0.00031233788,0.0005883306,0.014609442,0.006606772,0.009221451,0.0025239727,0.00038875762],"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":[0.0000095827845,0.000016861011,0.0027702553,0.00007310684,0.0000027388137,0.00096910517,0.98656577,0.000025582476,0.00046015528,0.004390318,0.00020998393,0.004506601],"study_design_scores_gemma":[0.0000023891882,0.000035087174,0.0019625234,0.00013875155,0.0000042050738,0.0012492976,0.97891504,0.000043780237,0.00034029898,0.0012606966,0.01603779,0.000010110696],"about_ca_topic_score_codex":0.0032150138,"about_ca_topic_score_gemma":0.0073761106,"teacher_disagreement_score":0.006962094,"about_ca_system_score_codex":0.0017220202,"about_ca_system_score_gemma":0.0015643053,"threshold_uncertainty_score":0.015100002},"labels":[],"label_agreement":null},{"id":"W2595146444","doi":"10.18806/tesl.v33i0.1246","title":"Resilience Through Storytelling in the EAL Classroom","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Storytelling; Psychological resilience; Pedagogy; Humanities; Psychology; Sociology; Mathematics education; Narrative; Social psychology; Literature; Art","score_opus":0.08083046666647842,"score_gpt":0.3939727841748653,"score_spread":0.3131423175083869,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2595146444","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":[0.9209729,0.0018301088,0.010107034,0.005650386,0.00023110762,0.00028218687,0.00012764764,0.00050560787,0.060293056],"genre_scores_gemma":[0.9798146,0.0015573784,0.007786997,0.00064208976,0.00004891665,0.00022600502,0.00007843173,0.0000748338,0.009770832],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99565315,0.003236254,0.00008676574,0.0002940997,0.00032625537,0.00040345197],"domain_scores_gemma":[0.993576,0.0035524983,0.0007388548,0.0004286551,0.00029910883,0.00140497],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039649643,0.0009419637,0.00051869487,0.0016344626,0.0044556223,0.0074018547,0.001581387,0.0011858658,0.0050753085],"category_scores_gemma":[0.009061093,0.000552668,0.0005232183,0.0006211545,0.0063921264,0.004550922,0.00939978,0.002598176,0.0013528153],"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":[0.00005969642,0.0007193426,0.00669913,0.00024425026,0.000023728324,0.001601271,0.9348826,0.0001902582,0.0021523756,0.0050931186,0.005373339,0.042960834],"study_design_scores_gemma":[0.00007306952,0.00042904858,0.009935213,0.00074762275,0.000053865446,0.0021818192,0.81914735,0.0007424537,0.0022718452,0.007493133,0.15683457,0.000090047775],"about_ca_topic_score_codex":0.0016268673,"about_ca_topic_score_gemma":0.0048272903,"teacher_disagreement_score":0.0074018547,"about_ca_system_score_codex":0.0018175374,"about_ca_system_score_gemma":0.0019760788,"threshold_uncertainty_score":0.020968974},"labels":[],"label_agreement":null},{"id":"W2595791053","doi":"10.18806/tesl.v33i0.1245","title":"Denials of Racism in Canadian English Language Textbooks","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of Toronto; University of Oxford; Australian Government","keywords":"Racism; Sociology; Multiculturalism; Ethnology; Nationalism; Humanities; Gender studies; Political science; Law; Art; Pedagogy","score_opus":0.039055101652871016,"score_gpt":0.4321641133318467,"score_spread":0.39310901167897566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2595791053","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":[0.69806874,0.009908545,0.0021182967,0.036422286,0.00068372284,0.00012078373,0.0006670206,0.000119253775,0.25189137],"genre_scores_gemma":[0.98232967,0.0016844074,0.0005528047,0.001904015,0.000044691576,0.000032462318,0.00012872148,0.000052768788,0.0132704815],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9917888,0.0022858046,0.00029975796,0.00063617976,0.0034697915,0.0015197378],"domain_scores_gemma":[0.982951,0.007204839,0.0012905417,0.00051328866,0.0070461794,0.0009940417],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004872959,0.00070035463,0.0005354357,0.005809766,0.029090367,0.013495211,0.002150676,0.0025408778,0.0036903447],"category_scores_gemma":[0.018547729,0.00047802742,0.00026950485,0.0075221136,0.026661934,0.0030734553,0.0046079494,0.0038581758,0.00027782426],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002378072,0.000012637483,0.0023352788,0.00016090373,0.00000657337,0.00069714617,0.9159412,0.00011998049,0.000742596,0.06432194,0.007450867,0.008187123],"study_design_scores_gemma":[0.0000050737644,0.000009544334,0.0050703594,0.00051030336,0.00001923186,0.00017027253,0.6965044,0.00011242697,0.00067045115,0.0025618782,0.29430628,0.000059719598],"about_ca_topic_score_codex":0.9381178,"about_ca_topic_score_gemma":0.9493186,"teacher_disagreement_score":0.15393522,"about_ca_system_score_codex":0.15393522,"about_ca_system_score_gemma":0.0957806,"threshold_uncertainty_score":0.9813152},"labels":[],"label_agreement":null},{"id":"W2595859327","doi":"10.18806/tesl.v33i0.1248","title":"Using Collaborative Strategic Reading with Refugee English Language Learners in an Academic Bridging Program","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Refugee; Reading comprehension; Pedagogy; Bridging (networking); Sociology; Library science; Psychology; Reading (process); Humanities; Political science; Linguistics; Art; Computer science; Philosophy","score_opus":0.042373706975218896,"score_gpt":0.392170426197465,"score_spread":0.3497967192222461,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2595859327","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":[0.9936608,0.00008358616,0.0006309147,0.0004596711,0.00002710671,0.00025861838,0.000017642658,0.000041888707,0.004819743],"genre_scores_gemma":[0.97138906,0.0004577048,0.014648552,0.00040111944,0.000020313006,0.00061764574,0.00012537376,0.00003057392,0.012309687],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99879336,0.00048838946,0.000038107097,0.00012645498,0.00018614944,0.0003675769],"domain_scores_gemma":[0.99815196,0.00024843792,0.00008280021,0.00010502744,0.00027931295,0.0011325005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002544,0.00041204545,0.00038552243,0.00047111374,0.004326812,0.0017747476,0.0016051464,0.00066869723,0.0031873474],"category_scores_gemma":[0.003265906,0.00022320217,0.00040837875,0.0004257001,0.0012990544,0.0008426925,0.0035347894,0.0012945615,0.00062111986],"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":[0.0006117762,0.0175248,0.04385609,0.00052298454,0.000043855594,0.003778837,0.39823136,0.00070298894,0.009209889,0.0018709223,0.0070873774,0.51655906],"study_design_scores_gemma":[0.0006606454,0.019318806,0.12185795,0.0008041706,0.00018654788,0.0021752317,0.6978356,0.0016663723,0.012157661,0.002680483,0.14039575,0.00026078805],"about_ca_topic_score_codex":0.037057385,"about_ca_topic_score_gemma":0.16573034,"teacher_disagreement_score":0.037057385,"about_ca_system_score_codex":0.0027847043,"about_ca_system_score_gemma":0.01292734,"threshold_uncertainty_score":0.07368338},"labels":[],"label_agreement":null},{"id":"W2596874012","doi":"10.18806/tesl.v33i0.1247","title":"Restorative Justice Pedagogy in the ESL Classroom: Creating a Caring Environment to Support Refugee Students","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Refugee; Pedagogy; Sociology; Restorative justice; Social justice; Economic Justice; Humanities; Political science; Criminology; Art; Law","score_opus":0.039035334378024165,"score_gpt":0.4172861174761986,"score_spread":0.37825078309817445,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2596874012","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":[0.649155,0.00851847,0.025570594,0.07626732,0.0019783536,0.0012563936,0.0001054014,0.00068008853,0.23646836],"genre_scores_gemma":[0.88547885,0.010514979,0.04975221,0.008379215,0.00025227392,0.0007548047,0.00010070408,0.00015470762,0.04461218],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976412,0.0010215337,0.000048083108,0.0001736752,0.0004270436,0.0006884721],"domain_scores_gemma":[0.99816245,0.00031919935,0.0001272803,0.00006741149,0.00025577407,0.0010677599],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002902952,0.0007260875,0.0005261194,0.0013403657,0.015443819,0.005261381,0.0022071009,0.00215804,0.004119613],"category_scores_gemma":[0.00300548,0.00028733912,0.00060295634,0.0006957989,0.010131096,0.0029647127,0.012548566,0.0049211583,0.0011541662],"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":[0.000047984016,0.0022420743,0.0042705922,0.0009900046,0.0000124523685,0.0020713839,0.71760076,0.00044379447,0.0039575757,0.03943412,0.03415783,0.19477145],"study_design_scores_gemma":[0.00005868163,0.0003624268,0.0072245784,0.0015490229,0.000025469324,0.0009510305,0.6422473,0.00040172812,0.0017240476,0.016639706,0.32873845,0.00007758115],"about_ca_topic_score_codex":0.047251206,"about_ca_topic_score_gemma":0.20169221,"teacher_disagreement_score":0.047251206,"about_ca_system_score_codex":0.0087401485,"about_ca_system_score_gemma":0.033402395,"threshold_uncertainty_score":0.0939523},"labels":[],"label_agreement":null},{"id":"W2599193626","doi":"10.18806/tesl.v33i0.1250","title":"Empowerment of Refugees by Language: Can ESL Learners Affect the Target Culture?","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Immigration; Mainstream; Sociology; Acculturation; Affect (linguistics); Language acquisition; Empowerment; Refugee; Multiculturalism; Variety (cybernetics); Lingua franca; Identity (music); Language education; Linguistics; Political science; Pedagogy; Aesthetics","score_opus":0.008820055347877423,"score_gpt":0.2435103574743516,"score_spread":0.23469030212647418,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2599193626","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":[0.967922,0.0022723963,0.00020132918,0.012919422,0.00014704252,0.00003264847,0.000057774323,0.0000051606225,0.016442308],"genre_scores_gemma":[0.99361837,0.002208351,0.00013556305,0.0016262006,0.00004862945,0.000028770646,0.000038316455,0.0000068500563,0.0022889578],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958788,0.0022579632,0.00014193977,0.0003013497,0.00043016643,0.0009897089],"domain_scores_gemma":[0.99439394,0.0020035696,0.0011344053,0.00014682373,0.0006199304,0.0017012963],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053997478,0.00045479104,0.0006303432,0.0010048671,0.0038434656,0.0075047505,0.00089773623,0.0017434077,0.008023003],"category_scores_gemma":[0.013377874,0.00024406545,0.0004704099,0.00078554393,0.005667194,0.005171591,0.0059611453,0.003161143,0.0009718497],"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":[0.00017260989,0.00080375647,0.25178665,0.000369548,0.000067112545,0.002426528,0.67458874,0.0000491818,0.00060306897,0.007735713,0.003472271,0.05792491],"study_design_scores_gemma":[0.000019805419,0.0001342228,0.058261313,0.00038213553,0.00003250197,0.00044737844,0.9269845,0.00006400185,0.00014539142,0.0019516773,0.011547008,0.000030113868],"about_ca_topic_score_codex":0.0052453093,"about_ca_topic_score_gemma":0.009015737,"teacher_disagreement_score":0.008023003,"about_ca_system_score_codex":0.0015033723,"about_ca_system_score_gemma":0.002325072,"threshold_uncertainty_score":0.028556943},"labels":[],"label_agreement":null},{"id":"W2610650708","doi":"10.18806/tesl.v34i1.1257","title":"Steps for Creating a Specialized Corpus and Developing an Annotated Frequency-Based Vocabulary List","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Text Readability and Simplification","field":"Computer Science","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vocabulary; Corpus linguistics; Linguistics; Computer science; Humanities; Library science; Psychology; Artificial intelligence; Art; Philosophy","score_opus":0.03666660018396091,"score_gpt":0.28213121172488864,"score_spread":0.24546461154092775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610650708","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.021378445,0.0006755606,0.9054035,0.0024451767,0.0010397756,0.011204372,0.010247199,0.008075496,0.039530423],"genre_scores_gemma":[0.013034721,0.0002720048,0.9562147,0.00031045295,0.000115034454,0.008546524,0.009269899,0.0022630685,0.009973611],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99355537,0.0024806093,0.0012843282,0.0009553104,0.0014960724,0.00022823182],"domain_scores_gemma":[0.9740114,0.01265802,0.001026023,0.0032628994,0.008279415,0.0007621657],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00996212,0.0014537036,0.00095264585,0.008682296,0.003506038,0.0047169877,0.0019123537,0.0014284328,0.037068516],"category_scores_gemma":[0.030654984,0.0017583184,0.0011122127,0.0046844827,0.001968598,0.008360063,0.006430512,0.0040686806,0.015419997],"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":[0.0003115445,0.00037662318,0.0049266946,0.004178519,0.00006358827,0.0022970613,0.055134494,0.003133746,0.06803167,0.102534436,0.13059342,0.6284182],"study_design_scores_gemma":[0.00007663053,0.00018264912,0.004717027,0.0013931602,0.00004974935,0.001295324,0.012432708,0.0076403744,0.016759835,0.026111024,0.92912936,0.00021219476],"about_ca_topic_score_codex":0.0038335468,"about_ca_topic_score_gemma":0.0070097107,"teacher_disagreement_score":0.037068516,"about_ca_system_score_codex":0.0019488957,"about_ca_system_score_gemma":0.00498616,"threshold_uncertainty_score":0.12400657},"labels":[],"label_agreement":null},{"id":"W2610673825","doi":"10.18806/tesl.v34i1.1253","title":"L2 Vocabulary Teaching with Student- and Teacher-Generated Gestures: A Classroom Perspective","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University","keywords":"Gesture; Vocabulary; Pronunciation; Psychology; Action (physics); Action research; Vocabulary development; Perspective (graphical); Linguistics; Mathematics education; Computer science; Artificial intelligence; Philosophy","score_opus":0.023208784866762526,"score_gpt":0.3317660831894096,"score_spread":0.30855729832264706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610673825","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":[0.9425536,0.001059761,0.015288424,0.0015513757,0.000046157005,0.00013422832,0.00005022226,0.0001452732,0.03917104],"genre_scores_gemma":[0.9833945,0.0005112115,0.00802602,0.00016225495,0.000012355077,0.00009235827,0.000027880486,0.000028055885,0.0077453777],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9971873,0.0018061593,0.00007070387,0.00028821782,0.0002912531,0.0003563349],"domain_scores_gemma":[0.9986125,0.00079392304,0.00011392911,0.00006233109,0.00016399082,0.00025317748],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021970284,0.00067695125,0.00041671988,0.0008274375,0.0018472703,0.003994302,0.0008939489,0.001419631,0.0034956513],"category_scores_gemma":[0.0026778548,0.0002753303,0.000391484,0.00029992385,0.0037582603,0.0022583469,0.0032128475,0.0010551412,0.0006913481],"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":[0.00022837825,0.0012944008,0.03397649,0.00075206475,0.000044403547,0.004730587,0.76379055,0.0011000937,0.043083496,0.017235562,0.002028771,0.1317352],"study_design_scores_gemma":[0.00012044892,0.001908566,0.031770352,0.0006853832,0.00006790835,0.0034167576,0.8195735,0.0032659892,0.02131822,0.00549781,0.11224719,0.00012775778],"about_ca_topic_score_codex":0.0054397755,"about_ca_topic_score_gemma":0.009531669,"teacher_disagreement_score":0.0054397755,"about_ca_system_score_codex":0.0015954025,"about_ca_system_score_gemma":0.0015207488,"threshold_uncertainty_score":0.011694133},"labels":[],"label_agreement":null},{"id":"W2610699418","doi":"10.18806/tesl.v34i1.1255","title":"Academic and Social Adjustment of High School Refugee Youth in Newfoundland","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Refugee; Sociology; Pedagogy; Curriculum; Sexual orientation; Qualitative research; Population; Humanities; Gender studies; Psychology; Political science; Social science","score_opus":0.0263519640899793,"score_gpt":0.325193347399918,"score_spread":0.2988413833099387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610699418","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":[0.9984176,0.00022160873,0.000007116546,0.0002904642,0.000008415599,0.0000070841716,0.000051399416,0.0000015056658,0.0009946999],"genre_scores_gemma":[0.998326,0.0003132007,0.000026235155,0.00013837255,0.0000037986156,0.000011065524,0.00007067978,0.0000017838355,0.0011089542],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99906605,0.00014733334,0.000040205854,0.00007201301,0.00011768437,0.0005566457],"domain_scores_gemma":[0.99900514,0.00006804662,0.00023989967,0.000029302118,0.00016717202,0.00049053284],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008718034,0.00026273684,0.0005024569,0.0011143581,0.0052990993,0.0020899235,0.0006891612,0.00045731332,0.0018536187],"category_scores_gemma":[0.0013221294,0.0002674438,0.0002808837,0.0012883537,0.0021568646,0.0007858377,0.0028651867,0.0012705318,0.00019042585],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065998254,0.00019971014,0.69531184,0.00010079745,0.00003718074,0.0023181457,0.28310072,0.00005359176,0.0008196748,0.0004297538,0.0024259055,0.015136711],"study_design_scores_gemma":[0.000002544552,0.000048885322,0.6419914,0.00006501711,0.0000071401573,0.00025976915,0.3551135,0.000017825481,0.000065591135,0.000023821713,0.0023921162,0.000012372716],"about_ca_topic_score_codex":0.68355167,"about_ca_topic_score_gemma":0.87341046,"teacher_disagreement_score":0.31644833,"about_ca_system_score_codex":0.008388723,"about_ca_system_score_gemma":0.0061680856,"threshold_uncertainty_score":0.63662386},"labels":[],"label_agreement":null},{"id":"W2610828065","doi":"10.18806/tesl.v34i1.1254","title":"The Multicultural Cafe: Enhancing Authentic Interaction for Adult English Language Learners Through Service Learning","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Service-Learning and Community Engagement","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of British Columbia","keywords":"Service-learning; Multiculturalism; Pedagogy; Focus group; Service (business); Sociology; Psychology","score_opus":0.025565523770667346,"score_gpt":0.3211638445162166,"score_spread":0.29559832074554926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610828065","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":[0.909418,0.00088791916,0.017510701,0.0032030137,0.00022152333,0.0006742855,0.00015318024,0.0005203255,0.06741105],"genre_scores_gemma":[0.9501124,0.0009668214,0.03581035,0.00060176034,0.00006519106,0.00050229183,0.000118769116,0.000065826345,0.011756484],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99896705,0.0005958636,0.00002440565,0.00008406979,0.00011342102,0.00021519382],"domain_scores_gemma":[0.998086,0.00048344408,0.000113738904,0.000117159834,0.0001662408,0.0010334325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015359152,0.00038366613,0.0001938376,0.0005019794,0.002929214,0.0027416795,0.0009580576,0.0008729488,0.0080197435],"category_scores_gemma":[0.0026622505,0.00012876968,0.00044785344,0.00030630818,0.0014003216,0.0022576118,0.0056784255,0.0008461004,0.0013847802],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0005801627,0.0038818417,0.025870688,0.0022047083,0.00005914866,0.0043378086,0.25132087,0.00064174837,0.010751077,0.008201941,0.0324921,0.65965796],"study_design_scores_gemma":[0.0003780144,0.0044851257,0.060783718,0.0015969872,0.00014637689,0.005355406,0.36374736,0.0031680432,0.007963825,0.007122953,0.5450128,0.00023941392],"about_ca_topic_score_codex":0.002610982,"about_ca_topic_score_gemma":0.0096393945,"teacher_disagreement_score":0.997389,"about_ca_system_score_codex":0.00072567415,"about_ca_system_score_gemma":0.0025666445,"threshold_uncertainty_score":0.026828706},"labels":[],"label_agreement":null},{"id":"W2610921644","doi":"10.18806/tesl.v34i1.1256","title":"Promoting Process-Oriented Listening Instruction in the ESL Classroom","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Psychology; Process (computing); Mathematics education; Comprehension; Product (mathematics); Pedagogy; Linguistics; Computer science; Communication","score_opus":0.023470992735501878,"score_gpt":0.252409904032551,"score_spread":0.2289389112970491,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610921644","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":[0.5497655,0.029912239,0.32314053,0.0096533,0.000989734,0.0051580784,0.00035087057,0.0035321685,0.07749761],"genre_scores_gemma":[0.42231068,0.034589846,0.525924,0.0019250152,0.00030441798,0.0035669769,0.00041204097,0.00020756038,0.010759392],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.996985,0.0013870478,0.00024927224,0.0003278616,0.0008982856,0.00015258472],"domain_scores_gemma":[0.9928998,0.0042458274,0.0010916685,0.0002742077,0.0010571356,0.00043148475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004320403,0.00074762426,0.0005976204,0.004482978,0.00079071283,0.002824138,0.0014856191,0.001232213,0.002458634],"category_scores_gemma":[0.0095120305,0.00037188444,0.00061077334,0.0019303573,0.0009242042,0.0026879637,0.0029351125,0.0017415888,0.0010679221],"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":[0.00013365892,0.003119622,0.0073006833,0.011107491,0.000054703363,0.0007465549,0.021616947,0.0009424311,0.033146393,0.005869682,0.0065127513,0.90944904],"study_design_scores_gemma":[0.0016027036,0.0067325057,0.1675722,0.03607705,0.0011030589,0.0059689716,0.034040462,0.009489101,0.118771665,0.036592763,0.5815849,0.00046454844],"about_ca_topic_score_codex":0.0008631184,"about_ca_topic_score_gemma":0.0031029873,"teacher_disagreement_score":0.004482978,"about_ca_system_score_codex":0.000922784,"about_ca_system_score_gemma":0.0033160313,"threshold_uncertainty_score":0.022848725},"labels":[],"label_agreement":null},{"id":"W2611222420","doi":"10.18806/tesl.v34i1.1258","title":"The Margins as Third Space: EAP Teacher Professionalism in Canadian Universities","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Professionalization; Political science; Sociology; Mandate; Humanities; Library science; Social science; Art","score_opus":0.019591141770003827,"score_gpt":0.24944353540136763,"score_spread":0.2298523936313638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611222420","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":[0.8459395,0.0021054808,0.0016519584,0.016905144,0.0001632584,0.000043841326,0.00006824698,0.00005963318,0.13306281],"genre_scores_gemma":[0.9936266,0.00038681814,0.00017813918,0.00043958914,0.0000075727366,0.0000061929127,0.000008702919,0.000019051464,0.0053273877],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99367744,0.0015174666,0.0001421715,0.0004960397,0.0016360922,0.0025308423],"domain_scores_gemma":[0.99134576,0.0017783054,0.0006811492,0.00037161284,0.0022950931,0.0035280697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004796726,0.00026603008,0.00043874452,0.0018119013,0.04308673,0.0126574505,0.0014178501,0.0022252675,0.0052746898],"category_scores_gemma":[0.008937892,0.00047071176,0.000318315,0.0025666761,0.032605324,0.004766103,0.010125483,0.0037430816,0.00030200413],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007161795,0.000026977998,0.00989407,0.00009481849,0.000004361937,0.00058358844,0.9081411,0.000106641244,0.0006797157,0.057069276,0.0043468634,0.018981058],"study_design_scores_gemma":[0.0000082699635,0.000021974574,0.019839745,0.00020376983,0.000007871908,0.0001981085,0.90288085,0.00021042433,0.00030555858,0.004571492,0.07170683,0.00004512357],"about_ca_topic_score_codex":0.9539763,"about_ca_topic_score_gemma":0.9807357,"teacher_disagreement_score":0.90264004,"about_ca_system_score_codex":0.09735993,"about_ca_system_score_gemma":0.14356905,"threshold_uncertainty_score":0.7063991},"labels":[],"label_agreement":null},{"id":"W2611549767","doi":"10.18806/tesl.v34i1.1260","title":"Post-Admission Language Assessment of University Students (J. Read (ed.), 2016)","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language assessment; Psychology; Linguistics; Mathematics education; Pedagogy; Philosophy","score_opus":0.01633748164551186,"score_gpt":0.3578796298138933,"score_spread":0.34154214816838147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611549767","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9808178,0.003890017,0.00054649345,0.003519815,0.00078613596,0.00012488531,0.00041708903,0.00013218346,0.009765625],"genre_scores_gemma":[0.9764837,0.00341034,0.0016458331,0.00049910176,0.00013110318,0.00008045252,0.0004615321,0.000038915096,0.017249055],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99849296,0.00046605364,0.00017646233,0.000069396076,0.0006176528,0.0001774372],"domain_scores_gemma":[0.9890127,0.0013250369,0.00085038797,0.00018010182,0.0049477094,0.00368414],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029417481,0.00033273906,0.000598689,0.0012647182,0.0008977062,0.0015566177,0.0008086871,0.0006484619,0.00461319],"category_scores_gemma":[0.022321317,0.00016462439,0.00035509688,0.00062109885,0.00039076587,0.0006897739,0.0019644634,0.001429416,0.0026298922],"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":[0.0015765117,0.0031819132,0.2100756,0.00030231706,0.000053675103,0.00072720234,0.0081645185,0.00031313204,0.0014478753,0.0001447232,0.042842455,0.7311701],"study_design_scores_gemma":[0.00012259308,0.0054143094,0.94937366,0.0007434161,0.00011279143,0.0011501325,0.01894109,0.00082182226,0.004705361,0.00052163657,0.01794788,0.00014532001],"about_ca_topic_score_codex":0.027223177,"about_ca_topic_score_gemma":0.07074386,"teacher_disagreement_score":0.027223177,"about_ca_system_score_codex":0.0012860132,"about_ca_system_score_gemma":0.0039986484,"threshold_uncertainty_score":0.05412942},"labels":[],"label_agreement":null},{"id":"W2611789256","doi":"10.18806/tesl.v34i1.1259","title":"Beyond Methodology: English Language Learners K–12 (Myles, 2015)","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Language assessment; Comprehension approach; Language education; Pedagogy; Philosophy","score_opus":0.06751507101301,"score_gpt":0.30013669389613923,"score_spread":0.2326216228831292,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611789256","genre_codex":"empirical","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.53537035,0.019886894,0.01670594,0.07744791,0.0013698898,0.0002595655,0.0004947719,0.0002662059,0.3481984],"genre_scores_gemma":[0.8181323,0.009119641,0.011035972,0.0059811147,0.000120907134,0.00018601104,0.0002054943,0.00020586069,0.15501262],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99730384,0.0015431737,0.00013314733,0.00017633068,0.00045178598,0.00039175592],"domain_scores_gemma":[0.9933368,0.0021705169,0.00043864193,0.00040906048,0.0018948402,0.0017501325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00886581,0.00033946408,0.00031956867,0.0010096254,0.008897056,0.012755674,0.000808869,0.0016302647,0.008327717],"category_scores_gemma":[0.010295576,0.00026024895,0.00027892942,0.0018047334,0.0054028835,0.010451194,0.005441337,0.0023306345,0.0017093299],"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":[0.00011359565,0.00036297066,0.022089213,0.00039015806,0.00001532224,0.0007907331,0.52676374,0.00014537836,0.0009381863,0.13275962,0.057994813,0.2576363],"study_design_scores_gemma":[0.000025863526,0.00011363848,0.02124726,0.0014034534,0.00002026133,0.00064503006,0.4004124,0.0001719156,0.0011619491,0.03688247,0.5378582,0.000057565892],"about_ca_topic_score_codex":0.12378503,"about_ca_topic_score_gemma":0.2728447,"teacher_disagreement_score":0.12378503,"about_ca_system_score_codex":0.008041506,"about_ca_system_score_gemma":0.03245579,"threshold_uncertainty_score":0.24612904},"labels":[],"label_agreement":null},{"id":"W2787927993","doi":"10.18806/tesl.v34i2.1263","title":"A Word from the Editors","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.06927596422565124,"score_gpt":0.44067849033626855,"score_spread":0.3714025261106173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2787927993","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00006491836,0.0033452453,0.00014763932,0.18708348,0.8037369,0.000018621127,0.00009534348,0.00010953819,0.0053982055],"genre_scores_gemma":[0.001997196,0.0055466695,0.00037465894,0.25582835,0.62096864,0.000056058918,0.00018230872,0.00029382957,0.114752255],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99423164,0.0008545,0.0005189707,0.0008349767,0.0030367896,0.0005230745],"domain_scores_gemma":[0.962682,0.0056071877,0.0016280137,0.0015251696,0.021134714,0.0074229776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060246894,0.0017139578,0.0014856014,0.0017300089,0.0042417524,0.012203314,0.0027904848,0.008472675,0.05890826],"category_scores_gemma":[0.054110926,0.00063552946,0.001217099,0.0012325159,0.0022568712,0.0072599035,0.0032355986,0.0156224705,0.05333171],"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":[0.0000062908152,0.0000031091936,0.000023044246,0.000027910679,0.0000014533193,0.000021919775,0.000015097328,0.0000041651383,0.0000192316,0.0002635668,0.99634796,0.0032662833],"study_design_scores_gemma":[0.0000049296514,0.0000071515356,0.000087784254,0.00009367445,0.0000037096866,0.00009441274,0.000069165726,0.000015518664,0.000047085403,0.0004382017,0.99912995,0.000008423017],"about_ca_topic_score_codex":0.002504845,"about_ca_topic_score_gemma":0.0052958275,"teacher_disagreement_score":0.05890826,"about_ca_system_score_codex":0.0026045686,"about_ca_system_score_gemma":0.00833866,"threshold_uncertainty_score":0.19706774},"labels":[],"label_agreement":null},{"id":"W2788114391","doi":"10.18806/tesl.v34i2.1267","title":"A Three-Stage Model for Implementing Focused Written Corrective Feedback","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Operationalization; Focus (optics); Computer science; Mathematics education; Pedagogy; Linguistics; Psychology; Humanities; Philosophy; Epistemology; Physics","score_opus":0.08640172024718545,"score_gpt":0.281232044605208,"score_spread":0.19483032435802256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788114391","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.03690275,0.0005714088,0.90787375,0.0033421393,0.00016219114,0.005666896,0.00023526046,0.0042925747,0.040953103],"genre_scores_gemma":[0.2843189,0.0005290114,0.69220954,0.000746405,0.000034958102,0.004037023,0.00032535862,0.00022754495,0.017571209],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9817661,0.009744014,0.0010549474,0.00247563,0.0041068997,0.00085242087],"domain_scores_gemma":[0.97511077,0.011569123,0.0026943407,0.0035111115,0.0058915736,0.0012229244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01621376,0.0021392503,0.00071024516,0.0024737734,0.0018966618,0.006158695,0.0046407795,0.00465187,0.011095905],"category_scores_gemma":[0.031035958,0.001813615,0.0019936773,0.0014187963,0.004769164,0.007000812,0.0034134279,0.002756103,0.004755972],"study_design_candidate":"theoretical_or_conceptual","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":[0.0013745477,0.0023592338,0.022825094,0.0033861583,0.0003503464,0.0020847954,0.0418878,0.062501736,0.052005574,0.27068725,0.007980942,0.53255653],"study_design_scores_gemma":[0.0012579891,0.008308788,0.023160547,0.0034023966,0.0006224636,0.0033213461,0.013295418,0.46380618,0.061555885,0.2610693,0.15917715,0.0010225673],"about_ca_topic_score_codex":0.008641358,"about_ca_topic_score_gemma":0.006942993,"teacher_disagreement_score":0.01621376,"about_ca_system_score_codex":0.0048556775,"about_ca_system_score_gemma":0.013849327,"threshold_uncertainty_score":0.0857476},"labels":[],"label_agreement":null},{"id":"W2788184623","doi":"10.18806/tesl.v34i2.1265","title":"Learners’ Attitudes Toward “English-Only” Institutional Policies: Language Use Outside the Classroom","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Feeling; Psychology; Agency (philosophy); Language proficiency; Pedagogy; Language policy; Mathematics education; Test of English as a Foreign Language; English language; Language assessment; Sociology; Social psychology","score_opus":0.06122454623527319,"score_gpt":0.2754336529404977,"score_spread":0.21420910670522453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788184623","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":[0.998558,0.000031481813,0.00007468382,0.00024002497,0.000004323401,0.0000062667273,0.000004248926,0.000002380238,0.0010787541],"genre_scores_gemma":[0.9993456,0.00006819455,0.00007494737,0.00014450177,0.0000025377951,0.000008474675,0.0000065371346,0.0000016834924,0.0003474486],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9969831,0.0014266529,0.00021818223,0.00025095386,0.00061895547,0.0005020714],"domain_scores_gemma":[0.9912129,0.002645443,0.0029480234,0.00031546492,0.00097610557,0.0019020288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054090363,0.0002303257,0.00033969292,0.0006499673,0.0030193413,0.004320719,0.0007337445,0.0010103206,0.0019266017],"category_scores_gemma":[0.00863935,0.00026599687,0.0003595772,0.00047576337,0.0032026812,0.0022691467,0.002633497,0.0017635494,0.00023002767],"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":[0.00012253092,0.00086865807,0.5581693,0.00013880746,0.00004672074,0.0007014049,0.40601572,0.00019134668,0.0032948824,0.0019143028,0.0008194988,0.027716791],"study_design_scores_gemma":[0.000012627594,0.0004975509,0.19028343,0.00015044808,0.00003457208,0.00032672827,0.8016755,0.00036206155,0.0015309132,0.00042916255,0.004644049,0.00005299549],"about_ca_topic_score_codex":0.005980398,"about_ca_topic_score_gemma":0.00868656,"teacher_disagreement_score":0.005980398,"about_ca_system_score_codex":0.0014573482,"about_ca_system_score_gemma":0.002015745,"threshold_uncertainty_score":0.028606057},"labels":[],"label_agreement":null},{"id":"W2788970100","doi":"10.18806/tesl.v34i2.1266","title":"Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Psychology; Grammar; Turkish; Linguistics; Philosophy","score_opus":0.015909662424637563,"score_gpt":0.21107396747925636,"score_spread":0.1951643050546188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788970100","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":[0.9976057,0.00012557031,0.0007056018,0.000031111347,0.000007612647,0.000052939296,0.0000091912,0.000011483829,0.0014507711],"genre_scores_gemma":[0.9948531,0.00033126643,0.0038041857,0.000041964613,0.000016457652,0.000097901175,0.00004738505,0.000014904311,0.0007929515],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9982804,0.0007315707,0.00015032581,0.00026881072,0.00043305708,0.00013583642],"domain_scores_gemma":[0.9855576,0.011620083,0.0015238461,0.00058618514,0.0003438697,0.0003684788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002069752,0.00045106228,0.0005517377,0.0004881758,0.00022713754,0.0006841622,0.00044687244,0.0003841247,0.0019818367],"category_scores_gemma":[0.014631192,0.00019815378,0.00028150028,0.00031319633,0.00072924857,0.0009474308,0.0008846144,0.00060376286,0.0002546029],"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":[0.014183931,0.016392466,0.06577377,0.00180152,0.00047132172,0.000399865,0.009226091,0.0016929937,0.101403594,0.0015993547,0.00034838566,0.7867066],"study_design_scores_gemma":[0.003933001,0.099888586,0.6982933,0.0004915321,0.0017365449,0.00092009065,0.004465,0.006629674,0.17266358,0.0034376557,0.007318616,0.00022242182],"about_ca_topic_score_codex":0.0009118588,"about_ca_topic_score_gemma":0.00085713627,"teacher_disagreement_score":0.002069752,"about_ca_system_score_codex":0.00036385033,"about_ca_system_score_gemma":0.00073774206,"threshold_uncertainty_score":0.010946035},"labels":[],"label_agreement":null},{"id":"W2789160738","doi":"10.18806/tesl.v34i2.1264","title":"An EAP Program and Students’ Success at a Canadian University","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"English for academic purposes; Discipline; Psychology; Pedagogy; Library science; Medical education; Sociology; Medicine; Computer science","score_opus":0.01589648681174712,"score_gpt":0.24362704001986465,"score_spread":0.22773055320811753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2789160738","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":[0.98586535,0.0002921142,0.00011170911,0.0027926627,0.0000696098,0.000054431042,0.00007992647,0.000016332506,0.01071791],"genre_scores_gemma":[0.994335,0.00030146187,0.00018839778,0.0005280968,0.000009783286,0.000022437885,0.000038302205,0.000011713282,0.004564682],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99299544,0.0013229182,0.00014967464,0.0004476427,0.0021337182,0.002950649],"domain_scores_gemma":[0.98419607,0.001274539,0.0008603479,0.00016866575,0.0037974687,0.009702976],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004720347,0.00039745914,0.00055624126,0.0016605272,0.029243197,0.0069116657,0.0024453984,0.0013764375,0.0058319215],"category_scores_gemma":[0.009600289,0.0004383971,0.0004814576,0.0020404777,0.0063396036,0.0016907098,0.0051725875,0.0035000574,0.0004586289],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012915401,0.0005024138,0.12542799,0.00018035395,0.000025844945,0.0017536056,0.82644236,0.000121245685,0.001647529,0.0031003777,0.0071703293,0.03349884],"study_design_scores_gemma":[0.000008805048,0.0001486188,0.08889958,0.0001579089,0.00001151907,0.00023266599,0.8861749,0.00013045878,0.0003119246,0.0001411387,0.023705183,0.00007729228],"about_ca_topic_score_codex":0.93152004,"about_ca_topic_score_gemma":0.96500975,"teacher_disagreement_score":0.949658,"about_ca_system_score_codex":0.05034201,"about_ca_system_score_gemma":0.09322165,"threshold_uncertainty_score":0.36525857},"labels":[],"label_agreement":null},{"id":"W2789194455","doi":"10.18806/tesl.v34i2.1268","title":"The Ins and Outs of ESL in Canada: How the Past Can Inform the Future","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; Literacy; Frontier; Curriculum; Nothing; Happening; Sociology; Pedagogy; Political science; Humanities; History; Law; Art; Art history","score_opus":0.03464619701907172,"score_gpt":0.3543846679448514,"score_spread":0.31973847092577967,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2789194455","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":[0.16393346,0.06507223,0.0021348072,0.46664825,0.002762398,0.000119527795,0.0028567228,0.00015975651,0.29631284],"genre_scores_gemma":[0.9084171,0.031765424,0.0019581455,0.016745167,0.0002000631,0.00005087071,0.00061471167,0.00013546478,0.04011305],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9936172,0.0009953293,0.00017641237,0.000542295,0.0018833585,0.0027855583],"domain_scores_gemma":[0.98949146,0.0013250988,0.0005237177,0.00028109542,0.004775287,0.0036033161],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004993395,0.0006113228,0.00072057056,0.0041061155,0.04929529,0.018557113,0.0027314369,0.0030347519,0.009130917],"category_scores_gemma":[0.011998529,0.00067351235,0.00051032525,0.009892654,0.01920571,0.008774529,0.008559378,0.008572548,0.0006060587],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00014479019,0.00008665029,0.042846527,0.00084910484,0.00007616468,0.0024294283,0.36631662,0.0010170159,0.0004310268,0.27794436,0.16119252,0.14666584],"study_design_scores_gemma":[0.000011168601,0.000019998599,0.033347517,0.0017333924,0.00005538561,0.0003144753,0.40770638,0.0007167291,0.00030274809,0.017667659,0.5379013,0.00022326045],"about_ca_topic_score_codex":0.9986939,"about_ca_topic_score_gemma":0.9993844,"teacher_disagreement_score":0.69913566,"about_ca_system_score_codex":0.30086437,"about_ca_system_score_gemma":0.43391806,"threshold_uncertainty_score":0.81089824},"labels":[],"label_agreement":null},{"id":"W2789534223","doi":"10.18806/tesl.v34i3.1275","title":"On the Role of Media Input in the Learning of Formulaic Sequences by EFL Learners","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"CLIPS; Psychology; Humanities; Pedagogy; Mathematics education; Art; Computer science; Artificial intelligence","score_opus":0.012151802882706788,"score_gpt":0.2720883627164344,"score_spread":0.2599365598337276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2789534223","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":[0.99828416,0.00018618003,0.000101052734,0.000046557972,0.000004024976,0.000011992055,0.000006539901,0.0000023244645,0.0013571877],"genre_scores_gemma":[0.9971866,0.0006373851,0.0006030384,0.000047411115,0.000007979899,0.000028427696,0.000023803183,0.0000034701186,0.0014619202],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988777,0.00053677853,0.00005298875,0.00009276812,0.00029810905,0.00014159174],"domain_scores_gemma":[0.99354774,0.004343078,0.000796817,0.0001455901,0.0007390904,0.00042764624],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020495758,0.00039749226,0.00027120634,0.0006068572,0.0005795675,0.0013611006,0.00043492165,0.00048584215,0.002686167],"category_scores_gemma":[0.009809067,0.00018444097,0.00020510251,0.00024037801,0.00061258645,0.00085973047,0.00081582146,0.00060091715,0.00032915774],"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":[0.0028064928,0.0074491105,0.42185777,0.0012554167,0.00011060438,0.003040556,0.15841529,0.00043699495,0.05767213,0.0012490746,0.0007447275,0.3449618],"study_design_scores_gemma":[0.0002306764,0.011952701,0.76115686,0.0010329281,0.00039007384,0.0022248419,0.1615561,0.001582341,0.04079639,0.0017969562,0.017149992,0.00013008458],"about_ca_topic_score_codex":0.0017112114,"about_ca_topic_score_gemma":0.0020785835,"teacher_disagreement_score":0.002686167,"about_ca_system_score_codex":0.0003973324,"about_ca_system_score_gemma":0.00085248944,"threshold_uncertainty_score":0.010839343},"labels":[],"label_agreement":null},{"id":"W2790865547","doi":"10.18806/tesl.v34i3.1278","title":"Factors Impacting Recognition of False Collocations by Speakers of English as L1 and L2","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Linguistics; Psychology; Reading comprehension; Collocation (remote sensing); Meaning (existential); Reading (process); Computer science; Philosophy","score_opus":0.023038372431467086,"score_gpt":0.2943490586635766,"score_spread":0.2713106862321095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790865547","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":[0.9995097,0.00003045818,0.00005261166,0.000029447887,0.0000016565014,0.0000030095766,0.000008000748,0.0000026669782,0.00036243134],"genre_scores_gemma":[0.9991991,0.000048556965,0.000086893575,0.00002915643,0.0000029221108,0.0000057225793,0.000032411222,0.0000061699707,0.000589062],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99847645,0.0005197918,0.00016102215,0.00022963299,0.00039586425,0.00021721567],"domain_scores_gemma":[0.9885942,0.005186152,0.0034315872,0.00046568146,0.0015167985,0.00080559636],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022265003,0.0004186516,0.00025574514,0.0006053261,0.0006315727,0.0026551548,0.00032562762,0.00051796396,0.0029052456],"category_scores_gemma":[0.014750746,0.0003247806,0.00022343511,0.00020856845,0.0010656791,0.0011413901,0.0013404781,0.00071918644,0.00060169655],"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":[0.000437569,0.00017596444,0.82740736,0.00007911923,0.00003601008,0.0011374246,0.1352523,0.0000900012,0.019534942,0.00020721897,0.00029166174,0.015350511],"study_design_scores_gemma":[0.000020449177,0.00052510074,0.8852866,0.00005950173,0.000043437634,0.0021573666,0.10440899,0.000760796,0.004876032,0.00021942792,0.0015760257,0.00006618852],"about_ca_topic_score_codex":0.0062341653,"about_ca_topic_score_gemma":0.0061189206,"teacher_disagreement_score":0.0062341653,"about_ca_system_score_codex":0.00033456585,"about_ca_system_score_gemma":0.00032712086,"threshold_uncertainty_score":0.01239574},"labels":[],"label_agreement":null},{"id":"W2791005017","doi":"10.18806/tesl.v34i3.1276","title":"Teaching Formulaic Sequences in an English- Language Class: The Effects of Explicit Instruction Versus Coursebook Instruction","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Class (philosophy); Sheltered instruction; Linguistics; Mathematics education; Psychology; Language education; Computer science; Comprehension approach; Artificial intelligence; Philosophy","score_opus":0.010200261055822623,"score_gpt":0.29108662547343983,"score_spread":0.2808863644176172,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791005017","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":[0.99916303,0.00015618205,0.00031747634,0.000008774559,0.000006685399,0.00003504148,0.000005465557,0.0000074954078,0.00029995805],"genre_scores_gemma":[0.9950706,0.00053086516,0.0032099506,0.00003638523,0.000018079285,0.0000782495,0.000044855526,0.000007327731,0.0010038178],"study_design_codex":"design_other","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9991092,0.00029457588,0.00009182357,0.00015713963,0.0002675647,0.000079774814],"domain_scores_gemma":[0.99261874,0.005309465,0.0010357893,0.00033084478,0.00021053171,0.00049474364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007436366,0.000497059,0.00045679268,0.00023613064,0.00015111238,0.00052546413,0.0004381003,0.00032121016,0.0022673965],"category_scores_gemma":[0.008007159,0.0002131709,0.00022053841,0.00017470367,0.0003300942,0.00049982104,0.00067497167,0.00049001846,0.00016794105],"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":[0.02744712,0.03663885,0.03870258,0.002733227,0.0004764244,0.000490645,0.0046180254,0.0022018596,0.26093096,0.0005240959,0.00028179,0.62495446],"study_design_scores_gemma":[0.0052665863,0.24553879,0.4990384,0.00079662446,0.0015078392,0.0008518297,0.002921416,0.005944189,0.22798565,0.00086318236,0.009083757,0.00020169461],"about_ca_topic_score_codex":0.00047323588,"about_ca_topic_score_gemma":0.0009174385,"teacher_disagreement_score":0.0022673965,"about_ca_system_score_codex":0.00021515037,"about_ca_system_score_gemma":0.000365757,"threshold_uncertainty_score":0.007585168},"labels":[],"label_agreement":null},{"id":"W2791527737","doi":"10.18806/tesl.v34i3.1272","title":"Building Speaking Fluency with Multiword Expressions","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Victoria University; Victoria University of Wellington","keywords":"Fluency; Psychology; Humanities; Linguistics; Art; Philosophy; Mathematics education","score_opus":0.02138506624090293,"score_gpt":0.23537657942889526,"score_spread":0.2139915131879923,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791527737","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":[0.9811368,0.0002140785,0.014959856,0.00008218102,0.000035907295,0.0002395849,0.000054834545,0.00031007634,0.002966576],"genre_scores_gemma":[0.96245325,0.00039583008,0.032389298,0.00007813577,0.00003199153,0.0005664449,0.00021172118,0.00009061781,0.0037826463],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978102,0.0007062457,0.0002096385,0.00039068467,0.0006428307,0.00024050924],"domain_scores_gemma":[0.9936661,0.0038867735,0.0008088337,0.00064740126,0.0005582555,0.0004326224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002218449,0.0009996217,0.0007551497,0.0007607159,0.00035502375,0.0014116021,0.00094151776,0.0005431217,0.00457571],"category_scores_gemma":[0.010207253,0.00036192322,0.0005896189,0.00021934396,0.0006352176,0.001229061,0.0018160561,0.00076403713,0.00088046776],"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":[0.003139553,0.012395439,0.03466223,0.0012877636,0.00015551766,0.0006336657,0.013022227,0.0025820949,0.269884,0.0012644165,0.0012724196,0.65970075],"study_design_scores_gemma":[0.0016347796,0.041334447,0.37716314,0.0007885306,0.0012544101,0.003002768,0.009575018,0.026826115,0.49757937,0.009578843,0.030850809,0.00041172226],"about_ca_topic_score_codex":0.00069800514,"about_ca_topic_score_gemma":0.00077062025,"teacher_disagreement_score":0.00457571,"about_ca_system_score_codex":0.0005184959,"about_ca_system_score_gemma":0.00071209273,"threshold_uncertainty_score":0.015307248},"labels":[],"label_agreement":null},{"id":"W2792254679","doi":"10.18806/tesl.v34i3.1274","title":"A Study in Enhancing L2 Learners' Utility with Written Academic Formulaic Sequences","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Significant difference; Intervention (counseling); Psychology; Humanities; Linguistics; Art; Philosophy; Mathematics; Statistics","score_opus":0.027412013051689738,"score_gpt":0.3280737679734958,"score_spread":0.3006617549218061,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2792254679","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":[0.99642366,0.00020186401,0.00062810956,0.00010346215,0.000029913494,0.000619054,0.000026165142,0.000024325482,0.0019433504],"genre_scores_gemma":[0.97503006,0.0011529891,0.010992776,0.00044671848,0.00006062267,0.002780252,0.000120634584,0.00003027723,0.009385499],"study_design_codex":"nonrandomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.99738294,0.0011747901,0.0002108288,0.00043594104,0.0005431711,0.00025241185],"domain_scores_gemma":[0.99350935,0.004081127,0.00054718513,0.00045683206,0.00057812186,0.00082738005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036837745,0.0010302868,0.0010208975,0.00063989294,0.0010368412,0.0013197509,0.0012545903,0.0012821234,0.006006169],"category_scores_gemma":[0.009511087,0.00049248437,0.00087261654,0.0005199946,0.0010506875,0.0015713217,0.0011471644,0.0023390271,0.0007565554],"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":[0.008649214,0.5371993,0.017579347,0.006118531,0.00030284227,0.0006502966,0.054677352,0.0008153724,0.036337934,0.0021443507,0.001687165,0.33383825],"study_design_scores_gemma":[0.016347906,0.68626374,0.13836935,0.0014960377,0.0011447773,0.0009513245,0.023099089,0.002394441,0.09363061,0.002276631,0.033834115,0.00019185785],"about_ca_topic_score_codex":0.0018850707,"about_ca_topic_score_gemma":0.0024353492,"teacher_disagreement_score":0.006006169,"about_ca_system_score_codex":0.0010414912,"about_ca_system_score_gemma":0.0023305868,"threshold_uncertainty_score":0.020092666},"labels":[],"label_agreement":null},{"id":"W2792778734","doi":"10.18806/tesl.v34i3.1273","title":"\"To Whom it May Concern\": A Study on the Use of Lexical Bundles in Email Writing Tasks in an English Proficiency Test","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Test (biology); Psychology; Lexical density; Function (biology); Lexical item; Philosophy","score_opus":0.11937122285642932,"score_gpt":0.31931854721240904,"score_spread":0.19994732435597973,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2792778734","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":[0.9994531,0.000014207346,0.000039574526,0.000056969486,0.0000023971031,0.00001640665,0.000011201399,0.0000010864167,0.0004051204],"genre_scores_gemma":[0.99707675,0.000074114454,0.00025159545,0.00027967567,0.000007664484,0.000079022815,0.000048479207,0.000010616025,0.0021720245],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9971956,0.0011506083,0.00023460199,0.00030644622,0.0006812895,0.00043137607],"domain_scores_gemma":[0.9912574,0.003573323,0.0017888548,0.00039087012,0.0017338895,0.0012557588],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049431333,0.00045615784,0.00047742407,0.0008938671,0.0024859903,0.002868701,0.0009824862,0.00096851145,0.0015794022],"category_scores_gemma":[0.017346175,0.00052292715,0.0002810862,0.00059144426,0.0017387997,0.002003914,0.0018890719,0.0019280757,0.0008089095],"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":[0.00018073073,0.0024887512,0.2146392,0.00011501625,0.000020368287,0.002622573,0.7547082,0.000038229235,0.005348801,0.00022496721,0.00086626865,0.018746948],"study_design_scores_gemma":[0.000025447864,0.0015210323,0.41634858,0.0000849653,0.000021669408,0.0015075025,0.57059234,0.0003483441,0.0017750603,0.00015736117,0.0075572524,0.00006054156],"about_ca_topic_score_codex":0.011842112,"about_ca_topic_score_gemma":0.025664441,"teacher_disagreement_score":0.011842112,"about_ca_system_score_codex":0.0010191319,"about_ca_system_score_gemma":0.0013712177,"threshold_uncertainty_score":0.02614212},"labels":[],"label_agreement":null},{"id":"W2793474205","doi":"10.18806/tesl.v34i3.1277","title":"Improving English Learners’ Productive Collocation Knowledge: The Effects of Involvement Load, Spacing, and Intentionality","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Intentionality; Collocation (remote sensing); Verb; Operationalization; Cognitive load; Linguistics; Cognition; Cognitive psychology; Computer science","score_opus":0.008823907485748784,"score_gpt":0.2632199309812453,"score_spread":0.2543960234954965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793474205","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":[0.99958867,0.000019523557,0.00014834372,0.00000808414,0.000003301476,0.000030830965,0.0000057308134,0.000007064547,0.00018841012],"genre_scores_gemma":[0.99667513,0.00011012886,0.0022641087,0.000016126236,0.000010329022,0.00012124242,0.000034951565,0.000007873974,0.0007601073],"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","domain_scores_codex":[0.99895716,0.00020638907,0.00013214607,0.00025494472,0.00029390084,0.00015542691],"domain_scores_gemma":[0.99541026,0.0027858655,0.00053844566,0.00032596526,0.00016809156,0.0007713062],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009647125,0.00066324964,0.00079174235,0.0004095081,0.00048276276,0.0008289803,0.0006439525,0.0005530521,0.002295104],"category_scores_gemma":[0.0040999684,0.00038293752,0.00035661366,0.00017633945,0.0008488901,0.00073185377,0.0013158101,0.0010070504,0.00024028475],"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":[0.02257462,0.1480337,0.0478381,0.001120501,0.00023886072,0.0006551569,0.01368451,0.001468002,0.5336871,0.0006964871,0.00024190165,0.2297611],"study_design_scores_gemma":[0.004677904,0.26893193,0.29787856,0.00015376597,0.00055224804,0.00074171915,0.0043684146,0.0038666571,0.412887,0.0014446864,0.004321867,0.00017518307],"about_ca_topic_score_codex":0.00066379225,"about_ca_topic_score_gemma":0.0010316755,"teacher_disagreement_score":0.002295104,"about_ca_system_score_codex":0.00030761398,"about_ca_system_score_gemma":0.0005222012,"threshold_uncertainty_score":0.0076779127},"labels":[],"label_agreement":null},{"id":"W2793514252","doi":"10.18806/tesl.v34i3.1279","title":"An Emerging Pedagogical Approach to Teaching Pragmatic Formulas","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Pragmatics; Competence (human resources); Linguistics; Raising (metalworking); Psychology; Pedagogy; Sociology; Mathematics education; Philosophy; Mathematics; Social psychology","score_opus":0.05100560350860081,"score_gpt":0.3868622303695195,"score_spread":0.33585662686091866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793514252","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.10725043,0.0058806096,0.64542526,0.012415508,0.0007559286,0.00090765033,0.00009357489,0.0009804663,0.22629064],"genre_scores_gemma":[0.47126466,0.008006899,0.45961106,0.0022358194,0.00025753115,0.000817198,0.00012864657,0.00016517726,0.05751305],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988661,0.00037890318,0.000047028097,0.00016975182,0.000450525,0.00008764029],"domain_scores_gemma":[0.99920064,0.0003547013,0.0000730572,0.00008305527,0.00016932191,0.00011922503],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013078781,0.00057254767,0.00024336136,0.0008618175,0.00091573416,0.0021737786,0.0015720745,0.0009909086,0.0073283995],"category_scores_gemma":[0.0025827754,0.00025679384,0.00042682645,0.0005796935,0.0026387211,0.0022777845,0.0028274257,0.0019796838,0.0011948477],"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":[0.000067414636,0.00092952204,0.0030444446,0.0016234011,0.000022760263,0.0007267296,0.03274455,0.0010277265,0.030367626,0.393842,0.007876333,0.52772754],"study_design_scores_gemma":[0.00014480366,0.0007624328,0.0057504214,0.0013644864,0.00005706936,0.0019572708,0.013239838,0.011332289,0.015011078,0.27730358,0.67301255,0.00006422302],"about_ca_topic_score_codex":0.003557374,"about_ca_topic_score_gemma":0.01215772,"teacher_disagreement_score":0.0073283995,"about_ca_system_score_codex":0.0025383108,"about_ca_system_score_gemma":0.003502628,"threshold_uncertainty_score":0.024515927},"labels":[],"label_agreement":null},{"id":"W2793732381","doi":"10.18806/tesl.v34i3.1280","title":"Learning and Teaching L2 Collocations: Insights from Research","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second language; Linguistics; Humanities; Psychology; Second-language acquisition; Philosophy","score_opus":0.032472722702914,"score_gpt":0.3790181195914834,"score_spread":0.3465453968885694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793732381","genre_codex":"empirical","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":[0.69728625,0.1348629,0.012041443,0.018870236,0.0002582019,0.0002483434,0.00023397438,0.0000758026,0.13612291],"genre_scores_gemma":[0.92563754,0.06230982,0.005052243,0.0012502519,0.00008051961,0.00016086953,0.00012293967,0.000046979752,0.005338794],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9938862,0.003354092,0.000306665,0.00074894243,0.0012135326,0.0004907414],"domain_scores_gemma":[0.9764414,0.019251635,0.0012203334,0.00051201007,0.0017774771,0.0007971872],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008041977,0.00064366567,0.0005672846,0.0031942406,0.0019113,0.0060997386,0.001088176,0.0016108426,0.0036310754],"category_scores_gemma":[0.013473908,0.00054595247,0.00034387765,0.003856684,0.0047835256,0.008200353,0.0032326488,0.001997283,0.0007748901],"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":[0.0002441502,0.0020531418,0.01924333,0.005449551,0.00008419855,0.0017159077,0.52746785,0.00046178358,0.0043212236,0.06213517,0.0047087376,0.37211487],"study_design_scores_gemma":[0.000096887896,0.0007470773,0.057030432,0.01129697,0.00014648958,0.0016967423,0.6202867,0.001584709,0.0072386255,0.047983926,0.25176886,0.0001225875],"about_ca_topic_score_codex":0.006019107,"about_ca_topic_score_gemma":0.011904389,"teacher_disagreement_score":0.008041977,"about_ca_system_score_codex":0.0046703843,"about_ca_system_score_gemma":0.005313261,"threshold_uncertainty_score":0.042530537},"labels":[],"label_agreement":null},{"id":"W2793793264","doi":"10.18806/tesl.v34i3.1271","title":"Teaching Formulaic Sequences in the Classroom: Effects on Spoken Fluency","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of North Texas","keywords":"Fluency; Psychology; Linguistics; Active listening; Mathematics education; Communication; Philosophy","score_opus":0.011608523572822507,"score_gpt":0.2992850086155483,"score_spread":0.2876764850427258,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793793264","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":[0.9994311,0.000059218328,0.0001037958,0.000024248215,0.000011274167,0.000043562748,0.000012542338,0.000019153073,0.00029514014],"genre_scores_gemma":[0.9962282,0.00021695654,0.0018566225,0.000044556025,0.000023861658,0.00020905756,0.000045350745,0.000010541323,0.001364893],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990289,0.0003266206,0.00008721681,0.00022894792,0.00016694434,0.00016139497],"domain_scores_gemma":[0.996669,0.0015297573,0.00041918125,0.00014551832,0.0001839094,0.0010526153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00068135187,0.00062631746,0.0010126396,0.0004237389,0.0004864432,0.00071711786,0.00060471485,0.0007084261,0.0028377927],"category_scores_gemma":[0.0037809717,0.0002657497,0.0003872221,0.00019504305,0.0006998175,0.0004230949,0.0007380971,0.0009522216,0.00032741635],"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":[0.061288092,0.20004965,0.022150481,0.002039384,0.00044817914,0.00095715735,0.010690476,0.001364912,0.27431306,0.00033572526,0.00083973113,0.42552322],"study_design_scores_gemma":[0.011557784,0.58475244,0.2571711,0.00044978136,0.0014436711,0.00052275707,0.006616391,0.0043888306,0.1266743,0.0007931442,0.0054426584,0.00018722231],"about_ca_topic_score_codex":0.0016370557,"about_ca_topic_score_gemma":0.002351789,"teacher_disagreement_score":0.0028377927,"about_ca_system_score_codex":0.0003954008,"about_ca_system_score_gemma":0.00063815725,"threshold_uncertainty_score":0.009493411},"labels":[],"label_agreement":null},{"id":"W288468863","doi":"10.18806/tesl.v18i1.900","title":"Collaboration to Explore Teaching: A Case Study Report","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ideal (ethics); Affect (linguistics); Perception; Psychology; Mathematics education; Reflection (computer programming); Process (computing); Pedagogy; Teaching method; Qualitative research; Sociology; Computer science; Political