{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":107,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":107,"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":"88591478b27f","filters":{"venue":"TESOL Quarterly"}},"results":[{"id":"W1514619791","doi":"10.2307/3588036","title":"Identity and Language Learning: Gender, Ethnicity and Educational Change","year":2001,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":1824,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Ethnic group; Identity (music); Psychology; Sociology; Linguistics; Language acquisition; Gender studies; Anthropology; Mathematics education; Philosophy","authors":[{"name":"Yoon-kyung Yim","is_ca":true},{"name":"Bonny Norton","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06837919217029485,"gpt":0.2975757593859319,"spread":0.229196567215637,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00308999,0.0001555229,0.0003409232,0.001348852,0.005823296,0.00781258,0.0008540558,0.001279339,0.0119929],"category_scores_gemma":[0.008207628,0.0001137842,0.0002420585,0.001455953,0.00752179,0.003872082,0.003630149,0.001682546,0.0006227523],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002607508,"about_ca_system_score_gemma":0.00442985,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01568395,"about_ca_topic_score_gemma":0.03099487,"domain_scores_codex":[0.9978439,0.001177892,0.00004994843,0.0001498192,0.0003165206,0.0004619697],"domain_scores_gemma":[0.9952094,0.001761049,0.0006741823,0.0001481481,0.0005445519,0.001662641],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0005018283,0.002025975,0.2258717,0.0001603897,0.00005176694,0.001444197,0.3461384,0.000281657,0.001153977,0.2179615,0.008024107,0.1963844],"study_design_scores_gemma":[0.00005528878,0.0002440365,0.2349544,0.0001849878,0.00003976392,0.0003734266,0.6721267,0.0003507285,0.0009162001,0.04879403,0.04191499,0.00004550273],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8883536,0.001914419,0.0004316031,0.01521467,0.0002762981,0.00001138797,0.00004543232,0.000009636581,0.09374291],"genre_scores_gemma":[0.9954993,0.0003417823,0.00007187317,0.0002132973,0.00002735897,0.000005207329,0.00000645871,0.000004353651,0.003830259],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01568395,"threshold_uncertainty_score":0.04012024,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1992826861","doi":"10.2307/40264552","title":"Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States","year":2006,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"School Choice and Performance","field":"Social Sciences","cited_by":1561,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Racism; Citation; Persistence (discontinuity); Sociology; Inequality; Media studies; Gender studies; Political science; Law; Mathematics; Engineering","authors":[{"name":"Hyunjung Shin","is_ca":true},{"name":"Eduardo Bonilla‐Silva","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03253147384487827,"gpt":0.3131416455948152,"spread":0.2806101717499369,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00116463,0.0001098433,0.0002164586,0.0008369352,0.002644267,0.00215309,0.0005440652,0.001126848,0.001961323],"category_scores_gemma":[0.003400783,0.0001434223,0.0002556542,0.001426723,0.001636319,0.001590385,0.001859788,0.001702505,0.0001080822],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001294,"about_ca_system_score_gemma":0.002290857,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.1805713,"about_ca_topic_score_gemma":0.357148,"domain_scores_codex":[0.9993493,0.0002166743,0.00002988131,0.00006624901,0.00008830115,0.0002496052],"domain_scores_gemma":[0.9973693,0.0003618158,0.0009181209,0.0001406323,0.000314538,0.0008956373],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001036313,0.0003054872,0.969463,0.00001528835,0.00003650724,0.00009461964,0.00919275,0.00009096166,0.0001185278,0.004522172,0.004232459,0.01182467],"study_design_scores_gemma":[0.0000059026,0.00003345782,0.968586,0.00003107686,0.00002773828,0.00005649506,0.02680639,0.0002997837,0.00007938079,0.001349992,0.00271276,0.00001101702],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9918356,0.000458338,0.0000414142,0.005459407,0.00003402129,0.000003769265,0.0001231722,0.000001548273,0.002042738],"genre_scores_gemma":[0.9994747,0.000108933,0.00001569433,0.0001641726,0.00001638392,0.000001883746,0.00003582173,7.552412e-7,0.0001817498],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1805713,"threshold_uncertainty_score":0.3590404,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2080614923","doi":"10.2307/3588485","title":"Changing Contexts and Shifting Paradigms in Pronunciation Teaching","year":2005,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":836,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"University of Oxford; Social Sciences and Humanities Research Council of Canada; University of Cambridge","keywords":"Pronunciation; Linguistics; Psychology; Sociology; Philosophy","authors":[{"name":"John M. Levis","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0184232586059241,"gpt":0.3312866454511091,"spread":0.312863386845185,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006821283,0.0003059034,0.0002875827,0.00107247,0.005878683,0.0133234,0.001561831,0.002575152,0.003090747],"category_scores_gemma":[0.01421257,0.0003289513,0.0002710419,0.0008009952,0.02039069,0.008167737,0.006638021,0.00704316,0.0004340242],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004707284,"about_ca_system_score_gemma":0.002844852,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002033434,"about_ca_topic_score_gemma":0.003691164,"domain_scores_codex":[0.9904394,0.006603268,0.0003257594,0.0007339456,0.001284792,0.0006128025],"domain_scores_gemma":[0.9879249,0.009376933,0.0006420942,0.0005691097,0.0007735487,0.0007133806],"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":[0.00008919049,0.00008779198,0.002237501,0.0003477559,0.00001191051,0.0005844674,0.1841964,0.0002169423,0.001940355,0.682038,0.01340747,0.1148422],"study_design_scores_gemma":[0.00004025483,0.0001381232,0.005331109,0.0006695179,0.00001697295,0.0006420997,0.1394564,0.0007656364,0.002631141,0.3998694,0.4503713,0.00006808033],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"review","genre_scores_codex":[0.1928942,0.0406495,0.0318817,0.3579178,0.01737445,0.00008072488,0.00002896815,0.0002536379,0.358919],"genre_scores_gemma":[0.9710607,0.006032302,0.00388626,0.006845488,0.001674494,0.00005793321,0.000009887744,0.00007633558,0.01035663],"genre_candidate":"review","genre_consensus":null,"teacher_disagreement_score":0.0133234,"threshold_uncertainty_score":0.03607488,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1600534740","doi":"10.2307/3587870","title":"The Light in Their Eyes: Creating Multicultural Learning Communities","year":2001,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Educational Challenges and Innovations","field":"Computer Science","cited_by":815,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"St. Francis Xavier University; University of Toronto","funders":"","keywords":"Multiculturalism; Sociology; Psychology; Multicultural education; Pedagogy","authors":[{"name":"Jim Cummins","is_ca":true},{"name":"Joanne Tompkins","is_ca":true},{"name":"Sonia Nieto","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03190647319351182,"gpt":0.2766884926918246,"spread":0.2447820194983128,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007773725,0.000539512,0.0003797428,0.001731615,0.01842037,0.01117667,0.00237761,0.003239344,0.006338615],"category_scores_gemma":[0.01180911,0.0006323574,0.0005927414,0.0007163539,0.01249104,0.01519514,0.02526183,0.00321893,0.001044235],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00170882,"about_ca_system_score_gemma":0.00418491,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001936418,"about_ca_topic_score_gemma":0.004942254,"domain_scores_codex":[0.9921102,0.005961923,0.00009928568,0.0004919244,0.0007386597,0.0005980924],"domain_scores_gemma":[0.9927232,0.003197666,0.0003801832,0.0006396323,0.0006081055,0.002451201],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005802065,0.000254537,0.002493054,0.000241593,0.00002314093,0.0017091,0.7505411,0.000409265,0.001880765,0.1090962,0.02060096,0.1126923],"study_design_scores_gemma":[0.00005693589,0.000150613,0.0008303776,0.0003270045,0.00003022182,0.001031994,0.5442653,0.001530884,0.001806411,0.1082139,0.3416799,0.00007639753],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4748537,0.004704462,0.118232,0.04561448,0.00248326,0.0008764904,0.00004961316,0.0009488688,0.3522372],"genre_scores_gemma":[0.907999,0.001250477,0.05217651,0.002481152,0.0002410115,0.000355533,0.00003556324,0.0002345205,0.03522614],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01842037,"threshold_uncertainty_score":0.04111189,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2097674935","doi":"10.1002/j.1545-7249.2007.tb00058.x","title":"Is There an “Academic Vocabulary”?","year":2007,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":742,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Intertek (Canada)","funders":"","keywords":"Vocabulary; Discipline; Collocation (remote sensing); Repertoire; English for academic purposes; Linguistics; Meaning (existential); Lexical item; Range (aeronautics); Term (time); Lexical density; Register (sociolinguistics); Mathematics education; Psychology; Computer science; Sociology; Social science; Engineering","authors":[{"name":"Ken Hyland","is_ca":false},{"name":"Polly Tse","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02653160914391622,"gpt":0.3568331609104449,"spread":0.3303015517665286,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002990343,0.0002448472,0.0006761111,0.003529216,0.001620507,0.005141094,0.001340301,0.001591283,0.004180823],"category_scores_gemma":[0.02377206,0.0002338964,0.0003281832,0.004632523,0.01115547,0.01545006,0.003280734,0.001610652,0.001066317],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001569592,"about_ca_system_score_gemma":0.00235172,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003154662,"about_ca_topic_score_gemma":0.002200681,"domain_scores_codex":[0.9967245,0.001218831,0.0003459951,0.0005083886,0.0008271583,0.0003750344],"domain_scores_gemma":[0.989286,0.00502669,0.001901816,0.0008360655,0.001832557,0.001116896],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001426479,0.0001314171,0.07826392,0.0009582361,0.00006015808,0.0005878879,0.04099343,0.0002163793,0.001803891,0.5815662,0.01288258,0.2823932],"study_design_scores_gemma":[0.00004454971,0.0002551887,0.1008525,0.001825241,0.00006656467,0.002385915,0.0847505,0.0009333372,0.0008681224,0.6276588,0.1802524,0.00010685],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5980435,0.02895702,0.0457316,0.08752288,0.001384366,0.00009962471,0.0006142479,0.0002239549,0.2374228],"genre_scores_gemma":[0.9865136,0.004316808,0.003336986,0.00240943,0.0006405926,0.00006752183,0.0003019689,0.00005028963,0.002362843],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005141094,"threshold_uncertainty_score":0.01581466,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2011907483","doi":"10.2307/3588241","title":"Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom","year":2002,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":572,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"McGill