{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":196,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":196,"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"},"query_hash":"e1d7035ad291","filters":{"venue":"Canadian Journal of Applied Linguistics"}},"results":[{"id":"W1566294707","doi":"","title":"Teaching Pronunciation Using the Prosody Pyramid","year":2010,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":176,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of New Brunswick","funders":"","keywords":"Prosody; Pronunciation; Linguistics; Psychology; Computer science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.03063408639310942,"gpt":0.3305626914320537,"spread":0.2999286050389443,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001016023,0.00009439747,0.0001395869,0.0001640591,0.0003535694,0.0000673212,0.0003787698,0.0001502371,0.0001859327],"category_scores_gemma":[0.0009192376,0.00007160797,0.00004452351,0.0001019119,0.0002056219,0.000006277776,0.000013413,0.001553773,0.00002249117],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006540954,"about_ca_system_score_gemma":0.001080634,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003705196,"about_ca_topic_score_gemma":0.01095528,"domain_scores_codex":[0.9990511,0.00004014228,0.0002979541,0.0001047998,0.0001458449,0.0003601674],"domain_scores_gemma":[0.9987922,0.0001116538,0.0002183466,0.0002462427,0.0003082917,0.0003232057],"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":[0.0001358251,0.00009930933,0.007073984,0.00002723254,0.0002670529,0.0003237783,0.03895045,0.0002567062,0.02363027,0.9064195,0.008141036,0.01467486],"study_design_scores_gemma":[0.001131989,0.0002301206,0.0161872,0.00003082023,0.0001470396,0.0003576162,0.001976015,0.001259693,0.001149105,0.05472603,0.9223932,0.0004111488],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8167604,0.0001275125,0.0004529054,0.0005117886,0.007932413,0.0003321185,0.00001811028,0.000009567598,0.1738552],"genre_scores_gemma":[0.9950989,7.413132e-7,0.00171448,0.000219495,0.002683087,0.000002781235,0.000001900005,0.00002089377,0.0002577087],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9142522,"threshold_uncertainty_score":0.6750457,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W81053158","doi":"","title":"Written Corrective Feedback: What Do Students and Teachers Prefer and Why?.","year":2010,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":85,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Humanities; Corrective feedback; Pedagogy; Psychology; Sociology; Mathematics education; Art","retraction":null,"screen_n_in":null,"score":{"opus":0.01721502452101733,"gpt":0.2404975894765674,"spread":0.22328256495555,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0004857038,0.0001357985,0.000202359,0.000172341,0.0004367467,0.001038687,0.000163389,0.00007339969,0.0002039461],"category_scores_gemma":[0.000489809,0.0001216663,0.0000282721,0.00001978003,0.0002951013,0.00005758877,0.00001872306,0.0009644587,0.000005697213],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003614655,"about_ca_system_score_gemma":0.0001834826,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00144744,"about_ca_topic_score_gemma":0.02493333,"domain_scores_codex":[0.9992229,0.00002328906,0.0002311752,0.0001311301,0.0001577775,0.0002336748],"domain_scores_gemma":[0.9989472,0.0001015404,0.0001643411,0.00009734114,0.0002091595,0.0004804182],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00007348008,0.00005841807,0.02943695,0.00005353746,0.0003122721,0.0001648983,0.6530046,0.00003506285,0.0001020442,0.2365679,0.01539486,0.06479587],"study_design_scores_gemma":[0.0005022517,0.00009003801,0.003350617,0.0001190957,0.00008769301,0.00002935458,0.04284199,0.00001179565,0.00001226638,0.002499552,0.950243,0.000212357],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9320725,0.0007156886,0.000009382456,0.0001323332,0.00304829,0.0001017569,0.000009707991,0.00001236223,0.06389803],"genre_scores_gemma":[0.9962438,0.00005538803,0.0002946804,0.0004176282,0.002308776,0.000001054618,0.000002013344,0.00002444719,0.0006522468],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9348481,"threshold_uncertainty_score":0.9999983,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2771241327","doi":"10.7202/1042675ar","title":"Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":69,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Université du Québec à Montréal; Concordia University","funders":"","keywords":"Fluency; Pronunciation; Prosody; Psychology; Stress (linguistics); Intonation (linguistics); Active listening; Linguistics; Focus (optics); Communication; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.02276875691710702,"gpt":0.3264722451471994,"spread":0.3037034882300924,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006496376,0.000137743,0.0003178729,0.0004043351,0.0001926842,0.00006571497,0.0006288981,0.0001783507,0.0005789714],"category_scores_gemma":[0.000777558,0.0001374104,0.00003436167,0.00008823202,0.0001823875,0.00001123359,0.00002795929,0.0006298088,0.00001956742],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001096475,"about_ca_system_score_gemma":0.001374642,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002867203,"about_ca_topic_score_gemma":0.1448886,"domain_scores_codex":[0.9986604,0.00003787138,0.0005571503,0.0001696352,0.0001607599,0.0004142174],"domain_scores_gemma":[0.9983259,0.00007567956,0.0004902331,0.0004109828,0.0002569858,0.0004401546],"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":[0.0006547907,0.0008548898,0.1045627,0.0001668244,0.0006590992,0.00764525,0.3579815,0.00005934628,0.02540106,0.03946488,0.01019758,0.4523521],"study_design_scores_gemma":[0.005000142,0.0006935041,0.9068794,0.0002204443,0.00004134269,0.0001185816,0.004026081,0.00004893223,0.0299229,0.009411719,0.04298084,0.0006560796],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9377897,0.00003120646,0.000006576679,0.00003508997,0.0007458337,0.0001075007,0.00003982621,0.000002486535,0.06124182],"genre_scores_gemma":[0.9885418,6.622299e-7,0.01083982,0.0000693537,0.0003255019,0.000002487022,0.000007542978,0.00002082522,0.0001919672],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8023168,"threshold_uncertainty_score":0.870715,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3174289261","doi":"10.37213/cjal.2021.31371","title":"TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":54,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Vietnamese; Mathematics education; Task (project management); Affordance; Grammar; Psychology; Language education; Pedagogy; Summative assessment; Foreign language; Task analysis; Linguistics; Cognitive psychology; Engineering; Formative assessment","retraction":null,"screen_n_in":null,"score":{"opus":0.01421610023518531,"gpt":0.2113182852542513,"spread":0.197102185019066,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000206385,0.000130971,0.0002064392,0.0001656599,0.0008646533,0.000181942,0.0001904529,0.00005554386,0.003461409],"category_scores_gemma":[0.0005629454,0.000133167,0.00008682856,0.0000215945,0.0001184943,0.00002641272,0.00001476394,0.0007155308,0.00005313884],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003274783,"about_ca_system_score_gemma":0.0005155093,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006089354,"about_ca_topic_score_gemma":0.07387367,"domain_scores_codex":[0.9992123,0.00007520348,0.0001787441,0.0001755694,0.0001305222,0.000227621],"domain_scores_gemma":[0.9988864,0.0001330127,0.0001652447,0.0001816816,0.0002238845,0.000409798],"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":[0.00005856334,0.00005033032,0.0003306484,0.000008745718,0.0001398126,0.001684115,0.302156,0.000261189,0.00006052626,0.6856813,0.003129483,0.006439358],"study_design_scores_gemma":[0.0003532084,0.00007717367,0.0001243042,0.00005687453,0.00007057199,0.000012395,0.1716783,0.00005658419,0.00003392656,0.0006562673,0.8267021,0.0001783615],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5025671,0.0003589246,0.00003325481,0.0001037514,0.000798532,0.00003130065,0.00007301391,0.00001810627,0.496016],"genre_scores_gemma":[0.9904249,0.000004655263,0.0007275917,0.0005328943,0.003483885,9.889384e-8,0.0000248636,0.00002356575,0.004777565],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8235726,"threshold_uncertainty_score":0.9974496,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3127251887","doi":"10.37213/cjal.2021.28999","title":"Professional Development Through Reflective Practice: A Framework for TESOL Teachers","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":37,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Brock University","funders":"","keywords":"Acknowledgement; Pedagogy; Faculty development; Professional development; Sociology; Reflective practice; Mathematics education; Through-the-lens metering; Psychology; Lens (geology); Computer science; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.04895495466034138,"gpt":0.4350616051426716,"spread":0.3861066504823302,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.00153395,0.0001206766,0.0001988084,0.0001065029,0.001027116,0.000158542,0.0002675265,0.0002123476,0.00009666324],"category_scores_gemma":[0.07145582,0.0001277342,0.00006178919,0.0003944238,0.0001909289,0.000102094,0.00001307469,0.0006696689,0.00001127829],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00142001,"about_ca_system_score_gemma":0.02881941,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006445929,"about_ca_topic_score_gemma":0.007740134,"domain_scores_codex":[0.9984178,0.000163305,0.0004241469,0.0001882955,0.0003953861,0.0004110671],"domain_scores_gemma":[0.9938328,0.002025984,0.0006762001,0.0001375385,0.002873002,0.0004545346],"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":[0.00007724174,0.0000907232,0.0003449548,0.00001576065,0.0001566902,0.00003640275,0.1994878,0.00006728684,0.00003332997,0.7792309,0.009517664,0.0109413],"study_design_scores_gemma":[0.0001562543,0.00002476687,0.0001349909,0.00006111878,0.00006272982,0.000006121754,0.04061124,0.000001245133,0.000556192,0.1417269,0.8165334,0.0001250116],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"other","genre_gemma":"methods","genre_scores_codex":[0.002987694,0.0006875091,0.04319324,0.006831999,0.01769071,0.0007070514,0.00001384043,0.00002111638,0.9278669],"genre_scores_gemma":[0.4113524,0.00003149657,0.5829892,0.001160976,0.003744071,0.00002380477,0.000005065365,0.0000217579,0.0006712191],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.9271956,"threshold_uncertainty_score":0.9766863,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2799809171","doi":"10.7202/1050809ar","title":"Intercultural Communicative Competence and English for Academic Purposes: A Synthesis Review of the Scholarly Literature","year":2018,"lang":"en","type":"review","venue":"Canadian Journal of Applied Linguistics","topic":"International Student and Expatriate Challenges","field":"Social Sciences","cited_by":34,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Okanagan University College; University of British Columbia, Okanagan Campus; University of British Columbia","funders":"","keywords":"Ethnocentrism; Acculturation; Intercultural communication; Communicative competence; Cultural competence; English for academic purposes; Psychology; Intercultural competence; Pedagogy; Perception; Competence (human resources); Intercultural relations; Sociology; Social psychology; Ethnic group","retraction":null,"screen_n_in":null,"score":{"opus":0.06988691267265584,"gpt":0.3700593343636208,"spread":0.3001724216909649,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.001614317,0.000200558,0.0009010593,0.0001280378,0.0004262576,0.0001700905,0.001646856,0.0003061079,0.00001666972],"category_scores_gemma":[0.0167026,0.0001301172,0.0004248078,0.0002383291,0.000557474,0.00004869097,0.00006881399,0.0009739172,0.00000118032],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002914456,"about_ca_system_score_gemma":0.001796311,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003720341,"about_ca_topic_score_gemma":0.003310036,"domain_scores_codex":[0.998381,0.0001979884,0.0007549123,0.0001319366,0.0003077304,0.000226404],"domain_scores_gemma":[0.9945286,0.0009451367,0.001293915,0.0001895349,0.002792754,0.0002500645],"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":[0.00003939524,0.00003599767,0.00001125685,0.08193014,0.001679065,0.00001908022,0.2879271,2.770901e-7,2.396347e-7,0.3597154,0.02336602,0.2452761],"study_design_scores_gemma":[0.00004731081,0.00002160724,5.119321e-7,0.1088807,0.0005411427,0.000004455092,0.004627225,1.284351e-7,4.138913e-7,0.0008643235,0.8848947,0.0001174396],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.000009572917,0.9872088,0.00000111806,0.0001903247,0.001246969,0.0006314864,0.0002346804,0.000002696507,0.01047438],"genre_scores_gemma":[0.00159488,0.9951122,0.0003636197,0.0001767369,0.002655167,0.00001637708,0.00001024252,0.00001693391,0.00005387171],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.8615288,"threshold_uncertainty_score":0.9915801,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3176451446","doi":"10.37213/cjal.2021.31340","title":"Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Linguistic