{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":3733,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":3733,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12","author_layer_release":"2026-06-26"},"query_hash":"f0877b584a0d","filters":{"topic":"EFL/ESL Teaching and Learning"}},"results":[{"id":"W2018765701","doi":"10.14746/ssllt.2014.4.2.5","title":"The two faces of Janus? Anxiety and enjoyment in the foreign language classroom","year":2014,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1583,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Likert scale; Willingness to communicate; Foreign language; Anxiety; Foreign language anxiety; Perception; Social psychology; Scale (ratio); Developmental psychology; Mathematics education","authors":[{"name":"Jean‐Marc Dewaele","is_ca":false},{"name":"Peter D. MacIntyre","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02032355201463599,"gpt":0.3030329937318483,"spread":0.2827094417172123,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001509201,0.000310371,0.0004590306,0.0007373688,0.001543149,0.003029499,0.0003295355,0.0008681133,0.002741382],"category_scores_gemma":[0.005088802,0.000305651,0.0004922394,0.0002555351,0.001959857,0.001568394,0.002405498,0.001600146,0.0002517579],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007290279,"about_ca_system_score_gemma":0.0003574034,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001701468,"about_ca_topic_score_gemma":0.003428038,"domain_scores_codex":[0.9988436,0.0004778066,0.00005245514,0.0001074451,0.0003006734,0.0002180077],"domain_scores_gemma":[0.9970656,0.0008214537,0.001040868,0.0001706521,0.0002166175,0.0006848252],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0008988225,0.0006978796,0.709974,0.0002657832,0.0002054356,0.002022411,0.2041778,0.0001725037,0.01176912,0.003367582,0.003343446,0.06310523],"study_design_scores_gemma":[0.00002977293,0.0004470846,0.7108302,0.00008115054,0.00006422855,0.002378457,0.2804659,0.0002866722,0.0006591071,0.00135546,0.003310795,0.00009127168],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9963792,0.0002435222,0.0001635841,0.0004118879,0.00003519717,0.00001050662,0.00002345997,0.000005058857,0.002727582],"genre_scores_gemma":[0.9988998,0.000138176,0.0001248617,0.0002462253,0.00002724253,0.00001517957,0.00002283352,0.000003221631,0.0005224539],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003029499,"threshold_uncertainty_score":0.00917089,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2105088257","doi":"10.3138/cmlr.57.3.402","title":"Using the First Language in the Classroom","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":1386,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Grammar; Class (philosophy); Computer science; Meaning (existential); Comprehension approach; Linguistics; Analogy; Language education; Mathematics education; Language acquisition; Pedagogy; Psychology; Artificial intelligence","authors":[{"name":"Vivian Cook","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04024706425114337,"gpt":0.2558671579395985,"spread":0.2156200936884551,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003638904,0.0003234402,0.0006996095,0.001958153,0.004741648,0.007957985,0.001156781,0.002019814,0.005254101],"category_scores_gemma":[0.005915043,0.0001895222,0.0002508355,0.0009921195,0.01167631,0.005197828,0.003474663,0.002594111,0.001761845],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01198112,"about_ca_system_score_gemma":0.01916992,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.1115116,"about_ca_topic_score_gemma":0.1648273,"domain_scores_codex":[0.9954734,0.001679574,0.00009766268,0.0005094871,0.001570678,0.0006690584],"domain_scores_gemma":[0.9952382,0.002351532,0.0005284522,0.0002837555,0.0009681951,0.00062983],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00003737942,0.0001274187,0.003067326,0.0008268841,0.0000114905,0.0007661302,0.09104371,0.0001907827,0.001405653,0.5383542,0.04057088,0.3235981],"study_design_scores_gemma":[0.00001410792,0.00007561027,0.002011861,0.0008659229,0.00001120075,0.0005517472,0.02144911,0.00007120765,0.0009247723,0.03188964,0.9421076,0.0000271211],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.06521267,0.09290855,0.01217326,0.1213158,0.001648039,0.00006424644,0.00007464653,0.0002739296,0.7063289],"genre_scores_gemma":[0.814193,0.04522088,0.005293516,0.01619779,0.0007215381,0.0000920715,0.00005332289,0.000137002,0.1180909],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.1115116,"threshold_uncertainty_score":0.221725,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2148098684","doi":"10.1111/1467-9922.00212","title":"Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":949,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Psychology; Meta-analysis; Need for achievement; Test (biology); Population; Social psychology; Developmental psychology; Goal orientation","authors":[{"name":"Anne‐Marie Masgoret","is_ca":false},{"name":"R. C. Gardner","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04916018276360422,"gpt":0.2925952057193369,"spread":0.2434350229557327,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01826863,0.002007919,0.007284951,0.005424334,0.000518952,0.002291206,0.001408643,0.001322114,0.001622071],"category_scores_gemma":[0.03738562,0.001063724,0.0202981,0.00463994,0.000646369,0.00110289,0.0008668896,0.001144293,0.0001691452],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001377719,"about_ca_system_score_gemma":0.001685351,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003320392,"about_ca_topic_score_gemma":0.006589245,"domain_scores_codex":[0.9911516,0.005605034,0.001472648,0.0008085895,0.0008570435,0.0001049498],"domain_scores_gemma":[0.973184,0.02165625,0.002973797,0.0007288415,0.001133176,0.0003238546],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","study_design_scores_codex":[0.003274026,0.0000991607,0.02430304,0.07180618,0.8724222,0.0002098603,0.0002626779,0.000783536,0.0006080465,0.0001339604,0.0005503328,0.02554697],"study_design_scores_gemma":[0.000844664,0.0006910435,0.01454967,0.005759243,0.975659,0.0001538868,0.00009750226,0.0002554945,0.0004397234,0.0002300992,0.001293272,0.00002634292],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","genre_codex":"review","genre_gemma":"empirical","genre_scores_codex":[0.07839847,0.9159195,0.002704964,0.0006975064,0.000309418,0.0004230197,0.0009410447,0.00005954325,0.0005464702],"genre_scores_gemma":[0.6664081,0.3252335,0.004931032,0.0005257651,0.0002721923,0.001165656,0.001055228,0.0000419745,0.0003665675],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01826863,"threshold_uncertainty_score":0.0966149,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2114558271","doi":"10.1191/026765800677556046","title":"Missing Surface Inflection or Impairment in second language acquisition? Evidence from tense and agreement","year":2000,"lang":"en","type":"article","venue":"Second language Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":861,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University; Université Laval","funders":"","keywords":"Inflection; Linguistics; Psychology; German; Past tense; Second-language acquisition; Feature (linguistics); Language acquisition; Verb; Philosophy","authors":[{"name":"Philippe Prévost","is_ca":true},{"name":"Lydia White","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06885479596568268,"gpt":0.3685641880680884,"spread":0.2997093921024057,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002252513,0.0003260054,0.0004695529,0.001392708,0.0002825242,0.001023851,0.0005003392,0.0009454285,0.002312537],"category_scores_gemma":[0.007298199,0.0002897865,0.0002302747,0.0005914696,0.002843659,0.002919381,0.001446838,0.0007576066,0.0004201953],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002224577,"about_ca_system_score_gemma":0.0003390696,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001619568,"about_ca_topic_score_gemma":0.001221595,"domain_scores_codex":[0.9992492,0.000126971,0.0001227736,0.0001519853,0.0002368329,0.0001122916],"domain_scores_gemma":[0.9900197,0.004837841,0.002128963,0.001563392,0.0008429277,0.0006072713],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.002064872,0.0006434979,0.7276186,0.0008959771,0.0002003959,0.005255862,0.04569957,0.0007218012,0.07108085,0.009884123,0.0005811282,0.1353533],"study_design_scores_gemma":[0.000051707,0.001265428,0.9267379,0.0001474487,0.0001124572,0.01407786,0.007793163,0.0009892398,0.03164279,0.01307567,0.004030874,0.00007534008],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9957159,0.0006260165,0.0008321592,0.0002499539,0.000006257562,0.000003664331,0.00007461052,0.00002429224,0.002467158],"genre_scores_gemma":[0.9988349,0.0002553473,0.0003623556,0.00005855171,0.000007504489,0.000006602961,0.00006884999,0.000006452341,0.0003994306],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002312537,"threshold_uncertainty_score":0.01191258,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W42435208","doi":"10.4324/9780203851357","title":"Cognitive Bases of Second Language Fluency","year":2010,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":816,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"","keywords":"Fluency; Linguistics; Psychology; Cognition; Cognitive psychology; Philosophy","authors":[{"name":"Norman Segalowitz","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02130804433216481,"gpt":0.2493175724420718,"spread":0.2280095281099069,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000509182,0.0002237126,0.0001904199,0.0004675956,0.0005833038,0.002781355,0.0002265756,0.0005815036,0.005124392],"category_scores_gemma":[0.0009261175,0.0001183301,0.0001870058,0.0002636734,0.003045483,0.002761546,0.0006486415,0.001522945,0.000946003],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001250101,"about_ca_system_score_gemma":0.0008383668,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001862572,"about_ca_topic_score_gemma":0.002466626,"domain_scores_codex":[0.9998302,0.00004240999,0.000006594525,0.00002530074,0.00007287736,0.00002259447],"domain_scores_gemma":[0.999661,0.0002085806,0.00001498391,0.00001613429,0.00006526217,0.00003403731],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00002276836,0.00001951005,0.0005306415,0.00006942741,0.00000848105,0.00009897842,0.002878382,0.0003729846,0.0008265327,0.7826061,0.08790686,0.1246593],"study_design_scores_gemma":[0.000008821526,0.00002663469,0.002596802,0.0001520798,0.000006573744,0.0003139436,0.0008464897,0.0006747411,0.0007309505,0.5292735,0.4653502,0.00001944501],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.0315793,0.06625119,0.01869166,0.05664942,0.003033897,0.00003647011,0.0002369665,0.0002611182,0.82326],"genre_scores_gemma":[0.5507626,0.03660737,0.01143027,0.00505776,0.002408946,0.00008855877,0.0003541564,0.0001758751,0.3931145],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.005124392,"threshold_uncertainty_score":0.01714277,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2130372131","doi":"10.1017/s0272263109990520","title":"ORAL FEEDBACK IN CLASSROOM SLA","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":788,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Foreign language; Mathematics education; Second language; Second-language acquisition; Developmental psychology; Linguistics","authors":[{"name":"Roy Lyster","is_ca":true},{"name":"Kazuya Saito","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03112185635317966,"gpt":0.3122535723202192,"spread":0.2811317159670396,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01990312,0.0006793464,0.002980232,0.001925757,0.0003400444,0.001475827,0.0009827473,0.0009452799,0.002132653],"category_scores_gemma":[0.0555787,0.0003469546,0.002893082,0.00131291,0.0006981316,0.0008652729,0.0007518188,0.001522672,0.0001603589],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009525787,"about_ca_system_score_gemma":0.001357648,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002399037,"about_ca_topic_score_gemma":0.002813295,"domain_scores_codex":[0.9835791,0.01098854,0.001879997,0.0009602538,0.002381427,0.0002107237],"domain_scores_gemma":[0.9475631,0.04544605,0.004059254,0.001025272,0.001559547,0.0003468407],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.01211069,0.001345732,0.009749595,0.1275853,0.03243072,0.0002249664,0.00107316,0.001814366,0.002070945,0.0008655854,0.001581001,0.809148],"study_design_scores_gemma":[0.04376641,0.07917356,0.1747697,0.2772152,0.3024548,0.003940511,0.003275095,0.00540012,0.02494691,0.005314282,0.07935309,0.0003902631],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"review","genre_gemma":"empirical","genre_scores_codex":[0.1939415,0.7938077,0.004563906,0.0009057033,0.001001943,0.0006315422,0.0004306367,0.0001326649,0.004584448],"genre_scores_gemma":[0.8479601,0.1404839,0.008701085,0.0007376839,0.0004159905,0.0007341103,0.0002426358,0.0000360386,0.0006884651],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01990312,"threshold_uncertainty_score":0.1052591,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W128472000","doi":"10.14746/ssllt.2012.2.2.4","title":"Emotions that facilitate language learning: The positive-broadening power of the imagination","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":784,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"Cape Breton University","keywords":"Perspective (graphical); Psychology; Power (physics); Cognitive psychology; Quality (philosophy); Function (biology); Social psychology; Negative emotion; Linguistics; Epistemology; Computer science; Artificial intelligence","authors":[{"name":"Peter D. MacIntyre","is_ca":true},{"name":"Tammy