University","keywords":"Corrective feedback; Psychology; Linguistics; Mathematics education; Pedagogy; Philosophy","authors":[{"name":"Iliana Panova","is_ca":true},{"name":"Roy Lyster","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02748736648013322,"gpt":0.2293106281620194,"spread":0.2018232616818862,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002304918,0.000237854,0.0004535213,0.002229077,0.0008455161,0.001396394,0.0006186152,0.0006617659,0.001150538],"category_scores_gemma":[0.02970348,0.0003666837,0.0001528514,0.0009270184,0.001061187,0.0009562811,0.001413882,0.0006967252,0.000368372],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008128289,"about_ca_system_score_gemma":0.0005884343,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005409989,"about_ca_topic_score_gemma":0.01121905,"domain_scores_codex":[0.9967309,0.001081541,0.0004021145,0.0005583903,0.0009263307,0.0003007112],"domain_scores_gemma":[0.9721352,0.01519405,0.006339687,0.001175853,0.004116836,0.00103835],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0007279976,0.0005089702,0.6126413,0.0002905132,0.00004173469,0.001270435,0.2534277,0.0003276005,0.01580052,0.0002788994,0.0005639323,0.1141203],"study_design_scores_gemma":[0.00002257859,0.0008562088,0.9067295,0.0001115418,0.00002944326,0.001562508,0.07979995,0.0008192293,0.007342736,0.0002393424,0.002409395,0.00007753079],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9990809,0.00008413199,0.0002856561,0.00003038855,0.000001415351,0.000007547187,0.00003551172,0.00001793475,0.0004564433],"genre_scores_gemma":[0.9990156,0.00007263057,0.0003358039,0.00001149087,0.000002283846,0.00001578996,0.00005037373,0.000007395273,0.000488579],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005409989,"threshold_uncertainty_score":0.01218969,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2104373049","doi":"10.1002/j.1545-7249.2008.tb00115.x","title":"Form‐Focused Instruction: Isolated or Integrated?","year":2008,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":386,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University; University of Toronto","funders":"Office of International Science and Engineering","keywords":"Fluency; Automaticity; Interlanguage; Psychology; Second-language acquisition; Context (archaeology); Language acquisition; Mathematics education; Cognition; Empirical research; Computer science; Cognitive psychology; Pedagogy; Linguistics","authors":[{"name":"Nina Spada","is_ca":true},{"name":"Patsy M. Lightbown","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04151245532608008,"gpt":0.2304173880683759,"spread":0.1889049327422958,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002112895,0.000512495,0.00102531,0.002031711,0.0005700331,0.005099811,0.00131618,0.002228278,0.006319638],"category_scores_gemma":[0.009146145,0.0003066115,0.0006506562,0.001632717,0.003677698,0.005542543,0.003211022,0.002028384,0.0009095896],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001085563,"about_ca_system_score_gemma":0.001768009,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007910806,"about_ca_topic_score_gemma":0.001423448,"domain_scores_codex":[0.9974946,0.0004881844,0.0002673438,0.0004330547,0.001101549,0.0002152608],"domain_scores_gemma":[0.995172,0.002081391,0.0009048979,0.0003387906,0.0008109804,0.000691937],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0004247183,0.0005703883,0.007405743,0.002394096,0.0001248518,0.0002324718,0.004980553,0.0001836407,0.002204573,0.0259645,0.005160736,0.9503537],"study_design_scores_gemma":[0.001406916,0.00649173,0.1515059,0.02575595,0.002416757,0.01825394,0.03874223,0.00661196,0.01555235,0.3054073,0.4275614,0.0002935341],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.3859062,0.2525297,0.07157873,0.03757435,0.003169413,0.0006834165,0.0003520667,0.00104013,0.247166],"genre_scores_gemma":[0.9288959,0.03712174,0.01913344,0.004314134,0.001356503,0.000332971,0.0001977908,0.0001238173,0.008523762],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006319638,"threshold_uncertainty_score":0.02114129,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2613312977","doi":"10.1002/tesq.372","title":"Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions","year":2017,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":279,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"Simon Fraser University; Pai Chai University; Seoul National University","keywords":"Flipped classroom; Flipped learning; Psychology; Mathematics education; Blended learning; Perception; English language; Language acquisition; Foreign language; Pedagogy; Educational technology","authors":[{"name":"Given Lee","is_ca":false},{"name":"Amanda Wallace","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03017797972633455,"gpt":0.3883877286436812,"spread":0.3582097489173466,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003910163,0.0003708221,0.0004428711,0.0006758898,0.001359067,0.002027846,0.0005137951,0.0006206668,0.001735584],"category_scores_gemma":[0.009828148,0.0002656081,0.0005043867,0.00027608,0.001063479,0.001520993,0.002616781,0.001237132,0.0003710302],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000757617,"about_ca_system_score_gemma":0.000896153,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001918889,"about_ca_topic_score_gemma":0.003333501,"domain_scores_codex":[0.9979852,0.0006821578,0.0001137103,0.0002019428,0.0005678698,0.0004490226],"domain_scores_gemma":[0.9934781,0.001257926,0.00129782,0.0001619325,0.001056586,0.002747734],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0009600863,0.01209558,0.5637847,0.0004401166,0.0001370151,0.002062507,0.2644776,0.0005320986,0.01960349,0.0005995549,0.0018368,0.1334704],"study_design_scores_gemma":[0.0000936139,0.007419501,0.6117696,0.0001846787,0.0001008921,0.0008753922,0.3683207,0.000901625,0.004874406,0.0003765266,0.004937483,0.0001456396],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9993005,0.00003793705,0.0000924706,0.00004897284,0.000007051285,0.00002282534,0.000007411732,0.000003190526,0.0004796993],"genre_scores_gemma":[0.998983,0.00006940424,0.000150274,0.00004195305,0.000005489958,0.0000315903,0.00001815352,0.000002681316,0.0006975557],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003910163,"threshold_uncertainty_score":0.02067918,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2100801958","doi":"10.1002/tesq.36","title":"Novice‐Service Language Teacher Development: Bridging the Gap Between Preservice and In‐Service Education and Development","year":2012,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":259,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"","keywords":"Attrition; Professional development; Bridging (networking); Teacher education; Pedagogy; Psychology; Teacher preparation; Faculty development; Bridge (graph theory); Mathematics education; Service (business); Medical education; Computer science; Medicine","authors":[{"name":"Thomas S. C. Farrell","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06634997866046043,"gpt":0.4051412897350973,"spread":0.3387913110746369,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00482024,0.0002096657,0.0003857358,0.0008293719,0.007633947,0.005972254,0.001159282,0.002291984,0.006388384],"category_scores_gemma":[0.01208339,0.0002088968,0.0002102601,0.000765316,0.003713535,0.005074372,0.009602956,0.003302309,0.0006901556],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.008124793,"about_ca_system_score_gemma":0.03126485,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01460577,"about_ca_topic_score_gemma":0.04362411,"domain_scores_codex":[0.9959483,0.001426124,0.0002022644,0.0002584145,0.0004635488,0.001701398],"domain_scores_gemma":[0.9863335,0.002446079,0.0006937865,0.0003317501,0.001253579,0.008941296],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.000446145,0.001604077,0.1381787,0.001358394,0.00002179102,0.003456688,0.1915361,0.0003872897,0.002032024,0.157959,0.04319036,0.4598296],"study_design_scores_gemma":[0.00009344369,0.001455117,0.213588,0.002029646,0.00002054617,0.003357893,0.412097,0.0008931093,0.002544838,0.02564755,0.338199,0.00007388339],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7204312,0.007078232,0.005102662,0.1908072,0.000919369,0.0001983814,0.00008662645,0.00009339677,0.07528298],"genre_scores_gemma":[0.9832215,0.001781912,0.001986706,0.004693832,0.00009370518,0.00009699147,0.00005823072,0.0000185201,0.008048578],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01460577,"threshold_uncertainty_score":0.05894983,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1962301850","doi":"10.1002/tesq.241","title":"Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts","year":2015,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":257,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Wilfrid Laurier University; University of Toronto","funders":"","keywords":"Identity (music); Literacy; Construct (python library); Socioeconomic status; Multilingualism; Sociology; Psychology; Self-concept; Devaluation; Pedagogy; Mathematics education; Social psychology; Linguistics; Computer science; Population","authors":[{"name":"Jim Cummins","is_ca":true},{"name":"Shirley Hu","is_ca":false},{"name":"Paula Markus","is_ca":false},{"name":"M. Kristiina Montero","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.09364517122537559,"gpt":0.4622471241196693,"spread":0.3686019528942938,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003354376,0.0004021452,0.0005144005,0.004352405,0.008854106,0.0154295,0.001114539,0.001656871,0.00566844],"category_scores_gemma":[0.01023418,0.0003351028,0.0003471076,0.003135655,0.01490832,0.01358525,0.01654713,0.002934307,0.0004365203],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004982979,"about_ca_system_score_gemma":0.004553846,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009000412,"about_ca_topic_score_gemma":0.01468708,"domain_scores_codex":[0.9957741,0.002362105,0.0001552784,0.0003352422,0.0004996416,0.0008737192],"domain_scores_gemma":[0.9898551,0.004922981,0.002090125,0.0004227475,0.0008928622,0.001816166],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001238316,0.0008435517,0.1409495,0.0002466774,0.00005266987,0.0006643592,0.5379657,0.0003204367,0.0003207923,0.2532509,0.002035747,0.06322593],"study_design_scores_gemma":[0.00001836137,0.0001453635,0.09338494,0.0003533137,0.00004319037,0.000126625,0.837638,0.0007455311,0.0005805576,0.04516051,0.02176788,0.00003589754],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9347681,0.001150603,0.001233774,0.009228133,0.00006697454,0.00002770771,0.00006903637,0.00003473149,0.05342105],"genre_scores_gemma":[0.9988554,0.0001677237,0.0001345143,0.00008097805,0.000009574311,0.00001059874,0.000008390689,0.000003738874,0.0007292155],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0154295,"threshold_uncertainty_score":0.03615421,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2084787755","doi":"10.1002/tesq.110","title":"Plurilingualism