Education and Pedagogy","field":"Arts and Humanities","cited_by":27,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"Bundesministerium für Bildung und Forschung; Australian Government","keywords":"German; Task (project management); Language education; English as a foreign language; Bridging (networking); Mathematics education; Foreign language; Computer science; Pedagogy; Psychology; Multimedia; Engineering; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.06580122937362963,"gpt":0.2726472389731148,"spread":0.2068460095994851,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003000421,0.0001863985,0.0003724287,0.0002638858,0.0002400971,0.0003273309,0.0002422644,0.00009029804,0.001021049],"category_scores_gemma":[0.002427596,0.0001874504,0.0001058147,0.00006697552,0.0001027624,0.00002434255,0.00001472676,0.0004595167,0.00004084266],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002663038,"about_ca_system_score_gemma":0.005166664,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001317543,"about_ca_topic_score_gemma":0.1052513,"domain_scores_codex":[0.9985457,0.00002436454,0.0006426477,0.0001819003,0.0001879073,0.0004174875],"domain_scores_gemma":[0.9976532,0.0002183002,0.0002905835,0.0001990935,0.001094969,0.0005438638],"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":[0.0001320921,0.0001777562,0.003659823,0.0002540388,0.0002229446,0.0004597993,0.09043852,0.0005104074,0.00005206084,0.7140404,0.1880979,0.001954216],"study_design_scores_gemma":[0.0007480945,0.00005210391,0.0004644163,0.00006315096,0.00004588721,0.00001190101,0.03239772,0.000042639,0.00001335345,0.007307617,0.9586188,0.0002343404],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.027062,0.0005019352,0.0001001999,0.001204969,0.007313116,0.0004060701,0.0009439993,0.00002824482,0.9624395],"genre_scores_gemma":[0.98971,0.00002159035,0.001055333,0.001695632,0.005142127,0.00000812879,0.0004209221,0.00004249635,0.001903827],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9626479,"threshold_uncertainty_score":0.9998922,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2972879548","doi":"10.7202/1063773ar","title":"The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":26,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":true},"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; McGill University","keywords":"French immersion; French; Inclusion (mineral); Mathematics education; AP French Language; Language proficiency; Language acquisition; First language; Immigration; Neuroscience of multilingualism; Pedagogy; Psychology; Language education; Linguistics; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.03222345756927729,"gpt":0.3724045741374228,"spread":0.3401811165681455,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001271938,0.00005717724,0.0001244951,0.0001181894,0.0005880481,0.00002972375,0.0001932603,0.00004293476,0.00003091656],"category_scores_gemma":[0.002034294,0.00004818451,0.00003127395,0.0001141659,0.0001171278,0.00001297045,0.00006153817,0.0001913109,0.000001381553],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000221728,"about_ca_system_score_gemma":0.000857119,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.0262002,"about_ca_topic_score_gemma":0.07406891,"domain_scores_codex":[0.9992734,0.00004827572,0.0002047584,0.0000832376,0.0002123566,0.0001779603],"domain_scores_gemma":[0.9989412,0.0004360411,0.0001635694,0.00006212883,0.0002065374,0.0001904581],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005305338,0.00002981904,0.03338366,0.0000190144,0.00001157275,0.000002087501,0.9531165,0.00009166169,0.0001893782,0.005281592,0.00003758989,0.007784098],"study_design_scores_gemma":[0.0005180338,0.00008665719,0.009550158,0.00005634353,0.00001011575,1.692252e-7,0.9461978,0.00001637602,0.0002298191,0.0005372736,0.04271764,0.00007958486],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9926773,0.0002152809,0.0000027636,0.0001041131,0.0005815504,0.0001781169,0.000004254584,0.000001570494,0.006234995],"genre_scores_gemma":[0.9991016,0.00009424365,0.0001959056,0.00003139055,0.0003543481,0.000001522031,7.800597e-7,0.000005395422,0.00021478],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.04786871,"threshold_uncertainty_score":0.9802844,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2887419219","doi":"10.7202/1050811ar","title":"Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs","year":2018,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Nipissing University","funders":"","keywords":"Ell; Inclusion (mineral); Language policy; Pedagogy; Documentation; Neuroscience of multilingualism; French immersion; Psychology; Sociology; Mathematics education; Teaching method; Vocabulary development; Social psychology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.01630312948630408,"gpt":0.350509308334908,"spread":0.3342061788486039,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00121079,0.0001031564,0.000188613,0.0004850511,0.0007103091,0.00004362861,0.0002324769,0.0001191411,0.0002775042],"category_scores_gemma":[0.002877569,0.0001100444,0.00003278864,0.0003263435,0.0003267249,0.0000204842,0.00006028872,0.0003520943,0.000003296145],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004136424,"about_ca_system_score_gemma":0.004261912,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.8838004,"about_ca_topic_score_gemma":0.9715496,"domain_scores_codex":[0.9987282,0.00007124459,0.0003710637,0.0001200408,0.0002360776,0.0004734019],"domain_scores_gemma":[0.998145,0.00006335074,0.0002384475,0.00008246573,0.000437484,0.001033205],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0000099567,0.0000194852,0.04087145,0.00002802651,0.00001518517,0.0000356596,0.9147388,0.00001472032,0.00007624213,0.005901431,0.0003126374,0.03797638],"study_design_scores_gemma":[0.0004610761,0.0001172074,0.0026624,0.000152717,0.00002246573,0.000001165526,0.176806,0.00004138055,0.0002788489,0.0001481259,0.8191134,0.000195212],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8690571,0.0004061257,0.000001344004,0.00009761691,0.0008387487,0.0001568455,0.00001005289,0.00000573947,0.1294264],"genre_scores_gemma":[0.9962096,0.00005792708,0.0007448169,0.0002333134,0.002422899,0.000001285333,0.00001539331,0.00001377844,0.0003009445],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8188007,"threshold_uncertainty_score":0.756045,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2885295465","doi":"10.7202/1050810ar","title":"Les erreurs de syntaxe, d’orthographe grammaticale et d’orthographe lexicale des élèves québécois en contexte de production écrite","year":2018,"lang":"fr","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.02752613743503534,"gpt":0.3153184539091871,"spread":0.2877923164741518,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","metaepi_narrow","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.003514124,0.0002516444,0.0003651325,0.0003444716,0.001418574,0.000270043,0.0003780498,0.0003296696,0.0001819082],"category_scores_gemma":[0.008614197,0.0002813073,0.0002017528,0.0007196924,0.003014766,0.00007399153,0.00001308859,0.0007426323,0.00001568801],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004741088,"about_ca_system_score_gemma":0.004626441,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.1056288,"about_ca_topic_score_gemma":0.4998469,"domain_scores_codex":[0.9973453,0.000446616,0.0006890526,0.0002687499,0.0003242534,0.0009259828],"domain_scores_gemma":[0.9962886,0.0005112887,0.0004670288,0.0002130017,0.001216509,0.001303589],"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":[0.00009196019,0.0002726835,0.04365758,0.0004239853,0.0002781854,0.0001355423,0.239954,0.0001629076,0.0002515743,0.5468781,0.02360476,0.1442888],"study_design_scores_gemma":[0.0003418298,0.000304452,0.02721819,0.001178592,0.000481665,0.0001335362,0.05628091,0.00007459338,0.0004446462,0.05130517,0.8616821,0.0005543813],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9051411,0.00903671,0.003099873,0.00807434,0.006782043,0.0003652857,0.00008010234,0.00005682025,0.06736369],"genre_scores_gemma":[0.9699416,0.001037884,0.01756888,0.0006255764,0.009863207,0.000006878468,0.00000647255,0.00004387339,0.0009056694],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8380773,"threshold_uncertainty_score":0.9999639,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3177156048","doi":"10.37213/cjal.2021.31382","title":"The Effects of Task Repetition on Child EFL Learners’ Oral Performance","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Fluency; Repetition (rhetorical device); Task (project management); Psychology; Task analysis; Cognitive psychology; Linguistics; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.01010456840215525,"gpt":0.1995116843861664,"spread":0.1894071159840112,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003617421,0.00009313331,0.0001628387,0.00008481776,0.0007042584,0.0001232178,0.0001400631,0.00003752277,0.0000790097],"category_scores_gemma":[0.001515102,0.00007096186,0.0000679605,0.00003594713,0.0001626539,0.00001083514,0.00000672031,0.0005746951,0.00001325472],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005657229,"about_ca_system_score_gemma":0.0003608307,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002950232,"about_ca_topic_score_gemma":0.004064322,"domain_scores_codex":[0.9992478,0.00004320979,0.0002710177,0.00008028601,0.0001562846,0.000201389],"domain_scores_gemma":[0.9989644,0.0002235474,0.0002388456,0.0001446174,0.000267085,0.0001615348],"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":[0.00006169074,0.00003567155,0.000392973,0.0002033831,0.0001230459,0.0001993805,0.02958463,0.00107601,0.00007757171,0.9440776,0.007095079,0.01707295],"study_design_scores_gemma":[0.0002973526,0.0002154895,0.0002571831,0.0003338405,0.00005329836,0.00001439979,0.002563606,0.00006416281,0.0006248355,0.0008848094,0.9945821,0.0001088902],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.3564043,0.0008786637,0.0000185731,0.0003437289,0.004495991,0.0000933648,0.00001081188,0.00001418381,0.6377403],"genre_scores_gemma":[0.9963777,0.00006500806,0.00008417659,0.0002609673,0.001946682,7.718245e-7,0.000004978229,0.00001673124,0.001242965],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9874871,"threshold_uncertainty_score":0.5416657,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2784473672","doi":"10.7202/1050813ar","title":"What Features Best Characterize Adult Second Language Utterance Fluency and What Do They Reveal About Fluency Gains in Short-Term Immersion?","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":false},"ca_institutions":"Université Laval; Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Fluency; Utterance; Psychology; Syllable; Phonation; Linguistics; Speech recognition; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.02142635012169844,"gpt":0.3252128489910599,"spread":0.3037864988693615,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004352207,0.000238346,0.0004270955,0.0003279695,0.0003623866,0.001000637,0.0007452462,0.0002862134,0.0002940952],"category_scores_gemma":[0.0003059323,0.0002290536,0.00006864179,0.00006121835,0.0003202423,0.0001610854,0.00005071836,0.001029045,0.00003320397],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009186497,"about_ca_system_score_gemma":0.0003903672,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00208059,"about_ca_topic_score_gemma":0.0278725,"domain_scores_codex":[0.9983195,0.00005588647,0.0004879707,0.00031424,0.0001717582,0.0006506313],"domain_scores_gemma":[0.9980488,0.0001024058,0.0002441903,0.0006223583,0.0003026995,0.0006795245],"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":[0.001745481,0.00051245,0.2405281,0.0005477361,0.0009354865,0.02115727,0.3267784,0.00001404077,0.04146046,0.02420571,0.01088139,0.3312335],"study_design_scores_gemma":[0.001925446,0.0002791602,0.9674608,0.00102891,0.00006601202,0.0003138083,0.01750458,0.000004166508,0.0008091628,0.002719125,0.007327729,0.0005611621],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9799334,0.007270218,8.45617e-7,0.0003385941,0.003915721,0.000194955,0.00007905967,0.00000308762,0.008264053],"genre_scores_gemma":[0.9949578,0.002721227,0.00009447734,0.0005714953,0.001201513,0.00000789236,0.00001477605,0.00003645768,0.0003943506],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7269326,"threshold_uncertainty_score":0.9898663,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3173300401","doi":"10.37213/cjal.2021.31306","title":"Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":19,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Fluency; Task (project management); Computer science; Set (abstract data type); Natural language processing; Sequence (biology); Simple (philosophy); Psycholinguistics; Task analysis; Psychology; Cognitive psychology; Artificial