science","score_opus":0.06116993405115119,"score_gpt":0.29711525785836723,"score_spread":0.23594532380721606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W288468863","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":[0.9502279,0.0024370935,0.016412852,0.0067673675,0.00030763252,0.00075917906,0.00011531732,0.00017138274,0.02280117],"genre_scores_gemma":[0.9755147,0.0023232922,0.01169675,0.0012124999,0.00015413354,0.0005323531,0.000052655785,0.00009524742,0.008418349],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9802514,0.01307724,0.00081195374,0.0012120797,0.0022696573,0.0023777254],"domain_scores_gemma":[0.9777624,0.014346594,0.002367058,0.001275614,0.0009955443,0.0032528],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009693044,0.0014745248,0.00098364,0.0028583885,0.017260969,0.00616377,0.003479978,0.0085599655,0.0033785289],"category_scores_gemma":[0.027048307,0.001199722,0.0012929443,0.0022223948,0.008327859,0.005369239,0.007250109,0.0062720147,0.00087072083],"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":[0.00014650002,0.0011859279,0.010356556,0.0005111559,0.000044479188,0.17757253,0.77612686,0.0003179189,0.002800237,0.007963477,0.002265292,0.02070908],"study_design_scores_gemma":[0.00007699546,0.0005696719,0.0048317933,0.0005050148,0.00005810171,0.25176215,0.67813617,0.0009177635,0.0035129217,0.002709858,0.05680371,0.0001159252],"about_ca_topic_score_codex":0.006209885,"about_ca_topic_score_gemma":0.013902831,"teacher_disagreement_score":0.017260969,"about_ca_system_score_codex":0.0032631815,"about_ca_system_score_gemma":0.0033917993,"threshold_uncertainty_score":0.05126232},"labels":[],"label_agreement":null},{"id":"W2889984794","doi":"10.18806/tesl.v35i1.1282","title":"Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Interpreting and Communication in Healthcare","field":"Health Professions","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literacy; Socialization; Medical education; Pedagogy; Variety (cybernetics); Psychology; Medicine","score_opus":0.25585779101928174,"score_gpt":0.5563680078572334,"score_spread":0.30051021683795165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2889984794","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":[0.9710368,0.0006569933,0.0002794102,0.013386931,0.0000508527,0.00008925514,0.00011909196,0.00002099273,0.014359733],"genre_scores_gemma":[0.99454343,0.0006143906,0.00047299406,0.0015207749,0.000015004721,0.000056208897,0.000070072085,0.000009036134,0.0026979463],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9899833,0.0022893506,0.00038949717,0.00048701637,0.0031381275,0.0037127165],"domain_scores_gemma":[0.98288625,0.0039775614,0.0015933585,0.00031163663,0.0044677746,0.006763367],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009176367,0.00024542375,0.00046870636,0.0021018041,0.015007486,0.008537026,0.002144106,0.0012018621,0.003105177],"category_scores_gemma":[0.0171989,0.00036054556,0.0002866939,0.0034794623,0.0073371883,0.0028783756,0.0066042435,0.0021282102,0.00025670498],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000061738276,0.00027515466,0.08327551,0.00053630886,0.000013956531,0.001428742,0.79071486,0.00010470713,0.0015468522,0.0056465743,0.0063370755,0.11005853],"study_design_scores_gemma":[0.0000059181343,0.0000513522,0.059107475,0.0002510661,0.0000056631625,0.00017208832,0.9172576,0.00011853348,0.00020813376,0.00061667,0.022171969,0.000033511955],"about_ca_topic_score_codex":0.749741,"about_ca_topic_score_gemma":0.8744804,"teacher_disagreement_score":0.749741,"about_ca_system_score_codex":0.051704023,"about_ca_system_score_gemma":0.114333466,"threshold_uncertainty_score":0.5034656},"labels":[],"label_agreement":null},{"id":"W2891035941","doi":"10.18806/tesl.v35i1.1286","title":"Book Review: Reflecting on Critical Incidents in Language Education: 40 Dilemmas for Novice TESOL Professionals","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Language education; Psychology; Sociology; Mathematics education","score_opus":0.03881954717509036,"score_gpt":0.38360057831130917,"score_spread":0.34478103113621883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2891035941","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":[0.00071274536,0.59185904,0.0004445004,0.28861487,0.108447224,0.00011470946,0.0001978227,0.00011266675,0.009496417],"genre_scores_gemma":[0.008233969,0.6662838,0.0016318689,0.17018119,0.09914682,0.00036089128,0.0005739401,0.000322785,0.053264655],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99378866,0.0023839166,0.00069435703,0.0003630436,0.0024262196,0.00034373146],"domain_scores_gemma":[0.8931748,0.05837137,0.005004602,0.0014180961,0.037613023,0.004417957],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006706251,0.00093529176,0.0020158188,0.004175993,0.002074324,0.0059094606,0.0024154948,0.006908269,0.017414656],"category_scores_gemma":[0.064374916,0.0007442031,0.00070263166,0.0047040926,0.0028407048,0.0044165873,0.002560374,0.005967296,0.009322133],"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":[0.000010377616,0.000007723015,0.000058659123,0.0009684596,0.000007341672,0.00004024472,0.00014636258,0.000013234961,0.000024553803,0.00018526823,0.97020185,0.028335864],"study_design_scores_gemma":[0.000020794336,0.000029970011,0.0005271119,0.0062485514,0.00003111313,0.0005643491,0.0006446136,0.000025533698,0.00007422227,0.00046060415,0.9913492,0.000023936644],"about_ca_topic_score_codex":0.014373685,"about_ca_topic_score_gemma":0.05646756,"teacher_disagreement_score":0.017414656,"about_ca_system_score_codex":0.0066272547,"about_ca_system_score_gemma":0.018883316,"threshold_uncertainty_score":0.05825782},"labels":[],"label_agreement":null},{"id":"W2891763120","doi":"10.18806/tesl.v35i1.1283","title":"Recurring Topics in English Language Teachers' Written Teaching Philosophy Statements","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Possessive; Personal pronoun; Sentence; Linguistics; Context (archaeology); Psychology; Humanities; Sociology; Pedagogy; Philosophy; History","score_opus":0.025595574964748825,"score_gpt":0.35108271418944936,"score_spread":0.3254871392247005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2891763120","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":[0.9975955,0.00012134569,0.0006805783,0.000064387474,0.000009029086,0.00001680468,0.000056237794,0.0000066557836,0.001449426],"genre_scores_gemma":[0.9964181,0.00020689997,0.001486248,0.00003400658,0.000015491474,0.000043328902,0.00014554038,0.000013532575,0.0016368041],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983854,0.0007210801,0.00013947954,0.00019079653,0.0004351277,0.000128051],"domain_scores_gemma":[0.9881483,0.0075282967,0.0024466033,0.00019359698,0.0012376821,0.00044551026],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019962282,0.00024479907,0.00021445156,0.0023326434,0.0008912635,0.0014859665,0.00028595218,0.00030962034,0.0010451458],"category_scores_gemma":[0.008265439,0.00020400989,0.00011704674,0.0015894459,0.0010600424,0.0008434055,0.0012157798,0.0005207592,0.00018416032],"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":[0.0001511298,0.00011439023,0.16667773,0.0004358696,0.000017634531,0.0014296891,0.74317694,0.00008210533,0.021127017,0.001893734,0.0006953423,0.06419844],"study_design_scores_gemma":[0.000010412995,0.00013421838,0.40467525,0.00027025372,0.000022210153,0.0011883841,0.56616676,0.00062559935,0.004653025,0.0007093324,0.021511773,0.000032795004],"about_ca_topic_score_codex":0.0019759433,"about_ca_topic_score_gemma":0.006744032,"teacher_disagreement_score":0.0023326434,"about_ca_system_score_codex":0.0009857574,"about_ca_system_score_gemma":0.00087593583,"threshold_uncertainty_score":0.010557234},"labels":[],"label_agreement":null},{"id":"W2891794778","doi":"10.18806/tesl.v35i1.1284","title":"Blended Learning Adoption in an ESL Context: Obstacles and Guidelines","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Context (archaeology); Blended learning; Pedagogy; Language acquisition; Exploratory research; Sociology; Psychology; Mathematics education; Educational technology; Social science","score_opus":0.04215001495111209,"score_gpt":0.2673083377844947,"score_spread":0.2251583228333826,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2891794778","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":[0.9134171,0.00344327,0.018859453,0.034390334,0.00018342785,0.0010147888,0.00011359205,0.00016710696,0.02841086],"genre_scores_gemma":[0.9707634,0.0023077733,0.021255594,0.0020381145,0.000038831433,0.00068739674,0.00007752452,0.000050665978,0.0027806547],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9673885,0.015964154,0.002707873,0.0021195922,0.009488683,0.0023311859],"domain_scores_gemma":[0.91075903,0.05609145,0.005823689,0.003600289,0.018834837,0.0048906477],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03686501,0.00028334552,0.0005238461,0.0016261077,0.004390523,0.010202422,0.0027277598,0.0016703964,0.0022137824],"category_scores_gemma":[0.08953503,0.0003172849,0.00044639496,0.0024438878,0.004041201,0.006938474,0.006900946,0.002529352,0.00046791355],"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":[0.00010694793,0.0014919849,0.1755857,0.0018947849,0.000036980666,0.0013104953,0.21784608,0.00073069835,0.00277739,0.015081392,0.0056416844,0.5774959],"study_design_scores_gemma":[0.00008191789,0.000914705,0.15512308,0.0063405917,0.00009636411,0.0010432813,0.6574735,0.0051494646,0.007990962,0.014493783,0.15107031,0.00022200946],"about_ca_topic_score_codex":0.028519867,"about_ca_topic_score_gemma":0.039265297,"teacher_disagreement_score":0.03686501,"about_ca_system_score_codex":0.008896673,"about_ca_system_score_gemma":0.0193353,"threshold_uncertainty_score":0.19496316},"labels":[],"label_agreement":null},{"id":"W2892079520","doi":"10.18806/tesl.v35i1.1285","title":"Teaching Soft Skills for Employability","year":2018,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Citizenship; Pedagogy; Humanities; Sociology; Employability; Immigration; Christian ministry; Conversation; Political science; Psychology; Politics; Art","score_opus":0.01248019019039136,"score_gpt":0.24739682545979128,"score_spread":0.2349166352693999,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2892079520","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":[0.19493614,0.0056880936,0.028157406,0.050652295,0.0013950138,0.00022721732,0.000105640385,0.00038865497,0.71844953],"genre_scores_gemma":[0.82272,0.0061217356,0.01942891,0.0047890185,0.00029892783,0.00019586488,0.00010832852,0.00016958405,0.14616767],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985752,0.00041100127,0.00004524221,0.00011416587,0.00045722042,0.00039715323],"domain_scores_gemma":[0.996662,0.0011016177,0.00021793068,0.00018984989,0.00044963122,0.0013790728],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019430122,0.00050917035,0.00019085921,0.00096883264,0.0043969033,0.0060265996,0.0008366526,0.0010703651,0.014982294],"category_scores_gemma":[0.00484805,0.00020120262,0.00031625477,0.0006383036,0.0067806803,0.0023494363,0.0057019996,0.0024140452,0.0028617315],"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":[0.00005461545,0.0005845549,0.0132478215,0.0006999213,0.000012590049,0.0009843067,0.15975969,0.0005429801,0.0068878755,0.22347328,0.058803473,0.5349489],"study_design_scores_gemma":[0.00001829886,0.00014807704,0.020341428,0.0014251387,0.000013462876,0.00041291208,0.08871897,0.00050026836,0.0037608324,0.109102756,0.7755188,0.000038996975],"about_ca_topic_score_codex":0.05441788,"about_ca_topic_score_gemma":0.13841659,"teacher_disagreement_score":0.05441788,"about_ca_system_score_codex":0.007448443,"about_ca_system_score_gemma":0.023062885,"threshold_uncertainty_score":0.10820228},"labels":[],"label_agreement":null},{"id":"W2911314433","doi":"10.18806/tesl.v35i2.1297","title":"Locating Continuing Professional Development within a Proposed Complex Dynamic Systems Model for Today's English Language Teaching Profession","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Agency (philosophy); Context (archaeology); Professional development; Sociology; Pedagogy; Computer science; Mathematics education; Engineering ethics; Psychology; Engineering; Social science","score_opus":0.026011120936815364,"score_gpt":0.34266101948840055,"score_spread":0.3166498985515852,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911314433","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":[0.07677393,0.003431817,0.60872203,0.08896259,0.0005498985,0.000865905,0.00030985023,0.00041344957,0.21997051],"genre_scores_gemma":[0.8103674,0.0017208393,0.1680881,0.0018329492,0.00010523057,0.00088417693,0.00017699137,0.00006533055,0.016759004],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99578863,0.002085738,0.00017525534,0.0008681889,0.000675076,0.00040715103],"domain_scores_gemma":[0.99551183,0.0016762563,0.0004549171,0.00046645812,0.0010612508,0.00082925806],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046729296,0.000600008,0.0003769033,0.0022880156,0.004322615,0.010013419,0.0023517346,0.0029676587,0.007149691],"category_scores_gemma":[0.006491092,0.00039439078,0.0007597976,0.0021057853,0.012800722,0.009941927,0.0055490485,0.0028281033,0.0010320919],"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":[0.000012583738,0.000052394254,0.0031899374,0.00008655652,0.000009956663,0.0002179414,0.010847395,0.0038239805,0.00027582052,0.96608335,0.0024265079,0.012973678],"study_design_scores_gemma":[0.000033768323,0.00008345251,0.0028971941,0.00023625571,0.000017272801,0.00029221305,0.013690853,0.025062913,0.00023557918,0.87863797,0.07876134,0.00005115878],"about_ca_topic_score_codex":0.025198603,"about_ca_topic_score_gemma":0.02300485,"teacher_disagreement_score":0.025198603,"about_ca_system_score_codex":0.013930326,"about_ca_system_score_gemma":0.01627669,"threshold_uncertainty_score":0.10107207},"labels":[],"label_agreement":null},{"id":"W2911714791","doi":"10.18806/tesl.v35i2.1291","title":"The Efficacy of Academic Reading Strategy Instruction among Adult English as an Additional Language Students: A Professional Development Opportunity Through Action Research","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Reading comprehension; Reading (process); Action research; Intervention (counseling); Pedagogy; Medical education; Medicine; Linguistics","score_opus":0.10376775242952378,"score_gpt":0.4609225811937486,"score_spread":0.35715482876422483,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911714791","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":[0.9925317,0.00008080004,0.001477787,0.0004085828,0.000015840858,0.0008682033,0.000013787933,0.000023664656,0.0045796847],"genre_scores_gemma":[0.97880656,0.00023808949,0.016829735,0.00021887422,0.000013376368,0.0015738069,0.000030124824,0.000008649109,0.0022807969],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.98352736,0.012328432,0.00043362073,0.0011039238,0.0013790306,0.0012276304],"domain_scores_gemma":[0.97850764,0.014098364,0.0017082529,0.0011480157,0.0019821012,0.002555612],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022058293,0.0006756078,0.00058325485,0.00091512187,0.002207412,0.0023232962,0.0016399621,0.0012549823,0.0015605489],"category_scores_gemma":[0.020812642,0.00053029414,0.00052701327,0.00036929766,0.0025261417,0.0014832407,0.0031102237,0.0016398178,0.00033941714],"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":[0.0011911504,0.09921773,0.06637251,0.0014989831,0.00011970589,0.0013592166,0.37772906,0.00096215884,0.017872313,0.0057708286,0.002683705,0.4252226],"study_design_scores_gemma":[0.004574601,0.0927942,0.22686905,0.001970531,0.0005862698,0.0019135067,0.54090095,0.009349852,0.05310393,0.009704771,0.05785232,0.00037996384],"about_ca_topic_score_codex":0.0020195865,"about_ca_topic_score_gemma":0.0043214597,"teacher_disagreement_score":0.022058293,"about_ca_system_score_codex":0.0020061305,"about_ca_system_score_gemma":0.0070416657,"threshold_uncertainty_score":0.11665678},"labels":[],"label_agreement":null},{"id":"W2912040444","doi":"10.18806/tesl.v35i2.1292","title":"Navigating the Contradictions: An ESL Teacher's Professional Self-Development in Collaborative Activity","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Pedagogy; Agency (philosophy); Professional development; Mainstream; Sociology; Misrepresentation; Teacher education; Professional learning community; Psychology; Social science; Political science","score_opus":0.06549816238568545,"score_gpt":0.3996071272718069,"score_spread":0.33410896488612146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2912040444","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":[0.94759613,0.00052024866,0.018665927,0.008069743,0.00012806113,0.00013728134,0.000011970529,0.00011088772,0.024759727],"genre_scores_gemma":[0.991573,0.0001940487,0.004618788,0.00041767044,0.000017040245,0.000055434673,0.000008258107,0.000028047281,0.0030878212],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97820914,0.015163098,0.00057910086,0.0017334935,0.0025899436,0.0017251839],"domain_scores_gemma":[0.98183906,0.008445612,0.0024707697,0.001419638,0.0023135494,0.003511357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0144073935,0.00047794043,0.0005547572,0.00196721,0.01688918,0.013149174,0.0023325933,0.0027670523,0.0012837835],"category_scores_gemma":[0.020615447,0.000760012,0.00060534256,0.0007533521,0.022447594,0.0075849798,0.014309752,0.004674986,0.0004108186],"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":[0.000011545707,0.000083901345,0.0043572467,0.000035738376,0.000005454212,0.0007621675,0.98201823,0.00006354974,0.00066716655,0.004934143,0.0005022368,0.006558629],"study_design_scores_gemma":[0.000014795711,0.00009537103,0.002255161,0.00010829279,0.000014299197,0.0013867288,0.95756745,0.0008755307,0.0009799445,0.006506479,0.030161092,0.00003478994],"about_ca_topic_score_codex":0.005500816,"about_ca_topic_score_gemma":0.008354644,"teacher_disagreement_score":0.01688918,"about_ca_system_score_codex":0.0054792566,"about_ca_system_score_gemma":0.008959962,"threshold_uncertainty_score":0.076194525},"labels":[],"label_agreement":null},{"id":"W2912283842","doi":"10.18806/tesl.v35i2.1289","title":"Blog-Mediated Reflection for Professional Development: Exploring Themes and Criticality of L2 Teachers' Reflective Practice","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Professional development; Reflection (computer programming); Pedagogy; Teacher education; Reflective practice; Mathematics education; Computer science","score_opus":0.10006917691798564,"score_gpt":0.44600243145326207,"score_spread":0.34593325453527646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2912283842","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":[0.9122078,0.0016242508,0.040735625,0.005336512,0.00023895841,0.0004455681,0.00006519931,0.00018545997,0.039160606],"genre_scores_gemma":[0.98854256,0.0005308215,0.0076180897,0.00035760915,0.000040832554,0.00028763627,0.00003532328,0.000065120184,0.0025219806],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98548675,0.011234456,0.0003658441,0.0007889771,0.0013349098,0.00078907184],"domain_scores_gemma":[0.9570252,0.035775315,0.002036936,0.0022927148,0.001879044,0.0009909398],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016910655,0.0006956622,0.0004901187,0.0032877252,0.0050120554,0.00879729,0.0016268595,0.00169118,0.0014160824],"category_scores_gemma":[0.035003863,0.00056983944,0.000617048,0.0016701986,0.010752211,0.008218978,0.007618358,0.002917686,0.0002884466],"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":[0.000044252967,0.000057933918,0.0043464177,0.00015970581,0.000008373454,0.00032409112,0.9655236,0.000042665553,0.0011919399,0.0042989855,0.00048930885,0.023512838],"study_design_scores_gemma":[0.000024080482,0.00013448842,0.009166492,0.00053241395,0.000021890197,0.0012959475,0.94706964,0.0008114002,0.0020583903,0.0064464905,0.032390878,0.00004781236],"about_ca_topic_score_codex":0.0011360575,"about_ca_topic_score_gemma":0.0014329671,"teacher_disagreement_score":0.016910655,"about_ca_system_score_codex":0.003423545,"about_ca_system_score_gemma":0.0035461884,"threshold_uncertainty_score":0.08943319},"labels":[],"label_agreement":null},{"id":"W2912503464","doi":"10.18806/tesl.v35i2.1290","title":"\"Batting the Piñata and Swallowing Camels\": Teachers Learn to PBLA in the Absence of Dialogic Interaction","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Dialogic; Pedagogy; Psychology; Medicine; Sociology","score_opus":0.025370449983045777,"score_gpt":0.24366123183286673,"score_spread":0.21829078184982095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2912503464","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":[0.93037415,0.0005810957,0.007953927,0.00594424,0.00006778673,0.00010349646,0.000026870051,0.00010232513,0.05484605],"genre_scores_gemma":[0.9882939,0.0003391142,0.0025012107,0.00058290927,0.000013759972,0.00004340175,0.000019013116,0.000023958484,0.008182592],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997264,0.0016680199,0.000055158187,0.00027806032,0.0003699367,0.00036474358],"domain_scores_gemma":[0.99828917,0.000830996,0.00028295655,0.00010651406,0.00014218457,0.00034806013],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003281824,0.00027190667,0.00022686398,0.00061988,0.0057362323,0.004524646,0.0011219773,0.0016760973,0.0024357093],"category_scores_gemma":[0.008860943,0.0003026547,0.0002764553,0.00029422325,0.00762104,0.0041542095,0.005151506,0.0019233339,0.0005689934],"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":[0.000100819474,0.00022558802,0.023282258,0.0001851456,0.000010543529,0.004209689,0.8693157,0.00017775418,0.0037084464,0.025008505,0.0034123384,0.07036317],"study_design_scores_gemma":[0.000023374323,0.00022799053,0.025351625,0.00021361349,0.00002097964,0.0021867494,0.87921345,0.00074689556,0.002519208,0.007801684,0.08165951,0.00003499237],"about_ca_topic_score_codex":0.010806371,"about_ca_topic_score_gemma":0.021803303,"teacher_disagreement_score":0.010806371,"about_ca_system_score_codex":0.003595753,"about_ca_system_score_gemma":0.003959349,"threshold_uncertainty_score":0.026089132},"labels":[],"label_agreement":null},{"id":"W2913688580","doi":"10.18806/tesl.v35i2.1294","title":"TESL Teacher Educators' Professional Self-Development, Identity, and Agency","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Identity (music); Humanities; Sociology; Agency (philosophy); Narrative inquiry; Pedagogy; Teacher education; Narrative; Philosophy; Linguistics","score_opus":0.029891806818740378,"score_gpt":0.4021530251747123,"score_spread":0.3722612183559719,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2913688580","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":[0.80611026,0.0012198377,0.011144846,0.015695686,0.00015709108,0.000071206305,0.000024088218,0.00010651537,0.16547044],"genre_scores_gemma":[0.979937,0.00041328277,0.0017698277,0.00042427867,0.000014117557,0.000033173397,0.000008815117,0.000014654717,0.017384844],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99542975,0.0030656143,0.00012842893,0.00024185583,0.0005884376,0.0005459216],"domain_scores_gemma":[0.9958911,0.001576519,0.0005612306,0.00031569673,0.00059838506,0.0010571899],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004575241,0.00013032353,0.00014765603,0.00089867675,0.0052706883,0.0059490497,0.0003978213,0.0007808577,0.002863148],"category_scores_gemma":[0.0064220936,0.0002061599,0.00016148512,0.00036867382,0.0070956727,0.0024186715,0.0045944545,0.0015553079,0.00049579935],"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":[0.000021054442,0.00013221243,0.01498396,0.00009504776,0.000004467803,0.00083003636,0.8555985,0.00012525645,0.0010387984,0.07018978,0.004697001,0.05228379],"study_design_scores_gemma":[0.000016956745,0.00009910615,0.010216206,0.0003027643,0.000005822742,0.001069673,0.75514156,0.00044088176,0.0013772333,0.011272421,0.22002907,0.000028299932],"about_ca_topic_score_codex":0.005854019,"about_ca_topic_score_gemma":0.012248629,"teacher_disagreement_score":0.0059490497,"about_ca_system_score_codex":0.003350933,"about_ca_system_score_gemma":0.006493795,"threshold_uncertainty_score":0.024312794},"labels":[],"label_agreement":null},{"id":"W2913869209","doi":"10.18806/tesl.v35i2.1296","title":"Building a Community of Connected ELT Professionals on Twitter","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Humanities; Professional development; Workload; Sociology; Library science; Political science; Pedagogy; Management; Art; Computer science","score_opus":0.0866454046667236,"score_gpt":0.4351355636801185,"score_spread":0.3484901590133949,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2913869209","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":[0.5437965,0.0007802292,0.104186624,0.033235513,0.0021937464,0.0042791446,0.000892339,0.0052678264,0.305368],"genre_scores_gemma":[0.75727457,0.0006413725,0.07614684,0.004848958,0.00068289705,0.0026989894,0.0014036947,0.0007640787,0.15553856],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9969574,0.0012595709,0.00013633445,0.0005047806,0.0006115196,0.0005304567],"domain_scores_gemma":[0.9926387,0.0010391612,0.00047699816,0.0008062821,0.0012211625,0.00381768],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0036231792,0.0006284823,0.00030898076,0.0023393924,0.009981901,0.00526392,0.0018744665,0.0021229188,0.03185559],"category_scores_gemma":[0.008800575,0.00048279125,0.00066978694,0.00089400465,0.0024773448,0.01306878,0.020447284,0.001833846,0.011541878],"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":[0.000725798,0.002913746,0.058680933,0.0008769289,0.00009625216,0.009069793,0.21096052,0.0015648205,0.016757548,0.037205145,0.116579495,0.544569],"study_design_scores_gemma":[0.00023380999,0.00089047605,0.011342044,0.00050478015,0.00006674243,0.00155286,0.13646848,0.009208309,0.0039895903,0.020714048,0.8148551,0.00017377686],"about_ca_topic_score_codex":0.0019393252,"about_ca_topic_score_gemma":0.0037165107,"teacher_disagreement_score":0.03185559,"about_ca_system_score_codex":0.0014159732,"about_ca_system_score_gemma":0.003471517,"threshold_uncertainty_score":0.10656756},"labels":[],"label_agreement":null},{"id":"W2914313213","doi":"10.18806/tesl.v35i2.1288","title":"Evaluating the Effectiveness and Functionality of Professional Learning Communities in Adult ESL Programs","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Professional development; Psychology; Professional learning community; Reading (process); Pedagogy; Focus group; Medical education; Sociology; Medicine; Political science","score_opus":0.05417369166330674,"score_gpt":0.31033110333466146,"score_spread":0.25615741167135475,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914313213","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":[0.98954165,0.00048020954,0.003044673,0.0004181711,0.000044549626,0.0031466656,0.00007402155,0.00005960165,0.0031903742],"genre_scores_gemma":[0.9744213,0.00053349615,0.019923475,0.00020543506,0.000036599875,0.0038032688,0.00013451681,0.000015562824,0.0009264171],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9490924,0.035911385,0.0030276428,0.0024118384,0.007015167,0.00254156],"domain_scores_gemma":[0.8825455,0.060477436,0.014835132,0.005459242,0.025116136,0.011566655],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06023637,0.00055187766,0.00066881516,0.0026552267,0.002633865,0.0035168484,0.0023413138,0.001069836,0.0020782533],"category_scores_gemma":[0.08589847,0.0004444331,0.0008274572,0.0014740342,0.0019902561,0.0040545384,0.0059641125,0.0011110414,0.0003138725],"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":[0.002256499,0.02488448,0.13579464,0.0033760008,0.00028191888,0.00028705297,0.09195928,0.0012967144,0.0036743006,0.0020894615,0.0017767776,0.7323228],"study_design_scores_gemma":[0.0033324624,0.11649166,0.5481804,0.0048056543,0.0013893717,0.00044259938,0.24208727,0.005983058,0.029222937,0.004246874,0.043351866,0.0004657764],"about_ca_topic_score_codex":0.004469254,"about_ca_topic_score_gemma":0.008712575,"teacher_disagreement_score":0.06023637,"about_ca_system_score_codex":0.0058185966,"about_ca_system_score_gemma":0.012217238,"threshold_uncertainty_score":0.31856418},"labels":[],"label_agreement":null},{"id":"W2914366514","doi":"10.18806/tesl.v35i2.1295","title":"Professional Self-Development Mediated by ePortfolio: Reflections of an ESL Practitioner","year":2018,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Professional development; Portfolio; Humanities; Pedagogy; Sociology; Library science; Psychology; Philosophy; Computer science","score_opus":0.02628849457516462,"score_gpt":0.39402049415656937,"score_spread":0.36773199958140473,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2914366514","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":[0.82695,0.0024039557,0.014661651,0.056533065,0.0015851278,0.0002566658,0.000059212944,0.00027514645,0.097275145],"genre_scores_gemma":[0.9142108,0.001754573,0.0043618963,0.0092510525,0.00026516503,0.00016260895,0.00003364348,0.00024357102,0.06971666],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9836911,0.011548398,0.00026103386,0.00083087385,0.0017555455,0.0019129864],"domain_scores_gemma":[0.9791251,0.012617875,0.0010063531,0.00084174454,0.0024763711,0.0039326027],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014085496,0.00074799196,0.0007371075,0.00216647,0.021187235,0.012148411,0.0024511607,0.0052979058,0.00484681],"category_scores_gemma":[0.02389449,0.0008074497,0.0007092042,0.00090552634,0.02395545,0.008630247,0.012245461,0.011855909,0.0014522424],"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":[0.000013946136,0.00009286095,0.0005785214,0.000041097617,0.0000021218734,0.0016144958,0.98356307,0.000028575634,0.0004290061,0.0056722094,0.0023125173,0.005651551],"study_design_scores_gemma":[0.000006616796,0.000059720427,0.0003297432,0.00010116026,0.000002916972,0.0010284536,0.9293867,0.00015166515,0.00039420387,0.0014169337,0.06710062,0.000021286725],"about_ca_topic_score_codex":0.0057940246,"about_ca_topic_score_gemma":0.010254175,"teacher_disagreement_score":0.021187235,"about_ca_system_score_codex":0.0056355987,"about_ca_system_score_gemma":0.005874309,"threshold_uncertainty_score":0.07449216},"labels":[],"label_agreement":null},{"id":"W2915037728","doi":"10.18806/tesl.v35i2.1293","title":"Action Research as a Tool for Professional Development in the K-12 ELT Classroom","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Professional development; Action research; Stress (linguistics); Population; Sociology; Political science; Library science; Linguistics; Computer science","score_opus":0.17873827920189733,"score_gpt":0.382489602133897,"score_spread":0.20375132293199966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2915037728","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":[0.07349693,0.003205,0.60933316,0.06875018,0.0020491793,0.011390096,0.00057660544,0.0035063007,0.22769257],"genre_scores_gemma":[0.22726017,0.0016527127,0.74366444,0.0035879074,0.00012234379,0.012038606,0.00017204703,0.00030095637,0.011200755],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.734432,0.2453598,0.0047314926,0.0050526755,0.007987129,0.002436938],"domain_scores_gemma":[0.71277016,0.24683091,0.0055394904,0.017678263,0.009744963,0.007436236],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.17427707,0.0019382621,0.002011909,0.008748183,0.009675817,0.023330193,0.006421619,0.0051713753,0.009484956],"category_scores_gemma":[0.10619543,0.0017941251,0.0014311888,0.0046660746,0.035718225,0.016903,0.022782013,0.008274027,0.0028180492],"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":[0.00019535051,0.0021065488,0.003386486,0.0033137503,0.000090166446,0.0009764387,0.43774185,0.0014123331,0.0020488028,0.19990665,0.021468433,0.32735312],"study_design_scores_gemma":[0.00071324565,0.0014395966,0.0028989827,0.0096583525,0.00015221428,0.0010988826,0.46289498,0.005362559,0.0045737573,0.1883895,0.322518,0.00029989096],"about_ca_topic_score_codex":0.0024017263,"about_ca_topic_score_gemma":0.0035755,"teacher_disagreement_score":0.17427707,"about_ca_system_score_codex":0.010016965,"about_ca_system_score_gemma":0.023569016,"threshold_uncertainty_score":0.9216762},"labels":[],"label_agreement":null},{"id":"W2947180541","doi":"10.18806/tesl.v36i2.1298","title":"Literacy Engagement in Multilingual and Multicultural Learning Spaces","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ell; Literacy; Sociology; Pedagogy; Literacy education; Humanities; Vocabulary; Linguistics; Art; Teaching method; Vocabulary development; Philosophy","score_opus":0.017437706072715442,"score_gpt":0.24538439408321971,"score_spread":0.22794668801050427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947180541","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":[0.98024106,0.00052817503,0.002472745,0.0008891548,0.0000335632,0.00010584608,0.000020519647,0.00002686749,0.015682023],"genre_scores_gemma":[0.9962351,0.00014287414,0.0010325718,0.0001761214,0.000009847979,0.00009978989,0.000010913981,0.000012589511,0.0022803],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97538054,0.019121887,0.00047651777,0.0016685041,0.0015052167,0.0018474698],"domain_scores_gemma":[0.9866807,0.009503,0.0009803012,0.0007500877,0.00069616834,0.0013898266],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011233502,0.00037419316,0.00066750625,0.001252477,0.006428319,0.008197674,0.0015594371,0.0013711342,0.0033774343],"category_scores_gemma":[0.015141092,0.00042449633,0.0005294235,0.00071241206,0.01032423,0.0047818394,0.015213125,0.0016533227,0.0003729197],"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":[0.000052029005,0.00019410945,0.008779439,0.00017248192,0.0000122199035,0.00059019006,0.96842974,0.00010668565,0.0007707519,0.0033892507,0.00028086943,0.0172222],"study_design_scores_gemma":[0.000028450107,0.00023995957,0.0075747385,0.0001766975,0.000021033165,0.00042174003,0.9631583,0.00018910739,0.0010706248,0.0020809337,0.02501401,0.0000243828],"about_ca_topic_score_codex":0.0022686913,"about_ca_topic_score_gemma":0.0046261665,"teacher_disagreement_score":0.011233502,"about_ca_system_score_codex":0.003074275,"about_ca_system_score_gemma":0.0040224264,"threshold_uncertainty_score":0.0594092},"labels":[],"label_agreement":null},{"id":"W2947944450","doi":"","title":"From the Classroom: Grounded Activities for Language Learning","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Language acquisition; Psychology; Comprehension approach; Language assessment; Pedagogy; Language education; Sociology; Mathematics education; Philosophy","score_opus":0.02091028828925596,"score_gpt":0.24268618659605126,"score_spread":0.2217758983067953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2947944450","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":[0.23651838,0.0010977966,0.53901273,0.003651353,0.00027749554,0.0011195074,0.000717508,0.0033258693,0.21427925],"genre_scores_gemma":[0.67345357,0.0006600032,0.29706392,0.0003758834,0.00003249612,0.00047161023,0.00044967426,0.00054062513,0.026952181],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977695,0.0014199301,0.00004321835,0.00026518112,0.00034089698,0.00016135053],"domain_scores_gemma":[0.99656665,0.0019191405,0.00011928066,0.0005280665,0.0002476732,0.00061915733],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019060993,0.0010168265,0.0004241594,0.0010564503,0.0028039252,0.005294851,0.002202175,0.0017257944,0.009354039],"category_scores_gemma":[0.0058874697,0.00036989947,0.00044987773,0.00073555816,0.0042903973,0.004562056,0.007401718,0.002198151,0.002141607],"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":[0.00037297685,0.0014993716,0.004479098,0.0009287915,0.00004671328,0.0009167354,0.27228007,0.003640658,0.01966941,0.13257693,0.019842042,0.54374725],"study_design_scores_gemma":[0.0003491772,0.0008867164,0.0050931843,0.0017483536,0.000104229584,0.001113066,0.20572247,0.0137187755,0.020520331,0.32756057,0.42300907,0.00017411928],"about_ca_topic_score_codex":0.006687179,"about_ca_topic_score_gemma":0.017687278,"teacher_disagreement_score":0.009354039,"about_ca_system_score_codex":0.0017774912,"about_ca_system_score_gemma":0.0042201485,"threshold_uncertainty_score":0.03129232},"labels":[],"label_agreement":null},{"id":"W2954031811","doi":"10.18806/tesl.v22i1.167","title":"Integrating New Technologies into Language Teaching: Two Activities for an EAP Classroom","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Curriculum; Reading (process); Position statement; Statement (logic); Mathematics education; Computer science; Literacy; Pedagogy; Position paper; Psychology; Linguistics; World Wide Web","score_opus":0.019524768842051815,"score_gpt":0.26569095894535255,"score_spread":0.24616619010330074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2954031811","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":[0.35005653,0.0019101712,0.4198688,0.013688278,0.0019578924,0.0031690362,0.00017744221,0.005145762,0.20402607],"genre_scores_gemma":[0.26510838,0.0015827294,0.68169314,0.0015432106,0.0002349013,0.0033772234,0.00020253893,0.0004912292,0.045766708],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976311,0.000849414,0.000115612806,0.00029898385,0.00073090417,0.0003739491],"domain_scores_gemma":[0.9970974,0.00096256065,0.00016423526,0.00040174281,0.00021045833,0.0011635106],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001868897,0.001317555,0.0005654581,0.0010978355,0.0030902016,0.006486035,0.0020202145,0.0035689992,0.0042477604],"category_scores_gemma":[0.0047851424,0.00060457626,0.0009564347,0.0007242013,0.0028004171,0.00610049,0.009211437,0.0048997155,0.00246562],"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":[0.00037438935,0.008797055,0.0029345802,0.0007658172,0.000017298491,0.0022276905,0.07633999,0.0009898434,0.036693953,0.042408317,0.013734438,0.8147167],"study_design_scores_gemma":[0.00094131817,0.0062558255,0.02654148,0.0018138725,0.00012629927,0.014553146,0.07932128,0.0081997635,0.07185896,0.0715318,0.71822894,0.0006273022],"about_ca_topic_score_codex":0.00092653587,"about_ca_topic_score_gemma":0.0021638174,"teacher_disagreement_score":0.006486035,"about_ca_system_score_codex":0.0013020713,"about_ca_system_score_gemma":0.0036240623,"threshold_uncertainty_score":0.014210165},"labels":[],"label_agreement":null},{"id":"W2957526373","doi":"","title":"The Psychology of the Language Learner: Individual Differences in Second Language Acquisition","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Second-language acquisition; Psychology; Comprehension approach; Linguistics; Language assessment; Second-language attrition; Language acquisition; Developmental linguistics; Language education; Pedagogy; Mathematics education","score_opus":0.027968891604604022,"score_gpt":0.24318102148021314,"score_spread":0.21521212987560912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2957526373","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":[0.9947326,0.0002826366,0.00012123263,0.000467826,0.000012878277,0.000005237991,0.000019634123,0.0000031188708,0.004354804],"genre_scores_gemma":[0.9988236,0.00013834832,0.00011534076,0.0000820868,0.000008169635,0.0000038186013,0.000011147224,0.0000066120424,0.00081084284],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990339,0.00040509863,0.000037714915,0.00015714519,0.00025671293,0.00010929598],"domain_scores_gemma":[0.990379,0.005962806,0.0010156721,0.00031924542,0.00087909546,0.0014441548],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018353577,0.00010737352,0.00021518607,0.00092835736,0.0007082799,0.0018025287,0.0003111496,0.0006259498,0.003562289],"category_scores_gemma":[0.011816666,0.00017924831,0.00014592503,0.0005402018,0.0017840067,0.0011206148,0.0008579175,0.00088200485,0.0003432892],"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":[0.0012401973,0.0017736636,0.8508643,0.00009082685,0.00018208323,0.0008496442,0.03981409,0.00063680514,0.018307345,0.0060825427,0.0013610476,0.07879758],"study_design_scores_gemma":[0.000016776068,0.00032182108,0.9833635,0.000018556844,0.000038926224,0.00038056335,0.01057426,0.00038570477,0.0011241446,0.0024011708,0.0013518339,0.000022686114],"about_ca_topic_score_codex":0.0070614847,"about_ca_topic_score_gemma":0.010511752,"teacher_disagreement_score":0.0070614847,"about_ca_system_score_codex":0.0006916328,"about_ca_system_score_gemma":0.0010801402,"threshold_uncertainty_score":0.014040768},"labels":[],"label_agreement":null},{"id":"W2977368366","doi":"10.18806/tesl.v36i1.1306","title":"Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of British Columbia","keywords":"Pedagogy; Sociology; Bilingual education; Language education; Neuroscience of multilingualism; Linguistics; Humanities; Psychology; Philosophy","score_opus":0.01132099714599146,"score_gpt":0.22823989264719985,"score_spread":0.21691889550120838,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2977368366","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":[0.83020157,0.0012128481,0.0066123214,0.018946357,0.00028737067,0.0001288237,0.000015558404,0.00020415561,0.14239101],"genre_scores_gemma":[0.9707974,0.0005655888,0.0039290735,0.001308392,0.000028855415,0.00006508233,0.000014074986,0.000038223967,0.023253279],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9970084,0.0017199827,0.000034787437,0.00023543759,0.0003432425,0.0006582081],"domain_scores_gemma":[0.9981122,0.0004319295,0.00014472629,0.00007047163,0.00028900668,0.00095172913],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034301698,0.00040380188,0.00019858408,0.0007215363,0.0110247545,0.007924416,0.0012218108,0.001845208,0.0028657222],"category_scores_gemma":[0.0024414768,0.00023959183,0.00021784872,0.0002795532,0.00788461,0.0013343951,0.004440959,0.0024418647,0.0006339309],"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":[0.000059168484,0.0003285751,0.012031863,0.00015746092,0.000010823167,0.0022692534,0.8553202,0.0003460025,0.011845123,0.027383214,0.009141595,0.08110672],"study_design_scores_gemma":[0.000032020467,0.00022501741,0.017347071,0.00036700396,0.000019930087,0.0012711702,0.66917145,0.0004937302,0.00402212,0.005422625,0.3015646,0.00006327978],"about_ca_topic_score_codex":0.22096525,"about_ca_topic_score_gemma":0.4498682,"teacher_disagreement_score":0.22096525,"about_ca_system_score_codex":0.0125282025,"about_ca_system_score_gemma":0.021221982,"threshold_uncertainty_score":0.43935823},"labels":[],"label_agreement":null},{"id":"W2977547220","doi":"10.18806/tesl.v36i1.1302","title":"Challenging Deficit Constructions of the International Student Category in Canadian Higher Education","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Internationalization; Sociology; Study abroad; Humanities; Pedagogy; Higher education; Political science; Art","score_opus":0.010587170624375159,"score_gpt":0.21182900908032606,"score_spread":0.2012418384559509,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2977547220","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":[0.95777607,0.0004629192,0.00083441124,0.0030388718,0.00005561948,0.000028966117,0.000058399215,0.000014712897,0.037729986],"genre_scores_gemma":[0.9970373,0.00020287347,0.00016436605,0.0002594076,0.000008386903,0.000011450196,0.00002798646,0.000012257468,0.002275918],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9950453,0.0012798761,0.00014334307,0.000480073,0.0013963662,0.0016550448],"domain_scores_gemma":[0.99477273,0.002102549,0.0006013303,0.00023222978,0.0012298624,0.0010613508],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053606234,0.0007881532,0.0005403535,0.0039993795,0.025505139,0.014198592,0.0019733855,0.0019100059,0.0031266906],"category_scores_gemma":[0.008795331,0.0004330961,0.00028946344,0.0051229703,0.025059626,0.003921961,0.009562827,0.0038810165,0.00018750988],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018274299,0.000009649497,0.0057595833,0.000025814428,0.000002699014,0.00017040707,0.9750557,0.00002157656,0.0004355583,0.01367696,0.00039184658,0.0044319243],"study_design_scores_gemma":[0.0000019635615,0.000008355724,0.004880093,0.00004778249,0.000006437522,0.00006951755,0.98313737,0.000072485425,0.00016693228,0.0010165784,0.010575594,0.00001689233],"about_ca_topic_score_codex":0.92483634,"about_ca_topic_score_gemma":0.93693924,"teacher_disagreement_score":0.9439989,"about_ca_system_score_codex":0.056001134,"about_ca_system_score_gemma":0.049135067,"threshold_uncertainty_score":0.40631855},"labels":[],"label_agreement":null},{"id":"W2977972324","doi":"10.18806/tesl.v36i1.1304","title":"More than Language—Evaluating a Canadian University EAP Bridging Program","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":26,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Discipline; Sociology; Context (archaeology); Pedagogy; Bridging (networking); Library science; Humanities; Psychology; Computer science; Art; Social science; Geography","score_opus":0.014454174940240509,"score_gpt":0.22979232276361006,"score_spread":0.21533814782336955,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2977972324","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":[0.9747166,0.00033655003,0.0010516818,0.0014670776,0.00012051647,0.003107325,0.00035250938,0.000083104394,0.01876464],"genre_scores_gemma":[0.971281,0.00077999104,0.006575275,0.0010436239,0.00004985755,0.0038067785,0.00078752567,0.000050991723,0.015624948],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9920334,0.0020056427,0.00018816184,0.00061047287,0.0028815253,0.0022807496],"domain_scores_gemma":[0.9797031,0.0014568875,0.0006747658,0.0005200278,0.010165298,0.007479947],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010793274,0.0006703885,0.0005971634,0.0017066752,0.008253503,0.002650922,0.002647301,0.0013259497,0.0031887053],"category_scores_gemma":[0.01581477,0.000382716,0.0005844407,0.0025566223,0.0017720374,0.0010502737,0.0035932253,0.0017786454,0.0005185592],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.004700246,0.033173777,0.091208525,0.0019282936,0.00018897855,0.0014771682,0.09515227,0.005928496,0.016949603,0.008579115,0.022510458,0.7182031],"study_design_scores_gemma":[0.0022907206,0.039418276,0.5138334,0.0016044074,0.00039230593,0.00038654217,0.16611876,0.007023366,0.028076563,0.0021481889,0.23822358,0.00048383986],"about_ca_topic_score_codex":0.7654791,"about_ca_topic_score_gemma":0.8988591,"teacher_disagreement_score":0.7654791,"about_ca_system_score_codex":0.048088256,"about_ca_system_score_gemma":0.14649539,"threshold_uncertainty_score":0.47180408},"labels":[],"label_agreement":null},{"id":"W2978186157","doi":"10.18806/tesl.v36i1.1307","title":"Discourses, Practices, and Realities of Multilingualism in Higher Education","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Indigenization; Multilingualism; Internationalization; Sociology; Higher education; Political science; Context (archaeology); Sociolinguistics; Politics; Language planning; Humanities; Pedagogy; Linguistics; Anthropology; Philosophy; History","score_opus":0.03301688678319133,"score_gpt":0.27611220066230036,"score_spread":0.24309531387910902,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2978186157","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":[0.6805183,0.010563756,0.003188433,0.05321028,0.00033158282,0.000038195714,0.00012286262,0.000052518208,0.25197402],"genre_scores_gemma":[0.99513173,0.0008870902,0.00021993331,0.00040826583,0.000026846305,0.000005756905,0.000012113879,0.0000108739,0.0032974412],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99279565,0.002608364,0.0001745532,0.00052442227,0.0018650189,0.0020320148],"domain_scores_gemma":[0.9934042,0.0031431029,0.0006697415,0.0002750604,0.0013530093,0.0011548551],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0062001287,0.00053076394,0.00037882364,0.00344699,0.029690767,0.016133651,0.0016026862,0.0018439754,0.0032590309],"category_scores_gemma":[0.0072007184,0.000287918,0.00026895964,0.0046392027,0.04695976,0.005137588,0.008369575,0.0033652354,0.00016376923],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018919518,0.000008240785,0.0028278225,0.000069119895,0.000006153584,0.0003568282,0.84935963,0.00013088076,0.0003659722,0.13524167,0.0015760013,0.010038747],"study_design_scores_gemma":[0.000006862859,0.0000119311,0.0077920207,0.00028031485,0.000014596112,0.00015301359,0.832708,0.00018235129,0.00039483202,0.016220352,0.14218645,0.00004929807],"about_ca_topic_score_codex":0.8715942,"about_ca_topic_score_gemma":0.8830359,"teacher_disagreement_score":0.8715942,"about_ca_system_score_codex":0.08018536,"about_ca_system_score_gemma":0.0643303,"threshold_uncertainty_score":0.58178824},"labels":[],"label_agreement":null},{"id":"W2978513458","doi":"10.18806/tesl.v36i1.1301","title":"Translanguaging-as-Resource: University ESL Instructors’ Language Orientations and Attitudes Toward Translanguaging","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":76,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Translanguaging; Pedagogy; Sociology; Ideology; Linguistics; Psychology; Political science; Politics; Philosophy","score_opus":0.007644546201125031,"score_gpt":0.20017962172236334,"score_spread":0.1925350755212383,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2978513458","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":[0.99557805,0.00007616184,0.00020846019,0.00038985102,0.000011751538,0.000009773767,0.0000044074363,0.0000051479674,0.0037163624],"genre_scores_gemma":[0.99781775,0.00008572897,0.00011702596,0.00016277113,0.0000039284955,0.000010036741,0.000006121047,0.0000043070477,0.0017923851],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99701464,0.0013972038,0.000111433095,0.00020394917,0.0006402477,0.00063247065],"domain_scores_gemma":[0.9946554,0.0014569701,0.001076684,0.00018612116,0.0011140921,0.0015108235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004456441,0.00024070415,0.00021917398,0.0008884608,0.005692445,0.0050499067,0.0006262906,0.00074638275,0.0027604918],"category_scores_gemma":[0.00802552,0.0002098725,0.00023875307,0.0005519697,0.0044422685,0.0019051081,0.0032200331,0.0015940502,0.00037867166],"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":[0.00005815646,0.00017324337,0.117576055,0.000047591708,0.000008838028,0.0005500064,0.8599988,0.0000482043,0.0024225938,0.002543759,0.0006457062,0.015927052],"study_design_scores_gemma":[0.0000071727745,0.00010626459,0.049366426,0.00006904351,0.0000084875865,0.0001767003,0.9381567,0.00015351344,0.0007610654,0.00034912434,0.010816524,0.000028932649],"about_ca_topic_score_codex":0.028577106,"about_ca_topic_score_gemma":0.040833727,"teacher_disagreement_score":0.028577106,"about_ca_system_score_codex":0.00339813,"about_ca_system_score_gemma":0.00432416,"threshold_uncertainty_score":0.056821585},"labels":[],"label_agreement":null},{"id":"W2978822644","doi":"10.18806/tesl.v36i1.1305","title":"Plurilingualism in Higher Education: A Collaborative Initiative for the Implementation of Plurilingual Pedagogy in an English for Academic Purposes Program at a Canadian University","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; University of Toronto","keywords":"Translanguaging; Multilingualism; Pedagogy; Sociology; Applied linguistics; English language; Inclusion (mineral); Humanities; Library science; Political science; Mathematics education; Psychology; Linguistics; Art; Computer science","score_opus":0.03592200419072537,"score_gpt":0.33669567108817144,"score_spread":0.30077366689744606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2978822644","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":[0.9372694,0.00048757996,0.01964952,0.0067425296,0.00017244362,0.0025668372,0.00007966952,0.00029630584,0.03273582],"genre_scores_gemma":[0.933736,0.00041815144,0.048125975,0.00063345674,0.000028719272,0.000706121,0.000104292,0.00007325161,0.016173957],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9778985,0.012713043,0.0004651116,0.0018700968,0.0024870571,0.0045661665],"domain_scores_gemma":[0.9769021,0.0042152083,0.001240565,0.0013030092,0.0032123232,0.013126749],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019434154,0.000808955,0.00043569846,0.0016920657,0.028329782,0.0060782335,0.003900958,0.0018073897,0.0029815757],"category_scores_gemma":[0.016631395,0.0004888046,0.0006013849,0.0014842693,0.008799311,0.0023449063,0.013210956,0.0031032336,0.00038475948],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015526202,0.0014347708,0.013033291,0.00026549475,0.000018685332,0.0013015796,0.8005212,0.00069726404,0.0053690756,0.006352552,0.0041550174,0.16669585],"study_design_scores_gemma":[0.00008826686,0.0010959221,0.031511977,0.0002952325,0.000048164366,0.00037886229,0.77384204,0.0014195886,0.004457555,0.0020326038,0.18467239,0.00015735418],"about_ca_topic_score_codex":0.40823394,"about_ca_topic_score_gemma":0.7174972,"teacher_disagreement_score":0.59176606,"about_ca_system_score_codex":0.04115959,"about_ca_system_score_gemma":0.17009684,"threshold_uncertainty_score":0.8117155},"labels":[],"label_agreement":null},{"id":"W2978926370","doi":"10.18806/tesl.v36i1.1303","title":"Institutional Roles and Identity Construction of Applied Linguistics Faculty Involved in Interdisciplinary Collaborations for Multilingual Student Success","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"Simon Fraser University; University of British Columbia; Seoul National University","keywords":"Discipline; Institution; Sociology; Identity (music); Pedagogy; Applied linguistics; Multilingualism; Multiculturalism; Humanities; Library science; Linguistics; Social science","score_opus":0.022628963991282284,"score_gpt":0.2993381477071433,"score_spread":0.276709183715861,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2978926370","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":[0.97691435,0.00030394658,0.0015469376,0.0031464372,0.00006347281,0.000043826723,0.000014778343,0.000023201641,0.017943159],"genre_scores_gemma":[0.9973041,0.00011626441,0.00037332563,0.00012828445,0.0000074427276,0.000018051081,0.000007840857,0.000010308195,0.0020343456],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9772035,0.011374856,0.0005728887,0.0011494147,0.0032870602,0.006412257],"domain_scores_gemma":[0.9800379,0.005247991,0.0022742804,0.00074115256,0.003305491,0.00839321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011962817,0.00037683686,0.00052778167,0.0033587005,0.03983055,0.01906568,0.0024513856,0.0020251754,0.005231779],"category_scores_gemma":[0.021130024,0.00044237662,0.00037979617,0.0027807106,0.022460723,0.005262854,0.01936697,0.0026637982,0.0005710459],"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":[0.000042603027,0.00005934422,0.029361637,0.00003794558,0.0000071119375,0.0006150864,0.9455025,0.000071106864,0.00061913516,0.0109454645,0.0005415688,0.012196443],"study_design_scores_gemma":[0.0000020150374,0.000010970482,0.0050567654,0.000030024185,0.0000036627625,0.0000556215,0.98689085,0.00007053843,0.00016258651,0.00087658636,0.0068296194,0.000010751874],"about_ca_topic_score_codex":0.1617001,"about_ca_topic_score_gemma":0.2309762,"teacher_disagreement_score":0.1617001,"about_ca_system_score_codex":0.027669875,"about_ca_system_score_gemma":0.069815055,"threshold_uncertainty_score":0.32151783},"labels":[],"label_agreement":null},{"id":"W2979056522","doi":"10.18806/tesl.v36i1.1308","title":"Sitting at 6.5: Problematizing IELTS and Admissions to Canadian Universities","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of British Columbia; University of Prince Edward Island; University of Ontario Institute of Technology; University of Northern British Columbia","keywords":"Humanities; Psychology; Curriculum; Library science; Pedagogy; Philosophy; Computer science","score_opus":0.011861015996786954,"score_gpt":0.27159693781048505,"score_spread":0.2597359218136981,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979056522","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":[0.54039896,0.0035593966,0.010019562,0.16304961,0.0033591783,0.0012608037,0.006270088,0.0015297026,0.2705527],"genre_scores_gemma":[0.92276263,0.0019460968,0.015748097,0.007823244,0.00032225976,0.00023551432,0.0031417308,0.00045008902,0.04757028],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9551843,0.005594381,0.0026249457,0.00200911,0.025429005,0.009158301],"domain_scores_gemma":[0.89308906,0.011579627,0.0068730693,0.0021950759,0.066368386,0.019894762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022054663,0.0007789559,0.000916353,0.009225988,0.019980567,0.016453924,0.005525037,0.002260032,0.013130531],"category_scores_gemma":[0.11573942,0.00078863633,0.0012978313,0.01231348,0.005263291,0.0048699216,0.008659142,0.0058986996,0.0026055225],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00037582693,0.00029011926,0.29192302,0.00051477394,0.000104819606,0.0010871439,0.06071092,0.0021458818,0.0010460975,0.03008077,0.25427252,0.35744804],"study_design_scores_gemma":[0.000055195662,0.00020066908,0.4955202,0.001433468,0.000107981,0.00036906844,0.1891293,0.0061388374,0.0018673957,0.011548936,0.29275262,0.0008763925],"about_ca_topic_score_codex":0.9737552,"about_ca_topic_score_gemma":0.98528314,"teacher_disagreement_score":0.85454524,"about_ca_system_score_codex":0.14545476,"about_ca_system_score_gemma":0.16937377,"threshold_uncertainty_score":0.99115133},"labels":[],"label_agreement":null},{"id":"W2979172781","doi":"10.18806/tesl.v36i1.1300","title":"Plurilingual Students' Practices in a Canadian University: Chinese Language, Academic English, and Discursive Ambivalence","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Simon Fraser University","keywords":"Ambivalence; Humanities; Sociology; Pedagogy; Library science; Psychology; Art; Computer science","score_opus":0.008275312631812809,"score_gpt":0.2500910783472903,"score_spread":0.24181576571547747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979172781","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":[0.9942624,0.00021600045,0.00020226081,0.0008762998,0.000015545771,0.000022407829,0.000030135407,0.000008635528,0.0043661906],"genre_scores_gemma":[0.99658704,0.00022238756,0.0001411776,0.00016893912,0.0000047795943,0.000015037991,0.000025568264,0.000010403992,0.002824623],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9890665,0.0027415631,0.00037568284,0.000990046,0.0034793676,0.0033468509],"domain_scores_gemma":[0.9829404,0.004171126,0.0017468394,0.00058118015,0.005355589,0.005204764],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008904354,0.00077947,0.0008147105,0.004112102,0.037003882,0.010875063,0.0028813633,0.0016184001,0.0022171543],"category_scores_gemma":[0.013957443,0.0006455917,0.00043932628,0.0052982997,0.020719934,0.002358855,0.009468712,0.003742541,0.00027347176],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020456868,0.000019605246,0.011362667,0.000019737072,0.0000030436038,0.00020420662,0.98308045,0.000018753219,0.0005517356,0.0006489308,0.00018499358,0.003885398],"study_design_scores_gemma":[0.0000015311862,0.000018423723,0.013950309,0.000026619426,0.0000041121434,0.00006280411,0.9806933,0.000044538774,0.00026538502,0.00008598544,0.0048167733,0.00003027581],"about_ca_topic_score_codex":0.93322724,"about_ca_topic_score_gemma":0.9574018,"teacher_disagreement_score":0.06677276,"about_ca_system_score_codex":0.053466495,"about_ca_system_score_gemma":0.07192863,"threshold_uncertainty_score":0.38792843},"labels":[],"label_agreement":null},{"id":"W2979220330","doi":"10.18806/tesl.v36i1.1309","title":"Revisiting Proofreading in Higher Education: Toward an Institutional Response to Editors Canada’s Guidelines for Ethical Editing of Student Texts","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Academic integrity and plagiarism","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Proofreading; Academic writing; Technical writing; Higher education; Sociology; Pedagogy; Psychology; Political science; Law","score_opus":0.08673298663121183,"score_gpt":0.40243627266301923,"score_spread":0.3157032860318074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2979220330","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0030659041,0.0061672633,0.0052081537,0.95828485,0.0134029705,0.00021650294,0.000044047913,0.00027062534,0.01333969],"genre_scores_gemma":[0.13239773,0.008718924,0.05083634,0.7462971,0.010400938,0.0004362614,0.00013945975,0.00095664855,0.04981664],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.6695894,0.08652974,0.042118337,0.016800981,0.1614126,0.023548996],"domain_scores_gemma":[0.36306366,0.26928768,0.04514631,0.0198278,0.25817642,0.044498153],"candidate_categories":["metaresearch","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.20039935,0.0010158448,0.0019318333,0.004276935,0.04463893,0.057590056,0.013286459,0.032981116,0.0026997186],"category_scores_gemma":[0.39185116,0.001981052,0.0014867568,0.003801797,0.05921948,0.011834448,0.021640679,0.06433176,0.0015536731],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000045270197,0.000085093896,0.0019691098,0.00058447465,0.000036192367,0.0010121277,0.060029555,0.00043779452,0.0011724437,0.12759629,0.76057816,0.046453472],"study_design_scores_gemma":[0.000022208771,0.000022902392,0.0012096127,0.001074365,0.000023606575,0.00023909424,0.015597952,0.0004413855,0.0011300697,0.013391872,0.96665025,0.0001968122],"about_ca_topic_score_codex":0.6554518,"about_ca_topic_score_gemma":0.78378844,"teacher_disagreement_score":0.9670189,"about_ca_system_score_codex":0.095633894,"about_ca_system_score_gemma":0.46505478,"threshold_uncertainty_score":0.98604995},"labels":[],"label_agreement":null},{"id":"W298741439","doi":"10.18806/tesl.v18i1.898","title":"Gender Positioning in Education: A Critical Image Analysis of ESL Texts","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Gender Studies in Language","field":"Social