Gregersen","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03535085865972071,"gpt":0.3060163360589723,"spread":0.2706654773992516,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007950261,0.0002125413,0.0001233852,0.0002181811,0.0007271442,0.003050261,0.0001988886,0.0005841575,0.001789689],"category_scores_gemma":[0.002341104,0.00009138892,0.0001887616,0.00009512356,0.003929449,0.002203731,0.001760327,0.00133633,0.0003183988],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004584595,"about_ca_system_score_gemma":0.0003653898,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002446173,"about_ca_topic_score_gemma":0.0003077774,"domain_scores_codex":[0.9993203,0.0004095177,0.00001320767,0.00004435192,0.0001372655,0.00007542328],"domain_scores_gemma":[0.9989793,0.0006257276,0.0001265942,0.00005189381,0.00007821508,0.0001382587],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00045461,0.0003715622,0.02311734,0.0009738003,0.00006269642,0.00255303,0.2813737,0.001130074,0.07775331,0.3662209,0.008302937,0.2376861],"study_design_scores_gemma":[0.0001898793,0.001004106,0.1080982,0.0009530408,0.0001632572,0.004665567,0.1800187,0.003782174,0.03369429,0.3777099,0.2895264,0.0001944079],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6689968,0.004708903,0.01962638,0.01793754,0.000331769,0.00002750242,0.00002403812,0.0001078301,0.2882393],"genre_scores_gemma":[0.9953412,0.0005404435,0.001264028,0.0004302685,0.00004999799,0.000008689019,0.000003158385,0.00001147436,0.002350747],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003050261,"threshold_uncertainty_score":0.005987108,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2149289676","doi":"10.1017/s0261444807004338","title":"Recent developments in second and foreign language listening comprehension research","year":2007,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":774,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"","keywords":"Active listening; Informational listening; Psychology; Listening comprehension; Perception; Foreign language; Appreciative listening; Reflective listening; Process (computing); Metacognition; Cognition; Cognitive psychology; Pedagogy; Computer science; Communication","authors":[{"name":"Larry Vandergrift","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0639176624538387,"gpt":0.3518812140641817,"spread":0.287963551610343,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006708266,0.0005570599,0.001076864,0.00473505,0.0007286557,0.005177138,0.001043247,0.002615903,0.006756602],"category_scores_gemma":[0.01316106,0.0003469081,0.0005949683,0.0059057,0.003112137,0.006469639,0.001143962,0.001769262,0.001331405],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001460699,"about_ca_system_score_gemma":0.002452889,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001736638,"about_ca_topic_score_gemma":0.001726053,"domain_scores_codex":[0.9977242,0.0008361795,0.0002572407,0.0006094302,0.00046791,0.000104942],"domain_scores_gemma":[0.9486298,0.04536868,0.001655507,0.0006016069,0.002932267,0.000812189],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001520615,0.0002152911,0.004171448,0.006957059,0.00005693244,0.0002787153,0.004047222,0.0004411832,0.002466067,0.01124186,0.003716124,0.9662561],"study_design_scores_gemma":[0.00006822393,0.001564296,0.05830261,0.02004043,0.0004675511,0.008332388,0.02249107,0.005142878,0.009681386,0.07048589,0.803116,0.0003073267],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.02279835,0.9250548,0.008797733,0.01376631,0.001227866,0.00003601364,0.0000757576,0.0001174662,0.02812567],"genre_scores_gemma":[0.1032902,0.8724734,0.01074134,0.002879634,0.004818402,0.0001078247,0.0001550691,0.00005295366,0.005481198],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.006756602,"threshold_uncertainty_score":0.0354771,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1725627099","doi":"10.1111/j.1467-9922.2010.00562.x","title":"Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":735,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Simple (philosophy); Meta-analysis; Van de Graaff generator; Type (biology); Second-language acquisition; Cognitive psychology; Feature (linguistics); Linguistics; Natural language processing; Mathematics education; Computer science","authors":[{"name":"Nina Spada","is_ca":true},{"name":"Yasuyo Tomita","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.045557419513944,"gpt":0.3176710019718397,"spread":0.2721135824578957,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02041242,0.002711321,0.0131165,0.004427392,0.0008741103,0.00290143,0.002653839,0.003152112,0.004142827],"category_scores_gemma":[0.05121809,0.001497174,0.03309618,0.005191065,0.001174969,0.00191443,0.001193589,0.002330876,0.0003655943],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002015404,"about_ca_system_score_gemma":0.001948158,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0035878,"about_ca_topic_score_gemma":0.006379485,"domain_scores_codex":[0.9838766,0.01006319,0.00255622,0.001832417,0.001308932,0.0003625427],"domain_scores_gemma":[0.9402226,0.0524736,0.00366505,0.001675273,0.001449694,0.0005137807],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","study_design_scores_codex":[0.009471508,0.0001024552,0.01180291,0.06211879,0.9073232,0.0002573013,0.000218185,0.0005795307,0.0006754249,0.0001680478,0.0004176909,0.006864973],"study_design_scores_gemma":[0.00168416,0.000907573,0.006275708,0.002172994,0.9869932,0.00008510172,0.00006055826,0.0002794637,0.0005060582,0.0002028969,0.0008085226,0.00002371391],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","genre_codex":"review","genre_gemma":"empirical","genre_scores_codex":[0.205871,0.7713491,0.01185818,0.0009672647,0.0009649631,0.002861121,0.003986234,0.00034659,0.001795587],"genre_scores_gemma":[0.8750064,0.1051463,0.01100707,0.0006821991,0.0002561897,0.005382972,0.001257676,0.0001177573,0.001143386],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02041242,"threshold_uncertainty_score":0.1079525,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2150037669","doi":"10.1017/s0261444812000365","title":"Oral corrective feedback in second language classrooms","year":2012,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":731,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Focus on form; Second-language acquisition; Second language; Mathematics education; Focus (optics); Pedagogy; Linguistics; Grammar","authors":[{"name":"Roy Lyster","is_ca":true},{"name":"Kazuya Saito","is_ca":false},{"name":"Masatoshi Sato","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01979303465405488,"gpt":0.2719224443624114,"spread":0.2521294097083566,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003823832,0.0005037323,0.0007072328,0.001539626,0.0007532419,0.002386241,0.000833301,0.0008053281,0.002501761],"category_scores_gemma":[0.02308079,0.0001910442,0.0002197171,0.0007141822,0.0008742415,0.0009380293,0.001311166,0.0009962622,0.0006396491],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001126711,"about_ca_system_score_gemma":0.002352417,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002744525,"about_ca_topic_score_gemma":0.003829872,"domain_scores_codex":[0.9942233,0.002248715,0.0002642326,0.000399851,0.002627461,0.0002364129],"domain_scores_gemma":[0.9842592,0.01139454,0.001380169,0.0004714757,0.001675406,0.0008191523],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0003847131,0.0008086195,0.01165883,0.002872796,0.00003680656,0.0009782277,0.02355532,0.0004725413,0.009950402,0.001424909,0.003798201,0.9440586],"study_design_scores_gemma":[0.0006441239,0.01128778,0.2884986,0.02200616,0.0005650723,0.02330518,0.09571131,0.004398123,0.07064356,0.01149263,0.4708661,0.0005813312],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7864577,0.1191719,0.01893811,0.004119177,0.001078585,0.0003873037,0.0001535372,0.001079782,0.06861389],"genre_scores_gemma":[0.9491522,0.02811904,0.0121676,0.000475344,0.0001943785,0.0001777658,0.00009206474,0.0001224638,0.009499114],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003823832,"threshold_uncertainty_score":0.0202226,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2129478630","doi":"10.1177/136216880000400304","title":"Task-based second language learning: the uses of the first language","year":2000,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":681,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Jigsaw; Task (project management); Psychology; Coding (social sciences); Task analysis; Exploratory research; Linguistics; Computer science; Mathematics education; Natural language processing","authors":[{"name":"Merrill Swain","is_ca":true},{"name":"Sharon Lapkin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03862075658586799,"gpt":0.3272289362721115,"spread":0.2886081796862435,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001603011,0.0005873885,0.0003716635,0.001174215,0.0007265027,0.002421634,0.0006292375,0.0004862894,0.001580063],"category_scores_gemma":[0.0182041,0.0001700272,0.0002991462,0.0007977122,0.001203457,0.0007990006,0.00212922,0.0007462096,0.0004324439],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007712612,"about_ca_system_score_gemma":0.0006526685,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00429989,"about_ca_topic_score_gemma":0.007045071,"domain_scores_codex":[0.9975775,0.001050191,0.0001657971,0.0003457465,0.0006631398,0.0001977161],"domain_scores_gemma":[0.9889808,0.005103553,0.002949378,0.001056621,0.001263433,0.0006462102],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0006905751,0.001193792,0.4251308,0.0007631012,0.0001973708,0.0009531936,0.1740028,0.002171895,0.07197218,0.001753772,0.0008037556,0.3203667],"study_design_scores_gemma":[0.00003623907,0.001761272,0.9095961,0.0001299531,0.00007645262,0.001706893,0.04649668,0.002785063,0.0264585,0.002213328,0.008587344,0.0001522597],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9940739,0.00008905654,0.002317635,0.00002234582,0.000003931791,0.00005201914,0.00006284312,0.0000214472,0.003356886],"genre_scores_gemma":[0.9953097,0.0001017897,0.00233492,0.0000183728,0.000004149729,0.00009939397,0.0001914642,0.00001881605,0.001921406],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.00429989,"threshold_uncertainty_score":0.00854969,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2132229198","doi":"10.1111/j.1540-4781.2007.00623.x","title":"Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process","year":2007,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":651,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Willingness to communicate; Process (computing); Argument (complex analysis); Psychology; Focus (optics); Cognitive psychology; Frame (networking); Trait; Anxiety; Social psychology; Computer science","authors":[{"name":"Peter D. MacIntyre","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05152272556339464,"gpt":0.3305614217282141,"spread":0.2790386961648195,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007969542,0.000275277,0.000293541,0.001582814,0.001432561,0.009639122,0.0007779488,0.001943863,0.002279907],"category_scores_gemma":[0.02414937,0.0002874366,0.0004059711,0.0007302716,0.008799124,0.004811899,0.002704042,0.002344784,0.0003058987],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001174152,"about_ca_system_score_gemma":0.001574939,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008867414,"about_ca_topic_score_gemma":0.0008281379,"domain_scores_codex":[0.9953229,0.002916339,0.0001923881,0.0003399205,0.0007291543,0.0004994529],"domain_scores_gemma":[0.9797398,0.01333112,0.003440855,0.0005346604,0.00106548,0.001887993],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0005794944,0.001045333,0.1496411,0.0005139039,0.0001312674,0.002866645,0.4730831,0.00337785,0.01779759,0.2685802,0.0007938373,0.0815898],"study_design_scores_gemma":[0.00006926556,0.001136093,0.2400123,0.0004480345,0.0001020549,0.002485417,0.4583203,0.01853382,0.003389104,0.2620485,0.01314515,0.0003099235],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9677287,0.000221873,0.006670087,0.002128745,0.00002072673,0.00004333451,0.00001273956,0.00001286975,0.02316096],"genre_scores_gemma":[0.9983133,0.00009090724,0.0008692549,0.00009443459,0.00001186902,0.00002159051,0.00000736434,0.000005193675,0.0005861372],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.009639122,"threshold_uncertainty_score":0.04214746,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2034764148","doi":"10.30827/digibug.31616","title":"Motivation and second language acquisition","year":2007,"lang":"es","type":"article","venue":"Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":630,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Second-language acquisition; Cognitive psychology; Linguistics; Philosophy","authors":[{"name":"R. C. Gardner","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01058643235031214,"gpt":0.2463529589178184,"spread":0.2357665265675062,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001251769,0.0002599234,0.0002907931,0.001272096,0.001195223,0.003560846,0.0003248137,0.0005576172,0.006734858],"category_scores_gemma":[0.003941526,0.0001588036,0.0003116956,0.0005228344,0.00145352,0.0008353203,0.001705157,0.001023727,0.000715621],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001790525,"about_ca_system_score_gemma":0.001931957,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006079772,"about_ca_topic_score_gemma":0.006454179,"domain_scores_codex":[0.9988525,0.0003513319,0.00003738081,0.0001166306,0.0002347506,0.0004074868],"domain_scores_gemma":[0.9964418,0.00109884,0.0008242683,0.0001228271,0.0005682279,0.0009440271],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0005010479,0.001664559,0.6126824,0.0003052085,0.0001184573,0.001671796,0.05769406,0.0009978859,0.009961228,0.1245586,0.002389016,0.1874557],"study_design_scores_gemma":[0.00007078617,0.0007914082,0.9223115,0.0001761842,0.00003557944,0.001181435,0.01683938,0.001587773,0.001965605,0.02582948,0.02913388,0.00007690841],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9661261,0.0003652156,0.0006519363,0.0004078739,0.00001365606,0.00002382365,0.00003118399,0.00001616753,0.03236407],"genre_scores_gemma":[0.9931605,0.0001366248,0.0003144833,0.00005270778,0.000006472884,0.00001591433,0.00003130086,0.000007385494,0.006274506],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006734858,"threshold_uncertainty_score":0.02253032,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2111297065","doi":"10.1017/s0272263101003035","title":"WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, ANDLANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS","year":2001,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":626,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa; Cape