intelligence; Speech recognition; Biology; Cognition; Mathematics education; Genetics","retraction":null,"screen_n_in":null,"score":{"opus":0.08023348714124197,"gpt":0.3392635528204636,"spread":0.2590300656792216,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.002514487,0.0001591742,0.0003793098,0.000167225,0.0003516965,0.00003801754,0.0002852626,0.00009583562,0.00005953365],"category_scores_gemma":[0.01609029,0.0001095968,0.00007408196,0.0003521482,0.000639432,0.000009482709,0.00003102142,0.00115634,0.000002618389],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001197707,"about_ca_system_score_gemma":0.0007382131,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001313157,"about_ca_topic_score_gemma":0.0005269729,"domain_scores_codex":[0.9980237,0.0006787558,0.0005948922,0.0001891146,0.000237022,0.0002765374],"domain_scores_gemma":[0.9957234,0.002379952,0.0006831121,0.0003515592,0.0007216265,0.0001404037],"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":[0.0001038191,0.0000631692,0.001870195,0.00025174,0.0003191966,0.0001429525,0.01677408,0.000239323,0.01082958,0.9640905,0.001095688,0.00421976],"study_design_scores_gemma":[0.004951108,0.003096505,0.2233444,0.005277518,0.002186533,0.002413138,0.05541806,0.001121109,0.09192978,0.5077869,0.1003528,0.002122134],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9649664,0.0005273756,0.002594894,0.001942804,0.003384116,0.0003161888,0.00001918826,0.0000109977,0.02623804],"genre_scores_gemma":[0.9940617,0.000007065228,0.004605765,0.0003791914,0.000871748,0.000002176733,0.000003468189,0.00002262463,0.00004627427],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4563036,"threshold_uncertainty_score":0.9921976,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2897439957","doi":"10.7202/1057963ar","title":"Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Western University","funders":"","keywords":"Self-efficacy; French immersion; Psychology; Pedagogy; Language proficiency; Mathematics education; AP French Language; Language education; Medical education; Medicine; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.01561763537280022,"gpt":0.2381388028632953,"spread":0.222521167490495,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006581827,0.0001919391,0.0004640102,0.0003276202,0.0001887679,0.00008531253,0.0002784534,0.00008143354,0.001905419],"category_scores_gemma":[0.0003285799,0.0001822172,0.000103812,0.00005753325,0.00009187139,0.00002569127,0.00001790729,0.0009631059,0.00002008843],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003041062,"about_ca_system_score_gemma":0.001993217,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.4260294,"about_ca_topic_score_gemma":0.8501334,"domain_scores_codex":[0.9986002,0.00005919157,0.0006495262,0.000163567,0.0002373148,0.0002901674],"domain_scores_gemma":[0.9982978,0.0001606826,0.0006260789,0.0002756155,0.0003057773,0.000334055],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00001164363,0.0003027939,0.004296038,0.00005706117,0.0002704182,0.001009473,0.9886496,0.0001694043,0.0000189805,0.003971889,0.0004978487,0.0007448396],"study_design_scores_gemma":[0.002446031,0.00127711,0.0007308651,0.000152501,0.0003338496,0.0002633391,0.4520146,0.00002474348,0.00004085255,0.0001100596,0.542244,0.0003620972],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8535249,0.0001137115,0.000001314843,0.000006248762,0.0004765676,0.0002004046,0.00001347435,0.00001070343,0.1456527],"genre_scores_gemma":[0.9948704,4.151885e-7,0.0004606126,0.00006831659,0.0008152465,0.00000120885,0.000003737363,0.00003405795,0.003745956],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5417461,"threshold_uncertainty_score":0.999007,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1552662882","doi":"","title":"On ethnography: Approaches to language and literacy research","year":2011,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Literacy; Ethnography; Linguistics; Sociology; Pedagogy; Anthropology; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.4042124617286211,"gpt":0.4718853695481642,"spread":0.06767290781954305,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001287578,0.00006140089,0.0001014548,0.0005723631,0.0003741994,0.00009016738,0.000218471,0.00006865502,0.0001613778],"category_scores_gemma":[0.003123196,0.00005943133,0.00002614717,0.0003602722,0.0002457329,0.00001054331,0.000007350202,0.0003307216,0.00002349896],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007374026,"about_ca_system_score_gemma":0.001584393,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.02855892,"about_ca_topic_score_gemma":0.03037355,"domain_scores_codex":[0.9991407,0.00006803546,0.0001762939,0.00009096724,0.0002094615,0.0003145656],"domain_scores_gemma":[0.998261,0.000188117,0.00006251358,0.0001062135,0.0002865728,0.001095563],"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":[0.00001791035,0.00001407102,0.0002620844,0.00000557664,0.000007254846,0.00001635698,0.4473899,0.000002258733,0.000002198492,0.5324071,0.001965786,0.01790949],"study_design_scores_gemma":[0.0001882124,0.0001177379,0.001810196,0.00005323583,0.00001254161,0.000001844896,0.06049332,0.000006795206,0.000161994,0.02678626,0.9102043,0.0001635518],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.2806326,0.000130033,0.00001269743,0.0004304067,0.0006241794,0.0001376147,0.000008384555,0.000005717958,0.7180184],"genre_scores_gemma":[0.9941678,0.000009706398,0.00352476,0.0005759217,0.001329095,0.000001949856,7.081218e-7,0.0000091284,0.0003809252],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9082385,"threshold_uncertainty_score":0.9873196,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2981544581","doi":"10.7202/1065058ar","title":"Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Corrective feedback; Operationalization; Grammar; Psychology; Second language writing; Peer feedback; Perception; Context (archaeology); Collaborative writing; Mathematics education; Pedagogy; Linguistics; Second language","retraction":null,"screen_n_in":null,"score":{"opus":0.02334163090528467,"gpt":0.2711327549642246,"spread":0.2477911240589399,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005520724,0.0001633643,0.000270616,0.0001714609,0.0004595053,0.0002545779,0.0001886648,0.0000374994,0.0004124593],"category_scores_gemma":[0.0004426141,0.0001030001,0.00008117824,0.00004970151,0.0002396231,0.00003732029,0.00001361381,0.0004855013,0.000009005666],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001882618,"about_ca_system_score_gemma":0.0004775561,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01139259,"about_ca_topic_score_gemma":0.01489113,"domain_scores_codex":[0.9990158,0.0001248975,0.0002710527,0.0001328392,0.0002052122,0.0002502124],"domain_scores_gemma":[0.9980413,0.0004030054,0.0007134724,0.000149866,0.0004536493,0.0002386687],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003448993,0.0001530278,0.05878622,0.00006476671,0.001235173,0.00006215878,0.8528864,0.002174292,0.0001318888,0.07849605,0.002983356,0.002681729],"study_design_scores_gemma":[0.002886029,0.002802734,0.1244663,0.0004686813,0.0008232931,0.00006710827,0.780409,0.0003406595,0.00003042893,0.0009195068,0.08614599,0.0006402396],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9261069,0.0001431607,0.00002058627,0.00007496559,0.0004682676,0.0002945247,0.00002972708,0.00000740829,0.07285447],"genre_scores_gemma":[0.9986486,0.000009939882,0.0001751224,0.00006054616,0.00074561,0.000002630602,0.000005143571,0.00002217479,0.000330267],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08316264,"threshold_uncertainty_score":0.9951906,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4220862646","doi":"10.37213/cjal.2022.31288","title":"Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":true},"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Repertoire; Collaborative writing; Multilingualism; Dyad; Psychology; Applied linguistics; Linguistics; Perception; Pedagogy; Art; Developmental psychology; Literature","retraction":null,"screen_n_in":null,"score":{"opus":0.01245930904392287,"gpt":0.2142633147682104,"spread":0.2018040057242875,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","sts"],"consensus_categories":[],"category_scores_codex":[0.0008568618,0.0002466356,0.0004422086,0.0005049076,0.001366352,0.0008324902,0.0002164467,0.00005709708,0.0002136599],"category_scores_gemma":[0.001340135,0.0002454334,0.00006005362,0.0002359482,0.000204185,0.0000920099,0.00005408055,0.001238041,8.531747e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002988614,"about_ca_system_score_gemma":0.0008421408,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003190616,"about_ca_topic_score_gemma":0.04008357,"domain_scores_codex":[0.9983268,0.0001858802,0.0005515235,0.000253256,0.0002246078,0.0004578898],"domain_scores_gemma":[0.9982334,0.0004189808,0.0004756726,0.0001565065,0.0004102034,0.0003051935],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001590229,0.00004363513,0.003128153,0.0001810286,0.0001970181,0.003670935,0.9320442,0.001182622,0.0003704354,0.04714583,0.0008911346,0.01098598],"study_design_scores_gemma":[0.001149128,0.0001380639,0.0002568417,0.0002850739,0.0000541485,0.0001105375,0.8013445,0.0002327765,0.000127027,0.0001756371,0.1956792,0.0004470558],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9809253,0.003464376,0.000003025449,0.0002189154,0.0006028726,0.0002501204,0.000288556,0.00002532385,0.01422153],"genre_scores_gemma":[0.9970575,0.00002338667,0.000471604,0.0006002173,0.001491357,0.00001707567,0.00002535571,0.00004802303,0.0002654829],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1947881,"threshold_uncertainty_score":0.9999998,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3174133730","doi":"10.37213/cjal.2021.31365","title":"In Flow with Task Repetition During Collaborative Oral and Writing Tasks","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Flow Experience in Various Fields","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Repetition (rhetorical device); Task (project management); Psychology; Cognitive psychology; Modalities; Task analysis; Modality (human–computer interaction); Perception; Quality (philosophy); Social psychology; Computer science; Human–computer interaction; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.008852328008404796,"gpt":0.2637711147967158,"spread":0.254918786788311,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001984122,0.0001122273,0.0002200831,0.0001839077,0.0001121891,0.00007004274,0.0000911161,0.0001232325,0.0002544408],"category_scores_gemma":[0.0004114122,0.0001162476,0.00001693532,0.0003349693,0.0001187183,0.00002055221,0.000009528428,0.0004324498,0.000005224488],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001357467,"about_ca_system_score_gemma":0.000953292,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008672483,"about_ca_topic_score_gemma":0.02445654,"domain_scores_codex":[0.999033,0.00003372181,0.0003513296,0.0001744132,0.0001128081,0.0002947525],"domain_scores_gemma":[0.9989033,0.00006847349,0.0001566203,0.0001459725,0.0004254668,0.0003001531],"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":[0.001593829,0.0002916036,0.07125503,0.0002776931,0.000621768,0.1154579,0.257096,0.006656969,0.004924127,0.5213231,0.0116049,0.008897116],"study_design_scores_gemma":[0.02529786,0.002470294,0.127999,0.002455644,0.0005852217,0.01201946,0.2860746,0.001481363,0.01805779,0.03196941,0.4871828,0.004406555],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9260473,0.0004392705,0.0002355149,0.0002821304,0.001350201,0.0001190029,0.00003498297,0.00000702721,0.07148463],"genre_scores_gemma":[0.9903825,0.000009352648,0.008688396,0.0003075543,0.0004876295,0.000005033396,0.000003814857,0.00001901877,0.00009671659],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4893537,"threshold_uncertainty_score":0.9933446,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4220705632","doi":"10.37213/cjal.2022.31841","title":"Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Regina; University of Victoria","funders":"","keywords":"Indigenous; Conversation; Sociology; Applied linguistics; Colonialism; Space (punctuation); Linguistics; Indigenous language; Anthropology; Media studies; Political