Sciences","cited_by":60,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Interrogation; Politics; Sociology; Identification (biology); Critical discourse analysis; Point (geometry); Critical mass (sociodynamics); Semantic analysis (machine learning); Pedagogy; Linguistics; Social science; Political science; Law; Computer science; Artificial intelligence","score_opus":0.013288555545646504,"score_gpt":0.3389098900772259,"score_spread":0.3256213345315794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W298741439","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":[0.9198849,0.0010078057,0.014086383,0.0024797826,0.00014032052,0.00071033475,0.000644663,0.0000975548,0.0609483],"genre_scores_gemma":[0.97898406,0.00057661615,0.012336289,0.00016364995,0.00005788346,0.0003470968,0.0002220784,0.00008499089,0.0072272294],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982639,0.0009571782,0.00008747018,0.00014340137,0.00038857214,0.00015951843],"domain_scores_gemma":[0.99055463,0.0065996703,0.0007774235,0.00039510636,0.0015133587,0.00015982127],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037757256,0.00034831112,0.000276969,0.007969309,0.0036327785,0.005339846,0.0006653408,0.0005676527,0.0041953116],"category_scores_gemma":[0.010022191,0.00016285764,0.00020805285,0.0067993896,0.008264619,0.0032202855,0.002337123,0.0011836969,0.00031359342],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000065620006,0.000039264407,0.0038440882,0.00030376058,0.0000045613947,0.00050905236,0.9271892,0.000046032797,0.0038737378,0.018637605,0.0022293937,0.043257706],"study_design_scores_gemma":[0.0000058216087,0.000044466025,0.017898828,0.0002449836,0.000008879654,0.00030290725,0.93300635,0.0003026254,0.0038415187,0.005433239,0.038886394,0.000023922672],"about_ca_topic_score_codex":0.007350599,"about_ca_topic_score_gemma":0.014125814,"teacher_disagreement_score":0.9926494,"about_ca_system_score_codex":0.003852991,"about_ca_system_score_gemma":0.0023324748,"threshold_uncertainty_score":0.027955532},"labels":[],"label_agreement":null},{"id":"W3004648727","doi":"10.18806/tesl.v36i2.1313","title":"Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Perception; Sociology; Pedagogy; Humanities; Psychology; Art","score_opus":0.011281681181894754,"score_gpt":0.29483870181861455,"score_spread":0.2835570206367198,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004648727","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":[0.99826175,0.00007079045,0.000021690063,0.0001282375,0.0000028489915,0.000008171645,0.000020597776,0.0000012680347,0.0014846107],"genre_scores_gemma":[0.99850094,0.000137132,0.000074362586,0.00004798211,0.000001140168,0.0000066448774,0.000033900556,0.0000018676609,0.0011959325],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99855655,0.00014426654,0.0000719192,0.00013342779,0.00061391067,0.00047993983],"domain_scores_gemma":[0.99531895,0.0005301306,0.0008286053,0.00009003308,0.0016449407,0.0015871654],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017046958,0.00023996126,0.00035800788,0.0007200959,0.004745623,0.0023259968,0.0006585186,0.000295875,0.0015594125],"category_scores_gemma":[0.0034135345,0.00028379867,0.00024696218,0.0009914194,0.0020034802,0.00062795606,0.001252845,0.0008611394,0.00015020517],"study_design_candidate":"qualitative","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":[0.0000705751,0.00017703736,0.6396064,0.00009870147,0.000024967258,0.00042194498,0.3359528,0.00011258762,0.0016907118,0.00046246996,0.000794485,0.020587396],"study_design_scores_gemma":[0.0000075945536,0.00009550523,0.69962823,0.000114467664,0.000018229804,0.00006390089,0.29445755,0.00016111002,0.00032899398,0.000057293768,0.005040696,0.000026471394],"about_ca_topic_score_codex":0.9710949,"about_ca_topic_score_gemma":0.9894946,"teacher_disagreement_score":0.028905094,"about_ca_system_score_codex":0.018928448,"about_ca_system_score_gemma":0.031208325,"threshold_uncertainty_score":0.13733613},"labels":[],"label_agreement":null},{"id":"W3007123571","doi":"10.18806/tesl.v36i3.1327","title":"A Reflective Approach to Digital Technology Implementation in Language Teaching: Expanding Pedagogical Capacity by Rethinking Substitution, Augmentation, Modification, and Redefinition","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Situational ethics; Situated; Context (archaeology); Pedagogy; Sociology; Computer science; Psychology; Social psychology","score_opus":0.06563893662639797,"score_gpt":0.3883249562894626,"score_spread":0.32268601966306465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007123571","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":[0.050353546,0.005619415,0.78102875,0.043509323,0.0008278493,0.0011558194,0.000028843542,0.0006610257,0.11681537],"genre_scores_gemma":[0.51333505,0.003952769,0.46213472,0.0048761214,0.00024713713,0.0012249651,0.000032808537,0.00024991776,0.013946461],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.92687744,0.05969622,0.0017751075,0.0039536674,0.0060075507,0.0016900678],"domain_scores_gemma":[0.9449312,0.03880842,0.0029111407,0.0075785774,0.003751038,0.0020195828],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.051949147,0.0013591044,0.00078934495,0.004591226,0.006506285,0.016864454,0.0061733755,0.0059343935,0.0017094429],"category_scores_gemma":[0.044214584,0.001302039,0.0015153231,0.0017961056,0.06704882,0.021221496,0.0146706905,0.011312555,0.00075424934],"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":[0.00005251634,0.00029622213,0.0018450695,0.000615034,0.000039335402,0.00053990015,0.32654807,0.0010209694,0.002682031,0.5530806,0.0023654383,0.11091477],"study_design_scores_gemma":[0.00010674045,0.0005020885,0.0018681929,0.0023341079,0.00010865562,0.0019712856,0.14753367,0.005590952,0.007834498,0.5678581,0.2640991,0.00019248064],"about_ca_topic_score_codex":0.0018519274,"about_ca_topic_score_gemma":0.003277777,"teacher_disagreement_score":0.051949147,"about_ca_system_score_codex":0.008469843,"about_ca_system_score_gemma":0.015764253,"threshold_uncertainty_score":0.27473664},"labels":[],"label_agreement":null},{"id":"W3007952165","doi":"10.18806/tesl.v36i3.1323","title":"Developing Cosmopolitan Communicative Competence Through Online Transnational Encounters","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Cosmopolitanism; Communicative competence; Pedagogy; Sociology; Psychology; Intercultural communication","score_opus":0.04534576214081728,"score_gpt":0.3518973734619444,"score_spread":0.3065516113211271,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3007952165","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":[0.9928,0.000060762184,0.00094291783,0.000115999224,0.0000059480167,0.000022725553,0.0000065220233,0.000007354998,0.006037805],"genre_scores_gemma":[0.9982633,0.00008106663,0.00064159144,0.000034620338,0.000004056862,0.000026648022,0.000008894698,0.0000049162804,0.0009349667],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9945181,0.0040616286,0.00017933668,0.00033789992,0.0004947005,0.00040820945],"domain_scores_gemma":[0.99180216,0.0044992934,0.001460947,0.00056070625,0.0006093512,0.0010675386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040538795,0.00035061786,0.00034890234,0.0009605167,0.002918646,0.0054839794,0.00058481016,0.0005487689,0.0028171102],"category_scores_gemma":[0.009993138,0.00027334585,0.00023146826,0.0005798062,0.0031709743,0.0034816188,0.0071869767,0.0010564111,0.0004035456],"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":[0.0000760143,0.0003788397,0.07796097,0.00015044863,0.00002609854,0.0006606445,0.8680098,0.00014067543,0.0051452816,0.002750219,0.00023851664,0.044462524],"study_design_scores_gemma":[0.000018705521,0.00037183866,0.07296034,0.00013992398,0.000039389837,0.00066887506,0.8981599,0.00065798184,0.0029815726,0.0015388594,0.022415146,0.00004747612],"about_ca_topic_score_codex":0.0017804217,"about_ca_topic_score_gemma":0.0035295663,"teacher_disagreement_score":0.0054839794,"about_ca_system_score_codex":0.00085556065,"about_ca_system_score_gemma":0.00110072,"threshold_uncertainty_score":0.021439195},"labels":[],"label_agreement":null},{"id":"W3008351129","doi":"10.18806/tesl.v36i3.1322","title":"The Multimodal Effects of Voice-Based Asynchronous Technology-Mediated Communication on EAP Speaking Performance","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fluency; Active listening; Asynchronous communication; Intelligibility (philosophy); Psychology; Pedagogy; Qualitative research; Computer science; Linguistics; Mathematics education; Sociology; Communication","score_opus":0.004526873809939019,"score_gpt":0.18111724554216163,"score_spread":0.1765903717322226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3008351129","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":[0.9876556,0.0001965904,0.0014381995,0.000114427414,0.00002451244,0.000055071945,0.000042185515,0.000047010748,0.0104264],"genre_scores_gemma":[0.996985,0.00011014462,0.0014340517,0.000052082396,0.00002210367,0.00006369114,0.00002000354,0.000013638314,0.0012992108],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9979103,0.0011332672,0.00010036863,0.00023635887,0.00047310675,0.0001465144],"domain_scores_gemma":[0.98925143,0.008650777,0.0008023698,0.0002476875,0.0006359616,0.0004117166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018191586,0.0004108194,0.00024371686,0.0004129756,0.00060485525,0.0015714047,0.0003669275,0.00056460936,0.005466661],"category_scores_gemma":[0.015167843,0.00014578096,0.00028518983,0.00018057314,0.0007369565,0.0009167818,0.0015702851,0.00048526033,0.0005326645],"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":[0.005551296,0.0026514644,0.08198856,0.0024515842,0.00034548074,0.0016887198,0.094952755,0.0028539507,0.31083897,0.0026171212,0.001380534,0.49267954],"study_design_scores_gemma":[0.00045508103,0.018720513,0.8508301,0.00087309047,0.00093657325,0.0013858151,0.051252462,0.0062900987,0.05333053,0.0027551083,0.012910906,0.00025962028],"about_ca_topic_score_codex":0.0007305511,"about_ca_topic_score_gemma":0.0010287596,"teacher_disagreement_score":0.005466661,"about_ca_system_score_codex":0.00040694553,"about_ca_system_score_gemma":0.00040214698,"threshold_uncertainty_score":0.018287838},"labels":[],"label_agreement":null},{"id":"W3008374752","doi":"10.18806/tesl.v36i3.1324","title":"Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"George Washington University","keywords":"Psychology; Graduate students; Ligne; Pedagogy; Humanities; Second language writing; Computer-mediated communication; Library science; Linguistics; Computer science; Second language; Art; World Wide Web; The Internet","score_opus":0.05183567819437523,"score_gpt":0.30413575905774504,"score_spread":0.2523000808633698,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3008374752","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":[0.9989729,0.00004883093,0.00006586857,0.00003218362,0.000005344819,0.000020243267,0.00005651246,0.0000031846869,0.0007948779],"genre_scores_gemma":[0.9983065,0.000104887346,0.0001941495,0.000040115712,0.00001606623,0.00006913641,0.00013514016,0.000005356071,0.0011286725],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99831426,0.0005419409,0.00014646094,0.00022527583,0.00034631864,0.00042572213],"domain_scores_gemma":[0.9929547,0.0023688271,0.0009501083,0.0002443116,0.0012515299,0.0022305402],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025211207,0.00032514276,0.00066821213,0.0021645112,0.0012364108,0.0019381321,0.0006650951,0.0006665755,0.0040179305],"category_scores_gemma":[0.0072429604,0.00023663277,0.00084724155,0.0013576885,0.0009313223,0.0010311165,0.0015596553,0.0010099299,0.0010771685],"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":[0.0014454833,0.0074533126,0.75813794,0.00030070066,0.00018898638,0.001189748,0.11446176,0.00018633698,0.0024698814,0.00037892538,0.0019367223,0.111850254],"study_design_scores_gemma":[0.000036238656,0.0032917052,0.9193778,0.000062900566,0.000048419617,0.00036384203,0.073722295,0.00027531962,0.00058805075,0.0000973701,0.002093156,0.000042950825],"about_ca_topic_score_codex":0.0020279768,"about_ca_topic_score_gemma":0.0034189539,"teacher_disagreement_score":0.0040179305,"about_ca_system_score_codex":0.0009298499,"about_ca_system_score_gemma":0.0008005541,"threshold_uncertainty_score":0.013441265},"labels":[],"label_agreement":null},{"id":"W3008542747","doi":"10.18806/tesl.v36i3.1326","title":"Creating Multimodal Reflections in an IEP Speaking-Listening Course","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Eastern Michigan University","keywords":"Multimodality; Pedagogy; Context (archaeology); Psychology; Active listening; Sociology; Humanities; Computer science; Art; World Wide Web; Communication","score_opus":0.05511651461971155,"score_gpt":0.41782768783114704,"score_spread":0.3627111732114355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3008542747","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":[0.8021061,0.00028567653,0.11476519,0.0033429514,0.0005493108,0.0015301548,0.00036127967,0.0025727346,0.074486606],"genre_scores_gemma":[0.78143346,0.0006469311,0.16849928,0.0007638419,0.00019141586,0.0012656177,0.00033923885,0.00081635365,0.04604388],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9973787,0.0015183013,0.00010670136,0.00023999269,0.0004688341,0.0002876105],"domain_scores_gemma":[0.9953307,0.0027323444,0.00021336388,0.0003883928,0.00045408538,0.0008811788],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003952226,0.0008621307,0.00044218602,0.0006678355,0.0022270975,0.0036764822,0.0014433655,0.0013757056,0.008081929],"category_scores_gemma":[0.010540578,0.0002951968,0.0007272239,0.00033155983,0.0019655097,0.002202108,0.004753812,0.0020920876,0.0024150799],"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":[0.00080780784,0.004140465,0.0062251133,0.0011036551,0.00006716268,0.007000361,0.41439053,0.0047531775,0.07927065,0.01598919,0.025871808,0.44038013],"study_design_scores_gemma":[0.0003145002,0.0067809424,0.016909093,0.0014729375,0.0001764104,0.0057908394,0.3209312,0.012007578,0.0877059,0.013380215,0.5339638,0.0005665543],"about_ca_topic_score_codex":0.0004794343,"about_ca_topic_score_gemma":0.0011440036,"teacher_disagreement_score":0.008081929,"about_ca_system_score_codex":0.00095372344,"about_ca_system_score_gemma":0.0017796735,"threshold_uncertainty_score":0.027036786},"labels":[],"label_agreement":null},{"id":"W3008625027","doi":"10.18806/tesl.v36i3.1319","title":"Digital Multimodal Composition and Second Language Teacher Knowledge","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Composition (language); Pedagogy; Psychology; Mathematics education; Sociology; Linguistics","score_opus":0.006705707526381115,"score_gpt":0.20041929677942177,"score_spread":0.19371358925304066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3008625027","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":[0.9743157,0.00019928307,0.00059128087,0.00036645128,0.000003924245,0.000013290562,0.000017791132,0.000013687051,0.024478503],"genre_scores_gemma":[0.99576217,0.00014178787,0.00025055907,0.000031744406,0.0000023000111,0.000013020761,0.000018436545,0.000004278798,0.003775691],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.999089,0.00028470592,0.00006785855,0.00014826788,0.00025987596,0.00015026676],"domain_scores_gemma":[0.9949616,0.002995057,0.0008918079,0.00026274612,0.000456524,0.0004322645],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010284072,0.00012987024,0.00019525106,0.0013257053,0.0011542211,0.0042579235,0.0003685436,0.0005202524,0.009259684],"category_scores_gemma":[0.008446514,0.00017009121,0.00018111113,0.00056860433,0.0017056672,0.0026688145,0.003279334,0.0007600438,0.00056869676],"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":[0.00016196043,0.0010770217,0.3224615,0.00036651696,0.000029132849,0.0022274244,0.40224627,0.0005565402,0.0063508805,0.010993949,0.001354642,0.2521741],"study_design_scores_gemma":[0.000049979266,0.00050488365,0.4248924,0.0005422635,0.00006500981,0.002575167,0.49246857,0.0026941074,0.007393004,0.009910789,0.058831144,0.000072646275],"about_ca_topic_score_codex":0.0048105265,"about_ca_topic_score_gemma":0.004951177,"teacher_disagreement_score":0.009259684,"about_ca_system_score_codex":0.0015943805,"about_ca_system_score_gemma":0.001260595,"threshold_uncertainty_score":0.030976713},"labels":[],"label_agreement":null},{"id":"W3008632098","doi":"10.18806/tesl.v36i3.1325","title":"Social Media for Social Inclusion: Barriers to Participation in Target-Language Online Communities","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Digital Communication and Language","field":"Computer Science","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Social media; Sociology; Computer-mediated communication; Psychology; Pedagogy; Humanities; Linguistics; The Internet; World Wide Web; Computer science; Gender studies; Art","score_opus":0.02512974139026328,"score_gpt":0.3054240415507232,"score_spread":0.2802943001604599,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3008632098","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":[0.9532381,0.00087254285,0.001136317,0.011815619,0.00012198985,0.0001823058,0.000042606236,0.000040315124,0.032550104],"genre_scores_gemma":[0.99672866,0.0003011286,0.00042004132,0.00057453156,0.000032760647,0.00012599949,0.000016698452,0.000018785411,0.0017812965],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9785575,0.013779553,0.0009607282,0.00094071275,0.0031591756,0.0026022408],"domain_scores_gemma":[0.94960463,0.032625407,0.004686385,0.0015352442,0.0034474097,0.008100841],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011257441,0.00043420625,0.000647784,0.001661405,0.01386554,0.010719354,0.0023922578,0.0019560235,0.009074492],"category_scores_gemma":[0.045797337,0.0004534739,0.0005515773,0.0011976492,0.006058774,0.008765476,0.016269576,0.0022344964,0.0009082512],"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":[0.00011837097,0.0004852837,0.084755234,0.0005300412,0.000047719495,0.001379857,0.8292308,0.000070952614,0.00093152607,0.010463366,0.005185186,0.066801704],"study_design_scores_gemma":[0.000025747486,0.00015801364,0.031842604,0.000708119,0.000031090825,0.00067454105,0.9282255,0.0005329366,0.00034717235,0.004232461,0.03318108,0.000040825656],"about_ca_topic_score_codex":0.011149001,"about_ca_topic_score_gemma":0.010200982,"teacher_disagreement_score":0.01386554,"about_ca_system_score_codex":0.0024520035,"about_ca_system_score_gemma":0.006909745,"threshold_uncertainty_score":0.05953574},"labels":[],"label_agreement":null},{"id":"W3009005874","doi":"10.18806/tesl.v36i3.1320","title":"Language Teachers' Digital Mindsets: Links Between Everyday Use and Professional Use of Technology","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Digital literacy in education","field":"Computer Science","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"York University; McMaster University","keywords":"Affordance; Mindset; Pedagogy; Technology integration; Psychology; Educational technology; Language education; Sociology; Computer science","score_opus":0.010394420363101297,"score_gpt":0.2374921507417526,"score_spread":0.2270977303786513,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3009005874","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":[0.9976313,0.0001526513,0.00032073053,0.00016134758,0.0000030923727,0.000006460369,0.000007561715,0.0000033895572,0.0017135156],"genre_scores_gemma":[0.9992711,0.00013178683,0.00022049501,0.000040008763,0.0000024834626,0.0000105064155,0.000008742271,0.0000020493853,0.00031286434],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99860615,0.00053076725,0.0001223381,0.00019959486,0.00034706903,0.0001941663],"domain_scores_gemma":[0.98945487,0.0059213205,0.0028366416,0.00039168043,0.0006574644,0.0007381043],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023493806,0.00021709355,0.0002323164,0.0021283005,0.0010915071,0.0036968219,0.00038624948,0.00058572215,0.0014987756],"category_scores_gemma":[0.010228992,0.00045388934,0.0002790398,0.000805872,0.0032096088,0.002739854,0.0031526424,0.0009845302,0.00015459611],"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":[0.00007996623,0.00027578603,0.58167195,0.00019324523,0.000040351602,0.00041648684,0.38148504,0.000110670306,0.0026059155,0.0014665888,0.00019271797,0.03146134],"study_design_scores_gemma":[0.0000093754,0.00016614964,0.66092426,0.0001448238,0.000024351864,0.00043135538,0.33219147,0.00040447648,0.00063642795,0.0015315615,0.0034950683,0.000040718158],"about_ca_topic_score_codex":0.0034862445,"about_ca_topic_score_gemma":0.0055067562,"teacher_disagreement_score":0.0036968219,"about_ca_system_score_codex":0.0010499617,"about_ca_system_score_gemma":0.000736398,"threshold_uncertainty_score":0.012424827},"labels":[],"label_agreement":null},{"id":"W3009029351","doi":"10.18806/tesl.v36i3.1321","title":"Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Excellence; Psychology; Foreign language; Pedagogy; Ideal (ethics); Perception; Relation (database); Mathematics education; Computer science; Political science","score_opus":0.006507960595321756,"score_gpt":0.2861158382767123,"score_spread":0.2796078776813905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3009029351","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":[0.99887866,0.00011598359,0.00007150538,0.00035670257,0.0000043376763,0.0000126530385,0.000023093944,0.0000019996867,0.00053514086],"genre_scores_gemma":[0.99875593,0.00023375457,0.00016000365,0.0000891224,0.0000035183905,0.000035121433,0.000031744432,0.0000031611971,0.0006875794],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99772495,0.00073411,0.000176657,0.00024785634,0.00058880955,0.0005275669],"domain_scores_gemma":[0.9911972,0.002712674,0.0017903376,0.00022173987,0.0017346425,0.0023433783],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038964492,0.00025793558,0.0004202512,0.0014316734,0.001991664,0.0040615434,0.00078641385,0.001330434,0.0024164852],"category_scores_gemma":[0.014528109,0.0005193447,0.0003877198,0.0006910171,0.0014867483,0.002949459,0.0024154212,0.0017673478,0.00057321385],"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":[0.00010894894,0.00059775746,0.41901642,0.00017620843,0.000020411286,0.00089550647,0.55666065,0.00010388596,0.0019479288,0.00029594087,0.0002844176,0.019891877],"study_design_scores_gemma":[0.000008420951,0.00027314512,0.18378778,0.00012180743,0.000010231456,0.00030837522,0.81270903,0.00021258002,0.0003748446,0.00015087442,0.0020112311,0.00003164868],"about_ca_topic_score_codex":0.014714013,"about_ca_topic_score_gemma":0.015839228,"teacher_disagreement_score":0.014714013,"about_ca_system_score_codex":0.0014794891,"about_ca_system_score_gemma":0.0020569505,"threshold_uncertainty_score":0.029256701},"labels":[],"label_agreement":null},{"id":"W3024956785","doi":"10.18806/tesl.v36i2.1312","title":"Precarious Work of English Language Teaching in Canada","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Precarity; Immigration; Sociology; Precarious work; Job insecurity; Work (physics); English language; Literacy; Pedagogy; Humanities; Gender studies; Political science; Psychology; Mathematics education; Art","score_opus":0.008300032554162427,"score_gpt":0.2730266204636428,"score_spread":0.26472658790948034,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3024956785","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":[0.92499393,0.020665342,0.000314005,0.010970754,0.0002448827,0.000048484766,0.0006221374,0.000018851262,0.042121578],"genre_scores_gemma":[0.9875493,0.007829717,0.00017834807,0.0006714322,0.000018447145,0.0000114049435,0.00013315528,0.000008947184,0.0035991895],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99774796,0.00023273917,0.00008242499,0.00020737734,0.000775559,0.00095392304],"domain_scores_gemma":[0.9957402,0.00063059287,0.0005867181,0.00010968883,0.0011693024,0.001763546],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001298196,0.00018319077,0.00039881846,0.0015873066,0.013550386,0.004989404,0.0010671513,0.0005980833,0.0034064453],"category_scores_gemma":[0.0035899815,0.00024276068,0.00028669744,0.003410819,0.005801399,0.0012313783,0.0028941857,0.0015392137,0.00017762162],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013091885,0.000091966955,0.24932659,0.0012623431,0.000060254417,0.0038953463,0.52057815,0.00051101984,0.001108917,0.03864861,0.014025527,0.17036028],"study_design_scores_gemma":[0.000010144509,0.000055033557,0.39524916,0.0017711383,0.000031287844,0.00068450795,0.47042683,0.00016057682,0.00025416818,0.0017005433,0.12957847,0.000078108504],"about_ca_topic_score_codex":0.99139273,"about_ca_topic_score_gemma":0.9958788,"teacher_disagreement_score":0.058130812,"about_ca_system_score_codex":0.058130812,"about_ca_system_score_gemma":0.16868068,"threshold_uncertainty_score":0.42177057},"labels":[],"label_agreement":null},{"id":"W3025350861","doi":"10.18806/tesl.v36i2.1314","title":"Collaboration to Support ESL Education: Complexities of the Integrated Model","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Ell; Pedagogy; Professional development; English language; Psychology; English as a second language; Mathematics education; Sociology; Teaching method; Vocabulary development","score_opus":0.018174726436263586,"score_gpt":0.30953097228306936,"score_spread":0.29135624584680575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3025350861","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":[0.13598664,0.02402278,0.31230673,0.13309978,0.0015936417,0.0011833964,0.00019718902,0.0007058264,0.39090395],"genre_scores_gemma":[0.88269705,0.006171389,0.09858032,0.002992281,0.00030970408,0.001317383,0.000108371234,0.00013568939,0.0076877717],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9548866,0.03242747,0.0016020616,0.0031834494,0.0056290883,0.0022713377],"domain_scores_gemma":[0.9574168,0.027014475,0.0026442495,0.003913357,0.003881798,0.00512941],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03330239,0.0009193154,0.0011721775,0.0038490652,0.008484437,0.024704786,0.005426457,0.005235056,0.0084388815],"category_scores_gemma":[0.04077208,0.0011852342,0.0014983781,0.0029171796,0.024142923,0.03325933,0.027350131,0.00580737,0.0017396343],"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":[0.000105295156,0.00032112244,0.006992601,0.0011638163,0.00009295216,0.00073094695,0.10745964,0.002359862,0.00043145742,0.77329,0.0035494254,0.10350284],"study_design_scores_gemma":[0.000165834,0.000454966,0.0031058744,0.003250404,0.00015176363,0.0011280035,0.09786787,0.012222757,0.00039933057,0.74959844,0.13154693,0.00010781869],"about_ca_topic_score_codex":0.007406302,"about_ca_topic_score_gemma":0.0065665413,"teacher_disagreement_score":0.03330239,"about_ca_system_score_codex":0.009342239,"about_ca_system_score_gemma":0.027111921,"threshold_uncertainty_score":0.17612195},"labels":[],"label_agreement":null},{"id":"W3036522234","doi":"10.18806/tesl.v37i1.1329","title":"Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Discipline; Literacy; Vocabulary; Ell; Pedagogy; Humanities; Reading (process); Sociology; Mathematics education; Psychology; Vocabulary development; Teaching method; Art; Linguistics; Philosophy; Social science","score_opus":0.02106311847533111,"score_gpt":0.2448526082748649,"score_spread":0.2237894897995338,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3036522234","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":[0.9671348,0.0035590618,0.0063579096,0.002303776,0.00006799556,0.00010609635,0.000020099851,0.000023011804,0.02042717],"genre_scores_gemma":[0.9808617,0.0044305227,0.008960581,0.00056240015,0.000024735296,0.00021619853,0.00003595753,0.000014469833,0.0048933174],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99879104,0.00062016665,0.00006829888,0.00016456493,0.00022365402,0.00013226757],"domain_scores_gemma":[0.99832267,0.0007304618,0.00026255203,0.000098710196,0.0002299138,0.00035570748],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00203964,0.00023632727,0.00027411914,0.0006487389,0.0012599583,0.0030966836,0.0007022263,0.00063675747,0.0012924843],"category_scores_gemma":[0.0043817377,0.0001849374,0.00034832602,0.0003866282,0.0017571453,0.0021411148,0.003806857,0.0014759051,0.00030347527],"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":[0.00009213958,0.0013570049,0.15152685,0.0014005828,0.00004981277,0.0024389066,0.48982874,0.00024104438,0.0108451415,0.03381083,0.0020181593,0.30639082],"study_design_scores_gemma":[0.000075415504,0.0012093276,0.24263933,0.0047579757,0.00023155051,0.003918218,0.5136681,0.0011486197,0.02111737,0.029650291,0.18150403,0.00007970951],"about_ca_topic_score_codex":0.0033890845,"about_ca_topic_score_gemma":0.009204146,"teacher_disagreement_score":0.0033890845,"about_ca_system_score_codex":0.0012996651,"about_ca_system_score_gemma":0.0041024648,"threshold_uncertainty_score":0.010786772},"labels":[],"label_agreement":null},{"id":"W3046598385","doi":"10.18806/tesl.v37i1.1330","title":"Leveraging Listening Texts in Vocabulary Acquisition for Low-literate Learners","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Second-language acquisition; Reading (process); Active listening; Vocabulary; Language acquisition; Vocabulary development; Literacy; First language; Linguistics; Humanities; Pedagogy; Communication; Mathematics education; Philosophy","score_opus":0.019190670702190993,"score_gpt":0.2756309599683336,"score_spread":0.2564402892661426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3046598385","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":[0.97453374,0.0006467937,0.0018922254,0.0005852512,0.000022254946,0.000053836306,0.000056910536,0.000065997236,0.022142947],"genre_scores_gemma":[0.9908606,0.00073122076,0.0035393059,0.00019978225,0.000020058877,0.00007453843,0.00010149269,0.000029560235,0.004443488],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99870193,0.00054556056,0.00007572635,0.00020274895,0.00032305147,0.00015099416],"domain_scores_gemma":[0.9932446,0.0046425015,0.00070743996,0.00025717166,0.0005529749,0.0005953389],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018891069,0.00040429315,0.0003198875,0.0010698773,0.0007197198,0.0043728994,0.0005272909,0.00068981363,0.0058040507],"category_scores_gemma":[0.01247997,0.00018118542,0.0002817473,0.00033191533,0.0011245265,0.0033554651,0.0034031915,0.00093175983,0.0012387395],"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":[0.00043571918,0.0017211168,0.22059678,0.0015044812,0.000073901254,0.0036788678,0.29006088,0.00025350618,0.03764009,0.007055562,0.0027876946,0.43419135],"study_design_scores_gemma":[0.00010822891,0.0029473486,0.610103,0.002311806,0.00037767476,0.004991125,0.269423,0.002137808,0.022910668,0.028481126,0.055953965,0.00025424338],"about_ca_topic_score_codex":0.0011316258,"about_ca_topic_score_gemma":0.002188574,"teacher_disagreement_score":0.0058040507,"about_ca_system_score_codex":0.00036668862,"about_ca_system_score_gemma":0.000710166,"threshold_uncertainty_score":0.019416511},"labels":[],"label_agreement":null},{"id":"W305932281","doi":"10.18806/tesl.v18i1.901","title":"Fostering Learner Autonomy in an ESL Classroom","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Learner autonomy; Autonomy; Context (archaeology); Pedagogy; Psychology; Action research; Mathematics education; Action (physics); Language education; Comprehension approach; Political science","score_opus":0.03284334770661428,"score_gpt":0.2322350622581398,"score_spread":0.19939171455152552,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W305932281","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":[0.9783595,0.00005063922,0.007159373,0.000753458,0.000023641234,0.00008983291,0.000006789514,0.00009125506,0.013465458],"genre_scores_gemma":[0.9873564,0.00007740253,0.008404293,0.000117667376,0.000009255291,0.00012154502,0.000012612247,0.000013355788,0.0038874438],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958639,0.0025264698,0.00011924635,0.0003693504,0.00070275785,0.00041831975],"domain_scores_gemma":[0.9957302,0.001428766,0.00048453273,0.0003560751,0.00038945887,0.0016108997],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035374728,0.0003720302,0.00030661322,0.00053306954,0.002651855,0.0026159598,0.000984967,0.0005477893,0.0012210069],"category_scores_gemma":[0.0050701317,0.0001825136,0.0002563288,0.00017521215,0.0032070882,0.001826721,0.0076032137,0.001631872,0.0003828377],"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":[0.0003366307,0.008278821,0.044326313,0.00042591785,0.000034758887,0.0010474966,0.5398164,0.0032852753,0.0409795,0.024697443,0.0045306026,0.33224094],"study_design_scores_gemma":[0.0007493353,0.005875576,0.07527723,0.0005832969,0.000094470844,0.0014773753,0.5348131,0.015214261,0.054061122,0.0502324,0.2613374,0.00028448092],"about_ca_topic_score_codex":0.0011701031,"about_ca_topic_score_gemma":0.002454724,"teacher_disagreement_score":0.0035374728,"about_ca_system_score_codex":0.0010627254,"about_ca_system_score_gemma":0.0033363695,"threshold_uncertainty_score":0.01870817},"labels":[],"label_agreement":null},{"id":"W3094449937","doi":"10.18806/tesl.v37i1.1334","title":"Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Humanities; Vocabulary; Sociology; Literacy; Pedagogy; Psychology; Art; Linguistics; Philosophy","score_opus":0.08368803950485805,"score_gpt":0.36551705302969817,"score_spread":0.28182901352484013,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3094449937","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":[0.41209042,0.009033784,0.15045987,0.031542353,0.00049778237,0.0012966715,0.00006607971,0.00069312484,0.39431995],"genre_scores_gemma":[0.9000112,0.0035068549,0.06786907,0.0017199895,0.0000557419,0.00071430445,0.00004231958,0.00010875054,0.025971796],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9946262,0.003421627,0.000120327146,0.00054997974,0.00069166004,0.00059021433],"domain_scores_gemma":[0.9974598,0.0011215141,0.00014276044,0.00023401003,0.00029893027,0.0007429465],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005218824,0.00070693326,0.0006400061,0.0022012868,0.007926685,0.014234933,0.0028635918,0.002513446,0.003037535],"category_scores_gemma":[0.004079019,0.00041912057,0.00063534075,0.0013837893,0.01849647,0.0044162185,0.011057905,0.0040787947,0.0005358699],"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":[0.000030216195,0.00063631684,0.0065312316,0.0006902333,0.000041975127,0.0010317337,0.61904263,0.001239046,0.004441665,0.156265,0.0031720877,0.20687787],"study_design_scores_gemma":[0.000059057715,0.00026864445,0.011108142,0.0018623095,0.00009330473,0.00082821574,0.6281305,0.002020957,0.0029583697,0.09615467,0.25643733,0.000078541234],"about_ca_topic_score_codex":0.07506519,"about_ca_topic_score_gemma":0.15040375,"teacher_disagreement_score":0.07506519,"about_ca_system_score_codex":0.020592792,"about_ca_system_score_gemma":0.046264097,"threshold_uncertainty_score":0.14941186},"labels":[],"label_agreement":null},{"id":"W3106581232","doi":"10.18806/tesl.v37i2.1332","title":"“That’s Just How We Say it”: Understanding L2 Student Writers’ Responses to Written and Negotiated Corrective Feedback Through Critical Incidents","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Corrective feedback; Negotiation; Agency (philosophy); Context (archaeology); Sociocultural evolution; Psychology; Pedagogy; Writing process; Collaborative writing; Sociology; Linguistics; Humanities; Mathematics education; Philosophy; History","score_opus":0.20382010685945678,"score_gpt":0.32266733765341193,"score_spread":0.11884723079395515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3106581232","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":[0.9838626,0.0003020284,0.005206744,0.0020902143,0.000051544874,0.00009610162,0.000030192516,0.000072164905,0.008288576],"genre_scores_gemma":[0.99577516,0.00025704934,0.0017354952,0.00040552497,0.000023788678,0.000083360464,0.00002938238,0.00005141933,0.0016388997],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9843501,0.011171796,0.00061699667,0.0010411203,0.001802593,0.0010173665],"domain_scores_gemma":[0.9480142,0.036852054,0.0071104546,0.0019620531,0.004147903,0.0019132602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012130879,0.0010217441,0.00060565013,0.0026554111,0.008406643,0.013063339,0.0028568085,0.0045248824,0.0016299932],"category_scores_gemma":[0.06059034,0.00078754395,0.00049699337,0.0011412954,0.0114341965,0.0092243925,0.007247323,0.0055705984,0.00063817156],"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":[0.000034896715,0.00006585095,0.0057777255,0.00005797432,0.0000058200867,0.00047907955,0.98655105,0.000073177674,0.0007792516,0.0010472146,0.00026879145,0.0048592607],"study_design_scores_gemma":[0.000009367745,0.00008111629,0.0049538244,0.00013763164,0.00000971692,0.00047690127,0.98409986,0.0006404969,0.0010959277,0.0015906394,0.006867372,0.000036994017],"about_ca_topic_score_codex":0.0051459107,"about_ca_topic_score_gemma":0.004823828,"teacher_disagreement_score":0.013063339,"about_ca_system_score_codex":0.0041541224,"about_ca_system_score_gemma":0.0028372798,"threshold_uncertainty_score":0.06415492},"labels":[],"label_agreement":null},{"id":"W3106782855","doi":"10.18806/tesl.v37i2.1338","title":"The Visibility of Oral Corrective Feedback Research in Teacher Education Textbooks","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Second-language acquisition; Limiting; Mathematics education; Second language; Pedagogy; Linguistics; Philosophy","score_opus":0.11801124832334059,"score_gpt":0.3350742660032665,"score_spread":0.21706301767992592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3106782855","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":[0.92877054,0.026306825,0.0072828447,0.004797697,0.0005674618,0.00010698985,0.00077074027,0.00028089824,0.03111595],"genre_scores_gemma":[0.9781416,0.007808261,0.0076728025,0.0008494679,0.00038520576,0.00012712821,0.0004761358,0.00017042128,0.00436896],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9678991,0.011696025,0.0036318805,0.0038032427,0.012467254,0.00050258846],"domain_scores_gemma":[0.6785107,0.23760639,0.04313316,0.013428588,0.024296453,0.0030246305],"candidate_categories":["bibliometrics"],"consensus_categories":[],"category_scores_codex":[0.015579684,0.00031931105,0.00089956727,0.017904108,0.0018823185,0.009509784,0.0013095732,0.0014167475,0.0029729428],"category_scores_gemma":[0.15645193,0.0007457468,0.0003436106,0.013642911,0.004893612,0.005270168,0.004977752,0.0013500198,0.00057974405],"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":[0.0003045161,0.0001809659,0.14210446,0.007881335,0.00019898279,0.0024398875,0.3681166,0.000528346,0.016280472,0.015044474,0.0076978463,0.4392221],"study_design_scores_gemma":[0.000079307145,0.00069270557,0.4481175,0.018400762,0.0003334971,0.0062416582,0.16975965,0.0016182536,0.012808669,0.010065882,0.33164513,0.00023691711],"about_ca_topic_score_codex":0.0018342355,"about_ca_topic_score_gemma":0.0037622508,"teacher_disagreement_score":0.9820959,"about_ca_system_score_codex":0.0040964554,"about_ca_system_score_gemma":0.003588842,"threshold_uncertainty_score":0.08239424},"labels":[],"label_agreement":null},{"id":"W3107007507","doi":"10.18806/tesl.v37i2.1340","title":"Perspectives on Using Automated Writing Evaluation Systems to Provide Written Corrective Feedback in the ESL Classroom","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Cambridge; Educational Testing Service","keywords":"Corrective feedback; Second language writing; Autonomy; Complement (music); Redaction; Pedagogy; Computer science; Psychology; Mathematics education; Linguistics; Second language; Political science; Philosophy; Art; Literature","score_opus":0.07262494559360123,"score_gpt":0.286977747395956,"score_spread":0.21435280180235478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3107007507","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":[0.15009214,0.056699466,0.14123636,0.31134894,0.0017990452,0.00043818812,0.00021753299,0.00096335035,0.33720508],"genre_scores_gemma":[0.8787616,0.016454326,0.0700794,0.014921766,0.0011272113,0.00049653783,0.00011291593,0.0002138022,0.017832473],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9514518,0.03206403,0.0018193093,0.0022966082,0.01067742,0.001690809],"domain_scores_gemma":[0.9189139,0.05274106,0.004268861,0.004515128,0.017544536,0.002016448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038185105,0.0008029822,0.0004732291,0.0032995653,0.0030180872,0.017556254,0.0026138716,0.007021816,0.0026735323],"category_scores_gemma":[0.032735176,0.0006427728,0.0006550961,0.0018081728,0.010288947,0.013912534,0.0057192626,0.004237014,0.0009926159],"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":[0.00039307636,0.00053212704,0.016775398,0.0026713724,0.00008361038,0.0022470574,0.08568771,0.002854897,0.009412818,0.3898636,0.019327683,0.47015062],"study_design_scores_gemma":[0.00017440156,0.0011339964,0.01903667,0.0071190554,0.00012147102,0.0033197151,0.09298823,0.0134065,0.018328315,0.14637178,0.6975961,0.00040381326],"about_ca_topic_score_codex":0.0034447957,"about_ca_topic_score_gemma":0.0028754796,"teacher_disagreement_score":0.038185105,"about_ca_system_score_codex":0.00558514,"about_ca_system_score_gemma":0.0046441224,"threshold_uncertainty_score":0.20194453},"labels":[],"label_agreement":null},{"id":"W3107949889","doi":"10.18806/tesl.v37i2.1341","title":"Investigating EAP Teachers’ Use and Perceptions of Gesture in General and in Corrective Feedback Episodes","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Gesture; Corrective feedback; Session (web analytics); Psychology; Humanities; Pedagogy; Mathematics education; Linguistics; Computer science; Art; Philosophy","score_opus":0.03629625673482955,"score_gpt":0.22812455764737932,"score_spread":0.19182830091254977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3107949889","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":[0.9980551,0.00017359604,0.00060787064,0.00009296102,0.0000047316453,0.000020304018,0.000017157105,0.000013614467,0.0010147919],"genre_scores_gemma":[0.99723697,0.00026537647,0.0008514843,0.000050389895,0.0000045143047,0.000033706416,0.000021241267,0.000008505152,0.001527861],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99696904,0.0011945526,0.0001894854,0.00041208885,0.0007923965,0.00044249825],"domain_scores_gemma":[0.99099475,0.0043282206,0.0016903016,0.00033662355,0.0017795721,0.00087049644],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002797771,0.00040183408,0.0005295673,0.0012936101,0.001568159,0.002240025,0.0007054083,0.0010731494,0.0015001942],"category_scores_gemma":[0.011739815,0.00047178494,0.00021790023,0.00068220217,0.0019605397,0.0008915204,0.0013147853,0.0008938659,0.0002882572],"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":[0.00018599858,0.00020556891,0.15150477,0.00032088548,0.000024500272,0.002232465,0.790856,0.00013939592,0.022400934,0.00024944037,0.0002825503,0.031597544],"study_design_scores_gemma":[0.000019641106,0.0005974595,0.25736362,0.00019621007,0.00002807883,0.0014802278,0.7246515,0.00042605322,0.0027611882,0.00012537808,0.012283007,0.00006759565],"about_ca_topic_score_codex":0.032861292,"about_ca_topic_score_gemma":0.056478787,"teacher_disagreement_score":0.032861292,"about_ca_system_score_codex":0.001869051,"about_ca_system_score_gemma":0.0020792156,"threshold_uncertainty_score":0.06534004},"labels":[],"label_agreement":null},{"id":"W3108066365","doi":"10.18806/tesl.v37i2.1335","title":"Corrective Feedback and Multimodality: Rethinking Categories in Telecollaborative Learning","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Corrective feedback; Context (archaeology); Portuguese; Pedagogy; Multimodality; Sociology; Humanities; Linguistics; Psychology; Art; Mathematics education; Philosophy; Geography","score_opus":0.027475991257359222,"score_gpt":0.21458094051474338,"score_spread":0.18710494925738416,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3108066365","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":[0.79354286,0.0017981906,0.14782675,0.0036210644,0.0002022355,0.0004594414,0.00016473758,0.00048431213,0.051900428],"genre_scores_gemma":[0.97118294,0.00022397282,0.026161525,0.0001621531,0.000019809944,0.0002253064,0.00005797914,0.00007650291,0.0018899024],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9881098,0.007706896,0.00047258547,0.00140314,0.0018212593,0.00048622966],"domain_scores_gemma":[0.9765412,0.01578281,0.0019258705,0.0028253058,0.0021559556,0.00076894055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008924508,0.0006950714,0.00048722533,0.0038547849,0.0026624682,0.006923262,0.002295686,0.0016559022,0.003732112],"category_scores_gemma":[0.03709332,0.00036359337,0.00047379895,0.0026348047,0.014514523,0.012338402,0.008169853,0.0020571435,0.0004151357],"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":[0.00036444544,0.000120084194,0.024206515,0.0005729148,0.00002158517,0.00059752853,0.6674317,0.0006972521,0.0054323934,0.07912738,0.0009769999,0.22045119],"study_design_scores_gemma":[0.00009351996,0.0007188208,0.060156766,0.0019854303,0.00011778468,0.0023955964,0.59577775,0.013908385,0.007999853,0.20353281,0.11304596,0.00026731935],"about_ca_topic_score_codex":0.004695739,"about_ca_topic_score_gemma":0.00561916,"teacher_disagreement_score":0.008924508,"about_ca_system_score_codex":0.003977584,"about_ca_system_score_gemma":0.0022296188,"threshold_uncertainty_score":0.04719788},"labels":[],"label_agreement":null},{"id":"W3108339531","doi":"10.18806/tesl.v37i2.1337","title":"Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Debriefing; Metacognition; Psychology; Peer feedback; Perception; Exploratory research; Second-language acquisition; Language acquisition; Pedagogy; Mathematics education; Linguistics; Social psychology; Cognition; Sociology","score_opus":0.02078336444913979,"score_gpt":0.1825893295788611,"score_spread":0.1618059651297213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3108339531","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":[0.9673827,0.00075282657,0.012895175,0.00050459016,0.000024553492,0.00009825435,0.000039459723,0.00014915621,0.01815326],"genre_scores_gemma":[0.9964192,0.00016783082,0.0027413233,0.00003381214,0.0000081370845,0.000046595873,0.000008666476,0.0000052321016,0.0005692309],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9969586,0.0016569317,0.00013323309,0.00037401918,0.00068813295,0.00018910936],"domain_scores_gemma":[0.98636925,0.008956603,0.0025227435,0.00086168415,0.0006081826,0.0006814988],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001936503,0.0003723527,0.00024737412,0.00081290945,0.00049460254,0.0021897617,0.00057191745,0.00056740385,0.0019975177],"category_scores_gemma":[0.016369216,0.00019972265,0.00020146852,0.00040593994,0.0014626558,0.0013297304,0.001466559,0.0006902829,0.00017148077],"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":[0.0012713034,0.0036045776,0.13904849,0.0020491662,0.0003638398,0.0012136057,0.05935339,0.0043615163,0.057806324,0.02227862,0.0012776254,0.7073715],"study_design_scores_gemma":[0.00043608865,0.007028674,0.82812697,0.0014330373,0.00066870527,0.0029095113,0.021865375,0.014059117,0.05017408,0.045506664,0.02753102,0.00026076176],"about_ca_topic_score_codex":0.0010391823,"about_ca_topic_score_gemma":0.0012272829,"teacher_disagreement_score":0.0021897617,"about_ca_system_score_codex":0.0007242827,"about_ca_system_score_gemma":0.0012083431,"threshold_uncertainty_score":0.010241389},"labels":[],"label_agreement":null},{"id":"W3108550454","doi":"10.18806/tesl.v37i2.1336","title":"Second Language Learners’ and Teachers’ Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting An Exploratory Study","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Asynchronous communication; Exploratory research; Context (archaeology); Perception; Psychology; Pedagogy; Computer science; Mathematics education; Sociology","score_opus":0.025221008470873538,"score_gpt":0.25707754698153645,"score_spread":0.2318565385106629,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3108550454","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":[0.99925464,0.00003542646,0.00023858932,0.00004731406,0.0000040466944,0.000023481316,0.0000075827643,0.00000487147,0.0003839511],"genre_scores_gemma":[0.9989021,0.00007454018,0.00045354236,0.000050771425,0.000006379259,0.00006992905,0.000009282077,0.0000058549313,0.00042744813],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99331665,0.0036912062,0.00051884796,0.00059525087,0.0012429572,0.00063498324],"domain_scores_gemma":[0.96401346,0.021443686,0.0062530944,0.0009313965,0.003686695,0.00367166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009209139,0.00046574906,0.00081212283,0.00095834106,0.0017105124,0.0041594068,0.0007354834,0.0011062399,0.002675435],"category_scores_gemma":[0.030721143,0.0004491225,0.00046221062,0.0004636631,0.0015370643,0.0024393455,0.0020414072,0.0014044585,0.00040994538],"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":[0.0006590598,0.0029791165,0.18662567,0.0006473494,0.00006667348,0.0016202931,0.7629296,0.0003278058,0.01597712,0.00037905644,0.0004763387,0.02731193],"study_design_scores_gemma":[0.00015643358,0.004640067,0.20683308,0.00031863537,0.00011025787,0.0012129056,0.77005017,0.0015422268,0.005787616,0.00038561408,0.008811172,0.00015182668],"about_ca_topic_score_codex":0.0017471911,"about_ca_topic_score_gemma":0.0020220994,"teacher_disagreement_score":0.009209139,"about_ca_system_score_codex":0.00089188485,"about_ca_system_score_gemma":0.0011855486,"threshold_uncertainty_score":0.048703194},"labels":[],"label_agreement":null},{"id":"W3109481489","doi":"10.18806/tesl.v37i2.1333","title":"The Amount and Usefulness of Written Corrective Feedback Across Different Educational Contexts and Levels","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Mathematics education; Humanities; Art","score_opus":0.03637841302817352,"score_gpt":0.31789534108808604,"score_spread":0.2815169280599125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3109481489","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":[0.9959335,0.0005263189,0.0008634152,0.000097597185,0.000016297687,0.000060445705,0.000060233142,0.00006626385,0.0023760477],"genre_scores_gemma":[0.9945359,0.00039985013,0.002575932,0.000056451718,0.000009871326,0.000033704266,0.00009205086,0.00002159788,0.00227464],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9916848,0.0027618504,0.0006719875,0.00083608145,0.0036237144,0.0004216165],"domain_scores_gemma":[0.9274056,0.03467228,0.011483174,0.0035162629,0.02047737,0.0024452677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050841575,0.00052341935,0.00040117343,0.0017924391,0.0010140892,0.0021185533,0.0008855661,0.0005073995,0.0010679379],"category_scores_gemma":[0.06095326,0.00026160726,0.00022097265,0.0008899481,0.0009484284,0.00063789124,0.0010484633,0.00054653845,0.00022490238],"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":[0.0008186862,0.00047026668,0.47126615,0.00090227113,0.00018383964,0.00079443224,0.07712579,0.0007606066,0.041075904,0.0001446908,0.0006998708,0.4057574],"study_design_scores_gemma":[0.000029310586,0.00073642936,0.97191316,0.00027245184,0.00009023373,0.0003788862,0.014609956,0.00059449824,0.005835169,0.000061777835,0.005404957,0.000073196046],"about_ca_topic_score_codex":0.16050453,"about_ca_topic_score_gemma":0.3383199,"teacher_disagreement_score":0.16050453,"about_ca_system_score_codex":0.0029763314,"about_ca_system_score_gemma":0.0049071494,"threshold_uncertainty_score":0.31914055},"labels":[],"label_agreement":null},{"id":"W3109962707","doi":"10.18806/tesl.v37i2.1339","title":"Dynamic Written Corrective Feedback among Graduate Students: The Effects of Feedback Timing","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Brigham Young University","keywords":"Corrective feedback; Fluency; Grammar; Peer feedback; Psychology; Curriculum; Linguistics; Computer science; Mathematics education; Pedagogy; Philosophy","score_opus":0.023733882282623613,"score_gpt":0.3048955972167413,"score_spread":0.2811617149341177,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3109962707","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":[0.99815756,0.00012034657,0.0007234559,0.00010065177,0.00002752653,0.00013450722,0.00001830772,0.000042402517,0.000675227],"genre_scores_gemma":[0.9944417,0.00018898558,0.004218011,0.00014171655,0.000026263173,0.00030325787,0.000041518822,0.000018841574,0.00061966345],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99574333,0.0018543955,0.00043266886,0.0006591309,0.0010125352,0.00029797052],"domain_scores_gemma":[0.96713066,0.02031827,0.0051287264,0.0019370556,0.0024503474,0.0030348902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004885037,0.0005987952,0.0005862251,0.00062767183,0.00057616236,0.0010916537,0.0008905754,0.0007559295,0.0023512524],"category_scores_gemma":[0.055716336,0.00030676002,0.00039957365,0.00040538845,0.00061222573,0.0007098233,0.0014841302,0.0013831827,0.0002787537],"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":[0.010734449,0.021954635,0.199239,0.0014103018,0.00036321132,0.0007910928,0.030730937,0.0015533617,0.053704992,0.0004651169,0.0015945752,0.67745835],"study_design_scores_gemma":[0.0026790684,0.07038314,0.8724763,0.0009864568,0.0006603399,0.0010129001,0.016727395,0.0036002586,0.020160476,0.0014698617,0.009654553,0.0001892361],"about_ca_topic_score_codex":0.0012571051,"about_ca_topic_score_gemma":0.0016898497,"teacher_disagreement_score":0.004885037,"about_ca_system_score_codex":0.0005645114,"about_ca_system_score_gemma":0.001404542,"threshold_uncertainty_score":0.025834858},"labels":[],"label_agreement":null},{"id":"W3110228380","doi":"10.18806/tesl.v37i2.1334","title":"Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Toronto; York University","keywords":"Psychology; Agreeableness; Big Five personality traits; Personality; Context (archaeology); Corrective feedback; Personality psychology; Extraversion and introversion; Social psychology; Mathematics education","score_opus":0.07230199499758704,"score_gpt":0.28071037312187835,"score_spread":0.2084083781242913,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3110228380","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":[0.99968505,0.000014350769,0.00003774223,0.000010742327,0.0000013597618,0.0000027080391,0.000006949446,0.0000011149087,0.00024004256],"genre_scores_gemma":[0.9993693,0.00003387456,0.00009203178,0.000010318061,0.0000017946011,0.000004195244,0.000015859208,0.0000011315731,0.00047138138],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993936,0.0002312074,0.00005238742,0.000071967814,0.00016672075,0.000084144514],"domain_scores_gemma":[0.99702626,0.00087199884,0.00087562046,0.00016670473,0.00041212785,0.0006473295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001099141,0.00017632147,0.0002433458,0.00037286547,0.0004643409,0.0013234338,0.00016716286,0.00028227994,0.0013244199],"category_scores_gemma":[0.0051590917,0.00012216294,0.00018712891,0.00019334145,0.00031974452,0.00028954874,0.00062742183,0.00041855802,0.0003774187],"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":[0.00040902078,0.0007832171,0.9420623,0.000059781712,0.000051170548,0.0006340289,0.023601223,0.00022124963,0.0074804863,0.00008350571,0.00017070177,0.024443379],"study_design_scores_gemma":[0.000005860979,0.0006958718,0.98530954,0.0000131355655,0.000015211911,0.00029955,0.011865778,0.00030635548,0.00097117346,0.00005437193,0.00044725623,0.000015910944],"about_ca_topic_score_codex":0.0016142674,"about_ca_topic_score_gemma":0.002475285,"teacher_disagreement_score":0.0016142674,"about_ca_system_score_codex":0.0002896324,"about_ca_system_score_gemma":0.00023594293,"threshold_uncertainty_score":0.0058128834},"labels":[],"label_agreement":null},{"id":"W312404862","doi":"10.18806/tesl.v18i1.905","title":"The Author Replies: On Sexism","year":2000,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Feminist Epistemology and Gender Studies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Sociology; Philosophy","score_opus":0.025417263093380684,"score_gpt":0.30650176357394726,"score_spread":0.2810845004805666,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W312404862","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000882704,0.00069229276,0.00011876199,0.9783418,0.015980277,0.0000072941516,0.000030796517,0.000012438146,0.0039336807],"genre_scores_gemma":[0.007480994,0.000847858,0.0001306312,0.9597922,0.013483748,0.000022693028,0.000019679675,0.000026713535,0.018195428],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9953306,0.0011987865,0.00039874107,0.0007176925,0.0014883186,0.00086589233],"domain_scores_gemma":[0.96537757,0.025178256,0.0010058475,0.00061620417,0.005832961,0.0019892186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005329171,0.00080748857,0.0012036464,0.0012938097,0.015815971,0.008467726,0.003321872,0.052074254,0.010660726],"category_scores_gemma":[0.032306626,0.00057757675,0.0011559041,0.0017699937,0.0097085545,0.008110315,0.005972602,0.034352016,0.003985392],"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":[0.000025950776,0.000018291381,0.00056836597,0.0000633619,0.000016093543,0.00030338304,0.0041488945,0.00006084859,0.00017851865,0.02158055,0.9695106,0.0035251614],"study_design_scores_gemma":[0.000027474725,0.000035365087,0.0022531531,0.00046502362,0.000048776412,0.00021115174,0.024969239,0.00024929488,0.00044411284,0.013724204,0.95745826,0.000113814545],"about_ca_topic_score_codex":0.06373879,"about_ca_topic_score_gemma":0.10986616,"teacher_disagreement_score":0.06373879,"about_ca_system_score_codex":0.008561605,"about_ca_system_score_gemma":0.014218896,"threshold_uncertainty_score":0.12673557},"labels":[],"label_agreement":null},{"id":"W3128055811","doi":"10.18806/tesl.v37i3.1342","title":"Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Vietnamese; Psychology; Expectancy theory; Active listening; Listening comprehension; Portfolio; Humanities; Linguistics; Social psychology","score_opus":0.06115639897159361,"score_gpt":0.3716067085613847,"score_spread":0.31045030958979114,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3128055811","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":[0.9984602,0.000037859263,0.00025557916,0.00007680167,0.000003126909,0.000021906246,0.000007166521,0.000004394506,0.0011331342],"genre_scores_gemma":[0.9976399,0.00009701035,0.0009183363,0.00003863824,0.0000025726874,0.0000431916,0.000024430732,0.0000017855019,0.0012341378],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9996362,0.00017903361,0.00002359745,0.000037023765,0.000060706898,0.000063475374],"domain_scores_gemma":[0.9992895,0.00022593999,0.00012581045,0.000025566256,0.00007330086,0.0002598711],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011291207,0.00015580532,0.00012215094,0.00020224106,0.00035584683,0.00090822787,0.00024539733,0.0002427477,0.0023507143],"category_scores_gemma":[0.002320079,0.0000782356,0.00011201086,0.00014325317,0.00024082878,0.0004112645,0.0008564252,0.00033016814,0.00025378907],"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":[0.00034472198,0.011017502,0.4235952,0.00050202745,0.000054584307,0.0013153326,0.046974495,0.0011028148,0.014099428,0.0014287853,0.0013941973,0.49817082],"study_design_scores_gemma":[0.00012670814,0.007579804,0.89881855,0.00042609224,0.000092100854,0.0006852956,0.06250298,0.0039083073,0.010481274,0.0012069119,0.014122489,0.00004948626],"about_ca_topic_score_codex":0.002278346,"about_ca_topic_score_gemma":0.0042504617,"teacher_disagreement_score":0.0023507143,"about_ca_system_score_codex":0.00047634487,"about_ca_system_score_gemma":0.0010140105,"threshold_uncertainty_score":0.007863939},"labels":[],"label_agreement":null},{"id":"W3134016870","doi":"10.18806/tesl.v37i3.1343","title":"Making Sense of Resistance: How Adult Immigrant Students Pursue Agency Through Identity Work in Higher Educational Contexts","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology; Agency (philosophy); Resistance (ecology); Pedagogy; Identity (music); Immigration; Literacy; Curriculum; Ethnography; Cultural capital; Political science; Social science","score_opus":0.11104839055524557,"score_gpt":0.44683808195643876,"score_spread":0.3357896914011932,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3134016870","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":[0.99241054,0.00028369506,0.00042758207,0.0014943449,0.000031789565,0.00001981303,0.0000065683553,0.000010119215,0.005315573],"genre_scores_gemma":[0.996786,0.00030597756,0.00027689023,0.00032354062,0.00000991581,0.000019657324,0.000009325432,0.00001015148,0.0022585085],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99513704,0.0030409165,0.00012824226,0.00037587693,0.00047408405,0.0008439204],"domain_scores_gemma":[0.997165,0.0011558492,0.00043447752,0.00019761552,0.000267179,0.00077982555],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005067614,0.0006424837,0.00067308114,0.0012180135,0.011802526,0.010363534,0.0018040661,0.002853698,0.0027122367],"category_scores_gemma":[0.007783998,0.0004964789,0.00065873476,0.00070632383,0.012405708,0.005209771,0.009041201,0.0046051787,0.0004512657],"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":[0.000013366566,0.000049151447,0.0052845334,0.000022251459,0.000005961712,0.0005460168,0.98832,0.000015413003,0.00038828506,0.0012551226,0.00025687483,0.003843009],"study_design_scores_gemma":[0.000002505017,0.00004094694,0.00260305,0.000030379977,0.0000047656613,0.00026740588,0.9925567,0.00004483866,0.00008971046,0.00035601604,0.0039929864,0.000010725173],"about_ca_topic_score_codex":0.013112135,"about_ca_topic_score_gemma":0.021018274,"teacher_disagreement_score":0.013112135,"about_ca_system_score_codex":0.0025890726,"about_ca_system_score_gemma":0.0032044658,"threshold_uncertainty_score":0.026800454},"labels":[],"label_agreement":null},{"id":"W3135577935","doi":"10.18806/tesl.v37i3.1344","title":"Artefacts