and Curriculum Design: Toward a Synergic Vision","year":2013,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":225,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Multilingualism; Translanguaging; Linguistics; Curriculum; Sociology; Competence (human resources); Pedagogy; Applied linguistics; Psychology","authors":[{"name":"Enrica Piccardo","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01706986551286289,"gpt":0.2299220022384714,"spread":0.2128521367256085,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008700253,0.0006079844,0.0004401976,0.0027362,0.002694857,0.01088688,0.001518359,0.001942542,0.003049654],"category_scores_gemma":[0.005916762,0.0004750225,0.0003436151,0.001753912,0.0183603,0.01167039,0.00873286,0.003046282,0.0004172555],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004039516,"about_ca_system_score_gemma":0.008859971,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001547247,"about_ca_topic_score_gemma":0.002394807,"domain_scores_codex":[0.9924645,0.005602039,0.000250371,0.0005888925,0.0007105527,0.0003835814],"domain_scores_gemma":[0.995256,0.002156503,0.0005563683,0.0006958831,0.0004751062,0.0008602492],"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":[0.00001584173,0.00007533001,0.001287526,0.0001449932,0.000008020387,0.00003653409,0.01294876,0.0009211103,0.0004280573,0.8973192,0.001110978,0.08570369],"study_design_scores_gemma":[0.00002909132,0.0001669089,0.001722887,0.0003618562,0.00002192874,0.0001282233,0.01627696,0.003451762,0.0009403451,0.7781323,0.1987423,0.00002556991],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.1167018,0.01003389,0.4732609,0.03883398,0.0005185942,0.0002985409,0.0000493657,0.0005884905,0.3597144],"genre_scores_gemma":[0.8298795,0.003663196,0.145073,0.00128799,0.0002189312,0.000388972,0.0000796514,0.000184223,0.01922458],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01088688,"threshold_uncertainty_score":0.04601187,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2143248068","doi":"10.5054/tq.2011.261161","title":"Researcher Identity, Narrative Inquiry, and Language Teaching Research","year":2011,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":203,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Narrative; Pedagogy; Identity (music); Narrative inquiry; Storytelling; Literacy; Sociology; Language education; Teacher education; Mathematics education; Psychology; Linguistics","authors":[{"name":"Bonny Norton","is_ca":true},{"name":"Margaret Early","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2086579464858299,"gpt":0.3895271685942204,"spread":0.1808692221083904,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1359178,0.0007066386,0.001490335,0.00725743,0.01990704,0.02629421,0.003211252,0.004544066,0.002896531],"category_scores_gemma":[0.1323012,0.001123716,0.0006202384,0.00613117,0.08142398,0.02726043,0.02216793,0.005118875,0.0004251723],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01049178,"about_ca_system_score_gemma":0.01284832,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003221789,"about_ca_topic_score_gemma":0.00381533,"domain_scores_codex":[0.7557901,0.2270993,0.003897273,0.005008657,0.005236819,0.00296797],"domain_scores_gemma":[0.7581758,0.2023685,0.01733047,0.01075181,0.005771432,0.005601901],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003258149,0.00004486835,0.003573172,0.0003613532,0.00002035684,0.0003024046,0.7905251,0.0001116848,0.0001128482,0.194348,0.0006694842,0.009898209],"study_design_scores_gemma":[0.00003862872,0.000103722,0.001347585,0.001861206,0.00002582659,0.0007312719,0.8006968,0.0006005133,0.0004773117,0.1523144,0.04176287,0.00003976871],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5212449,0.04061429,0.1562437,0.1056191,0.002061271,0.001690567,0.0002303791,0.0001444712,0.1721513],"genre_scores_gemma":[0.9715022,0.004912881,0.01649945,0.002319833,0.0002108358,0.001260665,0.00003084159,0.00004036158,0.003222905],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1359178,"threshold_uncertainty_score":0.7188104,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1982629179","doi":"10.1002/tesq.126","title":"“Non‐coercive Rearrangements”: Theorizing Desire in <scp>TESOL</scp>","year":2013,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":193,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"University of Hong Kong; University of Toronto","keywords":"Sociology; Situated; Commodification; Construct (python library); Power (physics); Centrality; Habitus; Politics; Pedagogy; Aesthetics; Psychology; Epistemology; Cultural capital; Social science; Law","authors":[{"name":"Suhanthie Motha","is_ca":false},{"name":"Angel M. Y. Lin","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01547018129835701,"gpt":0.2125976371341735,"spread":0.1971274558358165,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002519481,0.0002969058,0.0002231558,0.001238668,0.003919036,0.005844675,0.0009505738,0.0019643,0.00429011],"category_scores_gemma":[0.003747861,0.0002290871,0.0005825226,0.001143192,0.04027591,0.0080373,0.003873254,0.003193544,0.0003508524],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004741218,"about_ca_system_score_gemma":0.002957901,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004086226,"about_ca_topic_score_gemma":0.003297695,"domain_scores_codex":[0.997422,0.001716101,0.00005959525,0.0001872836,0.0003503962,0.0002647182],"domain_scores_gemma":[0.9973693,0.00174213,0.0002141204,0.0002394011,0.0002579204,0.0001771689],"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":[0.000002523743,0.000005845085,0.0001561002,0.00001381493,0.0000011925,0.00004889388,0.01080785,0.00006716725,0.00003314414,0.9877365,0.0002372513,0.0008897057],"study_design_scores_gemma":[0.00001281494,0.00002731898,0.0007325106,0.0001465873,0.000007447285,0.0002590292,0.02953341,0.001336618,0.0002992746,0.9071667,0.06045766,0.0000207278],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.1182204,0.002533833,0.05928965,0.02649982,0.0002082525,0.00008541303,0.00005073433,0.00007100098,0.7930409],"genre_scores_gemma":[0.9884266,0.000412206,0.001929936,0.0008224693,0.00003839,0.0000571862,0.00001291833,0.00002400584,0.00827623],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.005844675,"threshold_uncertainty_score":0.03440011,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2132559639","doi":"10.1002/tesq.203","title":"Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background","year":2014,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":189,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pronunciation; Psychology; Linguistics; Fluency; Prosody; Lexis; Intonation (linguistics); Grammar; Stress (linguistics); Hindi","authors":[{"name":"Dustin Crowther","is_ca":true},{"name":"Pavel Trofimovich","is_ca":true},{"name":"Kazuya Saito","is_ca":false},{"name":"Talia Isaacs","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01998902819790846,"gpt":0.2481975720320106,"spread":0.2282085438341022,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004435957,0.0005684735,0.0005530234,0.0005912993,0.0003897392,0.001848003,0.0004157771,0.0004209553,0.004110653],"category_scores_gemma":[0.02402252,0.000231482,0.0003582332,0.0002844119,0.0007924066,0.0009962033,0.001319619,0.0008956754,0.0004994213],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002711332,"about_ca_system_score_gemma":0.0003004731,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001011746,"about_ca_topic_score_gemma":0.001281241,"domain_scores_codex":[0.9974986,0.001191225,0.0001696255,0.0005423299,0.0004450769,0.0001532605],"domain_scores_gemma":[0.956817,0.03301161,0.00469027,0.001625997,0.002093682,0.001761317],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.007712953,0.001576858,0.7558401,0.0005271083,0.0005275335,0.001263512,0.05271691,0.0005265315,0.1305142,0.0004932123,0.0002641952,0.04803687],"study_design_scores_gemma":[0.00005087187,0.002370728,0.9823914,0.00004445077,0.00010949,0.0003280617,0.004791161,0.0006415979,0.008653156,0.0002097043,0.000378775,0.00003055246],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9983355,0.00007062237,0.0003332815,0.00002093664,0.000004301539,0.00001167138,0.00002155809,0.00001070609,0.001191383],"genre_scores_gemma":[0.9990748,0.00003607503,0.0003107347,0.00002830603,0.000006760409,0.00002203169,0.00003462067,0.00001420367,0.0004723808],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004435957,"threshold_uncertainty_score":0.02345985,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1979918932","doi":"10.2307/3588491","title":"Learners' Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation","year":2005,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Linguistic Variation and Morphology","field":"Social Sciences","cited_by":171,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pronunciation; Ethnic group; Linguistics; Psychology; Sociolinguistics; Sociology; Anthropology; Philosophy","authors":[{"name":"Elizabeth Gatbonton","is_ca":true},{"name":"Pavel Trofimovich","is_ca":true},{"name":"Michael Magid","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03780514011236642,"gpt":0.3267359878648156,"spread":0.2889308477524492,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002584037,0.0002119876,0.0003047707,0.0009832596,0.0006263652,0.001652143,0.0003426874,0.0004462605,0.003800856],"category_scores_gemma":[0.01625777,0.000187001,0.0001727135,0.0008957713,0.0008312545,0.0008921458,0.001312416,0.0005349424,0.000770581],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003202552,"about_ca_system_score_gemma":0.0004565959,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008480274,"about_ca_topic_score_gemma":0.01384303,"domain_scores_codex":[0.9985772,0.0005403062,0.0001031426,0.0001831574,0.0005075223,0.00008873273],"domain_scores_gemma":[0.9881454,0.007073198,0.001844431,0.0004691004,0.001817788,0.0006501235],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003122542,0.0001100379,0.9534124,0.00003710777,0.0000702923,0.0003422961,0.02575188,0.000100374,0.002692894,0.0003466223,0.0003508985,0.01647316],"study_design_scores_gemma":[0.00001030122,0.0001712189,0.9850661,0.00001878897,0.00003011068,0.0003407246,0.01262021,0.0002222119,0.0006048324,0.0002474958,0.0006525098,0.00001544738],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9983121,0.0001201063,0.00007920777,0.00007658098,0.000003979368,0.000003072153,0.00005567491,0.000002051556,0.001347257],"genre_scores_gemma":[0.9991999,0.0001086134,0.00008595808,0.00002352589,0.000005350246,0.000008269743,0.00004360354,0.00000494983,0.0005198454],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008480274,"threshold_uncertainty_score":0.01686186,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2149183522","doi":"10.1002/tesq.37","title":"<scp>TESOL</scp> Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom","year":2012,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":148,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"York