science; Communication","retraction":null,"screen_n_in":null,"score":{"opus":0.07036009925115419,"gpt":0.4140818834868746,"spread":0.3437217842357204,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001999422,0.000110523,0.0002686725,0.0002531964,0.0007649791,0.00004575477,0.000326182,0.0002126508,0.0001828282],"category_scores_gemma":[0.005520313,0.0001291269,0.00003641615,0.000252507,0.0002616987,0.000006644369,0.00003127774,0.001209573,0.000001344933],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002304915,"about_ca_system_score_gemma":0.002732501,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007114351,"about_ca_topic_score_gemma":0.003520551,"domain_scores_codex":[0.9984851,0.0001863482,0.0005108027,0.0001382304,0.0003741255,0.0003053589],"domain_scores_gemma":[0.9981278,0.0003284993,0.0004641308,0.0001305726,0.0003181574,0.0006308131],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00001827493,0.0000172201,0.001812522,0.0000496209,0.00003525448,0.00001233115,0.500326,0.0005226847,0.00005664739,0.4904755,0.001083797,0.005590121],"study_design_scores_gemma":[0.0003790409,0.0001073342,0.000373385,0.00003300921,0.0001025962,0.000001800182,0.09054285,0.00002304,0.0003130376,0.0036852,0.9042032,0.0002354596],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7132984,0.001709346,0.0006696353,0.0008525976,0.004196416,0.001026685,0.0002540391,0.00004886377,0.277944],"genre_scores_gemma":[0.9942012,0.00005802697,0.001426043,0.0008163941,0.003362151,0.000004091345,0.0000245945,0.00001769018,0.00008983809],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9031194,"threshold_uncertainty_score":0.9994974,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3174593137","doi":"10.37213/cjal.2021.31319","title":"Levels of Engagement in Task-based Synchronous Computer Mediated Interaction","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Task (project management); Negotiation; Computer science; Computer-mediated communication; Meaning (existential); Task analysis; Focus (optics); Psychology; Linguistics; Mathematics education; Cognitive psychology; Sociology; World Wide Web","retraction":null,"screen_n_in":null,"score":{"opus":0.03947621617712361,"gpt":0.2473161674897364,"spread":0.2078399513126128,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004607838,0.00009159825,0.0002183804,0.0002592011,0.0001245184,0.0000764617,0.0001051333,0.00003869043,0.000730603],"category_scores_gemma":[0.0005727208,0.00009266992,0.00005346592,0.00004705984,0.00007298332,0.00001236932,0.000007248889,0.0005236864,0.00000890807],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001521132,"about_ca_system_score_gemma":0.0008878735,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001026105,"about_ca_topic_score_gemma":0.01832039,"domain_scores_codex":[0.9991199,0.00006779536,0.0004295738,0.00008528677,0.0001227448,0.0001746431],"domain_scores_gemma":[0.9989245,0.0002171673,0.0002645891,0.00009191792,0.0003427634,0.0001590409],"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":[0.0001764418,0.0004788797,0.004819911,0.0006798751,0.0005634737,0.003196576,0.239341,0.1189966,0.001007398,0.5660335,0.01428741,0.05041893],"study_design_scores_gemma":[0.0009009903,0.0001376433,0.000649927,0.0003659637,0.00005844631,0.000009073815,0.005506703,0.00379643,0.0003620579,0.0005153516,0.9874814,0.0002160409],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6230277,0.0008103237,0.006316607,0.0006456128,0.01349253,0.000332911,0.0002420408,0.00004746981,0.3550847],"genre_scores_gemma":[0.9965686,0.000002020665,0.00168607,0.0002945586,0.001354785,5.935167e-7,0.00001401418,0.00001476819,0.00006460316],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9731939,"threshold_uncertainty_score":0.9995927,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3216094543","doi":"10.37213/cjal.2021.31183","title":"Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Vocabulary; Meaning (existential); Recall; Vocabulary learning; Psychology; Differential effects; Cognitive psychology; Vietnamese; Vocabulary development; Natural language processing; Linguistics; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.009050434908308062,"gpt":0.2469824538768103,"spread":0.2379320189685022,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0001575764,0.0001624533,0.0003407458,0.0003349277,0.0001244341,0.00004447048,0.0001237739,0.0001565149,0.002467951],"category_scores_gemma":[0.00136078,0.0001522111,0.00009650314,0.0001513233,0.0001033194,0.000004785756,0.000007365394,0.000664217,0.00001486315],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005583278,"about_ca_system_score_gemma":0.0006820036,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000200813,"about_ca_topic_score_gemma":0.0001544278,"domain_scores_codex":[0.9988517,0.0001208431,0.0003859863,0.0001822998,0.0001686681,0.0002905111],"domain_scores_gemma":[0.998269,0.0004849789,0.0003231692,0.0001950725,0.0002702975,0.0004574918],"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":[0.005809991,0.002542106,0.03637257,0.004662323,0.004407902,0.1006965,0.06747521,0.06325916,0.03008671,0.269187,0.04375052,0.37175],"study_design_scores_gemma":[0.03604365,0.00544588,0.08575705,0.002927699,0.001986894,0.000481983,0.01341911,0.005502132,0.1113208,0.001633585,0.7323566,0.003124562],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9481103,0.00252339,0.00593612,0.0002247197,0.004510427,0.0002228889,0.00003004204,0.00003077358,0.03841136],"genre_scores_gemma":[0.9955098,0.000001487146,0.0007187738,0.002756005,0.0007721426,0.000002016806,0.00002833935,0.00003310059,0.0001783085],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6886061,"threshold_uncertainty_score":0.9984439,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2930309816","doi":"10.7202/1058463ar","title":"Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Reading (process); Vocabulary; Psychology; Perception; Style (visual arts); Affect (linguistics); Perceptual learning; Auditory learning; Linguistics; Matching (statistics); Language acquisition; Cognitive psychology; Learning styles; Developmental psychology; Communication; Mathematics education; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.008068835299598094,"gpt":0.2667232145453406,"spread":0.2586543792457425,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006099304,0.0002283965,0.0003696246,0.0003103777,0.0002740684,0.0001378826,0.0002901811,0.0002120535,0.03239641],"category_scores_gemma":[0.0002713962,0.0001875168,0.0001440569,0.0001753218,0.00008700427,0.00005526577,0.00002225117,0.00103177,0.0007290191],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000238002,"about_ca_system_score_gemma":0.0002878602,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00190152,"about_ca_topic_score_gemma":0.0003959634,"domain_scores_codex":[0.9983361,0.0001262404,0.0005094739,0.0002661345,0.0002485675,0.0005134891],"domain_scores_gemma":[0.9985061,0.0002132604,0.0004309658,0.0002417801,0.0001930598,0.0004148207],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.001371228,0.0002709217,0.04807268,0.0004167864,0.001409931,0.01030474,0.602894,0.009730525,0.01184513,0.2752929,0.02189439,0.0164967],"study_design_scores_gemma":[0.007117544,0.001582136,0.05095292,0.0007080854,0.0005760455,0.001682714,0.4068819,0.0003266466,0.00112601,0.007503592,0.5191688,0.002373586],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8613677,0.0004909675,0.0005239547,0.00004530015,0.004491517,0.0001789967,0.00001387302,0.00003858829,0.1328491],"genre_scores_gemma":[0.9919338,0.000003224945,0.001214706,0.002719214,0.002744887,0.000002668277,0.00004440449,0.00006280387,0.001274352],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4972744,"threshold_uncertainty_score":0.9684881,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3044931577","doi":"10.37213/cjal.2020.28700","title":"“All These Nouns Together Just Don’t Make Sense!”: An Investigation of EAP Students’ Challenges with Complex Noun Phrases in First-Year College-Level Textbooks","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Algonquin College","funders":"","keywords":"English for academic purposes; Test (biology); Reading comprehension; Noun; Psychology; Reading (process); Mathematics education; Linguistics; Comprehension; Computer science; Natural language processing","retraction":null,"screen_n_in":null,"score":{"opus":0.1028065301957345,"gpt":0.3074721648609665,"spread":0.204665634665232,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003793789,0.0001937644,0.0003818068,0.000267232,0.00006779293,0.00003868457,0.000296903,0.000136115,0.002725994],"category_scores_gemma":[0.0002277042,0.0001817374,0.00004939209,0.0001673873,0.000175304,0.00001603739,0.00001336344,0.0004500326,0.00002369749],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009065052,"about_ca_system_score_gemma":0.0003851005,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001445748,"about_ca_topic_score_gemma":0.02527027,"domain_scores_codex":[0.9985602,0.0001009274,0.000527636,0.0002240016,0.0002682889,0.0003188685],"domain_scores_gemma":[0.9983133,0.0001597125,0.0004030327,0.0002189162,0.000262731,0.0006422975],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.001995873,0.0003190594,0.05889725,0.000377441,0.0009331435,0.006096313,0.7488618,0.002441103,0.0006434617,0.1721395,0.005391279,0.001903801],"study_design_scores_gemma":[0.01110956,0.002392571,0.1992061,0.000500497,0.000429346,0.0003138493,0.5323791,0.0002315139,0.0003563536,0.001299549,0.2504491,0.001332471],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9661953,0.000603953,0.00005171799,0.0008159493,0.0003329693,0.0002971257,0.0001710922,0.00001707893,0.03151484],"genre_scores_gemma":[0.9923701,0.00001004202,0.001868601,0.004810876,0.0008114319,0.000004087646,0.0000239974,0.00004521903,0.00005563567],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2450579,"threshold_uncertainty_score":0.9981856,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4220880053","doi":"10.37213/cjal.2022.31626","title":"Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of British Columbia, Okanagan Campus; University of British Columbia; University of Calgary","funders":"","keywords":"Multilingualism; French immersion; Literacy; Pedagogy; Sociology; Context (archaeology); Linguistics; Psychology; History","retraction":null,"screen_n_in":null,"score":{"opus":0.008356915089537304,"gpt":0.1829460795706029,"spread":0.1745891644810655,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002271053,0.0001091582,0.0001844935,0.0002459892,0.000421337,0.0001896294,0.0001325772,0.00002104274,0.0007490852],"category_scores_gemma":[0.0002240595,0.0001115363,0.00002847481,0.00002682189,0.00006087012,0.00001958015,0.00002420982,0.0007756677,0.000001899184],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003195981,"about_ca_system_score_gemma":0.001443286,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.6576886,"about_ca_topic_score_gemma":0.9264022,"domain_scores_codex":[0.999183,0.00002332265,0.0002590451,0.0001051071,0.0001793798,0.0002501508],"domain_scores_gemma":[0.9993511,0.00007276396,0.0001544766,0.00008874874,0.00005557533,0.0002773631],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001105389,0.00007442611,0.01704348,0.0001793027,0.0003111895,0.01099997,0.4670006,0.002287222,0.00007218828,0.2396274,0.1873376,0.07495601],"study_design_scores_gemma":[0.0004043129,0.00006053828,0.000297547,0.00002762277,0.00001844988,0.00003898353,0.09047322,0.00003198753,0.000006310536,0.0002491065,0.9082073,0.0001846239],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8485776,0.001573055,0.000001642135,0.0000798741,0.001253083,0.00006714537,0.0001342798,0.000007342491,0.148306],"genre_scores_gemma":[0.9960911,0.000001410678,0.00003257153,0.0004859346,0.0008735186,0.000001712708,0.00001824285,0.00002008536,0.002475447],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7208697,"threshold_uncertainty_score":0.8201957,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4221065676","doi":"10.37213/cjal.2022.31515","title":"Current Trends in Critical Discourse Analyses of Textbooks: A Look at Selected Literature","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Carleton University","funders":"","keywords":"Critical discourse analysis; Situated; Content analysis; Applied linguistics; Perspective (graphical); Sociology; Discourse analysis; Systemic functional linguistics; Critical theory; Critical thinking; Linguistics; Pedagogy; Psychology; Social science; Epistemology; Political science; Computer science; Ideology","retraction":null,"screen_n_in":null,"score":{"opus":0.03908437702116398,"gpt":0.3258429551167055,"spread":0.2867585780955415,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002730473,0.0001246708,0.0002802504,0.0008183795,0.0003815378,0.00009079251,0.0002011823,0.00002803448,0.003583464],"category_scores_gemma":[0.0005973719,0.0001148149,0.00009284861,0.0001822143,0.0001739515,0.00001438029,0.00002284753,0.0008624677,0.00000198712],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001950131,"about_ca_system_score_gemma":0.0003922749,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002075304,"about_ca_topic_score_gemma":0.026063,"domain_scores_codex":[0.9989254,0.00006678801,0.0004244154,0.0001175076,0.0001958949,0.0002699992],"domain_scores_gemma":[0.9990823,0.000126468,0.0002022418,0.0001172171,0.0002348665,0.0002369435],"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":[0.0002428989,0.0002665613,0.003352315,0.000193905,0.000245232,0.001660458,0.3426197,0.003590436,0.0002128455,0.5855177,0.02232792,0.03977006],"study_design_scores_gemma":[0.001204752,0.0003712272,0.0008653642,0.0003064891,0.0002995817,0.00009069909,0.02948736,0.0005215346,0.000110515,0.002283852,0.963936,0.000522602],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8384355,0.01281042,0.00002306598,0.0002496791,0.003624152,0.0001078214,0.0005189996,0.00002323964,0.1442071],"genre_scores_gemma":[0.9979458,0.000003557016,0.00009174852,0.0001022034,0.001183503,0.000002315211,0.00004776146,0.00001911233,0.0006039447],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9416081,"threshold_uncertainty_score":0.9973274,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4220798775","doi":"10.37213/cjal.2022.32024","title":"“French