Breton University","funders":"","keywords":"Willingness to communicate; Friendship; Psychology; Situated; French immersion; Social psychology; Comprehension; Reading (process); Mathematics education; Linguistics","authors":[{"name":"Peter D. MacIntyre","is_ca":true},{"name":"Susan Baker","is_ca":true},{"name":"Richard Clément","is_ca":true},{"name":"Sarah Conrod","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04452180729787452,"gpt":0.3653209173458818,"spread":0.3207991100480073,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006713319,0.0002719401,0.0002048484,0.0007488186,0.0005944929,0.001760567,0.0001816971,0.0004569046,0.002721795],"category_scores_gemma":[0.003926561,0.0001642578,0.0002342167,0.0003936762,0.0006788374,0.0003668226,0.0007071377,0.0008365868,0.0002600267],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004523596,"about_ca_system_score_gemma":0.0004076232,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004735306,"about_ca_topic_score_gemma":0.008866916,"domain_scores_codex":[0.9995843,0.0001101674,0.00003658473,0.00004334157,0.0001077029,0.0001179873],"domain_scores_gemma":[0.9959393,0.0010182,0.001472829,0.0001200299,0.0002814915,0.00116819],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009727839,0.0005809254,0.9882031,0.00001381789,0.00002810582,0.000128634,0.005335802,0.00004719569,0.001250468,0.0001286686,0.00006109213,0.004124958],"study_design_scores_gemma":[0.000004870641,0.0002433203,0.9923435,0.00000659597,0.00001067783,0.00009706341,0.006563911,0.0001981763,0.0002175512,0.00009109927,0.0002146544,0.000008620786],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9997005,0.000009523649,0.000007675571,0.00001337865,5.467629e-7,0.000001708229,0.000008555707,5.064128e-7,0.0002575353],"genre_scores_gemma":[0.9997186,0.0000133906,0.0000210603,0.000007689205,0.000001231455,0.000004452565,0.00002517652,5.092421e-7,0.00020789],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004735306,"threshold_uncertainty_score":0.009415448,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2014073462","doi":"10.1191/1362168804lr146oa","title":"Corrective feedback and learner uptake in communicative classrooms across instructional settings","year":2004,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":615,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Corrective feedback; Psychology; Salient; Context (archaeology); Meaning (existential); Focus on form; Linguistics; Pedagogy; Mathematics education; Grammar; Computer science","authors":[{"name":"Younghee Sheen","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06621506313870192,"gpt":0.3885682811222841,"spread":0.3223532179835822,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006804712,0.0003001679,0.0006189178,0.002189592,0.001164999,0.002067535,0.0008477062,0.0006988778,0.001329243],"category_scores_gemma":[0.05719459,0.0003420208,0.0003778777,0.0006196615,0.001139709,0.001500618,0.002888755,0.0006907942,0.0002530048],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001313753,"about_ca_system_score_gemma":0.001064066,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00662729,"about_ca_topic_score_gemma":0.00935167,"domain_scores_codex":[0.9900844,0.004505022,0.0008196173,0.0009459066,0.003067338,0.0005778124],"domain_scores_gemma":[0.9553418,0.02839514,0.006049331,0.001868911,0.00654674,0.001798068],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0007931537,0.0005871692,0.6020652,0.0005589503,0.0001581104,0.0008782166,0.2414905,0.0005263331,0.01442427,0.0003849459,0.0001675666,0.1379655],"study_design_scores_gemma":[0.00004007165,0.0014426,0.8662474,0.0002076359,0.0001515108,0.001352957,0.1143895,0.0008367646,0.01204607,0.0003925096,0.002772825,0.0001200463],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9983706,0.0001270524,0.0004564287,0.00002239398,0.000001815176,0.00001356092,0.000008974645,0.00001404467,0.000985237],"genre_scores_gemma":[0.9991055,0.00007695494,0.0004184588,0.000009032342,0.000001384254,0.00001652535,0.00001752977,0.000008068067,0.000346412],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006804712,"threshold_uncertainty_score":0.03598714,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2114065895","doi":"10.1017/s0261444808005028","title":"Non-native English-speaking English language teachers: History and research","year":2008,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":609,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"English language; Pedagogy; Identity (music); First language; Perception; Sociology; Graduate students; Linguistics; Psychology; Mathematics education; Art","authors":[{"name":"Lucie Moussu","is_ca":true},{"name":"Enric Llurda","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05522483229316918,"gpt":0.3030193217344271,"spread":0.2477944894412579,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004362307,0.0002529219,0.0006861747,0.006284581,0.004288959,0.00801171,0.0009391695,0.00178552,0.005784584],"category_scores_gemma":[0.01124121,0.0005977052,0.000145012,0.01273327,0.01111539,0.006663718,0.002486823,0.002362066,0.001080159],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003986996,"about_ca_system_score_gemma":0.007410944,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009867949,"about_ca_topic_score_gemma":0.02180481,"domain_scores_codex":[0.9975221,0.0009261814,0.0002300629,0.0005655581,0.0005038995,0.0002520958],"domain_scores_gemma":[0.9745594,0.01958064,0.001579687,0.0005613314,0.002053883,0.00166504],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001367163,0.0004590596,0.03239638,0.008194878,0.00003403738,0.001815983,0.1572372,0.00008434317,0.0006453631,0.07583448,0.02242858,0.7007329],"study_design_scores_gemma":[0.00001076,0.0001990523,0.05500554,0.01999763,0.00003845924,0.002173386,0.1409018,0.00005714736,0.0005627251,0.01101206,0.7699839,0.00005755648],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.03924933,0.8846053,0.0003317992,0.01820486,0.0007751652,0.00002782212,0.0001395862,0.000014382,0.05665175],"genre_scores_gemma":[0.2422541,0.7434774,0.0003599388,0.00321336,0.001063156,0.00005052003,0.0001403341,0.00002347176,0.009417742],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.009867949,"threshold_uncertainty_score":0.02892786,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2011907483","doi":"10.2307/3588241","title":"Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom","year":2002,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":572,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"McGill University","keywords":"Corrective feedback; Psychology; Linguistics; Mathematics education; Pedagogy; Philosophy","authors":[{"name":"Iliana Panova","is_ca":true},{"name":"Roy Lyster","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02748736648013322,"gpt":0.2293106281620194,"spread":0.2018232616818862,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002304918,0.000237854,0.0004535213,0.002229077,0.0008455161,0.001396394,0.0006186152,0.0006617659,0.001150538],"category_scores_gemma":[0.02970348,0.0003666837,0.0001528514,0.0009270184,0.001061187,0.0009562811,0.001413882,0.0006967252,0.000368372],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008128289,"about_ca_system_score_gemma":0.0005884343,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005409989,"about_ca_topic_score_gemma":0.01121905,"domain_scores_codex":[0.9967309,0.001081541,0.0004021145,0.0005583903,0.0009263307,0.0003007112],"domain_scores_gemma":[0.9721352,0.01519405,0.006339687,0.001175853,0.004116836,0.00103835],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0007279976,0.0005089702,0.6126413,0.0002905132,0.00004173469,0.001270435,0.2534277,0.0003276005,0.01580052,0.0002788994,0.0005639323,0.1141203],"study_design_scores_gemma":[0.00002257859,0.0008562088,0.9067295,0.0001115418,0.00002944326,0.001562508,0.07979995,0.0008192293,0.007342736,0.0002393424,0.002409395,0.00007753079],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9990809,0.00008413199,0.0002856561,0.00003038855,0.000001415351,0.000007547187,0.00003551172,0.00001793475,0.0004564433],"genre_scores_gemma":[0.9990156,0.00007263057,0.0003358039,0.00001149087,0.000002283846,0.00001578996,0.00005037373,0.000007395273,0.000488579],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005409989,"threshold_uncertainty_score":0.01218969,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2169077375","doi":"10.1111/j.1467-9922.2006.00373.x","title":"The Metacognitive Awareness Listening Questionnaire: Development and Validation","year":2006,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":564,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"","keywords":"Psychology; Active listening; Metacognition; Confirmatory factor analysis; Exploratory factor analysis; Listening comprehension; Reliability (semiconductor); Sample (material); Comprehension; Psychometrics; Cognitive psychology; Developmental psychology; Structural equation modeling; Cognition; Linguistics; Communication","authors":[{"name":"Larry Vandergrift","is_ca":true},{"name":"Christine C. M. Goh","is_ca":false},{"name":"Catherine J. Mareschal","is_ca":true},{"name":"Marzieh H. Tafaghodtari","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0133174507233178,"gpt":0.2452469307230377,"spread":0.2319294799997199,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02469111,0.0005624359,0.0006130894,0.002506616,0.0006256552,0.0008455697,0.001124661,0.0007163262,0.002886879],"category_scores_gemma":[0.0314086,0.000519263,0.0006999156,0.001009352,0.0008122942,0.0009115982,0.001809766,0.001282868,0.001623147],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006972602,"about_ca_system_score_gemma":0.003193788,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001146662,"about_ca_topic_score_gemma":0.001511099,"domain_scores_codex":[0.9910753,0.003147641,0.001776537,0.000488075,0.003211385,0.0003010332],"domain_scores_gemma":[0.9772509,0.01058355,0.001295091,0.001271965,0.008897757,0.0007007557],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0008250349,0.003300401,0.2288853,0.001084641,0.0001128403,0.000483566,0.01103752,0.00216,0.01453337,0.002959422,0.006509323,0.7281086],"study_design_scores_gemma":[0.001012412,0.00852903,0.8541465,0.0009717504,0.000129057,0.001983255,0.007457813,0.01049157,0.01636121,0.003524103,0.09516285,0.0002304786],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8446106,0.0009321147,0.08616798,0.001117125,0.0004222287,0.04475274,0.005187921,0.0006435632,0.01616569],"genre_scores_gemma":[0.5934954,0.001842522,0.2745206,0.001105668,0.0001877354,0.1103289,0.008883136,0.0003894779,0.009246519],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02469111,"threshold_uncertainty_score":0.1305807,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4213261998","doi":"10.1017/cbo9780511667237","title":"Professional Development for Language Teachers","year":2005,"lang":"en","type":"book","venue":"Cambridge University Press eBooks","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":560,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"","keywords":"Mathematics education; Reflection (computer programming); Coaching; Context (archaeology); Professional development; Action research; Pedagogy; Computer science; Psychology","authors":[{"name":"Jack C. Richards","is_ca":false},{"name":"Thomas S. C. Farrell","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03084703609879687,"gpt":0.2268569258548441,"spread":0.1960098897560472,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000799277,0.000252274,0.0002109931,0.0003727016,0.00129147,0.00197277,0.0004811803,0.0008730644,0.02899016],"category_scores_gemma":[0.001865675,0.0001786595,0.000141201,0.000368807,0.0007374335,0.001423661,0.002302583,0.001645598,0.01974302],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00122319,"about_ca_system_score_gemma":0.003601669,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001310357,"about_ca_topic_score_gemma":0.00436782,"domain_scores_codex":[0.9993424,0.0001519688,0.00003141093,0.00008731001,0.0002783936,0.0001084801],"domain_scores_gemma":[0.9990664,0.0001673969,0.00003918953,0.0001030388,0.0003075856,0.0003163739],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000009293573,0.0000902023,0.000296447,0.0002174636,0.000001630904,0.0001476361,0.005184014,0.00008604373,0.001140237,0.06534368,0.5208674,0.406616],"study_design_scores_gemma":[0.000002745912,0.00001164811,0.0003517974,0.0001190285,5.090163e-7,0.0002067257,0.0005085925,0.00003958953,0.00009063775,0.004878995,0.9937879,0.000001646054],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"other","genre_gemma":"other","genre_scores_codex":[0.005197191,0.01931077,0.01850932,0.0231188,0.002802368,0.0001759107,0.000145494,0.0008728227,0.9298673],"genre_scores_gemma":[0.02813422,0.009070423,0.02449265,0.003276962,0.0003021257,0.0002015906,0.0002415744,0.0002013641,0.9340791],"genre_candidate":"other","genre_consensus":"other","teacher_disagreement_score":0.02899016,"threshold_uncertainty_score":0.0969817,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W352793945","doi":"10.1017/cbo9780511667237","title":"Professional