University; Western University","funders":"","keywords":"Preparedness; Practicum; Accreditation; Psychology; Perception; Classroom management; Teacher education; Pedagogy; Medical education; Mathematics education; Medicine; Political science","authors":[{"name":"Farahnaz Faez","is_ca":true},{"name":"Antonella Valeo","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02045808475996214,"gpt":0.2652895574104557,"spread":0.2448314726504936,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006316975,0.00007376692,0.0000736289,0.0003007287,0.0006804042,0.0006715619,0.0002082096,0.0001526002,0.004765339],"category_scores_gemma":[0.003324461,0.00005739115,0.00005739367,0.0003009192,0.0005530103,0.0004087914,0.0004613366,0.0003190612,0.0005380515],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009355542,"about_ca_system_score_gemma":0.001236284,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.07513525,"about_ca_topic_score_gemma":0.1927117,"domain_scores_codex":[0.9997681,0.00006067317,0.00002224262,0.00001505338,0.00009099735,0.00004288166],"domain_scores_gemma":[0.9973086,0.0006181274,0.0005773903,0.0001501412,0.0007204663,0.0006252211],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001063523,0.0003946024,0.8514672,0.0001754927,0.0000100913,0.001024494,0.07590842,0.0001720552,0.004380606,0.0002845663,0.01093202,0.05514398],"study_design_scores_gemma":[0.000004935035,0.0001607303,0.9359878,0.00005126789,0.000002886624,0.0002419672,0.05356013,0.00008859885,0.0008296773,0.0000496525,0.009016159,0.000006162395],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.995824,0.00006357337,0.00006692228,0.0001971703,0.000004843886,0.00001489443,0.00007085564,0.000005241008,0.003752487],"genre_scores_gemma":[0.9971636,0.000101724,0.00007978798,0.00008876875,0.000003312492,0.00001379515,0.000124321,0.000003300579,0.002421444],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07513525,"threshold_uncertainty_score":0.1493958,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1511669331","doi":"10.1002/j.1545-7249.2009.tb00188.x","title":"Globalization and Language Learning in Rural Japan: The Role of English in the Local Linguistic Ecology","year":2009,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":141,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Linguistic landscape; Sociology; Context (archaeology); Portuguese; Lingua franca; Ethnography; Globalization; China; Linguistics; Pedagogy; Geography; Anthropology; Political science","authors":[{"name":"Ryūko Kubota","is_ca":true},{"name":"Sandra McKay","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.009402920548454383,"gpt":0.3497869027601825,"spread":0.3403839822117281,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001576644,0.0002747304,0.0003551145,0.0009149174,0.008747191,0.00510751,0.0005262425,0.0007077209,0.002376657],"category_scores_gemma":[0.001736423,0.0002112095,0.0001383329,0.001109856,0.0120293,0.002983508,0.005586128,0.0008435204,0.0001271214],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002334407,"about_ca_system_score_gemma":0.002758223,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02178683,"about_ca_topic_score_gemma":0.0543866,"domain_scores_codex":[0.9991305,0.0004604396,0.00002649008,0.00009059602,0.00005131197,0.0002406431],"domain_scores_gemma":[0.998884,0.0003305993,0.0002331765,0.00004863136,0.00009574416,0.0004079204],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003555195,0.00009758589,0.07020481,0.000163017,0.00001024284,0.002308237,0.9085447,0.0001049991,0.001428358,0.006715922,0.0003528318,0.01003364],"study_design_scores_gemma":[0.00000761111,0.00005781665,0.07102064,0.00007211956,0.00001432619,0.0002737205,0.9195846,0.00007712178,0.0001331148,0.001552572,0.007191641,0.00001472628],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9880085,0.000511246,0.0001733982,0.001199137,0.000006682123,0.000007923662,0.000004026926,0.000003079132,0.01008603],"genre_scores_gemma":[0.9991139,0.0002020434,0.00005717567,0.00006389956,0.000004085305,0.000004888094,0.000002034143,0.000001688668,0.0005503853],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02178683,"threshold_uncertainty_score":0.04332006,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2066003119","doi":"10.2307/3587742","title":"Academic Language Learning, Transformative Pedagogy, and Information Technology: Towards a Critical Balance","year":2000,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Higher Education and Teaching Methods","field":"Computer Science","cited_by":140,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Transformative learning; Sociology; Pedagogy; Critical pedagogy; Balance (ability); Language acquisition; Psychology; Mathematics education","authors":[{"name":"Jim Cummins","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.009513499193982393,"gpt":0.3455561136024525,"spread":0.3360426144084701,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03874096,0.00100885,0.00146012,0.005113736,0.008408933,0.03035368,0.002130425,0.009794816,0.003370842],"category_scores_gemma":[0.04460573,0.0007422786,0.0003708652,0.002926929,0.06364881,0.04917826,0.0151193,0.01672172,0.0006682517],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0115661,"about_ca_system_score_gemma":0.01727453,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003546124,"about_ca_topic_score_gemma":0.006074127,"domain_scores_codex":[0.9774714,0.01472524,0.001010743,0.001032227,0.004865608,0.0008948143],"domain_scores_gemma":[0.9151726,0.06965745,0.002543396,0.001396979,0.006909342,0.004320343],"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":[0.00006725258,0.00009221928,0.0004387835,0.0008235539,0.00002376181,0.0001466212,0.04337601,0.0002740154,0.0002526894,0.8101457,0.0888454,0.05551404],"study_design_scores_gemma":[0.00005151634,0.00004234855,0.0003416195,0.001833029,0.00001262053,0.0001210633,0.03539505,0.0003076822,0.0002917768,0.7676631,0.1938935,0.00004663359],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.003769114,0.1477117,0.008720677,0.8027826,0.004104926,0.0000610465,0.00001956591,0.00005602572,0.03277428],"genre_scores_gemma":[0.4847395,0.2582827,0.02642738,0.1799699,0.02751663,0.0009461137,0.00005843288,0.0003980221,0.02166126],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.03874096,"threshold_uncertainty_score":0.2048842,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2129974718","doi":"10.1002/tesq.119","title":"Plurilingual Pedagogical Practices in a Policy‐Constrained Context: A Northern Ugandan Case Study","year":2013,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":139,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Context (archaeology); Transformative learning; Pedagogy; Sociology; Multilingualism; Medium of instruction; Exploratory research; Language policy; Multilingual Education; Mathematics education; Psychology; Geography; Social science","authors":[{"name":"Doris Maandebo Abiria","is_ca":false},{"name":"Margaret Early","is_ca":true},{"name":"Maureen Kendrick","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0861121445188991,"gpt":0.3426303230124051,"spread":0.256518178493506,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005517172,0.0006108321,0.0008818342,0.00138193,0.02510699,0.005474916,0.00214307,0.002759581,0.003211194],"category_scores_gemma":[0.008907114,0.0007921042,0.0002651223,0.002519603,0.0102454,0.004217558,0.008357829,0.002899597,0.0003735528],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.008948148,"about_ca_system_score_gemma":0.007130744,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03805961,"about_ca_topic_score_gemma":0.0773458,"domain_scores_codex":[0.9923287,0.005778304,0.0001915322,0.0003299192,0.0003348438,0.001036634],"domain_scores_gemma":[0.9936846,0.003917685,0.0007929542,0.0003159326,0.0003781752,0.0009105704],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002898317,0.0001302264,0.005417569,0.0001369057,0.000005666705,0.0115313,0.9731708,0.0001575374,0.0002659872,0.003844399,0.0003547294,0.004955939],"study_design_scores_gemma":[0.000005274025,0.00005488642,0.00272734,0.0001426339,0.000005663003,0.001246132,0.9869077,0.0001149551,0.0001115664,0.0005431914,0.008130159,0.00001048909],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9880614,0.0004964497,0.0004052532,0.001165714,0.00001312333,0.00008017146,0.00001744549,0.00000581729,0.009754558],"genre_scores_gemma":[0.9963027,0.0006801428,0.0005155467,0.0001817281,0.000006001286,0.0001313259,0.00001126424,0.000005844431,0.002165295],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03805961,"threshold_uncertainty_score":0.0756762,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1977218721","doi":"10.2307/3587748","title":"Does Popular Speech Recognition Software Work with ESL Speech?","year":2000,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":139,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; Simon Fraser University","keywords":"Computer science; Speech recognition; Software; Linguistics; Psychology; Programming language","authors":[{"name":"Tracey M. Derwing","is_ca":true},{"name":"Murray J. Munro","is_ca":true},{"name":"Michael Carbonaro","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02220330861366473,"gpt":0.2890146398568036,"spread":0.2668113312431389,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01208514,0.0008799382,0.0006331357,0.001855504,0.001356561,0.004390147,0.001488868,0.002953736,0.02215036],"category_scores_gemma":[0.08553804,0.0005040588,0.0007037974,0.001399438,0.002049744,0.007811563,0.002054123,0.001596199,0.02769201],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001007041,"about_ca_system_score_gemma":0.001276528,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004735263,"about_ca_topic_score_gemma":0.005896542,"domain_scores_codex":[0.9927515,0.002754607,0.0005241422,0.001017556,0.002510224,0.0004419473],"domain_scores_gemma":[0.9473956,0.02720862,0.005124534,0.005704389,0.01296578,0.001601002],"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":[0.0004855514,0.0003513402,0.03442859,0.0004058609,0.000112352,0.0003935454,0.004245208,0.000311634,0.007078877,0.003290657,0.08913738,0.859759],"study_design_scores_gemma":[0.0004870144,0.002794221,0.2148146,0.003291443,0.0009051752,0.00833972,0.03263617,0.01541328,0.06010302,0.05208772,0.6085699,0.0005577431],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.2847305,0.03937648,0.08152164,0.2378377,0.009585651,0.0002737016,0.001385724,0.02060512,0.3246836],"genre_scores_gemma":[0.8451825,0.0184356,0.03711601,0.03284103,0.005198717,0.0001729612,0.001294427,0.004608413,0.05515039],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02215036,"threshold_uncertainty_score":0.07410038,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2037472671","doi":"10.1002/tesq.188","title":"Academic