Teachers Can Figure It Out”: Understanding French as a Second Language (FSL) Teachers’ Work in the Context of the COVID-19 Pandemic","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Ottawa","funders":"","keywords":"Context (archaeology); Cognitive reframing; Pandemic; Pedagogy; Seclusion; Coronavirus disease 2019 (COVID-19); Psychology; Sociology; Mathematics education; Medicine; History; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.1126792533917435,"gpt":0.2970820150918745,"spread":0.184402761700131,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00104847,0.0001322581,0.0002044086,0.0001632692,0.0006413831,0.0001213636,0.0005811828,0.00005012129,0.004353193],"category_scores_gemma":[0.0008955352,0.00009514093,0.00008847271,0.0001014232,0.0002524717,0.00001703481,0.00002384088,0.000995029,0.000002738092],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007541217,"about_ca_system_score_gemma":0.002117706,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.01664198,"about_ca_topic_score_gemma":0.6151798,"domain_scores_codex":[0.9987816,0.0001581701,0.0004098096,0.0001174911,0.000282345,0.0002505403],"domain_scores_gemma":[0.9984367,0.0005064622,0.0005141688,0.0002276043,0.00007908184,0.0002359479],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000007820045,0.00002451131,0.002133736,0.00001581727,0.0000514537,0.00003007595,0.8534346,0.00008570946,0.00000237488,0.08258287,0.0614687,0.000162321],"study_design_scores_gemma":[0.000179163,0.00003099472,0.0000787222,0.00001248369,0.00003669687,0.00001089377,0.4859063,0.000001198957,9.326534e-7,0.002878291,0.5107957,0.00006871388],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5720957,0.002498138,0.000006543691,0.02005909,0.003964723,0.0005102367,0.0003228417,0.0000129533,0.4005298],"genre_scores_gemma":[0.990565,0.00001434941,0.00001294011,0.005523118,0.0007631929,0.000009496472,0.00000868188,0.00001656109,0.00308665],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5985379,"threshold_uncertainty_score":0.9965569,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3044656419","doi":"10.37213/cjal.2020.28845","title":"Near-Native Sociolinguistic Competence in French: Evidence from Variable Future-Time Expression","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Linguistic Variation and Morphology","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Formality; Negation; Expression (computer science); Interrogative; Variable (mathematics); Competence (human resources); Linguistics; Second-language acquisition; Theoretical linguistics; Variables; Psychology; Computer science; Social psychology; Mathematics; Machine learning","retraction":null,"screen_n_in":null,"score":{"opus":0.03095437949924666,"gpt":0.2723007827373974,"spread":0.2413464032381507,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008267607,0.0001662216,0.0004056722,0.0001216577,0.0004298271,0.0001390902,0.0006004947,0.0002216648,0.001093761],"category_scores_gemma":[0.02657113,0.0001724605,0.00006092115,0.0004069561,0.0003613099,0.00002760196,0.00002841929,0.0005861875,0.0000719422],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003267628,"about_ca_system_score_gemma":0.005901053,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02009339,"about_ca_topic_score_gemma":0.009826271,"domain_scores_codex":[0.9981338,0.0001623083,0.0006210791,0.0002525734,0.0003709645,0.0004592413],"domain_scores_gemma":[0.9966691,0.0008165721,0.000462961,0.0001414929,0.0008512685,0.001058606],"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":[0.0002429559,0.00009850693,0.01310071,0.0000698023,0.0001347549,0.001806869,0.3886893,0.006271233,0.002108792,0.5532117,0.03329051,0.0009748408],"study_design_scores_gemma":[0.001318405,0.0001619366,0.003400158,0.0004498109,0.000132307,0.000003828868,0.007229138,0.00266746,0.0002867871,0.04909075,0.934592,0.0006674262],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.1577984,0.004755661,0.02169146,0.0177311,0.03820493,0.002360861,0.0007907086,0.0002555911,0.7564113],"genre_scores_gemma":[0.959567,0.00004182204,0.03029113,0.001498516,0.00852089,0.000002519406,0.000009788463,0.00001816612,0.00005017258],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9013015,"threshold_uncertainty_score":0.9998194,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3174075762","doi":"10.37213/cjal.2021.31308","title":"Linguistic Risk-Taking: A Bridge Between the Classroom and the Outside World","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Ottawa","funders":"Government of Canada; University of Ottawa","keywords":"Operationalization; Task (project management); Psychology; Bridge (graph theory); Process (computing); Applied linguistics; Linguistics; Pedagogy; Mathematics education; Sociology; Computer science; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.03596221878773941,"gpt":0.2402856693774917,"spread":0.2043234505897523,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.001376427,0.0001672979,0.0003286356,0.0001370161,0.001401183,0.0006144944,0.0003049888,0.00004303491,0.0001939812],"category_scores_gemma":[0.009772247,0.0001031695,0.0001230736,0.00007930977,0.000636422,0.00000934166,0.00002858465,0.001327639,0.00001452339],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006532741,"about_ca_system_score_gemma":0.0007409702,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00478324,"about_ca_topic_score_gemma":0.06267907,"domain_scores_codex":[0.9986562,0.0001580837,0.0005064131,0.0001426574,0.0001996526,0.0003369918],"domain_scores_gemma":[0.9968379,0.001238688,0.0009090368,0.0002481644,0.0004562391,0.0003099637],"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":[0.00002912463,0.000007049835,0.008141871,0.00002518568,0.0002126644,0.0001837716,0.06595654,0.0001540818,5.015808e-7,0.9144698,0.005817647,0.005001768],"study_design_scores_gemma":[0.00060702,0.00001910202,0.003409045,0.00007755932,0.0003177836,0.00001804616,0.002647243,0.00009690491,0.000005548497,0.02191073,0.9707388,0.0001521856],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.0574376,0.003400016,0.0003175278,0.002372341,0.00372192,0.0002279473,0.000103158,0.00003506408,0.9323844],"genre_scores_gemma":[0.9869972,0.00002621002,0.0002636536,0.0007528698,0.01034411,0.000001602587,0.000005618726,0.00003130075,0.001577458],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9649212,"threshold_uncertainty_score":0.9998989,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2924292937","doi":"10.7202/1042673ar","title":"L’acquisition de la phonologie en français langue seconde : le profil phonologique d’enfants allophones en maternelle","year":2017,"lang":"fr","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.01870563162043155,"gpt":0.322615607067317,"spread":0.3039099754468855,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00229355,0.0003908248,0.0006672908,0.0004394426,0.0007153224,0.0003416541,0.001674564,0.001549545,0.002212288],"category_scores_gemma":[0.002572661,0.0004301963,0.0001778797,0.0001070702,0.001335445,0.00003823242,0.0001392087,0.002166457,0.0005670254],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004166619,"about_ca_system_score_gemma":0.004088257,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.06361959,"about_ca_topic_score_gemma":0.02001348,"domain_scores_codex":[0.9968384,0.0006227331,0.000729632,0.0004064183,0.000189967,0.001212874],"domain_scores_gemma":[0.9962431,0.0007874049,0.0006747404,0.0008617111,0.0004387561,0.0009942417],"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":[0.002267837,0.001521388,0.08094258,0.001255875,0.004511077,0.03495413,0.2192142,0.001225908,0.04543091,0.2838997,0.2559608,0.06881554],"study_design_scores_gemma":[0.004401755,0.0005415989,0.321592,0.0003478363,0.0002546843,0.001066071,0.004779792,0.0002472136,0.01848139,0.07944194,0.5678648,0.0009809],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.68235,0.005434262,0.0004614289,0.002782415,0.01085201,0.0003930142,0.0004324003,0.00002755993,0.297267],"genre_scores_gemma":[0.9884251,0.0008807873,0.002979958,0.0004279013,0.003441711,0.00001791414,0.00002110038,0.00008670391,0.003718826],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.311904,"threshold_uncertainty_score":0.999815,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3096173211","doi":"10.37213/cjal.2020.30436","title":"Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Interpreting and Communication in Healthcare","field":"Health Professions","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":true},"ca_institutions":"Queen's University","funders":"Queen's University","keywords":"Rasch model; Psychology; Licensure; Language proficiency; Language assessment; Grammar; Rating scale; Inter-rater reliability; Reliability (semiconductor); Test (biology); Context (archaeology); Item response theory; Psychometrics; Applied psychology; Scale (ratio); Judgement; Medical education; Clinical psychology; Mathematics education; Medicine; Developmental psychology; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.1965768547620296,"gpt":0.3578816742305013,"spread":0.1613048194684717,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001847743,0.0001490864,0.0003189267,0.0002050809,0.001066793,0.00003378232,0.0006036573,0.0001150483,0.0004794443],"category_scores_gemma":[0.002698504,0.00010935,0.00008470537,0.0004341608,0.00006270748,0.000008194698,0.00003394954,0.001435062,0.000137832],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004031729,"about_ca_system_score_gemma":0.001810831,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006381616,"about_ca_topic_score_gemma":0.002007659,"domain_scores_codex":[0.9979577,0.000272678,0.0008042105,0.0001454779,0.0003887053,0.0004312324],"domain_scores_gemma":[0.9968357,0.0004039633,0.0006076794,0.0004082866,0.001154545,0.0005898158],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.001370084,0.0001014487,0.3175415,0.001600857,0.003717959,0.0001939785,0.3209937,0.02111097,0.0005830218,0.2063497,0.1176505,0.008786285],"study_design_scores_gemma":[0.001119793,0.0005810815,0.02545079,0.001390665,0.0009314413,0.00000371472,0.03966058,0.01172206,0.0005382761,0.0005059392,0.9174647,0.0006309886],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5476241,0.0003410451,0.001083479,0.01036828,0.002591469,0.000794591,0.00003657713,0.00004740621,0.4371131],"genre_scores_gemma":[0.9904751,0.00001832271,0.0004752963,0.007716674,0.001220729,0.00001327364,0.00000370616,0.00002357528,0.00005335925],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7998142,"threshold_uncertainty_score":0.8205013,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2610330713","doi":"","title":"On the Interrelated Nature of Study Abroad Learners’ Language Contact, Perceptions of Culture, and Personal Outcomes","year":2016,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Toronto; Wilfrid Laurier University","funders":"","keywords":"Study abroad; Psychology; Pedagogy; Perception; Qualitative research; Sociology; Humanities; Art; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.01337489950471415,"gpt":0.2592193808865694,"spread":0.2458444813818553,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003077746,0.00009932535,0.0002149918,0.000127395,0.0001910346,0.00003701324,0.0001366753,0.00005894206,0.0005320464],"category_scores_gemma":[0.0009141107,0.00005135322,0.00006507599,0.00002087432,0.0001859602,0.00001000184,0.000007974852,0.0005816635,0.000003640615],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003551172,"about_ca_system_score_gemma":0.0001181148,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001166918,"about_ca_topic_score_gemma":0.007808643,"domain_scores_codex":[0.999365,0.00004522268,0.0002615988,0.0000713031,0.0001344841,0.0001223857],"domain_scores_gemma":[0.9991415,0.0002307206,0.000240976,0.00008970386,0.0001791614,0.0001179773],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005974633,0.00007650715,0.01764212,0.00002089288,0.0003027066,0.00003569844,0.540793,0.000009595325,0.0002064082,0.4357112,0.003974554,0.001167578],"study_design_scores_gemma":[0.002815871,0.001718166,0.02671495,0.0007891356,0.0004743242,0.00002076346,0.7863575,0.00004334769,0.0000792974,0.003044308,0.1774659,0.0004764105],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9464198,0.0001292181,0.000005961745,0.0001335434,0.0003652057,0.00008067492,0.0000413788,0.000004389285,0.05281978],"genre_scores_gemma":[0.9977053,0.000004756728,0.00002472309,0.0001404555,0.0003201813,6.269953e-7,0.000001303762,0.00001200828,0.001790643],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4326669,"threshold_uncertainty_score":0.5825534,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3216401232","doi":"10.37213/cjal.2021.31120","title":"Cours