development for language teachers strategies for teacher learning","year":2005,"lang":"en","type":"book","venue":"","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":553,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"","keywords":"Coaching; Mathematics education; Professional development; Action research; Reflection (computer programming); Context (archaeology); Pedagogy; Computer science; Psychology","authors":[{"name":"Jack C. Richards","is_ca":false},{"name":"Thomas S. C. Farrell","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04017473009653574,"gpt":0.2950249252230817,"spread":0.2548501951265459,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001193194,0.0001912676,0.0001341438,0.0005018077,0.001654683,0.003129659,0.0006802415,0.0008020454,0.0148277],"category_scores_gemma":[0.002798422,0.0001451035,0.0001437454,0.0003942614,0.001409856,0.001524979,0.002465349,0.001140854,0.004132557],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001912217,"about_ca_system_score_gemma":0.005890172,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001723262,"about_ca_topic_score_gemma":0.00497392,"domain_scores_codex":[0.9991059,0.0004640364,0.0000361154,0.00005975555,0.0002148917,0.0001193427],"domain_scores_gemma":[0.9981839,0.000570686,0.00008883457,0.0001160768,0.0003747593,0.00066571],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0000319549,0.0004460723,0.002300393,0.0006610334,0.000003958679,0.0006305569,0.03900165,0.0002592134,0.001621807,0.1510747,0.1746165,0.6293522],"study_design_scores_gemma":[0.00002328637,0.0001060438,0.003161758,0.0006751998,0.000004712694,0.0009795575,0.02565091,0.0003844607,0.0007439973,0.0325102,0.9357511,0.000008801953],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"other","genre_scores_codex":[0.0470135,0.01663971,0.0277456,0.03640549,0.001059919,0.0003268411,0.00006710023,0.0005266345,0.8702152],"genre_scores_gemma":[0.3742351,0.01583467,0.04525393,0.002151534,0.0001989766,0.0004952559,0.0001461407,0.0001407298,0.5615436],"genre_candidate":"other","genre_consensus":"other","teacher_disagreement_score":0.0148277,"threshold_uncertainty_score":0.04960358,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2114448935","doi":"10.1017/s0272263106060268","title":"ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":543,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Toronto; Université de Montréal","funders":"","keywords":"Corrective feedback; Grammar; Psychology; Possessive; Intervention (counseling); Mathematics education; Language proficiency; Grammaticality; Linguistics","authors":[{"name":"Ahlem Ammar","is_ca":true},{"name":"Nina Spada","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03564695377511055,"gpt":0.2867695289804893,"spread":0.2511225752053787,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0119711,0.0005512767,0.0009165045,0.0003679303,0.00159359,0.002073308,0.001740657,0.001278687,0.005875496],"category_scores_gemma":[0.02757478,0.0006840527,0.00036391,0.0002586739,0.00300331,0.002712966,0.001526283,0.001424588,0.0006912187],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007443123,"about_ca_system_score_gemma":0.002230497,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001511459,"about_ca_topic_score_gemma":0.001554354,"domain_scores_codex":[0.9916347,0.00574677,0.0003030275,0.00103137,0.0008512904,0.0004329435],"domain_scores_gemma":[0.9784989,0.01497025,0.002765882,0.001387528,0.0005497593,0.001827544],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.05887355,0.2664878,0.06667124,0.00264917,0.0002968308,0.00100849,0.2207523,0.001002748,0.0316278,0.00738532,0.00469139,0.3385533],"study_design_scores_gemma":[0.04044063,0.5794339,0.1654838,0.001058352,0.0005424667,0.001132938,0.1162286,0.004983735,0.02553219,0.01291675,0.0514897,0.0007570264],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9968407,0.00009354328,0.0005321398,0.0003593424,0.00003925583,0.0006945596,0.0000285132,0.00001502542,0.001397041],"genre_scores_gemma":[0.988761,0.0001756458,0.004394005,0.0005858502,0.00005846934,0.002770651,0.00003845393,0.00001989385,0.003195982],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0119711,"threshold_uncertainty_score":0.06330997,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2915069625","doi":"10.1111/modl.12544","title":"Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research","year":2019,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":542,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"","keywords":"Rubric; Second-language acquisition; Psychology; Positive psychology; Epistemology; Pedagogy; Linguistics; Social psychology; Philosophy","authors":[{"name":"Peter D. MacIntyre","is_ca":true},{"name":"Tammy Gregersen","is_ca":false},{"name":"Sarah Mercer","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06105493426117892,"gpt":0.4203314683080598,"spread":0.3592765340468809,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.08885507,0.0009117997,0.001618886,0.003619195,0.007404885,0.02276322,0.003050298,0.006992933,0.006858076],"category_scores_gemma":[0.05031563,0.0005431149,0.000873709,0.002683982,0.06641893,0.02399504,0.0160869,0.01580036,0.001411945],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00841999,"about_ca_system_score_gemma":0.03224232,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0016193,"about_ca_topic_score_gemma":0.002218829,"domain_scores_codex":[0.944676,0.04793346,0.000769774,0.001924449,0.002960172,0.001736106],"domain_scores_gemma":[0.8248286,0.1393943,0.004478431,0.007481518,0.01084124,0.01297595],"domain_codex":null,"domain_gemma":"methods","domain_candidate":"methods","domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00008370596,0.0004896897,0.002137891,0.002128259,0.00003028294,0.0001733617,0.0153612,0.0003134661,0.0003107077,0.8187695,0.02065573,0.1395462],"study_design_scores_gemma":[0.0000800021,0.0002044436,0.001802622,0.00835972,0.00002839275,0.0001864404,0.04857323,0.0008704613,0.000490984,0.8451052,0.09423296,0.00006552274],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"methods","genre_scores_codex":[0.01526802,0.05188646,0.04151706,0.8173106,0.004651988,0.0003222034,0.00003713909,0.0002472979,0.06875928],"genre_scores_gemma":[0.7715487,0.05069108,0.06879831,0.09783043,0.004182969,0.00150132,0.00004477111,0.0002129431,0.005189574],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.9111449,"threshold_uncertainty_score":0.4699161,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2133128016","doi":"10.1017/s0272263106060128","title":"INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE","year":2006,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":508,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Psychology; Pedagogy; Mathematics education; Immersion (mathematics)","authors":[{"name":"Roy Lyster","is_ca":true},{"name":"Hirohide Mori","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01784910289532613,"gpt":0.2811062125811725,"spread":0.2632571096858464,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002082968,0.000430655,0.0005354487,0.001205948,0.000560942,0.001530233,0.0004819218,0.0004625822,0.002313772],"category_scores_gemma":[0.02548622,0.0002422555,0.0002361595,0.0004677592,0.001152575,0.001008207,0.0015592,0.0005995216,0.0002217284],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000528435,"about_ca_system_score_gemma":0.0006097072,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006118282,"about_ca_topic_score_gemma":0.0007080832,"domain_scores_codex":[0.9936504,0.003042439,0.0004147785,0.0006619411,0.00184051,0.0003899636],"domain_scores_gemma":[0.9696559,0.02132623,0.004089528,0.001590754,0.002119801,0.001217647],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.005681218,0.0010346,0.1596344,0.001506255,0.0002206497,0.001601833,0.06065719,0.002557409,0.2861231,0.00481273,0.0003661384,0.4758045],"study_design_scores_gemma":[0.0003567243,0.007102421,0.8368796,0.0003712644,0.0005132525,0.003636346,0.03011754,0.006451503,0.09590814,0.005087695,0.01339588,0.0001797719],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9892356,0.000229187,0.006023158,0.00007871693,0.00001323043,0.00003996205,0.00003315388,0.0001150251,0.004232009],"genre_scores_gemma":[0.9980434,0.00006524493,0.001421959,0.00001327972,0.000005831745,0.00002543177,0.000028415,0.00002166967,0.0003747547],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002313772,"threshold_uncertainty_score":0.01101595,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2034479298","doi":"10.1177/136216880607074599","title":"Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners","year":2007,"lang":"en","type":"article","venue":"Language Teaching Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":508,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Language proficiency; Task (project management); Recall; Affect (linguistics); Test (biology); Contrast (vision); Mathematics education; Cognitive psychology; Communication; Computer science; Artificial intelligence","authors":[{"name":"Yuko Watanabe","is_ca":false},{"name":"Merrill Swain","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03435906384408872,"gpt":0.3513133029881351,"spread":0.3169542391440464,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003524456,0.000491042,0.0004411196,0.0005310144,0.0007782624,0.001454413,0.0004387517,0.0005071302,0.002392236],"category_scores_gemma":[0.02969671,0.0002886945,0.0002421871,0.0001836248,0.001057127,0.001110743,0.002346971,0.0006449764,0.0003616578],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003119379,"about_ca_system_score_gemma":0.0003411614,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005481489,"about_ca_topic_score_gemma":0.0006959952,"domain_scores_codex":[0.995537,0.002452135,0.0003740699,0.0006782349,0.000669479,0.0002890219],"domain_scores_gemma":[0.9643884,0.02719611,0.003631429,0.001296537,0.001277887,0.002209485],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.005274808,0.005060485,0.6054145,0.000478246,0.0002983453,0.002345085,0.1454038,0.001097913,0.1039849,0.000355661,0.0003638045,0.1299225],"study_design_scores_gemma":[0.0002135899,0.01218861,0.8966324,0.00007198983,0.000159403,0.002186667,0.05707147,0.00169487,0.0271002,0.0007202605,0.001866648,0.00009392737],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9996068,0.00001352232,0.0001301406,0.000007708652,8.126821e-7,0.00000845876,0.000005248119,0.000002973538,0.0002243594],"genre_scores_gemma":[0.9993092,0.00001779725,0.0004238803,0.000008918864,0.000001741832,0.00003391418,0.00001442951,0.000002376224,0.0001877772],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003524456,"threshold_uncertainty_score":0.01863933,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2129611519","doi":"10.1017/s0267190501000034","title":"New themes and approaches in second language motivation research","year":2001,"lang":"en","type":"article","venue":"Annual Review of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":501,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Mainstream; Variety (cybernetics); Point (geometry); Field (mathematics); The Renaissance; Psychology; Epistemology; Sociology; Computer science; Political science; Artificial intelligence; History; Philosophy","authors":[{"name":"Zoltán Dörnyei","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1160477115743196,"gpt":0.3424175885617524,"spread":0.2263698769874328,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0137203,0.0008803558,0.001072573,0.007618484,0.003765373,0.01173327,0.002194062,0.002985346,0.004758338],"category_scores_gemma":[0.008042867,0.0003947474,0.0008417155,0.00765533,0.03767031,0.01426062,0.006442615,0.007453662,0.000498881],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.009381745,"about_ca_system_score_gemma":0.004988311,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002941492,"about_ca_topic_score_gemma":0.003531407,"domain_scores_codex":[0.9924136,0.005202834,0.0002404667,0.000773272,0.0009657405,0.0004041001],"domain_scores_gemma":[0.9902289,0.007253863,0.000491237,0.0004744416,0.0007351401,0.0008164422],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00001049405,0.000041463,0.0008417993,0.0001707308,0.000007432063,0.0000409849,0.0193685,0.0001098324,0.00008227598,0.9628438,0.001018877,0.01546388],"study_design_scores_gemma":[0.00001396355,0.00003461891,0.00148677,0.0003977492,0.000005497676,0.00009997405,0.02345563,0.000944705,0.0001003181,0.9021196,0.07131886,0.00002219711],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"review","genre_scores_codex":[0.1228417,0.1537432,0.1774885,0.2738945,0.003920862,0.0002954665,0.0002298293,0.0001872356,0.2673988],"genre_scores_gemma":[0.8841804,0.04837283,0.03695361,0.008369435,0.004305873,0.0008770206,0.0001218584,0.000123215,0.01669564],"genre_candidate":"review","genre_consensus":null,"teacher_disagreement_score":0.0137203,"threshold_uncertainty_score":0.07256079,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2056383189","doi":"10.1111/1467-9922.00232","title":"Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":495,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Canadian Medical Protective Association; University of Ottawa","funders":"","keywords":"Psychology; Active listening; Think aloud protocol; Metacognition; Listening comprehension; Elaboration; Comprehension; Cognitive psychology; Second language; Linguistics; Cognition; Communication; Computer science","authors":[{"name":"Larry