as “Co-Participants” in Duoethnography","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Oxford","keywords":"Humanities; Sociology; Linguistics; Psychology; Pedagogy; Philosophy","score_opus":0.05480217636161704,"score_gpt":0.2494155324399779,"score_spread":0.19461335607836086,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135577935","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":[0.7078198,0.0067825965,0.14241992,0.0121338805,0.0010280989,0.001012896,0.00035855113,0.00029973814,0.1281445],"genre_scores_gemma":[0.9674686,0.0009434456,0.017932186,0.0006777485,0.00012287326,0.000559908,0.0000986439,0.00021864472,0.01197791],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.959391,0.031590756,0.00117942,0.0026567616,0.0037699027,0.0014121949],"domain_scores_gemma":[0.95230544,0.036794435,0.0029026228,0.0044531184,0.0020702665,0.0014742842],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.019550446,0.0010036181,0.000984233,0.004807569,0.0116043715,0.013765865,0.0021259987,0.0037867923,0.0057622185],"category_scores_gemma":[0.042366013,0.0009381728,0.0008955935,0.0035199912,0.025491443,0.017398719,0.02130796,0.0031202263,0.0010322841],"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":[0.00005446819,0.000025109437,0.0037900782,0.00019110918,0.000010900528,0.00095587946,0.9378737,0.000061505365,0.0010911335,0.041192614,0.0006259444,0.014127617],"study_design_scores_gemma":[0.000028543982,0.00009104322,0.0037821375,0.0010951365,0.000045087763,0.0018048905,0.73459065,0.00054748415,0.002026626,0.027318412,0.22859833,0.00007166244],"about_ca_topic_score_codex":0.002369148,"about_ca_topic_score_gemma":0.004018852,"teacher_disagreement_score":0.019550446,"about_ca_system_score_codex":0.0035420696,"about_ca_system_score_gemma":0.0033278055,"threshold_uncertainty_score":0.10339385},"labels":[],"label_agreement":null},{"id":"W3139448935","doi":"10.18806/tesl.v37i3.1345","title":"“Students Are My Life”: Reflections of One Novice EFL Teacher in Central America","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Brock University","keywords":"Psychology; Humanities; Institution; Sociology; English as a foreign language; Pedagogy; Philosophy","score_opus":0.05053580915455477,"score_gpt":0.3976325399497899,"score_spread":0.3470967307952352,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3139448935","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":[0.98522896,0.00090261194,0.0010180677,0.006881145,0.00019420082,0.00007410249,0.000041336312,0.0000358259,0.0056237653],"genre_scores_gemma":[0.9865053,0.00070903165,0.0008959915,0.002870698,0.000051182236,0.0000713534,0.000039922015,0.00007825406,0.008778285],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9900261,0.00580772,0.0003135234,0.0009616662,0.00092909735,0.0019619132],"domain_scores_gemma":[0.9867464,0.0057078484,0.0012524378,0.00044093418,0.0018217284,0.004030722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006265421,0.001199413,0.0016812362,0.0023077114,0.035649016,0.009142637,0.0044417707,0.0054028113,0.0035492426],"category_scores_gemma":[0.015116773,0.0014675774,0.0007281042,0.0016981936,0.02071145,0.005674144,0.0117695825,0.010820617,0.0007451973],"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":[0.000013577141,0.00004286715,0.0013366698,0.000030402492,0.000002946181,0.0017584182,0.9943264,0.000020531765,0.0004603272,0.00026633262,0.00044248108,0.0012989625],"study_design_scores_gemma":[0.0000014883561,0.00002587542,0.000601782,0.00003931273,0.0000022657503,0.00028945468,0.99498945,0.00002268149,0.00010291055,0.000053780583,0.0038625628,0.000008415144],"about_ca_topic_score_codex":0.07848944,"about_ca_topic_score_gemma":0.17510794,"teacher_disagreement_score":0.07848944,"about_ca_system_score_codex":0.01367199,"about_ca_system_score_gemma":0.009631764,"threshold_uncertainty_score":0.1560651},"labels":[],"label_agreement":null},{"id":"W3145579527","doi":"10.18806/tesl.v18i1.906","title":"Reviews/Compte Rendus","year":2000,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Human auditory perception and evaluation","field":"Engineering","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Tehran University of Medical Sciences and Health Services","keywords":"Linguistics; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.03226274251211704,"score_gpt":0.25060538310421776,"score_spread":0.21834264059210073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3145579527","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0014643217,0.4505403,0.0018301376,0.046704732,0.15119208,0.0001498303,0.0018147503,0.001777143,0.3445266],"genre_scores_gemma":[0.009034316,0.23188053,0.0025375814,0.022568941,0.041154657,0.00014860746,0.0016122828,0.0006513615,0.6904118],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99755824,0.00020765096,0.00015898846,0.00036148028,0.0014610732,0.00025260818],"domain_scores_gemma":[0.9831251,0.0028466552,0.0006001458,0.0013045546,0.009827546,0.0022960356],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0026480893,0.0011309163,0.0010069343,0.0048632063,0.0010030541,0.0047603813,0.0019559145,0.0033524942,0.22809908],"category_scores_gemma":[0.006650305,0.00052878394,0.00073809753,0.003376136,0.0016229523,0.0023345405,0.00187171,0.0019417595,0.17791836],"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":[0.00008180418,0.000034226658,0.0001403163,0.00094505894,0.000013727604,0.000073831994,0.000029189245,0.000058389043,0.00043235652,0.0008400399,0.7578014,0.23954959],"study_design_scores_gemma":[0.0000060932684,0.00000819702,0.0002228588,0.0002452803,0.0000071521868,0.00006764664,0.000026016905,0.000012207107,0.00009448106,0.000118953394,0.9991866,0.0000046144705],"about_ca_topic_score_codex":0.025035493,"about_ca_topic_score_gemma":0.050984666,"teacher_disagreement_score":0.7719009,"about_ca_system_score_codex":0.003117214,"about_ca_system_score_gemma":0.008188545,"threshold_uncertainty_score":0.7630674},"labels":[],"label_agreement":null},{"id":"W3159312166","doi":"10.18806/tesl.v37i3.1346","title":"Increasing Students’ Willingness to Communicate: Drama-Based Approaches to Language Instruction in English for Academic Purposes Classes","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Affect (linguistics); Drama; Psychology; Context (archaeology); Pedagogy; Negotiation; Nature versus nurture; Sociology; Social psychology; Communication; Art; Literature","score_opus":0.1308262990587878,"score_gpt":0.2803703518367409,"score_spread":0.14954405277795313,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3159312166","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":[0.8984423,0.022770189,0.017150896,0.010677378,0.001344388,0.0016010813,0.00015008527,0.0005029845,0.047360722],"genre_scores_gemma":[0.9074136,0.022632124,0.049289025,0.002508186,0.00030725458,0.0023624396,0.00019863555,0.00009834636,0.01519044],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99924076,0.0003426888,0.000044513985,0.000108944245,0.00013709924,0.0001259826],"domain_scores_gemma":[0.99896955,0.0004387918,0.00012161833,0.000028940382,0.00007591949,0.00036520397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011039586,0.00048933324,0.0004215751,0.0006708542,0.0011337709,0.0022294617,0.0013646433,0.0009056588,0.0040390384],"category_scores_gemma":[0.0027496298,0.00020808457,0.0007565514,0.0003319751,0.0008221004,0.0014424683,0.0033098138,0.001972852,0.0008514391],"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":[0.001005761,0.019841671,0.005373823,0.008152956,0.00026478682,0.0012522372,0.0473123,0.0008157229,0.019414226,0.008720546,0.01793217,0.86991376],"study_design_scores_gemma":[0.0039459434,0.026095936,0.14364858,0.014536192,0.0027290988,0.00575554,0.14591923,0.006121365,0.03580462,0.03485303,0.57987326,0.000717212],"about_ca_topic_score_codex":0.00064736744,"about_ca_topic_score_gemma":0.0025322277,"teacher_disagreement_score":0.0040390384,"about_ca_system_score_codex":0.0009961838,"about_ca_system_score_gemma":0.0020386649,"threshold_uncertainty_score":0.013511956},"labels":[],"label_agreement":null},{"id":"W3168314006","doi":"10.18806/tesl.v37i1.1332","title":"Metaphor Comprehension and Engineering texts: Implications for English for Academic Purpose (EAP) and First-year University Student Success","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"English for academic purposes; Reading comprehension; Psychology; Vocabulary; Competence (human resources); Comprehension; Test (biology); Metaphor; Discipline; Face (sociological concept); Mathematics education; Language proficiency; Perspective (graphical); Language assessment; Linguistics; Reading (process); Pedagogy; Sociology; Computer science; Artificial intelligence; Social psychology","score_opus":0.03126996003963312,"score_gpt":0.2937459443730386,"score_spread":0.26247598433340547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3168314006","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":[0.9957769,0.00029603718,0.0001447787,0.00065211306,0.000015792994,0.000013868891,0.000029187993,0.0000066537004,0.0030646878],"genre_scores_gemma":[0.99894696,0.00013684826,0.00012293959,0.000056792207,0.000008140669,0.000020597963,0.000033427354,0.0000069523994,0.00066752295],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9962633,0.0014914995,0.00030798063,0.0003626228,0.0010176188,0.0005570343],"domain_scores_gemma":[0.96043146,0.021262921,0.008580987,0.0009880279,0.0038945947,0.004842115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007236788,0.0005347961,0.0006431978,0.0029372803,0.002099861,0.009267413,0.0011545978,0.00092814205,0.0051240353],"category_scores_gemma":[0.051190637,0.00032839447,0.00056666986,0.0015479744,0.0039284076,0.0057397657,0.0055011604,0.0027135038,0.0005741409],"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":[0.00016558851,0.0011929709,0.6003045,0.00024708878,0.00007828996,0.0011583392,0.34935898,0.00015419335,0.0012130918,0.003445168,0.0012813358,0.041400455],"study_design_scores_gemma":[0.00000875112,0.00032595327,0.7100855,0.00026796822,0.00002863548,0.0005353924,0.28311995,0.00035363052,0.0005799985,0.001907678,0.0027338478,0.00005274763],"about_ca_topic_score_codex":0.0042499956,"about_ca_topic_score_gemma":0.0056918897,"teacher_disagreement_score":0.009267413,"about_ca_system_score_codex":0.0016232034,"about_ca_system_score_gemma":0.0018543431,"threshold_uncertainty_score":0.03827226},"labels":[],"label_agreement":null},{"id":"W3170640792","doi":"10.18806/tesl.v37i1.1333","title":"Does the Quality of Source Notes Matter? An Exploratory Study of Source-based Academic Writing","year":2020,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Copying; Redaction; Quality (philosophy); Popularity; Exploratory research; Humanities; Face (sociological concept); Psychology; Linguistics; Mathematics education; Pedagogy; Sociology; Literature; Art; Philosophy; Political science; Social psychology; Epistemology","score_opus":0.08123880349729176,"score_gpt":0.36819923467237226,"score_spread":0.2869604311750805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3170640792","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":"methods","model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":"methods","domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99904376,0.000053561253,0.00015875019,0.00006285464,0.0000022109373,0.000014605915,0.000022249833,0.0000021517894,0.00063977245],"genre_scores_gemma":[0.99913675,0.00006826234,0.00023141575,0.000027732218,0.000004079115,0.000026426027,0.00003754592,0.0000060433695,0.0004617613],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9870935,0.0075231944,0.0011562351,0.0008943459,0.002830644,0.0005019935],"domain_scores_gemma":[0.76059353,0.17384267,0.04601223,0.0055557727,0.010190359,0.0038054504],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.016625905,0.000316029,0.0005519113,0.0017025693,0.0011201671,0.0056289625,0.00096917467,0.0007353734,0.0021666493],"category_scores_gemma":[0.1332441,0.00035831996,0.00031483962,0.0023066006,0.0021121358,0.0030349828,0.0022109908,0.0012435693,0.0004590376],"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":[0.0003401431,0.0009542578,0.80675054,0.00019620112,0.00010951304,0.00055093825,0.15326299,0.00012616684,0.0017633026,0.00057724264,0.0002567841,0.035111967],"study_design_scores_gemma":[0.000024739718,0.0008977564,0.9062646,0.0001288612,0.000042336236,0.00044880822,0.08817199,0.0005285909,0.0011942236,0.00058253837,0.0016806724,0.000034756224],"about_ca_topic_score_codex":0.0013072516,"about_ca_topic_score_gemma":0.0023782605,"teacher_disagreement_score":0.9833741,"about_ca_system_score_codex":0.00095460156,"about_ca_system_score_gemma":0.0010584595,"threshold_uncertainty_score":0.08792728},"labels":[],"label_agreement":null},{"id":"W3183423981","doi":"10.18806/tesl.v36i2.1316","title":"Focus on Vocabulary Learning","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Focus (optics); Vocabulary; Linguistics; Vocabulary development; Focus on form; Psychology; Sociology; Grammar","score_opus":0.006539062175123012,"score_gpt":0.24659895702627255,"score_spread":0.24005989485114954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3183423981","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":[0.03984656,0.022269448,0.011361835,0.014136304,0.0018113684,0.00006397679,0.00026983468,0.0002919997,0.90994865],"genre_scores_gemma":[0.44745532,0.029853644,0.0065703075,0.010775826,0.0037133836,0.00019855006,0.0007947336,0.0005712418,0.50006706],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992859,0.00008004225,0.000019553152,0.0002045019,0.00027174776,0.00013837553],"domain_scores_gemma":[0.9980611,0.0007395131,0.000109029206,0.00021318684,0.00045120594,0.0004260219],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006036383,0.00075899874,0.0006761834,0.0011898584,0.0012658769,0.0032730945,0.0009898541,0.0012878145,0.047418248],"category_scores_gemma":[0.0022287883,0.00023740383,0.0005030466,0.00086839666,0.0016501201,0.0037953244,0.00294841,0.0019854873,0.012524116],"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":[0.000149908,0.0003975226,0.003954685,0.0013365991,0.000037606245,0.000303545,0.0024706034,0.0003248662,0.02925746,0.19226004,0.0539891,0.71551806],"study_design_scores_gemma":[0.00004553838,0.00027655813,0.02229027,0.0009012972,0.00008042085,0.00093066954,0.001994221,0.00058119546,0.020131988,0.12701245,0.8257159,0.000039493032],"about_ca_topic_score_codex":0.0068777683,"about_ca_topic_score_gemma":0.019481754,"teacher_disagreement_score":0.047418248,"about_ca_system_score_codex":0.0021133067,"about_ca_system_score_gemma":0.0038709904,"threshold_uncertainty_score":0.15862983},"labels":[],"label_agreement":null},{"id":"W3209087882","doi":"10.18806/tesl.v38i1.1350","title":"Promoting ESL Students’ Critical Thinking Skills Through a Transitivity Analysis of Authentic Materials","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Intentionality; Transitive relation; Psychology; Context (archaeology); Reading (process); Systemic functional linguistics; Humanities; Linguistics; Critical reading; Pedagogy; Epistemology; Philosophy","score_opus":0.01670462455005989,"score_gpt":0.29345256258189284,"score_spread":0.27674793803183295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3209087882","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":[0.8907424,0.0002467622,0.065245666,0.0009761539,0.00007628651,0.0007653631,0.00018298523,0.0006095716,0.04115484],"genre_scores_gemma":[0.87594444,0.000309982,0.10616418,0.00023871065,0.000039154853,0.00070663216,0.00025764,0.00021835013,0.016120901],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9979741,0.00083267386,0.00013668071,0.0003911131,0.0005086311,0.00015685575],"domain_scores_gemma":[0.9917087,0.004661506,0.0010201902,0.0006704242,0.0013444907,0.0005945872],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030592051,0.0007635236,0.0004108458,0.0021613447,0.0017611226,0.0046543875,0.00094390876,0.00074703956,0.0075783883],"category_scores_gemma":[0.009942341,0.00029644906,0.0005219275,0.00075307145,0.002200534,0.003124186,0.0031231584,0.0013845764,0.0022113235],"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":[0.0005311038,0.0030536985,0.021944618,0.0016982992,0.00003778215,0.0018877054,0.31564575,0.0012516587,0.14881521,0.0394601,0.009260036,0.45641398],"study_design_scores_gemma":[0.00025751328,0.0030481433,0.06415642,0.0017338267,0.00017590195,0.0028566988,0.2235815,0.011950757,0.24173938,0.10065659,0.3495276,0.00031568884],"about_ca_topic_score_codex":0.00026897553,"about_ca_topic_score_gemma":0.00081519666,"teacher_disagreement_score":0.0075783883,"about_ca_system_score_codex":0.0011082159,"about_ca_system_score_gemma":0.0016731843,"threshold_uncertainty_score":0.0253523},"labels":[],"label_agreement":null},{"id":"W3215276132","doi":"10.18806/tesl.v38i2.1360","title":"Applying Complex Dynamic Systems Theory to Identify Dynamic Properties of Plurilingual Repertoires","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Operationalization; Perception; Psychology; Second-language acquisition; Linguistics; Epistemology; Philosophy","score_opus":0.028203748999389357,"score_gpt":0.24856979945878874,"score_spread":0.2203660504593994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3215276132","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":[0.340475,0.0022692536,0.59839356,0.0022688706,0.00007854346,0.0011430847,0.00071478914,0.00015926082,0.054497678],"genre_scores_gemma":[0.8823841,0.0008460294,0.11445619,0.000117286705,0.000013931508,0.0006256705,0.00021351829,0.000035637935,0.0013076132],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9958735,0.0025145942,0.00018016416,0.0006850695,0.000595312,0.00015125274],"domain_scores_gemma":[0.9873518,0.009638828,0.0012461068,0.000863624,0.0006570506,0.00024259689],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0065975143,0.0007309369,0.0006219703,0.0047837915,0.001600344,0.0053893197,0.0011357903,0.00082852505,0.0041666995],"category_scores_gemma":[0.014859454,0.00040543865,0.0010757677,0.0036807796,0.0062890765,0.0068589235,0.0041122995,0.0015725199,0.00022895854],"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":[0.00010254507,0.00015447046,0.07379832,0.0014136059,0.00025906015,0.001324615,0.17544775,0.019540373,0.0038184125,0.57842857,0.0013402937,0.144372],"study_design_scores_gemma":[0.000038455175,0.0002459119,0.073873095,0.0012809392,0.0001535043,0.0010640526,0.13480248,0.07910015,0.002491577,0.6585381,0.048218068,0.0001937346],"about_ca_topic_score_codex":0.0056668147,"about_ca_topic_score_gemma":0.006839151,"teacher_disagreement_score":0.0065975143,"about_ca_system_score_codex":0.004255056,"about_ca_system_score_gemma":0.002965522,"threshold_uncertainty_score":0.034891427},"labels":[],"label_agreement":null},{"id":"W4205111580","doi":"10.18806/tesl.v24i1.33","title":"Book Reviews","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Sociology; Philosophy","score_opus":0.0707665454112871,"score_gpt":0.45736925802333145,"score_spread":0.3866027126120444,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205111580","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":[0.0003066868,0.34207004,0.0012315821,0.023973703,0.052492682,0.00015275023,0.0036626402,0.0007269585,0.57538295],"genre_scores_gemma":[0.0013726709,0.13579814,0.0010913801,0.012048269,0.0126596335,0.00010093211,0.0032790026,0.00033021823,0.8333198],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.999054,0.00009595673,0.00006066911,0.00013142538,0.0005864457,0.000071497816],"domain_scores_gemma":[0.99775785,0.00043157794,0.00014164425,0.00014553413,0.0012046054,0.00031876462],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00067273097,0.00085408066,0.0010155332,0.0032996926,0.0007375477,0.00426774,0.0017208888,0.001955195,0.38468462],"category_scores_gemma":[0.0045117433,0.00037658153,0.0006333683,0.004221587,0.0004647904,0.002588239,0.0013992898,0.0020805388,0.3682016],"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":[0.0000075958405,0.000008803526,0.000018634966,0.00038746156,0.0000031018494,0.000027897777,0.00002048668,0.000026002372,0.000091829985,0.0013180453,0.9250824,0.07300771],"study_design_scores_gemma":[0.0000018723966,0.0000028484253,0.000039886465,0.00017996396,0.0000016739104,0.000049907274,0.0000109048415,0.000003853507,0.000013908825,0.00027554805,0.9994178,0.0000016908324],"about_ca_topic_score_codex":0.0037294056,"about_ca_topic_score_gemma":0.0077414513,"teacher_disagreement_score":0.6153154,"about_ca_system_score_codex":0.0014844608,"about_ca_system_score_gemma":0.0025311534,"threshold_uncertainty_score":0.8776727},"labels":[],"label_agreement":null},{"id":"W4205784313","doi":"10.18806/tesl.v38i1.1348","title":"Written Languaging and Engagement with Written Corrective Feedback: The Results of Reflective Teaching","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Notice; Cognition; Second language writing; Linguistics; Interlanguage; Pedagogy; Mathematics education; Humanities; Sociology; Second language; Philosophy","score_opus":0.020537938499681163,"score_gpt":0.23739612786257766,"score_spread":0.2168581893628965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205784313","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":[0.87344724,0.0016381842,0.036219634,0.0025901394,0.00024189134,0.0005060403,0.00012014559,0.0005344147,0.08470238],"genre_scores_gemma":[0.9729028,0.0005102557,0.017040186,0.00046532656,0.00004966097,0.0002158242,0.000060447277,0.00020926798,0.008546312],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.982615,0.012560166,0.00054410246,0.0013337433,0.0023993799,0.0005475823],"domain_scores_gemma":[0.90387666,0.08064725,0.0037278186,0.0056226742,0.0040365034,0.002088984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012220219,0.00062283484,0.0004301188,0.0010393333,0.0012096599,0.0051565086,0.0011531382,0.0012663129,0.0048707556],"category_scores_gemma":[0.091573834,0.0002810334,0.0005091281,0.0006277556,0.002954267,0.0041732653,0.0047609643,0.0017650167,0.0009769845],"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":[0.001006001,0.001899416,0.025313245,0.0026125254,0.00014694889,0.0009998099,0.35178497,0.001024068,0.030556954,0.011912831,0.005232443,0.5675108],"study_design_scores_gemma":[0.00091656717,0.012218897,0.22732027,0.004071548,0.0010734678,0.0075125378,0.2759031,0.014515034,0.17912325,0.055529322,0.22105125,0.0007648615],"about_ca_topic_score_codex":0.0007010067,"about_ca_topic_score_gemma":0.00074998836,"teacher_disagreement_score":0.012220219,"about_ca_system_score_codex":0.000921068,"about_ca_system_score_gemma":0.0013436985,"threshold_uncertainty_score":0.06462747},"labels":[],"label_agreement":null},{"id":"W4205952732","doi":"10.18806/tesl.v19i1.915","title":"From the Editors/Un mot des editeurs","year":2001,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Artistic and Creative Research","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology","score_opus":0.03481051376069543,"score_gpt":0.25434322331662385,"score_spread":0.2195327095559284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205952732","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00016805298,0.0053516645,0.0001466675,0.054418646,0.9342763,0.00002630155,0.00011451325,0.00007170479,0.0054261726],"genre_scores_gemma":[0.0031664988,0.0093984585,0.00040222093,0.046345685,0.7951132,0.00007782654,0.00021747331,0.00019365898,0.14508499],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99579084,0.0005167124,0.00055035227,0.00052209,0.0022499182,0.00037013498],"domain_scores_gemma":[0.9637743,0.004974665,0.0016305357,0.0011947134,0.02483154,0.0035941147],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040202914,0.0014226036,0.0013536176,0.002830233,0.0020441494,0.0053304657,0.001645278,0.004285743,0.03296421],"category_scores_gemma":[0.028578319,0.00052673783,0.0008291222,0.0010794953,0.0010338805,0.0030391393,0.0018216401,0.0052554226,0.025281396],"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":[0.000029737681,0.0000070243705,0.00005297919,0.00011814172,0.000005509639,0.00009618997,0.00002312905,0.000012057144,0.00009787177,0.00026504454,0.9888496,0.010442823],"study_design_scores_gemma":[0.000011369816,0.000017222585,0.00033954316,0.00013787419,0.0000110865085,0.00018600887,0.000058172474,0.00003239948,0.00016422445,0.00021480622,0.99881613,0.000011039379],"about_ca_topic_score_codex":0.0027741047,"about_ca_topic_score_gemma":0.005678797,"teacher_disagreement_score":0.03296421,"about_ca_system_score_codex":0.001809913,"about_ca_system_score_gemma":0.0029680948,"threshold_uncertainty_score":0.11027622},"labels":[],"label_agreement":null},{"id":"W4207004478","doi":"10.18806/tesl.v38i1.1349","title":"Essentials for Successful English Language Teaching","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Language education; Language assessment; Language transfer; Comprehension approach; Psychology; English language; Pedagogy; Mathematics education; Sociology; Philosophy","score_opus":0.013730560684732518,"score_gpt":0.2403031881270355,"score_spread":0.22657262744230297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4207004478","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":[0.18908983,0.007102903,0.017470729,0.113070324,0.002996736,0.0005074469,0.000602284,0.0009888649,0.66817087],"genre_scores_gemma":[0.90655166,0.0026928266,0.017031772,0.0028339436,0.0005623806,0.00035112523,0.0003628918,0.00022221563,0.06939122],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99566513,0.0007506859,0.00029115428,0.00023531308,0.0020616557,0.0009960652],"domain_scores_gemma":[0.97124916,0.0059228353,0.0023590932,0.0010327055,0.006041289,0.013394969],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031758526,0.00027502544,0.00038038823,0.0007954543,0.005166545,0.0049261814,0.00065698556,0.0017440318,0.022228805],"category_scores_gemma":[0.017019691,0.0004182497,0.0003263085,0.00051057973,0.004072284,0.002802531,0.0045320573,0.0031076064,0.00631921],"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":[0.00034007872,0.0014919961,0.023404995,0.0012237774,0.000035341476,0.003430631,0.0234938,0.0007768198,0.011158242,0.28985238,0.16157725,0.48321465],"study_design_scores_gemma":[0.00007846033,0.00029437908,0.094471216,0.0016693656,0.00003621002,0.0031510964,0.028395517,0.00063471985,0.0063389232,0.22223254,0.6425875,0.00011013348],"about_ca_topic_score_codex":0.008420495,"about_ca_topic_score_gemma":0.020925662,"teacher_disagreement_score":0.022228805,"about_ca_system_score_codex":0.0034383654,"about_ca_system_score_gemma":0.022883954,"threshold_uncertainty_score":0.074362755},"labels":[],"label_agreement":null},{"id":"W4220694104","doi":"10.18806/tesl.v38i2.1357","title":"Negotiating Writing Identities Across Languages: Translanguaging as Enrichment of Semiotic Trajectories","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Translanguaging; Semiotics; Linguistics; Sociology; Ethnography; Invocation; Rhetorical question; Humanities; Art; Pedagogy; Anthropology; Philosophy","score_opus":0.026510534437290168,"score_gpt":0.41720699595779465,"score_spread":0.39069646152050447,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220694104","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":[0.9252598,0.0009086923,0.014706707,0.002053215,0.00006256454,0.00013479097,0.00008370335,0.000105275685,0.056685284],"genre_scores_gemma":[0.99313027,0.00017733895,0.002566511,0.00008141235,0.0000054976585,0.00003558074,0.000027728865,0.000046320252,0.0039293333],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98983604,0.006687608,0.00033195573,0.0008346529,0.0013145442,0.0009952639],"domain_scores_gemma":[0.98792773,0.0069963853,0.0013469665,0.00093256,0.0015812102,0.0012151514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0077219377,0.00088228134,0.0006625645,0.002547481,0.016801111,0.011741314,0.0018371397,0.0012684223,0.0029731942],"category_scores_gemma":[0.016801441,0.00048205917,0.00040490797,0.0027016182,0.02756016,0.005276446,0.011287953,0.0022553243,0.0004407621],"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":[0.00001905685,0.00000398907,0.001478428,0.000029902967,0.000001970303,0.00040739344,0.9888033,0.00004252984,0.00069979427,0.004192364,0.000087474866,0.004233887],"study_design_scores_gemma":[0.0000067855367,0.000024228622,0.0025975655,0.000111720474,0.000010206173,0.00044995366,0.96790653,0.00022538453,0.00094517693,0.0033435822,0.024353053,0.000025841411],"about_ca_topic_score_codex":0.21229643,"about_ca_topic_score_gemma":0.28148252,"teacher_disagreement_score":0.21229643,"about_ca_system_score_codex":0.015382838,"about_ca_system_score_gemma":0.021012142,"threshold_uncertainty_score":0.42212147},"labels":[],"label_agreement":null},{"id":"W4220720713","doi":"10.18806/tesl.v38i2.1359","title":"Plurilingualism, Equity, and Pre-service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Teacher education; Pedagogy; Sociology; Practicum; Equity (law); Literacy; Multilingualism; Identity (music); Political science","score_opus":0.07275311497322053,"score_gpt":0.43313010947772707,"score_spread":0.36037699450450655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220720713","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":[0.9195592,0.0003994397,0.008607397,0.0050374633,0.000043608812,0.00013547085,0.000011254832,0.00003447531,0.0661717],"genre_scores_gemma":[0.99577063,0.00008756164,0.0011939934,0.00015870993,0.0000035893042,0.000025332583,0.0000051255006,0.000011020559,0.0027440272],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99135196,0.0050453525,0.00014636425,0.0005604969,0.0010064185,0.0018893207],"domain_scores_gemma":[0.9938625,0.002356279,0.0005941914,0.000664845,0.0008841656,0.0016380348],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010273992,0.00044850027,0.00026971614,0.0012166,0.026035843,0.008208703,0.002119941,0.0012385425,0.0022289644],"category_scores_gemma":[0.01039313,0.00033160727,0.00022224234,0.0010561318,0.0377401,0.00526418,0.017370861,0.0032716743,0.00015390042],"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":[0.000029717075,0.00004800529,0.0073650386,0.00005581594,0.000002834959,0.00025048916,0.9263144,0.00011040643,0.0008627568,0.034240626,0.0004072443,0.030312676],"study_design_scores_gemma":[0.000009195919,0.00006147618,0.010744345,0.00016802236,0.0000094931775,0.00020776625,0.93949246,0.0002470287,0.0012483525,0.010944849,0.036840346,0.000026603668],"about_ca_topic_score_codex":0.21497211,"about_ca_topic_score_gemma":0.34142387,"teacher_disagreement_score":0.21497211,"about_ca_system_score_codex":0.021383656,"about_ca_system_score_gemma":0.042788785,"threshold_uncertainty_score":0.42744166},"labels":[],"label_agreement":null},{"id":"W4220738221","doi":"10.18806/tesl.v38i2.1356","title":"“I Subtitle Myself”: Affordances and Challenges of Canadian EAL Students’ Plurilingual Learning Strategies in a Francophone College","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Multilingualism; Affordance; Translanguaging; Pedagogy; Psychology; Sociology; Linguistics","score_opus":0.02107693726073166,"score_gpt":0.21197490729238372,"score_spread":0.19089797003165207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220738221","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":[0.9962205,0.000120243225,0.00023979814,0.0004835858,0.000008559089,0.000025058342,0.000021376827,0.000013678142,0.0028671876],"genre_scores_gemma":[0.9976005,0.00013170559,0.00027594584,0.00009788742,0.0000023149996,0.000013577568,0.000019858342,0.0000080689,0.0018502555],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9949634,0.0016716112,0.00016342055,0.00051802717,0.0009526897,0.0017309039],"domain_scores_gemma":[0.9936115,0.0014483586,0.0006864858,0.00019373668,0.0014905926,0.0025693101],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044774446,0.0006550624,0.00051010033,0.0015355744,0.017797137,0.0069003184,0.001988234,0.001152082,0.0026868198],"category_scores_gemma":[0.006732255,0.0004217757,0.0003837773,0.0014595587,0.00862322,0.0016589803,0.0056146802,0.0017983504,0.0002916719],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000055973094,0.000076266915,0.030750435,0.000064352236,0.000006381641,0.0009350775,0.9485646,0.000059688376,0.0018504886,0.0007471632,0.000681213,0.016208434],"study_design_scores_gemma":[0.0000028139757,0.000056261913,0.019677114,0.00004162046,0.000008630982,0.00018216643,0.9709283,0.00013567974,0.00036513983,0.000085933454,0.008476578,0.000039630337],"about_ca_topic_score_codex":0.8240882,"about_ca_topic_score_gemma":0.9386585,"teacher_disagreement_score":0.17591178,"about_ca_system_score_codex":0.023094883,"about_ca_system_score_gemma":0.034945827,"threshold_uncertainty_score":0.3538955},"labels":[],"label_agreement":null},{"id":"W4220751576","doi":"10.18806/tesl.v38i2.1351","title":"Plurilingual Pedagogies: Critical and Creative Endeavours for Equitable Language in Education","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Sociology; Language education; Linguistics; Psychology; Philosophy","score_opus":0.026140056129546722,"score_gpt":0.3010994555634783,"score_spread":0.27495939943393155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220751576","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":[0.074062526,0.0029733398,0.08942873,0.049043763,0.0010801019,0.00027303223,0.000040414998,0.00034371787,0.78275436],"genre_scores_gemma":[0.92726094,0.0009491225,0.018571125,0.0017624254,0.00025061934,0.00022479348,0.000031052594,0.00031195866,0.050638095],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98615116,0.009004849,0.00028800528,0.00078091316,0.002394074,0.0013810404],"domain_scores_gemma":[0.98513144,0.007628944,0.0007423131,0.0018997733,0.001985818,0.0026116678],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.017378816,0.0007737085,0.000389279,0.0026071176,0.015436867,0.023975765,0.0024633657,0.0033155393,0.009288741],"category_scores_gemma":[0.020303901,0.00032429578,0.00033991257,0.0016624944,0.04653843,0.015423864,0.016417125,0.005998146,0.0011277943],"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":[0.000010384138,0.000040659073,0.00039172647,0.000052623323,0.0000031454858,0.00006223321,0.04776374,0.00011918362,0.00022397368,0.9193388,0.003559279,0.028434185],"study_design_scores_gemma":[0.000019930634,0.00003216542,0.0007463347,0.000349321,0.000010074371,0.00019146579,0.10508213,0.0007293672,0.0010701207,0.6274658,0.26428318,0.000020031457],"about_ca_topic_score_codex":0.00948024,"about_ca_topic_score_gemma":0.022216115,"teacher_disagreement_score":0.023975765,"about_ca_system_score_codex":0.010700923,"about_ca_system_score_gemma":0.042420212,"threshold_uncertainty_score":0.09190911},"labels":[],"label_agreement":null},{"id":"W4220789855","doi":"10.18806/tesl.v38i2.1362","title":"Plurilingualism and Multimodality: The Metanoia Within Reach","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Multimodality; Pedagogy; Sociology; Repertoire; Meaning (existential); Emic and etic; Linguistics; Narrative; Mindset; Agency (philosophy); Humanities; Epistemology; Art; Philosophy; Social science","score_opus":0.015603479464064877,"score_gpt":0.18656553356129668,"score_spread":0.1709620540972318,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220789855","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":[0.280233,0.0073613455,0.15186064,0.022317426,0.00032772406,0.00009664371,0.00009451793,0.00036267136,0.53734607],"genre_scores_gemma":[0.98163325,0.0007262291,0.007603568,0.0004412589,0.00004945955,0.00006313865,0.000023407887,0.00012715711,0.009332396],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9954334,0.002719971,0.000114421,0.0006006666,0.0007512932,0.0003803411],"domain_scores_gemma":[0.996635,0.0018408406,0.00026109134,0.00063441857,0.00025895843,0.00036957697],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004148613,0.00049617357,0.00046984077,0.0020188428,0.0063858335,0.014019141,0.0013688821,0.0026469799,0.006163104],"category_scores_gemma":[0.008195782,0.00037334155,0.0005475382,0.0012119844,0.035488542,0.018619588,0.017683731,0.0036107616,0.00070362265],"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":[0.00005180001,0.000014818943,0.0015903715,0.000138624,0.000012159009,0.0005895873,0.24295689,0.0002909086,0.0012215036,0.7254128,0.00083877763,0.02688186],"study_design_scores_gemma":[0.000022202912,0.000089321205,0.0019883004,0.00062274275,0.000031856358,0.001617949,0.15744886,0.0015238941,0.0013187588,0.640146,0.19513479,0.000055360182],"about_ca_topic_score_codex":0.0020249179,"about_ca_topic_score_gemma":0.0027299125,"teacher_disagreement_score":0.014019141,"about_ca_system_score_codex":0.0029805736,"about_ca_system_score_gemma":0.0023827835,"threshold_uncertainty_score":0.021940231},"labels":[],"label_agreement":null},{"id":"W4220812232","doi":"10.18806/tesl.v38i2.1352","title":"Envisioning TESOL Through a Translanguaging Lens: Global Perspectives","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","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":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Translanguaging; Sociology; Lens (geology); Linguistics; Pedagogy; Psychology; Philosophy; Engineering","score_opus":0.01745022629654743,"score_gpt":0.21825640564428841,"score_spread":0.20080617934774098,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220812232","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":[0.051772434,0.0026899166,0.010915655,0.0375861,0.00029242868,0.000026436332,0.00009507768,0.00011716322,0.8965048],"genre_scores_gemma":[0.90663064,0.0034617651,0.0047449484,0.0026869273,0.00014864592,0.000042375716,0.00009403526,0.00022379139,0.08196686],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9984883,0.00072008825,0.000017301089,0.00010956786,0.00018478357,0.00047997458],"domain_scores_gemma":[0.998415,0.0005470567,0.00006999514,0.00013548095,0.00033308082,0.0004992774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021836078,0.0005367842,0.00023472591,0.0011980474,0.008614497,0.0172179,0.0011528153,0.0026958687,0.017871631],"category_scores_gemma":[0.0020054318,0.00018107178,0.00023697008,0.0018569309,0.021293553,0.012120786,0.005999639,0.0045286813,0.0016831172],"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":[0.00001782586,0.000017031418,0.0004474197,0.000040410345,0.0000018402825,0.00026742398,0.03052913,0.00044447902,0.00020108155,0.95013845,0.0056689377,0.012225937],"study_design_scores_gemma":[0.00001101596,0.000027943099,0.000799156,0.0002740514,0.00000810456,0.00023562775,0.20254487,0.0010675263,0.00046136224,0.23494098,0.5596069,0.000022459722],"about_ca_topic_score_codex":0.15037096,"about_ca_topic_score_gemma":0.2558402,"teacher_disagreement_score":0.15037096,"about_ca_system_score_codex":0.01292383,"about_ca_system_score_gemma":0.014251602,"threshold_uncertainty_score":0.29899138},"labels":[],"label_agreement":null},{"id":"W4220862245","doi":"10.18806/tesl.v38i2.1354","title":"From “Promising Controversies” to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"University of Waterloo; University of Toronto","keywords":"Pedagogy; Sociology; Multilingualism; Translanguaging; Curriculum; Competence (human resources); Humanities; Literacy; Political science; Psychology","score_opus":0.0534672324227246,"score_gpt":0.36402914241125534,"score_spread":0.3105619099885307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220862245","genre_codex":"other","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":[0.33902723,0.1478652,0.069735266,0.05229759,0.0012041702,0.00050468295,0.000234061,0.00012674092,0.38900504],"genre_scores_gemma":[0.9535166,0.035119046,0.006224733,0.0017464496,0.00013791186,0.00025052787,0.000080681915,0.00011946472,0.0028046998],"study_design_codex":"qualitative","study_design_gemma":"systematic_review","domain_scores_codex":[0.98250395,0.0124243,0.0007424908,0.0015777448,0.0016771398,0.0010744857],"domain_scores_gemma":[0.9621773,0.033365708,0.0012183787,0.0015580521,0.0011389011,0.0005416958],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.022072628,0.0010723401,0.0013135874,0.0079733245,0.010079624,0.02051162,0.0019264742,0.0032350945,0.0042447885],"category_scores_gemma":[0.021338714,0.000600155,0.0007563312,0.011533937,0.053337757,0.030837372,0.011971782,0.0067265057,0.0003166412],"study_design_candidate":"systematic_review","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":[0.000022762517,0.000023340122,0.0012307408,0.0012846224,0.000022338667,0.00027471097,0.70535755,0.00018865077,0.00017536923,0.25109076,0.00066161325,0.039667487],"study_design_scores_gemma":[0.00001114582,0.000037949114,0.0032976046,0.005869958,0.000039732764,0.0003681037,0.7745653,0.00026887725,0.0004441415,0.09268265,0.12237833,0.00003619369],"about_ca_topic_score_codex":0.009023051,"about_ca_topic_score_gemma":0.012889833,"teacher_disagreement_score":0.022072628,"about_ca_system_score_codex":0.011245181,"about_ca_system_score_gemma":0.01780741,"threshold_uncertainty_score":0.1167326},"labels":[],"label_agreement":null},{"id":"W4220884494","doi":"10.18806/tesl.v38i2.1353","title":"Articulating Translanguaging as Pedagogy of Empowerment for Racialized, LanguageMinoritized Bilinguals: From Concepto to Proyecto through Digital Storytelling","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology; Storytelling; Translanguaging; Pedagogy; Humanities; Context (archaeology); Linguistics; Art; Narrative; History; Philosophy","score_opus":0.04560489005306176,"score_gpt":0.4452931352889724,"score_spread":0.3996882452359106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4220884494","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":[0.8805242,0.0008992726,0.015094644,0.004185236,0.00016152774,0.00025890657,0.00005538987,0.00008670397,0.098734096],"genre_scores_gemma":[0.9770577,0.0008193974,0.009395877,0.00038400944,0.000025961717,0.00022042492,0.00003366325,0.000043767574,0.01201917],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99810225,0.0014025716,0.000036263493,0.0001279937,0.00011028128,0.00022068409],"domain_scores_gemma":[0.9986424,0.0008030758,0.00008795253,0.0000951097,0.00007973381,0.00029174847],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003362754,0.00051418506,0.0002295855,0.00057834963,0.005139796,0.0044651465,0.00082764565,0.00074457336,0.0039539724],"category_scores_gemma":[0.0029275347,0.00017255246,0.00026690227,0.00040329085,0.006922131,0.0027788419,0.0073989676,0.0015552597,0.00042169046],"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":[0.00006473649,0.00021684804,0.003180869,0.0002019774,0.000004229679,0.0006282868,0.91326195,0.0001077558,0.002662213,0.03084423,0.0014304091,0.047396448],"study_design_scores_gemma":[0.000034698245,0.00019700403,0.0030593541,0.00029427564,0.000010828724,0.0004228295,0.85163724,0.00022196639,0.001954369,0.0060875663,0.13606387,0.000016004795],"about_ca_topic_score_codex":0.0030593218,"about_ca_topic_score_gemma":0.011347968,"teacher_disagreement_score":0.005139796,"about_ca_system_score_codex":0.0020779516,"about_ca_system_score_gemma":0.0034829625,"threshold_uncertainty_score":0.017784178},"labels":[],"label_agreement":null},{"id":"W4221009791","doi":"10.18806/tesl.v38i2.1355","title":"Plurilingualism in a Constructively Aligned and Decolonized TESOL Curriculum","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Colombo","keywords":"Curriculum; Pedagogy; Transformative learning; Sociology; Decolonization; Hegemony; Teacher education; Political science","score_opus":0.005403793014650485,"score_gpt":0.17641043110528704,"score_spread":0.17100663809063654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221009791","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":[0.84318906,0.00039783755,0.02414868,0.0079490645,0.00021270973,0.0003214263,0.00003435273,0.00025692288,0.123489976],"genre_scores_gemma":[0.9583389,0.00027879715,0.016967466,0.00076105335,0.000037635353,0.000189381,0.000048895272,0.00006697969,0.023310954],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99675,0.0018116883,0.00014154463,0.00032997606,0.00046562048,0.0005011746],"domain_scores_gemma":[0.9969355,0.00090328604,0.0003230015,0.0002484283,0.00048129744,0.0011084772],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035975452,0.00036530226,0.00024668683,0.000909137,0.0036682195,0.005031855,0.001511248,0.0011062914,0.0036209424],"category_scores_gemma":[0.0039164177,0.00023192025,0.00029644734,0.00042967434,0.007536758,0.0034250598,0.009766923,0.0028606674,0.0006831113],"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":[0.00020521326,0.0021216455,0.010472257,0.00073398714,0.000016752845,0.0013611397,0.36974043,0.0028619973,0.014274028,0.43649206,0.009143259,0.15257724],"study_design_scores_gemma":[0.000106505795,0.00091975654,0.010702375,0.0010721156,0.000041846957,0.0008937442,0.20477945,0.0051055886,0.018718747,0.13525769,0.62228596,0.00011624499],"about_ca_topic_score_codex":0.0011653417,"about_ca_topic_score_gemma":0.0036856707,"teacher_disagreement_score":0.005031855,"about_ca_system_score_codex":0.0040265685,"about_ca_system_score_gemma":0.008135972,"threshold_uncertainty_score":0.029214859},"labels":[],"label_agreement":null},{"id":"W4221073812","doi":"10.18806/tesl.v38i2.1358","title":"Promoting Plurilingualism Through Linguistic Landscapes: A Multi-Method and Multisite Study in Germany and the Netherlands","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Multilingualism; Pedagogy; Sociology; Linguistic landscape; Linguistics; Humanities; Mathematics education; Psychology; Art","score_opus":0.017742263357722943,"score_gpt":0.26523281863735787,"score_spread":0.24749055527963493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221073812","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":[0.9973578,0.00015425707,0.00059779966,0.00006556757,0.000006026135,0.00023635825,0.00004310808,0.0000028110294,0.0015361597],"genre_scores_gemma":[0.99594396,0.0002204275,0.0014635719,0.00008947339,0.0000053833483,0.0005094643,0.000058984482,0.0000185441,0.0016902223],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9933478,0.004453752,0.00029699242,0.0007938237,0.000419017,0.0006885086],"domain_scores_gemma":[0.9963056,0.0022157673,0.00049117283,0.00029679242,0.0003487394,0.00034192047],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071688243,0.0008257087,0.0010949794,0.0019016911,0.004565518,0.004341475,0.0017137586,0.0011637743,0.00225761],"category_scores_gemma":[0.006528945,0.0008055752,0.0004969668,0.0020232853,0.0041295947,0.0036768806,0.0052293353,0.0010552041,0.00027821897],"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":[0.00021135373,0.0019272107,0.022462483,0.0003822836,0.00006284157,0.0029042042,0.9409461,0.00041838645,0.0029405572,0.0036058743,0.00057999225,0.023558717],"study_design_scores_gemma":[0.000105077226,0.0005361259,0.046636842,0.00023194068,0.000084452855,0.0004964782,0.93227255,0.0006443682,0.0018664128,0.0011260756,0.015928127,0.000071605275],"about_ca_topic_score_codex":0.042285576,"about_ca_topic_score_gemma":0.08953983,"teacher_disagreement_score":0.042285576,"about_ca_system_score_codex":0.0067943004,"about_ca_system_score_gemma":0.0045304936,"threshold_uncertainty_score":0.08407885},"labels":[],"label_agreement":null},{"id":"W4221106904","doi":"10.18806/tesl.v38i2.1361","title":"Becoming Critical Sociolinguists in TESOL Through Translanguaging and Embodied Practice","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture; York University; Bishop's University","keywords":"Translanguaging; Sociology; Pedagogy; Multilingualism; Critical pedagogy; Linguistics; Embodied cognition; Epistemology","score_opus":0.02630656095591351,"score_gpt":0.28012813282070115,"score_spread":0.25382157186478765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221106904","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":[0.51186657,0.0034662855,0.10624094,0.025552975,0.00076786015,0.0003205093,0.000044417095,0.00032949154,0.35141096],"genre_scores_gemma":[0.97763765,0.0005078109,0.007560356,0.0006660216,0.00005737382,0.000107766806,0.000016547077,0.00008172168,0.013364734],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99150425,0.00667205,0.00017811892,0.0005560468,0.0005343102,0.000555126],"domain_scores_gemma":[0.9943657,0.003608828,0.00044653943,0.00053116673,0.00038489976,0.000662886],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007076174,0.00066242495,0.00035383741,0.001343895,0.0076176017,0.01241261,0.001350293,0.002309783,0.004248805],"category_scores_gemma":[0.008597414,0.0003375846,0.00039182435,0.0006232309,0.04358424,0.0119318515,0.015344218,0.004218317,0.00073541235],"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":[0.000025653637,0.000063747095,0.00075302646,0.00009782729,0.000003616844,0.00062452024,0.76332563,0.00014029707,0.0011870135,0.21417123,0.0009705187,0.01863702],"study_design_scores_gemma":[0.000022427292,0.00008841703,0.0007353839,0.00039368102,0.000010062881,0.0009005276,0.6635837,0.0006595504,0.00199396,0.13095282,0.20062947,0.000029955127],"about_ca_topic_score_codex":0.0021793654,"about_ca_topic_score_gemma":0.0039238855,"teacher_disagreement_score":0.01241261,"about_ca_system_score_codex":0.0040519917,"about_ca_system_score_gemma":0.0044069886,"threshold_uncertainty_score":0.037422836},"labels":[],"label_agreement":null},{"id":"W4225622494","doi":"10.18806/tesl.v38i1.1368","title":"A Word From The Editors","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Leadership and Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada); Canadian Association of Learned Journals","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Sociology; Philosophy","score_opus":0.046548775836050924,"score_gpt":0.3220980204059263,"score_spread":0.27554924456987534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225622494","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00003335159,0.0034841674,0.00008813166,0.21269172,0.7802518,0.000017896395,0.000049968257,0.000045513192,0.0033374133],"genre_scores_gemma":[0.00095406093,0.00393939,0.00017886478,0.39225975,0.5145478,0.00006543671,0.00008302364,0.00012413763,0.08784745],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9919378,0.0013203649,0.0009052088,0.0011406868,0.0040298724,0.0006660199],"domain_scores_gemma":[0.9525372,0.010409329,0.0026933702,0.0018436316,0.02401388,0.008502774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006760059,0.002240623,0.0024857824,0.0025528907,0.0044621015,0.012609112,0.0031792042,0.0153820375,0.044707585],"category_scores_gemma":[0.069978766,0.00086580194,0.0014153806,0.001645636,0.0033181012,0.007142687,0.0044033523,0.025600243,0.053290464],"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":[0.000006546831,0.0000028886402,0.000016868462,0.0000260246,0.0000018925347,0.000023228027,0.000012320721,0.0000032864766,0.000012483834,0.00022612777,0.99752337,0.0021448573],"study_design_scores_gemma":[0.000011209261,0.000011708037,0.00010643158,0.00014030091,0.000006091436,0.000087244676,0.0001062617,0.000019884501,0.000038486723,0.00051101996,0.99894696,0.000014514636],"about_ca_topic_score_codex":0.0042132144,"about_ca_topic_score_gemma":0.008057722,"teacher_disagreement_score":0.044707585,"about_ca_system_score_codex":0.0034189,"about_ca_system_score_gemma":0.008398323,"threshold_uncertainty_score":0.14956182},"labels":[],"label_agreement":null},{"id":"W4226305076","doi":"10.18806/tesl.v38i1.1365","title":"Teachers’ Takes on Supporting Multilingual Learners in K–12 Classrooms in Ontario","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Curriculum; Pedagogy; Translanguaging; Thematic analysis; Psychology; Sociology; Mathematics education; Qualitative research","score_opus":0.07533761040906489,"score_gpt":0.4062736186750594,"score_spread":0.3309360082659945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4226305076","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":[0.9729258,0.00049069634,0.00027349652,0.005349749,0.00007630356,0.00008812126,0.00013756061,0.00003258016,0.020625722],"genre_scores_gemma":[0.9834849,0.0005935036,0.00045941575,0.00066160946,0.000009493337,0.000046148794,0.00007043384,0.000022280436,0.014652203],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99576795,0.0008370851,0.00014908609,0.00036173424,0.0010184455,0.0018657101],"domain_scores_gemma":[0.99214476,0.0008291303,0.00061430293,0.00018367686,0.0018993812,0.0043287184],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022699945,0.00029617304,0.00042138266,0.0006674509,0.025313856,0.0045917556,0.0016881428,0.0012171732,0.0043441905],"category_scores_gemma":[0.004866863,0.0005719534,0.0003826018,0.0012147004,0.0057768333,0.0018696862,0.005983948,0.0017096455,0.00042759944],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001276021,0.0000897127,0.04305015,0.00023256327,0.000012131712,0.0023402078,0.92354536,0.0001720321,0.0024722398,0.0021228995,0.0057669417,0.020068105],"study_design_scores_gemma":[0.000008920041,0.00007275083,0.04168851,0.00016391603,0.000017247403,0.00016263283,0.8869999,0.000106882755,0.00037861112,0.00018260711,0.07018217,0.000035897752],"about_ca_topic_score_codex":0.97670835,"about_ca_topic_score_gemma":0.9937936,"teacher_disagreement_score":0.09641877,"about_ca_system_score_codex":0.09641877,"about_ca_system_score_gemma":0.1633837,"threshold_uncertainty_score":0.6995704},"labels":[],"label_agreement":null},{"id":"W4226317313","doi":"10.18806/tesl.v38i1.1366","title":"Sustaining an Occupation-Specific Language Assessment for the Canadian Healthcare Field","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Interpreting and Communication in Healthcare","field":"Health Professions","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Language assessment; Context (archaeology); Humanities; Political science; Language proficiency; Psychology; Sociology; Pedagogy; Art; History","score_opus":0.0792088628263545,"score_gpt":0.47575220603103713,"score_spread":0.39654334320468265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4226317313","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":[0.33634514,0.009712496,0.051851325,0.17541865,0.00504771,0.0042831185,0.0016541472,0.0017481315,0.4139393],"genre_scores_gemma":[0.8616131,0.0046654176,0.08291325,0.009552616,0.00022409664,0.0013195022,0.0011237535,0.00024113241,0.038347133],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.95870453,0.006429961,0.0020639647,0.0016828458,0.026444096,0.0046746004],"domain_scores_gemma":[0.88024914,0.009223286,0.004375008,0.003693565,0.09143057,0.011028404],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03483562,0.0006566919,0.0005356999,0.004517497,0.016774107,0.009597081,0.0041539967,0.0017656451,0.0034881234],"category_scores_gemma":[0.116171055,0.0005464293,0.00074562285,0.0033440178,0.0056187655,0.005342075,0.009015256,0.0031897982,0.0014650424],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008899553,0.0003151695,0.05766425,0.0008186969,0.000039737584,0.00058628316,0.046052713,0.0012123256,0.0017778259,0.02674236,0.062104926,0.8025967],"study_design_scores_gemma":[0.00007588712,0.000762554,0.29380694,0.0043005156,0.00012522747,0.000774256,0.12133042,0.003938433,0.0057631535,0.017207945,0.5513093,0.0006054133],"about_ca_topic_score_codex":0.9167443,"about_ca_topic_score_gemma":0.95680285,"teacher_disagreement_score":0.92568,"about_ca_system_score_codex":0.07432004,"about_ca_system_score_gemma":0.3594296,"threshold_uncertainty_score":0.53923213},"labels":[],"label_agreement":null},{"id":"W4230010114","doi":"10.18806/tesl.v18i1.895","title":"From the Editors/Un mot des editeurs","year":2000,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Artistic and Creative Research","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology; Psychology","score_opus":0.023681142542234624,"score_gpt":0.23950378729594718,"score_spread":0.21582264475371254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4230010114","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00016373568,0.0052107493,0.00013965854,0.05189144,0.93687516,0.000025956055,0.00011123999,0.00007140949,0.0055107246],"genre_scores_gemma":[0.0029684873,0.008986203,0.00038211563,0.04542,0.80466473,0.00007710376,0.00020295856,0.00018541618,0.13711306],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9958132,0.0005111386,0.0005451014,0.00052168657,0.0022472292,0.00036161632],"domain_scores_gemma":[0.96399206,0.005079568,0.0016663953,0.0011763957,0.024453871,0.0036316563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040816255,0.0014340689,0.0013473905,0.0028069816,0.0019735526,0.005299273,0.0016760008,0.004366972,0.033979315],"category_scores_gemma":[0.028683752,0.0005254273,0.00081305084,0.0010592302,0.0010524708,0.0030464025,0.0017846684,0.0052374103,0.026409123],"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":[0.000029397137,0.00000717997,0.00005323266,0.00012258717,0.000005568038,0.00009733727,0.00002172802,0.000011932604,0.00009845414,0.00025521527,0.9887862,0.010511148],"study_design_scores_gemma":[0.000011629635,0.000017506716,0.00034163133,0.00014086286,0.0000110282035,0.00019214144,0.00005451436,0.000032123193,0.00016192511,0.0002057639,0.9988199,0.00001103641],"about_ca_topic_score_codex":0.0026745293,"about_ca_topic_score_gemma":0.005421724,"teacher_disagreement_score":0.033979315,"about_ca_system_score_codex":0.0017747927,"about_ca_system_score_gemma":0.0029944486,"threshold_uncertainty_score":0.1136722},"labels":[],"label_agreement":null},{"id":"W4230082025","doi":"10.18806/tesl.v33i1.1231","title":"Preface","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University; Social Sciences and Humanities Research Council of Canada; University of Alberta; Macquarie University; York University; Queen's University; Biola University; Brock University; Simon Fraser University; University of Miami","keywords":"Linguistics; Psychology; Sociology; Philosophy","score_opus":0.006482820799051157,"score_gpt":0.18265655239696618,"score_spread":0.17617373159791502,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4230082025","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0012098707,0.0068521355,0.0039791684,0.043571193,0.28009152,0.00089567667,0.020009194,0.0015774302,0.64181376],"genre_scores_gemma":[0.0028005533,0.0023193723,0.0012486833,0.006203917,0.015824182,0.00027319908,0.0063088816,0.0005061003,0.96451503],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990796,0.00011913285,0.000055149994,0.0001347845,0.000512701,0.000098568125],"domain_scores_gemma":[0.9900642,0.0011370333,0.00024554966,0.0005795492,0.006825011,0.0011487063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017268314,0.0009073984,0.0005717387,0.0037860367,0.0037818593,0.0039379913,0.0013535783,0.0011387521,0.4945761],"category_scores_gemma":[0.016954176,0.00029678983,0.00057738525,0.0022944652,0.00060883304,0.0022937418,0.0020990998,0.0030875483,0.34253982],"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":[0.0000131343995,0.000010288359,0.000053143565,0.000036356832,6.9256834e-7,0.000016683178,0.000029465076,0.000018733857,0.000030889092,0.0015905028,0.98446506,0.013735065],"study_design_scores_gemma":[0.0000034484635,0.000006341395,0.00024301461,0.00008463777,0.0000012295524,0.000019404148,0.00008327348,0.000016331396,0.000051776187,0.0012227475,0.99826366,0.000004154931],"about_ca_topic_score_codex":0.028262962,"about_ca_topic_score_gemma":0.039321907,"teacher_disagreement_score":0.4945761,"about_ca_system_score_codex":0.0036860525,"about_ca_system_score_gemma":0.005286444,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4231377061","doi":"10.18806/tesl.v24i2.142","title":"Book Reviews","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Vocabulary; Psychology; Pedagogy; Sociology; Mathematics education; Visual