de français langue seconde pour personnes immigrantes à Québec : portrait des habiletés orales en fin de parcours","year":2021,"lang":"fr","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"French Language Learning Methods","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Université Laval","funders":"","keywords":"Humanities; Political science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.01696033754669509,"gpt":0.2759428145880513,"spread":0.2589824770413562,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002917179,0.0003321003,0.0005968286,0.0002459149,0.000649776,0.0002178279,0.000604225,0.0004431969,0.003481121],"category_scores_gemma":[0.01479336,0.0003792682,0.0003030364,0.0005132906,0.001312184,0.00004286319,0.00002241108,0.001211413,0.00005146088],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001364145,"about_ca_system_score_gemma":0.02770104,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.560213,"about_ca_topic_score_gemma":0.9353206,"domain_scores_codex":[0.9967684,0.0007026072,0.000630338,0.0002890667,0.0003777353,0.001231874],"domain_scores_gemma":[0.9952558,0.001473936,0.0004646182,0.0002430688,0.0008804358,0.001682129],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00005052816,0.0002002397,0.09832273,0.0005854618,0.0007539141,0.01578459,0.6151285,0.005481288,0.002111024,0.08557701,0.05313664,0.1228681],"study_design_scores_gemma":[0.0006530915,0.0001074692,0.01502255,0.0006427165,0.0005364894,0.0004541353,0.146717,0.000252491,0.00163011,0.01020038,0.8231089,0.0006746619],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7867101,0.1027437,0.006072074,0.01343424,0.006196812,0.0002563439,0.000305572,0.00005552515,0.0842256],"genre_scores_gemma":[0.8642283,0.0003478815,0.12171,0.0008916981,0.007316141,0.000003626889,0.000009002765,0.00007200643,0.005421335],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7699723,"threshold_uncertainty_score":0.9998659,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2789805158","doi":"10.7202/1050808ar","title":"The Acquisition of Prepositional Meanings in L2 Spanish","year":2018,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Language, Metaphor, and Cognition","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Image schema; Linguistics; Schema (genetic algorithms); Metaphor; Cognition; Psychology; Conceptual metaphor; Second-language acquisition; Cognitive linguistics; Cognitive psychology; Cognitive science; Computer science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.01207503079553194,"gpt":0.2590111279729125,"spread":0.2469360971773805,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004990027,0.00008243217,0.0001483831,0.0001598052,0.0001352271,0.00003343611,0.0001889937,0.00008679787,0.0004097295],"category_scores_gemma":[0.0003200569,0.00006774936,0.00005319492,0.0001591996,0.0002181725,0.00000950282,0.00000604123,0.0001967233,0.00003094486],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007958642,"about_ca_system_score_gemma":0.0003817973,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001221144,"about_ca_topic_score_gemma":0.008259253,"domain_scores_codex":[0.9990538,0.00003604024,0.0004305728,0.00009356346,0.0001568673,0.0002291344],"domain_scores_gemma":[0.9987036,0.000116225,0.0003156396,0.000139409,0.000547007,0.0001781182],"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":[0.0004627699,0.00007725506,0.00204839,0.00002124174,0.0001861104,0.0003099608,0.01537863,0.00001790256,0.0009743895,0.9594387,0.01387629,0.007208339],"study_design_scores_gemma":[0.006385829,0.001895664,0.1037407,0.000553772,0.000658788,0.0007346152,0.02438505,0.0001459542,0.01434346,0.4578357,0.3882266,0.001093856],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.3930987,0.0005263755,0.0008121151,0.0001673186,0.004265029,0.0002150932,0.00005833282,0.000008147923,0.6008489],"genre_scores_gemma":[0.9969745,0.000004703418,0.0005708075,0.0002906854,0.002010771,0.000002788789,0.000007392754,0.00001295705,0.0001254446],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.6038757,"threshold_uncertainty_score":0.4608857,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2932065511","doi":"10.7202/1058464ar","title":"Expérimentation des dictées métacognitives : quels effets sur l’apprentissage de l’orthographe grammaticale en contexte francophone minoritaire ?","year":2019,"lang":"fr","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"French Language Learning Methods","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":true},"ca_institutions":"Université du Québec à Montréal","funders":"Ministère de l’Éducation, Gouvernement de l’Ontario","keywords":"Humanities; French; Political science; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.01103245294762919,"gpt":0.2768671487973907,"spread":0.2658346958497615,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002879398,0.000329878,0.0006096821,0.0003446016,0.0004968961,0.0002169825,0.0004940901,0.0003759945,0.001263904],"category_scores_gemma":[0.006074056,0.0003678968,0.0002464853,0.0007399567,0.001342875,0.00009555759,0.00002212836,0.0008517134,0.0001039857],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004493905,"about_ca_system_score_gemma":0.002341701,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.01517635,"about_ca_topic_score_gemma":0.04197151,"domain_scores_codex":[0.9965863,0.0008498817,0.0007966849,0.0002870614,0.0004981958,0.0009818759],"domain_scores_gemma":[0.9952573,0.001789891,0.0006442423,0.0002208041,0.0007360262,0.001351691],"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":[0.0001174915,0.0002520873,0.09311741,0.0009792042,0.0006750054,0.00123354,0.1855538,0.0009572174,0.002283373,0.08780414,0.002201383,0.6248253],"study_design_scores_gemma":[0.007324825,0.001437447,0.1078465,0.004722165,0.001498895,0.0001780709,0.141026,0.000882186,0.007225672,0.08545215,0.639774,0.002632132],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8629013,0.02934268,0.01139561,0.0002778228,0.01067235,0.0006856831,0.00009091958,0.00003322222,0.08460038],"genre_scores_gemma":[0.9466802,0.0002841276,0.04712513,0.0001455456,0.002585389,0.000006637858,0.00001164606,0.00005462818,0.003106664],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6375726,"threshold_uncertainty_score":0.9998773,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3043838854","doi":"10.37213/cjal.2020.28736","title":"Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Apprenticeship; Identity (music); Pedagogy; Situated; Qualitative research; English language; English as a foreign language; Subject (documents); Situated learning; Mathematics education; Phenomenon; Foreign language; English as a second language; Psychology; Sociology; Linguistics; Art; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.06634196183657463,"gpt":0.3739918350104885,"spread":0.3076498731739138,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.000791371,0.00008428944,0.0002225068,0.000161128,0.0001871222,0.00007776422,0.0001799399,0.00008232352,0.00011038],"category_scores_gemma":[0.02241569,0.00009601948,0.00004837073,0.0003482063,0.0001520082,0.00004386873,0.00001427096,0.0002915754,0.000001161554],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008339331,"about_ca_system_score_gemma":0.001459145,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.01879311,"about_ca_topic_score_gemma":0.0331403,"domain_scores_codex":[0.9989687,0.00008450144,0.0004424588,0.0001085431,0.0002025558,0.0001932242],"domain_scores_gemma":[0.9968222,0.0001397226,0.0004340981,0.00006650043,0.001744463,0.000792977],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00003188055,0.00002311588,0.006364912,0.00008700717,0.0000419633,0.00005003504,0.9188594,0.0001630543,0.00007527965,0.07078423,0.0008324599,0.002686703],"study_design_scores_gemma":[0.0004533016,0.000125791,0.001552077,0.0000723661,0.0001379743,0.000003144355,0.4962772,0.0001089667,0.0002493584,0.0005962868,0.5002202,0.000203351],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9646021,0.00009196514,0.000130032,0.0001922799,0.0007894968,0.0001676039,0.00002342485,0.000008596274,0.03399452],"genre_scores_gemma":[0.9960654,0.000008390002,0.001387832,0.0002504096,0.002171,0.000001032235,0.000003372311,0.00001138752,0.0001011094],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4993877,"threshold_uncertainty_score":0.9877408,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4385816193","doi":"10.37213/cjal.2023.32817","title":"Who Is Immersion for?: A Critical Analysis of French Immersion Policies","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"York University","funders":"","keywords":"Elitism; French immersion; Elite; Curriculum; Mirroring; Pedagogy; Sociology; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.02853476417490793,"gpt":0.2737041091207139,"spread":0.245169344945806,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003789927,0.0001057333,0.0003444234,0.001068577,0.0003081742,0.00009005031,0.000169857,0.00005871285,0.001099456],"category_scores_gemma":[0.000741204,0.00009709448,0.0002244897,0.0002310041,0.0001731135,0.00001408373,0.00001011904,0.0002262708,0.00001389266],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004867833,"about_ca_system_score_gemma":0.0002276209,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01222218,"about_ca_topic_score_gemma":0.00801178,"domain_scores_codex":[0.9990606,0.00001557326,0.0003804378,0.0001022081,0.0001513195,0.0002898566],"domain_scores_gemma":[0.9987134,0.0003352862,0.0001916308,0.000123103,0.0003801976,0.0002563648],"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":[0.00004022122,0.0000275478,0.002289006,0.0001644254,0.001279416,0.00007741385,0.2263406,0.00110159,0.000132973,0.6847476,0.07840632,0.005392836],"study_design_scores_gemma":[0.0007304611,0.0003094322,0.001841093,0.0002059338,0.002985184,0.000004640751,0.1040323,0.006099842,0.0003619699,0.00424065,0.8786949,0.0004935956],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8622442,0.0006896018,0.0005405563,0.0007735532,0.002514868,0.0001461419,0.0005236077,0.00002892935,0.1325385],"genre_scores_gemma":[0.9972683,0.000008330625,0.0002572747,0.0004407662,0.001175762,7.197376e-7,0.00003260767,0.00001723922,0.0007990653],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8002886,"threshold_uncertainty_score":0.9998137,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3128636434","doi":"10.37213/cjal.2021.29345","title":"French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Simon Fraser University","funders":"","keywords":"French immersion; Pedagogy; Dilemma; Multilingualism; Discipline; Competence (human resources); French; Higher education; Normative; Qualitative research; Applied linguistics; Sociology; Mathematics education; Psychology; Political science; Humanities; Linguistics; Social science; Art","retraction":null,"screen_n_in":null,"score":{"opus":0.03039037042067286,"gpt":0.2399699590628975,"spread":0.2095795886422246,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002355751,0.000107111,0.0001991246,0.0002467788,0.0002676079,0.0001341436,0.0001816622,0.00005260603,0.0007378691],"category_scores_gemma":[0.0002577077,0.00008396938,0.00003521813,0.00009414282,0.0003446431,0.00001700606,0.00001232474,0.0004475417,0.000001238339],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001381445,"about_ca_system_score_gemma":0.002599653,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.384058,"about_ca_topic_score_gemma":0.9354007,"domain_scores_codex":[0.9992237,0.00003882126,0.0003328688,0.00009678742,0.0001134181,0.0001943893],"domain_scores_gemma":[0.9990304,0.00005684866,0.0001880331,0.0001222099,0.000299756,0.0003027888],"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":[0.00002315359,0.00007254766,0.06410895,0.0001205626,0.0002094497,0.0001924297,0.2824594,0.0001149905,0.0000395769,0.6296811,0.002417987,0.02055984],"study_design_scores_gemma":[0.0009988897,0.00006515678,0.09013387,0.0002187937,0.00006292655,0.00009142849,0.08685675,0.00001550989,0.0001654537,0.01446867,0.8065965,0.0003260906],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.95829,0.0007427239,5.621251e-7,0.0002122545,0.003406757,0.00005045506,0.00003769421,0.000002804887,0.03725673],"genre_scores_gemma":[0.9968769,0.000007093653,0.0001406563,0.0004548072,0.002158991,8.439915e-7,0.00001566089,0.00001230958,0.0003327263],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8041785,"threshold_uncertainty_score":0.807915,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2775205288","doi":"10.7202/1042677ar","title":"Evolution of Self-Repair Behaviour in Narration Among Adult Learners of French as a Second Language","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada; Université du Québec à Chicoutimi","keywords":"Correctness; Narrative; Psychology; Linguistics; Computer science; Programming