Vandergrift","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04552059960145777,"gpt":0.2550298054063412,"spread":0.2095092058048834,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002821208,0.0007183594,0.0003164209,0.002690355,0.000985204,0.006359869,0.001456752,0.001355496,0.002501173],"category_scores_gemma":[0.007807799,0.0004133526,0.0004791045,0.0008642405,0.005815604,0.003987639,0.002024983,0.001104028,0.0005867478],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001587394,"about_ca_system_score_gemma":0.002171025,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005620345,"about_ca_topic_score_gemma":0.004035552,"domain_scores_codex":[0.9985959,0.0006365413,0.00006217866,0.0002645724,0.000281138,0.0001596988],"domain_scores_gemma":[0.9961718,0.002225793,0.0006189289,0.00029401,0.0004552747,0.0002342264],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0004762695,0.0009646079,0.2102612,0.000616444,0.0001066004,0.001903167,0.4536089,0.006379067,0.04811743,0.114148,0.001005631,0.1624126],"study_design_scores_gemma":[0.0002426033,0.003311166,0.2617254,0.0009189941,0.0004140394,0.005129713,0.3474389,0.1415571,0.03444396,0.1670842,0.03735803,0.0003758741],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8692127,0.0004126504,0.09527609,0.001381085,0.0000208615,0.000208664,0.00008551126,0.000267841,0.03313451],"genre_scores_gemma":[0.9746282,0.0001972734,0.02334487,0.00007749305,0.000005279925,0.0001511593,0.00004462789,0.00003060008,0.001520574],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006359869,"threshold_uncertainty_score":0.01492018,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2084614868","doi":"10.1111/0023-8333.00172","title":"Recasts as Feedback to Language Learners","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Interlanguage; Psychology; Corrective feedback; Utterance; Linguistics; Meaning (existential); Second-language acquisition; Psycholinguistics; Cognitive psychology; Mathematics education; Cognition","authors":[{"name":"Howard Nicholas","is_ca":false},{"name":"Patsy M. Lightbown","is_ca":false},{"name":"Nina Spada","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01905615745150375,"gpt":0.2706884518850843,"spread":0.2516322944335806,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004441562,0.0006959866,0.000615052,0.0009345261,0.0003365557,0.002114613,0.000985181,0.00131587,0.007563788],"category_scores_gemma":[0.03334698,0.0002150011,0.0002360393,0.000519681,0.001183411,0.0034345,0.001828133,0.001323721,0.00168002],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005277721,"about_ca_system_score_gemma":0.0005972856,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003701687,"about_ca_topic_score_gemma":0.0005503159,"domain_scores_codex":[0.9944179,0.003744487,0.0002583661,0.0002969332,0.001121907,0.0001605139],"domain_scores_gemma":[0.969578,0.02448429,0.001883032,0.001241454,0.002136679,0.0006765581],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.002629281,0.001604605,0.006585498,0.005998927,0.00008473375,0.0009996201,0.04081943,0.00132302,0.03643245,0.01664123,0.009088784,0.8777924],"study_design_scores_gemma":[0.001774112,0.02073602,0.0753653,0.008301249,0.0008646618,0.005945308,0.06514075,0.01121646,0.173794,0.07511088,0.5610875,0.0006636468],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7361943,0.01693635,0.08545335,0.006479985,0.00083539,0.0007772775,0.0005697506,0.005121686,0.147632],"genre_scores_gemma":[0.913931,0.008358424,0.05250043,0.0008046531,0.0001982356,0.0004090783,0.0002600343,0.0004675021,0.02307066],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007563788,"threshold_uncertainty_score":0.02530342,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2104968365","doi":"10.1111/0023-8333.00119","title":"The Role of Gender and Immersion in Communication and Second Language Orientations","year":2000,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Linguistics; Immersion (mathematics)","authors":[{"name":"Susan Baker","is_ca":true},{"name":"Peter D. MacIntyre","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.008729470974904936,"gpt":0.2392361150881719,"spread":0.230506644113267,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007257299,0.0002534786,0.0002139661,0.0003030867,0.0002509333,0.0009365933,0.0001925762,0.0002475046,0.004243499],"category_scores_gemma":[0.005177323,0.00008654543,0.0002669888,0.0001495737,0.0005295777,0.0004065144,0.0006550062,0.0004435412,0.000247569],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002883518,"about_ca_system_score_gemma":0.0003443302,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001035283,"about_ca_topic_score_gemma":0.001488613,"domain_scores_codex":[0.999564,0.0001410239,0.0000213928,0.00005197576,0.0001147757,0.0001068384],"domain_scores_gemma":[0.9976124,0.001006946,0.0005563194,0.00005258305,0.0001180692,0.0006537171],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.003951488,0.001928856,0.8960621,0.0001642627,0.0001711775,0.0006628993,0.0139211,0.0002102722,0.01789018,0.001084124,0.0003258612,0.06362775],"study_design_scores_gemma":[0.00002788567,0.002010264,0.9895516,0.00003020219,0.00003174478,0.0003875396,0.005504047,0.0002426966,0.001049084,0.0003833219,0.0007678335,0.0000137609],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9987991,0.00008009143,0.00007527927,0.00003831386,0.000006602693,0.00000472537,0.00001231782,0.000002024941,0.0009816064],"genre_scores_gemma":[0.9992592,0.00005425913,0.00004580144,0.00001268875,0.000006149305,0.000005708075,0.00001494921,0.000001782478,0.0005993776],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004243499,"threshold_uncertainty_score":0.01419592,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1875204997","doi":"10.1111/j.1467-9922.2009.00559.x","title":"Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study","year":2010,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":470,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Metacognition; Active listening; Recall; Listening comprehension; Second language; Control (management); Cognitive psychology; Comprehension; Mathematics education; Linguistics; Cognition; Communication; Computer science","authors":[{"name":"Larry Vandergrift","is_ca":true},{"name":"Marzieh H. Tafaghodtari","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02435544707912402,"gpt":0.3117717394888683,"spread":0.2874162924097443,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006068228,0.000569156,0.0005760427,0.0005972781,0.002186459,0.001680005,0.001266889,0.001115059,0.002177386],"category_scores_gemma":[0.02271208,0.0003231729,0.0002375465,0.0004526864,0.001512613,0.001521541,0.00173865,0.001543673,0.0004009316],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008579449,"about_ca_system_score_gemma":0.001262153,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001841602,"about_ca_topic_score_gemma":0.002865841,"domain_scores_codex":[0.9969068,0.001686213,0.0001966379,0.0003730924,0.0005298919,0.0003072414],"domain_scores_gemma":[0.9734759,0.02072345,0.001467998,0.001447305,0.001630013,0.001255367],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00364198,0.07905007,0.2094346,0.001499915,0.0001535924,0.003522575,0.437728,0.001239975,0.03672265,0.002534595,0.001432271,0.2230397],"study_design_scores_gemma":[0.001645668,0.05515434,0.3811065,0.0007279208,0.0004088393,0.003691457,0.4673458,0.005506125,0.0483638,0.002817482,0.033016,0.0002159871],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9988181,0.0000346057,0.0002319315,0.00005038904,0.000002822462,0.00007742425,0.00000789795,0.000003965148,0.0007728313],"genre_scores_gemma":[0.9970341,0.0001354682,0.001499925,0.0001208223,0.00001070901,0.0001944441,0.00002545167,0.000006774439,0.0009723854],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006068228,"threshold_uncertainty_score":0.03209227,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2121549952","doi":"10.1177/0261927x03022002003","title":"Willingness to Communicate in a Second Language","year":2003,"lang":"en","type":"article","venue":"Journal of Language and Social Psychology","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":436,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Cape Breton University; University of Ottawa","funders":"","keywords":"Willingness to communicate; Psychology; Vitality; Context (archaeology); Social psychology; Identity (music); Social identity theory; Social environment; Linguistics; Social group; Sociology","authors":[{"name":"Richard Clément","is_ca":true},{"name":"Susan Baker","is_ca":true},{"name":"Peter D. MacIntyre","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04154091161094257,"gpt":0.3500438422645386,"spread":0.308502930653596,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001278015,0.0001532198,0.0001772866,0.0006286057,0.0005210705,0.00148506,0.0002052476,0.0004207519,0.007361343],"category_scores_gemma":[0.007992459,0.00008022506,0.0001584559,0.0002037387,0.0005241793,0.0004752784,0.0005723679,0.0006319821,0.0008986789],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003317189,"about_ca_system_score_gemma":0.0004666841,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004318209,"about_ca_topic_score_gemma":0.005219103,"domain_scores_codex":[0.999384,0.000198135,0.00004506209,0.00005378484,0.0001913166,0.000127657],"domain_scores_gemma":[0.9941369,0.002341561,0.001453801,0.0003160198,0.0008583883,0.0008933734],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002659244,0.0005013744,0.8709068,0.0001390948,0.00008092343,0.001091785,0.04478826,0.0002477166,0.0111506,0.001438774,0.001461643,0.06792708],"study_design_scores_gemma":[0.00002505501,0.0008896113,0.927274,0.00006767641,0.00005095312,0.002622174,0.0513956,0.001000757,0.002623397,0.0009428613,0.01302528,0.0000825674],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9957776,0.00005326384,0.0001231615,0.0001202536,0.000007489542,0.000007450489,0.00002830149,0.000004348999,0.003878151],"genre_scores_gemma":[0.9977965,0.00005324342,0.0001007149,0.00006354851,0.00000689855,0.000006653805,0.00004596405,0.000002444635,0.00192411],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007361343,"threshold_uncertainty_score":0.0246262,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2937156297","doi":"10.1017/s0272263117000304","title":"ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE","year":2017,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":421,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Anxiety; Multilevel model; Social psychology; Mathematics education; Developmental psychology; Computer science","authors":[{"name":"Gholam Hassan Khajavy","is_ca":false},{"name":"Peter D. MacIntyre","is_ca":true},{"name":"Elyas Barabadi","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03287737951262137,"gpt":0.2923387393490925,"spread":0.2594613598364712,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001314594,0.0002205513,0.0002836575,0.0004398603,0.0005078014,0.002115627,0.0002400688,0.0004185682,0.002246249],"category_scores_gemma":[0.006464369,0.0001746829,0.0003467923,0.0003240819,0.0007784624,0.0004538216,0.0009427018,0.001161388,0.0001630438],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003014481,"about_ca_system_score_gemma":0.000396768,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008605997,"about_ca_topic_score_gemma":0.001125773,"domain_scores_codex":[0.9987655,0.0005899848,0.00007860915,0.0001329184,0.0002601739,0.0001728831],"domain_scores_gemma":[0.9919152,0.003782345,0.002689,0.0004211949,0.0004526837,0.000739565],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002986146,0.0007317138,0.9644702,0.00009241771,0.0002042887,0.0002061324,0.00998176,0.0003445951,0.004898251,0.0008008894,0.0001424908,0.01782871],"study_design_scores_gemma":[0.000008558868,0.0001606815,0.9905165,0.00002009021,0.0000465384,0.00006849116,0.007606313,0.0004806567,0.0004978632,0.0003142959,0.0002646132,0.00001537208],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9987431,0.00003640994,0.0001686253,0.00004948424,0.000003255691,0.000006755471,0.00002107785,0.000002234882,0.0009691173],"genre_scores_gemma":[0.9996979,0.00002053003,0.0001161685,0.00001167399,0.000002987582,0.000008498929,0.00001866516,0.000001294101,0.0001224092],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002246249,"threshold_uncertainty_score":0.007514477,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4234945117","doi":"10.1111/1467-9922.00194","title":"Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students","year":2002,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":414,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa; Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; Anxiety; Competence (human resources); French immersion; Developmental psychology; Social psychology; Mathematics education","authors":[{"name":"Peter D. MacIntyre","is_ca":true},{"name":"Susan Baker","is_ca":true},{"name":"Richard Clément","is_ca":true},{"name":"Leslie A. Donovan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0139778242437449,"gpt":0.2341575636736112,"spread":0.2201797394298663,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006320716,0.0002934979,0.0002506647,0.0006969971,0.0004147419,0.0008768698,0.0001646643,0.000467116,0.001997152],"category_scores_gemma":[0.002108341,0.0001877831,0.0003483018,0.0002479718,0.0002992969,0.0002443278,0.0004059643,0.0004787781,0.0003175258],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002361966,"about_ca_system_score_gemma":0.0002366283,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003839242,"about_ca_topic_score_gemma":0.005917775,"domain_scores_codex":[0.9995876,0.0001217572,0.00003211767,0.00005147241,0.0000988201,0.0001081725],"domain_scores_gemma":[0.9977217,0.0005279653,0.0007316907,0.00006876927,0.0001851343,0.0007645825],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000197435,0.0003712351,0.9916868,0.00001060427,0.00002761011,0.0001496327,0.002259323,0.00001759804,0.001462398,0.00002239634,0.00004352244,0.003751509],"study_design_scores_gemma":[0.000002469515,0.0003755615,0.9982141,0.000002948316,0.000006156433,0.00008708885,0.00107233,0.0000403263,0.0001147332,0.000007301852,0.00007309318,0.0000039435],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9998193,0.00002014849,0.000007778416,0.000006596761,0.000001011914,0.000001343261,0.000009519214,8.701669e-7,0.0001334357],"genre_scores_gemma":[0.999718,0.00001696627,0.00001561288,0.000007453979,0.00000199961,0.000003076318,0.00001833284,5.692771e-7,0.0002179769],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003839242,"threshold_uncertainty_score":0.007633805,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2156257627","doi":"10.1111/1540-4781.00184","title":"The