English Socialization Through Individual Networks of Practice","year":2014,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":130,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Socialization; Construct (python library); Community of practice; Pedagogy; Social practice; Psychology; Discourse analysis; Sociology; Mathematics education; Social psychology; Linguistics; Computer science","authors":[{"name":"Sandra Zappa‐Hollman","is_ca":true},{"name":"Patricia A. Duff","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03909245216813104,"gpt":0.3939144347088693,"spread":0.3548219825407383,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003579104,0.0002790092,0.0002260321,0.002918828,0.002966883,0.006795662,0.0007875455,0.0007894484,0.003516509],"category_scores_gemma":[0.009124474,0.000182516,0.0002465462,0.00138299,0.009477719,0.007203753,0.00563343,0.0008759922,0.0002035228],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003177769,"about_ca_system_score_gemma":0.002119802,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003562902,"about_ca_topic_score_gemma":0.004193663,"domain_scores_codex":[0.9953827,0.003192824,0.0001155963,0.0004795223,0.0005365328,0.0002927319],"domain_scores_gemma":[0.992425,0.004732835,0.001221082,0.0005855387,0.0004531883,0.0005823949],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005227326,0.0001594786,0.04623342,0.0002345483,0.00004741078,0.0004908293,0.5575722,0.0009682555,0.001644448,0.288065,0.001372641,0.1031595],"study_design_scores_gemma":[0.00003164686,0.0002219032,0.05197579,0.0004568043,0.00005935548,0.0009530347,0.5377214,0.005622642,0.001333094,0.278019,0.1235366,0.00006874307],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.775052,0.001158596,0.05305297,0.005080261,0.00007023686,0.0001652462,0.00007882804,0.00009170359,0.1652501],"genre_scores_gemma":[0.9952165,0.0002099816,0.00287253,0.00005379126,0.00001128523,0.00005109716,0.00001188265,0.000007696565,0.001565253],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006795662,"threshold_uncertainty_score":0.02305639,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2121987231","doi":"10.1002/tesq.236","title":"“That Sounds So Cooool”: Entanglements of Children, Digital Tools, and Literacy Practices","year":2015,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":126,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Literacy; Scripting language; Materiality (auditing); Sociology; Information literacy; Pedagogy; Critical literacy; Psychology; Aesthetics; Computer science; Art","authors":[{"name":"Kelleen Toohey","is_ca":true},{"name":"Diane Dagenais","is_ca":true},{"name":"Andreea Fodor","is_ca":true},{"name":"Linda Hof","is_ca":true},{"name":"Omar Castillo Núñez","is_ca":true},{"name":"Angelpreet Singh","is_ca":true},{"name":"Liz Schulze","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06355731474002946,"gpt":0.2874354171323252,"spread":0.2238781023922957,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003861344,0.00035729,0.0003823601,0.002705229,0.006461202,0.01017344,0.0006434433,0.001503775,0.004201408],"category_scores_gemma":[0.006022326,0.0004120455,0.0003291172,0.001874632,0.03194905,0.01159983,0.00912803,0.00250544,0.0002630301],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003242812,"about_ca_system_score_gemma":0.001751811,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01290039,"about_ca_topic_score_gemma":0.01562087,"domain_scores_codex":[0.9972937,0.001590622,0.0001023092,0.0002813603,0.0002965325,0.000435523],"domain_scores_gemma":[0.996123,0.002470628,0.0006382607,0.000241032,0.0002336454,0.0002933472],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002468047,0.00005495419,0.02908413,0.00009959908,0.00001519986,0.0008120362,0.8547051,0.00005030237,0.0004222057,0.09898121,0.001061382,0.01468928],"study_design_scores_gemma":[0.00001336931,0.0000908925,0.04107513,0.0006306171,0.00005039961,0.001576095,0.8165272,0.0001413252,0.0006802708,0.04405767,0.09509807,0.00005887144],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.886354,0.005659674,0.002840227,0.01335405,0.00006702638,0.00003917127,0.0001037952,0.00003979022,0.09154234],"genre_scores_gemma":[0.9945551,0.001520376,0.000797564,0.0006163553,0.0000198205,0.00003264378,0.0000214541,0.00001846129,0.002418217],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01290039,"threshold_uncertainty_score":0.02565056,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2160532407","doi":"10.1002/j.1545-7249.2007.tb00080.x","title":"TESOL and Policy Enactments: Perspectives From Practice","year":2007,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":124,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"York University","funders":"World Bank Group","keywords":"Situated; Theme (computing); Agency (philosophy); Globalization; Locality; Sociology; State (computer science); Political science; Public administration; Pedagogy; Social science; Law; Linguistics","authors":[{"name":"Vaidehi Ramanathan","is_ca":false},{"name":"Brian Morgan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03208851498636798,"gpt":0.4772155129222695,"spread":0.4451269979359015,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07471476,0.0007830887,0.0009534914,0.003913295,0.01982769,0.03781556,0.004260208,0.01383362,0.007754161],"category_scores_gemma":[0.07478485,0.0008011929,0.0007547156,0.007426411,0.1134675,0.02993931,0.02601244,0.01819715,0.001005135],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.03032384,"about_ca_system_score_gemma":0.03687916,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01011322,"about_ca_topic_score_gemma":0.009842604,"domain_scores_codex":[0.904358,0.08178624,0.002232908,0.002984079,0.003824557,0.004814166],"domain_scores_gemma":[0.897613,0.08340255,0.004032084,0.004049004,0.005401048,0.005502353],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002142363,0.00007025716,0.0006393404,0.0001965042,0.000006934239,0.0004321977,0.1498481,0.0004790944,0.0000605859,0.8319219,0.003362988,0.01296063],"study_design_scores_gemma":[0.00002440865,0.00006018209,0.0004286682,0.001440984,0.000007755762,0.0002891891,0.508692,0.001115154,0.0004319772,0.2835595,0.2039103,0.00003989438],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.1208987,0.02866832,0.04801659,0.4146388,0.001691348,0.0001577443,0.00006456445,0.0002628598,0.3856011],"genre_scores_gemma":[0.9708238,0.006800598,0.005280467,0.009552098,0.0002759402,0.0001504298,0.00002087614,0.00009311226,0.007002798],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.07471476,"threshold_uncertainty_score":0.3951342,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2258383902","doi":"10.1002/tesq.290","title":"The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness","year":2016,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":123,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Brock University; University of Toronto","funders":"","keywords":"Fluency; Drama; Psychology; Teaching method; Linguistics; Mathematics education","authors":[{"name":"Angelica Galante","is_ca":true},{"name":"Ron I. Thomson","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02723424281977465,"gpt":0.275828284130651,"spread":0.2485940413108763,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001079624,0.0004407157,0.0003039096,0.0004648542,0.000338926,0.0005417374,0.0005414529,0.0002614896,0.001264582],"category_scores_gemma":[0.005276712,0.0001517477,0.0002836077,0.0001601391,0.0004579524,0.0003805741,0.0007218238,0.0004102728,0.0001872876],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003040449,"about_ca_system_score_gemma":0.0004627487,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006637606,"about_ca_topic_score_gemma":0.001511073,"domain_scores_codex":[0.9992667,0.0003165164,0.00005330519,0.0001184386,0.0001876196,0.00005746886],"domain_scores_gemma":[0.9974255,0.001851026,0.0003179538,0.0001551649,0.00008001576,0.0001702854],"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":[0.001660761,0.01054773,0.04903572,0.001386794,0.000250341,0.0006410018,0.01513563,0.0009223308,0.1398914,0.001288806,0.0009571506,0.7782824],"study_design_scores_gemma":[0.0008540372,0.04832856,0.7715191,0.0006949156,0.001148135,0.00408923,0.01461007,0.003270857,0.1309099,0.001672618,0.02271966,0.0001830448],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.99201,0.0007050593,0.002362529,0.0001075843,0.00002908446,0.0001067732,0.0000222682,0.00008030492,0.004576378],"genre_scores_gemma":[0.9868609,0.0007112818,0.01103553,0.00005399702,0.00002209658,0.0001103965,0.00004241602,0.00001767499,0.001145601],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.001264582,"threshold_uncertainty_score":0.005709648,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2169464050","doi":"10.2307/3588489","title":"Phonetic Parameters and Perceptual Judgments of Accent in English by American and Japanese Listeners","year":2005,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":117,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Stress (linguistics); Psychology; Perception; Linguistics; American English; Speech perception; Philosophy","authors":[{"name":"Timothy J. Riney","is_ca":false},{"name":"Naoyuki Takagi","is_ca":false},{"name":"Kumiko Inutsuka","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01582235455735219,"gpt":0.3020361517499065,"spread":0.2862137971925543,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006244167,0.0002144769,0.0002025398,0.0003971264,0.0003080818,0.001094487,0.0001328029,0.0004274242,0.001667838],"category_scores_gemma":[0.004465309,0.0002471162,0.0001714366,0.0002474119,0.0005675064,0.0005938649,0.0005358176,0.000449117,0.0003507274],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001260021,"about_ca_system_score_gemma":0.0001402823,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003884602,"about_ca_topic_score_gemma":0.007055125,"domain_scores_codex":[0.9997284,0.00006275614,0.00002810278,0.00004759311,0.00009992525,0.00003326117],"domain_scores_gemma":[0.9982262,0.0006591661,0.0002823441,0.00008376553,0.0003868694,0.0003615609],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.007427932,0.000323883,0.5399792,0.0002074607,0.0003476515,0.0009288028,0.03799318,0.0004526854,0.3638289,0.0007177783,0.001093367,0.04669909],"study_design_scores_gemma":[0.00003810348,0.0002375747,0.9892694,0.00001119747,0.00005448149,0.0002479705,0.006365487,0.0002845675,0.00286268,0.0001556428,0.0004331281,0.0000396887],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9986097,0.0001087028,0.0001227716,0.00002182594,0.00000948171,0.000004182982,0.00002947214,0.000003119112,0.001090693],"genre_scores_gemma":[0.9993495,0.0001206759,0.0001168692,0.00002403836,0.000007775561,0.000003623297,0.00004007499,0.000005176471,0.0003322785],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003884602,"threshold_uncertainty_score":0.007723987,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2036982923","doi":"10.2307/40264524","title":"From