arts; Art; Linguistics; Philosophy","score_opus":0.019191831732572245,"score_gpt":0.22279231405192024,"score_spread":0.203600482319348,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4231377061","genre_codex":"other","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":[0.00036915243,0.29351398,0.0017443026,0.01913029,0.04349867,0.00018795971,0.0037603185,0.00087824377,0.6369172],"genre_scores_gemma":[0.0018344972,0.13504326,0.0015995025,0.0099871615,0.010917015,0.00012470322,0.003997382,0.0004171853,0.83607936],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99890304,0.00009768451,0.00007721029,0.00016202137,0.00068688457,0.00007321816],"domain_scores_gemma":[0.9971944,0.00051066984,0.00016171156,0.00018874866,0.0016231746,0.00032130905],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006539598,0.00092011987,0.0011075473,0.004179441,0.0008501257,0.0047538234,0.002026034,0.0019605565,0.41469452],"category_scores_gemma":[0.0053552184,0.00040897247,0.0007006203,0.005635572,0.0005828853,0.0033710776,0.0015410396,0.0020151427,0.39491203],"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":[0.000007266195,0.000011335061,0.000025358033,0.00048674142,0.0000032928635,0.00003306652,0.000027562817,0.00003635756,0.00009696839,0.0016083767,0.90370363,0.093960084],"study_design_scores_gemma":[0.0000018339159,0.0000030896215,0.000048146027,0.00023212095,0.0000018455025,0.00006607162,0.000015566122,0.0000058267224,0.00001661754,0.00033526268,0.9992716,0.000002133845],"about_ca_topic_score_codex":0.0039494922,"about_ca_topic_score_gemma":0.0077748797,"teacher_disagreement_score":0.41469452,"about_ca_system_score_codex":0.0016923718,"about_ca_system_score_gemma":0.0030838386,"threshold_uncertainty_score":0.83486724},"labels":[],"label_agreement":null},{"id":"W4232114917","doi":"10.18806/tesl.v17i2.886","title":"From the Editors/Un mot des editeurs","year":2000,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Artistic and Creative Research","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Psychology","score_opus":0.023681142542234624,"score_gpt":0.23950378729594718,"score_spread":0.21582264475371254,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232114917","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00016373568,0.0052107493,0.00013965854,0.05189144,0.93687516,0.000025956055,0.00011123999,0.00007140949,0.0055107246],"genre_scores_gemma":[0.0029684873,0.008986203,0.00038211563,0.04542,0.80466473,0.00007710376,0.00020295856,0.00018541618,0.13711306],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9958132,0.0005111386,0.0005451014,0.00052168657,0.0022472292,0.00036161632],"domain_scores_gemma":[0.96399206,0.005079568,0.0016663953,0.0011763957,0.024453871,0.0036316563],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040816255,0.0014340689,0.0013473905,0.0028069816,0.0019735526,0.005299273,0.0016760008,0.004366972,0.033979315],"category_scores_gemma":[0.028683752,0.0005254273,0.00081305084,0.0010592302,0.0010524708,0.0030464025,0.0017846684,0.0052374103,0.026409123],"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":[0.000029397137,0.00000717997,0.00005323266,0.00012258717,0.000005568038,0.00009733727,0.00002172802,0.000011932604,0.00009845414,0.00025521527,0.9887862,0.010511148],"study_design_scores_gemma":[0.000011629635,0.000017506716,0.00034163133,0.00014086286,0.0000110282035,0.00019214144,0.00005451436,0.000032123193,0.00016192511,0.0002057639,0.9988199,0.00001103641],"about_ca_topic_score_codex":0.0026745293,"about_ca_topic_score_gemma":0.005421724,"teacher_disagreement_score":0.033979315,"about_ca_system_score_codex":0.0017747927,"about_ca_system_score_gemma":0.0029944486,"threshold_uncertainty_score":0.1136722},"labels":[],"label_agreement":null},{"id":"W4232480279","doi":"10.18806/tesl.v25i1.104","title":"A Word from the Editor","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.022684360439942177,"score_gpt":0.1773796529901463,"score_spread":0.15469529255020412,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232480279","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000052572017,0.0014835485,0.00013406106,0.07967085,0.91506505,0.000031050757,0.00007830802,0.000072346455,0.0034122902],"genre_scores_gemma":[0.0011999236,0.0040204814,0.00046325373,0.118843056,0.8012568,0.00007137828,0.00019825429,0.00020038629,0.073746465],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9941467,0.00089015806,0.00090707146,0.0005720067,0.003109948,0.00037408547],"domain_scores_gemma":[0.94658226,0.0070102382,0.0017920033,0.0012676149,0.037683584,0.005664301],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060166856,0.0023504414,0.0024817064,0.0029170867,0.003137598,0.007760206,0.0031304446,0.009416908,0.05921832],"category_scores_gemma":[0.0432806,0.0007705079,0.0015100763,0.0015396696,0.0015106285,0.0051584267,0.0016298294,0.011658795,0.07702329],"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":[0.000013375391,0.0000049040273,0.000011325271,0.000047785004,0.0000024983979,0.000045442663,0.00000388361,0.0000067571164,0.000030617717,0.00009386522,0.9966208,0.0031188533],"study_design_scores_gemma":[0.000031185427,0.000025454478,0.00018658706,0.00027702274,0.000013976997,0.0002444927,0.000058781025,0.00008960353,0.00017126127,0.00081770093,0.9980623,0.000021688107],"about_ca_topic_score_codex":0.001352626,"about_ca_topic_score_gemma":0.0031131788,"teacher_disagreement_score":0.05921832,"about_ca_system_score_codex":0.0019874906,"about_ca_system_score_gemma":0.0048119077,"threshold_uncertainty_score":0.19810498},"labels":[],"label_agreement":null},{"id":"W4232714354","doi":"10.18806/tesl.v23i1.82","title":"Book Reviews","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Vocabulary; Headway; Linguistics; Test (biology); English language; English grammar; Art; Sociology; History; Philosophy; Computer science","score_opus":0.028158278398186992,"score_gpt":0.22492002997228994,"score_spread":0.19676175157410294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232714354","genre_codex":"other","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":[0.000349467,0.4227726,0.0013036598,0.017124444,0.03369505,0.00015584212,0.0033474942,0.0006783587,0.5205731],"genre_scores_gemma":[0.0018523968,0.18731262,0.0014642265,0.010692307,0.010590413,0.000113756076,0.0037921276,0.0003726732,0.78380954],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99906594,0.000087778964,0.000063788546,0.00014827464,0.00056468137,0.0000695335],"domain_scores_gemma":[0.997957,0.00040818012,0.00012842721,0.00012977784,0.0011023438,0.00027421847],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00058506214,0.0009445137,0.0012155453,0.004148306,0.00087376434,0.0047344677,0.0019756744,0.0018226693,0.37689692],"category_scores_gemma":[0.0041350597,0.00041694698,0.00068378187,0.005627458,0.00057271495,0.0031940418,0.0014959523,0.0020539723,0.33706197],"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":[0.000007918617,0.000013318247,0.00002894632,0.00058363174,0.0000034402988,0.000037453963,0.00003459838,0.000032897213,0.00008634838,0.001464575,0.9033197,0.09438717],"study_design_scores_gemma":[0.0000018201921,0.0000030630167,0.000058055957,0.00026887795,0.00000197246,0.0000769068,0.000017468004,0.0000052260575,0.000011880083,0.00026997743,0.99928266,0.0000020664381],"about_ca_topic_score_codex":0.0051703644,"about_ca_topic_score_gemma":0.010380954,"teacher_disagreement_score":0.37689692,"about_ca_system_score_codex":0.0017627783,"about_ca_system_score_gemma":0.0034833,"threshold_uncertainty_score":0.88878095},"labels":[],"label_agreement":null},{"id":"W4232728763","doi":"10.18806/tesl.v22i1.169","title":"Book Reviews","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Linguistics, Language Diversity, and Identity","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Negotiation; Sociology; Biculturalism; Psychology; Pedagogy; Neuroscience of multilingualism; Philosophy; Social science","score_opus":0.020946759342090903,"score_gpt":0.19912972733825987,"score_spread":0.17818296799616898,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4232728763","genre_codex":"other","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":[0.0003348131,0.34127676,0.0012020104,0.022488708,0.044657122,0.0001392478,0.0039111553,0.0007881266,0.58520204],"genre_scores_gemma":[0.0017499084,0.1482117,0.0010215685,0.01114441,0.01330772,0.000093056704,0.0038964902,0.00036206716,0.820213],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.999065,0.00008867462,0.00006577357,0.00014973643,0.0005582506,0.00007265703],"domain_scores_gemma":[0.9976743,0.00040912008,0.00014503092,0.00015062605,0.001294081,0.0003268927],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00059677026,0.000901955,0.0011374344,0.0036409807,0.0007741186,0.0045579933,0.0019596787,0.002072129,0.43041137],"category_scores_gemma":[0.0041549117,0.0003928916,0.0006026323,0.0047237556,0.0005260507,0.0028877817,0.0014347818,0.001954091,0.41263878],"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":[0.000007353154,0.0000093675,0.000025980738,0.0004333294,0.0000031114257,0.00003276071,0.000021353042,0.000027836366,0.00008399036,0.0012727341,0.9132393,0.084842786],"study_design_scores_gemma":[0.0000016075295,0.0000025608338,0.000051598094,0.00018258116,0.000001633265,0.00005919035,0.000011551486,0.0000044263106,0.000011814712,0.00022553292,0.99944586,0.0000017069717],"about_ca_topic_score_codex":0.0039771837,"about_ca_topic_score_gemma":0.007148523,"teacher_disagreement_score":0.56958866,"about_ca_system_score_codex":0.0016549242,"about_ca_system_score_gemma":0.0028962726,"threshold_uncertainty_score":0.81244904},"labels":[],"label_agreement":null},{"id":"W4234097973","doi":"10.18806/tesl.v0i0.1044","title":"From the Editors","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Canadian Identity and History","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Psychology; Pedagogy; Philosophy","score_opus":0.006313247270756992,"score_gpt":0.1981884444527705,"score_spread":0.1918751971820135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4234097973","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00030850497,0.013189752,0.00037818885,0.13987271,0.804625,0.00006859347,0.0003314619,0.00017596525,0.04104982],"genre_scores_gemma":[0.0050185397,0.015818922,0.0006031762,0.075331315,0.35225666,0.0000813286,0.0004473517,0.00032200277,0.55012065],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9960802,0.00047224676,0.00028824568,0.0006360595,0.0021470028,0.00037627912],"domain_scores_gemma":[0.9751781,0.0022150371,0.0008117664,0.00085805554,0.016367637,0.004569325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030886184,0.0011702803,0.00090035185,0.0021002744,0.0036611247,0.008330061,0.0019841942,0.003841217,0.1047118],"category_scores_gemma":[0.024559518,0.00052075024,0.0005638091,0.0015325586,0.0013372736,0.003875667,0.00233127,0.0063952194,0.07934283],"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":[0.000014165421,0.0000053487406,0.000046082012,0.0000820141,0.000002300899,0.00004339094,0.00003316663,0.000008849839,0.0000692064,0.0006731814,0.9889131,0.010109142],"study_design_scores_gemma":[0.0000023453326,0.0000037796578,0.00008262325,0.000052767802,0.0000021066355,0.000057453537,0.000034980916,0.000008163414,0.000048724436,0.00014853108,0.9995548,0.0000037458976],"about_ca_topic_score_codex":0.0047959476,"about_ca_topic_score_gemma":0.015984917,"teacher_disagreement_score":0.1047118,"about_ca_system_score_codex":0.0038080527,"about_ca_system_score_gemma":0.006385107,"threshold_uncertainty_score":0.35029584},"labels":[],"label_agreement":null},{"id":"W4235230706","doi":"10.18806/tesl.v20i1.934","title":"From the Editors/Un mot des editeurs","year":2002,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Artistic and Creative Research","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Sociology","score_opus":0.0458849122159135,"score_gpt":0.23605341295612514,"score_spread":0.19016850074021163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4235230706","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00017389147,0.0052409195,0.00014566662,0.05417401,0.934697,0.000026192165,0.00011377771,0.0000714277,0.0053572077],"genre_scores_gemma":[0.0032895321,0.0092221545,0.00040307269,0.047623627,0.79446256,0.00007891719,0.00021525695,0.00019447808,0.14451034],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99581355,0.0005219978,0.00054845813,0.0005247821,0.002227709,0.00036352914],"domain_scores_gemma":[0.96448994,0.004921631,0.0015831485,0.0011763647,0.02435831,0.0034706602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040098173,0.0014405677,0.0013808991,0.0027382998,0.0020252785,0.0052727833,0.001642775,0.0042713564,0.032055076],"category_scores_gemma":[0.028312158,0.00052276766,0.0008222164,0.0010497665,0.0010315212,0.0029911431,0.0018015716,0.0052741044,0.024431191],"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":[0.000029910429,0.0000071593186,0.000054109572,0.00011684124,0.0000055464025,0.000100797915,0.000023828941,0.000011932772,0.000099537836,0.0002649762,0.9889114,0.010374043],"study_design_scores_gemma":[0.00001165378,0.000017419228,0.00034818478,0.00013632585,0.000011374097,0.00019787114,0.00006058244,0.00003375566,0.00016891888,0.00021454491,0.9987882,0.000011232348],"about_ca_topic_score_codex":0.0027096302,"about_ca_topic_score_gemma":0.0054185875,"teacher_disagreement_score":0.032055076,"about_ca_system_score_codex":0.001761702,"about_ca_system_score_gemma":0.0029026747,"threshold_uncertainty_score":0.107234955},"labels":[],"label_agreement":null},{"id":"W4235637513","doi":"10.18806/tesl.v32i2.1203","title":"Preface","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Linguistics; Sociology; Psychology; Philosophy","score_opus":0.045059362581980504,"score_gpt":0.23138091740853314,"score_spread":0.18632155482655263,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4235637513","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007967303,0.004084978,0.0021194192,0.036978442,0.25577968,0.0006181942,0.011327591,0.001324606,0.6869703],"genre_scores_gemma":[0.002432358,0.0017888987,0.00080623524,0.00734435,0.01324913,0.0002940041,0.0043413835,0.00051953236,0.96922415],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99877733,0.00013824842,0.00007871428,0.00017917789,0.00068242184,0.00014404558],"domain_scores_gemma":[0.9862453,0.0011736734,0.00038016643,0.00080481503,0.009543967,0.0018520007],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00210337,0.00089925877,0.000702326,0.0029429009,0.0039950875,0.0044564474,0.001528403,0.0015345913,0.5528629],"category_scores_gemma":[0.02034221,0.00030784725,0.00054627884,0.0017782348,0.00067726226,0.0025056873,0.00208771,0.003009449,0.42599246],"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":[0.0000131996785,0.0000074157474,0.000032674972,0.00003931218,5.969427e-7,0.000013391595,0.00001656157,0.000012464354,0.000036311252,0.0009349518,0.98891836,0.0099748075],"study_design_scores_gemma":[0.0000048177085,0.000006708172,0.00019665775,0.00010273139,0.0000011831596,0.000016198708,0.0000626887,0.000016319096,0.00005018837,0.000806266,0.99873215,0.0000040191476],"about_ca_topic_score_codex":0.022990149,"about_ca_topic_score_gemma":0.03466904,"teacher_disagreement_score":0.5528629,"about_ca_system_score_codex":0.0035082179,"about_ca_system_score_gemma":0.005695472,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4236793626","doi":"10.18806/tesl.v27i2.1051","title":"Pronunciation Pegs","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pronunciation; Covert; Psychology; Appeal; Linguistics","score_opus":0.011030903459456416,"score_gpt":0.2981889896205167,"score_spread":0.2871580861610603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4236793626","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":[0.4236564,0.003162027,0.17125793,0.01084201,0.0025916246,0.0005212374,0.0010700183,0.007445604,0.3794532],"genre_scores_gemma":[0.79090583,0.0012132322,0.04634439,0.0017557967,0.00016483481,0.00013616853,0.0004640082,0.0007773014,0.1582385],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9995016,0.000094128736,0.000032567023,0.00008157817,0.00023152873,0.000058716316],"domain_scores_gemma":[0.9992607,0.0002766498,0.0000612111,0.000092669245,0.00021245365,0.00009615973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00048658252,0.00048002167,0.00020874174,0.0002895134,0.0007352494,0.00084000285,0.0005391393,0.0007041724,0.018846197],"category_scores_gemma":[0.0035108528,0.00009021584,0.00018185524,0.00025168015,0.000691133,0.0011443115,0.0011807397,0.0010958889,0.0058379844],"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":[0.0004036792,0.00041444288,0.0078024724,0.0005694904,0.000011998777,0.006814342,0.02971033,0.0009765074,0.05955321,0.035736945,0.0670811,0.7909255],"study_design_scores_gemma":[0.000039440678,0.0005812676,0.009433532,0.00019064201,0.000012954658,0.023215331,0.008864722,0.0032430675,0.02594988,0.006773788,0.9216298,0.00006556382],"about_ca_topic_score_codex":0.0007229769,"about_ca_topic_score_gemma":0.0014078498,"teacher_disagreement_score":0.018846197,"about_ca_system_score_codex":0.00036589825,"about_ca_system_score_gemma":0.00050093286,"threshold_uncertainty_score":0.06304675},"labels":[],"label_agreement":null},{"id":"W4237410889","doi":"10.18806/tesl.v26i1.393","title":"Book Reviews","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Vocabulary; Focus (optics); Applied linguistics; Psychology; Language education; Sociology; Philosophy","score_opus":0.05142695644966231,"score_gpt":0.21665148664381664,"score_spread":0.16522453019415434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237410889","genre_codex":"review","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00030048928,0.48753583,0.0013056262,0.026379049,0.06909621,0.0001587511,0.0033399083,0.0007063472,0.41117784],"genre_scores_gemma":[0.0018477144,0.24566078,0.0013114271,0.01861861,0.024845092,0.00013442185,0.003967321,0.00041620247,0.7031984],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988624,0.00011204022,0.00008475067,0.00016490676,0.0006966399,0.00007928643],"domain_scores_gemma":[0.9967525,0.0006556353,0.00020736059,0.00018956189,0.0017914536,0.00040354824],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00074078725,0.0008926424,0.001236528,0.0039572394,0.0007678007,0.0044406215,0.0019984962,0.0021329385,0.35771585],"category_scores_gemma":[0.005716841,0.00039674537,0.00071465026,0.004696762,0.0005678791,0.0028900178,0.0015200265,0.0023535318,0.34029987],"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":[0.0000079083675,0.00001006951,0.000022584927,0.0005813758,0.000003864817,0.000036747057,0.00002025025,0.000030344541,0.000087650056,0.0011461792,0.91481453,0.08323842],"study_design_scores_gemma":[0.0000020112318,0.0000031727113,0.000043667802,0.0002770243,0.0000021916744,0.00007314131,0.000010750938,0.000004625839,0.000014518633,0.000257994,0.9993088,0.0000020938849],"about_ca_topic_score_codex":0.0033218327,"about_ca_topic_score_gemma":0.005994048,"teacher_disagreement_score":0.35771585,"about_ca_system_score_codex":0.0017116113,"about_ca_system_score_gemma":0.0029717335,"threshold_uncertainty_score":0.9161404},"labels":[],"label_agreement":null},{"id":"W4237845446","doi":"10.18806/tesl.v36i2.1310","title":"A Word from the Editors","year":2019,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Sociology; Philosophy","score_opus":0.030027550180888114,"score_gpt":0.38246474942480196,"score_spread":0.35243719924391387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237845446","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0001806611,0.020840462,0.000531143,0.13579884,0.7707481,0.00006892671,0.0007388314,0.0006781738,0.070414826],"genre_scores_gemma":[0.0027457997,0.014432804,0.00062224024,0.09408445,0.20641756,0.00006629401,0.00076116674,0.0009224359,0.6799473],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963581,0.00033868593,0.00022074115,0.00051790854,0.002253104,0.00031155598],"domain_scores_gemma":[0.98096746,0.0018755462,0.0006415631,0.000786223,0.012555722,0.00317345],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024810066,0.0014363314,0.0012675239,0.002450053,0.0042341882,0.010307594,0.0027269323,0.003527065,0.19645007],"category_scores_gemma":[0.022527037,0.000518077,0.0007326985,0.0020972616,0.0017445418,0.0051934957,0.0032363152,0.006974603,0.17539571],"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":[0.0000026240107,0.0000016701289,0.000013589392,0.00002898794,6.0144885e-7,0.000012540346,0.000017106655,0.0000034698237,0.000017890317,0.00025805397,0.99420965,0.0054338817],"study_design_scores_gemma":[8.0741444e-7,0.0000013811474,0.00003362099,0.000039011,6.8719254e-7,0.00002959536,0.000039526294,0.000004399536,0.000013468231,0.00008879831,0.99974614,0.0000024293674],"about_ca_topic_score_codex":0.018282283,"about_ca_topic_score_gemma":0.035416782,"teacher_disagreement_score":0.19645007,"about_ca_system_score_codex":0.004157904,"about_ca_system_score_gemma":0.009698565,"threshold_uncertainty_score":0.6571909},"labels":[],"label_agreement":null},{"id":"W4237849745","doi":"10.18806/tesl.v27i2.1053","title":"Book Reviews","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Philosophy","score_opus":0.020092659383161536,"score_gpt":0.2194203305492829,"score_spread":0.19932767116612135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237849745","genre_codex":"other","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":[0.0004097479,0.28543144,0.0017746799,0.0155111225,0.053458475,0.0001528598,0.0022071835,0.00077469676,0.6402798],"genre_scores_gemma":[0.0015350687,0.10501798,0.0012707746,0.0075895493,0.010797139,0.00008442327,0.0019809287,0.00030441096,0.8714197],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990238,0.000094217976,0.000055387045,0.00013337951,0.00062053185,0.00007277977],"domain_scores_gemma":[0.9981407,0.00042325965,0.00011618774,0.00015999477,0.00085405045,0.00030578073],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00065605383,0.00089585845,0.0010244059,0.0033048056,0.00089538784,0.004227288,0.0019185962,0.0019872077,0.3819366],"category_scores_gemma":[0.0038456807,0.0004264003,0.00069097005,0.0038619821,0.00062852603,0.0025460422,0.0015988864,0.002240706,0.35307932],"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":[0.000012217458,0.00002066242,0.0000362428,0.00047964725,0.0000038323583,0.000074569994,0.000031426276,0.000061016028,0.00016688979,0.0028645352,0.8905018,0.10574727],"study_design_scores_gemma":[0.0000021379828,0.000004064304,0.000048642818,0.0001847322,0.0000016385762,0.00010966,0.000012771891,0.000006445242,0.00002095576,0.00048285714,0.9991241,0.0000020579964],"about_ca_topic_score_codex":0.0030622156,"about_ca_topic_score_gemma":0.006657336,"teacher_disagreement_score":0.3819366,"about_ca_system_score_codex":0.0014344192,"about_ca_system_score_gemma":0.0025605604,"threshold_uncertainty_score":0.8815924},"labels":[],"label_agreement":null},{"id":"W4237865440","doi":"10.18806/tesl.v26i1.126","title":"A Word from the Editor","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.03362685914829828,"score_gpt":0.16389753787502773,"score_spread":0.13027067872672946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237865440","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000051271767,0.0014767931,0.00013402128,0.08052582,0.91430163,0.0000307771,0.00007776199,0.00007263403,0.0033292442],"genre_scores_gemma":[0.0011758027,0.003959898,0.00045694158,0.12021056,0.80177325,0.00007246401,0.00019488504,0.00020079751,0.07195542],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9940037,0.0009159522,0.0009370025,0.0005920084,0.0031695438,0.00038181],"domain_scores_gemma":[0.9463562,0.007121248,0.0018374358,0.0012913983,0.037695426,0.005698384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006196486,0.0023464789,0.0025049045,0.0029236833,0.0031748023,0.007951325,0.0031539777,0.00953447,0.058993105],"category_scores_gemma":[0.044619575,0.0007851977,0.0015066902,0.001546144,0.0015491114,0.005330711,0.0016802817,0.011811239,0.077047795],"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":[0.000013315158,0.000004822587,0.000011354029,0.000048779148,0.0000024977699,0.000044207576,0.000004019953,0.000006792887,0.000030784555,0.000095037845,0.99661535,0.0031229912],"study_design_scores_gemma":[0.000030990614,0.000025195335,0.00018483691,0.0002839245,0.000013689378,0.00023731764,0.000059185473,0.00008871347,0.0001681711,0.0008218199,0.99806434,0.000021841644],"about_ca_topic_score_codex":0.0013258222,"about_ca_topic_score_gemma":0.0030487855,"teacher_disagreement_score":0.058993105,"about_ca_system_score_codex":0.0019892259,"about_ca_system_score_gemma":0.004878201,"threshold_uncertainty_score":0.19735157},"labels":[],"label_agreement":null},{"id":"W4237896993","doi":"10.18806/tesl.v28i1.1065","title":"Book Reviews","year":2010,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Psychology; Philosophy","score_opus":0.011274853107695082,"score_gpt":0.23883977247930047,"score_spread":0.2275649193716054,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4237896993","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":[0.0002908344,0.024898946,0.0004079962,0.0042975103,0.009573745,0.00006915628,0.000612086,0.0004033783,0.9594463],"genre_scores_gemma":[0.00032833984,0.0039024267,0.00012638919,0.00070254994,0.000571006,0.000010561404,0.00019068006,0.000067772206,0.99410015],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9994849,0.0000340482,0.000010752289,0.000058007707,0.00036181492,0.00005043451],"domain_scores_gemma":[0.9990476,0.00013102045,0.00003388116,0.000074656404,0.00049136765,0.00022156593],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0003840652,0.0011268406,0.0007874363,0.0030827187,0.0018935555,0.004378329,0.001169947,0.0015290218,0.5570407],"category_scores_gemma":[0.0017030638,0.00042326516,0.00052954006,0.0037611641,0.00064387644,0.0020491036,0.0013844584,0.0020170356,0.50180644],"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":[0.0000058638984,0.000012521429,0.000025152516,0.000058651207,0.0000010292368,0.000015212623,0.000013555456,0.00002373991,0.00006907611,0.001235476,0.9491476,0.049392164],"study_design_scores_gemma":[0.000001932329,0.0000031089241,0.00006329767,0.000046603833,0.000001183146,0.000020877176,0.000018890623,0.000010559636,0.000023482222,0.00031401703,0.9994943,0.0000017532318],"about_ca_topic_score_codex":0.020457735,"about_ca_topic_score_gemma":0.06847961,"teacher_disagreement_score":0.4429593,"about_ca_system_score_codex":0.0020134356,"about_ca_system_score_gemma":0.0036774308,"threshold_uncertainty_score":0.6318277},"labels":[],"label_agreement":null},{"id":"W4239111458","doi":"10.18806/tesl.v31i2.1173","title":"A Word from the Editor","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.010890169621545619,"score_gpt":0.18337695088865136,"score_spread":0.17248678126710573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239111458","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00010384723,0.0059684976,0.00025593274,0.1013849,0.8750739,0.000037160815,0.00015614492,0.00019867973,0.016820943],"genre_scores_gemma":[0.0028129197,0.009564056,0.0005225087,0.17748895,0.5050079,0.00009377708,0.00035817333,0.00040009402,0.30375153],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963224,0.00059444655,0.00040030928,0.0006913816,0.0016875394,0.00030404038],"domain_scores_gemma":[0.98253596,0.0026205939,0.0007975381,0.00075913145,0.00970309,0.0035837246],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003046508,0.0017794644,0.0014151218,0.0018652305,0.002883516,0.008508683,0.0028033599,0.006090391,0.16854559],"category_scores_gemma":[0.02898787,0.00053936295,0.0010742715,0.0010366278,0.0014600806,0.0062400172,0.0033711244,0.008308688,0.13965242],"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":[0.0000061776973,0.000004341188,0.000020961357,0.000055467197,0.000001522558,0.00005014973,0.000014523454,0.0000058787323,0.000031748652,0.0002603922,0.99086773,0.008681176],"study_design_scores_gemma":[0.0000039766605,0.000008084298,0.00006461517,0.00010365067,0.0000019729353,0.0001681754,0.000060619055,0.000014330287,0.00004379647,0.00031571373,0.99920887,0.0000062811005],"about_ca_topic_score_codex":0.0010088495,"about_ca_topic_score_gemma":0.0018490244,"teacher_disagreement_score":0.16854559,"about_ca_system_score_codex":0.0018285227,"about_ca_system_score_gemma":0.0044484893,"threshold_uncertainty_score":0.56384116},"labels":[],"label_agreement":null},{"id":"W4239571254","doi":"10.18806/tesl.v26i2.420","title":"Book Reviews","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Linguistics, Language Diversity, and Identity","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Active listening; English grammar; Art; Linguistics; Humanities; Art history; Media studies; Sociology; Philosophy; Communication","score_opus":0.01997931421453745,"score_gpt":0.2051375931186802,"score_spread":0.18515827890414277,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4239571254","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":[0.00032698404,0.21806912,0.0013575673,0.022053078,0.052044258,0.00018450757,0.0033497184,0.000809855,0.7018049],"genre_scores_gemma":[0.001690771,0.08543072,0.001083555,0.009449615,0.012119425,0.00010512657,0.0028982798,0.00038427857,0.8868382],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987521,0.00011393189,0.00008264569,0.00017396595,0.00079312123,0.000084297666],"domain_scores_gemma":[0.99685645,0.00055622717,0.00018248781,0.00020986338,0.0018151037,0.00037987618],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0006896487,0.0008615966,0.0010819291,0.0038233686,0.00095078297,0.0049895677,0.0019722062,0.0020061124,0.43565774],"category_scores_gemma":[0.0056002396,0.00038951513,0.0006185843,0.004747711,0.00060194754,0.0031736316,0.001492936,0.0020445057,0.4051727],"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":[0.000005257053,0.0000084437015,0.00001887934,0.00032752485,0.0000021228527,0.000027269449,0.000022607597,0.000027636292,0.00006503327,0.0014019037,0.9342323,0.063861],"study_design_scores_gemma":[0.0000014383475,0.000002533425,0.000041443654,0.00018761109,0.0000012386447,0.00005048338,0.000013651503,0.000005218054,0.000012510573,0.00026816854,0.99941397,0.0000017857914],"about_ca_topic_score_codex":0.004050139,"about_ca_topic_score_gemma":0.0077693565,"teacher_disagreement_score":0.56434226,"about_ca_system_score_codex":0.0018867386,"about_ca_system_score_gemma":0.0031983517,"threshold_uncertainty_score":0.80496573},"labels":[],"label_agreement":null},{"id":"W4240391867","doi":"10.18806/tesl.v27i1.1030","title":"A Word from the Editor","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Leadership and Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.03637601951879554,"score_gpt":0.32266800247410166,"score_spread":0.2862919829553061,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4240391867","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00011160639,0.0028300323,0.00024445896,0.11826221,0.8696344,0.00003941234,0.0001696955,0.0001030533,0.008605132],"genre_scores_gemma":[0.0036012654,0.007975106,0.0004710918,0.18875477,0.5703043,0.000082731436,0.000431856,0.00024500364,0.22813404],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99810374,0.0003401229,0.00030358293,0.00024866627,0.0008309954,0.00017295587],"domain_scores_gemma":[0.9826654,0.0035009652,0.0009128655,0.0006150409,0.0103405565,0.0019650823],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028583463,0.0010701999,0.0012961007,0.0014792052,0.0014055758,0.0033647637,0.0025173402,0.005237008,0.1330347],"category_scores_gemma":[0.031139161,0.0004991065,0.001180729,0.0009429789,0.0009391127,0.0029755672,0.0014316821,0.0072781653,0.09574159],"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":[0.000025199606,0.0000057440466,0.00002484055,0.00009738203,0.0000041286257,0.00009967664,0.000005683237,0.000009445402,0.00004322979,0.00020627517,0.99346405,0.0060142213],"study_design_scores_gemma":[0.0000169329,0.000020877282,0.000165262,0.00022349223,0.0000097511875,0.0002524132,0.000040514762,0.000041562256,0.00016143263,0.00050096307,0.9985551,0.000011812438],"about_ca_topic_score_codex":0.0014154946,"about_ca_topic_score_gemma":0.0023824298,"teacher_disagreement_score":0.1330347,"about_ca_system_score_codex":0.001277868,"about_ca_system_score_gemma":0.0022715654,"threshold_uncertainty_score":0.4450454},"labels":[],"label_agreement":null},{"id":"W4241297408","doi":"10.18806/tesl.v0i0.1043","title":"Book Reviews","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Human auditory perception and evaluation","field":"Engineering","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Psychology; Philosophy","score_opus":0.018725971173526618,"score_gpt":0.2297886528834377,"score_spread":0.21106268170991108,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241297408","genre_codex":"other","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":[0.00026912137,0.03984496,0.0009375906,0.006258024,0.02312629,0.00017167979,0.0014289285,0.0008836716,0.92707986],"genre_scores_gemma":[0.00029874075,0.004814539,0.00019196745,0.0011259771,0.0014373866,0.000022543716,0.00033804885,0.00012511016,0.99164563],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99921036,0.00006576859,0.000025332218,0.000094180774,0.0005393021,0.0000649391],"domain_scores_gemma":[0.99807763,0.00028690032,0.00009390772,0.00016881384,0.00093327626,0.00043944948],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00073906005,0.0013133292,0.0013551668,0.003979039,0.0012254169,0.004117781,0.0016543997,0.0022237392,0.71879554],"category_scores_gemma":[0.0029272842,0.0006106421,0.0007191549,0.0037960082,0.0005376106,0.0024298308,0.0019053282,0.00215703,0.7275596],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011657717,0.000022126573,0.000019379886,0.00018162234,0.000002549364,0.000025331616,0.000010506428,0.000030588853,0.00017931509,0.00088565267,0.9009526,0.09767871],"study_design_scores_gemma":[0.000003453253,0.0000070577153,0.000053060787,0.00009027519,0.0000017962715,0.000032894077,0.000011413034,0.000010081788,0.000037867096,0.000279745,0.99946994,0.0000024493233],"about_ca_topic_score_codex":0.0029186597,"about_ca_topic_score_gemma":0.008676519,"teacher_disagreement_score":0.99708134,"about_ca_system_score_codex":0.0011176313,"about_ca_system_score_gemma":0.0019056149,"threshold_uncertainty_score":0.40110403},"labels":[],"label_agreement":null},{"id":"W4241862284","doi":"10.18806/tesl.v24i2.135","title":"A Word from the Editor","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.022684360439942177,"score_gpt":0.1773796529901463,"score_spread":0.15469529255020412,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241862284","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000052572017,0.0014835485,0.00013406106,0.07967085,0.91506505,0.000031050757,0.00007830802,0.000072346455,0.0034122902],"genre_scores_gemma":[0.0011999236,0.0040204814,0.00046325373,0.118843056,0.8012568,0.00007137828,0.00019825429,0.00020038629,0.073746465],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9941467,0.00089015806,0.00090707146,0.0005720067,0.003109948,0.00037408547],"domain_scores_gemma":[0.94658226,0.0070102382,0.0017920033,0.0012676149,0.037683584,0.005664301],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0060166856,0.0023504414,0.0024817064,0.0029170867,0.003137598,0.007760206,0.0031304446,0.009416908,0.05921832],"category_scores_gemma":[0.0432806,0.0007705079,0.0015100763,0.0015396696,0.0015106285,0.0051584267,0.0016298294,0.011658795,0.07702329],"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":[0.000013375391,0.0000049040273,0.000011325271,0.000047785004,0.0000024983979,0.000045442663,0.00000388361,0.0000067571164,0.000030617717,0.00009386522,0.9966208,0.0031188533],"study_design_scores_gemma":[0.000031185427,0.000025454478,0.00018658706,0.00027702274,0.000013976997,0.0002444927,0.000058781025,0.00008960353,0.00017126127,0.00081770093,0.9980623,0.000021688107],"about_ca_topic_score_codex":0.001352626,"about_ca_topic_score_gemma":0.0031131788,"teacher_disagreement_score":0.05921832,"about_ca_system_score_codex":0.0019874906,"about_ca_system_score_gemma":0.0048119077,"threshold_uncertainty_score":0.19810498},"labels":[],"label_agreement":null},{"id":"W4241945579","doi":"10.18806/tesl.v19i2.925","title":"From the Editors/Un mot des editeurs","year":2002,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Artistic and Creative Research","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Sociology; Philosophy","score_opus":0.0458849122159135,"score_gpt":0.23605341295612514,"score_spread":0.19016850074021163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241945579","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00017389147,0.0052409195,0.00014566662,0.05417401,0.934697,0.000026192165,0.00011377771,0.0000714277,0.0053572077],"genre_scores_gemma":[0.0032895321,0.0092221545,0.00040307269,0.047623627,0.79446256,0.00007891719,0.00021525695,0.00019447808,0.14451034],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99581355,0.0005219978,0.00054845813,0.0005247821,0.002227709,0.00036352914],"domain_scores_gemma":[0.96448994,0.004921631,0.0015831485,0.0011763647,0.02435831,0.0034706602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040098173,0.0014405677,0.0013808991,0.0027382998,0.0020252785,0.0052727833,0.001642775,0.0042713564,0.032055076],"category_scores_gemma":[0.028312158,0.00052276766,0.0008222164,0.0010497665,0.0010315212,0.0029911431,0.0018015716,0.0052741044,0.024431191],"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":[0.000029910429,0.0000071593186,0.000054109572,0.00011684124,0.0000055464025,0.000100797915,0.000023828941,0.000011932772,0.000099537836,0.0002649762,0.9889114,0.010374043],"study_design_scores_gemma":[0.00001165378,0.000017419228,0.00034818478,0.00013632585,0.000011374097,0.00019787114,0.00006058244,0.00003375566,0.00016891888,0.00021454491,0.9987882,0.000011232348],"about_ca_topic_score_codex":0.0027096302,"about_ca_topic_score_gemma":0.0054185875,"teacher_disagreement_score":0.032055076,"about_ca_system_score_codex":0.001761702,"about_ca_system_score_gemma":0.0029026747,"threshold_uncertainty_score":0.107234955},"labels":[],"label_agreement":null},{"id":"W4243223697","doi":"10.18806/tesl.v34i3.1269","title":"Table of Contents","year":2018,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Significant difference; Intervention (counseling); Humanities; Psychology; Art; Mathematics; Statistics","score_opus":0.02172799794948828,"score_gpt":0.3021778522059855,"score_spread":0.2804498542564972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243223697","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":[0.0010998724,0.0042152815,0.0038064178,0.0061773243,0.014264569,0.00092100113,0.016170882,0.0022141866,0.9511305],"genre_scores_gemma":[0.005313056,0.0034500188,0.0025205612,0.0031961806,0.0029384706,0.0005116813,0.012846419,0.0009087383,0.9683148],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99906737,0.00015092456,0.000061201186,0.00020951903,0.00041454242,0.000096396536],"domain_scores_gemma":[0.9972269,0.0005136728,0.00013544677,0.00030586778,0.0012426568,0.0005754822],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00088449847,0.0009216509,0.0010312054,0.0020752766,0.0020354707,0.0059208,0.0019181573,0.0019110225,0.8397502],"category_scores_gemma":[0.0070874165,0.00040499732,0.00061108137,0.001668223,0.00046440095,0.0035336174,0.003059064,0.0022440848,0.6935297],"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":[0.0000313575,0.000052269705,0.00021306044,0.0002817539,0.0000035086546,0.000055873665,0.000085798005,0.000077526376,0.00019604048,0.004362814,0.92187345,0.07276645],"study_design_scores_gemma":[0.000004384179,0.0000180647,0.0002643246,0.00014847217,0.000001981889,0.00006902694,0.00007974542,0.000035489284,0.00007961441,0.0012861725,0.99800795,0.0000047820245],"about_ca_topic_score_codex":0.0022407507,"about_ca_topic_score_gemma":0.0031032264,"teacher_disagreement_score":0.16024983,"about_ca_system_score_codex":0.0023237185,"about_ca_system_score_gemma":0.003040842,"threshold_uncertainty_score":0.22857684},"labels":[],"label_agreement":null},{"id":"W4243287909","doi":"10.18806/tesl.v21i1.276","title":"Our Names","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Philosophy","score_opus":0.016618710337679355,"score_gpt":0.23676159946294476,"score_spread":0.2201428891252654,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4243287909","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":[0.00030146667,0.0015762664,0.0007870242,0.007837465,0.012041274,0.00007085183,0.0014252302,0.0015328192,0.97442764],"genre_scores_gemma":[0.0006973052,0.00041140517,0.00017855344,0.0009192068,0.00029027642,0.000017020726,0.00035779053,0.0002464277,0.99688196],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99805707,0.00017696405,0.00008596947,0.0003298106,0.00090425997,0.00044590572],"domain_scores_gemma":[0.9938034,0.0004998993,0.00027416713,0.0009643066,0.0024629643,0.0019952203],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014820985,0.0011718186,0.0012169146,0.0029769654,0.0058912025,0.011846136,0.0023653193,0.0033329448,0.8288954],"category_scores_gemma":[0.008781864,0.0006720498,0.00085875206,0.0033906987,0.0020126854,0.0046765436,0.003759669,0.0037529937,0.82877135],"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":[0.000017277984,0.000018954195,0.00017802432,0.00004956671,0.000002192208,0.000034745364,0.000069134076,0.000018358705,0.00011640221,0.0076928106,0.9412159,0.05058668],"study_design_scores_gemma":[0.0000023951322,0.0000025899285,0.00009502615,0.000023896122,0.0000013555992,0.000024242612,0.000059696595,0.000013887282,0.000053727937,0.0005951524,0.9991248,0.0000032255398],"about_ca_topic_score_codex":0.023792712,"about_ca_topic_score_gemma":0.04222268,"teacher_disagreement_score":0.8288954,"about_ca_system_score_codex":0.0036144555,"about_ca_system_score_gemma":0.011195612,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4244980332","doi":"10.18806/tesl.v29i2.1107","title":"Book Reviews","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Psychology; Philosophy","score_opus":0.027128468688462113,"score_gpt":0.2570613816075565,"score_spread":0.22993291291909437,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4244980332","genre_codex":"other","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":[0.00029734883,0.026682464,0.000442176,0.005422342,0.011234989,0.00006807555,0.00064794894,0.00041616667,0.95478845],"genre_scores_gemma":[0.0003476806,0.0041623865,0.00013825716,0.00087693695,0.00069337594,0.000010804525,0.00019958611,0.00007508879,0.9934957],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99944574,0.000037833874,0.00001197598,0.000060339178,0.0003875737,0.000056487363],"domain_scores_gemma":[0.99890924,0.0001499952,0.000039581737,0.00008174844,0.0005616568,0.0002577947],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00039546264,0.0010875465,0.0007589047,0.0031481301,0.0019841809,0.004628934,0.0012045089,0.0015736064,0.55680645],"category_scores_gemma":[0.001896234,0.00040709044,0.00054509786,0.003936727,0.00069037534,0.0021052654,0.0014515325,0.0020349196,0.48457313],"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":[0.00000497575,0.000011176833,0.000023494713,0.00005485875,9.505401e-7,0.000014792769,0.000013665284,0.000022277574,0.0000580807,0.0012558557,0.95411503,0.04442483],"study_design_scores_gemma":[0.0000016736468,0.0000026686355,0.000056181907,0.000046583456,0.000001054618,0.000019345915,0.000019828902,0.000008925967,0.000020083446,0.00032056807,0.99950147,0.0000017099522],"about_ca_topic_score_codex":0.022366075,"about_ca_topic_score_gemma":0.077387124,"teacher_disagreement_score":0.55680645,"about_ca_system_score_codex":0.002185541,"about_ca_system_score_gemma":0.004192665,"threshold_uncertainty_score":0.6321618},"labels":[],"label_agreement":null},{"id":"W4245556195","doi":"10.18806/tesl.v30i2.1144","title":"Language and Learning in Multilingual Classrooms: A Practical Approach","year":2013,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Language acquisition; Comprehension approach; Multilingualism; Language education; Psychology; Language assessment; Mathematics education; Pedagogy; Sociology","score_opus":0.018755346917622432,"score_gpt":0.2383718468844182,"score_spread":0.21961649996679578,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245556195","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":[0.11934779,0.024258634,0.06439401,0.234243,0.0030226964,0.00079164933,0.0002055014,0.00060957397,0.55312705],"genre_scores_gemma":[0.76163644,0.014858821,0.06910114,0.008605645,0.0005955399,0.000671436,0.000103851955,0.00012768053,0.14429945],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99732333,0.0014268409,0.000057684974,0.00016889423,0.0004646437,0.0005586295],"domain_scores_gemma":[0.99603456,0.0016329745,0.00007789311,0.00016271674,0.0006640029,0.0014279247],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005113795,0.0009950318,0.0005746865,0.0014337084,0.015933031,0.013249565,0.004113196,0.0052124825,0.014120456],"category_scores_gemma":[0.0037514516,0.00040066245,0.0004906509,0.0010783816,0.0098802885,0.007853385,0.011880631,0.0045709386,0.0014308514],"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":[0.000121488025,0.0013725294,0.0044511156,0.0011338426,0.000027645825,0.0061619836,0.14263964,0.001986198,0.0022655767,0.46639556,0.07277571,0.30066872],"study_design_scores_gemma":[0.000065033004,0.00021399466,0.0031680835,0.0012761967,0.0000353431,0.0018714453,0.41288552,0.0017144489,0.0018097667,0.14140597,0.43548033,0.00007386541],"about_ca_topic_score_codex":0.08294319,"about_ca_topic_score_gemma":0.30500498,"teacher_disagreement_score":0.08294319,"about_ca_system_score_codex":0.013356004,"about_ca_system_score_gemma":0.033867806,"threshold_uncertainty_score":0.1649208},"labels":[],"label_agreement":null},{"id":"W4245597325","doi":"10.18806/tesl.v26i1.386","title":"A Word from the Editor","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Table (database); Psychology; Computer science; Philosophy","score_opus":0.03362685914829828,"score_gpt":0.16389753787502773,"score_spread":0.13027067872672946,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245597325","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000051271767,0.0014767931,0.00013402128,0.08052582,0.91430163,0.0000307771,0.00007776199,0.00007263403,0.0033292442],"genre_scores_gemma":[0.0011758027,0.003959898,0.00045694158,0.12021056,0.80177325,0.00007246401,0.00019488504,0.00020079751,0.07195542],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9940037,0.0009159522,0.0009370025,0.0005920084,0.0031695438,0.00038181],"domain_scores_gemma":[0.9463562,0.007121248,0.0018374358,0.0012913983,0.037695426,0.005698384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006196486,0.0023464789,0.0025049045,0.0029236833,0.0031748023,0.007951325,0.0031539777,0.00953447,0.058993105],"category_scores_gemma":[0.044619575,0.0007851977,0.0015066902,0.001546144,0.0015491114,0.005330711,0.0016802817,0.011811239,0.077047795],"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":[0.000013315158,0.000004822587,0.000011354029,0.000048779148,0.0000024977699,0.000044207576,0.000004019953,0.000006792887,0.000030784555,0.000095037845,0.99661535,0.0031229912],"study_design_scores_gemma":[0.000030990614,0.000025195335,0.00018483691,0.0002839245,0.000013689378,0.00023731764,0.000059185473,0.00008871347,0.0001681711,0.0008218199,0.99806434,0.000021841644],"about_ca_topic_score_codex":0.0013258222,"about_ca_topic_score_gemma":0.0030487855,"teacher_disagreement_score":0.058993105,"about_ca_system_score_codex":0.0019892259,"about_ca_system_score_gemma":0.004878201,"threshold_uncertainty_score":0.19735157},"labels":[],"label_agreement":null},{"id":"W4246047228","doi":"10.18806/tesl.v29i1.1095","title":"Book Review","year":2012,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Sociology; Philosophy","score_opus":0.012676792081418182,"score_gpt":0.30155381839240036,"score_spread":0.28887702631098217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4246047228","genre_codex":"review","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000403276,0.82651484,0.0010140958,0.024324847,0.026160093,0.00012972679,0.002088575,0.00026548974,0.11909901],"genre_scores_gemma":[0.0035651766,0.7594303,0.001606263,0.02648435,0.01783985,0.00017406156,0.00342982,0.00021736353,0.18725273],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992781,0.000112265516,0.000088532805,0.00010187644,0.00035405153,0.000065204404],"domain_scores_gemma":[0.99723035,0.0009950313,0.0002313461,0.00013188066,0.0011093023,0.00030214456],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00078239763,0.0006123112,0.0012214803,0.0034864382,0.0006261503,0.0028911848,0.0020600627,0.0021995017,0.21963884],"category_scores_gemma":[0.007089269,0.00030938722,0.0007825867,0.0035619168,0.000608084,0.002442025,0.0013958897,0.0025913024,0.123944186],"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":[0.000032670745,0.000024795096,0.000082530685,0.002598421,0.000019803245,0.00023286832,0.000044126562,0.000055079832,0.00010252075,0.0020062637,0.79391557,0.20088534],"study_design_scores_gemma":[0.000007891863,0.0000097440625,0.00011812134,0.0016654307,0.000013885036,0.0007355328,0.000022546754,0.0000072026514,0.000028082964,0.0005122249,0.99687433,0.000004869395],"about_ca_topic_score_codex":0.0025075711,"about_ca_topic_score_gemma":0.004712383,"teacher_disagreement_score":0.21963884,"about_ca_system_score_codex":0.001321858,"about_ca_system_score_gemma":0.0030751403,"threshold_uncertainty_score":0.7347651},"labels":[{"model":"gemma","categories":[],"domain":null,"study_design":"not_applicable","genre":"commentary","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":["insufficient_payload"],"domain":null,"study_design":"not_applicable","genre":"review","about_ca_system":false,"about_ca_topic":false,"confidence":"high"}],"label_agreement":"split"},{"id":"W4246584016","doi":"10.18806/tesl.v34i1.1252","title":"A Word From the Editor / Un mot de l’editrice","year":2017,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"French Literature and Critical Theory","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.011765017501049531,"score_gpt":0.20599768733906612,"score_spread":0.1942326698380166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4246584016","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00013008178,0.0069642747,0.00019787946,0.21268864,0.77579606,0.000010302586,0.00008597209,0.00005956521,0.0040673465],"genre_scores_gemma":[0.008374958,0.008376048,0.00057425717,0.16800743,0.74233806,0.000057225297,0.00014139454,0.00031925942,0.071811356],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9936714,0.0013578074,0.0007919726,0.0010395497,0.002614391,0.00052481954],"domain_scores_gemma":[0.96142995,0.009608899,0.0023498223,0.001255697,0.022561003,0.0027945149],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005031287,0.0016202503,0.0019672278,0.0025283908,0.004333382,0.008910967,0.0018207481,0.007884476,0.019846935],"category_scores_gemma":[0.048171848,0.00050446985,0.0008152592,0.0014279336,0.0034349146,0.0054519605,0.0023764952,0.010874252,0.015027285],"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":[0.000009349851,0.0000037232164,0.000035848447,0.000089975016,0.0000042483452,0.000075894925,0.000067470355,0.000008412295,0.00004560986,0.0010964024,0.9951344,0.003428655],"study_design_scores_gemma":[0.000008836668,0.000007008496,0.00027497936,0.00018753392,0.0000073326637,0.00020150062,0.00020098434,0.000048407997,0.0001263277,0.00064658,0.9982734,0.000017152348],"about_ca_topic_score_codex":0.011271732,"about_ca_topic_score_gemma":0.015593381,"teacher_disagreement_score":0.019846935,"about_ca_system_score_codex":0.0042183013,"about_ca_system_score_gemma":0.007392192,"threshold_uncertainty_score":0.06639463},"labels":[],"label_agreement":null},{"id":"W4247040688","doi":"10.18806/tesl.v26i1.134","title":"Book Reviews","year":2008,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Grammar; Linguistics; Sociology; Psychology; Mathematics education; Philosophy","score_opus":0.03543358449448684,"score_gpt":0.24049934125402883,"score_spread":0.205065756759542,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4247040688","genre_codex":"other","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":[0.00023897429,0.44201255,0.0010215881,0.023761446,0.049815975,0.00011956791,0.002816572,0.0006049738,0.4796084],"genre_scores_gemma":[0.0014489645,0.1831763,0.00093703746,0.014113495,0.01415589,0.0001007282,0.002865391,0.00032868667,0.7828735],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990079,0.00008932546,0.00005729601,0.0001447294,0.0006280835,0.000072675124],"domain_scores_gemma":[0.99760795,0.0004290187,0.0001542444,0.0001407777,0.0013425708,0.00032551962],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000652194,0.000825418,0.001041699,0.003367078,0.00075989024,0.0039615287,0.001764511,0.002005912,0.34913802],"category_scores_gemma":[0.0044212444,0.00041226426,0.0006056192,0.0044981046,0.0005389626,0.0026279893,0.001409473,0.002274047,0.35507792],"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":[0.0000051494103,0.0000066123775,0.000014132649,0.0003392337,0.0000024643157,0.000021214728,0.000016956088,0.000018264884,0.00008161876,0.0010428566,0.93836,0.06009152],"study_design_scores_gemma":[0.0000015524878,0.0000023390571,0.000039131268,0.00016679145,0.0000014809563,0.00004132317,0.000009146066,0.000003023292,0.000012741689,0.00020478421,0.9995161,0.0000015964603],"about_ca_topic_score_codex":0.0039944192,"about_ca_topic_score_gemma":0.008165635,"teacher_disagreement_score":0.34913802,"about_ca_system_score_codex":0.0014953242,"about_ca_system_score_gemma":0.0026241888,"threshold_uncertainty_score":0.9283756},"labels":[],"label_agreement":null},{"id":"W4248467224","doi":"10.18806/tesl.v34i3.1268","title":"“To Whom It May Concern”: A Study on the Use of Lexical Bundles in Email Writing Tasks in an English Proficiency Test","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Digital Communication and Language","field":"Computer Science","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Linguistics; Test (biology); Psychology; Bundle; Lexical density; Function (biology); Lexical item; Computer science; Philosophy","score_opus":0.14107313991371853,"score_gpt":0.3323982344568805,"score_spread":0.19132509454316196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4248467224","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":[0.999519,0.0000125981205,0.000043130443,0.000039571507,0.0000020316866,0.000015293148,0.00001027708,0.0000011056798,0.00035705825],"genre_scores_gemma":[0.99741745,0.00006257043,0.00028883116,0.00020505625,0.000007095741,0.00007299425,0.000052899934,0.000010428663,0.0018827181],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9972193,0.0011384098,0.00025791064,0.0003146713,0.0006692787,0.00040035474],"domain_scores_gemma":[0.9899678,0.0042534717,0.0019336718,0.00048320962,0.002049104,0.0013128386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004902027,0.00047903162,0.00047197766,0.00096959906,0.0021792909,0.002741741,0.0009880272,0.0009471821,0.001423504],"category_scores_gemma":[0.01807964,0.0005282339,0.00030769847,0.00060526293,0.0017496794,0.0018792446,0.0017738206,0.0018242213,0.00076289236],"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":[0.00020295546,0.0029646624,0.2403292,0.0001245463,0.000025872894,0.0030539443,0.72407985,0.000051526775,0.0074003553,0.00021197218,0.0007855749,0.020769527],"study_design_scores_gemma":[0.000029108194,0.0018963566,0.51898897,0.000084273466,0.000025173487,0.00186374,0.4665409,0.00044116072,0.0025275294,0.00016830335,0.0073658805,0.00006863235],"about_ca_topic_score_codex":0.010137375,"about_ca_topic_score_gemma":0.021362184,"teacher_disagreement_score":0.010137375,"about_ca_system_score_codex":0.0009630416,"about_ca_system_score_gemma":0.0011754368,"threshold_uncertainty_score":0.025924683},"labels":[],"label_agreement":null},{"id":"W4248964402","doi":"10.18806/tesl.v31i2.1172","title":"Preface","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Sociology; Philosophy","score_opus":0.003698169426662181,"score_gpt":0.17179049606804608,"score_spread":0.1680923266413839,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4248964402","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0012163118,0.006725131,0.004017291,0.04349036,0.27334896,0.00090841705,0.02054908,0.0016231656,0.64812124],"genre_scores_gemma":[0.002777222,0.0022941502,0.0012758644,0.006225089,0.015824867,0.00027870946,0.0065240483,0.0005230537,0.9642771],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990841,0.0001186437,0.000054669836,0.00013166694,0.0005131142,0.00009780011],"domain_scores_gemma":[0.9899635,0.001188264,0.00024723544,0.0005866035,0.0068720286,0.0011423616],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017264977,0.0009062034,0.00057910423,0.0038559204,0.0037804814,0.003926367,0.001345731,0.0011336824,0.50224084],"category_scores_gemma":[0.016941974,0.00029872442,0.00058272085,0.0023630362,0.0006120087,0.0022819908,0.0020696328,0.0031047033,0.34501824],"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":[0.000013037056,0.000010106147,0.000051153245,0.000035842695,6.8029607e-7,0.000016276517,0.000028242745,0.000018146238,0.00003093345,0.0015592047,0.9849006,0.013335771],"study_design_scores_gemma":[0.0000034604088,0.0000063077564,0.00024356866,0.00008328109,0.0000012273908,0.000019731517,0.00008141033,0.000016279317,0.00005202644,0.0012152434,0.99827313,0.0000042112506],"about_ca_topic_score_codex":0.028360918,"about_ca_topic_score_gemma":0.03941963,"teacher_disagreement_score":0.50224084,"about_ca_system_score_codex":0.0036509964,"about_ca_system_score_gemma":0.0052020783,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4249339514","doi":"10.18806/tesl.v20i2.944","title":"From the Editors/Un mot des editeurs","year":2003,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Artistic and Creative Research","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Philosophy","score_opus":0.030533074787276293,"score_gpt":0.24531230362999432,"score_spread":0.21477922884271802,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249339514","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00018372537,0.005265186,0.00015780177,0.05600743,0.9325191,0.00002728941,0.00012068797,0.00007432193,0.0056444844],"genre_scores_gemma":[0.0035849777,0.00962295,0.00043962707,0.049096707,0.7816357,0.00008109064,0.00023116663,0.00020404819,0.15510367],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9959221,0.0005037279,0.000531036,0.0005054249,0.0021841687,0.00035357475],"domain_scores_gemma":[0.9639355,0.0048747226,0.0015446384,0.0011718847,0.025029961,0.0034433885],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003910048,0.0013753879,0.0013501709,0.0026700585,0.0019846917,0.005064934,0.0016099357,0.004121987,0.03247146],"category_scores_gemma":[0.028236343,0.00050603575,0.0008136627,0.0010396171,0.0010099804,0.0029322584,0.0017603826,0.0051743225,0.024134796],"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":[0.000029802652,0.0000068661966,0.000054738673,0.0001160626,0.000005459689,0.00010361376,0.000024618806,0.000011986296,0.00010265743,0.0002677043,0.9888254,0.01045114],"study_design_scores_gemma":[0.000011410005,0.000017334434,0.00034962595,0.00013549322,0.000011411278,0.00020153268,0.00006420414,0.000034172266,0.0001759483,0.00022128398,0.9987664,0.00001134289],"about_ca_topic_score_codex":0.002878652,"about_ca_topic_score_gemma":0.0057722447,"teacher_disagreement_score":0.9675285,"about_ca_system_score_codex":0.0017554207,"about_ca_system_score_gemma":0.0029294186,"threshold_uncertainty_score":0.108627796},"labels":[],"label_agreement":null},{"id":"W4249581199","doi":"10.18806/tesl.v32i2.1204","title":"A Word from the Editor","year":2015,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.04927327037454323,"score_gpt":0.18139541602757606,"score_spread":0.13212214565303282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249581199","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00012244661,0.0034788677,0.00017957305,0.22578081,0.7549707,0.000030159206,0.00011432998,0.00009891633,0.0152242],"genre_scores_gemma":[0.0026025763,0.0045523928,0.00032737677,0.45703876,0.34973526,0.00008588038,0.00015759678,0.00019495416,0.18530534],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99739957,0.00036901017,0.00029885405,0.0004496555,0.0012198589,0.00026296376],"domain_scores_gemma":[0.98396826,0.0027205397,0.00079563924,0.0006291051,0.00903539,0.0028511365],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029143183,0.0010887234,0.0014771038,0.0010881211,0.0026666538,0.0054507786,0.0019729328,0.009682677,0.06317846],"category_scores_gemma":[0.026561838,0.00047477233,0.0008580793,0.00058887195,0.0014479967,0.003510309,0.0015777812,0.012372522,0.056921277],"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":[0.0000150283,0.0000048649845,0.000027625092,0.00003944193,0.0000025582644,0.00006545694,0.00000745806,0.000006787294,0.000038324535,0.00026140586,0.9951473,0.0043837093],"study_design_scores_gemma":[0.000012709611,0.000009818173,0.00014898338,0.00013344281,0.0000041692506,0.00013770605,0.000042132324,0.00003092743,0.00007153968,0.0003812669,0.9990176,0.000009730699],"about_ca_topic_score_codex":0.0026773112,"about_ca_topic_score_gemma":0.0055756033,"teacher_disagreement_score":0.06317846,"about_ca_system_score_codex":0.0018685324,"about_ca_system_score_gemma":0.00374923,"threshold_uncertainty_score":0.21135294},"labels":[],"label_agreement":null},{"id":"W4249617034","doi":"10.18806/tesl.v20i1.943","title":"Reviews/Compte