Effect of Synchronous and Asynchronous CMC on Oral Performance in German","year":2003,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":412,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Canadian Celiac Association","keywords":"Asynchronous communication; German; Computer science; Language proficiency; Lexical diversity; Diversity (politics); Natural language processing; Linguistics; Control (management); Psychology; Mathematics education; Artificial intelligence; Vocabulary; Sociology; Telecommunications","authors":[{"name":"Zsuzsanna Ittzés Abrams","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.007689059811354461,"gpt":0.243666285118741,"spread":0.2359772253073865,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002009755,0.0005065582,0.0003275415,0.0007604014,0.000378165,0.001183196,0.0003037158,0.0004117529,0.00160711],"category_scores_gemma":[0.01054519,0.0001335735,0.0002132012,0.0002805087,0.0005014612,0.0005111814,0.0008462854,0.0003105486,0.0004144467],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000322962,"about_ca_system_score_gemma":0.000264749,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008461117,"about_ca_topic_score_gemma":0.0007452292,"domain_scores_codex":[0.9985306,0.0005229132,0.000145457,0.000185033,0.0004501375,0.0001657629],"domain_scores_gemma":[0.9923853,0.003996268,0.001623154,0.000377043,0.0006382866,0.0009800122],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.01558615,0.007552851,0.3285624,0.001030639,0.0005744405,0.001717637,0.02588988,0.003375664,0.2534373,0.0009760735,0.0009961734,0.3603007],"study_design_scores_gemma":[0.0003606814,0.01889533,0.9367343,0.0001201668,0.0004335204,0.0004323062,0.007147243,0.002428116,0.02997329,0.0006977484,0.00266446,0.0001127612],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9990815,0.00005647712,0.00006121401,0.00001156812,0.000004089894,0.000005610806,0.000008123182,0.000003408563,0.000768021],"genre_scores_gemma":[0.9990137,0.00005516629,0.0001675915,0.000009967223,0.0000110258,0.000009176135,0.0000194337,0.000003243735,0.0007107392],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002009755,"threshold_uncertainty_score":0.0106287,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2151744449","doi":"10.1017/s0261444807004508","title":"Second language socialization as sociocultural theory: Insights and issues","year":2007,"lang":"en","type":"article","venue":"Language Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":394,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Socialization; Sociocultural evolution; Sociology; Indexicality; Psychology; Pedagogy; Epistemology; Social psychology","authors":[{"name":"Patricia A. Duff","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01126236850599662,"gpt":0.2856574544566214,"spread":0.2743950859506248,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007247093,0.0007985245,0.0009321047,0.003784116,0.006550244,0.01316834,0.002332209,0.003131428,0.005953343],"category_scores_gemma":[0.006374132,0.0003141042,0.0007020858,0.003846395,0.06160551,0.02130823,0.009226393,0.004897238,0.0003428406],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005350075,"about_ca_system_score_gemma":0.004055102,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005052217,"about_ca_topic_score_gemma":0.00408512,"domain_scores_codex":[0.9948926,0.003792318,0.0001191646,0.0003415523,0.0003935746,0.000460798],"domain_scores_gemma":[0.9872271,0.009795299,0.0006851475,0.0007489252,0.0007673833,0.0007761047],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00000384914,0.00001938377,0.0006006841,0.00005018667,0.000004035561,0.00009566941,0.01461121,0.0001251627,0.00003369563,0.9795741,0.0003662843,0.004515786],"study_design_scores_gemma":[0.00000535034,0.00002052625,0.0007979347,0.000188545,0.00000383811,0.0001968355,0.04765324,0.001054976,0.00009386956,0.9288964,0.02107766,0.0000109184],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.203877,0.04580234,0.09650569,0.2459705,0.001797471,0.0001436828,0.0001056028,0.0001698602,0.4056278],"genre_scores_gemma":[0.984083,0.005899547,0.004990995,0.001850469,0.0006364071,0.0001233534,0.00002156599,0.00003224153,0.002362261],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01316834,"threshold_uncertainty_score":0.03881764,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2043529006","doi":"10.1111/0023-8333.00149","title":"Learning Spanish as a Second Language: Learners' Orientations and Perceptions of Their Teachers' Communication Style","year":2001,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":394,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Feeling; Competence (human resources); Path analysis (statistics); Perception; Self-determination theory; Style (visual arts); Autonomy; Intrinsic motivation; Social psychology; Goal theory; Linguistic competence; Linguistics","authors":[{"name":"Kimberly A. Noels","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01206423457327858,"gpt":0.2658042008740006,"spread":0.253739966300722,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009054893,0.0003198247,0.0002612304,0.000664695,0.0004852414,0.001601987,0.0002030537,0.0004242375,0.002380019],"category_scores_gemma":[0.002412319,0.0002179931,0.0002214882,0.0002503853,0.0004702115,0.0003755463,0.0006401309,0.0005918888,0.0005277885],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003461729,"about_ca_system_score_gemma":0.0003279521,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002992184,"about_ca_topic_score_gemma":0.005919854,"domain_scores_codex":[0.9997424,0.0000652566,0.00002416388,0.00003092913,0.00007300033,0.00006408585],"domain_scores_gemma":[0.9977391,0.0004592151,0.0008844296,0.00005723427,0.0002063725,0.0006537144],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002318746,0.0006259204,0.9667284,0.0000296021,0.00002685665,0.0002285518,0.01948214,0.000060809,0.003294697,0.0000793313,0.0001589909,0.009052694],"study_design_scores_gemma":[0.00002318757,0.0004142438,0.9644771,0.0000182434,0.00001510963,0.0002180327,0.03323727,0.0002188374,0.0005704013,0.0000715922,0.000721818,0.00001409669],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9997353,0.00001246554,0.000009017511,0.000009836476,0.000001195354,0.000001831498,0.000006986211,6.626228e-7,0.0002227019],"genre_scores_gemma":[0.9988237,0.00005269341,0.00003741129,0.00001776256,0.000003782387,0.000009857112,0.00004022881,0.000001763799,0.001012852],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002992184,"threshold_uncertainty_score":0.007961929,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2104373049","doi":"10.1002/j.1545-7249.2008.tb00115.x","title":"Form‐Focused Instruction: Isolated or Integrated?","year":2008,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":386,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University; University of Toronto","funders":"Office of International Science and Engineering","keywords":"Fluency; Automaticity; Interlanguage; Psychology; Second-language acquisition; Context (archaeology); Language acquisition; Mathematics education; Cognition; Empirical research; Computer science; Cognitive psychology; Pedagogy; Linguistics","authors":[{"name":"Nina Spada","is_ca":true},{"name":"Patsy M. Lightbown","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04151245532608008,"gpt":0.2304173880683759,"spread":0.1889049327422958,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002112895,0.000512495,0.00102531,0.002031711,0.0005700331,0.005099811,0.00131618,0.002228278,0.006319638],"category_scores_gemma":[0.009146145,0.0003066115,0.0006506562,0.001632717,0.003677698,0.005542543,0.003211022,0.002028384,0.0009095896],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001085563,"about_ca_system_score_gemma":0.001768009,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007910806,"about_ca_topic_score_gemma":0.001423448,"domain_scores_codex":[0.9974946,0.0004881844,0.0002673438,0.0004330547,0.001101549,0.0002152608],"domain_scores_gemma":[0.995172,0.002081391,0.0009048979,0.0003387906,0.0008109804,0.000691937],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0004247183,0.0005703883,0.007405743,0.002394096,0.0001248518,0.0002324718,0.004980553,0.0001836407,0.002204573,0.0259645,0.005160736,0.9503537],"study_design_scores_gemma":[0.001406916,0.00649173,0.1515059,0.02575595,0.002416757,0.01825394,0.03874223,0.00661196,0.01555235,0.3054073,0.4275614,0.0002935341],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.3859062,0.2525297,0.07157873,0.03757435,0.003169413,0.0006834165,0.0003520667,0.00104013,0.247166],"genre_scores_gemma":[0.9288959,0.03712174,0.01913344,0.004314134,0.001356503,0.000332971,0.0001977908,0.0001238173,0.008523762],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006319638,"threshold_uncertainty_score":0.02114129,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2138941564","doi":"10.3138/cmlr.57.4.531","title":"There is a Role for the L1 in Second and Foreign Language Teaching, But…","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":360,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Aside; Foreign language teaching; Foreign language; Mathematics education; Language education; Linguistics; Pedagogy; Psychology; Sociology; Philosophy","authors":[{"name":"Miles Turnbull","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01733409743692696,"gpt":0.2311974917055155,"spread":0.2138633942685886,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004232114,0.0003311719,0.0006813194,0.001631286,0.004394666,0.006239881,0.001157021,0.001810289,0.007165624],"category_scores_gemma":[0.005764834,0.0001835349,0.0002816471,0.001769275,0.01107823,0.004074269,0.002850533,0.002428869,0.00156192],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01345231,"about_ca_system_score_gemma":0.02156835,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.437678,"about_ca_topic_score_gemma":0.5476361,"domain_scores_codex":[0.9968624,0.0009969388,0.0001011363,0.000335527,0.001220005,0.0004841016],"domain_scores_gemma":[0.9951386,0.002244752,0.0005659693,0.000154646,0.00136798,0.0005278985],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001378874,0.00004877511,0.006224555,0.005303809,0.00006077198,0.0006435119,0.0290398,0.0001740901,0.001230204,0.328569,0.08421027,0.5443572],"study_design_scores_gemma":[0.00001369782,0.00007505245,0.01293621,0.002815229,0.00005792109,0.0006721601,0.01218896,0.00004187869,0.0005538311,0.02177238,0.9488354,0.00003728403],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"empirical","genre_scores_codex":[0.01625657,0.5281073,0.004437179,0.156757,0.002684256,0.0000352642,0.0001405192,0.0001138677,0.2914681],"genre_scores_gemma":[0.5621726,0.3177551,0.004929415,0.03811536,0.002385037,0.00009021902,0.000114508,0.0001168043,0.0743209],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.437678,"threshold_uncertainty_score":0.8702608,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2111353204","doi":"10.1017/s0272263109990519","title":"EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS","year":2010,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":343,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Corrective feedback; Past tense; Psychology; Control (management); Mathematics education; Linguistics; Computer science; Verb; Artificial intelligence","authors":[{"name":"Yingli Yang","is_ca":false},{"name":"Roy Lyster","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.00924998366632261,"gpt":0.2710516176968373,"spread":0.2618016340305147,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001679749,0.0009399998,0.0009545166,0.0003805482,0.0004446495,0.0003594141,0.0006511391,0.0006512182,0.001569103],"category_scores_gemma":[0.008246855,0.000381647,0.0003072025,0.0002239239,0.0006287334,0.0004444187,0.0005409861,0.0006613463,0.0001666159],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004058118,"about_ca_system_score_gemma":0.0008405658,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002071268,"about_ca_topic_score_gemma":0.003485388,"domain_scores_codex":[0.9987889,0.0003838338,0.0001754688,0.000296861,0.0002204874,0.0001344358],"domain_scores_gemma":[0.9953833,0.0025288,0.0007422205,0.0003537176,0.0003167565,0.0006752841],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.09017204,0.1272171,0.03362225,0.002278887,0.0003167371,0.0008222554,0.0197851,0.001935556,0.3579259,0.0002284682,0.0004876055,0.3652082],"study_design_scores_gemma":[0.01349698,0.4640028,0.3943628,0.0001705886,0.0006185016,0.0004596423,0.004482269,0.004582199,0.1145005,0.0003972614,0.002717952,0.0002084076],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9997352,0.00002486065,0.00006492941,0.000006682991,0.000004266107,0.00006061496,0.000006501774,0.000006664827,0.00009029511],"genre_scores_gemma":[0.9971399,0.0001057978,0.001808558,0.00002470694,0.00001196515,0.0002835277,0.00003666342,0.000004614915,0.000584234],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002071268,"threshold_uncertainty_score":0.008883476,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2008864144","doi":"10.1111/j.1540-4781.2009.00825.x","title":"Languaging: University Students Learn the Grammatical Concept of Voice in French","year":2009,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":342,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Linguistics; Psychology; Quality (philosophy); Mathematics education; Epistemology; Philosophy","authors":[{"name":"Merrill Swain","is_ca":true},{"name":"Sharon Lapkin","is_ca":true},{"name":"Ibtissem Knouzi","is_ca":true},{"name":"Wataru Suzuki","is_ca":true},{"name":"Lindsay Brooks","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01748085193534369,"gpt":0.2608279798008664,"spread":0.2433471278655227,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001370457,0.000388422,0.0002840843,0.0004893948,0.0009762695,0.002192759,0.0003457008,0.0006603373,0.003927052],"category_scores_gemma":[0.003690282,0.0001107669,0.0002587765,0.0002153283,0.0009242495,0.0009114528,0.0009685133,0.0008913861,0.0007656895],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005475064,"about_ca_system_score_gemma":0.0007639268,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002755905,"about_ca_topic_score_gemma":0.004289853,"domain_scores_codex":[0.9995431,0.0001827073,0.00001614291,0.00005702153,0.00008400723,0.0001170962],"domain_scores_gemma":[0.9983876,0.0005795914,0.0003116961,0.0001071743,0.00020087,0.0004130938],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0005490932,0.003462035,0.3503459,0.0003043191,0.00004544274,0.002504664,0.25369,0.0009540818,0.0906464,0.004661696,0.002389093,0.2904473],"study_design_scores_gemma":[0.00005200178,0.009093961,0.6572295,0.0002226979,0.000084114,0.004060879,0.2289663,0.003731775,0.04030776,0.0053029,0.05077428,0.0001738296],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9973801,0.00008066244,0.0006228758,0.00009190414,0.000004566579,0.0000154042,0.000009550975,0.0000285028,0.001766434],"genre_scores_gemma":[0.9965407,0.0001135844,0.0007820329,0.00009910596,0.000006789179,0.00001823934,0.00002714535,0.000007169517,0.002405314],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003927052,"threshold_uncertainty_score":0.01313728,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1996674356","doi":"10.1093/applin/amm041","title":"A Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development","year":2007,"lang":"en","type":"article","venue":"Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":338,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University; University of Alberta","funders":"","keywords":"Fluency; Psychology; Mandarin Chinese; Language proficiency; Linguistics; Longitudinal study; Disadvantaged; First language; Mathematics education; Medicine","authors":[{"name":"Tracey M. Derwing","is_ca":true},{"name":"Murray J. Munro","is_ca":true},{"name":"Ron I. Thomson","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06163195990006533,"gpt":0.2915984915754579,"spread":0.2299665316753926,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003003342,0.0003299079,0.0003890898,0.001099485,0.001098134,0.0009986974,0.0003465396,0.000428443,0.0009519668],"category_scores_gemma":[0.005177495,0.0002893553,0.0003318359,0.0004373069,0.0004208389,0.0007898822,0.0007820119,0.0006685201,0.0003190569],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003404568,"about_ca_system_score_gemma":0.0004603785,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004199728,"about_ca_topic_score_gemma":0.005569344,"domain_scores_codex":[0.9993167,0.0002478123,0.00005691469,0.0001074093,0.0001545766,0.0001165],"domain_scores_gemma":[0.9966266,0.0006310384,0.0009760119,0.0002505175,0.0008830939,0.0006327344],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002876363,0.0009868434,0.9688163,0.00001931952,0.00004747532,0.0002591999,0.01664742,0.00003095997,0.00197923,0.00005458396,0.00009886226,0.0107722],"study_design_scores_gemma":[0.0000160026,0.001990049,0.9822143,0.00001561472,0.00003726265,0.0004299229,0.01338182,0.000170497,0.001012688,0.00006965598,0.0006421531,0.00002001454],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9998086,0.00002735822,0.00004019501,0.000007257058,0.000001052761,0.000004476012,0.00001959572,0.000001065047,0.00009030733],"genre_scores_gemma":[0.9993023,0.0000314008,0.0001402347,0.0000126072,0.000002864472,0.00002029524,0.00008180354,0.000001442661,0.0004070549],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004199728,"threshold_uncertainty_score":0.01588339,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2604469563","doi":"10.14746/ssllt.2017.7.1.4","title":"Positive and negative emotions underlie motivation for L2 learning","year":2017,"lang":"en","type":"article","venue":"Studies in Second Language Learning and Teaching","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":333,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"Ella ja Georg Ehrnroothin Säätiö; Suomen Kulttuurirahasto","keywords":"Psychology; Pride; Social psychology; Anger; Sadness; Gratitude; Feeling; Contempt; Context (archaeology); German; Amusement; Developmental psychology; Linguistics","authors":[{"name":"Peter D. MacIntyre","is_ca":true},{"name":"László Vincze","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05747692903192227,"gpt":0.3445837769680076,"spread":0.2871068479360854,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009372355,0.0002520144,0.000199155,0.0004715988,0.0004372002,0.001602795,0.0001829227,0.0004666627,0.001676138],"category_scores_gemma":[0.003428657,0.0001426676,0.0002803018,0.0002350654,0.0009982988,0.0004866192,0.0008672862,0.0006723224,0.0001889558],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005599278,"about_ca_system_score_gemma":0.0004246731,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006786757,"about_ca_topic_score_gemma":0.0008467146,"domain_scores_codex":[0.9994562,0.000208075,0.0000240659,0.00005452262,0.0001553251,0.0001016936],"domain_scores_gemma":[0.997486,0.000835789,0.001030124,0.0000888354,0.0002462142,0.0003129533],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003542859,0.0005669924,0.8374253,0.0003699551,0.0001488888,0.000519237,0.01428556,0.0005842118,0.01096383,0.006419188,0.0009971246,0.1273655],"study_design_scores_gemma":[0.000009504066,0.0001335634,0.9873534,0.00005535529,0.00003989636,0.0002835449,0.005356732,0.0006130373,0.0007831745,0.003538285,0.001808138,0.00002531046],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.988342,0.0003371612,0.001297783,0.0003105571,0.00001103031,0.00002230131,0.00002953207,0.00001296615,0.009636546],"genre_scores_gemma":[0.9990913,0.0001022793,0.0002723532,0.00003490602,0.000006648082,0.00001068344,0.00001447099,0.000002704526,0.0004647774],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.001676138,"threshold_uncertainty_score":0.005607247,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2109870329","doi":"10.1111/j.1467-9922.2004.00247.x","title":"Integrative Motivation: Changes During a Year‐Long Intermediate‐Level Language Course","year":2004,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":322,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Psychology; Language acquisition; Anxiety; Second-language acquisition; Developmental psychology; Cognitive psychology; Social psychology; Linguistics; Mathematics education","authors":[{"name":"R. C. Gardner","is_ca":true},{"name":"Anne‐Marie Masgoret","is_ca":false},{"name":"Jeff Tennant","is_ca":true},{"name":"Ljiljana Mihić","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02244251986772433,"gpt":0.2587314138973241,"spread":0.2362888940295998,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005583575,0.0002473633,0.0003602793,0.0007389737,0.001115106,0.001266113,0.0003782757,0.0007117277,0.001883259],"category_scores_gemma":[0.00254769,0.0001716025,0.0002536207,0.0004281005,0.0004115016,0.0002895449,0.0007744672,0.001007822,0.0004768335],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001032456,"about_ca_system_score_gemma":0.0006019595,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01198255,"about_ca_topic_score_gemma":0.02264727,"domain_scores_codex":[0.9996862,0.00006087383,0.00001197293,0.00005015297,0.00006710774,0.0001236979],"domain_scores_gemma":[0.9980521,0.0002384672,0.0003540184,0.00006508832,0.0002289748,0.001061199],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00216356,0.009462965,0.9155549,0.0000601716,0.0001279565,0.0007536271,0.008505191,0.0003028042,0.01378744,0.0003334075,0.001068107,0.04787985],"study_design_scores_gemma":[0.000004943732,0.0003619641,0.9981536,0.00000225202,0.000005920248,0.00002589683,0.0007739256,0.00007177619,0.0002475852,0.00001986553,0.0003245148,0.000007723935],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9994018,0.00003672776,0.00002062903,0.00003954774,0.00000460761,0.000009097264,0.00005458338,0.000005248564,0.0004277194],"genre_scores_gemma":[0.9988821,0.00002326381,0.00003386017,0.00002711515,0.000005743088,0.0000139418,0.0001339095,0.000001731546,0.0008782636],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01198255,"threshold_uncertainty_score":0.02382565,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2006673318","doi":"10.3138/cmlr.59.4.589","title":"Talking in Order to Learn: Willingness to Communicate and Intensive Language Programs","year":2003,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":320,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Willingness to communicate; Communication apprehension; Psychology; Competence (human resources); Immersion (mathematics); Anxiety; Communicative competence; Social psychology; Pedagogy; Mathematics","authors":[{"name":"Peter D. MacIntyre","is_ca":false},{"name":"Susan Baker","is_ca":false},{"name":"Richard Clément","is_ca":false},{"name":"Leslie A. Donovan","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02556543680532527,"gpt":0.2469630133561505,"spread":0.2213975765508252,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001501075,0.0001159461,0.0001904059,0.000748045,0.0002478321,0.001223894,0.0002728376,0.0004883189,0.003571682],"category_scores_gemma":[0.01136818,0.00009014223,0.0002314711,0.0004672561,0.0006349867,0.0006866359,0.0006749569,0.0006700235,0.0002132667],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000478786,"about_ca_system_score_gemma":0.0005805787,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002032868,"about_ca_topic_score_gemma":0.00264737,"domain_scores_codex":[0.9989393,0.0003852265,0.00007998192,0.00009297382,0.0003770903,0.0001253225],"domain_scores_gemma":[0.9899786,0.004858999,0.003128365,0.0001377981,0.0006351539,0.001261156],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0005923631,0.00188237,0.8902069,0.0003318315,0.0001304864,0.0006428563,0.01808832,0.0003349221,0.003720349,0.001412846,0.0005319549,0.08212489],"study_design_scores_gemma":[0.00001002465,0.0006619997,0.9866112,0.00004835157,0.00004343766,0.0004319116,0.01019339,0.0003594615,0.0004275994,0.0005056266,0.0006892534,0.000017771],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.997088,0.0001781126,0.0001008754,0.0001100842,0.000002269021,0.00001038099,0.000008871915,0.000001708671,0.002499839],"genre_scores_gemma":[0.9993413,0.0000975699,0.00006885423,0.00002539698,0.000005052221,0.000009496768,0.00001512643,0.000001467094,0.0004357714],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003571682,"threshold_uncertainty_score":0.01194847,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2017285126","doi":"10.3138/cmlr.57.3.424","title":"Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English","year":2001,"lang":"en","type":"article","venue":"Canadian Modern Language Review/ La Revue canadienne des langues vivantes","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":316,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Psychology; Intrinsic motivation; Autonomy; Competence (human resources); Perception; Self-determination theory; Learner autonomy; Language acquisition; Second language; English language; Social psychology; Mathematics education; Linguistics; Language education; Comprehension approach","authors":[{"name":"Kimberly A. Noels","is_ca":false},{"name":"Richard Clément","is_ca":false},{"name":"Luc G. Pelletier","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01653632322174384,"gpt":0.2279626366257089,"spread":0.211426313403965,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00146713,0.0003102065,0.0002586936,0.001191916,0.002089267,0.002002348,0.0003799363,0.0003456674,0.001749293],"category_scores_gemma":[0.003344569,0.0001558801,0.0002810527,0.0007381957,0.001896515,0.0003456769,0.0009807994,0.0007127821,0.000143395],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005327003,"about_ca_system_score_gemma":0.006942747,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.5617048,"about_ca_topic_score_gemma":0.7880726,"domain_scores_codex":[0.9988587,0.0001691407,0.00004502289,0.00009544992,0.0004941067,0.0003376144],"domain_scores_gemma":[0.9975611,0.00030434,0.0005705451,0.00006929442,0.0007232795,0.0007714779],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001303586,0.0002229042,0.9235596,0.00005305893,0.00003461532,0.000241378,0.05044085,0.00008237457,0.002409909,0.001486061,0.0004150219,0.0209238],"study_design_scores_gemma":[0.000005026101,0.00007981083,0.9706752,0.00002538453,0.00001231629,0.0001000745,0.02680101,0.0001142327,0.0002504054,0.0001942325,0.001721033,0.00002132597],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9980063,0.00007770375,0.00003461373,0.00005899883,0.000002275494,0.000007404046,0.00002314295,9.516313e-7,0.001788702],"genre_scores_gemma":[0.9986795,0.00008613892,0.00006257221,0.00002116125,0.000001408666,0.000004523457,0.00003819334,0.000001459476,0.001105014],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4382952,"threshold_uncertainty_score":0.8817529,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2148883986","doi":"10.1111/modl.12084","title":"The