Receptive to Productive: Improving ESL Learners' Use of Vocabulary in a Postreading Composition Task","year":2006,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":113,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Vocabulary; Reading (process); Computer science; Vocabulary development; Task (project management); Psychology; Linguistics; Mathematics education","authors":[{"name":"Siok H. Lee","is_ca":true},{"name":"James Muncie","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01233218125153658,"gpt":0.2742474164422008,"spread":0.2619152351906642,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005654069,0.0004480221,0.000366881,0.0002637433,0.0003758907,0.0007470872,0.0004612243,0.0003107299,0.002226384],"category_scores_gemma":[0.002160234,0.0001463153,0.0001207061,0.0001805632,0.0003755963,0.0003927215,0.000692944,0.0005378549,0.0007489727],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002805555,"about_ca_system_score_gemma":0.0005681977,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004297902,"about_ca_topic_score_gemma":0.01333836,"domain_scores_codex":[0.9997644,0.0000442639,0.00002338325,0.00005398006,0.0000661426,0.0000478167],"domain_scores_gemma":[0.9990138,0.0003124987,0.0001334456,0.00008667917,0.000124637,0.0003288811],"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":[0.002229564,0.01336722,0.07604074,0.0008736509,0.00006510983,0.001236469,0.0282183,0.0005198571,0.3273973,0.0001962307,0.001327812,0.5485278],"study_design_scores_gemma":[0.0005125573,0.01499016,0.8177415,0.0002323008,0.0002108278,0.00153295,0.0168678,0.001819458,0.1313055,0.001012993,0.01368346,0.00009048179],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9991143,0.00003793121,0.0001439296,0.00001746015,0.00000156746,0.00001439286,0.000009932462,0.00001313398,0.0006472805],"genre_scores_gemma":[0.9938434,0.0001691104,0.002876589,0.00004612215,0.000003521293,0.00005901515,0.00008359714,0.000006771029,0.002911767],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004297902,"threshold_uncertainty_score":0.008545816,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2792658469","doi":"10.1002/tesq.441","title":"The Effect of Content Retelling on Vocabulary Uptake From a <scp>TED</scp> Talk","year":2018,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Subtitles and Audiovisual Media","field":"Arts and Humanities","cited_by":102,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Recall; Meaning (existential); Task (project management); Point (geometry); Psychology; Feature (linguistics); Word (group theory); Foreign language; Linguistics; Computer science; Mathematics education; Cognitive psychology; Mathematics","authors":[{"name":"Chi‐Duc Nguyen","is_ca":false},{"name":"Frank Boers","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03502355240212725,"gpt":0.2353026160355524,"spread":0.2002790636334251,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002462382,0.0004895828,0.0004781808,0.0005599913,0.000382209,0.001264069,0.0005966978,0.0004467384,0.003645457],"category_scores_gemma":[0.04280128,0.000246909,0.0003069253,0.0002790547,0.0005694084,0.0009560111,0.001371908,0.0006432723,0.0007285289],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000232112,"about_ca_system_score_gemma":0.0004635378,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00121142,"about_ca_topic_score_gemma":0.001668374,"domain_scores_codex":[0.9979525,0.0007147538,0.0002155246,0.0002640977,0.0006723825,0.0001807474],"domain_scores_gemma":[0.9588032,0.03418146,0.002270391,0.00140882,0.002153355,0.00118269],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","study_design_scores_codex":[0.02343725,0.0103542,0.1579301,0.002569166,0.0004224128,0.003603857,0.05663026,0.0007327293,0.4051737,0.0004616959,0.0009238116,0.3377608],"study_design_scores_gemma":[0.0008211613,0.04701484,0.7982792,0.0003556564,0.0007205227,0.002398849,0.02453694,0.00178243,0.1157101,0.001149412,0.007012316,0.0002184274],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9986754,0.00005039587,0.0001921453,0.000009410587,0.000007565111,0.00003518911,0.00002245861,0.00001335099,0.0009939573],"genre_scores_gemma":[0.9962256,0.0001812128,0.001125079,0.0000442858,0.00001804032,0.0001228461,0.0001332064,0.0000443174,0.002105445],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003645457,"threshold_uncertainty_score":0.01302248,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2893795767","doi":"10.1002/tesq.453","title":"Roles of Vocabulary Knowledge for Success in English‐Medium Instruction: Self‐Perceptions and Academic Outcomes of Japanese Undergraduates","year":2018,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":101,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"Waseda University","keywords":"Vocabulary; Active listening; Psychology; Reading (process); Perception; Mathematics education; Linguistics; Communication","authors":[{"name":"Takumi Uchihara","is_ca":true},{"name":"Tetsuo Harada","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01777008921644983,"gpt":0.3318921048609014,"spread":0.3141220156444515,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007994426,0.0002473871,0.0002631081,0.0008294897,0.0005115925,0.001229012,0.0002413994,0.000363514,0.00164558],"category_scores_gemma":[0.003968719,0.0001813351,0.0003210984,0.0002836247,0.0006324427,0.00054033,0.0007071823,0.0006516625,0.0003457804],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002931958,"about_ca_system_score_gemma":0.0003986839,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003398177,"about_ca_topic_score_gemma":0.005459987,"domain_scores_codex":[0.9996036,0.0000650623,0.00004519974,0.0000550951,0.0001593787,0.00007177126],"domain_scores_gemma":[0.9955224,0.0006537897,0.00171365,0.00009809894,0.000519083,0.001492972],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00004070721,0.0003501445,0.9917305,0.00001688032,0.00002590171,0.0001051073,0.002862095,0.0000292562,0.0008991302,0.00003485526,0.00006734045,0.003838001],"study_design_scores_gemma":[0.000003286871,0.0001594918,0.9962057,0.0000075181,0.00001198663,0.00007616786,0.003025738,0.0001358329,0.0001772412,0.00004777148,0.0001426884,0.000006547505],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9996139,0.00003412024,0.00001325326,0.00001478539,0.000001946202,0.000002252494,0.000007710767,7.938832e-7,0.0003112619],"genre_scores_gemma":[0.9997198,0.00003194842,0.0000269333,0.000009187176,0.000002499009,0.000002208643,0.00001963871,5.982998e-7,0.0001870799],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003398177,"threshold_uncertainty_score":0.006756783,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2148302181","doi":"10.5054/tq.2011.240858","title":"An Intensive Look at Intensity and Language Learning","year":2011,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":98,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"Concordia University","keywords":"Psychology; Comprehension; Language acquisition; Longitudinal study; Mathematics education; Language proficiency; Second-language acquisition; Intensive care; Linguistics; Medicine","authors":[{"name":"Laura Collins","is_ca":true},{"name":"Joanna White","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03219847922584754,"gpt":0.2348369731123929,"spread":0.2026384938865454,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001150434,0.0002062126,0.0002820809,0.0004176491,0.0004132022,0.0008424384,0.0004504667,0.0003293216,0.004228581],"category_scores_gemma":[0.004064683,0.0001358924,0.0002240384,0.0002351529,0.0004272431,0.0007487651,0.0007479877,0.0007447589,0.000341497],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002671151,"about_ca_system_score_gemma":0.000266654,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001074155,"about_ca_topic_score_gemma":0.001657863,"domain_scores_codex":[0.9993246,0.0001859409,0.00003117755,0.0001635924,0.0001961466,0.00009846535],"domain_scores_gemma":[0.9967473,0.001177993,0.0008056265,0.0002836767,0.000335602,0.0006498789],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001185085,0.00237114,0.8747039,0.00009108847,0.0000884898,0.0002283953,0.005394846,0.0002474045,0.03608881,0.001046867,0.0003515163,0.07820237],"study_design_scores_gemma":[0.0000157636,0.002642514,0.9913635,0.00002554827,0.00002895343,0.00015744,0.0009508053,0.000145655,0.002409824,0.0003949929,0.001851877,0.00001309803],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9978495,0.0002335248,0.0003937294,0.0001001398,0.000008588797,0.00001207164,0.00004600543,0.00000537868,0.00135103],"genre_scores_gemma":[0.9974102,0.0001006467,0.0005847157,0.00007432551,0.00002112436,0.00003257105,0.00006182167,0.00000889914,0.001705585],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004228581,"threshold_uncertainty_score":0.01414603,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2509461403","doi":"10.1002/tesq.314","title":"“I May Be a Native Speaker but I'm Not Monolingual”: Reimagining <i>All</i> Teachers' Linguistic Identities in <scp>TESOL</scp>","year":2016,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":96,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"University of New England","keywords":"Context (archaeology); Linguistics; Identity (music); Psychology; Sociology; First language; History","authors":[{"name":"Elizabeth Ellis","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0590480157517572,"gpt":0.4043612711461625,"spread":0.3453132553944053,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00549661,0.0003187176,0.0003876263,0.001339259,0.01923094,0.007932074,0.0009244442,0.001273855,0.001734111],"category_scores_gemma":[0.009493745,0.0003767083,0.0002327079,0.001041601,0.01740305,0.007917192,0.009776409,0.004262234,0.0002988412],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004648118,"about_ca_system_score_gemma":0.006377513,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.04100821,"about_ca_topic_score_gemma":0.06263598,"domain_scores_codex":[0.9949726,0.002960615,0.0001656549,0.0003591014,0.0007607551,0.0007812738],"domain_scores_gemma":[0.994646,0.002121141,0.0009920278,0.0002665799,0.0008810594,0.001093189],"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":[0.000006499366,0.000006391345,0.004422613,0.00001084436,0.000001117315,0.0003252242,0.9899333,0.000004292411,0.0001280582,0.002513806,0.0004344316,0.002213386],"study_design_scores_gemma":[6.361607e-7,0.000008119338,0.002311247,0.00003902812,0.000001815395,0.0002472388,0.9925379,0.00001360999,0.00006457778,0.0004151123,0.004355649,0.00000498766],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9702565,0.0009377922,0.0006700824,0.008009437,0.0001063709,0.00001816412,0.00001406205,0.00001315967,0.01997435],"genre_scores_gemma":[0.9969777,0.0004105722,0.0001378492,0.0006211528,0.00002081853,0.00001153588,0.000009117802,0.000009073925,0.00180225],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.980769,"threshold_uncertainty_score":0.08153903,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2161666087","doi":"10.1002/j.1545-7249.2007.tb00049.x","title":"Failing