Rendus","year":2002,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Human auditory perception and evaluation","field":"Engineering","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Pedagogy; Sociology; Linguistics; Philosophy","score_opus":0.07016489343057189,"score_gpt":0.24639623168831742,"score_spread":0.17623133825774553,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249617034","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":[0.00089665205,0.2401283,0.001700578,0.024882423,0.19713314,0.000429401,0.0024169867,0.0018347695,0.5305777],"genre_scores_gemma":[0.0056857653,0.20092112,0.0028106878,0.026833767,0.055771247,0.0003728798,0.0037383793,0.00088804885,0.7029781],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9968934,0.00039601914,0.0003226375,0.0004573641,0.001681481,0.0002490699],"domain_scores_gemma":[0.9904129,0.0013782309,0.00060238654,0.0012610703,0.0050551095,0.0012902587],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.001783853,0.0014341829,0.0013851284,0.004763959,0.0012000792,0.0062595746,0.0028242294,0.003615735,0.413885],"category_scores_gemma":[0.008008088,0.000743491,0.0009531798,0.0040634787,0.0014926846,0.0032258572,0.0025417167,0.0023920175,0.40289822],"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":[0.00006506598,0.000057305424,0.000086116495,0.002306149,0.000014193423,0.00015189213,0.000042650845,0.0000683926,0.0007120178,0.0012451258,0.803739,0.19151205],"study_design_scores_gemma":[0.000004274474,0.0000076131155,0.00007962396,0.00029547745,0.000002816748,0.00008429736,0.000018024171,0.000007766818,0.000052359093,0.00012625133,0.99931824,0.0000032995315],"about_ca_topic_score_codex":0.0034603998,"about_ca_topic_score_gemma":0.005862,"teacher_disagreement_score":0.586115,"about_ca_system_score_codex":0.0021232187,"about_ca_system_score_gemma":0.004269649,"threshold_uncertainty_score":0.8360219},"labels":[],"label_agreement":null},{"id":"W4249693352","doi":"10.18806/tesl.v34i3.1267","title":"Building Speaking Fluency with Multiword Expressions","year":2017,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Victoria University; Victoria University of Wellington","keywords":"Fluency; Psychology; Humanities; Philosophy; Mathematics education","score_opus":0.032202421110266326,"score_gpt":0.25527581915363784,"score_spread":0.2230733980433715,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249693352","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":[0.9811368,0.0002140785,0.014959856,0.00008218102,0.000035907295,0.0002395849,0.000054834545,0.00031007634,0.002966576],"genre_scores_gemma":[0.96245325,0.00039583008,0.032389298,0.00007813577,0.00003199153,0.0005664449,0.00021172118,0.00009061781,0.0037826463],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978102,0.0007062457,0.0002096385,0.00039068467,0.0006428307,0.00024050924],"domain_scores_gemma":[0.9936661,0.0038867735,0.0008088337,0.00064740126,0.0005582555,0.0004326224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002218449,0.0009996217,0.0007551497,0.0007607159,0.00035502375,0.0014116021,0.00094151776,0.0005431217,0.00457571],"category_scores_gemma":[0.010207253,0.00036192322,0.0005896189,0.00021934396,0.0006352176,0.001229061,0.0018160561,0.00076403713,0.00088046776],"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":[0.003139553,0.012395439,0.03466223,0.0012877636,0.00015551766,0.0006336657,0.013022227,0.0025820949,0.269884,0.0012644165,0.0012724196,0.65970075],"study_design_scores_gemma":[0.0016347796,0.041334447,0.37716314,0.0007885306,0.0012544101,0.003002768,0.009575018,0.026826115,0.49757937,0.009578843,0.030850809,0.00041172226],"about_ca_topic_score_codex":0.00069800514,"about_ca_topic_score_gemma":0.00077062025,"teacher_disagreement_score":0.00457571,"about_ca_system_score_codex":0.0005184959,"about_ca_system_score_gemma":0.00071209273,"threshold_uncertainty_score":0.015307248},"labels":[],"label_agreement":null},{"id":"W4249883434","doi":"10.18806/tesl.v35i1.1281","title":"A Word from the Editors","year":2018,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.013412735541901071,"score_gpt":0.2819415597907275,"score_spread":0.2685288242488264,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249883434","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00018425345,0.02091383,0.00060845196,0.14937204,0.7510605,0.000070304384,0.00047881235,0.00061096856,0.07670085],"genre_scores_gemma":[0.0026270451,0.014422458,0.0007873281,0.10742679,0.19266988,0.000073181924,0.00059794233,0.0008721808,0.68052316],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99599564,0.00042300002,0.00027119185,0.0005631006,0.0024295992,0.00031750323],"domain_scores_gemma":[0.97885793,0.0021230232,0.000687604,0.0008373976,0.013999444,0.003494598],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027363226,0.0014847275,0.0013007716,0.002374093,0.004388666,0.010919742,0.0025673416,0.0037217743,0.18944731],"category_scores_gemma":[0.025253274,0.0005433433,0.0008621961,0.0022081041,0.0017358689,0.006166355,0.0037238733,0.0075890147,0.18070823],"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":[0.0000025016088,0.0000020325313,0.000013292731,0.000028664394,6.5642547e-7,0.000013198912,0.000017797667,0.0000040131094,0.000017575998,0.0003026263,0.99311286,0.006484798],"study_design_scores_gemma":[0.0000010118655,0.0000016161579,0.00003277239,0.0000446063,7.8142375e-7,0.000035673875,0.00005076028,0.000005147604,0.000013379273,0.00012241134,0.9996891,0.0000027714368],"about_ca_topic_score_codex":0.011096982,"about_ca_topic_score_gemma":0.022134855,"teacher_disagreement_score":0.18944731,"about_ca_system_score_codex":0.0037720432,"about_ca_system_score_gemma":0.008850186,"threshold_uncertainty_score":0.6337644},"labels":[],"label_agreement":null},{"id":"W4249955236","doi":"10.18806/tesl.v31i1.1162","title":"Preface","year":2014,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Sociology; Philosophy","score_opus":0.003698169426662181,"score_gpt":0.17179049606804608,"score_spread":0.1680923266413839,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4249955236","genre_codex":"other","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0012163118,0.006725131,0.004017291,0.04349036,0.27334896,0.00090841705,0.02054908,0.0016231656,0.64812124],"genre_scores_gemma":[0.002777222,0.0022941502,0.0012758644,0.006225089,0.015824867,0.00027870946,0.0065240483,0.0005230537,0.9642771],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990841,0.0001186437,0.000054669836,0.00013166694,0.0005131142,0.00009780011],"domain_scores_gemma":[0.9899635,0.001188264,0.00024723544,0.0005866035,0.0068720286,0.0011423616],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017264977,0.0009062034,0.00057910423,0.0038559204,0.0037804814,0.003926367,0.001345731,0.0011336824,0.50224084],"category_scores_gemma":[0.016941974,0.00029872442,0.00058272085,0.0023630362,0.0006120087,0.0022819908,0.0020696328,0.0031047033,0.34501824],"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":[0.000013037056,0.000010106147,0.000051153245,0.000035842695,6.8029607e-7,0.000016276517,0.000028242745,0.000018146238,0.00003093345,0.0015592047,0.9849006,0.013335771],"study_design_scores_gemma":[0.0000034604088,0.0000063077564,0.00024356866,0.00008328109,0.0000012273908,0.000019731517,0.00008141033,0.000016279317,0.00005202644,0.0012152434,0.99827313,0.0000042112506],"about_ca_topic_score_codex":0.028360918,"about_ca_topic_score_gemma":0.03941963,"teacher_disagreement_score":0.49775916,"about_ca_system_score_codex":0.0036509964,"about_ca_system_score_gemma":0.0052020783,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4251331288","doi":"10.18806/tesl.v21i1.270","title":"A Word from the Editor","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Table (database); Computer science; Philosophy","score_opus":0.023439587936885675,"score_gpt":0.16555066856302375,"score_spread":0.1421110806261381,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4251331288","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00005894345,0.0016641461,0.00014249898,0.08507723,0.9088098,0.000034621204,0.00008710563,0.00007608023,0.004049558],"genre_scores_gemma":[0.0013147481,0.004574461,0.0005266299,0.12704991,0.7757677,0.00007486184,0.00022932005,0.0002115319,0.090250865],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99479467,0.00078617455,0.00081012194,0.0005036651,0.0027693582,0.00033598975],"domain_scores_gemma":[0.9495788,0.006253813,0.0016287245,0.001192163,0.03591887,0.0054276423],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005551099,0.0022448825,0.0024213053,0.0028857763,0.0030565695,0.007184816,0.0029769738,0.00899353,0.05682586],"category_scores_gemma":[0.0394651,0.0007203282,0.0014298332,0.0015856775,0.00137362,0.0048480546,0.0015040891,0.010834831,0.075617105],"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":[0.0000140946495,0.0000047400913,0.000011277279,0.000045306144,0.0000023145267,0.000045208813,0.0000038925314,0.0000062739023,0.00003113136,0.00008784684,0.996503,0.0032448857],"study_design_scores_gemma":[0.000030012647,0.0000243538,0.00019726984,0.00025847674,0.000014178864,0.00022707264,0.000059276408,0.000084569714,0.00016655806,0.0007974786,0.99812037,0.000020380096],"about_ca_topic_score_codex":0.0015183302,"about_ca_topic_score_gemma":0.0035061499,"teacher_disagreement_score":0.05682586,"about_ca_system_score_codex":0.0019283014,"about_ca_system_score_gemma":0.0045327004,"threshold_uncertainty_score":0.19010144},"labels":[],"label_agreement":null},{"id":"W4252143402","doi":"10.18806/tesl.v21i2.170","title":"A Word from the Editor","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Table (database); Psychology; Computer science; Philosophy","score_opus":0.021366034985198196,"score_gpt":0.16605565487513904,"score_spread":0.14468961988994083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252143402","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00006201091,0.0016909721,0.0001458887,0.08825687,0.90561056,0.000033899167,0.00008727711,0.000076147546,0.004036338],"genre_scores_gemma":[0.0013534256,0.0045743026,0.00053436065,0.1258647,0.7769192,0.00007220435,0.0002281881,0.00020861859,0.09024495],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9949163,0.0007839769,0.0008032238,0.00049063185,0.0026770222,0.00032885897],"domain_scores_gemma":[0.9492929,0.0063897977,0.0016379509,0.0012033867,0.036036365,0.0054396186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055366056,0.0022140394,0.002357826,0.0028990335,0.0030323206,0.007047843,0.002939116,0.00887617,0.05592761],"category_scores_gemma":[0.039154712,0.00070825056,0.0014042921,0.0015799685,0.0013671773,0.0048310445,0.0014721748,0.010674968,0.073254466],"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":[0.000014735143,0.0000048274487,0.000012001988,0.000046126897,0.0000023993882,0.000045906203,0.000004051778,0.0000064159417,0.000032186657,0.0000920108,0.99643147,0.0033078939],"study_design_scores_gemma":[0.000030033587,0.000025385878,0.00019968263,0.00025450686,0.000014633153,0.00022826318,0.000060403654,0.00008516688,0.00017209369,0.00080292684,0.99810636,0.000020487552],"about_ca_topic_score_codex":0.0014721153,"about_ca_topic_score_gemma":0.0033494667,"teacher_disagreement_score":0.05592761,"about_ca_system_score_codex":0.0018982829,"about_ca_system_score_gemma":0.0044514933,"threshold_uncertainty_score":0.18709648},"labels":[],"label_agreement":null},{"id":"W4252471523","doi":"10.18806/tesl.v27i1.1036","title":"Book Reviews","year":2009,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Vocabulary; Test (biology); Business English; Linguistics; Mathematics education; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.02704360021864164,"score_gpt":0.22692113058366484,"score_spread":0.1998775303650232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252471523","genre_codex":"other","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":[0.0003304287,0.34856814,0.0015662443,0.025072927,0.060634494,0.00018778164,0.0035467867,0.0008799428,0.5592132],"genre_scores_gemma":[0.0015204338,0.13896026,0.001410176,0.013989239,0.017154183,0.00011823462,0.003496434,0.00039660255,0.8229546],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988649,0.00009847798,0.00007296262,0.00015330985,0.0007389284,0.00007134372],"domain_scores_gemma":[0.99655557,0.00063279585,0.00020215045,0.00020137691,0.0019974054,0.000410746],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00067241886,0.00088207587,0.0011693849,0.0040181363,0.00077447563,0.0040775007,0.0020227039,0.002060536,0.39683554],"category_scores_gemma":[0.005653426,0.00041103052,0.000723418,0.004968314,0.000536619,0.0028885936,0.0013914614,0.0021449958,0.38772288],"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":[0.000005662278,0.000009864637,0.000019160994,0.0003773148,0.0000025395295,0.000026183332,0.000015327189,0.000028534965,0.00006607112,0.00085364195,0.92946786,0.069127895],"study_design_scores_gemma":[0.000001991783,0.0000034988464,0.000051185427,0.00022812156,0.0000017953224,0.00006471289,0.000010278023,0.0000058701758,0.000013814669,0.00023635151,0.9993801,0.0000021998196],"about_ca_topic_score_codex":0.0039642258,"about_ca_topic_score_gemma":0.008275878,"teacher_disagreement_score":0.39683554,"about_ca_system_score_codex":0.0015587148,"about_ca_system_score_gemma":0.002677668,"threshold_uncertainty_score":0.8603409},"labels":[],"label_agreement":null},{"id":"W4252727031","doi":"10.18806/tesl.v24i1.24","title":"A Word from the Editor","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Table (database); Psychology; Computer science; Philosophy","score_opus":0.015488167172724472,"score_gpt":0.1548368142682697,"score_spread":0.13934864709554523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252727031","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00005743502,0.0015742772,0.0001397291,0.082299925,0.9120904,0.000032576892,0.00008281929,0.00007320301,0.003649539],"genre_scores_gemma":[0.0012671626,0.0042525986,0.0005034283,0.12073986,0.7927064,0.00007206282,0.0002159195,0.00020409828,0.08003862],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99438924,0.0008593341,0.0008937424,0.00054309797,0.0029549964,0.00035957366],"domain_scores_gemma":[0.9474858,0.0067235637,0.0017429611,0.0012723788,0.03709094,0.005684407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005938707,0.0022976354,0.0024560648,0.0029514774,0.0030957812,0.007382443,0.0030921705,0.009268468,0.058085296],"category_scores_gemma":[0.041216042,0.000746963,0.0014859255,0.0015825054,0.0014597657,0.0050713997,0.0015766713,0.011220041,0.07639414],"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":[0.00001479061,0.0000051618367,0.00001210684,0.00004953495,0.0000025197817,0.000048078866,0.000004095947,0.000006834379,0.00003311343,0.000095110496,0.99638945,0.0033391605],"study_design_scores_gemma":[0.00003114707,0.000026687298,0.00019819202,0.0002702523,0.000014242674,0.00024258367,0.00005983126,0.00008930412,0.000175121,0.0008170242,0.99805415,0.000021462709],"about_ca_topic_score_codex":0.0013535318,"about_ca_topic_score_gemma":0.003140838,"teacher_disagreement_score":0.058085296,"about_ca_system_score_codex":0.0019298798,"about_ca_system_score_gemma":0.004611421,"threshold_uncertainty_score":0.19431466},"labels":[],"label_agreement":null},{"id":"W4252801947","doi":"10.18806/tesl.v23i2.51","title":"A Word from the Editor","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Table (database); Computer science; Philosophy","score_opus":0.015488167172724472,"score_gpt":0.1548368142682697,"score_spread":0.13934864709554523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4252801947","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00005743502,0.0015742772,0.0001397291,0.082299925,0.9120904,0.000032576892,0.00008281929,0.00007320301,0.003649539],"genre_scores_gemma":[0.0012671626,0.0042525986,0.0005034283,0.12073986,0.7927064,0.00007206282,0.0002159195,0.00020409828,0.08003862],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99438924,0.0008593341,0.0008937424,0.00054309797,0.0029549964,0.00035957366],"domain_scores_gemma":[0.9474858,0.0067235637,0.0017429611,0.0012723788,0.03709094,0.005684407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005938707,0.0022976354,0.0024560648,0.0029514774,0.0030957812,0.007382443,0.0030921705,0.009268468,0.058085296],"category_scores_gemma":[0.041216042,0.000746963,0.0014859255,0.0015825054,0.0014597657,0.0050713997,0.0015766713,0.011220041,0.07639414],"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":[0.00001479061,0.0000051618367,0.00001210684,0.00004953495,0.0000025197817,0.000048078866,0.000004095947,0.000006834379,0.00003311343,0.000095110496,0.99638945,0.0033391605],"study_design_scores_gemma":[0.00003114707,0.000026687298,0.00019819202,0.0002702523,0.000014242674,0.00024258367,0.00005983126,0.00008930412,0.000175121,0.0008170242,0.99805415,0.000021462709],"about_ca_topic_score_codex":0.0013535318,"about_ca_topic_score_gemma":0.003140838,"teacher_disagreement_score":0.058085296,"about_ca_system_score_codex":0.0019298798,"about_ca_system_score_gemma":0.004611421,"threshold_uncertainty_score":0.19431466},"labels":[],"label_agreement":null},{"id":"W4253142256","doi":"10.18806/tesl.v23i2.58","title":"Book Reviews","year":2006,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Foley; Literacy; Reading (process); Lifelong learning; Linguistics; Process (computing); Sociology; Pedagogy; Psychology; Computer science; Philosophy; Programming language","score_opus":0.01832661301761621,"score_gpt":0.20157143811181244,"score_spread":0.18324482509419623,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253142256","genre_codex":"review","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0002821265,0.49592376,0.0014529785,0.034111228,0.07511976,0.00019095244,0.0041555287,0.0006732756,0.38809043],"genre_scores_gemma":[0.002244607,0.3000033,0.0017659083,0.025871545,0.027023561,0.0002090645,0.005395013,0.00042448702,0.6370626],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99851817,0.00015523258,0.00012848692,0.00021330685,0.0008843608,0.00010039042],"domain_scores_gemma":[0.9956857,0.00087357167,0.00028271243,0.00028459408,0.002460439,0.0004129856],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0009156544,0.0009212664,0.0012698512,0.0047137314,0.00084037794,0.0043870225,0.0022211347,0.0024706093,0.32274237],"category_scores_gemma":[0.007462886,0.0004228371,0.00083469215,0.005654284,0.0007294216,0.0032595822,0.0017641473,0.002510392,0.28295976],"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":[0.000007495691,0.000009008032,0.000022269,0.00076418545,0.000004369214,0.00003578058,0.000026019112,0.000027681781,0.000074096606,0.0014176768,0.91904205,0.07856939],"study_design_scores_gemma":[0.000002153347,0.0000031643667,0.000050994273,0.0004068828,0.000002691255,0.00006969041,0.000014277271,0.0000041874737,0.000015541551,0.00033612232,0.9990921,0.0000022558272],"about_ca_topic_score_codex":0.0046800454,"about_ca_topic_score_gemma":0.008644819,"teacher_disagreement_score":0.67725766,"about_ca_system_score_codex":0.0020255088,"about_ca_system_score_gemma":0.0039774007,"threshold_uncertainty_score":0.9660258},"labels":[],"label_agreement":null},{"id":"W4253501252","doi":"10.18806/tesl.v22i2.83","title":"A Word from the Editor","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Word (group theory); Psychology; Philosophy","score_opus":0.0213823461273313,"score_gpt":0.16897575586073968,"score_spread":0.14759340973340837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253501252","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00005348346,0.001537341,0.00013371509,0.08283409,0.9116093,0.000032102093,0.00008180492,0.00007244723,0.003645668],"genre_scores_gemma":[0.0012397079,0.0041601877,0.00048180998,0.1215903,0.7909692,0.00007097778,0.00021009592,0.00019994988,0.08107777],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99426574,0.0008534942,0.0008887936,0.0005517635,0.0030699752,0.0003703074],"domain_scores_gemma":[0.9463755,0.00682041,0.0017545838,0.0012743474,0.03800853,0.0057666292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005983253,0.0022942186,0.0024671142,0.0029570113,0.0031910765,0.0076888404,0.0031097843,0.009401765,0.058709074],"category_scores_gemma":[0.04275504,0.00074887637,0.0014767986,0.0015945954,0.0014893231,0.005110906,0.0015826826,0.011359234,0.07573943],"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":[0.000013380491,0.000004706743,0.000011075534,0.000045582634,0.000002358916,0.000043417254,0.0000038618073,0.000006440635,0.000029313887,0.00009399455,0.9966614,0.003084437],"study_design_scores_gemma":[0.00003058291,0.000024775889,0.00019079098,0.00026884346,0.000013734002,0.00022191423,0.00005902531,0.000086258246,0.00016350856,0.00079374766,0.99812585,0.000020979032],"about_ca_topic_score_codex":0.0015478432,"about_ca_topic_score_gemma":0.0035897954,"teacher_disagreement_score":0.058709074,"about_ca_system_score_codex":0.0020811646,"about_ca_system_score_gemma":0.0049447496,"threshold_uncertainty_score":0.19640142},"labels":[],"label_agreement":null},{"id":"W4253573508","doi":"10.18806/tesl.v22i2.89","title":"Book Reviews","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Silence; Ethnography; Reading (process); Psychology; Sociology; Art; Philosophy; Anthropology","score_opus":0.0707665454112871,"score_gpt":0.45736925802333145,"score_spread":0.3866027126120444,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253573508","genre_codex":"other","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":[0.00028057842,0.3261584,0.001075429,0.025791619,0.049792893,0.00014825922,0.003440111,0.0006044994,0.5927083],"genre_scores_gemma":[0.0016883657,0.1397385,0.0010610629,0.013386818,0.014319412,0.00010981497,0.0033387667,0.00034674117,0.82601047],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989378,0.00010720654,0.00007406297,0.0001541916,0.0006473551,0.00007937186],"domain_scores_gemma":[0.9974139,0.00054664764,0.00016129488,0.00018447984,0.0013698067,0.00032375366],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006637125,0.0008444734,0.0011202898,0.003963772,0.00089589774,0.0048864493,0.0020676926,0.0021811624,0.39679468],"category_scores_gemma":[0.005260872,0.00038512677,0.00067448354,0.005317504,0.0006400104,0.0032580986,0.0015561129,0.0021367753,0.34993416],"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":[0.0000065125514,0.000008612193,0.000022479822,0.00039636812,0.0000027025599,0.00003083971,0.000024994273,0.000027602913,0.00005146596,0.0016232025,0.9315613,0.06624406],"study_design_scores_gemma":[0.0000016609091,0.0000022763986,0.000046849662,0.00020938653,0.0000014293348,0.00005614073,0.000014379352,0.000004276217,0.000009396787,0.00028714858,0.99936527,0.0000017232587],"about_ca_topic_score_codex":0.0055787694,"about_ca_topic_score_gemma":0.009909598,"teacher_disagreement_score":0.39679468,"about_ca_system_score_codex":0.0019762781,"about_ca_system_score_gemma":0.0034338096,"threshold_uncertainty_score":0.8603992},"labels":[],"label_agreement":null},{"id":"W4253824732","doi":"10.18806/tesl.v25i1.110","title":"Book Reviews","year":2007,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thinkpath Engineering Services (Canada)","funders":"","keywords":"Vocabulary; Linguistics; Diversity (politics); Sociology; Psychology; Pedagogy; Philosophy; Anthropology","score_opus":0.019191831732572245,"score_gpt":0.22279231405192024,"score_spread":0.203600482319348,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253824732","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":[0.00036047053,0.42464375,0.0016617787,0.022987962,0.051341362,0.00017762544,0.0040936694,0.0009091652,0.49382424],"genre_scores_gemma":[0.0019035755,0.20939073,0.0015908056,0.014106946,0.01733515,0.00013626686,0.005318036,0.0005379624,0.7496805],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985868,0.00012408804,0.00009685521,0.00020090946,0.00090396794,0.00008732649],"domain_scores_gemma":[0.9965268,0.0006515532,0.00022167897,0.00020077932,0.0020230417,0.00037614082],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0007368708,0.0009465128,0.0011824848,0.0043194555,0.0008259923,0.004455711,0.0020535912,0.0019225561,0.35974208],"category_scores_gemma":[0.0060055736,0.00042690075,0.0007056534,0.0058067506,0.00057384383,0.0032129257,0.001522154,0.0021190797,0.34277812],"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":[0.0000064144187,0.000009256895,0.00001908969,0.0004940982,0.0000028935056,0.000028783392,0.000021996482,0.000028867515,0.00008714243,0.0011433619,0.92422855,0.07392953],"study_design_scores_gemma":[0.0000016528487,0.0000029739958,0.00004493044,0.00022674761,0.0000018102132,0.00006457593,0.000011117585,0.0000050188173,0.000015824318,0.00025153425,0.9993718,0.0000021097583],"about_ca_topic_score_codex":0.004209203,"about_ca_topic_score_gemma":0.007989567,"teacher_disagreement_score":0.64025795,"about_ca_system_score_codex":0.0017609316,"about_ca_system_score_gemma":0.0032621298,"threshold_uncertainty_score":0.9132502},"labels":[],"label_agreement":null},{"id":"W4253889033","doi":"10.18806/tesl.v23i1.74","title":"A Word from the Editor","year":2005,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Table (database); Psychology; Computer science; Philosophy","score_opus":0.0213823461273313,"score_gpt":0.16897575586073968,"score_spread":0.14759340973340837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253889033","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00005348346,0.001537341,0.00013371509,0.08283409,0.9116093,0.000032102093,0.00008180492,0.00007244723,0.003645668],"genre_scores_gemma":[0.0012397079,0.0041601877,0.00048180998,0.1215903,0.7909692,0.00007097778,0.00021009592,0.00019994988,0.08107777],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99426574,0.0008534942,0.0008887936,0.0005517635,0.0030699752,0.0003703074],"domain_scores_gemma":[0.9463755,0.00682041,0.0017545838,0.0012743474,0.03800853,0.0057666292],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.005983253,0.0022942186,0.0024671142,0.0029570113,0.0031910765,0.0076888404,0.0031097843,0.009401765,0.058709074],"category_scores_gemma":[0.04275504,0.00074887637,0.0014767986,0.0015945954,0.0014893231,0.005110906,0.0015826826,0.011359234,0.07573943],"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":[0.000013380491,0.000004706743,0.000011075534,0.000045582634,0.000002358916,0.000043417254,0.0000038618073,0.000006440635,0.000029313887,0.00009399455,0.9966614,0.003084437],"study_design_scores_gemma":[0.00003058291,0.000024775889,0.00019079098,0.00026884346,0.000013734002,0.00022191423,0.00005902531,0.000086258246,0.00016350856,0.00079374766,0.99812585,0.000020979032],"about_ca_topic_score_codex":0.0015478432,"about_ca_topic_score_gemma":0.0035897954,"teacher_disagreement_score":0.9412909,"about_ca_system_score_codex":0.0020811646,"about_ca_system_score_gemma":0.0049447496,"threshold_uncertainty_score":0.19640142},"labels":[],"label_agreement":null},{"id":"W4254582058","doi":"10.18806/tesl.v21i1.277","title":"Book Reviews","year":2003,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Reading (process); English language; Linguistics; Pedagogy; Sociology; Mathematics education; Psychology; Philosophy","score_opus":0.03187929823430945,"score_gpt":0.21938601459930268,"score_spread":0.18750671636499322,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254582058","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":[0.00023849572,0.63232523,0.0010418008,0.015459045,0.04114579,0.00015457308,0.0032457802,0.0005587313,0.3058305],"genre_scores_gemma":[0.0015072125,0.36805174,0.0015413931,0.01517761,0.01614084,0.00015656554,0.004766335,0.0003295774,0.5923287],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990037,0.000090440364,0.0000750171,0.00013059643,0.0006289551,0.00007132138],"domain_scores_gemma":[0.99721223,0.0005379132,0.00019391265,0.00013517108,0.0016156362,0.0003051166],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006327197,0.000986784,0.0013564904,0.0045995186,0.00065951684,0.0037186989,0.0018572923,0.0018218618,0.2809097],"category_scores_gemma":[0.0050378055,0.00043077776,0.00075180805,0.006266205,0.0004504682,0.0025752492,0.0013179592,0.0021743558,0.28502792],"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":[0.000007440107,0.000011524496,0.00002087782,0.000757478,0.00000470885,0.000034133773,0.000021497557,0.000030065521,0.00008852403,0.00078828895,0.9155003,0.08273533],"study_design_scores_gemma":[0.000002857676,0.0000043190917,0.000067767935,0.00047898598,0.000003888689,0.00008292102,0.0000137055595,0.0000049104224,0.000016876915,0.000263529,0.9990575,0.0000027879075],"about_ca_topic_score_codex":0.0046971105,"about_ca_topic_score_gemma":0.009470291,"teacher_disagreement_score":0.2809097,"about_ca_system_score_codex":0.0013276245,"about_ca_system_score_gemma":0.0029785323,"threshold_uncertainty_score":0.93973655},"labels":[],"label_agreement":null},{"id":"W4254653225","doi":"10.18806/tesl.v33i2.1232","title":"Preface","year":2016,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"","field":"","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Linguistics; Sociology; Philosophy","score_opus":0.006482820799051157,"score_gpt":0.18265655239696618,"score_spread":0.17617373159791502,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4254653225","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":[0.0012098707,0.0068521355,0.0039791684,0.043571193,0.28009152,0.00089567667,0.020009194,0.0015774302,0.64181376],"genre_scores_gemma":[0.0028005533,0.0023193723,0.0012486833,0.006203917,0.015824182,0.00027319908,0.0063088816,0.0005061003,0.96451503],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990796,0.00011913285,0.000055149994,0.0001347845,0.000512701,0.000098568125],"domain_scores_gemma":[0.9900642,0.0011370333,0.00024554966,0.0005795492,0.006825011,0.0011487063],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017268314,0.0009073984,0.0005717387,0.0037860367,0.0037818593,0.0039379913,0.0013535783,0.0011387521,0.4945761],"category_scores_gemma":[0.016954176,0.00029678983,0.00057738525,0.0022944652,0.00060883304,0.0022937418,0.0020990998,0.0030875483,0.34253982],"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":[0.0000131343995,0.000010288359,0.000053143565,0.000036356832,6.9256834e-7,0.000016683178,0.000029465076,0.000018733857,0.000030889092,0.0015905028,0.98446506,0.013735065],"study_design_scores_gemma":[0.0000034484635,0.000006341395,0.00024301461,0.00008463777,0.0000012295524,0.000019404148,0.00008327348,0.000016331396,0.000051776187,0.0012227475,0.99826366,0.000004154931],"about_ca_topic_score_codex":0.028262962,"about_ca_topic_score_gemma":0.039321907,"teacher_disagreement_score":0.5054239,"about_ca_system_score_codex":0.0036860525,"about_ca_system_score_gemma":0.005286444,"threshold_uncertainty_score":0},"labels":[],"label_agreement":null},{"id":"W4255202009","doi":"10.18806/tesl.v22i1.161","title":"A Word from the Editor","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Word (group theory); Linguistics; Table (database); Computer science; Philosophy","score_opus":0.021366034985198196,"score_gpt":0.16605565487513904,"score_spread":0.14468961988994083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255202009","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00006201091,0.0016909721,0.0001458887,0.08825687,0.90561056,0.000033899167,0.00008727711,0.000076147546,0.004036338],"genre_scores_gemma":[0.0013534256,0.0045743026,0.00053436065,0.1258647,0.7769192,0.00007220435,0.0002281881,0.00020861859,0.09024495],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9949163,0.0007839769,0.0008032238,0.00049063185,0.0026770222,0.00032885897],"domain_scores_gemma":[0.9492929,0.0063897977,0.0016379509,0.0012033867,0.036036365,0.0054396186],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055366056,0.0022140394,0.002357826,0.0028990335,0.0030323206,0.007047843,0.002939116,0.00887617,0.05592761],"category_scores_gemma":[0.039154712,0.00070825056,0.0014042921,0.0015799685,0.0013671773,0.0048310445,0.0014721748,0.010674968,0.073254466],"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":[0.000014735143,0.0000048274487,0.000012001988,0.000046126897,0.0000023993882,0.000045906203,0.000004051778,0.0000064159417,0.000032186657,0.0000920108,0.99643147,0.0033078939],"study_design_scores_gemma":[0.000030033587,0.000025385878,0.00019968263,0.00025450686,0.000014633153,0.00022826318,0.000060403654,0.00008516688,0.00017209369,0.00080292684,0.99810636,0.000020487552],"about_ca_topic_score_codex":0.0014721153,"about_ca_topic_score_gemma":0.0033494667,"teacher_disagreement_score":0.05592761,"about_ca_system_score_codex":0.0018982829,"about_ca_system_score_gemma":0.0044514933,"threshold_uncertainty_score":0.18709648},"labels":[],"label_agreement":null},{"id":"W4255300934","doi":"10.18806/tesl.v21i2.181","title":"Book Reviews","year":2004,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Sociology; Philosophy","score_opus":0.018184776578860497,"score_gpt":0.2061125996644894,"score_spread":0.1879278230856289,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255300934","genre_codex":"other","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":[0.00030025348,0.37707174,0.0014695344,0.03496019,0.06752216,0.00018965035,0.003949241,0.0007576452,0.5137796],"genre_scores_gemma":[0.0019517873,0.18978864,0.001501598,0.021078616,0.021517325,0.00017214668,0.0043422324,0.00043362114,0.7592141],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986142,0.00014429029,0.00010534658,0.00017944907,0.00086260424,0.000094049916],"domain_scores_gemma":[0.9952732,0.0009508697,0.00028424026,0.00029861677,0.0027021756,0.00049098104],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00087257376,0.00081327284,0.0011260648,0.004467313,0.00085987995,0.004291383,0.0020337442,0.0023469722,0.36062887],"category_scores_gemma":[0.0077867964,0.00039963823,0.00072565966,0.005411607,0.00061268365,0.0030659984,0.0016000491,0.0022334207,0.32337633],"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":[0.000005505768,0.000007943527,0.000019224683,0.0004950844,0.0000031184434,0.000029046374,0.000020934773,0.000026023077,0.000059903414,0.0012061822,0.93133336,0.0667937],"study_design_scores_gemma":[0.0000018345336,0.0000029236135,0.000046359906,0.0003251139,0.000002027296,0.000057732,0.00001320868,0.0000045927836,0.000014370521,0.00032574206,0.999204,0.0000021265341],"about_ca_topic_score_codex":0.004238205,"about_ca_topic_score_gemma":0.008332787,"teacher_disagreement_score":0.36062887,"about_ca_system_score_codex":0.0018580668,"about_ca_system_score_gemma":0.0034226766,"threshold_uncertainty_score":0.91198534},"labels":[],"label_agreement":null},{"id":"W4255871028","doi":"10.18806/tesl.v17i2.894","title":"Reviews/Compte Rendus","year":2000,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Human auditory perception and evaluation","field":"Engineering","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology; Linguistics; Pedagogy; Philosophy","score_opus":0.03226274251211704,"score_gpt":0.25060538310421776,"score_spread":0.21834264059210073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4255871028","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":[0.0014643217,0.4505403,0.0018301376,0.046704732,0.15119208,0.0001498303,0.0018147503,0.001777143,0.3445266],"genre_scores_gemma":[0.009034316,0.23188053,0.0025375814,0.022568941,0.041154657,0.00014860746,0.0016122828,0.0006513615,0.6904118],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99755824,0.00020765096,0.00015898846,0.00036148028,0.0014610732,0.00025260818],"domain_scores_gemma":[0.9831251,0.0028466552,0.0006001458,0.0013045546,0.009827546,0.0022960356],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026480893,0.0011309163,0.0010069343,0.0048632063,0.0010030541,0.0047603813,0.0019559145,0.0033524942,0.22809908],"category_scores_gemma":[0.006650305,0.00052878394,0.00073809753,0.003376136,0.0016229523,0.0023345405,0.00187171,0.0019417595,0.17791836],"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":[0.00008180418,0.000034226658,0.0001403163,0.00094505894,0.000013727604,0.000073831994,0.000029189245,0.000058389043,0.00043235652,0.0008400399,0.7578014,0.23954959],"study_design_scores_gemma":[0.0000060932684,0.00000819702,0.0002228588,0.0002452803,0.0000071521868,0.00006764664,0.000026016905,0.000012207107,0.00009448106,0.000118953394,0.9991866,0.0000046144705],"about_ca_topic_score_codex":0.025035493,"about_ca_topic_score_gemma":0.050984666,"teacher_disagreement_score":0.22809908,"about_ca_system_score_codex":0.003117214,"about_ca_system_score_gemma":0.008188545,"threshold_uncertainty_score":0.7630674},"labels":[],"label_agreement":null},{"id":"W4256282087","doi":"10.18806/tesl.v18i2.907","title":"From the Editors/Un mot des editeurs","year":2001,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"Artistic and Creative Research","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Sociology","score_opus":0.03481051376069543,"score_gpt":0.25434322331662385,"score_spread":0.2195327095559284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4256282087","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00016805346,0.0053516617,0.00014666763,0.05441867,0.9342763,0.00002630155,0.00011451336,0.000071704926,0.00542618],"genre_scores_gemma":[0.0031665063,0.00939845,0.0004022211,0.046345644,0.7951132,0.000077826466,0.0002174731,0.00019365898,0.14508502],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99579084,0.0005167116,0.000550352,0.00052209,0.0022499182,0.00037013498],"domain_scores_gemma":[0.9637743,0.0049746605,0.0016305357,0.0011947128,0.024831552,0.0035941177],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004020295,0.0014226022,0.0013536164,0.002830233,0.0020441494,0.0053304606,0.0016452764,0.004285735,0.03296418],"category_scores_gemma":[0.02857829,0.0005267376,0.00082912133,0.0010794932,0.001033881,0.0030391351,0.0018216401,0.00525542,0.02528135],"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":[0.000029737681,0.000007024364,0.00005297929,0.00011814172,0.000005509639,0.000096190066,0.000023129096,0.000012057144,0.00009787196,0.00026504454,0.9888496,0.0104428325],"study_design_scores_gemma":[0.000011369806,0.000017222585,0.00033954397,0.00013787407,0.0000110865085,0.00018600906,0.000058172587,0.000032399512,0.0001642246,0.00021480622,0.99881613,0.000011039379],"about_ca_topic_score_codex":0.0027741047,"about_ca_topic_score_gemma":0.0056788027,"teacher_disagreement_score":0.03296418,"about_ca_system_score_codex":0.0018099138,"about_ca_system_score_gemma":0.0029680973,"threshold_uncertainty_score":0.11027616},"labels":[],"label_agreement":null},{"id":"W4293172365","doi":"10.18806/tesl.v38i1.1367","title":"Navigating Linguistic Identities: ESL Teaching Contexts in Quebec","year":2021,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Sociology; Identity (music); Context (archaeology); Linguistics; French; Linguistic landscape; Pedagogy; Humanities; Art; Geography; Philosophy","score_opus":0.031258847347753395,"score_gpt":0.4393114639510459,"score_spread":0.4080526166032925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4293172365","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":[0.9746382,0.0008093904,0.00041563797,0.0039911517,0.000041304364,0.00006196647,0.0003130717,0.000026039135,0.019703174],"genre_scores_gemma":[0.99259335,0.0002843454,0.00023997229,0.000556017,0.000004709083,0.000023784689,0.00009479522,0.000013229894,0.006189749],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99838865,0.00053439906,0.000040537725,0.00018778647,0.00025325693,0.0005953048],"domain_scores_gemma":[0.9966731,0.00081928895,0.0003393272,0.00009581473,0.00083375385,0.0012387299],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014891962,0.00029347214,0.0003751563,0.0010549276,0.022425085,0.0047416543,0.0017135922,0.0011689155,0.00811048],"category_scores_gemma":[0.0027579647,0.00031262118,0.00021667377,0.002574562,0.0050738924,0.0023444158,0.0030043127,0.0017407036,0.00040451868],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014667943,0.0003144941,0.120562434,0.000309904,0.00003881355,0.006035814,0.78877276,0.00061540055,0.0023009046,0.016215408,0.012481879,0.05220543],"study_design_scores_gemma":[0.000014688995,0.00006166477,0.11793469,0.0003609597,0.000019386625,0.00038202066,0.8149336,0.00080836035,0.00035042848,0.00081868266,0.06425281,0.00006267044],"about_ca_topic_score_codex":0.9907141,"about_ca_topic_score_gemma":0.99738234,"teacher_disagreement_score":0.08040389,"about_ca_system_score_codex":0.08040389,"about_ca_system_score_gemma":0.06013531,"threshold_uncertainty_score":0.5833738},"labels":[],"label_agreement":null},{"id":"W4294712637","doi":"10.18806/tesl.v39i1/1370","title":"Between Waves: LINC Instructors’ Perspectives on Pandemic Teaching","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Sociology; Pandemic; Pedagogy; Coronavirus disease 2019 (COVID-19)","score_opus":0.02432289471572055,"score_gpt":0.22586091528541782,"score_spread":0.20153802056969727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4294712637","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":[0.854004,0.0009047359,0.00303257,0.0546495,0.00070638454,0.00013181787,0.00007277113,0.00009640939,0.08640179],"genre_scores_gemma":[0.9868426,0.00035871216,0.0005823344,0.0040952037,0.00007449404,0.00005839458,0.000026478761,0.00004706437,0.007914802],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.989638,0.005777868,0.00016242344,0.0005113023,0.0009904834,0.0029199414],"domain_scores_gemma":[0.9871638,0.005699067,0.0008184346,0.00036339072,0.0017204408,0.004234852],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070068934,0.00042062375,0.0003271879,0.0012640313,0.032042887,0.010899109,0.0026058264,0.0039253435,0.0044540702],"category_scores_gemma":[0.014004548,0.00034325485,0.00032035782,0.0011425491,0.028825605,0.0051977593,0.010940124,0.008706626,0.0003454789],"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":[0.000015627164,0.000040077706,0.002829657,0.00002584277,0.0000015785342,0.0005020575,0.9806066,0.00005325128,0.00030361625,0.0088531375,0.0025412214,0.0042274115],"study_design_scores_gemma":[0.0000040108835,0.000018956689,0.0008574347,0.000052858526,0.0000023329392,0.00007775267,0.9698799,0.00010989852,0.0001406727,0.0007254434,0.028117733,0.000012936281],"about_ca_topic_score_codex":0.27302727,"about_ca_topic_score_gemma":0.36539286,"teacher_disagreement_score":0.27302727,"about_ca_system_score_codex":0.034749184,"about_ca_system_score_gemma":0.02600293,"threshold_uncertainty_score":0.5428761},"labels":[],"label_agreement":null},{"id":"W4294712699","doi":"10.18806/tesl.v39i1/1371","title":"The Workplace Writing Experiences of EAL Professionals","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Pedagogy; Humanities; Thematic analysis; Psychology; English language; Applied linguistics; Sociology; Qualitative research; Linguistics; Art; Mathematics education; Philosophy; Social science","score_opus":0.016720488404654902,"score_gpt":0.26163596641791853,"score_spread":0.24491547801326363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4294712699","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":[0.99336374,0.00096608314,0.00045360747,0.0010365903,0.000032696727,0.000016414391,0.000024056002,0.000016885639,0.0040899785],"genre_scores_gemma":[0.99574727,0.0006861671,0.00036831546,0.00035353613,0.000017985078,0.000026483493,0.000021805636,0.000009529975,0.002768903],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99342793,0.0040636584,0.00037491033,0.0004151633,0.0008127064,0.0009055248],"domain_scores_gemma":[0.9830366,0.010780255,0.0018794942,0.0005035287,0.00155908,0.002241079],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004905417,0.00036913366,0.0006105789,0.0014380068,0.007722947,0.005523798,0.0008827287,0.0015457798,0.002928565],"category_scores_gemma":[0.01635373,0.00045052834,0.0002799023,0.0013317157,0.0045125484,0.0024312967,0.0058943676,0.0017241398,0.0005561935],"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":[0.000018000015,0.00002343323,0.0034632054,0.00006964809,0.0000019503861,0.0008837707,0.98880845,0.000011262543,0.0005502327,0.00012797692,0.00021492767,0.0058271573],"study_design_scores_gemma":[0.000004226446,0.00007748293,0.0051834895,0.00011028636,0.000003021793,0.0007327917,0.98595506,0.000036287653,0.00023925745,0.00009906051,0.0075462423,0.000012888268],"about_ca_topic_score_codex":0.0122752115,"about_ca_topic_score_gemma":0.022154534,"teacher_disagreement_score":0.0122752115,"about_ca_system_score_codex":0.0028889382,"about_ca_system_score_gemma":0.0042881914,"threshold_uncertainty_score":0.025942624},"labels":[],"label_agreement":null},{"id":"W4294712744","doi":"10.18806/tesl.v39i1/1369","title":"Developing Literacy Skills through Collaborative Tasks for Emerging-Proficiency English as Additional Language Learners in Quebec","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Literacy; Task (project management); Language proficiency; Information literacy; Psychology; Pedagogy; Humanities; Mathematics education; Sociology; Computer science; Art; Engineering","score_opus":0.01065171205630643,"score_gpt":0.2589637252544311,"score_spread":0.24831201319812468,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4294712744","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":[0.9973622,0.000027778246,0.00033455918,0.000060446295,0.0000032571982,0.00014897884,0.000101174344,0.000027576298,0.0019340343],"genre_scores_gemma":[0.9830178,0.00009644512,0.006065534,0.00009001529,0.0000036512106,0.00037205147,0.0004594928,0.00001745622,0.009877681],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99911183,0.00025740423,0.000060689174,0.00019721888,0.00012470127,0.00024807046],"domain_scores_gemma":[0.99714726,0.0008193298,0.0001632945,0.00015005269,0.0008368976,0.0008832536],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001703736,0.0006704684,0.00062874355,0.0008302408,0.0030160116,0.0016701221,0.0011703506,0.0007286536,0.005232273],"category_scores_gemma":[0.0039186357,0.0002627108,0.0003410519,0.00061423745,0.0008322452,0.001019839,0.0013495339,0.00078045786,0.0010903162],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009856259,0.01474022,0.1987904,0.00070056645,0.00008138606,0.0043762447,0.4446755,0.003914047,0.03229384,0.0015534306,0.010019096,0.2878696],"study_design_scores_gemma":[0.0005057131,0.005770638,0.6891549,0.00047490405,0.00013255839,0.0006219292,0.20835397,0.01998078,0.012717933,0.0013033442,0.06061511,0.00036824791],"about_ca_topic_score_codex":0.6814932,"about_ca_topic_score_gemma":0.9094612,"teacher_disagreement_score":0.31850678,"about_ca_system_score_codex":0.008229658,"about_ca_system_score_gemma":0.0101535665,"threshold_uncertainty_score":0.6407651},"labels":[],"label_agreement":null},{"id":"W4294712958","doi":"10.18806/tesl.v39i1/1368","title":"Building ESL Learners’ Digital Literacy Skills Using Internet Memes","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Digital literacy; The Internet; Literacy; Variety (cybernetics); Media literacy; Technological literacy; Digital culture; Sociology; Information literacy; Pedagogy; Visual literacy; Resource (disambiguation); Mathematics education; Humanities; Computer science; Psychology; Teaching method; World Wide Web; Media studies; Art; Artificial intelligence","score_opus":0.017050537421243656,"score_gpt":0.23864813124600817,"score_spread":0.22159759382476452,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4294712958","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":[0.7002676,0.00097595307,0.056015488,0.0037364878,0.00019514137,0.0015108585,0.00055244914,0.0014407953,0.23530519],"genre_scores_gemma":[0.5951086,0.003398927,0.31399155,0.0017391868,0.000059193197,0.0022361062,0.0007453621,0.00021327045,0.08250784],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9994211,0.00023775813,0.000039522714,0.000064621505,0.00014259768,0.000094409006],"domain_scores_gemma":[0.9989894,0.000510163,0.00007801235,0.00009205086,0.00016906057,0.0001613212],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015988544,0.0005768533,0.0002920776,0.001469289,0.0013024042,0.002637178,0.00090930937,0.00079777837,0.008912015],"category_scores_gemma":[0.0041862614,0.00021359122,0.00040312822,0.00040657737,0.0011172354,0.0039748647,0.004744443,0.0009249362,0.0035190217],"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":[0.00006278155,0.002509968,0.016279446,0.0014718756,0.000017149661,0.0024738368,0.12711483,0.0008536267,0.01864646,0.017508782,0.029474877,0.78358644],"study_design_scores_gemma":[0.00007090103,0.0010546681,0.025454106,0.0023344292,0.000054895692,0.0021868972,0.10075422,0.0028820732,0.029066673,0.019007906,0.8170066,0.0001266375],"about_ca_topic_score_codex":0.00080187916,"about_ca_topic_score_gemma":0.0028168838,"teacher_disagreement_score":0.008912015,"about_ca_system_score_codex":0.000558361,"about_ca_system_score_gemma":0.0010642948,"threshold_uncertainty_score":0.029813707},"labels":[],"label_agreement":null},{"id":"W4294713063","doi":"10.18806/tesl.v39i1/1373","title":"English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Mount Saint Vincent University; Queen's University; University of British Columbia","funders":"","keywords":"Psychology; Pedagogy; Socialization; Thematic analysis; Curriculum; Qualitative research; Sociology; Developmental psychology","score_opus":0.02315341093352753,"score_gpt":0.25266512895762333,"score_spread":0.2295117180240958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4294713063","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":[0.99470454,0.00019341691,0.00014595379,0.00085075287,0.00003448804,0.000037929894,0.0000465527,0.00001034357,0.00397606],"genre_scores_gemma":[0.9944542,0.00036584042,0.00017074487,0.00045843824,0.000014472732,0.000025056363,0.00004670425,0.000019189223,0.00444547],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99206406,0.0018863715,0.00023901614,0.0004845224,0.0024395694,0.0028864718],"domain_scores_gemma":[0.9853908,0.0022970077,0.001689869,0.00024460765,0.0044518467,0.005925962],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00560529,0.00058459444,0.00075559673,0.0021267151,0.016573489,0.009421059,0.0019919313,0.0010803193,0.003797759],"category_scores_gemma":[0.011491898,0.00053139543,0.0005565942,0.002087574,0.0063839694,0.0020351356,0.0057173,0.003282557,0.00057283946],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000041752093,0.00009444751,0.037243683,0.000056027555,0.000008036732,0.0007032801,0.95157796,0.000023566818,0.0009274408,0.00032686553,0.0009558431,0.008041068],"study_design_scores_gemma":[0.0000016203021,0.000041655647,0.018786332,0.00003602624,0.000004130553,0.00009413009,0.9756315,0.00003514725,0.000130879,0.000031112293,0.005184084,0.000023411489],"about_ca_topic_score_codex":0.7796333,"about_ca_topic_score_gemma":0.85822266,"teacher_disagreement_score":0.22036672,"about_ca_system_score_codex":0.020863779,"about_ca_system_score_gemma":0.038340397,"threshold_uncertainty_score":0.44332898},"labels":[],"label_agreement":null},{"id":"W4313855097","doi":"10.18806/tesl.v39.i2/1374","title":"Exploring the Vocabulary Makeup of Scripted and Unscripted Television Programs and Their Potential for Incidental Vocabulary Learning","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Centennial College","funders":"","keywords":"Vocabulary; Vocabulary development; Vocabulary learning; Word (group theory); Word learning; Psychology; Language acquisition; Computer science; Linguistics; Mathematics education","score_opus":0.07524163645429628,"score_gpt":0.22094737964255548,"score_spread":0.14570574318825918,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4313855097","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":[0.9957296,0.00014540167,0.0011542167,0.000021247504,0.0000026643975,0.000023831959,0.0001617897,0.0000114692975,0.0027497862],"genre_scores_gemma":[0.99614835,0.00015722087,0.0023824503,0.000013547529,0.000005900381,0.00005061567,0.00043781265,0.000016329304,0.00078763487],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989843,0.0004097725,0.0000902099,0.00019494725,0.0002527055,0.00006797112],"domain_scores_gemma":[0.98428506,0.012384519,0.0015843122,0.0005322232,0.00083433784,0.00037948124],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00088208803,0.00018095509,0.00024780445,0.0011807847,0.0003006261,0.0011523048,0.00039473438,0.00023161861,0.0024801604],"category_scores_gemma":[0.014814957,0.00015034934,0.00018313069,0.0010254058,0.0006168581,0.0012601231,0.0006678575,0.0003460424,0.00021764153],"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":[0.001843487,0.00077895145,0.4770788,0.0014442344,0.00023684629,0.0020861875,0.04745297,0.002420158,0.12279067,0.0034832065,0.0007260561,0.33965847],"study_design_scores_gemma":[0.00003060424,0.0006636474,0.95422584,0.00016060636,0.000124246,0.0012672633,0.014467482,0.005810282,0.012972099,0.0017984804,0.008428926,0.000050489725],"about_ca_topic_score_codex":0.0041162637,"about_ca_topic_score_gemma":0.010763781,"teacher_disagreement_score":0.0041162637,"about_ca_system_score_codex":0.00045172448,"about_ca_system_score_gemma":0.0004384155,"threshold_uncertainty_score":0.008296907},"labels":[],"label_agreement":null},{"id":"W4316362380","doi":"10.18806/tesl.v39.i1/1375","title":"The use of digital tools in French as a Second Language teacher education in Ontario","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Regina; York University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pedagogy; Mathematics education; Teacher education; Language education; Sociology; Language acquisition; Psychology","score_opus":0.03999258355791533,"score_gpt":0.23954875941982637,"score_spread":0.19955617586191104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4316362380","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":[0.9841164,0.00071722094,0.00015963549,0.0022303876,0.000015126058,0.000046829246,0.00030736055,0.000017526734,0.01238953],"genre_scores_gemma":[0.9917154,0.00087160023,0.00020900716,0.0002469237,0.0000041795593,0.00003506738,0.00010196887,0.00000989021,0.0068060695],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9970054,0.00055268215,0.00013401183,0.00024588776,0.0010344484,0.0010274188],"domain_scores_gemma":[0.993105,0.0014645644,0.0012220922,0.00017195418,0.0021112766,0.0019250105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020047724,0.00026034177,0.00038063055,0.0019192464,0.008867373,0.004484792,0.00084375555,0.0007203288,0.004567139],"category_scores_gemma":[0.0058740196,0.00039907667,0.00021884155,0.0042190906,0.0040490944,0.0013543391,0.0027245719,0.0006837617,0.000327888],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012912945,0.00008267004,0.21982092,0.0004933778,0.000015165456,0.0016783061,0.71983737,0.00014650631,0.0022638775,0.003813143,0.004058742,0.04766082],"study_design_scores_gemma":[0.000010739964,0.00012456311,0.35689557,0.00023619957,0.000013453125,0.00036703466,0.56771845,0.00017050393,0.00044493398,0.00012937182,0.07383705,0.0000520611],"about_ca_topic_score_codex":0.9841791,"about_ca_topic_score_gemma":0.99370897,"teacher_disagreement_score":0.0545304,"about_ca_system_score_codex":0.0545304,"about_ca_system_score_gemma":0.079278134,"threshold_uncertainty_score":0.3956476},"labels":[],"label_agreement":null},{"id":"W4387316877","doi":"10.18806/tesl.v39.i2/1375","title":"The use of digital tools in French as a Second Language teacher education in Ontario","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Regina; York University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pedagogy; Teacher education; Mathematics education; Language education; Sociology; Language acquisition; Psychology","score_opus":0.03999258355791533,"score_gpt":0.23954875941982637,"score_spread":0.19955617586191104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387316877","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":[0.9841164,0.00071722094,0.00015963549,0.0022303876,0.000015126058,0.000046829246,0.00030736055,0.000017526734,0.01238953],"genre_scores_gemma":[0.9917154,0.00087160023,0.00020900716,0.0002469237,0.0000041795593,0.00003506738,0.00010196887,0.00000989021,0.0068060695],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9970054,0.00055268215,0.00013401183,0.00024588776,0.0010344484,0.0010274188],"domain_scores_gemma":[0.993105,0.0014645644,0.0012220922,0.00017195418,0.0021112766,0.0019250105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020047724,0.00026034177,0.00038063055,0.0019192464,0.008867373,0.004484792,0.00084375555,0.0007203288,0.004567139],"category_scores_gemma":[0.0058740196,0.00039907667,0.00021884155,0.0042190906,0.0040490944,0.0013543391,0.0027245719,0.0006837617,0.000327888],"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":[0.00012912945,0.00008267004,0.21982092,0.0004933778,0.000015165456,0.0016783061,0.71983737,0.00014650631,0.0022638775,0.003813143,0.004058742,0.04766082],"study_design_scores_gemma":[0.000010739964,0.00012456311,0.35689557,0.00023619957,0.000013453125,0.00036703466,0.56771845,0.00017050393,0.00044493398,0.00012937182,0.07383705,0.0000520611],"about_ca_topic_score_codex":0.9841791,"about_ca_topic_score_gemma":0.99370897,"teacher_disagreement_score":0.0545304,"about_ca_system_score_codex":0.0545304,"about_ca_system_score_gemma":0.079278134,"threshold_uncertainty_score":0.3956476},"labels":[],"label_agreement":null},{"id":"W4387316878","doi":"10.18806/tesl.v39i2/1376","title":"K-12 ESL Writing Instruction: Learning to Write or Writing to Learn Language?","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","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":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Literacy; Mathematics education; Professional writing; Computer science; Academic writing; Pedagogy; Second language writing; Psychology; Linguistics; Second language","score_opus":0.03352347638071893,"score_gpt":0.2630507733436176,"score_spread":0.22952729696289867,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387316878","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":[0.28079435,0.16338874,0.026539413,0.07179214,0.0040101707,0.0004966547,0.00039348143,0.0012351858,0.45134997],"genre_scores_gemma":[0.78934836,0.098360546,0.02469166,0.010863035,0.00065611204,0.00046448616,0.00041102574,0.00017497597,0.075029664],"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990758,0.00022570022,0.00009410757,0.00015720451,0.0003303255,0.00011684087],"domain_scores_gemma":[0.99862015,0.00040392304,0.00019157171,0.00005856258,0.00033225928,0.00039353478],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010206292,0.00030737038,0.0004190894,0.0006485142,0.0014404448,0.003992959,0.0009114896,0.0013430441,0.0039365496],"category_scores_gemma":[0.0036144005,0.0001200411,0.00015689856,0.0011917845,0.0034783084,0.002472764,0.0018686035,0.0020783292,0.0016649178],"study_design_candidate":"theoretical_or_conceptual","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":[0.00006202401,0.00032865145,0.0043104035,0.002520739,0.000006769647,0.00024836592,0.019373525,0.00008617852,0.0015940625,0.024599072,0.016608194,0.9302619],"study_design_scores_gemma":[0.00009156735,0.0004500407,0.048108794,0.011405097,0.00004910108,0.0023151257,0.08523694,0.0005795138,0.006350811,0.023750788,0.82157207,0.00009011833],"about_ca_topic_score_codex":0.015170608,"about_ca_topic_score_gemma":0.03557821,"teacher_disagreement_score":0.015170608,"about_ca_system_score_codex":0.0032614062,"about_ca_system_score_gemma":0.010734601,"threshold_uncertainty_score":0.0301646},"labels":[],"label_agreement":null},{"id":"W4387431395","doi":"10.18806/tesl.v39i2/1378","title":"Structured Approach to Form-focused Instruction for Reading Comprehension in EAP","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"English for academic purposes; Reading comprehension; Reading (process); Intervention (counseling); Curriculum; Mathematics education; Computer science; Comprehension; Psychology; Parsing; Interpretation (philosophy); Pedagogy; Linguistics; Artificial intelligence; Programming