Motion of Emotion: Idiodynamic Case Studies of Learners' Foreign Language Anxiety","year":2014,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":305,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"","keywords":"Psychology; Reinterpretation; Anxiety; Foreign language anxiety; Social psychology; Class (philosophy); Presentation (obstetrics); Foreign language; Adaptation (eye); Cognitive psychology; Developmental psychology; Mathematics education; Artificial intelligence; Computer science","authors":[{"name":"Tammy Gregersen","is_ca":false},{"name":"Peter D. MacIntyre","is_ca":true},{"name":"Mario D. Meza","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02170785649890296,"gpt":0.2739776470298845,"spread":0.2522697905309816,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002862691,0.0004097549,0.0003885783,0.001345617,0.003457648,0.002974966,0.0007681216,0.001068695,0.001496786],"category_scores_gemma":[0.005811173,0.0002833372,0.0004116605,0.0009046764,0.004613054,0.001534297,0.003428577,0.001700132,0.0001788122],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001681822,"about_ca_system_score_gemma":0.0007533823,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003157602,"about_ca_topic_score_gemma":0.00644532,"domain_scores_codex":[0.9978507,0.00144387,0.00007730243,0.0001367025,0.000198883,0.0002925744],"domain_scores_gemma":[0.9960493,0.00281478,0.0004436337,0.0002481206,0.0001727473,0.0002713581],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009762355,0.0002007975,0.0458746,0.000134333,0.00002597401,0.02673253,0.9057284,0.0002293813,0.002389246,0.005240441,0.0004868695,0.01285986],"study_design_scores_gemma":[0.00001545083,0.0001824581,0.03089397,0.00009819314,0.00002551021,0.02300711,0.9339005,0.00075966,0.001325886,0.002833825,0.00690554,0.00005195321],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9946256,0.0001548212,0.001464936,0.0004555719,0.00001052985,0.00002894608,0.00001791857,0.000008118953,0.003233444],"genre_scores_gemma":[0.9990244,0.0001256034,0.0004000459,0.00004374243,0.000006934225,0.00002186614,0.000006393044,0.000003363591,0.0003676233],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003457648,"threshold_uncertainty_score":0.01513952,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2134113284","doi":"10.1111/1467-9922.00226","title":"Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students","year":2003,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":273,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Ottawa; Cape Breton University","funders":"","keywords":"Willingness to communicate; Psychology; French immersion; Competence (human resources); Anxiety; Foreign language; First language; Developmental psychology; AP French Language; Communicative competence; Social psychology; Pedagogy; Linguistics","authors":[{"name":"Peter D. MacIntyre","is_ca":true},{"name":"Susan C. Baker","is_ca":true},{"name":"Richard Clément","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01061164870976469,"gpt":0.2401690774337957,"spread":0.229557428724031,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005380933,0.0002975675,0.0002849051,0.0007116989,0.0006623028,0.001179247,0.0002790446,0.0005129896,0.002531075],"category_scores_gemma":[0.001483414,0.0001963799,0.0004362924,0.0003347378,0.0004202122,0.0002184207,0.0004869263,0.0005425776,0.0003130354],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004407176,"about_ca_system_score_gemma":0.0004824787,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0253041,"about_ca_topic_score_gemma":0.04044409,"domain_scores_codex":[0.9995827,0.00008375227,0.00003471205,0.00005278025,0.0001058774,0.0001401862],"domain_scores_gemma":[0.9982741,0.0003262139,0.0005217709,0.00005752945,0.0001424673,0.000678],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001165826,0.0002934003,0.994148,0.00001040605,0.00002501227,0.0001229605,0.002353912,0.0000104651,0.000593018,0.00002759156,0.0000549383,0.002243601],"study_design_scores_gemma":[0.000001608939,0.0002011824,0.9975849,0.000004747496,0.000005432126,0.00004914174,0.002003979,0.00002096536,0.0000407303,0.000004774494,0.00007984537,0.00000270244],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9996595,0.00003373266,0.0000055826,0.000009440249,0.000001806074,0.000003158926,0.0000219542,6.868789e-7,0.0002641348],"genre_scores_gemma":[0.9995186,0.00002838815,0.00001315286,0.00001072076,0.000002166657,0.000004850031,0.00002992944,5.468125e-7,0.000391507],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0253041,"threshold_uncertainty_score":0.05031365,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2150805776","doi":"10.1111/lang.12000","title":"The Development of L2 Oral Language Skills in Two L1 Groups: A 7‐Year Study","year":2013,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":256,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University; University of Alberta","funders":"","keywords":"Psychology; Fluency; Mandarin Chinese; Linguistics; Stress (linguistics); Slavic languages; First language; Pronunciation; Second-language acquisition; Willingness to communicate; Language proficiency; Second language; Second-language attrition; Comprehension approach; Language education; Mathematics education","authors":[{"name":"Tracey M. Derwing","is_ca":true},{"name":"Murray J. Munro","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01261753738426511,"gpt":0.2793180611876823,"spread":0.2667005238034172,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004574029,0.0007088582,0.001147042,0.001934108,0.002722567,0.001613279,0.0009287936,0.00119448,0.001201372],"category_scores_gemma":[0.003546421,0.000522475,0.000988943,0.0005118267,0.001356362,0.001335873,0.002761781,0.002013245,0.0009330208],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001128791,"about_ca_system_score_gemma":0.001665926,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01349386,"about_ca_topic_score_gemma":0.01353153,"domain_scores_codex":[0.9985613,0.0003208055,0.00009009882,0.0001667832,0.0003453468,0.0005157153],"domain_scores_gemma":[0.9957964,0.0005774888,0.000614171,0.0002767021,0.00116727,0.001567922],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.002050225,0.0209536,0.8083567,0.0001127745,0.0001115337,0.00391611,0.1006639,0.0002264596,0.009455771,0.0002820438,0.0009238978,0.05294688],"study_design_scores_gemma":[0.0001573934,0.02063017,0.9209319,0.00006034367,0.0001456548,0.00110224,0.04549999,0.0004849166,0.006028843,0.0001789471,0.004647189,0.0001324758],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9996245,0.00002547629,0.00002967266,0.00001805433,0.000003581311,0.00002537987,0.00002649157,0.00000315699,0.0002436989],"genre_scores_gemma":[0.9976502,0.00007750856,0.000180875,0.00005891099,0.00001074714,0.0001372891,0.0002401008,0.000004743919,0.001639693],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01349386,"threshold_uncertainty_score":0.02683067,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2057793452","doi":"10.1111/j.1467-9922.2009.00512.x","title":"Prompts Versus Recasts in Dyadic Interaction","year":2009,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":255,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Corrective feedback; Context (archaeology); Class (philosophy); Second-language acquisition; Repeated measures design; Differential effects; Developmental psychology; First language; Linguistics; Mathematics education","authors":[{"name":"Roy Lyster","is_ca":true},{"name":"Jesús Izquierdo","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03325365964713289,"gpt":0.2956613420411137,"spread":0.2624076823939808,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002111219,0.0004491454,0.0005526298,0.0003011017,0.0004879311,0.0008834187,0.0003685166,0.0004646661,0.002912633],"category_scores_gemma":[0.01591351,0.0002545063,0.0001706536,0.0001611821,0.0005321821,0.000773375,0.001211193,0.0005250165,0.0004274154],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002601554,"about_ca_system_score_gemma":0.0003663113,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005445173,"about_ca_topic_score_gemma":0.001287151,"domain_scores_codex":[0.9959458,0.002898008,0.0001410075,0.000388038,0.0004252455,0.0002018334],"domain_scores_gemma":[0.9878313,0.008322578,0.001546997,0.0007602019,0.000506429,0.001032511],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","study_design_scores_codex":[0.02655653,0.005264649,0.1458659,0.00154925,0.0003355754,0.003043181,0.1291972,0.001019643,0.4107534,0.001442208,0.0016037,0.2733689],"study_design_scores_gemma":[0.001730597,0.05831407,0.714615,0.0003633509,0.000864635,0.004193235,0.106575,0.0050815,0.07364506,0.003873398,0.03035858,0.0003855325],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9978561,0.00008702474,0.0009926852,0.00003812366,0.00001157466,0.00003714341,0.00002372834,0.00003115301,0.0009224351],"genre_scores_gemma":[0.996101,0.0001425445,0.002551418,0.0000440864,0.00001236387,0.0001055927,0.00006455176,0.00001987912,0.000958629],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002912633,"threshold_uncertainty_score":0.01116538,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1904542684","doi":"10.1111/lang.12105","title":"Learner Variables in Second Language Listening Comprehension: An Exploratory Path Analysis","year":2015,"lang":"en","type":"article","venue":"Language Learning","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":248,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University; University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Active listening; Psychology; Vocabulary; Path analysis (statistics); Cognitive psychology; Listening comprehension; Comprehension; Linguistics; Computer science; Communication","authors":[{"name":"Larry Vandergrift","is_ca":true},{"name":"Susan Baker","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03465770655968804,"gpt":0.2660512293265971,"spread":0.2313935227669091,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008431602,0.001751727,0.001117065,0.002937557,0.001331393,0.002447734,0.001048781,0.0008425576,0.008320546],"category_scores_gemma":[0.01481305,0.0007337159,0.002767336,0.003137463,0.0008531685,0.002003114,0.002565224,0.002179101,0.0005575327],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001299169,"about_ca_system_score_gemma":0.006717715,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.011944,"about_ca_topic_score_gemma":0.007163403,"domain_scores_codex":[0.9972813,0.001774845,0.0001112673,0.0002722249,0.0002641173,0.0002961902],"domain_scores_gemma":[0.9847735,0.01241627,0.0009100219,0.0004032714,0.001071249,0.0004257295],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0009125047,0.002276657,0.8862102,0.0004020061,0.0009308723,0.001198787,0.02974585,0.009618471,0.002173863,0.00522236,0.001333714,0.05997463],"study_design_scores_gemma":[0.0004309189,0.008074568,0.7296724,0.0006885749,0.001525824,0.00123125,0.06435949,0.1681134,0.003572386,0.01377788,0.008229746,0.0003236094],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9892991,0.00007660771,0.007876892,0.0002028922,0.00001261471,0.0005996165,0.0008433221,0.0000608002,0.001028107],"genre_scores_gemma":[0.9742721,0.0002489167,0.0211227,0.00004129964,0.000008438969,0.001686787,0.001231057,0.00004169881,0.001346935],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.011944,"threshold_uncertainty_score":0.04459107,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2133384666","doi":"10.1017/s0272263112000356","title":"PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT","year":2012,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":244,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Fluency; Corrective feedback; Psychology; Context (archaeology); Control (management); Peer feedback; Second language; Intervention (counseling); Peer group; Mathematics education; Developmental psychology; Pedagogy; Linguistics; Computer science; Artificial intelligence","authors":[{"name":"Masatoshi Sato","is_ca":false},{"name":"Roy Lyster","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05367314576425078,"gpt":0.3443162921514894,"spread":0.2906431463872386,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002582313,0.0004259934,0.0005943301,0.0003963833,0.0007920265,0.0005987632,0.0006599884,0.0004651856,0.003236332],"category_scores_gemma":[0.01077699,0.0002582587,0.000230867,0.0001629732,0.0006350424,0.0005769927,0.0008672841,0.0006004465,0.0002760239],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003385686,"about_ca_system_score_gemma":0.0009575087,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006650504,"about_ca_topic_score_gemma":0.001087018,"domain_scores_codex":[0.9965263,0.001903473,0.0001980177,0.0005374615,0.0005197172,0.0003149953],"domain_scores_gemma":[0.9920283,0.004857861,0.0009950335,0.0005413842,0.0003814104,0.001196086],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.02346229,0.1762903,0.1204772,0.001381806,0.0001836273,0.001292287,0.05110827,0.0008374347,0.1404487,0.001330055,0.001439301,0.4817487],"study_design_scores_gemma":[0.007008443,0.3107332,0.5770976,0.0002648274,0.0004853583,0.00130207,0.017142,0.004792213,0.0667246,0.001800057,0.01243126,0.0002183568],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9987784,0.00004240429,0.0004132381,0.00002046488,0.00001187683,0.0001406667,0.000008241885,0.00001052185,0.0005741715],"genre_scores_gemma":[0.9952226,0.00005855702,0.003108294,0.00002200554,0.00001721735,0.0005810121,0.00001965335,0.00000609558,0.0009645875],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003236332,"threshold_uncertainty_score":0.01365674,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}