the Practicum: Narrowing the Gap Between Expectations and Reality With Reflective Practice","year":2007,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":93,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"Brock University","keywords":"Practicum; Citation; Sociology; State (computer science); Library science; Psychology; Pedagogy; Computer science","authors":[{"name":"John M. Levis","is_ca":false},{"name":"Thomas S. C. Farrell","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05831955155619816,"gpt":0.4395119468456145,"spread":0.3811923952894163,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.09035116,0.0007449169,0.0009963291,0.001817312,0.009266936,0.02034261,0.004694349,0.006711775,0.00440703],"category_scores_gemma":[0.2230615,0.0009230197,0.0006857321,0.001316467,0.03461174,0.02612681,0.02124875,0.01843143,0.001148463],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005466482,"about_ca_system_score_gemma":0.02143609,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001384425,"about_ca_topic_score_gemma":0.002001322,"domain_scores_codex":[0.883123,0.09285517,0.002714883,0.003918188,0.01362966,0.003759172],"domain_scores_gemma":[0.7491519,0.1771442,0.01449736,0.02873894,0.01445065,0.01601686],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002239305,0.0008476323,0.01026321,0.0009206047,0.00004874643,0.0007007443,0.4112165,0.0007226361,0.001073135,0.282029,0.02411126,0.2678425],"study_design_scores_gemma":[0.0001657817,0.0006046016,0.006129753,0.004354494,0.00008756173,0.001831496,0.2977216,0.004751115,0.002432018,0.5185201,0.1632615,0.0001399923],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.2832212,0.007066899,0.1778874,0.3865217,0.003675441,0.000341936,0.00003253941,0.0008751072,0.1403778],"genre_scores_gemma":[0.944931,0.001459365,0.03927094,0.007031783,0.0003003073,0.0002743202,0.00002822795,0.0002658326,0.006438208],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.09035116,"threshold_uncertainty_score":0.4778283,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2166102947","doi":"10.1002/tesq.111","title":"2B or Not 2B Plurilingual? Navigating Languages Literacies, and Plurilingual Competence in Postsecondary Education in Canada","year":2013,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":88,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Multilingualism; Competence (human resources); Pedagogy; Sociology; Translanguaging; Literacy; Qualitative research; Scripting language; Linguistics; Psychology; Computer science; Anthropology; Social psychology","authors":[{"name":"Steve Marshall","is_ca":true},{"name":"Danièle Moore","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.007748569884669218,"gpt":0.2383434241104312,"spread":0.230594854225762,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00191054,0.0002501748,0.0004525809,0.001409067,0.01788848,0.006805823,0.001484642,0.0008039821,0.004320239],"category_scores_gemma":[0.005400098,0.0002718196,0.0002672893,0.002917705,0.006491464,0.002531464,0.00524774,0.003028385,0.0002155643],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.08134691,"about_ca_system_score_gemma":0.1598841,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9954301,"about_ca_topic_score_gemma":0.9981159,"domain_scores_codex":[0.9976482,0.0001839381,0.00006148582,0.0002335144,0.0005139981,0.001358835],"domain_scores_gemma":[0.9943624,0.0004713141,0.0004420102,0.0000919511,0.001560963,0.003071358],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002039905,0.0002722957,0.4115871,0.0001598249,0.00002749589,0.001056004,0.4598123,0.0003224773,0.0009775553,0.0342509,0.01041831,0.08091183],"study_design_scores_gemma":[0.00001198749,0.00005530455,0.3089772,0.0002461387,0.00002197674,0.0002347742,0.651785,0.0006086342,0.0004379551,0.002507227,0.03503046,0.00008334802],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9779668,0.0004688383,0.0001543094,0.003745597,0.00002669245,0.0000261239,0.0001454129,0.000009964458,0.0174563],"genre_scores_gemma":[0.9954502,0.0002681524,0.0001334004,0.0002907832,0.000002513448,0.000008541248,0.00008667297,0.000008332058,0.003751367],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08134691,"threshold_uncertainty_score":0.5902159,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3022193178","doi":"10.1002/tesq.581","title":"Development and Initial Validation of the L2‐Teacher Grit Scale","year":2020,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Grit, Self-Efficacy, and Motivation","field":"Psychology","cited_by":85,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Camosun College","funders":"","keywords":"Grit; Psychology; Scale (ratio); Construct validity; Variance (accounting); Predictive validity; Test validity; Internal consistency; Social psychology; Mathematics education; Statistics; Psychometrics; Mathematics; Developmental psychology; Accounting","authors":[{"name":"Ekaterina Sudina","is_ca":false},{"name":"Tony Vernon","is_ca":true},{"name":"Henry L. Foster","is_ca":false},{"name":"Heather Del Villano","is_ca":true},{"name":"Shoshannah Hernandez","is_ca":false},{"name":"Daniel Beck","is_ca":false},{"name":"Luke Plonsky","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04179235854044033,"gpt":0.2934532735850602,"spread":0.2516609150446198,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0228995,0.0006619993,0.0008260274,0.001535148,0.001699641,0.001334449,0.001395851,0.000874329,0.003396756],"category_scores_gemma":[0.03001249,0.0008252925,0.0007823928,0.0008489063,0.001276546,0.001286343,0.002638688,0.003193019,0.002775264],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001248147,"about_ca_system_score_gemma":0.00525642,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004688916,"about_ca_topic_score_gemma":0.01111762,"domain_scores_codex":[0.9932423,0.002219321,0.0009340782,0.0005874543,0.00269211,0.0003246584],"domain_scores_gemma":[0.9890737,0.002982107,0.0005154916,0.0009582522,0.005751838,0.0007185781],"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":[0.001285846,0.01396438,0.3409747,0.001335628,0.0001321072,0.001495007,0.08780325,0.001692055,0.02898114,0.007330974,0.02250566,0.4924993],"study_design_scores_gemma":[0.0009264445,0.009530922,0.8350993,0.001352315,0.00009763485,0.002038566,0.03051635,0.006560401,0.01117377,0.003963773,0.0985046,0.0002358282],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9195722,0.0007073653,0.02989237,0.001379809,0.0003423555,0.02884421,0.002542241,0.0002890888,0.01643042],"genre_scores_gemma":[0.7788634,0.00167338,0.1348774,0.001258465,0.0001679581,0.06443121,0.006636846,0.0003874874,0.0117038],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0228995,"threshold_uncertainty_score":0.1211056,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4224216044","doi":"10.1002/tesq.3146","title":"Digital Storytelling With Youth From Refugee Backgrounds: Possibilities for Language and Digital Literacy Learning","year":2022,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":82,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Simon Fraser University; University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pedagogy; Digital storytelling; Literacy; Sociology; Digital literacy; Storytelling; Meaning-making; Meaning (existential); Language acquisition; Psychology; Mathematics education; Narrative; Linguistics","authors":[{"name":"Maureen Kendrick","is_ca":true},{"name":"Margaret Early","is_ca":true},{"name":"Amir Michalovich","is_ca":true},{"name":"Meena Mangat","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02558919819105339,"gpt":0.3224461669037149,"spread":0.2968569687126615,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006027634,0.0005954672,0.0004103575,0.001050733,0.00604903,0.008248411,0.001108875,0.001139374,0.0045345],"category_scores_gemma":[0.006167408,0.0002510455,0.0006309791,0.0007281902,0.00731209,0.003930737,0.007659508,0.002000993,0.0004214072],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002055124,"about_ca_system_score_gemma":0.002497569,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004464809,"about_ca_topic_score_gemma":0.008918888,"domain_scores_codex":[0.9971862,0.002067539,0.00007827405,0.0001380344,0.0001624368,0.0003676142],"domain_scores_gemma":[0.9962682,0.002372888,0.0002612395,0.0002231531,0.0002271226,0.0006474687],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004784159,0.0001059987,0.00781788,0.0001953346,0.00001025656,0.002077445,0.9556233,0.00007286191,0.001150699,0.007108849,0.001169965,0.02461943],"study_design_scores_gemma":[0.00001122176,0.00009563691,0.002254108,0.0002707848,0.0000186916,0.001040421,0.9574443,0.0001386425,0.0007521564,0.001859264,0.0360957,0.00001906852],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9652733,0.00154319,0.005118915,0.004367293,0.0001335658,0.0001377542,0.0000937411,0.00007234244,0.02325991],"genre_scores_gemma":[0.9940941,0.0008265827,0.002349842,0.0002828498,0.00002415425,0.0000804638,0.00002910207,0.00001786066,0.002294951],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008248411,"threshold_uncertainty_score":0.03187758,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1577846114","doi":"10.1002/j.1545-7249.2009.tb00190.x","title":"Institutionalized Inclusion: A Case Study on Support for Immigrants in English Learning","year":2009,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":78,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Sociology; Conceptualization; Inclusion (mineral); Immigration; Settlement (finance); Citizenship; Mediation; Multiculturalism; Ideology; Pedagogy; Gender studies; Linguistics; Social science; Political science","authors":[{"name":"Huamei