{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":5,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":5,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12","author_layer_release":"2026-06-26"},"query_hash":"e221aaff1cb2","filters":{"venue":"JALT Journal"}},"results":[{"id":"W2187742800","doi":"10.37546/jaltjj29.2-3","title":"Mastering the English formula: Fluency development of Japanese learners in a study abroad context","year":2007,"lang":"en","type":"article","venue":"JALT Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":45,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Carleton University","funders":"University of Victoria","keywords":"Fluency; Context (archaeology); Linguistics; Psychology; Narrative; Perception; Language proficiency; Mathematics education; History","authors":[{"name":"David Wood","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03845841783335614,"gpt":0.2895850082402187,"spread":0.2511265904068625,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005536326,0.0003323108,0.0003346871,0.0006209272,0.000954357,0.00120914,0.0002254572,0.0004034235,0.0009346882],"category_scores_gemma":[0.0015348,0.0002036373,0.0002455525,0.0002884403,0.0007002825,0.000523917,0.0006438614,0.0004549788,0.0001878125],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005447571,"about_ca_system_score_gemma":0.0006463881,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02595253,"about_ca_topic_score_gemma":0.04105826,"domain_scores_codex":[0.9997612,0.00004854422,0.00002622563,0.00004840475,0.00005807174,0.00005762075],"domain_scores_gemma":[0.9992018,0.0001300937,0.0001651671,0.00002908824,0.0002365402,0.0002372664],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002403091,0.0006025413,0.6909732,0.00006835707,0.00003083375,0.002242147,0.2683581,0.00006970768,0.02109576,0.0000970794,0.0001157308,0.01610623],"study_design_scores_gemma":[0.0000134645,0.0008300716,0.8276368,0.00002536872,0.00004251038,0.001112615,0.1665688,0.0002060676,0.002360775,0.00007023606,0.001095917,0.00003735263],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9998609,0.000009715231,0.000008396358,0.000003495462,3.000142e-7,0.000001594537,0.000002553543,3.171539e-7,0.0001126034],"genre_scores_gemma":[0.999373,0.00003842222,0.00007771019,0.000009289854,8.256624e-7,0.000007075738,0.00001719787,0.000001247228,0.0004751817],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02595253,"threshold_uncertainty_score":0.0516029,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3007843376","doi":"10.37546/jaltjj27.1-2","title":"Problems in Top-Down Goal Setting in Second Language Education: A Case Study of the “Action Plan to Cultivate ‘Japanese with English Abilities’”","year":2005,"lang":"en","type":"article","venue":"JALT Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":28,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Queen's University; Durham University; Queen's University Belfast","keywords":"Christian ministry; Plan (archaeology); Action (physics); Action plan; Set (abstract data type); Mathematics education; Action research; Pedagogy; Psychology; Political science; Computer science; Management","authors":[{"name":"Yumi Hato","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01914765333113059,"gpt":0.2725288683746989,"spread":0.2533812150435683,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02520069,0.001357402,0.001007739,0.001351522,0.01911664,0.008157163,0.003889812,0.008760112,0.002462302],"category_scores_gemma":[0.03631778,0.00105376,0.001322257,0.001885452,0.01834321,0.006263129,0.007138113,0.01305706,0.0004942488],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01243458,"about_ca_system_score_gemma":0.01428698,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02954021,"about_ca_topic_score_gemma":0.0479197,"domain_scores_codex":[0.9576244,0.03539597,0.0005876479,0.001350885,0.002366857,0.002674249],"domain_scores_gemma":[0.9699063,0.02115121,0.002018841,0.0016011,0.002014464,0.003308072],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001441288,0.001887372,0.006549058,0.0002388253,0.00003790655,0.01188119,0.8714098,0.003505114,0.001227844,0.08191701,0.003945952,0.01725587],"study_design_scores_gemma":[0.0002089476,0.0007104637,0.004877072,0.0002857338,0.00004343675,0.003495561,0.8825004,0.01544223,0.003279447,0.02380346,0.06517225,0.0001810329],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9179392,0.0003801038,0.02656907,0.01351864,0.0001487353,0.0004814409,0.00004747033,0.0001027427,0.0408125],"genre_scores_gemma":[0.9784968,0.0002988446,0.01384186,0.0009270729,0.00002110492,0.0003767418,0.00003061,0.00005243632,0.005954535],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02954021,"threshold_uncertainty_score":0.1332756,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W360612826","doi":"10.37546/jaltjj31.2-6","title":"Perspectives: To Challenge the Unchallenged: Potential of Non-“Standard” Englishes for Japanese EFL Learners","year":2009,"lang":"en","type":"article","venue":"JALT Journal","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":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Linguistics; English language; World Englishes; Inclusion (mineral); Standard English; Psychology; Language proficiency; Sociology; Mathematics education; Philosophy; Social psychology","authors":[{"name":"Kazufumi Miyagi","is_ca":true},{"name":"Masatoshi Sato","is_ca":true},{"name":"Alison