language","score_opus":0.020961298888259462,"score_gpt":0.27286007553686187,"score_spread":0.2518987766486024,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387431395","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.47265425,0.0005147084,0.44703084,0.0016226707,0.00036207022,0.0074926536,0.00032102296,0.0031318928,0.0668698],"genre_scores_gemma":[0.42071277,0.0008347908,0.55313957,0.000561552,0.00006723145,0.0039061976,0.00031644545,0.00014917187,0.020312302],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992692,0.00021887427,0.00003304895,0.0001663614,0.00023797831,0.00007459111],"domain_scores_gemma":[0.99920374,0.00037191698,0.00008085379,0.00009621883,0.000106176565,0.00014115818],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006856472,0.00066163694,0.00039636597,0.00092801475,0.0005404939,0.0007828992,0.0014098361,0.00066531793,0.0058213254],"category_scores_gemma":[0.0022846458,0.00026564812,0.0005166642,0.00054377876,0.000901366,0.00066294504,0.0021017191,0.0016883975,0.0011847747],"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":[0.00064789166,0.021594526,0.0029721218,0.0012792851,0.000047015095,0.00068717636,0.028513884,0.005265512,0.07181493,0.024673833,0.008145967,0.8343579],"study_design_scores_gemma":[0.008291469,0.043843977,0.08646476,0.00348495,0.0007853122,0.005302693,0.030934114,0.10324678,0.13986076,0.17305472,0.40421507,0.00051539275],"about_ca_topic_score_codex":0.002433928,"about_ca_topic_score_gemma":0.009832404,"teacher_disagreement_score":0.0058213254,"about_ca_system_score_codex":0.0009519055,"about_ca_system_score_gemma":0.0031467734,"threshold_uncertainty_score":0.019474268},"labels":[],"label_agreement":null},{"id":"W4387431413","doi":"10.18806/tesl.v39i2/1377","title":"Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University of Texas at San Antonio","keywords":"Coursework; Pedagogy; Identity (music); Teacher education; Psychology; Sociocultural evolution; Professional development; Mathematics education; Sociology","score_opus":0.04558868168580116,"score_gpt":0.26756125942570896,"score_spread":0.2219725777399078,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387431413","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":[0.976833,0.00018310115,0.004507304,0.004689978,0.00009798202,0.00013911135,0.00002860962,0.00004154977,0.013479535],"genre_scores_gemma":[0.99048704,0.00013335755,0.002265991,0.00059461076,0.000019477819,0.00008625843,0.00001624028,0.000037068945,0.006359946],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9924281,0.0053898543,0.00013123281,0.00049077306,0.00052759954,0.0010323265],"domain_scores_gemma":[0.9913463,0.0038554787,0.0006897429,0.0004363383,0.0008923149,0.0027798603],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007720787,0.00028437475,0.00046023724,0.00085716246,0.015333746,0.005940188,0.0017846702,0.0017483142,0.0037252535],"category_scores_gemma":[0.00885969,0.00049554,0.00029597516,0.00046395493,0.012475093,0.0055971546,0.0068012676,0.0037609765,0.00059728103],"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":[0.000011883468,0.00010643666,0.0039077876,0.000027042377,9.787083e-7,0.000978827,0.9872006,0.000020381553,0.00072097126,0.0018030797,0.000532704,0.004689316],"study_design_scores_gemma":[0.0000037829518,0.00003291584,0.0009118985,0.000041041025,0.0000014682798,0.00053377467,0.9850435,0.00008269511,0.00029146232,0.00044861398,0.012601853,0.0000069685784],"about_ca_topic_score_codex":0.010038072,"about_ca_topic_score_gemma":0.022995848,"teacher_disagreement_score":0.015333746,"about_ca_system_score_codex":0.0048340233,"about_ca_system_score_gemma":0.007184058,"threshold_uncertainty_score":0.040831864},"labels":[],"label_agreement":null},{"id":"W4387431417","doi":"10.18806/tesl.v39i2/1379","title":"Huo, X. (2020). Higher Education Internationalization and English Language Instruction: Intersectionality of Race and Language in Canadian Universities. Cham: Springer International Publishing AG.","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Internationalization; Race (biology); Intersectionality; Publishing; Sociology; Internationalization of Higher Education; Linguistics; Political science; Gender studies; Business; Philosophy","score_opus":0.007010623904034633,"score_gpt":0.20558946815488294,"score_spread":0.1985788442508483,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387431417","genre_codex":"review","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":[0.005511792,0.76723593,0.0022633576,0.07845935,0.00638775,0.000088353954,0.0024529675,0.0001648863,0.13743554],"genre_scores_gemma":[0.08108025,0.6192243,0.0047880774,0.005969675,0.0011478433,0.00015429629,0.0020599794,0.00016120993,0.28541443],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99926,0.000058701786,0.000025379759,0.0000554438,0.00044530656,0.00015522515],"domain_scores_gemma":[0.9990879,0.00019675597,0.00006854904,0.000024866722,0.0003904684,0.00023144351],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010838949,0.0006751312,0.0004019578,0.002679971,0.00471334,0.0038411133,0.0009759858,0.0014429126,0.012347882],"category_scores_gemma":[0.0017691017,0.00051419024,0.0003405441,0.007844416,0.0028735662,0.0031837756,0.0012292659,0.0021760333,0.0016969176],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015051469,0.000011823322,0.0024255174,0.00049971486,0.000007825835,0.00014294063,0.008818566,0.00016193511,0.0001549658,0.04095887,0.6476389,0.29916388],"study_design_scores_gemma":[0.000002089373,0.000005341602,0.0077456106,0.00058770063,0.000008050024,0.000065787885,0.0034075533,0.00006194183,0.000074129435,0.0019960336,0.98602724,0.00001845995],"about_ca_topic_score_codex":0.8834718,"about_ca_topic_score_gemma":0.94081706,"teacher_disagreement_score":0.977095,"about_ca_system_score_codex":0.02290501,"about_ca_system_score_gemma":0.0441921,"threshold_uncertainty_score":0.23442888},"labels":[],"label_agreement":null},{"id":"W4387449952","doi":"10.18806/tesl.v39i2/1380","title":"A Word from the Editors","year":2022,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Robotics and Engineering","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Word (group theory); Linguistics; Psychology; Sociology; Philosophy","score_opus":0.007236228691458995,"score_gpt":0.17742347943343093,"score_spread":0.17018725074197194,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387449952","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00005136578,0.0064999377,0.0002102379,0.20089807,0.7833521,0.000020896745,0.0000845893,0.00009979535,0.008783025],"genre_scores_gemma":[0.0014110523,0.006437939,0.00033521326,0.3188466,0.45460087,0.000064810694,0.00013569258,0.00025123416,0.21791662],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99486923,0.00077924534,0.0005097337,0.00082230265,0.002635888,0.00038366797],"domain_scores_gemma":[0.9712414,0.0061064777,0.0016267037,0.001317059,0.014027416,0.005680963],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047621643,0.0017798591,0.002077298,0.002157384,0.0033391153,0.010497455,0.0023645745,0.009776381,0.058053486],"category_scores_gemma":[0.04199034,0.00069798756,0.0009682873,0.0014008564,0.002403858,0.0067714183,0.003616283,0.017694669,0.07739438],"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":[0.000008681888,0.000003057737,0.000014596401,0.000027593087,0.0000017119438,0.000020646332,0.000013021081,0.00000470472,0.00002516643,0.00039677703,0.99588543,0.0035985017],"study_design_scores_gemma":[0.0000057454854,0.000008201273,0.00005634801,0.00007468515,0.0000029710664,0.00004964369,0.00005075721,0.000014903834,0.00004131762,0.00038211694,0.9993056,0.000007742707],"about_ca_topic_score_codex":0.0021897305,"about_ca_topic_score_gemma":0.004339948,"teacher_disagreement_score":0.058053486,"about_ca_system_score_codex":0.0021678177,"about_ca_system_score_gemma":0.004920712,"threshold_uncertainty_score":0.19420826},"labels":[],"label_agreement":null},{"id":"W4392342770","doi":"10.18806/tesl.v40i1/1386","title":"Let’s Talk About Writing Support for Plurilingual Graduate Students","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Manitoba; University of Toronto","funders":"","keywords":"Graduate students; Psychology; Pedagogy; Linguistics; Sociology; Philosophy","score_opus":0.044093119104173684,"score_gpt":0.31919843883941124,"score_spread":0.27510531973523755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392342770","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":[0.5219968,0.010417367,0.021755518,0.30585065,0.007305078,0.000265065,0.00025367335,0.00038535075,0.13177045],"genre_scores_gemma":[0.94813377,0.0031613964,0.004678889,0.025931869,0.0009233523,0.00017072086,0.00007706875,0.000245345,0.016677637],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99223083,0.0048953434,0.00026210296,0.00063483225,0.0011061761,0.00087066134],"domain_scores_gemma":[0.98800313,0.0069878967,0.0011698268,0.000748688,0.0013824633,0.0017080541],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006510503,0.0006576596,0.00067059684,0.0013804967,0.01518696,0.012210956,0.0014528262,0.0046443646,0.0061158757],"category_scores_gemma":[0.024630683,0.00030719928,0.0006360269,0.0011794077,0.017672826,0.014267789,0.008944944,0.009753977,0.002015092],"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":[0.000021007725,0.000031877687,0.0023498877,0.00015357323,0.0000070489905,0.0007590973,0.9519435,0.000031786156,0.00085236126,0.021780103,0.007472018,0.014597892],"study_design_scores_gemma":[0.00000611552,0.000070020076,0.0012753312,0.00046904624,0.000010220436,0.0009468025,0.8333477,0.00007507845,0.00084786164,0.0104356175,0.15248483,0.00003132817],"about_ca_topic_score_codex":0.0026296135,"about_ca_topic_score_gemma":0.0041775857,"teacher_disagreement_score":0.01518696,"about_ca_system_score_codex":0.0038711554,"about_ca_system_score_gemma":0.003303325,"threshold_uncertainty_score":0.03443122},"labels":[],"label_agreement":null},{"id":"W4392342831","doi":"10.18806/tesl.v40i1/1389","title":"Coda: Institutionalizing L2 Writing","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Coda; Linguistics; Political science; Sociology; Geology; Seismology; Philosophy","score_opus":0.026928024142814776,"score_gpt":0.22475705640187066,"score_spread":0.19782903225905588,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392342831","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":[0.025424257,0.0063919476,0.0242911,0.15072389,0.0053548855,0.00009247358,0.00040752717,0.0010803088,0.78623354],"genre_scores_gemma":[0.7044663,0.0045297598,0.01722233,0.020337468,0.0021895557,0.00038693982,0.00072366995,0.0017139111,0.24843009],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9951521,0.0018211858,0.00021104769,0.0006785308,0.0011777156,0.0009593772],"domain_scores_gemma":[0.9880535,0.0035390519,0.0005393498,0.00318506,0.0022559713,0.0024270439],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006108411,0.00037758372,0.00047155475,0.0011443001,0.014462825,0.017749753,0.0020058956,0.003037874,0.0133702615],"category_scores_gemma":[0.016079381,0.00038767877,0.00043074947,0.001787655,0.017784122,0.0101801995,0.014065334,0.0066195745,0.0019982783],"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":[0.000038054462,0.00002956847,0.0014493153,0.0001126286,0.000009223217,0.00022936561,0.023864495,0.00022585227,0.0004341915,0.7972,0.12938283,0.047024462],"study_design_scores_gemma":[0.000012796044,0.000009438145,0.0011476318,0.00022245887,0.000007255189,0.00011359724,0.011212004,0.00036713204,0.00097569963,0.077338986,0.90855366,0.00003920301],"about_ca_topic_score_codex":0.18041308,"about_ca_topic_score_gemma":0.23772748,"teacher_disagreement_score":0.18041308,"about_ca_system_score_codex":0.016995855,"about_ca_system_score_gemma":0.029933097,"threshold_uncertainty_score":0.3587259},"labels":[],"label_agreement":null},{"id":"W4392342914","doi":"10.18806/tesl.v40i1/1385","title":"The Cognitive Processes of ESL Writers Responding to an Integrated Argumentative Writing Task","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Argumentative; Task (project management); Linguistics; Psychology; Cognition; Second language writing; Second language","score_opus":0.03510636807604563,"score_gpt":0.3701234279917699,"score_spread":0.3350170599157243,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392342914","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":[0.9986889,0.000016779677,0.00078994373,0.000016324022,0.0000018239361,0.000028961318,0.000010267174,0.000008247585,0.00043888233],"genre_scores_gemma":[0.996192,0.00004401224,0.0027093533,0.0000224871,0.0000040808545,0.00007724875,0.00002971033,0.000005712086,0.00091541064],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9981158,0.00079412013,0.00018764332,0.00037903115,0.00040995312,0.00011350392],"domain_scores_gemma":[0.97838026,0.014939588,0.0033022834,0.00093691837,0.001727184,0.00071372115],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030773806,0.00044610607,0.00043629238,0.0008125161,0.0006141874,0.002360378,0.0005108687,0.00069006224,0.001378373],"category_scores_gemma":[0.02483653,0.00036758673,0.00023274784,0.0004113286,0.0011073749,0.0011342603,0.0014278289,0.0007814394,0.00033107464],"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":[0.0021529316,0.0017799322,0.21920666,0.00054012577,0.00010999423,0.001679154,0.41716278,0.0012927018,0.19408007,0.0010250738,0.00037184247,0.16059867],"study_design_scores_gemma":[0.0003293036,0.003946049,0.7010297,0.0002795334,0.00012893169,0.0023667163,0.2275342,0.015190719,0.04103516,0.003669815,0.0042401007,0.0002497007],"about_ca_topic_score_codex":0.00076085224,"about_ca_topic_score_gemma":0.0009648275,"teacher_disagreement_score":0.0030773806,"about_ca_system_score_codex":0.00041800636,"about_ca_system_score_gemma":0.0005326142,"threshold_uncertainty_score":0.016274989},"labels":[],"label_agreement":null},{"id":"W4392342931","doi":"10.18806/tesl.v40i1/1384","title":"Multisemiotics, Race, and Academic Literacies","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Winnipeg; Simon Fraser University","funders":"","keywords":"Race (biology); Sociology; Linguistics; Psychology; Pedagogy; Gender studies; Philosophy","score_opus":0.03989273994652296,"score_gpt":0.39269219109231474,"score_spread":0.35279945114579175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392342931","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":[0.96990496,0.0004838169,0.0004932836,0.0021096824,0.000039548493,0.000014441461,0.000015266829,0.000011068809,0.02692793],"genre_scores_gemma":[0.99518967,0.0001723508,0.0002150903,0.00020854585,0.000009496902,0.000010854629,0.00000861008,0.000010546303,0.0041747675],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9973001,0.0011944128,0.00006846711,0.00021866245,0.0005843379,0.0006341016],"domain_scores_gemma":[0.994586,0.0013006473,0.0010315687,0.00021845974,0.0007710705,0.002092235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034745487,0.00026796755,0.00032939127,0.0018529862,0.0153234685,0.01015095,0.0009951475,0.0009111774,0.005095156],"category_scores_gemma":[0.0073482404,0.0001525836,0.00014599157,0.0010467133,0.008960356,0.0040958524,0.009131895,0.0019391286,0.00044194856],"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":[0.00004708097,0.00014007767,0.039941985,0.000029583103,0.000006480542,0.0006478735,0.91171247,0.000035286135,0.0007007304,0.019811174,0.00077929394,0.02614797],"study_design_scores_gemma":[0.0000051404654,0.00007409237,0.035000056,0.00011092488,0.000007296604,0.0004696255,0.9275276,0.00013585448,0.00061326986,0.006720079,0.029309394,0.000026652733],"about_ca_topic_score_codex":0.033833396,"about_ca_topic_score_gemma":0.058768023,"teacher_disagreement_score":0.033833396,"about_ca_system_score_codex":0.0045509893,"about_ca_system_score_gemma":0.005640317,"threshold_uncertainty_score":0.0672729},"labels":[],"label_agreement":null},{"id":"W4392343048","doi":"10.18806/tesl.v40i1/1382","title":"Studies of Second-Language Writing in Canada","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Translation Studies and Practices","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Office of International Science and Engineering; University of Toronto","keywords":"Linguistics; Language assessment; Comprehension approach; Language education; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.0503312804765384,"score_gpt":0.281543538293952,"score_spread":0.2312122578174136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392343048","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":[0.873012,0.0062471963,0.00030862237,0.006541722,0.00014711107,0.00012482202,0.0012476419,0.00004414422,0.112326674],"genre_scores_gemma":[0.9798702,0.0032517856,0.00041126498,0.00072156574,0.0000205913,0.00004443812,0.00044401648,0.000032485466,0.01520373],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99704415,0.00031731653,0.00013982029,0.0003139662,0.0012125191,0.0009721977],"domain_scores_gemma":[0.9819885,0.004341664,0.0013473855,0.00046679526,0.0084065,0.003449267],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021301392,0.00044389392,0.00085676764,0.0050299624,0.028177487,0.007212389,0.0018111728,0.00091426214,0.0076656938],"category_scores_gemma":[0.012805296,0.00038026553,0.0003332057,0.015114984,0.0050773746,0.0018785434,0.003109264,0.0028449502,0.0005393251],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015072168,0.00037113208,0.10997827,0.000723709,0.000056102817,0.0015342999,0.7272248,0.00036884705,0.0008852763,0.039621644,0.021456491,0.09762877],"study_design_scores_gemma":[0.00004497026,0.00008603086,0.36032194,0.0008508981,0.00004314355,0.0005460182,0.46585867,0.0006223223,0.0007827087,0.0021435444,0.16857123,0.00012856058],"about_ca_topic_score_codex":0.9966994,"about_ca_topic_score_gemma":0.9984969,"teacher_disagreement_score":0.8710972,"about_ca_system_score_codex":0.12890276,"about_ca_system_score_gemma":0.22396009,"threshold_uncertainty_score":0.9352594},"labels":[],"label_agreement":null},{"id":"W4392343078","doi":"10.18806/tesl.v40i1/1383","title":"\"Grandparents for the Next Generation\"","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Intergenerational Family Dynamics and Caregiving","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Simon Fraser University; Wilfrid Laurier University","funders":"","keywords":"Grandparent; Psychology; Linguistics; Developmental psychology; Philosophy","score_opus":0.05849846254122931,"score_gpt":0.3068527913591203,"score_spread":0.248354328817891,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392343078","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":[0.12986414,0.008775631,0.0064905556,0.3175642,0.016676392,0.00022225444,0.001062574,0.0006875211,0.5186568],"genre_scores_gemma":[0.3779591,0.0030988667,0.0034052148,0.038067404,0.0004956274,0.00010675246,0.00035029766,0.00037217085,0.57614464],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974617,0.000756664,0.00003392582,0.00026814287,0.00061852904,0.00086110923],"domain_scores_gemma":[0.99584085,0.00022786586,0.00017298559,0.00024611427,0.0012429437,0.0022692122],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026668743,0.0005326777,0.00035611834,0.0007700414,0.026543774,0.0054488047,0.0011641063,0.0016523901,0.04004834],"category_scores_gemma":[0.0073416415,0.00030532302,0.00028363746,0.0006576609,0.0051541263,0.005303756,0.006397368,0.0057007647,0.008221096],"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":[0.000034996585,0.000048588085,0.0063459803,0.00005275404,0.000013248174,0.0018065708,0.24052514,0.000026943022,0.0005486491,0.10112221,0.5750395,0.07443545],"study_design_scores_gemma":[0.0000035471558,0.000013095678,0.0014774913,0.00008394517,0.0000055126898,0.000504713,0.07176296,0.000021432092,0.000119946744,0.0027745757,0.9232157,0.000017133363],"about_ca_topic_score_codex":0.33610812,"about_ca_topic_score_gemma":0.5609235,"teacher_disagreement_score":0.33610812,"about_ca_system_score_codex":0.008539674,"about_ca_system_score_gemma":0.01729716,"threshold_uncertainty_score":0.6683035},"labels":[],"label_agreement":null},{"id":"W4392343135","doi":"10.18806/tesl.v40i1/1387","title":"Teaching Elementary ESL Writing in Canada","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","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":true,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Mathematics education; Pedagogy; Psychology; Linguistics; Language education; Language assessment; Sheltered instruction; Teaching method; Sociology; Comprehension approach; Philosophy","score_opus":0.015141177374915136,"score_gpt":0.21771939158564965,"score_spread":0.20257821421073452,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392343135","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":[0.94192976,0.0016147514,0.00069242856,0.004608049,0.00008738358,0.00019814889,0.000934189,0.00016352454,0.049771845],"genre_scores_gemma":[0.9681369,0.0020910238,0.0020114924,0.00079728896,0.000012781373,0.000067301386,0.000489424,0.00004004074,0.02635368],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99849975,0.00011562005,0.00006064899,0.00014899751,0.0005223483,0.00065261475],"domain_scores_gemma":[0.9914001,0.000705255,0.0004032061,0.00016549803,0.0029581508,0.00436774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012244724,0.000267043,0.00037378992,0.0009884401,0.012694457,0.0021786897,0.0011244703,0.00038682084,0.007046405],"category_scores_gemma":[0.0034520586,0.00036420638,0.0002184213,0.0023671563,0.0021327678,0.0006825384,0.0020609442,0.001333295,0.0007182799],"study_design_candidate":"not_applicable","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":[0.0004332767,0.00089277595,0.23817843,0.0012336368,0.000031971183,0.0047455416,0.21082395,0.0012119071,0.0068118344,0.009811991,0.038507186,0.4873174],"study_design_scores_gemma":[0.00006975035,0.00032978324,0.5657744,0.0009920811,0.00003060258,0.0007536247,0.22206222,0.0010062675,0.0024671773,0.0011599769,0.20522358,0.00013053545],"about_ca_topic_score_codex":0.9939267,"about_ca_topic_score_gemma":0.9983367,"teacher_disagreement_score":0.064343505,"about_ca_system_score_codex":0.064343505,"about_ca_system_score_gemma":0.24118766,"threshold_uncertainty_score":0.466847},"labels":[],"label_agreement":null},{"id":"W4392343223","doi":"10.18806/tesl.v40i1/1381","title":"Second Language Writing in Canada","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"French Language Learning Methods","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia; York University; Simon Fraser University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Linguistics; Comprehension approach; Language education; Language assessment; Language transfer; Psychology; Sociology; Philosophy","score_opus":0.011410256076758857,"score_gpt":0.29513920225589024,"score_spread":0.28372894617913136,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392343223","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":[0.28118205,0.022856576,0.0014700581,0.08446387,0.004513325,0.00021724889,0.0031045077,0.0005335115,0.6016588],"genre_scores_gemma":[0.6534871,0.0073231575,0.0017879001,0.0047038975,0.000292933,0.00009237747,0.0010902663,0.00023042843,0.33099198],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9958189,0.00066181936,0.0001869867,0.0005038314,0.0014659786,0.0013624871],"domain_scores_gemma":[0.98343915,0.0026076862,0.00046117368,0.00042513906,0.008374452,0.0046923626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028592777,0.0005497975,0.0008189885,0.0039855735,0.018756686,0.009772919,0.0014743122,0.0016555919,0.028855668],"category_scores_gemma":[0.015491097,0.0003676996,0.00033119274,0.005746649,0.0029304244,0.0021850918,0.0033809848,0.0031777143,0.002734855],"study_design_candidate":"not_applicable","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":[0.00023836728,0.00032535504,0.032524608,0.0004921697,0.000046599445,0.0014541117,0.108107574,0.00053639704,0.0008479089,0.10027731,0.34682,0.40832964],"study_design_scores_gemma":[0.000044752433,0.000069031244,0.051545437,0.00056182465,0.000027249931,0.00040524045,0.06649414,0.0004346899,0.00088482606,0.0039510303,0.8755111,0.00007056686],"about_ca_topic_score_codex":0.9828016,"about_ca_topic_score_gemma":0.98829776,"teacher_disagreement_score":0.09214664,"about_ca_system_score_codex":0.09214664,"about_ca_system_score_gemma":0.25418046,"threshold_uncertainty_score":0.66857386},"labels":[],"label_agreement":null},{"id":"W4392343260","doi":"10.18806/tesl.v40i1/1388","title":"From EAP to ESP","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"MacEwan University","funders":"MacEwan University","keywords":"English for academic purposes; Linguistics; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.012525240548222138,"score_gpt":0.20892706623812515,"score_spread":0.19640182568990303,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392343260","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":[0.0683635,0.004115236,0.012646465,0.0725466,0.004661968,0.00021829344,0.00026323405,0.0007316703,0.83645296],"genre_scores_gemma":[0.3573606,0.005984265,0.017078789,0.02611457,0.00089881505,0.00022141931,0.0003903413,0.0005289584,0.5914223],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980732,0.000457489,0.00006646584,0.00021154288,0.00069839484,0.00049277616],"domain_scores_gemma":[0.99678195,0.00030779676,0.00010134932,0.0002476587,0.0009068555,0.0016543891],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002164019,0.00032378666,0.0001674417,0.0006243402,0.0039490624,0.0061517907,0.0014710104,0.0013873873,0.031497546],"category_scores_gemma":[0.0059974357,0.00017024747,0.0002945839,0.0006326308,0.0037914035,0.004405627,0.011009873,0.0043607606,0.009715846],"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":[0.00005841067,0.00017554972,0.0028786391,0.0003757915,0.0000051258467,0.0010864974,0.029671472,0.00025266627,0.0023455613,0.137863,0.22198337,0.6033039],"study_design_scores_gemma":[0.000006137444,0.00007115165,0.006040967,0.00047349624,0.0000030897495,0.00045793017,0.01487122,0.00012433874,0.00092991185,0.014393625,0.9626122,0.000015934067],"about_ca_topic_score_codex":0.032829262,"about_ca_topic_score_gemma":0.062928095,"teacher_disagreement_score":0.032829262,"about_ca_system_score_codex":0.006726359,"about_ca_system_score_gemma":0.020523485,"threshold_uncertainty_score":0.10536975},"labels":[],"label_agreement":null},{"id":"W4399455493","doi":"10.18806/tesl.v40i2/1393","title":"Reading for the Technical Workplace","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"British Columbia Institute of Technology","funders":"","keywords":"Reading (process); Linguistics; Psychology; Pedagogy; Sociology; Philosophy","score_opus":0.052697342614208074,"score_gpt":0.37904900220081456,"score_spread":0.3263516595866065,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399455493","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":[0.02016891,0.011509068,0.00796576,0.06381101,0.009293593,0.00021304411,0.0011714444,0.0021847028,0.8836824],"genre_scores_gemma":[0.045137636,0.0051082266,0.007840495,0.0065868497,0.00081925624,0.00007656014,0.0007056742,0.0004920875,0.93323326],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99864584,0.00014480547,0.000068633744,0.00020858849,0.00064131874,0.00029076202],"domain_scores_gemma":[0.9959072,0.00019211718,0.00016953264,0.00046860782,0.0012791633,0.0019834724],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00093926565,0.0005093669,0.00027980199,0.00085088273,0.005052651,0.007782532,0.0008059369,0.0019245179,0.13479319],"category_scores_gemma":[0.0036793705,0.00021142,0.0003668544,0.0008647079,0.0016945848,0.0024623347,0.004883294,0.0024468552,0.09189745],"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":[0.000019767653,0.000078885096,0.0027515886,0.00029941506,0.000004769277,0.00041089416,0.0050677317,0.00005631667,0.0029854074,0.016099725,0.5172909,0.45493472],"study_design_scores_gemma":[0.000001983419,0.000023266082,0.003768121,0.00021479608,0.000002469069,0.00031273274,0.0023313505,0.000025239444,0.00026745905,0.0021674156,0.9908765,0.000008711321],"about_ca_topic_score_codex":0.043911014,"about_ca_topic_score_gemma":0.15542005,"teacher_disagreement_score":0.13479319,"about_ca_system_score_codex":0.005396044,"about_ca_system_score_gemma":0.024875168,"threshold_uncertainty_score":0.45092815},"labels":[],"label_agreement":null},{"id":"W4399455523","doi":"10.18806/tesl.v40i2/1392","title":"EAP Practitioners in Canada","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Evaluation and Performance Assessment","field":"Decision Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Waterloo; York University","funders":"Social Sciences and Humanities Research Council of Canada; University of Waterloo; York University","keywords":"Linguistics; Psychology; Pedagogy; Sociology; Philosophy","score_opus":0.18762891323451958,"score_gpt":0.4616068913340979,"score_spread":0.2739779780995783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399455523","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":[0.71848905,0.014279684,0.0028389115,0.09192209,0.0013197596,0.00073835585,0.0024670304,0.0003465307,0.16759855],"genre_scores_gemma":[0.8963027,0.010679937,0.0029626403,0.017106473,0.00010023351,0.00027607247,0.00078104466,0.00011426936,0.07167661],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99461585,0.00063282094,0.00014845177,0.00057267625,0.0015262705,0.0025039057],"domain_scores_gemma":[0.97836816,0.0014473434,0.0008718207,0.0002784032,0.007397833,0.011636354],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033906696,0.00038658103,0.00046829839,0.0018958298,0.023632389,0.0049536233,0.002303826,0.0019247166,0.015071099],"category_scores_gemma":[0.010221397,0.00059868785,0.00036377783,0.005713384,0.0039814096,0.0019495265,0.005946679,0.003179975,0.0011159722],"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":[0.00016609483,0.00027292923,0.1067242,0.0013037904,0.000044538523,0.0051569357,0.47113046,0.0003680838,0.0016191696,0.029524848,0.17179568,0.21189322],"study_design_scores_gemma":[0.00002275215,0.00008105619,0.09076364,0.0011099697,0.000018031833,0.0008471935,0.45460004,0.00035292006,0.00021464578,0.0015465893,0.45035845,0.00008467553],"about_ca_topic_score_codex":0.97914267,"about_ca_topic_score_gemma":0.9892001,"teacher_disagreement_score":0.084927425,"about_ca_system_score_codex":0.084927425,"about_ca_system_score_gemma":0.34416968,"threshold_uncertainty_score":0.6161945},"labels":[],"label_agreement":null},{"id":"W4399455541","doi":"10.18806/tesl.v40i2/1390","title":"A Word from the Editors","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Robotics and Engineering","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University; York University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.011419995927053051,"score_gpt":0.2004692341513681,"score_spread":0.18904923822431505,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399455541","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000051661526,0.006368479,0.00021009779,0.20174438,0.7827278,0.000021013013,0.000083632585,0.00009900012,0.008693922],"genre_scores_gemma":[0.0014111812,0.006334991,0.0003365719,0.31874624,0.45651782,0.000064748136,0.00013296101,0.00024844037,0.21620703],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99488986,0.0007704709,0.0005079299,0.0008185219,0.002630789,0.00038240483],"domain_scores_gemma":[0.9709754,0.0061173677,0.0016289527,0.0013152318,0.014232519,0.0057305084],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004755112,0.0017746371,0.0020777192,0.0021506085,0.0033545084,0.0104693575,0.002360313,0.009799854,0.05730668],"category_scores_gemma":[0.04216585,0.000696216,0.0009740462,0.0013919757,0.0024043543,0.006742827,0.0036018484,0.017841568,0.07610103],"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":[0.000008647571,0.0000030775436,0.000014792636,0.000027191012,0.0000017183331,0.000020807214,0.000012994164,0.0000047160856,0.00002501437,0.0003936413,0.9959065,0.0035809367],"study_design_scores_gemma":[0.0000058021014,0.000008270013,0.00005748229,0.00007534174,0.0000030079725,0.00005047729,0.00005164437,0.000015217672,0.000041502564,0.00038612972,0.99929714,0.000007843986],"about_ca_topic_score_codex":0.0022323774,"about_ca_topic_score_gemma":0.004448777,"teacher_disagreement_score":0.05730668,"about_ca_system_score_codex":0.002179459,"about_ca_system_score_gemma":0.0049620075,"threshold_uncertainty_score":0.19170994},"labels":[],"label_agreement":null},{"id":"W4399455546","doi":"10.18806/tesl.v40i2/1395","title":"Breaking More than the Ice","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Linguistics; Philosophy","score_opus":0.07517442897902697,"score_gpt":0.4530437219599823,"score_spread":0.37786929298095534,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399455546","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":[0.51823014,0.003013574,0.04613052,0.026967062,0.0015630405,0.0002903293,0.00014800286,0.00051304675,0.40314427],"genre_scores_gemma":[0.93038595,0.0011151993,0.0071750423,0.0025331771,0.00015285349,0.00007480082,0.00007297112,0.00022713891,0.05826288],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.996084,0.0014146699,0.00011555501,0.0006579149,0.0007089087,0.0010189698],"domain_scores_gemma":[0.9965939,0.0009094886,0.00035157247,0.0007649939,0.00042910117,0.0009509713],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040568593,0.0007712656,0.00046804824,0.0009823785,0.01702486,0.008390005,0.001466957,0.0018441405,0.010312314],"category_scores_gemma":[0.008532834,0.00034626716,0.0005845466,0.0007545311,0.02632593,0.010469836,0.01279497,0.0045281886,0.0013278314],"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":[0.00013917706,0.00012217298,0.010710713,0.00027021737,0.00003327811,0.000973551,0.5273848,0.0005051757,0.0035119068,0.2776459,0.020496523,0.15820655],"study_design_scores_gemma":[0.000014067924,0.00012445216,0.005601646,0.00047191963,0.000023012995,0.00046720976,0.24900717,0.00040406268,0.0015654494,0.045839448,0.69642985,0.000051721498],"about_ca_topic_score_codex":0.027839456,"about_ca_topic_score_gemma":0.0374741,"teacher_disagreement_score":0.027839456,"about_ca_system_score_codex":0.0057662223,"about_ca_system_score_gemma":0.007599879,"threshold_uncertainty_score":0.055354834},"labels":[],"label_agreement":null},{"id":"W4399457056","doi":"10.18806/tesl.v40i2/1391","title":"Remote Learning and First-Year Academic Literacy during the COVID-19 Pandemic","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Technology-Enhanced Education Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia; Simon Fraser University","funders":"","keywords":"Pandemic; Coronavirus disease 2019 (COVID-19); Literacy; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); 2019-20 coronavirus outbreak; Psychology; Pedagogy; Mathematics education; Virology; Medicine","score_opus":0.04235212714731911,"score_gpt":0.3765242950215141,"score_spread":0.33417216787419496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399457056","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":[0.9871158,0.0005237437,0.00009416976,0.0039340216,0.000084271815,0.00002787683,0.00006361978,0.000008786804,0.008147651],"genre_scores_gemma":[0.9969894,0.0005341931,0.000054594355,0.00079534575,0.00004319527,0.000024998,0.00005576598,0.00000756005,0.001494848],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9975647,0.0007455462,0.000075724136,0.00014673236,0.00029493868,0.001172406],"domain_scores_gemma":[0.9949056,0.0011329873,0.0007432898,0.00009842131,0.0005662454,0.002553511],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025235647,0.00025715423,0.000561031,0.0008351715,0.00814108,0.0061897472,0.00086279196,0.0013221854,0.0043951897],"category_scores_gemma":[0.0093998825,0.00027124176,0.00024235944,0.00070009305,0.003838259,0.0029568637,0.009486945,0.004379832,0.0005640069],"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":[0.00013787881,0.0005560487,0.13565768,0.0002194659,0.000017662227,0.003419112,0.8120303,0.00008386725,0.00082968513,0.0018202355,0.005182588,0.040045414],"study_design_scores_gemma":[0.000008490653,0.0002237607,0.14726293,0.00030845156,0.000008329734,0.0006028805,0.8353382,0.000057347424,0.00019044243,0.00048595225,0.015477144,0.000036034155],"about_ca_topic_score_codex":0.051280633,"about_ca_topic_score_gemma":0.11426113,"teacher_disagreement_score":0.051280633,"about_ca_system_score_codex":0.00422617,"about_ca_system_score_gemma":0.0039743343,"threshold_uncertainty_score":0.101964235},"labels":[],"label_agreement":null},{"id":"W4399457142","doi":"10.18806/tesl.v40i2/1394","title":"Plurilingualism","year":2023,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Linguistic research and analysis","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Linguistics; Pedagogy; Psychology; Philosophy","score_opus":0.03783251233511839,"score_gpt":0.24316809422371624,"score_spread":0.20533558188859785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399457142","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":[0.065895684,0.1100371,0.019760901,0.026224405,0.0021231552,0.000099074074,0.00010484846,0.00012499688,0.7756299],"genre_scores_gemma":[0.86233306,0.06275423,0.0047151563,0.008405883,0.0012121586,0.00017117462,0.00015640719,0.00017784955,0.060073994],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9930085,0.0036725653,0.0003158378,0.0006909696,0.0016424531,0.0006696513],"domain_scores_gemma":[0.995455,0.0024374952,0.0007039666,0.0003633653,0.00077425764,0.00026585438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043696347,0.0004603458,0.00031847952,0.0018718605,0.003192524,0.0046847383,0.000984875,0.0013190655,0.007653044],"category_scores_gemma":[0.006021272,0.0001928629,0.00036088322,0.0021058426,0.013202424,0.006780227,0.0045538303,0.0025918593,0.0016204972],"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":[0.000036865433,0.000028767123,0.0019524936,0.0009408286,0.00001281642,0.0003383225,0.08481662,0.00008680865,0.0005266901,0.72415656,0.0135792745,0.173524],"study_design_scores_gemma":[0.0000040243376,0.00003261133,0.0036099227,0.0015430454,0.000013566735,0.00068299664,0.024005992,0.00011713614,0.00038886833,0.04373013,0.9258504,0.000021297214],"about_ca_topic_score_codex":0.0054473244,"about_ca_topic_score_gemma":0.005898527,"teacher_disagreement_score":0.007653044,"about_ca_system_score_codex":0.0033881986,"about_ca_system_score_gemma":0.0045609325,"threshold_uncertainty_score":0.025602043},"labels":[],"label_agreement":null},{"id":"W4404313281","doi":"10.18806/tesl.v41i1/1397","title":"A Raciolinguistic Exploration of Pre-Service ESL Teachers’ Conceptualization of Plurilingualism Using Drawings","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Conceptualization; Mathematics education; Pedagogy; Psychology; Linguistics; Philosophy","score_opus":0.06329666647306734,"score_gpt":0.2918558035562582,"score_spread":0.22855913708319084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313281","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":[0.944117,0.00043982224,0.005960305,0.0019571588,0.000023583501,0.000081810824,0.000047731482,0.00003000327,0.047342565],"genre_scores_gemma":[0.9947031,0.00030387414,0.0013153201,0.00008854186,0.0000020848224,0.000023653272,0.000014440985,0.0000136381495,0.003535226],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956371,0.002348106,0.000103190774,0.00033659677,0.0008982417,0.00067679165],"domain_scores_gemma":[0.9953987,0.0027109124,0.00038790348,0.00024833033,0.0008606922,0.00039357643],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0057099047,0.0005094944,0.00029523118,0.0024988712,0.013105819,0.008201489,0.001560306,0.00096762873,0.0018526026],"category_scores_gemma":[0.0065102223,0.00046222846,0.00025880316,0.0021781817,0.023324028,0.0032330637,0.004603107,0.0030753259,0.00013124074],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009561244,0.000023731496,0.0054242937,0.000041277577,0.0000021413614,0.00034106313,0.96352017,0.00014425136,0.0006551251,0.022093633,0.00035268505,0.007391976],"study_design_scores_gemma":[0.000002996142,0.000016311358,0.0071360418,0.00015480464,0.0000070022734,0.00025300114,0.94692767,0.00059007865,0.0005368279,0.0018771618,0.04247563,0.000022530829],"about_ca_topic_score_codex":0.67692906,"about_ca_topic_score_gemma":0.8290378,"teacher_disagreement_score":0.67692906,"about_ca_system_score_codex":0.03131024,"about_ca_system_score_gemma":0.021664094,"threshold_uncertainty_score":0.64994717},"labels":[],"label_agreement":null},{"id":"W4404313289","doi":"10.18806/tesl.v41i1/1400","title":"Parlure Games","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Linguistics; Psychology; Sociology; Pedagogy; Mathematics education; Philosophy","score_opus":0.04524394353282681,"score_gpt":0.4487296635164376,"score_spread":0.4034857199836108,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313289","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":[0.07030652,0.0014923635,0.19677848,0.002140468,0.0010768092,0.0068998626,0.02158092,0.08557378,0.6141508],"genre_scores_gemma":[0.26088077,0.0019227042,0.21627335,0.0021102177,0.00017884506,0.0082196575,0.024925698,0.009515657,0.4759731],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9993475,0.00011319166,0.000038715825,0.00013963634,0.00022335965,0.00013753808],"domain_scores_gemma":[0.99885833,0.00046231018,0.00006129853,0.00012699064,0.00028338208,0.0002076212],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00072800356,0.0017315543,0.00051983254,0.0009986479,0.00066848187,0.0020340164,0.0026400278,0.0010230717,0.10612545],"category_scores_gemma":[0.0035976802,0.00046291895,0.00077544386,0.00043126504,0.0006415876,0.0020938753,0.0027543774,0.001382916,0.025002714],"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":[0.0019097332,0.001836488,0.004392007,0.0020044106,0.00011007323,0.0012611158,0.0034945174,0.007070371,0.019361706,0.036959957,0.4699371,0.4516626],"study_design_scores_gemma":[0.00027402124,0.0005249917,0.0052194307,0.0002994113,0.00006186348,0.00037353614,0.00049318507,0.015467737,0.005394301,0.005899082,0.9658837,0.00010884106],"about_ca_topic_score_codex":0.014768026,"about_ca_topic_score_gemma":0.041205145,"teacher_disagreement_score":0.10612545,"about_ca_system_score_codex":0.0010650291,"about_ca_system_score_gemma":0.0017549561,"threshold_uncertainty_score":0.355025},"labels":[],"label_agreement":null},{"id":"W4404313295","doi":"10.18806/tesl.v41i1/1402","title":"Collaborative Approaches to Multilingualism","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Office of International Science and Engineering","keywords":"Multilingualism; Linguistics; Multilingual Education; Sociology; Pedagogy; Philosophy","score_opus":0.207262413275889,"score_gpt":0.43554778373275294,"score_spread":0.22828537045686392,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313295","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":[0.05068072,0.0074061225,0.15186702,0.034282062,0.0016068789,0.00034169384,0.00008342124,0.00045809287,0.7532739],"genre_scores_gemma":[0.8749427,0.0031140116,0.037872083,0.002574804,0.00057054724,0.0005671577,0.00010785917,0.000302732,0.07994811],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9822235,0.012054669,0.0004419063,0.0022992832,0.00179786,0.001182874],"domain_scores_gemma":[0.98745614,0.0063348305,0.0007509307,0.0024684763,0.0010818519,0.0019077008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012301435,0.00088952517,0.00057751953,0.0024799164,0.015328723,0.014349509,0.0039185034,0.003213509,0.016852142],"category_scores_gemma":[0.015402126,0.0005296286,0.0007988342,0.0015547845,0.026240824,0.011030376,0.030828277,0.0045478186,0.0017744167],"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":[0.000031967917,0.000085770174,0.0010398546,0.00029663337,0.000038900962,0.0005876865,0.2732569,0.0007163701,0.0006103838,0.66990936,0.009131463,0.044294655],"study_design_scores_gemma":[0.00003036158,0.000057558267,0.0006221233,0.0004546842,0.000029084944,0.0004141321,0.08377339,0.0011874321,0.0005077981,0.37064818,0.54223955,0.000035793313],"about_ca_topic_score_codex":0.004735326,"about_ca_topic_score_gemma":0.005569323,"teacher_disagreement_score":0.016852142,"about_ca_system_score_codex":0.006695384,"about_ca_system_score_gemma":0.008432791,"threshold_uncertainty_score":0.06505698},"labels":[],"label_agreement":null},{"id":"W4404313298","doi":"10.18806/tesl.v41i1/1398","title":"Mapping Literacies, Mapping Selves","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Linguistics; Literacy; Psychology; Sociology; Pedagogy; Philosophy","score_opus":0.025842933183703606,"score_gpt":0.2141562166495013,"score_spread":0.18831328346579768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313298","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.6743083,0.0016352751,0.09797809,0.0035607833,0.00010959975,0.00019093968,0.00033450642,0.00042764176,0.22145481],"genre_scores_gemma":[0.9769578,0.00046639433,0.016627638,0.00010578209,0.000010466027,0.00008241979,0.00009247963,0.00009456183,0.0055623497],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99839157,0.0009288236,0.00006389765,0.00029472075,0.00018547167,0.00013549636],"domain_scores_gemma":[0.99739456,0.0013580031,0.00038972963,0.0004289484,0.00020640471,0.00022227864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022121167,0.0005941279,0.0002283932,0.005091715,0.0030650876,0.010508262,0.0008594852,0.00085803925,0.010118517],"category_scores_gemma":[0.008221652,0.0003534716,0.00034879905,0.0018824323,0.010553899,0.010392331,0.008072878,0.0009789272,0.00094726105],"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":[0.000058173053,0.00008971717,0.030287275,0.00029763972,0.000038632792,0.0006504441,0.5669103,0.0009537387,0.002619773,0.22981675,0.0016962261,0.16658133],"study_design_scores_gemma":[0.000011433158,0.0001023444,0.029121045,0.00056340825,0.00004293337,0.00085879967,0.6372686,0.0024731248,0.002992143,0.20759566,0.11890833,0.000062205036],"about_ca_topic_score_codex":0.0034135007,"about_ca_topic_score_gemma":0.0052085053,"teacher_disagreement_score":0.010508262,"about_ca_system_score_codex":0.0017129033,"about_ca_system_score_gemma":0.0014739198,"threshold_uncertainty_score":0.033849776},"labels":[],"label_agreement":null},{"id":"W4404313342","doi":"10.18806/tesl.v41i1/1396","title":"A Word from the Guest Editors","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Leadership and Practices","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Word (group theory); Linguistics; Psychology; Sociology; Philosophy","score_opus":0.04247717023577626,"score_gpt":0.3354174525954987,"score_spread":0.29294028235972247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313342","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000046328623,0.0025890758,0.00009453247,0.12765598,0.8662612,0.000018833594,0.00005012071,0.000051094827,0.0032328195],"genre_scores_gemma":[0.0015431816,0.003432702,0.00018631337,0.17552502,0.72561413,0.000073814794,0.0000741814,0.00015230082,0.093398325],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9945209,0.0008569458,0.00065305474,0.0008865402,0.002572081,0.0005104487],"domain_scores_gemma":[0.96316814,0.006465806,0.0019945346,0.0012373249,0.01947382,0.007660371],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005993278,0.0022613604,0.0023601209,0.0021294237,0.0035314115,0.010427467,0.0025019788,0.01018625,0.045530904],"category_scores_gemma":[0.047969613,0.00078509643,0.001212988,0.0011473218,0.002298546,0.0053748796,0.0034027288,0.020848112,0.046073277],"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":[0.000011211017,0.0000037877242,0.000021768388,0.00002816018,0.0000016265619,0.00003823704,0.000012295211,0.0000048546,0.000022789503,0.00020021446,0.9972976,0.0023574734],"study_design_scores_gemma":[0.000014966064,0.000018099528,0.00017076654,0.00011883377,0.0000056994636,0.0001561388,0.0001147842,0.000038489714,0.00006490468,0.00044724642,0.9988331,0.000016988248],"about_ca_topic_score_codex":0.002609373,"about_ca_topic_score_gemma":0.004161434,"teacher_disagreement_score":0.045530904,"about_ca_system_score_codex":0.002583289,"about_ca_system_score_gemma":0.00487341,"threshold_uncertainty_score":0.1523161},"labels":[],"label_agreement":null},{"id":"W4404313350","doi":"10.18806/tesl.v41i1/1405","title":"Preparing Teachers to Work with Multilingual Learners","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"","keywords":"Work (physics); Multilingual Education; Pedagogy; Linguistics; Psychology; Mathematics education; Multilingualism; Engineering; Philosophy","score_opus":0.01400212135222064,"score_gpt":0.22702906402449463,"score_spread":0.21302694267227398,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313350","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":[0.19858246,0.021407785,0.03049396,0.13803692,0.011023934,0.0008180877,0.00016688186,0.00179195,0.597678],"genre_scores_gemma":[0.4666344,0.017322361,0.0381389,0.01895894,0.0016101786,0.0013262297,0.00034555994,0.0008896882,0.45477372],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.997844,0.0008354318,0.000091787966,0.00023933742,0.0004874367,0.00050199026],"domain_scores_gemma":[0.9956989,0.0011410359,0.0004198906,0.00020486915,0.00052317564,0.002012066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025660952,0.0004540583,0.00048431053,0.0006083846,0.008509163,0.009769561,0.0012705148,0.0032871251,0.009377376],"category_scores_gemma":[0.0058356854,0.0006790403,0.00045756274,0.00041164024,0.0033579392,0.0061329543,0.009273164,0.005996406,0.00650955],"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":[0.000053944717,0.00044035894,0.0064037484,0.00081279466,0.000026746628,0.0025380147,0.43671152,0.0004615688,0.0038207036,0.049745284,0.27314675,0.22583856],"study_design_scores_gemma":[0.000024327983,0.00008294339,0.0022212293,0.00065494375,0.000012729611,0.0009230318,0.19102551,0.00012558897,0.00081469666,0.0070836875,0.7969944,0.00003703159],"about_ca_topic_score_codex":0.0016428205,"about_ca_topic_score_gemma":0.0057619046,"teacher_disagreement_score":0.009769561,"about_ca_system_score_codex":0.00190884,"about_ca_system_score_gemma":0.00636206,"threshold_uncertainty_score":0.03137052},"labels":[],"label_agreement":null},{"id":"W4404313365","doi":"10.18806/tesl.v41i1/1406","title":"Developing Translanguaging Repertoires in Critical Teacher Education","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Translanguaging; Pedagogy; Sociology; Linguistics; Psychology; Philosophy","score_opus":0.028600230701593468,"score_gpt":0.29598002835202364,"score_spread":0.2673797976504302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313365","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.53382605,0.0003761647,0.27130702,0.0006961892,0.00007990386,0.00030308927,0.0001612167,0.001607148,0.19164316],"genre_scores_gemma":[0.8908221,0.00016351412,0.089796014,0.000085555694,0.0000090519425,0.00014397244,0.00020254421,0.0003600427,0.018417202],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99896324,0.0005348158,0.000036033143,0.000177944,0.00016660096,0.000121331075],"domain_scores_gemma":[0.9961676,0.0022683654,0.00014139395,0.0004964824,0.00058075046,0.0003453552],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013145236,0.00040039004,0.00026652793,0.0009702487,0.001747498,0.0031466538,0.0011961311,0.0007552998,0.012514],"category_scores_gemma":[0.0055830246,0.0004725541,0.00024952428,0.0006586723,0.002430433,0.00337496,0.004011545,0.001450503,0.0022971618],"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":[0.00028810726,0.0003381666,0.01082194,0.0005134241,0.000018697156,0.0011433682,0.10413592,0.0047628144,0.06819559,0.13125,0.0032639827,0.675268],"study_design_scores_gemma":[0.0002029739,0.0011323595,0.024094086,0.0016370646,0.00012903665,0.00626612,0.24444275,0.09409928,0.10747054,0.22558618,0.29468447,0.00025512735],"about_ca_topic_score_codex":0.0023724176,"about_ca_topic_score_gemma":0.0061976053,"teacher_disagreement_score":0.012514,"about_ca_system_score_codex":0.000999324,"about_ca_system_score_gemma":0.0018618336,"threshold_uncertainty_score":0.0418635},"labels":[],"label_agreement":null},{"id":"W4404313391","doi":"10.18806/tesl.v41i1/1404","title":"Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Ideology; Pedagogy; Sociology; Language education; Linguistics; Multilingual Education; Multilingualism; Political science; Psychology; Mathematics education; Philosophy; Law; Politics","score_opus":0.04146860430820482,"score_gpt":0.3079826738089946,"score_spread":0.26651406950078976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313391","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":[0.077951886,0.0364011,0.039530776,0.3474853,0.0025389888,0.00048222198,0.000029257795,0.0004742076,0.49510625],"genre_scores_gemma":[0.85208315,0.015049794,0.023713652,0.01788774,0.00078426214,0.0010022575,0.000021078065,0.0003063153,0.08915173],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99220604,0.0052701035,0.00018898738,0.0003746855,0.0012774308,0.00068271166],"domain_scores_gemma":[0.9933565,0.004474512,0.00052093563,0.00036678868,0.0004882393,0.0007929548],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0073324936,0.00047554413,0.0005290658,0.0011078063,0.016637135,0.016742168,0.0019128687,0.0051503675,0.0015649794],"category_scores_gemma":[0.007922426,0.0004900498,0.00030486606,0.00097156636,0.038200676,0.00884733,0.008282914,0.0076708086,0.00040251802],"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":[0.00001318044,0.000057633406,0.0009729711,0.00021107173,0.0000056106733,0.0002315973,0.22336173,0.00020169129,0.00028273396,0.7191691,0.026326561,0.02916632],"study_design_scores_gemma":[0.000022439823,0.00007264431,0.0019468837,0.0016902306,0.000014644713,0.00048156365,0.30465892,0.00046894824,0.0008598762,0.16003053,0.5297052,0.000048016518],"about_ca_topic_score_codex":0.012297033,"about_ca_topic_score_gemma":0.021627594,"teacher_disagreement_score":0.016742168,"about_ca_system_score_codex":0.008842334,"about_ca_system_score_gemma":0.015575851,"threshold_uncertainty_score":0.064155936},"labels":[],"label_agreement":null},{"id":"W4404313395","doi":"10.18806/tesl.v41i1/1401","title":"Confronting Deficit Narratives","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Caribbean history, culture, and politics","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Psychology; Linguistics; Sociology; History; Philosophy","score_opus":0.016404054913714976,"score_gpt":0.2730341651653127,"score_spread":0.2566301102515977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313395","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":[0.6811434,0.00714553,0.027585765,0.0456428,0.0012302505,0.0003727461,0.0004087031,0.00020295833,0.2362678],"genre_scores_gemma":[0.97988987,0.0016894604,0.0030430204,0.0023396753,0.00013822719,0.00022239052,0.00017298035,0.0001284155,0.012376009],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.98157984,0.0121529875,0.00073619245,0.0012728674,0.002256944,0.002001085],"domain_scores_gemma":[0.98119247,0.013769197,0.001558316,0.0009766164,0.001286352,0.0012169557],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.012184935,0.0010977524,0.0008773032,0.0032805325,0.015421338,0.014302497,0.003291998,0.00414736,0.0071656033],"category_scores_gemma":[0.029971793,0.0007227293,0.0005763428,0.0028943098,0.027081462,0.020147292,0.023409346,0.00594976,0.0010152932],"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":[0.000025445954,0.000015144633,0.0011560359,0.0001499981,0.0000051529823,0.0019852011,0.9162987,0.000057168167,0.0004044466,0.07041518,0.002441228,0.007046272],"study_design_scores_gemma":[0.0000046145983,0.00001037012,0.00021186675,0.00029085347,0.000005698687,0.0012641365,0.8757159,0.00009775205,0.00021936519,0.0150624085,0.10710816,0.000008834838],"about_ca_topic_score_codex":0.0041148392,"about_ca_topic_score_gemma":0.005629622,"teacher_disagreement_score":0.015421338,"about_ca_system_score_codex":0.007730003,"about_ca_system_score_gemma":0.005336939,"threshold_uncertainty_score":0.06444085},"labels":[],"label_agreement":null},{"id":"W4404313403","doi":"10.18806/tesl.v41i1/1399","title":"Learning to Braid","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Braid; Psychology; Linguistics; Pedagogy; Sociology; Mathematics education; Philosophy; History; Archaeology","score_opus":0.043809341149285884,"score_gpt":0.45213019922066555,"score_spread":0.4083208580713797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313403","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":[0.6860155,0.0012009469,0.10181269,0.022101317,0.0013597388,0.00075754913,0.00019703925,0.0015662465,0.18498899],"genre_scores_gemma":[0.8550382,0.00077997084,0.038560737,0.0043252194,0.000089046,0.00048801585,0.00017848519,0.00039627455,0.10014395],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9962794,0.0015288815,0.00011719977,0.0005829012,0.0007957607,0.0006957966],"domain_scores_gemma":[0.9953186,0.0012095708,0.0004759025,0.00080420333,0.00093386864,0.0012578147],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028133953,0.00064938806,0.0004130343,0.0005431786,0.004423426,0.006271263,0.0015012566,0.0016001391,0.0071340296],"category_scores_gemma":[0.012503974,0.0004387569,0.00038320664,0.0002445371,0.0069699283,0.0037945677,0.007309539,0.0037405167,0.0035959731],"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":[0.00026161232,0.0005270335,0.014317723,0.00055588013,0.00004891463,0.0013266784,0.47091466,0.001207643,0.020302605,0.08132823,0.046714853,0.36249417],"study_design_scores_gemma":[0.000045073135,0.00068443466,0.010156274,0.0006864117,0.000044660486,0.0010123824,0.29402092,0.0015116094,0.010142743,0.03741123,0.6441331,0.00015120671],"about_ca_topic_score_codex":0.006248882,"about_ca_topic_score_gemma":0.018079279,"teacher_disagreement_score":0.0071340296,"about_ca_system_score_codex":0.0027620923,"about_ca_system_score_gemma":0.0057214373,"threshold_uncertainty_score":0.0238657},"labels":[],"label_agreement":null},{"id":"W4404313418","doi":"10.18806/tesl.v41i1/1403","title":"Preparing Teachers for the Plurilingual Class","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Class (philosophy); Pedagogy; Mathematics education; Psychology; Sociology; Linguistics; Computer science; Philosophy; Artificial intelligence","score_opus":0.01849299664659129,"score_gpt":0.23920608867714485,"score_spread":0.22071309203055356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404313418","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":[0.82236016,0.0016874295,0.030341847,0.01212962,0.001601032,0.0011262803,0.00012348253,0.0006726834,0.12995742],"genre_scores_gemma":[0.8447602,0.0009904623,0.027917365,0.00089719886,0.00018983695,0.00080812,0.00018890508,0.00029994777,0.123947956],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9986442,0.0005003688,0.00005162618,0.00025207052,0.00019782467,0.0003538632],"domain_scores_gemma":[0.9976115,0.000411054,0.00022984996,0.00025158038,0.00023446204,0.0012614025],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002295791,0.00045411827,0.00029338486,0.0006466555,0.010214977,0.005414791,0.0012757466,0.0014780168,0.010830223],"category_scores_gemma":[0.002955637,0.00039969917,0.00038124758,0.00030308665,0.0031271249,0.0037235813,0.0080934735,0.0030792376,0.0027863479],"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":[0.00015084057,0.0005605423,0.008421544,0.00036584988,0.0000056110166,0.0027832552,0.7451323,0.00015430915,0.014777723,0.026599238,0.016689677,0.18435909],"study_design_scores_gemma":[0.00003812333,0.00026855085,0.005623914,0.00016154672,0.0000068899412,0.0008657497,0.30172038,0.00014665448,0.004805303,0.002861539,0.68346465,0.000036712045],"about_ca_topic_score_codex":0.001834982,"about_ca_topic_score_gemma":0.009450737,"teacher_disagreement_score":0.010830223,"about_ca_system_score_codex":0.0020470864,"about_ca_system_score_gemma":0.003896605,"threshold_uncertainty_score":0.036230683},"labels":[],"label_agreement":null},{"id":"W4407865546","doi":"10.18806/tesl.v41i2/1413","title":"Antisocial Language Teaching: English and the Pervasive Pathology of Whiteness","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Critical Race Theory in Education","field":"Social Sciences","cited_by":47,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"George Brown College","funders":"","keywords":"Psychology; Linguistics; Language education; Sociology; Pedagogy; Philosophy","score_opus":0.004780951223153021,"score_gpt":0.3126297571181487,"score_spread":0.3078488058949957,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865546","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":[0.27992165,0.046440043,0.0027229337,0.066534266,0.0024419068,0.00003824631,0.000026544238,0.00009266678,0.60178167],"genre_scores_gemma":[0.8396931,0.013162933,0.0007846623,0.0071918466,0.00076283363,0.000028972694,0.000019979982,0.00006485204,0.13829085],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9996654,0.000144595,0.000006705225,0.000028292421,0.00008774389,0.00006737561],"domain_scores_gemma":[0.99956447,0.00020795906,0.00007419869,0.000013506838,0.000048054706,0.00009184351],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00044783336,0.00020685,0.00013941377,0.000361828,0.0023347717,0.003138863,0.00034475295,0.0006594767,0.0025899236],"category_scores_gemma":[0.0009305262,0.000108276996,0.00009043246,0.0003527028,0.0052461224,0.0025399826,0.0013685054,0.001543265,0.00034172725],"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":[0.000037234127,0.00013008153,0.0052053607,0.00023428544,0.000011467951,0.002666498,0.2896503,0.00009144857,0.0019208831,0.51486117,0.08766359,0.097527824],"study_design_scores_gemma":[0.000010065082,0.00008671544,0.016962353,0.00059413956,0.000014023297,0.0023468912,0.17304404,0.00027529555,0.00107968,0.09229793,0.7132631,0.000025841196],"about_ca_topic_score_codex":0.0046299794,"about_ca_topic_score_gemma":0.011045397,"teacher_disagreement_score":0.0046299794,"about_ca_system_score_codex":0.00096057705,"about_ca_system_score_gemma":0.0010627836,"threshold_uncertainty_score":0.009206057},"labels":[],"label_agreement":null},{"id":"W4407865556","doi":"10.18806/tesl.v41i2/1414","title":"Silence