language; Philosophy","retraction":null,"screen_n_in":null,"score":{"opus":0.009894019635306917,"gpt":0.2268588254359417,"spread":0.2169648058006347,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004298499,0.00009181535,0.0002202808,0.0002641631,0.0002473304,0.00006904094,0.0001997952,0.00006829948,0.0002702826],"category_scores_gemma":[0.0009992407,0.00009269838,0.00007572844,0.00001966952,0.000189013,0.00003714622,0.000008386335,0.0004023522,0.000003499098],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001271254,"about_ca_system_score_gemma":0.0005591721,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.0508728,"about_ca_topic_score_gemma":0.323282,"domain_scores_codex":[0.99917,0.00002797127,0.0004159795,0.00008301347,0.0001385733,0.0001644643],"domain_scores_gemma":[0.998637,0.00003401544,0.0006877857,0.0001780895,0.0003161475,0.0001470239],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003804893,0.0000871251,0.2008547,0.000212189,0.0001241807,0.000164042,0.4752218,0.0009108625,0.000177321,0.3194442,0.002169077,0.0005965045],"study_design_scores_gemma":[0.006556357,0.001834301,0.3423566,0.002695661,0.0008909354,0.00005333372,0.4953525,0.004535391,0.001877254,0.01318346,0.1288022,0.001862082],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9003316,0.00008193295,0.000005736669,0.00001240428,0.0004805514,0.0000554621,0.00001466927,0.000007349809,0.09901036],"genre_scores_gemma":[0.998198,0.00000168371,0.0003666913,0.00001605366,0.0007108364,6.97399e-7,0.00000421308,0.00001425961,0.0006875765],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3062607,"threshold_uncertainty_score":0.9554475,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3095163032","doi":"10.37213/cjal.2020.31121","title":"Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience","year":2020,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Carleton University","funders":"","keywords":"Summative assessment; Formative assessment; Portfolio; Mathematics education; Psychological intervention; Psychology; Medical education; Medicine; Business","retraction":null,"screen_n_in":null,"score":{"opus":0.03401772351194283,"gpt":0.3417525953542144,"spread":0.3077348718422716,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003956839,0.0001179133,0.0002687964,0.0001684447,0.0001443719,0.00006199056,0.0003531259,0.00006696726,0.00006108105],"category_scores_gemma":[0.0008941697,0.0001286077,0.00005631097,0.0004521422,0.00008189947,0.00001924053,0.0000115913,0.0002107331,2.637621e-7],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006843444,"about_ca_system_score_gemma":0.005986681,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.5783837,"about_ca_topic_score_gemma":0.9345977,"domain_scores_codex":[0.9986032,0.00002957184,0.000443512,0.0001453728,0.0004148677,0.000363536],"domain_scores_gemma":[0.9985775,0.00007480029,0.0003963187,0.00008753205,0.0002189442,0.0006448439],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002442343,0.0001192339,0.2898646,0.0001622445,0.0001476935,0.0004765236,0.5979195,0.002974344,0.001043477,0.02105975,0.004099901,0.08188847],"study_design_scores_gemma":[0.003019161,0.0004431839,0.02622311,0.0002266449,0.0001142808,0.000001630164,0.7814806,0.000978904,0.0006308618,0.00008996797,0.1861082,0.0006834161],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9773196,0.00005591576,0.0008820376,0.0005605702,0.000923278,0.0006623691,0.00002722825,0.000009675405,0.01955935],"genre_scores_gemma":[0.9888843,0.000001476541,0.009767029,0.000517119,0.000767834,0.00001336904,0.000008375755,0.00001521368,0.00002533359],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.356214,"threshold_uncertainty_score":0.9996485,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2914181413","doi":"10.7202/1057965ar","title":"Fee-Paying English Language Learners: Situating International Students’ Impact on British Columbia’s Public Schools","year":2019,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Socialization; Internationalization; Context (archaeology); Government (linguistics); Political science; Pedagogy; Sociology; International education; Public policy; Higher education; Public relations; Social science; Geography; Business","retraction":null,"screen_n_in":null,"score":{"opus":0.0135615384690264,"gpt":0.2423541009669543,"spread":0.2287925624979279,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006269279,0.0001336919,0.000261245,0.0002207936,0.0003315184,0.002779973,0.0004998536,0.00006709891,0.006249289],"category_scores_gemma":[0.002165634,0.0001666292,0.0001339565,0.00004653401,0.00005564648,0.00006950182,0.00002341364,0.0009870426,0.00008334024],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002954027,"about_ca_system_score_gemma":0.0005072596,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.07471191,"about_ca_topic_score_gemma":0.2507915,"domain_scores_codex":[0.9986928,0.00003745058,0.0003922763,0.0001701893,0.0003242244,0.000383087],"domain_scores_gemma":[0.9985558,0.0001272488,0.0003415335,0.0001575055,0.0003978095,0.0004200898],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00008756103,0.000235472,0.3886392,0.0001192779,0.001509345,0.002003564,0.4158804,0.002395708,0.00007716352,0.05332199,0.06332664,0.07240368],"study_design_scores_gemma":[0.00232608,0.0004029309,0.004691161,0.0005315305,0.00009922759,0.0000648858,0.2856972,0.0002477284,0.000008155127,0.0005171623,0.7046316,0.0007823367],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7999608,0.0001146301,0.000003377917,0.00002560886,0.002659992,0.00008454346,0.00004132377,0.00002459323,0.1970851],"genre_scores_gemma":[0.9903283,0.000003454592,0.000152772,0.0006082327,0.005592795,0.000001356161,0.00003576275,0.00004216969,0.003235118],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6413049,"threshold_uncertainty_score":0.9982553,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4366716560","doi":"10.37213/cjal.2022.32597","title":"Examining Teacher Candidates’ Pedagogical Practices and Stances Towards Translanguaging and Multimodality in Writing","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Toronto","funders":"","keywords":"Translanguaging; Multimodality; Multilingualism; Linguistics; Sociology; Pedagogy; Psychology; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.09239882064912298,"gpt":0.3024359537994433,"spread":0.2100371331503204,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001220072,0.0001072324,0.0002062603,0.0002068395,0.0005384982,0.0002277107,0.0001057631,0.00002575062,0.0006103285],"category_scores_gemma":[0.0007986446,0.0001039792,0.00001836948,0.0000342483,0.000124881,0.00003542954,0.00001787911,0.0008052192,2.765193e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007776511,"about_ca_system_score_gemma":0.0002950261,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.03347934,"about_ca_topic_score_gemma":0.07502612,"domain_scores_codex":[0.9990606,0.000083944,0.0003158244,0.0001413787,0.0001401766,0.0002580161],"domain_scores_gemma":[0.9991764,0.0001721797,0.0003321209,0.0000600721,0.00004828971,0.0002109335],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001082894,0.00003571314,0.04390733,0.0001031844,0.00007150133,0.0009556647,0.8380345,0.0003427728,0.00003781118,0.05040348,0.00009874989,0.065901],"study_design_scores_gemma":[0.00128204,0.0002293115,0.006900608,0.0001015149,0.00009773798,0.0001376048,0.665359,0.001372041,0.00001058996,0.0009909665,0.3230769,0.0004416552],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9458486,0.002008921,0.000006872538,0.00009743524,0.0002626274,0.00005182131,0.00002162404,0.000007986541,0.05169405],"genre_scores_gemma":[0.9982894,0.000008538513,0.0005021432,0.0002147902,0.0008204572,0.000002624317,0.000004844791,0.00001519364,0.0001419844],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3229781,"threshold_uncertainty_score":0.9729568,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3126601035","doi":"10.37213/cjal.2021.28992","title":"The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Professional development; Professional learning community; Competence (human resources); Pedagogy; Communicative language teaching; Language acquisition; Linguistic competence; Communicative competence; Language assessment; Mathematics education; Language education; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.01230793295157898,"gpt":0.2634088207759729,"spread":0.2511008878243939,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001078127,0.0001310573,0.0002490174,0.0001045327,0.0004980688,0.00007094672,0.0002014387,0.00005509939,0.0006055462],"category_scores_gemma":[0.004587778,0.00008063283,0.00009202671,0.0000872968,0.0001551534,0.00001690716,0.00001446319,0.001713994,0.000001568692],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004829283,"about_ca_system_score_gemma":0.008941074,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.8215975,"about_ca_topic_score_gemma":0.9835719,"domain_scores_codex":[0.9986036,0.0002568079,0.0005763378,0.00009539402,0.0001885872,0.0002792495],"domain_scores_gemma":[0.9971537,0.001316145,0.0007029512,0.0001709871,0.0004724851,0.000183713],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001569999,0.0001585147,0.006469078,0.0001025883,0.000951327,0.01740025,0.6787213,0.03757958,0.0001925856,0.2097217,0.03020001,0.01834603],"study_design_scores_gemma":[0.00131451,0.0003508575,0.002698329,0.0004997829,0.0001759035,0.0008867802,0.538757,0.001244029,0.0001721205,0.001687395,0.4518228,0.000390428],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8894971,0.0007205593,0.000001231317,0.00026043,0.0009400474,0.00007747343,0.00004399338,0.000002579672,0.1084566],"genre_scores_gemma":[0.9975951,0.000006100321,0.00004412486,0.00008016808,0.0004788693,8.238271e-7,0.000006647342,0.0000190723,0.001769145],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4216228,"threshold_uncertainty_score":0.9966773,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4390958023","doi":"10.37213/cjal.2023.33038","title":"Linguistic Risk-Taking: A New Pedagogical Approach and a Research Program","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada; University of Ottawa","keywords":"Relevance (law); Context (archaeology); Construct (python library); Linguistics; Language acquisition; Psychology; Computer science; Mathematics education; Geography; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.2739021337793134,"gpt":0.3871874056079612,"spread":0.1132852718286478,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.002080816,0.0001635066,0.0002887691,0.0006738226,0.001089707,0.0006084655,0.0002887342,0.00008340471,0.0001340923],"category_scores_gemma":[0.01195029,0.0001432129,0.00007202118,0.0001999169,0.0004205365,0.00001199554,0.00003288799,0.001643467,0.00005433332],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008236501,"about_ca_system_score_gemma":0.001203441,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00600418,"about_ca_topic_score_gemma":0.005629844,"domain_scores_codex":[0.998269,0.0001036176,0.0004115217,0.0002143504,0.0003739329,0.0006275565],"domain_scores_gemma":[0.9975433,0.0003916229,0.000425114,0.000169063,0.0005387824,0.0009320839],"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":[0.00004323469,0.00004469196,0.001133054,0.00009002025,0.00008981739,0.0003269101,0.2260184,0.0003511455,0.000002502661,0.7153419,0.0210502,0.03550811],"study_design_scores_gemma":[0.000306786,0.0002106271,0.0004829472,0.00006695215,0.0000547659,0.00001443792,0.009724764,0.0009601054,0.000001242601,0.01280801,0.9751891,0.0001802549],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.1245024,0.000613734,0.0001165988,0.0002040505,0.002007212,0.0004300702,0.00002901415,0.0001771693,0.8719198],"genre_scores_gemma":[0.9846199,0.00003062212,0.003176604,0.0000520372,0.008934431,0.000005351515,0.00001041228,0.00004362686,0.003127033],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9541389,"threshold_uncertainty_score":0.9963725,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3214969082","doi":"10.37213/cjal.2021.31345","title":"Error Analyses and the Cognitive or Linguistic Influences on Children’s Spelling: Comparisons Between First- and Second-Language Learners","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Spelling; Linguistics; Psychology; Vocabulary; Cognition; Orthography; Pronunciation; Phonology; Language proficiency; Cognitive psychology; Reading (process); Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.06140821007880493,"gpt":0.3622945397908889,"spread":0.300886329712084,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0007756023,0.0001161077,0.0002891156,0.0001365583,0.0008862121,0.0002840673,0.0001369398,0.00008825088,0.00008285074],"category_scores_gemma":[0.01097741,0.00008914145,0.00004079573,0.0002052051,0.0007663324,0.00001121551,0.0000102903,0.0004171104,0.000003150056],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005917477,"about_ca_system_score_gemma":0.001512121,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005972513,"about_ca_topic_score_gemma":0.08205459,"domain_scores_codex":[0.9989446,0.0001121281,0.0003243056,0.000153429,0.000199399,0.0002660885],"domain_scores_gemma":[0.997166,0.001690601,0.0002657938,0.00007914226,0.0003646853,0.0004338235],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0004899616,0.000125277,0.1724989,0.0001828935,0.001242443,0.0005815746,0.6227064,0.0007024506,0.00001908753,0.1852941,0.007533166,0.008623665],"study_design_scores_gemma":[0.007121119,0.0004307007,0.120381,0.001603222,0.002644562,0.0001234254,0.6794852,0.0002198152,0.001095631,0.01074366,0.1746601,0.001491583],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9470527,0.001619321,0.00004995588,0.0009276615,0.0005153188,0.0001747592,0.00008759345,0.00001270759,0.04955997],"genre_scores_gemma":[0.9962641,0.00008039059,0.000483645,0.0003301664,0.002581944,0.000001126217,0.00001237588,0.00001128578,0.0002349732],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1745505,"threshold_uncertainty_score":0.9973536,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2993473944","doi":"","title":"Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures","year":2017,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Grammar; Humanities; Linguistics; Language production; Psychology; Present perfect; Second-language acquisition; Production (economics); Point (geometry); Philosophy; Mathematics; Cognition","retraction":null,"screen_n_in":null,"score":{"opus":0.05572846305915596,"gpt":0.256442128501531,"spread":0.200713665442375,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000651169,0.0001104941,0.0002025023,0.00012368,0.0007714671,0.0003117372,0.000159766,0.00003794261,0.00001108371],"category_scores_gemma":[0.004846217,0.00008175988,0.00002929796,0.00002279601,0.0004115214,0.00008894223,0.00002404879,0.0004094588,6.04147e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004953646,"about_ca_system_score_gemma":0.0002482197,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005763994,"about_ca_topic_score_gemma":0.1882997,"domain_scores_codex":[0.9992827,0.00004898351,0.0002789267,0.0001403373,0.00008544776,0.0001635584],"domain_scores_gemma":[0.9988281,0.00004088265,0.0003960663,0.0002106878,0.0003952589,0.0001290275],"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":[0.0002938131,0.0001037394,0.1511791,0.0003057164,0.0002737781,0.00003813942,0.3360326,0.000567121,0.0005041284,0.4884889,0.01116207,0.01105085],"study_design_scores_gemma":[0.001349621,0.0002944577,0.1841429,0.001456991,0.0003995535,0.00008970541,0.04314348,0.0001790495,0.001244368,0.02055545,0.7463074,0.0008369836],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9822269,0.0002792797,0.00001087511,0.0005797721,0.002345874,0.0002007984,0.00001366183,0.000005914385,0.01433693],"genre_scores_gemma":[0.9972671,0.00002095712,0.00009951738,0.00002274147,0.00167249,0.000001691772,7.347491e-7,0.00001556182,0.0008991802],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7351453,"threshold_uncertainty_score":0.8713473,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4307743403","doi":"10.37213/cjal.2022.32746","title":"Investigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental Vocabulary Learning","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Vocabulary; Word (group theory); Noun; Linguistics; Computer science; Vocabulary development; Psychology; Natural language processing","retraction":null,"screen_n_in":null,"score":{"opus":0.01003280134665391,"gpt":0.2595822617089365,"spread":0.2495494603622826,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006294172,0.0001154619,0.0001904829,0.0001570404,0.0005996146,0.00004874441,0.000174921,0.00005665573,0.004194072],"category_scores_gemma":[0.001505462,0.00009840397,0.0000513828,0.00009910906,0.0002285192,0.00001862148,0.00003854795,0.0005614703,7.32604e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004180453,"about_ca_system_score_gemma":0.0002879372,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004115881,"about_ca_topic_score_gemma":0.0001766742,"domain_scores_codex":[0.9990366,0.0001097273,0.0003334804,0.0001563455,0.0001337015,0.0002301082],"domain_scores_gemma":[0.9987379,0.0003108496,0.00032219,0.0001003922,0.0002151669,0.0003134778],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0005506749,0.0001514121,0.002821717,0.0001339123,0.0006669333,0.00116986,0.6995838,0.01050086,0.003819415,0.2263149,0.01569944,0.03858709],"study_design_scores_gemma":[0.005389442,0.00251698,0.01352314,0.000125702,0.0003400561,0.00269883,0.7098401,0.009374918,0.0007244828,0.01152096,0.2428787,0.001066737],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9931754,0.001581247,0.0002401223,0.00004999935,0.0007771137,0.0001274752,0.0002100269,0.000007634373,0.00383098],"genre_scores_gemma":[0.9953797,0.00000190285,0.0008873484,0.001748237,0.001772331,0.00001289004,0.00009426269,0.00002105771,0.00008229126],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2271793,"threshold_uncertainty_score":0.9967162,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3174045769","doi":"10.37213/cjal.2021.31338","title":"Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Alberta","keywords":"Portfolio; Language assessment; Literacy; Mathematics education; Language proficiency; Psychology; Computer science; Medical education; Pedagogy; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.01183983369168496,"gpt":0.2533836380546103,"spread":0.2415438043629253,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004226795,0.0002250278,0.0003408541,0.0001741482,0.0005318537,0.0005666983,0.0001567678,0.00006077794,0.0006589664],"category_scores_gemma":[0.0006000779,0.0001448535,0.00006583526,0.00007847703,0.0002227244,0.00006302623,0.00001675785,0.0009765669,0.000001961421],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001496979,"about_ca_system_score_gemma":0.001935963,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004704858,"about_ca_topic_score_gemma":0.009233912,"domain_scores_codex":[0.9987094,0.0001202872,0.0003907499,0.0002357873,0.0002327833,0.0003109447],"domain_scores_gemma":[0.9981157,0.0003655213,0.0004060917,0.0001862334,0.0004841094,0.000442326],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002855214,0.0002102481,0.240977,0.0003995771,0.001439629,0.005495306,0.4519251,0.01241042,0.001315727,0.2197463,0.002319751,0.06347547],"study_design_scores_gemma":[0.001855159,0.0005535851,0.005770108,0.001765623,0.0003589125,0.00003750794,0.1853102,0.004018252,0.0006489123,0.001177348,0.7975461,0.0009583033],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9682333,0.0004900665,0.0007880732,0.0001940163,0.00119535,0.00008658299,0.00005072476,0.00003327276,0.02892864],"genre_scores_gemma":[0.991542,0.00002573201,0.005990594,0.0002751479,0.001475028,0.000001974593,0.00005138904,0.00003961153,0.0005985351],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7952264,"threshold_uncertainty_score":0.721522,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4307743453","doi":"10.37213/cjal.2022.32477","title":"A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"Sehan University","keywords":"Subordination (linguistics); Linguistics; Complement (music); Grammar; Computer science; Sentence; Dependent clause; Syntax; Consistency (knowledge bases); Natural language processing; Traditional grammar; Psychology; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.05788903137333364,"gpt":0.2768380237528634,"spread":0.2189489923795298,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005114938,0.00009074237,0.0002880238,0.0002970022,0.0003206497,0.00005615965,0.000152372,0.00002259501,0.0005933476],"category_scores_gemma":[0.0003363887,0.00009363752,0.00003990993,0.00004814127,0.0001938832,0.000008463965,0.00001603664,0.0007224469,0.000001680604],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001086293,"about_ca_system_score_gemma":0.0003758855,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.0110507,"about_ca_topic_score_gemma":0.04630365,"domain_scores_codex":[0.9991321,0.00006679283,0.000367898,0.0000849743,0.0001603877,0.0001878714],"domain_scores_gemma":[0.9992067,0.0001481126,0.0003011373,0.00009060276,0.00008225847,0.0001711717],"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":[0.0003182845,0.0002378799,0.06840553,0.0002685499,0.0001208626,0.000556434,0.2933032,0.01573457,0.000137699,0.6094888,0.00404396,0.007384222],"study_design_scores_gemma":[0.001545498,0.0004954283,0.00376049,0.0001309067,0.0001136791,0.0000214704,0.08476371,0.004589182,0.00007050786,0.002926127,0.9011962,0.0003868181],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9424452,0.0007176537,0.00001875346,0.0001434423,0.0005839064,0.0000918782,0.00005920635,0.000009024472,0.05593099],"genre_scores_gemma":[0.9989133,0.000001076357,0.0003488382,0.0001782744,0.000382342,0.000001343744,0.000009890869,0.00001658952,0.0001483826],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8971522,"threshold_uncertainty_score":0.9955348,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4366716584","doi":"10.37213/cjal.2022.32598","title":"Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"Bundesministerium für Bildung und Forschung","keywords":"Operationalization; German; Competence (human resources); Turkish; Linguistics; Computer science; First language; Foreign language; Language proficiency; Second language writing; Literacy; Empirical research; Multilingualism; Mandarin Chinese; Psychology; Mathematics education; Pedagogy; Second language","retraction":null,"screen_n_in":null,"score":{"opus":0.05733924197703095,"gpt":0.3845793153160204,"spread":0.3272400733389894,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00176866,0.0001264276,0.0002359301,0.0002114309,0.001430193,0.0001021804,0.0007696956,0.0000576305,0.0002289843],"category_scores_gemma":[0.0039684,0.0001134736,0.00008273984,0.0003502649,0.0005342204,0.00003114531,0.00002773609,0.0007219274,0.000001495859],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002773805,"about_ca_system_score_gemma":0.007770613,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02881322,"about_ca_topic_score_gemma":0.01332741,"domain_scores_codex":[0.9982371,0.0002096602,0.0006175377,0.0001436567,0.0004190947,0.000372952],"domain_scores_gemma":[0.9975775,0.0003756575,0.0005242145,0.0002008371,0.0007397814,0.0005819877],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005498502,0.00007029231,0.0001905985,0.00001126679,0.00002952426,0.00001611238,0.5815449,0.0837912,0.00004841376,0.3151723,0.0002603388,0.01881001],"study_design_scores_gemma":[0.0006372824,0.0001388073,0.00005596798,0.00004567658,0.00006054961,0.00001632665,0.4971673,0.07946829,0.0003051767,0.005028045,0.416749,0.0003276207],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8722908,0.0003435801,0.0006768221,0.0004902827,0.002624034,0.0005333787,0.0002433207,0.00003164704,0.1227661],"genre_scores_gemma":[0.9925935,0.000004307456,0.00550326,0.0007675134,0.0008877726,0.00000476454,0.00001293957,0.00001734289,0.0002085696],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4164886,"threshold_uncertainty_score":0.9998698,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3128667457","doi":"10.37213/cjal.2021.28959","title":"Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners","year":2021,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"McGill University","funders":"","keywords":"Immigration; Sociology; Curriculum; Dominance (genetics); Government (linguistics); Discourse analysis; Pedagogy; Political science; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.1334743568657044,"gpt":0.4337294196359424,"spread":0.3002550627702381,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0004985367,0.00009453131,0.0002860888,0.0004410706,0.0003098808,0.00008799972,0.0001815543,0.00008559518,0.0001398721],"category_scores_gemma":[0.01677077,0.0001003926,0.000157716,0.0006379414,0.0002105174,0.00004312936,0.000003129976,0.0002120732,0.000001196565],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003262294,"about_ca_system_score_gemma":0.007367883,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.5343451,"about_ca_topic_score_gemma":0.9714187,"domain_scores_codex":[0.9988858,0.0000485766,0.0003893341,0.0001193679,0.0001899003,0.0003670664],"domain_scores_gemma":[0.997194,0.0003303677,0.0001525089,0.0001272819,0.00140809,0.0007877827],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001585757,0.00001903944,0.0002778563,0.00001893684,0.0001734309,0.00003057324,0.6203336,0.0005749493,0.00005018616,0.3751152,0.0004605204,0.002929911],"study_design_scores_gemma":[0.0002337577,0.00002596783,0.0003360711,0.00006239434,0.0007377853,6.376191e-7,0.6518925,0.0001988521,0.001437276,0.0007482423,0.3441209,0.0002055329],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7928723,0.000509995,0.001831067,0.00297402,0.0101317,0.000359388,0.001214393,0.00002165318,0.1900855],"genre_scores_gemma":[0.9950221,0.0000493748,0.002037624,0.0002772083,0.002423526,0.000003153075,0.00005486725,0.0000124124,0.0001197301],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4370736,"threshold_uncertainty_score":0.9982594,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}