Crump","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02487081495099783,"gpt":0.2775905902464335,"spread":0.2527197752954356,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006523541,0.000469667,0.0004225198,0.0008225239,0.006347283,0.007622761,0.001083944,0.004142115,0.005279891],"category_scores_gemma":[0.006213373,0.0002276872,0.000457723,0.0008846945,0.01233892,0.01184755,0.0040021,0.004569618,0.0008004756],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003849501,"about_ca_system_score_gemma":0.006292251,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01560142,"about_ca_topic_score_gemma":0.03915515,"domain_scores_codex":[0.9965317,0.00191867,0.0001248596,0.0004969005,0.0004717634,0.0004562038],"domain_scores_gemma":[0.9905025,0.004187157,0.001060123,0.0003595193,0.002398911,0.001491885],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0001505099,0.0001139917,0.02471994,0.002178691,0.0000507411,0.004649006,0.5578638,0.0002207684,0.004240969,0.2589706,0.06610735,0.0807336],"study_design_scores_gemma":[0.00001621475,0.0001054966,0.009057696,0.001138,0.00006062429,0.001531749,0.5368717,0.000228452,0.001063602,0.05169741,0.3981607,0.00006846584],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"commentary","genre_scores_codex":[0.1736909,0.03660848,0.006364993,0.6836663,0.003366562,0.00003663427,0.0001925999,0.00007693259,0.09599663],"genre_scores_gemma":[0.878204,0.01843808,0.003376697,0.08173786,0.001739219,0.0000667496,0.00009171341,0.00006420501,0.01628146],"genre_candidate":"commentary","genre_consensus":"commentary","teacher_disagreement_score":0.01560142,"threshold_uncertainty_score":0.03450018,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W252311779","doi":"10.37546/jaltjj37.1-3","title":"Research Forum: “I Didn’t Know Who Is Canadian”: The Shift in Student Expectations During the Initial Stages of a Study Abroad Program","year":2015,"lang":"en","type":"article","venue":"JALT Journal","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Study abroad; Expectancy theory; Multiculturalism; Psychology; Context (archaeology); Identity (music); Qualitative research; Pedagogy; First language; Medical education; Social psychology; Sociology; Linguistics; Social science; Medicine","authors":[{"name":"Rebecca Kato","is_ca":false},{"name":"Kenneth Reeder","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1807173958322322,"gpt":0.595274123533223,"spread":0.4145567277009907,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010291,0.0003446836,0.000365165,0.0005880085,0.01623516,0.004286081,0.001319495,0.001954737,0.003385847],"category_scores_gemma":[0.01442786,0.0002806775,0.0003259214,0.0007002511,0.005630943,0.001766163,0.00281549,0.004042306,0.0006784361],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01246513,"about_ca_system_score_gemma":0.02268603,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.2006383,"about_ca_topic_score_gemma":0.3162104,"domain_scores_codex":[0.9935845,0.003263483,0.0001730909,0.0004731296,0.001080381,0.00142556],"domain_scores_gemma":[0.9856271,0.004104453,0.001169684,0.0003586645,0.003401316,0.005338805],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007058557,0.0001071514,0.01447017,0.00005683753,0.000003468699,0.001033151,0.962005,0.00004980825,0.001926937,0.001444587,0.00780348,0.01102883],"study_design_scores_gemma":[0.000003931622,0.0000837533,0.008223173,0.00005688436,0.00000336854,0.0001179804,0.9615846,0.00006401167,0.0004921472,0.0001357296,0.02920372,0.00003074464],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9663616,0.0002500341,0.001539298,0.01814187,0.0003695673,0.0002108508,0.0001658977,0.000054604,0.01290637],"genre_scores_gemma":[0.9846399,0.0002836137,0.0008344631,0.002699749,0.00008268684,0.0001417413,0.00007111613,0.00002854977,0.01121833],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7993617,"threshold_uncertainty_score":0.3989409,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4250822745","doi":"10.37546/jaltjj25.2-4","title":"大学生を対象とした英語授業不安尺度の作成とその検討 – The English Language Classroom Anxiety Scale: Test Construction, Reliability, and Validity","year":2003,"lang":"en","type":"article","venue":"JALT Journal","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Foreign language anxiety; Psychology; Anxiety; Likert scale; Foreign language; Reading (process); Language assessment; Scale (ratio); Active listening; Test anxiety; Mathematics education; Test (biology); Extant taxon; Construct validity; Rating scale; Set (abstract data type); Construct (python library); Developmental psychology; Psychometrics; Linguistics; Computer science; Communication","authors":[],"retraction":null,"screen_n_in":null,"score":{"opus":0.017829203406829,"gpt":0.2374409862324706,"spread":0.2196117828256416,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002419067,0.0003119822,0.0002733023,0.0006503193,0.0003872284,0.0005387857,0.0004107651,0.0003291894,0.002264296],"category_scores_gemma":[0.006040644,0.0002946468,0.0005345675,0.0003576674,0.0003913657,0.0005464197,0.0004855435,0.0007545847,0.001101111],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002709399,"about_ca_system_score_gemma":0.0006162505,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008157476,"about_ca_topic_score_gemma":0.001424732,"domain_scores_codex":[0.9987262,0.0003439741,0.0002337884,0.00009170709,0.0005139042,0.00009039032],"domain_scores_gemma":[0.9964387,0.001385838,0.0006060137,0.0002018894,0.001025047,0.0003424897],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001692339,0.007655059,0.6739499,0.0004566877,0.0003031957,0.0003562715,0.004584008,0.001375004,0.02156252,0.001793989,0.006946205,0.2793248],"study_design_scores_gemma":[0.0002416883,0.003614731,0.9797012,0.00007364401,0.00004396755,0.0004809381,0.001031082,0.002642693,0.004176537,0.0006112539,0.007335491,0.00004668508],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9863726,0.0002175387,0.003226315,0.0002328736,0.00006819292,0.002641003,0.0005450429,0.00007833141,0.006618],"genre_scores_gemma":[0.9578341,0.0005807859,0.02808066,0.0002303007,0.00007577422,0.007058695,0.001853848,0.00003551764,0.00425034],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002419067,"threshold_uncertainty_score":0.01279342,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}