in English Language Pedagogy: From Research to Practice","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Silence; Linguistics; Pedagogy; Comprehension approach; Language education; Language assessment; Psychology; Sociology; Language transfer; Art; Philosophy","score_opus":0.054592084605964666,"score_gpt":0.37901136179744604,"score_spread":0.3244192771914814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865556","genre_codex":"empirical","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":[0.38733432,0.2014972,0.0067446884,0.29094845,0.0041052247,0.00030123908,0.00024362709,0.0001264749,0.10869875],"genre_scores_gemma":[0.92460173,0.049495906,0.0011679797,0.018549046,0.00094187644,0.00027825916,0.000084865955,0.00010649886,0.004773849],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.96995825,0.018662557,0.0013851982,0.0021845433,0.004954522,0.0028549016],"domain_scores_gemma":[0.7486223,0.21684797,0.0057448577,0.0037471685,0.014332556,0.010705105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.038355086,0.0004801576,0.0013699261,0.0025775945,0.009595298,0.013887313,0.0039697615,0.006006325,0.008087749],"category_scores_gemma":[0.1238426,0.000552312,0.00055102713,0.003775349,0.029214762,0.014368675,0.011282009,0.010507102,0.0008734688],"study_design_candidate":"theoretical_or_conceptual","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":[0.00015701988,0.00054324965,0.0145597635,0.0027512691,0.00005307481,0.00066188996,0.691172,0.00014029192,0.0004329888,0.055676468,0.014245423,0.21960658],"study_design_scores_gemma":[0.000079840655,0.00027045418,0.014343697,0.019224342,0.00011668498,0.00070705666,0.7824819,0.00030942765,0.0011126066,0.023719076,0.15754433,0.00009054883],"about_ca_topic_score_codex":0.083151296,"about_ca_topic_score_gemma":0.09076364,"teacher_disagreement_score":0.083151296,"about_ca_system_score_codex":0.0233473,"about_ca_system_score_gemma":0.06325397,"threshold_uncertainty_score":0.20284349},"labels":[],"label_agreement":null},{"id":"W4407865561","doi":"10.18806/tesl.v41i2/1408","title":"Challenging the Tropes of Neoliberalism in Discussions of Newcomer Youth in Canada","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Canadian Identity and History","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"Social Sciences and Humanities Research Council of Canada; University of Manitoba","keywords":"Neoliberalism (international relations); Sociology; Pedagogy; Media studies; Gender studies; Social science","score_opus":0.012954465822294946,"score_gpt":0.21211166767540324,"score_spread":0.19915720185310828,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865561","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":[0.9394711,0.003198943,0.0008433623,0.019623285,0.00017418196,0.00006888303,0.00030208981,0.000033002,0.036285195],"genre_scores_gemma":[0.99392444,0.0010085759,0.00031350154,0.0012467382,0.000016983036,0.000027238537,0.0000574988,0.000035781646,0.0033693712],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9905628,0.003305018,0.00030807135,0.0007496723,0.001976317,0.0030981058],"domain_scores_gemma":[0.98285043,0.00731904,0.0013480936,0.00072631385,0.004410281,0.0033457181],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013691945,0.0005450659,0.00089131435,0.0044633597,0.046343945,0.014906098,0.0037112283,0.002177558,0.0038366416],"category_scores_gemma":[0.01627953,0.00065576314,0.00044582254,0.006877111,0.02888322,0.0056898524,0.01052624,0.006332743,0.00021017987],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000017247661,0.000007851199,0.006773417,0.000040768664,0.0000048188153,0.0002191122,0.98171806,0.000021013224,0.00009815175,0.006531287,0.0011879551,0.0033802858],"study_design_scores_gemma":[0.0000024567205,0.000005276772,0.00662356,0.00013653343,0.0000052620926,0.000053729276,0.9737675,0.00005987204,0.00010163104,0.00056375633,0.018658763,0.00002162843],"about_ca_topic_score_codex":0.99130976,"about_ca_topic_score_gemma":0.9951623,"teacher_disagreement_score":0.15306528,"about_ca_system_score_codex":0.15306528,"about_ca_system_score_gemma":0.16356032,"threshold_uncertainty_score":0.98232424},"labels":[],"label_agreement":null},{"id":"W4407865564","doi":"10.18806/tesl.v41i2/1415","title":"Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Linguistics; Sociology; Pedagogy; Language education; Comprehension approach; Literacy; Psychology; Philosophy","score_opus":0.028164286439014728,"score_gpt":0.299306320985855,"score_spread":0.27114203454684027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865564","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":[0.6088823,0.0034438183,0.008446224,0.08767622,0.0012289669,0.00019898974,0.000053988904,0.00027939698,0.28979006],"genre_scores_gemma":[0.9556358,0.0014885593,0.0038499394,0.004205346,0.000113115864,0.000092013164,0.000023639861,0.00007111725,0.034520622],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99572456,0.0024079026,0.00007290074,0.00020712639,0.0005962518,0.0009913304],"domain_scores_gemma":[0.9942398,0.0014738328,0.00031369642,0.00014249948,0.00053455535,0.0032955683],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004549015,0.0004211138,0.0003301263,0.0007839242,0.011888284,0.010660917,0.0011551765,0.0018000596,0.010057357],"category_scores_gemma":[0.0065793074,0.00013763651,0.00028445097,0.0004911646,0.008635675,0.006180881,0.017363993,0.004455265,0.0012231424],"study_design_candidate":"theoretical_or_conceptual","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":[0.00006170454,0.000615708,0.007513266,0.00031132164,0.000015986563,0.0010151502,0.77697456,0.00021245482,0.0017462919,0.06782242,0.022773266,0.12093788],"study_design_scores_gemma":[0.000027771417,0.00012650294,0.0026543543,0.00051970925,0.000022280065,0.00032648927,0.70240295,0.00016094929,0.0009306626,0.01969118,0.27311227,0.00002489435],"about_ca_topic_score_codex":0.019465989,"about_ca_topic_score_gemma":0.0786396,"teacher_disagreement_score":0.019465989,"about_ca_system_score_codex":0.005782982,"about_ca_system_score_gemma":0.023596883,"threshold_uncertainty_score":0.04195863},"labels":[],"label_agreement":null},{"id":"W4407865574","doi":"10.18806/tesl.v41i2/1407","title":"A Word from the Editors","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Robotics and Engineering","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"York University; Western University","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Philosophy","score_opus":0.007243958245282822,"score_gpt":0.1961406737001865,"score_spread":0.1888967154549037,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865574","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000051684805,0.0064221127,0.00021213616,0.20467176,0.77973896,0.000020898906,0.00008396988,0.000100108795,0.008698328],"genre_scores_gemma":[0.0014137409,0.006299123,0.0003353375,0.3224021,0.45344588,0.00006453867,0.00013300557,0.0002494642,0.21565679],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9948525,0.0007854828,0.00051199255,0.00082902267,0.0026356701,0.0003854124],"domain_scores_gemma":[0.9710877,0.0061582555,0.0016360105,0.0013208307,0.014084871,0.0057124677],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047916,0.0017711822,0.002071978,0.0021465684,0.0033516563,0.010423526,0.0023602713,0.009835204,0.057785198],"category_scores_gemma":[0.042459946,0.00069944817,0.00097385544,0.001379804,0.002417542,0.006790382,0.0036342512,0.017894477,0.07677522],"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":[0.000008744326,0.0000030722765,0.0000147594355,0.000027507018,0.0000017366973,0.000020906129,0.000013203123,0.000004723814,0.000025327365,0.00040035514,0.9958646,0.0036150226],"study_design_scores_gemma":[0.000005806051,0.000008313485,0.000056657937,0.00007488847,0.0000030063165,0.000050289582,0.0000513534,0.000015024575,0.000041694,0.00038939633,0.9992957,0.000007844432],"about_ca_topic_score_codex":0.00217448,"about_ca_topic_score_gemma":0.004309285,"teacher_disagreement_score":0.057785198,"about_ca_system_score_codex":0.0021667588,"about_ca_system_score_gemma":0.0049143587,"threshold_uncertainty_score":0.19331074},"labels":[],"label_agreement":null},{"id":"W4407865630","doi":"10.18806/tesl.v41i2/1410","title":"Teaching English Language Learners Who Have Trauma Experiences: Healthy Boundaries, Happy Teachers","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Royal University; Bow Valley College","funders":"","keywords":"Psychology; Language education; Language assessment; Sheltered instruction; Pedagogy; English language; Linguistics; Mathematics education; Comprehension approach","score_opus":0.03217048616633526,"score_gpt":0.37065353706915594,"score_spread":0.33848305090282066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865630","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":[0.986754,0.00068291306,0.0005877579,0.0045516123,0.000104723826,0.00006708246,0.000014724976,0.000025301268,0.007211958],"genre_scores_gemma":[0.9965745,0.0006304625,0.0005314637,0.00068211,0.000023473296,0.00004590084,0.000011978129,0.00000984737,0.001490197],"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9973174,0.0013245429,0.00010825321,0.00012882017,0.0003844045,0.00073664077],"domain_scores_gemma":[0.9953987,0.000993218,0.000963008,0.00018663544,0.00049259333,0.0019657898],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031732996,0.00029285921,0.00044563983,0.00046718153,0.009815043,0.006561191,0.0008081995,0.0014000102,0.0021040477],"category_scores_gemma":[0.010091573,0.00041219924,0.00025214537,0.00035583955,0.005867216,0.0032513924,0.0062722736,0.0024428684,0.00046714966],"study_design_candidate":"theoretical_or_conceptual","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":[0.00004431222,0.0003248201,0.053270284,0.00018351043,0.000011212703,0.003546555,0.90325075,0.000041182702,0.0021876881,0.0019119453,0.0035821549,0.03164555],"study_design_scores_gemma":[0.000005202222,0.000080786995,0.012059927,0.00009683915,0.000006699869,0.0008143254,0.97687703,0.000018773158,0.0002797685,0.0005120651,0.009236191,0.000012432523],"about_ca_topic_score_codex":0.0034628855,"about_ca_topic_score_gemma":0.011151851,"teacher_disagreement_score":0.009815043,"about_ca_system_score_codex":0.0019208037,"about_ca_system_score_gemma":0.0061020833,"threshold_uncertainty_score":0.016782224},"labels":[],"label_agreement":null},{"id":"W4407865720","doi":"10.18806/tesl.v41i2/1409","title":"Using a Book-Club Model to Support Racial Literacy Development among Teachers of Multilingual Learners","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Club; Literacy; Pedagogy; Mathematics education; Psychology; Sociology","score_opus":0.08069574611358547,"score_gpt":0.4147152992174832,"score_spread":0.3340195531038977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865720","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":[0.7625888,0.00037357904,0.033009134,0.009787958,0.00038035115,0.0013322976,0.00013416549,0.000744477,0.19164921],"genre_scores_gemma":[0.9243336,0.00035544127,0.03367201,0.00085366087,0.00010496588,0.0006429195,0.000117528856,0.00010348914,0.03981646],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99838257,0.000950734,0.000025303121,0.00017320891,0.0001806019,0.00028754934],"domain_scores_gemma":[0.9947667,0.0009881008,0.00022995468,0.00029752843,0.00034242045,0.0033752702],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018119694,0.00032403402,0.00016725149,0.0007099336,0.0073086736,0.003228836,0.0020794037,0.0011031375,0.009788506],"category_scores_gemma":[0.004028646,0.00027308174,0.00025475686,0.00040073387,0.0024939824,0.0025385865,0.005855562,0.0020019256,0.0019729168],"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":[0.00046204074,0.017806584,0.08351392,0.00065629353,0.000049458842,0.007020053,0.29907814,0.0025097246,0.007454873,0.064647235,0.06935775,0.44744393],"study_design_scores_gemma":[0.00041406558,0.002921728,0.054809913,0.0007800377,0.000071655115,0.003895806,0.24396865,0.012567622,0.006013165,0.02558107,0.64881366,0.00016254072],"about_ca_topic_score_codex":0.0065032956,"about_ca_topic_score_gemma":0.03546087,"teacher_disagreement_score":0.009788506,"about_ca_system_score_codex":0.0019944354,"about_ca_system_score_gemma":0.007459503,"threshold_uncertainty_score":0.03274584},"labels":[],"label_agreement":null},{"id":"W4407865724","doi":"10.18806/tesl.v41i2/1412","title":"Plurilingualism for Transformative Social Justice in Language Education: A New Perspective","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"University College London","keywords":"Transformative learning; Perspective (graphical); Social justice; Pedagogy; Sociology; Language education; Linguistics; Social science; Philosophy; Computer science","score_opus":0.016876285423586233,"score_gpt":0.2943797227980313,"score_spread":0.2775034373744451,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865724","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":[0.084676236,0.005514737,0.057473887,0.07818955,0.00050769874,0.000057066827,0.000042982414,0.000060138504,0.7734778],"genre_scores_gemma":[0.98194546,0.0010470118,0.002999293,0.0015790616,0.00024011465,0.000033416112,0.000013814309,0.000038762184,0.012103022],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99581796,0.0022863958,0.000064146065,0.00030439752,0.0007563593,0.0007708705],"domain_scores_gemma":[0.9978861,0.0010094258,0.00019894486,0.0002851379,0.0003482891,0.00027204573],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037803813,0.0004825139,0.00043839857,0.001992393,0.00960351,0.012398535,0.0012303019,0.0025079886,0.003896029],"category_scores_gemma":[0.0026388403,0.00019549398,0.00052202475,0.0014372995,0.07447866,0.011981988,0.0077056563,0.0054247538,0.00029808405],"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":[0.0000022276115,0.0000051678953,0.00008337768,0.000006098904,7.11426e-7,0.000023097593,0.004602358,0.000049628663,0.000027692908,0.9934215,0.00022242173,0.0015556494],"study_design_scores_gemma":[0.000004888347,0.000009236956,0.00037743253,0.000062004445,0.000003130479,0.000069655325,0.0111593325,0.00054920535,0.0001184354,0.9429761,0.04466205,0.000008484048],"about_ca_topic_score_codex":0.0388656,"about_ca_topic_score_gemma":0.04719699,"teacher_disagreement_score":0.0388656,"about_ca_system_score_codex":0.016982635,"about_ca_system_score_gemma":0.009639044,"threshold_uncertainty_score":0.12321824},"labels":[],"label_agreement":null},{"id":"W4407865758","doi":"10.18806/tesl.v41i2/1411","title":"The Impact of a College EAP Writing Program: Former Students' Perspectives","year":2024,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Algonquin College","funders":"","keywords":"Mathematics education; Pedagogy; Psychology; English for academic purposes; Sociology","score_opus":0.013731195904213364,"score_gpt":0.30053873920458946,"score_spread":0.2868075433003761,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4407865758","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":[0.98521256,0.0002240064,0.00025221024,0.003420273,0.00010257198,0.000042385822,0.000043248736,0.000016332744,0.010686479],"genre_scores_gemma":[0.99383026,0.00030851684,0.0001708882,0.00077169534,0.000041950065,0.00003070169,0.00002469047,0.000018004184,0.0048032342],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9949591,0.0019485339,0.0001965213,0.00035621232,0.0011563816,0.0013830924],"domain_scores_gemma":[0.9827011,0.0048398776,0.001488644,0.00042753638,0.0026838712,0.00785901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0056749647,0.0003017497,0.0005009183,0.0013744085,0.013651717,0.009393566,0.0013511928,0.0014181066,0.0038242654],"category_scores_gemma":[0.01591276,0.00035902642,0.0003032708,0.0015653148,0.0057326597,0.0025445858,0.0060981945,0.004059952,0.0005025079],"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":[0.00007922427,0.00042953936,0.037542455,0.00014092296,0.0000071831537,0.0013798767,0.92681426,0.000052762563,0.001789034,0.0017408793,0.0019436893,0.028080095],"study_design_scores_gemma":[0.0000055695873,0.00015219685,0.012457755,0.000056024386,0.0000053756253,0.0002682388,0.97325957,0.00006977536,0.00053061673,0.00015264763,0.013025799,0.000016352546],"about_ca_topic_score_codex":0.023490986,"about_ca_topic_score_gemma":0.05980294,"teacher_disagreement_score":0.023490986,"about_ca_system_score_codex":0.005798144,"about_ca_system_score_gemma":0.006956041,"threshold_uncertainty_score":0.046708524},"labels":[],"label_agreement":null},{"id":"W4412847264","doi":"10.18806/tesl.v42i1/1423","title":"Enhancing Intermediate English Learners’ Proficiency in Narrative Tenses","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Narrative; Linguistics; Psychology; Language proficiency; Mathematics education; Philosophy","score_opus":0.011350369489727844,"score_gpt":0.2288175396099139,"score_spread":0.21746717012018607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847264","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":[0.94659996,0.0040394,0.01877427,0.0010644172,0.0001248972,0.00018606399,0.00016881597,0.00028263082,0.028759483],"genre_scores_gemma":[0.9522725,0.004397381,0.027171731,0.00023835672,0.00003493702,0.00021511463,0.0002533674,0.000067002,0.015349523],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99953854,0.0001732739,0.000039610608,0.000070053466,0.00010923393,0.00006931422],"domain_scores_gemma":[0.9981686,0.00090069004,0.00020734213,0.00007735008,0.00039936884,0.00024664061],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011670297,0.00042059546,0.00040544797,0.0004484735,0.00035361978,0.0021690095,0.00052388705,0.00046898902,0.005437436],"category_scores_gemma":[0.0046603535,0.00012793388,0.0003260961,0.00016154042,0.00039498284,0.0016510873,0.0014609632,0.0007542806,0.0015400662],"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":[0.00054636935,0.0025642533,0.042418085,0.005780591,0.0000985638,0.0025541272,0.07953913,0.0008346232,0.062546544,0.011183468,0.006439411,0.7854949],"study_design_scores_gemma":[0.00022272658,0.006230292,0.16049613,0.008122725,0.00078876497,0.0064918837,0.14406186,0.005263167,0.09802347,0.030869378,0.53918713,0.00024253296],"about_ca_topic_score_codex":0.0006858795,"about_ca_topic_score_gemma":0.0016499661,"teacher_disagreement_score":0.005437436,"about_ca_system_score_codex":0.000302368,"about_ca_system_score_gemma":0.0009639321,"threshold_uncertainty_score":0.018190026},"labels":[],"label_agreement":null},{"id":"W4412847274","doi":"10.18806/tesl.v42i1/1427","title":"Beyond Drills","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","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":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Linguistics; Psychology; Pedagogy; Philosophy","score_opus":0.008429472062010508,"score_gpt":0.20609016864626745,"score_spread":0.19766069658425695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847274","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":[0.018134473,0.0049366048,0.067839004,0.0091551915,0.0040895343,0.0005573218,0.0025803193,0.0060282676,0.88667923],"genre_scores_gemma":[0.25086623,0.005150436,0.0788276,0.0053924606,0.0013439559,0.00081015396,0.004435979,0.0027263218,0.6504469],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982926,0.00047746836,0.00013292774,0.000414967,0.00046646432,0.00021545705],"domain_scores_gemma":[0.997502,0.0006919698,0.00023046671,0.00066982745,0.00041472935,0.00049093424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013652504,0.00096535153,0.00061212765,0.0018499276,0.001753292,0.005184189,0.0018443819,0.0018665663,0.18580596],"category_scores_gemma":[0.007928214,0.00041195095,0.0006602316,0.0012439543,0.0018991776,0.0071509504,0.0061120396,0.0022396669,0.065900065],"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":[0.00038585655,0.00021962058,0.0029451847,0.0009782595,0.000039254992,0.00050241547,0.00439409,0.001180695,0.0016573073,0.22489335,0.15760303,0.60520095],"study_design_scores_gemma":[0.000023877958,0.000113280956,0.0012574978,0.0004199852,0.000010377351,0.00026217097,0.0012589805,0.00045138953,0.0004397017,0.034115877,0.96161777,0.000029030456],"about_ca_topic_score_codex":0.0012470512,"about_ca_topic_score_gemma":0.0021565987,"teacher_disagreement_score":0.18580596,"about_ca_system_score_codex":0.001055728,"about_ca_system_score_gemma":0.0018213573,"threshold_uncertainty_score":0.62158287},"labels":[],"label_agreement":null},{"id":"W4412847275","doi":"10.18806/tesl.v42i1/1417","title":"“If you fake it, they will know”","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","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":true,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Psychology; Linguistics; Internet privacy; Computer science; Philosophy","score_opus":0.014346144404178338,"score_gpt":0.22625807524773525,"score_spread":0.21191193084355692,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847275","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":[0.18246704,0.004760961,0.048340436,0.12943186,0.0068573463,0.00038380042,0.0020077722,0.002303201,0.62344754],"genre_scores_gemma":[0.6105922,0.0032275424,0.010768636,0.030641964,0.0010358379,0.00020305143,0.00079201587,0.0005796325,0.34215912],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9931532,0.002924997,0.00030159845,0.00060664595,0.0024737737,0.00053977926],"domain_scores_gemma":[0.988524,0.0036872164,0.00219145,0.0015229668,0.0033501904,0.00072403415],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003627134,0.0009652954,0.00044415717,0.00100385,0.00491423,0.0042069117,0.00065602135,0.0024129234,0.042074937],"category_scores_gemma":[0.023477653,0.00040157788,0.0004557323,0.0008476946,0.0053245025,0.005231504,0.002531606,0.0028600201,0.025249695],"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":[0.0002437311,0.000103775965,0.038266562,0.00060031,0.00012753248,0.0031023188,0.1336801,0.00038362833,0.0052701635,0.06976126,0.5304475,0.21801321],"study_design_scores_gemma":[0.00001252543,0.00008746099,0.012529201,0.00037324821,0.000038302056,0.0030494211,0.03974519,0.0011107982,0.0018338785,0.0074306186,0.9336495,0.00013982785],"about_ca_topic_score_codex":0.0174946,"about_ca_topic_score_gemma":0.019313788,"teacher_disagreement_score":0.042074937,"about_ca_system_score_codex":0.002438923,"about_ca_system_score_gemma":0.0018651213,"threshold_uncertainty_score":0.1407547},"labels":[],"label_agreement":null},{"id":"W4412847277","doi":"10.18806/tesl.v42i1/1425","title":"\"We're Not Allowed to do Grammar!\"","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Grammar; Psychology; Philosophy","score_opus":0.015595838862678244,"score_gpt":0.22500861293430005,"score_spread":0.20941277407162182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847277","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":[0.030459588,0.009390218,0.014274233,0.32174724,0.008456368,0.00017808442,0.0018216341,0.0024383063,0.6112343],"genre_scores_gemma":[0.280222,0.007977102,0.019955918,0.096437514,0.00043193923,0.00019879304,0.0018916298,0.0014592331,0.59142596],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9918864,0.0011629472,0.00015266736,0.0008023069,0.004022065,0.0019735722],"domain_scores_gemma":[0.99229795,0.00081430393,0.00028360228,0.00046685658,0.0035414787,0.0025958712],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004643796,0.00080186507,0.00048146653,0.00084032305,0.014603582,0.0066388864,0.0022510567,0.0026902899,0.033102654],"category_scores_gemma":[0.011411345,0.00036474215,0.00041322157,0.0010481961,0.01443084,0.005322154,0.006066569,0.008672279,0.014372612],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035912937,0.00004280553,0.0039805686,0.00018420709,0.000010768674,0.0002380414,0.016364817,0.00012941593,0.0008530259,0.115028866,0.7083386,0.15479295],"study_design_scores_gemma":[0.0000056215526,0.000017248047,0.0034833173,0.00023074044,0.000005242768,0.00011889762,0.0071488,0.000084964035,0.00029610287,0.007244282,0.9813318,0.000032981337],"about_ca_topic_score_codex":0.75993127,"about_ca_topic_score_gemma":0.8946088,"teacher_disagreement_score":0.75993127,"about_ca_system_score_codex":0.024557346,"about_ca_system_score_gemma":0.09193493,"threshold_uncertainty_score":0.48296505},"labels":[],"label_agreement":null},{"id":"W4412847283","doi":"10.18806/tesl.v42i1/1420","title":"Grammar Instruction in ESL Coursebooks and in Second Language Acquisition Research","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University; Université du Québec à Montréal","funders":"","keywords":"Grammar; Linguistics; Second-language acquisition; Language education; Psychology; Philosophy","score_opus":0.018587730154876286,"score_gpt":0.27725673994330796,"score_spread":0.25866900978843166,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847283","genre_codex":"empirical","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":[0.93953454,0.0032295606,0.008360295,0.0031598348,0.000108211745,0.00012369985,0.00013321193,0.000083045146,0.045267615],"genre_scores_gemma":[0.98291415,0.0011290679,0.005508733,0.00039673058,0.000039366474,0.00019482737,0.00014273994,0.000084196494,0.009590165],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9864015,0.0074912966,0.00064577314,0.0020461762,0.0028095443,0.0006057355],"domain_scores_gemma":[0.9510849,0.038507596,0.0033103127,0.0023383142,0.0037637213,0.0009951616],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013829713,0.00049553736,0.0005569928,0.0060808933,0.0040670577,0.010391241,0.0014348371,0.0012321743,0.0027026294],"category_scores_gemma":[0.04369443,0.000534791,0.00028431864,0.004263446,0.017589066,0.007539662,0.007935982,0.0032962929,0.0003125249],"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":[0.000067194924,0.00009439438,0.022558805,0.00028414148,0.000011911596,0.00068369217,0.86685795,0.00024515393,0.0013251381,0.05466784,0.00078183034,0.05242194],"study_design_scores_gemma":[0.000025196718,0.0002357109,0.09064871,0.0019663651,0.000025367714,0.0016521701,0.71695185,0.00078334106,0.004710751,0.021120036,0.16179498,0.00008552325],"about_ca_topic_score_codex":0.0070589175,"about_ca_topic_score_gemma":0.01099169,"teacher_disagreement_score":0.013829713,"about_ca_system_score_codex":0.008968502,"about_ca_system_score_gemma":0.005873265,"threshold_uncertainty_score":0.07313937},"labels":[],"label_agreement":null},{"id":"W4412847286","doi":"10.18806/tesl.v42i1/1419","title":"Attention to Form Enhanced with AI","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Linguistics; Mathematics education; Philosophy","score_opus":0.005221580641789264,"score_gpt":0.20507718364232452,"score_spread":0.19985560300053526,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847286","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":[0.7056015,0.0014173073,0.09295203,0.0025078468,0.00011035541,0.00019522563,0.000066438144,0.00068612164,0.19646312],"genre_scores_gemma":[0.96207577,0.0005019077,0.020930167,0.00027425442,0.000020046587,0.00008668764,0.000044419176,0.000064085725,0.016002651],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.999146,0.00034855175,0.000033034663,0.0001299529,0.00022240072,0.00012008218],"domain_scores_gemma":[0.9980021,0.0011959309,0.0001458705,0.00030242276,0.00023562685,0.00011794445],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006596014,0.00033719878,0.0001652995,0.00051631656,0.00077875354,0.001929537,0.0006233785,0.0007611158,0.0073018097],"category_scores_gemma":[0.0045250175,0.00018727154,0.00035822552,0.00034869515,0.0022609925,0.002075746,0.0029286584,0.0006234516,0.00071563025],"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":[0.00032438926,0.00030826562,0.017954059,0.0015911213,0.000034003402,0.0022361537,0.1567,0.0026955558,0.15220281,0.10668459,0.0063593336,0.55290973],"study_design_scores_gemma":[0.00010195179,0.0012945125,0.0686634,0.0009431396,0.00015437086,0.005109329,0.069143414,0.011081585,0.08019001,0.09273362,0.6704156,0.00016904982],"about_ca_topic_score_codex":0.0014161195,"about_ca_topic_score_gemma":0.0019523677,"teacher_disagreement_score":0.0073018097,"about_ca_system_score_codex":0.0010023611,"about_ca_system_score_gemma":0.00081750075,"threshold_uncertainty_score":0.024426997},"labels":[],"label_agreement":null},{"id":"W4412847289","doi":"10.18806/tesl.v42i1/1422","title":"Grammar for Science","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Grammar; Linguistics; Sociology; Psychology; Philosophy","score_opus":0.015007591431410559,"score_gpt":0.26629165811554895,"score_spread":0.2512840666841384,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847289","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":[0.0017735969,0.010325138,0.009931056,0.019965142,0.0029861808,0.00006557251,0.0004669707,0.00041074067,0.9540755],"genre_scores_gemma":[0.31974193,0.02352711,0.028703008,0.020095414,0.006478087,0.000515685,0.001902452,0.0016074565,0.5974289],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981352,0.0007818707,0.000118513606,0.0003969777,0.00041710644,0.00015038595],"domain_scores_gemma":[0.99876475,0.000515372,0.00007525537,0.0003100747,0.00023113246,0.00010342602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015255184,0.0006279211,0.0004937452,0.0014958825,0.002838705,0.005335269,0.00081715646,0.0024301473,0.054449078],"category_scores_gemma":[0.0041235494,0.00020851934,0.0003718008,0.0013012363,0.0090649435,0.0052413098,0.003947054,0.0036022558,0.02425517],"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":[0.0000062003846,0.0000058746623,0.00014282485,0.00006333047,0.0000026845732,0.00004675667,0.0016160955,0.000055060576,0.00008300359,0.92060286,0.045149628,0.032225624],"study_design_scores_gemma":[0.0000028149361,0.0000057935936,0.00016141066,0.0000912413,0.0000011344815,0.00010297517,0.0002654239,0.00004593128,0.000041403466,0.13481145,0.86446613,0.000004303828],"about_ca_topic_score_codex":0.0039087054,"about_ca_topic_score_gemma":0.0044816122,"teacher_disagreement_score":0.054449078,"about_ca_system_score_codex":0.003370208,"about_ca_system_score_gemma":0.002704212,"threshold_uncertainty_score":0.1821503},"labels":[],"label_agreement":null},{"id":"W4412847291","doi":"10.18806/tesl.v42i1/1426","title":"The Grammar Puzzle","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Linguistics; Grammar; Psychology; Philosophy","score_opus":0.009798576826159915,"score_gpt":0.30363017338679027,"score_spread":0.29383159656063035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847291","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":[0.028759591,0.026300268,0.021441814,0.5079489,0.0034816384,0.00003458767,0.00057383295,0.0003863412,0.41107303],"genre_scores_gemma":[0.6807319,0.02534001,0.019967247,0.1084332,0.0051066745,0.00017076357,0.0009286987,0.0012009856,0.1581206],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978503,0.0011192446,0.00007885247,0.00048805375,0.00030617372,0.00015739533],"domain_scores_gemma":[0.994348,0.0038797993,0.00024634437,0.0008445466,0.00038835843,0.0002930675],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030013265,0.00042576887,0.00058486615,0.0012283325,0.0025225456,0.004540744,0.0011779447,0.0034428092,0.022817204],"category_scores_gemma":[0.012073272,0.00026559038,0.00069886114,0.0010236416,0.013927293,0.009598341,0.0034753757,0.006442734,0.004882242],"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":[0.000022806922,0.000014413352,0.0007104485,0.000089804,0.000013385984,0.000236814,0.004601634,0.00020538665,0.00011770373,0.8866471,0.06766328,0.039677225],"study_design_scores_gemma":[0.000013421379,0.000008330679,0.0006104663,0.00012891094,0.000005724259,0.00038906446,0.0018208157,0.0002332433,0.00007430019,0.6520478,0.34465918,0.000008856797],"about_ca_topic_score_codex":0.003338999,"about_ca_topic_score_gemma":0.0041321917,"teacher_disagreement_score":0.022817204,"about_ca_system_score_codex":0.00249431,"about_ca_system_score_gemma":0.0024982495,"threshold_uncertainty_score":0.07633114},"labels":[],"label_agreement":null},{"id":"W4412847292","doi":"10.18806/tesl.v42i1/1416","title":"A Word from the Guest Editors","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Leadership and Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Word (group theory); Linguistics; Psychology; Sociology; Philosophy","score_opus":0.02881006553153039,"score_gpt":0.33310153169221624,"score_spread":0.30429146616068586,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847292","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00004553304,0.0025729213,0.000092043156,0.12713015,0.86687344,0.000018613195,0.000049912305,0.000049805556,0.0031674649],"genre_scores_gemma":[0.0015200358,0.0034418753,0.00018411639,0.17520621,0.7281707,0.00007273571,0.00007332332,0.00014811137,0.09118286],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9945095,0.0008538292,0.000659699,0.0008854878,0.0025824383,0.0005090045],"domain_scores_gemma":[0.96267086,0.006539216,0.0020194075,0.0012403512,0.019792762,0.0077374387],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059875594,0.002260811,0.0023715193,0.0021433104,0.003522923,0.01044277,0.0025140308,0.010251978,0.045292266],"category_scores_gemma":[0.048160676,0.0007814476,0.001215931,0.0011565826,0.00229727,0.0053584296,0.0033741277,0.020836819,0.045482066],"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":[0.000011153279,0.0000037946322,0.000021860436,0.000028278853,0.0000016240581,0.00003813819,0.000012150109,0.0000048213924,0.00002226644,0.00019690311,0.99731725,0.0023417426],"study_design_scores_gemma":[0.000015054663,0.000018087885,0.00017385272,0.000121842044,0.0000057785674,0.00015752998,0.00011484543,0.000038683324,0.00006430049,0.0004462032,0.9988267,0.000017070739],"about_ca_topic_score_codex":0.0026900787,"about_ca_topic_score_gemma":0.004331208,"teacher_disagreement_score":0.045292266,"about_ca_system_score_codex":0.0026173089,"about_ca_system_score_gemma":0.0049176477,"threshold_uncertainty_score":0.15151769},"labels":[],"label_agreement":null},{"id":"W4412847293","doi":"10.18806/tesl.v42i1/1421","title":"Explicit Form-Focussed Pedagogies in Hybrid Contexts","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Linguistics; Psychology; Sociology; Pedagogy; Mathematics education; Philosophy","score_opus":0.013251298526578185,"score_gpt":0.2324951659175681,"score_spread":0.21924386739098992,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847293","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":[0.2516549,0.0015459704,0.55599165,0.0039415443,0.00020935,0.00029198988,0.000039307444,0.0007326693,0.18559268],"genre_scores_gemma":[0.89288527,0.000502491,0.09072809,0.00031022655,0.000036652877,0.00024811426,0.00002648597,0.00015712703,0.015105615],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99332315,0.0040742923,0.0002717683,0.0006702383,0.0013092184,0.00035143085],"domain_scores_gemma":[0.99191564,0.0058019566,0.00037651398,0.0011717536,0.0004202809,0.00031382864],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0043850774,0.00069645524,0.00048157992,0.0011519152,0.0019017608,0.005545692,0.0018647531,0.0022582135,0.0064612785],"category_scores_gemma":[0.010178095,0.00046116824,0.0006334522,0.0006217071,0.01207094,0.00926945,0.0106373,0.0027242196,0.00091084547],"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":[0.000055633176,0.00014995525,0.0012786329,0.00042899826,0.0000130357985,0.00049296,0.09090784,0.001923064,0.005265079,0.80747044,0.00077560666,0.09123873],"study_design_scores_gemma":[0.00010381152,0.00045111004,0.0038541374,0.00095201825,0.00004664418,0.001815999,0.043907695,0.009921337,0.015846783,0.6149276,0.30803433,0.00013851591],"about_ca_topic_score_codex":0.0012214337,"about_ca_topic_score_gemma":0.0022882628,"teacher_disagreement_score":0.0064612785,"about_ca_system_score_codex":0.0024741853,"about_ca_system_score_gemma":0.0019093971,"threshold_uncertainty_score":0.023190796},"labels":[],"label_agreement":null},{"id":"W4412847294","doi":"10.18806/tesl.v42i1/1424","title":"Positioning Language Learners as Cultural Informants: Innovative Grammar Activities from Two Different EFL Settings","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Grammar; Linguistics; Psychology; Language education; Sociology; Pedagogy; Philosophy","score_opus":0.008518934836257139,"score_gpt":0.2503502459766476,"score_spread":0.24183131114039047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847294","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":[0.9915588,0.00020169369,0.002210838,0.00045328875,0.0000215127,0.00005621471,0.00001860395,0.000033281634,0.0054458966],"genre_scores_gemma":[0.99134576,0.00031484323,0.0045560277,0.00030583155,0.000015508718,0.00008979751,0.000044691413,0.000058815098,0.00326862],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99344605,0.0042434563,0.00027016815,0.00074267376,0.00054936565,0.00074830453],"domain_scores_gemma":[0.9952938,0.001990071,0.00041872525,0.00045193138,0.000497869,0.0013476638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005675814,0.0013017495,0.0005889264,0.0023803827,0.008830537,0.007457889,0.002167297,0.002338265,0.0019288458],"category_scores_gemma":[0.007170782,0.0006625415,0.00063006056,0.001250908,0.010180607,0.0044219648,0.012030129,0.0027024648,0.0007373583],"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":[0.00003728511,0.00014073777,0.010809239,0.000074120675,0.000008757758,0.0014124981,0.9690856,0.000063930944,0.0021899303,0.0011483292,0.00024776408,0.014781806],"study_design_scores_gemma":[0.000016722795,0.00016786688,0.0061045876,0.00007804815,0.000024945995,0.001168453,0.9686619,0.0002062033,0.002793517,0.0011555376,0.019566847,0.000055443743],"about_ca_topic_score_codex":0.0031469439,"about_ca_topic_score_gemma":0.008631467,"teacher_disagreement_score":0.008830537,"about_ca_system_score_codex":0.0023989812,"about_ca_system_score_gemma":0.0020770668,"threshold_uncertainty_score":0.0300169},"labels":[],"label_agreement":null},{"id":"W4412847315","doi":"10.18806/tesl.v42i1/1418","title":"It’s Not Just Grammar","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","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":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Linguistics; Grammar; Psychology; Sociology; Philosophy","score_opus":0.0373215470126319,"score_gpt":0.24784814534008323,"score_spread":0.21052659832745133,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412847315","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":[0.08232993,0.009666129,0.026319094,0.14971787,0.0046961284,0.00011530478,0.0007534858,0.0019678501,0.7244342],"genre_scores_gemma":[0.7141367,0.0041602813,0.013393568,0.018275458,0.0009075991,0.000086463944,0.00042723172,0.0017923805,0.24682027],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.997335,0.00088247267,0.00010936629,0.00054002966,0.0008427389,0.00029037124],"domain_scores_gemma":[0.9969639,0.00082801457,0.00025229642,0.00054817897,0.00092830294,0.0004792934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017769269,0.00041419826,0.0004340171,0.00059477065,0.0031398106,0.005804285,0.0007954892,0.0014800183,0.015240368],"category_scores_gemma":[0.0073585357,0.00023349821,0.0002920971,0.0007692995,0.011275218,0.0054489723,0.003370288,0.0042306855,0.0065702596],"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":[0.000094843,0.000074587384,0.012964562,0.00061974645,0.000055829336,0.0015500919,0.1588347,0.0004451364,0.005303741,0.42291772,0.19356276,0.20357633],"study_design_scores_gemma":[0.00000739153,0.000032934324,0.003004997,0.00023549731,0.000009523398,0.0006381883,0.014244117,0.00012434761,0.00053671724,0.031911083,0.9492277,0.000027373335],"about_ca_topic_score_codex":0.008635123,"about_ca_topic_score_gemma":0.0126539115,"teacher_disagreement_score":0.015240368,"about_ca_system_score_codex":0.0022615208,"about_ca_system_score_gemma":0.0035856292,"threshold_uncertainty_score":0.050984144},"labels":[],"label_agreement":null},{"id":"W4414876233","doi":"10.18806/tesl.v42i2/1435","title":"Developing Materials for Language Teaching","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Language education; Theme (computing); Comprehension approach; Language acquisition; Language industry; Language assessment; Focus (optics); Foreign language","score_opus":0.017388139231826534,"score_gpt":0.25873164235135937,"score_spread":0.24134350311953284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876233","genre_codex":"other","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.01645762,0.014216515,0.28068206,0.017706765,0.02093084,0.005117144,0.0018578159,0.008077981,0.6349533],"genre_scores_gemma":[0.03924547,0.012535843,0.5972028,0.004167819,0.0020553693,0.0033637437,0.0030050725,0.0027388409,0.33568504],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99466753,0.0019142944,0.0003904946,0.0005096571,0.0022389365,0.00027915614],"domain_scores_gemma":[0.9934268,0.0028784256,0.00037866202,0.0008548312,0.0016020102,0.00085927715],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005929197,0.0012726627,0.0006790623,0.0029339446,0.002164389,0.007971081,0.0028814483,0.0017582782,0.03957079],"category_scores_gemma":[0.019408118,0.00052563945,0.0009686522,0.0017026779,0.0017628226,0.0069116396,0.007956998,0.003876989,0.020412719],"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":[0.00003496456,0.00019602617,0.00044436517,0.0011784357,0.00001170322,0.00024111252,0.006130529,0.00056742807,0.0036973567,0.073901325,0.2686081,0.6449886],"study_design_scores_gemma":[0.000011811853,0.000102954255,0.00061085523,0.00072433776,0.000008546427,0.00030443075,0.0013773865,0.00023462612,0.0023097317,0.017910587,0.97638243,0.000022323185],"about_ca_topic_score_codex":0.00042109576,"about_ca_topic_score_gemma":0.0010692175,"teacher_disagreement_score":0.03957079,"about_ca_system_score_codex":0.0017251166,"about_ca_system_score_gemma":0.003941539,"threshold_uncertainty_score":0.13237745},"labels":[],"label_agreement":null},{"id":"W4414876234","doi":"10.18806/tesl.v42i2/1429","title":"The Entry-Level Workplace for Newcomers","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Migration and Labor Dynamics","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia, Okanagan Campus; University of British Columbia; Mount Saint Vincent University","funders":"","keywords":"Deskilling; Theme (computing); Immigration; Power (physics); Key (lock)","score_opus":0.01804312477206905,"score_gpt":0.2962100320282477,"score_spread":0.27816690725617865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876234","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":[0.9416099,0.0018609669,0.0019005347,0.0042311386,0.00059270905,0.0000686316,0.00011398999,0.000062669125,0.0495595],"genre_scores_gemma":[0.9735004,0.0008645688,0.00078541454,0.0007981715,0.000097309734,0.000053170927,0.000104383165,0.00005948867,0.023736987],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9973042,0.0009738211,0.000070665374,0.00022280816,0.0005119318,0.00091655244],"domain_scores_gemma":[0.9946464,0.0009542927,0.00048296075,0.0002896912,0.00084432197,0.0027823446],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002120661,0.000439639,0.00047726207,0.0007338781,0.012065154,0.010177854,0.0014559875,0.0015805479,0.01157524],"category_scores_gemma":[0.006268227,0.00032079732,0.00045447116,0.0005717523,0.0037173212,0.003635025,0.009286535,0.002902465,0.0017591044],"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":[0.00005967186,0.00006644763,0.021935381,0.00017000535,0.000009768001,0.0038738567,0.9381018,0.000028424678,0.0014666598,0.0028448883,0.0045547807,0.026888223],"study_design_scores_gemma":[0.0000028857978,0.000077800745,0.011138679,0.00016596337,0.000005337937,0.00073554233,0.9323813,0.000033904067,0.00013062218,0.00034094285,0.05496496,0.000022113785],"about_ca_topic_score_codex":0.034231264,"about_ca_topic_score_gemma":0.081524774,"teacher_disagreement_score":0.034231264,"about_ca_system_score_codex":0.003482448,"about_ca_system_score_gemma":0.0048389095,"threshold_uncertainty_score":0.068064034},"labels":[],"label_agreement":null},{"id":"W4414876235","doi":"10.18806/tesl.v42i2/1433","title":"Réalisation de portraits de langues dans le cours d’anglais langue additionnelle","year":2025,"lang":"fr","type":"article","venue":"TESL Canada Journal","topic":"French Language Learning Methods","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Portrait; Sociolinguistics; Reflection (computer programming); Conversation; Field (mathematics)","score_opus":0.01121770673939453,"score_gpt":0.27737018199317387,"score_spread":0.26615247525377933,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876235","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":[0.9251239,0.0007014039,0.005694613,0.0017913795,0.000088277266,0.000063783664,0.00015622983,0.00010457323,0.06627584],"genre_scores_gemma":[0.98041373,0.00030530573,0.0022048191,0.00015393153,0.000008504891,0.000031787746,0.00007895293,0.00004873268,0.016754283],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9985385,0.0009297433,0.00003034608,0.00015654505,0.00017389409,0.0001709185],"domain_scores_gemma":[0.9978473,0.000981778,0.0002218722,0.00020213584,0.0004045515,0.00034234428],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017892622,0.00047205435,0.00020595262,0.0010123786,0.004129828,0.004058297,0.00048559808,0.00093423016,0.0077692536],"category_scores_gemma":[0.0036786837,0.0002904016,0.00025389993,0.0006324367,0.0046457425,0.0026413314,0.003166098,0.001465082,0.001194148],"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":[0.000048405273,0.000010111271,0.006358659,0.000088387205,0.000004440534,0.0007561359,0.9701561,0.00008922361,0.0031726842,0.0060951677,0.0013338665,0.011886769],"study_design_scores_gemma":[0.0000055249275,0.000047003152,0.013834217,0.0001500144,0.000009742497,0.0010248771,0.8738173,0.00034449802,0.0009098283,0.0008912842,0.10892863,0.000037074344],"about_ca_topic_score_codex":0.05842269,"about_ca_topic_score_gemma":0.113768175,"teacher_disagreement_score":0.05842269,"about_ca_system_score_codex":0.0030970708,"about_ca_system_score_gemma":0.0015749325,"threshold_uncertainty_score":0.11616528},"labels":[],"label_agreement":null},{"id":"W4414876253","doi":"10.18806/tesl.v42i2/1431","title":"On the Periphery","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"International Student and Expatriate Challenges","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Mount Saint Vincent University","funders":"","keywords":"Socialization; Meaning (existential); Thematic analysis; Perspective (graphical); Assertion; Distancing; TUTOR","score_opus":0.017642996785946833,"score_gpt":0.29905976887528685,"score_spread":0.28141677208934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876253","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":[0.053681705,0.00165977,0.0028787286,0.013343421,0.0011394336,0.000048998856,0.00023507545,0.0002984122,0.92671454],"genre_scores_gemma":[0.46915853,0.0020338912,0.0023443499,0.0071598087,0.00021770445,0.000045888366,0.00028950456,0.0004660074,0.5182843],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979868,0.00032332606,0.00003243067,0.00037454723,0.0005732614,0.000709525],"domain_scores_gemma":[0.9982948,0.00014477609,0.000076132324,0.0001565567,0.00053971255,0.0007880161],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011288751,0.00063857704,0.00047939044,0.0013392523,0.018909117,0.013166441,0.0012548006,0.0016739204,0.07221111],"category_scores_gemma":[0.0022848828,0.0002417967,0.00036473904,0.0017275632,0.012336094,0.0053405375,0.009134398,0.0026900303,0.009833769],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019867145,0.00007245021,0.0084101595,0.0002791177,0.00003783952,0.0014254857,0.20333391,0.00024716492,0.0044629686,0.4069302,0.17939864,0.19520338],"study_design_scores_gemma":[0.0000047476833,0.000022764269,0.0029943665,0.00014416222,0.000010917083,0.00018408231,0.048235778,0.00006740952,0.00022353187,0.00832189,0.93976855,0.000021840257],"about_ca_topic_score_codex":0.5414998,"about_ca_topic_score_gemma":0.6532281,"teacher_disagreement_score":0.5414998,"about_ca_system_score_codex":0.020476956,"about_ca_system_score_gemma":0.029236123,"threshold_uncertainty_score":0.92240083},"labels":[],"label_agreement":null},{"id":"W4414876257","doi":"10.18806/tesl.v42i2/1436","title":"Transformative L2 Teacher Education Innovations: Insights from Vygotskian Sociocultural Theory","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Transformative learning; Teacher education; Sociocultural evolution; Education theory; Critical theory; Higher education; Language teacher; Teaching method","score_opus":0.024175976711837553,"score_gpt":0.35892399568333855,"score_spread":0.33474801897150097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876257","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":[0.10099436,0.026499676,0.07109271,0.0790312,0.0045196787,0.00019451245,0.00009212096,0.00040486522,0.71717083],"genre_scores_gemma":[0.93566924,0.008378154,0.010291923,0.0024642558,0.00097292423,0.00032910338,0.000050794122,0.00025766864,0.041585885],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9973218,0.0018202111,0.000074921525,0.00020611094,0.00035105352,0.00022590684],"domain_scores_gemma":[0.99595284,0.0032688621,0.00015077338,0.00025860211,0.00016007767,0.00020881965],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035242892,0.0005337997,0.00047996975,0.0018477363,0.006310063,0.01386445,0.0016010168,0.0022906088,0.0025716128],"category_scores_gemma":[0.0051546837,0.000218867,0.00048748683,0.0011426558,0.022925595,0.009194988,0.0057825292,0.00434986,0.00034634225],"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":[0.000011748046,0.00003390875,0.00017236549,0.00009683981,0.0000033519789,0.00025561382,0.10126634,0.00033287716,0.00014968248,0.8788588,0.00666272,0.012155682],"study_design_scores_gemma":[0.000015685995,0.00004111438,0.000525501,0.00040428102,0.000009837515,0.00036816453,0.07171728,0.0017896177,0.00042659353,0.5097977,0.4148788,0.00002541181],"about_ca_topic_score_codex":0.0021921948,"about_ca_topic_score_gemma":0.0025396987,"teacher_disagreement_score":0.01386445,"about_ca_system_score_codex":0.0070755812,"about_ca_system_score_gemma":0.0035362458,"threshold_uncertainty_score":0.051337123},"labels":[],"label_agreement":null},{"id":"W4414876261","doi":"10.18806/tesl.v42i2/1428","title":"A Word from the Editors","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Educational Robotics and Engineering","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University; York University","funders":"","keywords":"","score_opus":0.004894032383673525,"score_gpt":0.19455008561962292,"score_spread":0.1896560532359494,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876261","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.000050992126,0.006357161,0.00020841713,0.20235991,0.7822795,0.000020774529,0.000083233186,0.00009846336,0.008541602],"genre_scores_gemma":[0.0014000989,0.0062981113,0.00033566772,0.3225116,0.45574647,0.00006417414,0.00013244351,0.0002467045,0.21326467],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9948494,0.00078126416,0.00051488134,0.0008257585,0.002644947,0.00038388243],"domain_scores_gemma":[0.9708599,0.0061665364,0.0016468562,0.0013208912,0.014236534,0.0057694158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004798887,0.0017737699,0.0020760393,0.0021541847,0.0033480106,0.010427457,0.0023660338,0.009843687,0.057593383],"category_scores_gemma":[0.04249253,0.00069561554,0.0009768268,0.0013859312,0.002414547,0.006758532,0.0036153349,0.017864259,0.076287635],"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":[0.000008711881,0.000003074827,0.000014744875,0.00002743147,0.0000017306149,0.000020807971,0.000013063037,0.000004681282,0.00002498064,0.00039330623,0.99589515,0.0035924006],"study_design_scores_gemma":[0.0000058365076,0.000008330614,0.000057357644,0.00007591047,0.0000030276287,0.000050556722,0.00005159513,0.000015067122,0.00004142098,0.0003870864,0.99929595,0.000007878989],"about_ca_topic_score_codex":0.0022114506,"about_ca_topic_score_gemma":0.0044234674,"teacher_disagreement_score":0.057593383,"about_ca_system_score_codex":0.00217193,"about_ca_system_score_gemma":0.0049350713,"threshold_uncertainty_score":0.19266903},"labels":[],"label_agreement":null},{"id":"W4414876263","doi":"10.18806/tesl.v42i2/1437","title":"Entertaining Language Learning: Using Language Reactor to Increase Fluency with Netflix and YouTube","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"English Language Learning and Teaching","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Fluency; Language acquisition; Language proficiency; Comprehension approach; Language education","score_opus":0.003665112946885831,"score_gpt":0.2246334668115803,"score_spread":0.2209683538646945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876263","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86217374,0.00052938686,0.018961797,0.0030725948,0.00045172643,0.00097428955,0.0016310851,0.010711489,0.10149389],"genre_scores_gemma":[0.9032099,0.00047003612,0.042794064,0.001125928,0.00014871698,0.0009854386,0.0016405355,0.0007546488,0.048870735],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996319,0.000109828485,0.000016598044,0.000056159293,0.000093325856,0.00009224676],"domain_scores_gemma":[0.9980509,0.00077090884,0.000089147696,0.0001217524,0.0003205073,0.00064673595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000708206,0.00037471936,0.00020350574,0.00080428744,0.00083891413,0.0013606644,0.00061787275,0.00044516093,0.017735768],"category_scores_gemma":[0.0047329105,0.00013836262,0.00023102509,0.0004426282,0.00025245475,0.0020543379,0.0013458879,0.00055768626,0.002738107],"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":[0.0016365333,0.005433483,0.019671788,0.0004736529,0.00008169177,0.0003214882,0.005622746,0.00065457483,0.020744251,0.0020560855,0.08247522,0.86082846],"study_design_scores_gemma":[0.003953264,0.020368276,0.3335799,0.0012392726,0.0012160669,0.0017780614,0.038880385,0.05753976,0.12500791,0.020904273,0.39481407,0.0007188644],"about_ca_topic_score_codex":0.010194432,"about_ca_topic_score_gemma":0.031726558,"teacher_disagreement_score":0.017735768,"about_ca_system_score_codex":0.0005287613,"about_ca_system_score_gemma":0.0009996626,"threshold_uncertainty_score":0.059332073},"labels":[],"label_agreement":null},{"id":"W4414876282","doi":"10.18806/tesl.v42i2/1430","title":"Exploring Language Teachers’ Perspectives on Hybrid Delivery with Adult Literacy Learners","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Adult and Continuing Education Topics","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literacy; Information literacy; Digital literacy; Participatory action research; Citizen journalism; Adult literacy; Theme (computing)","score_opus":0.018803358421322622,"score_gpt":0.2832682493972055,"score_spread":0.2644648909758829,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876282","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":[0.9406973,0.0011709695,0.011351606,0.0137118995,0.00024031008,0.00034079037,0.000049872648,0.00011409019,0.032323193],"genre_scores_gemma":[0.9796061,0.0009895103,0.004317595,0.002224907,0.00005253368,0.00026238902,0.000028370512,0.000119083204,0.012399468],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97256744,0.020440705,0.0006883524,0.00138849,0.0020239337,0.0028911403],"domain_scores_gemma":[0.97898716,0.013994183,0.0012000034,0.0005016987,0.0020906606,0.0032263342],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.023297057,0.00062667957,0.0008762605,0.0014928856,0.01993423,0.013627141,0.0025327215,0.003920207,0.0052483054],"category_scores_gemma":[0.026383314,0.0010988907,0.0008052403,0.0009972189,0.017082619,0.008051466,0.014360842,0.006398098,0.0010015296],"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":[0.000013223255,0.000053557866,0.0010287063,0.000060943043,0.0000020563923,0.001025379,0.9924919,0.000034390454,0.00047839718,0.0015727811,0.0004382448,0.0028002942],"study_design_scores_gemma":[0.000008179228,0.00007617015,0.00047108944,0.00014763181,0.000005764342,0.0005332187,0.9778252,0.00010845669,0.0003082762,0.00052361324,0.019977001,0.000015425678],"about_ca_topic_score_codex":0.0168231,"about_ca_topic_score_gemma":0.03119488,"teacher_disagreement_score":0.023297057,"about_ca_system_score_codex":0.009169488,"about_ca_system_score_gemma":0.0104627805,"threshold_uncertainty_score":0.123208106},"labels":[],"label_agreement":null},{"id":"W4414876285","doi":"10.18806/tesl.v42i2/1432","title":"Harnessing Multilingual International Students’ English Academic Socialization through Asynchronous Interactive Online Orientation","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Socialization; Asynchronous communication; Affordance; Context (archaeology); Graduate students; Discourse analysis","score_opus":0.032732454559817326,"score_gpt":0.44570642398429294,"score_spread":0.4129739694244756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876285","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":[0.94520956,0.00009695494,0.024852429,0.00089069037,0.00004504697,0.0003022758,0.000114532966,0.0005190641,0.027969478],"genre_scores_gemma":[0.97335964,0.00013248081,0.017983584,0.00019332583,0.000033850476,0.0003754849,0.00013605869,0.00013010377,0.007655445],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9975561,0.0013626269,0.00005103245,0.0002936261,0.00038443494,0.000352199],"domain_scores_gemma":[0.9945015,0.002405438,0.00044674755,0.0006145938,0.00056131184,0.001470405],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030743862,0.0006435473,0.00024673034,0.0010239986,0.002450566,0.0052198754,0.0012785961,0.0005980765,0.0038143308],"category_scores_gemma":[0.0072837654,0.00026775556,0.00031712156,0.0006087892,0.002274432,0.0027768102,0.007147068,0.00090758165,0.000844865],"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":[0.00031100053,0.0015391848,0.058990777,0.0004945487,0.00005793509,0.0011517631,0.56450784,0.0010685293,0.035766564,0.008947587,0.005953878,0.3212104],"study_design_scores_gemma":[0.0001960361,0.0021511933,0.13222277,0.0006513551,0.00019629073,0.0012139698,0.48344657,0.009290852,0.023930214,0.01510915,0.33123812,0.00035344646],"about_ca_topic_score_codex":0.0074290233,"about_ca_topic_score_gemma":0.017158043,"teacher_disagreement_score":0.0074290233,"about_ca_system_score_codex":0.0014593557,"about_ca_system_score_gemma":0.002788816,"threshold_uncertainty_score":0.016259134},"labels":[],"label_agreement":null},{"id":"W4414876303","doi":"10.18806/tesl.v42i2/1434","title":"Approaches to Teaching Phrasal Verbs","year":2025,"lang":"en","type":"article","venue":"TESL Canada Journal","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Verb; Generalization; Literal and figurative language; Cognition; Second language; Cognitive linguistics; Language education","score_opus":0.05981986798162696,"score_gpt":0.29875600353085274,"score_spread":0.23893613554922577,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4414876303","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.16465926,0.022125138,0.5131072,0.009115142,0.0012260957,0.0015458376,0.000289747,0.0027659668,0.28516552],"genre_scores_gemma":[0.46770552,0.029544696,0.43548584,0.0028512415,0.0004094001,0.002510707,0.00047642758,0.00071463245,0.060301516],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982326,0.00076962943,0.00010177421,0.0003048215,0.00048320118,0.00010786612],"domain_scores_gemma":[0.99704856,0.0020872122,0.00019224659,0.0002559798,0.00022765274,0.0001885131],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022191077,0.00075660436,0.00034783423,0.0013903858,0.0008479979,0.002613463,0.0019004008,0.001135318,0.0125638],"category_scores_gemma":[0.006537416,0.00033664342,0.0007258222,0.0008665039,0.0021757765,0.0035262858,0.0035633233,0.0025727006,0.003137555],"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":[0.00015992022,0.0015427863,0.0020308662,0.0045464523,0.00004090564,0.00053127843,0.03363066,0.0013676061,0.02012227,0.165572,0.010706945,0.75974834],"study_design_scores_gemma":[0.00021539268,0.0010994402,0.004883873,0.0040647076,0.000114507915,0.0020929272,0.014241531,0.004882562,0.024123704,0.1613663,0.78282017,0.00009480997],"about_ca_topic_score_codex":0.0011008783,"about_ca_topic_score_gemma":0.0028982924,"teacher_disagreement_score":0.0125638,"about_ca_system_score_codex":0.0019039885,"about_ca_system_score_gemma":0.0025734738,"threshold_uncertainty_score":0.042030096},"labels":[],"label_agreement":null}]}