Han","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06082798514063711,"gpt":0.4569745066313178,"spread":0.3961465214906806,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003232448,0.0006984486,0.0005929597,0.001201668,0.02723495,0.004301909,0.002089179,0.003422436,0.002396054],"category_scores_gemma":[0.004675574,0.0005958507,0.0005272545,0.00129663,0.006905123,0.002746422,0.007791146,0.004328807,0.0002773339],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004963045,"about_ca_system_score_gemma":0.006149639,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03574685,"about_ca_topic_score_gemma":0.1056501,"domain_scores_codex":[0.997004,0.001796364,0.00007621487,0.0001441499,0.0001648985,0.0008145162],"domain_scores_gemma":[0.9970137,0.00135555,0.0003447692,0.0001562592,0.0001888689,0.0009408334],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004694717,0.0003392074,0.007415484,0.00006256821,0.000008264625,0.01520034,0.9666517,0.00005447894,0.0006499608,0.003048433,0.0006606213,0.005862132],"study_design_scores_gemma":[0.000007965759,0.000107584,0.002579516,0.00005720069,0.000007047002,0.00208519,0.9892825,0.00009136966,0.0002022662,0.0002730194,0.00529195,0.00001443287],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9951674,0.0001984808,0.0002565084,0.001261863,0.00003011699,0.00006642089,0.00001384889,0.000006569237,0.002998854],"genre_scores_gemma":[0.9956653,0.0005261279,0.0005207161,0.0005543878,0.00002781327,0.000108068,0.00001960171,0.000009394077,0.002568777],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03574685,"threshold_uncertainty_score":0.07107753,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2086922103","doi":"10.1002/tesq.105","title":"Motivation and Test Anxiety in Test Performance Across Three Testing Contexts: The <scp>CAEL</scp>,<scp> CET</scp>, and <scp>GEPT</scp>","year":2013,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":77,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Mount Saint Vincent University; Carleton University; Queen's University","funders":"U.S. Department of Energy","keywords":"Test anxiety; Test (biology); Psychology; Context (archaeology); Anxiety; Social psychology; Language assessment; Developmental psychology; Mathematics education","authors":[{"name":"Liying Cheng","is_ca":true},{"name":"Don A. Klinger","is_ca":true},{"name":"Janna Fox","is_ca":true},{"name":"Christine Doe","is_ca":true},{"name":"Yan Jin","is_ca":false},{"name":"Jessica R. W. Wu","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02374035340395477,"gpt":0.2807221828600872,"spread":0.2569818294561324,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002809433,0.0002707127,0.0002411286,0.001185012,0.0008142036,0.001718232,0.0003532097,0.0003466091,0.0005833157],"category_scores_gemma":[0.0149025,0.0001499974,0.0003877413,0.0007387298,0.0009554401,0.0005271804,0.00148468,0.0007916858,0.00007873195],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001351067,"about_ca_system_score_gemma":0.001303028,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02078827,"about_ca_topic_score_gemma":0.03672275,"domain_scores_codex":[0.9969485,0.001050869,0.000179002,0.0002326798,0.001165052,0.0004239567],"domain_scores_gemma":[0.9883909,0.003825821,0.004290421,0.0003146394,0.001254299,0.001924061],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00004681199,0.0002414072,0.9902817,0.000009878059,0.00003478831,0.0000434621,0.002602399,0.0000505903,0.0003473089,0.00007044752,0.00005598223,0.006215188],"study_design_scores_gemma":[0.000001450096,0.00008405945,0.9979073,0.000004998489,0.000006651118,0.00002298515,0.001681491,0.00008841397,0.0001011309,0.00002282336,0.00007344694,0.000005379879],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.999671,0.00002410716,0.00002587814,0.00002104351,0.00000113472,0.000002906428,0.000005977541,9.931804e-7,0.0002469325],"genre_scores_gemma":[0.9998809,0.0000143495,0.0000309995,0.000008856715,0.00000138117,0.000003743177,0.00001388787,6.31728e-7,0.00004520512],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02078827,"threshold_uncertainty_score":0.04133457,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2997279126","doi":"10.1002/tesq.560","title":"Linguistic and Cultural Collaboration in Schools: Reconciling Majority and Minoritized Language Users","year":2019,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":75,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; York University","funders":"","keywords":"Mainstream; Pedagogy; Sociology; Conceptualization; Multiculturalism; Multilingualism; Scholarship; General partnership; Linguistics; Political science","authors":[{"name":"Gail Prasad","is_ca":true},{"name":"Marie‐Paule Lory","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02449901463661431,"gpt":0.4142170689651654,"spread":0.3897180543285511,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02395594,0.0006605576,0.0007959119,0.003493476,0.02672221,0.01926889,0.00271848,0.002381574,0.002857447],"category_scores_gemma":[0.02000936,0.0006331164,0.0005726923,0.001589562,0.0295207,0.01299637,0.04132563,0.003348106,0.000452528],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006096389,"about_ca_system_score_gemma":0.01394525,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003987164,"about_ca_topic_score_gemma":0.007461187,"domain_scores_codex":[0.9597676,0.03281383,0.0008295278,0.001628158,0.002223926,0.002736897],"domain_scores_gemma":[0.9848745,0.008119253,0.001597036,0.001346108,0.001150695,0.002912313],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003393995,0.00009783272,0.007164629,0.0001049011,0.00001330254,0.0002838166,0.9222125,0.00009526304,0.0002951479,0.0337508,0.0007466323,0.03520136],"study_design_scores_gemma":[0.00002453121,0.0001307692,0.003856068,0.0002700113,0.00003202324,0.0002794503,0.9233364,0.0003277017,0.0006160864,0.03072942,0.04036932,0.0000282693],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8895202,0.002155981,0.01554881,0.01664053,0.0002294281,0.000157155,0.00001650309,0.0001361334,0.07559526],"genre_scores_gemma":[0.996303,0.000237634,0.001703777,0.0003050586,0.00001414967,0.00004409933,0.000004437301,0.00001428369,0.001373607],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02672221,"threshold_uncertainty_score":0.1266927,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2755531174","doi":"10.1002/tesq.406","title":"Second Language Graduate Students’ Experiences at the Writing Center: A Language Socialization Perspective","year":2017,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":73,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Victoria; University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada; University of British Columbia","keywords":"Writing center; Enculturation; Socialization; Academic writing; TUTOR; Second language writing; Pedagogy; Perspective (graphical); Sociology; English for academic purposes; Psychology; Mathematics education; Medical education; Second language; Linguistics; Medicine; Computer science; Social psychology","authors":[{"name":"Tomoyo Okuda","is_ca":true},{"name":"Tim Anderson","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03284536958434044,"gpt":0.3364321882610156,"spread":0.3035868186766752,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00735872,0.0009213024,0.0009306335,0.002638813,0.01944926,0.01310471,0.001931759,0.002587609,0.00351529],"category_scores_gemma":[0.009100724,0.0005373333,0.0005289937,0.001945551,0.01574203,0.0063705,0.01339114,0.006100577,0.000445214],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.007238847,"about_ca_system_score_gemma":0.008711142,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0239629,"about_ca_topic_score_gemma":0.04214534,"domain_scores_codex":[0.9924303,0.004041603,0.0001885855,0.0005844936,0.0008507299,0.001904356],"domain_scores_gemma":[0.9933245,0.002445389,0.000607946,0.0002270808,0.0008950838,0.002500041],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000007624015,0.00004003802,0.002587101,0.00001605116,0.000001620363,0.0002746578,0.993933,0.000006489915,0.0002379451,0.0008466645,0.0002533231,0.001795488],"study_design_scores_gemma":[0.000001975838,0.00002632393,0.001643893,0.00001593459,0.000001451283,0.00008838819,0.9948991,0.00001470456,0.00008145685,0.0001301924,0.003089643,0.000006989791],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9890006,0.0002895012,0.0003118613,0.002128612,0.00004383016,0.00003453954,0.00002195494,0.00001884337,0.008150279],"genre_scores_gemma":[0.9964603,0.0002623383,0.0001724914,0.0004104419,0.00001744011,0.00003386578,0.00001864254,0.00001614824,0.002608293],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0239629,"threshold_uncertainty_score":0.05252177,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2149207805","doi":"10.5054/tq.2010.235997","title":"Influence of Teacher‐Contact Time and Other Variables on ESL Students' Attitudes Towards Native‐ and Nonnative‐English‐Speaking Teachers","year":2010,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":72,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"ECW Press (Canada); University of Alberta","funders":"","keywords":"Context (archaeology); Psychology; English as a second language; Language proficiency; Mathematics education; English language; Pedagogy","authors":[{"name":"Lucie Moussu","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01396445982304206,"gpt":0.2692716971677677,"spread":0.2553072373447257,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00199331,0.0002182922,0.0003101758,0.0007047777,0.0008684202,0.001407289,0.0002614402,0.0003962867,0.003852892],"category_scores_gemma":[0.009557526,0.0001703688,0.0003049696,0.0004607458,0.0007616905,0.0003986759,0.0005917007,0.0007402361,0.000475087],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006482521,"about_ca_system_score_gemma":0.0006875985,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005225928,"about_ca_topic_score_gemma":0.008868764,"domain_scores_codex":[0.9979616,0.001068142,0.0001206972,0.0001766908,0.0004045079,0.0002683057],"domain_scores_gemma":[0.9752484,0.01369284,0.004648327,0.0004574633,0.00136625,0.004586664],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0004220562,0.001294339,0.9672437,0.00003336487,0.00004058838,0.0004004291,0.01927954,0.00009740538,0.001954264,0.00008145985,0.0001658527,0.008986949],"study_design_scores_gemma":[0.00001813576,0.0004963186,0.9777424,0.00001557593,0.00002234835,0.00009607797,0.02031363,0.0002501791,0.0006056433,0.00003098176,0.0003997263,0.000009215216],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9995204,0.00002417663,0.00001509096,0.00002347287,0.000002242814,0.00000212546,0.000004588029,0.000001004604,0.0004068514],"genre_scores_gemma":[0.9995618,0.00002698939,0.00001588521,0.00001461962,0.000003261002,0.000006383418,0.00001120887,0.00000145729,0.0003584644],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005225928,"threshold_uncertainty_score":0.01288927,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2558439892","doi":"10.1002/tesq.338","title":"The Role of English Language Institutes in Iran","year":2016,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":72,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Columbia university; Library science; Citation; English language; Media studies; History; Sociology; Psychology; Mathematics education; Computer science","authors":[{"name":"Fatemeh Mohammadian Haghighi","is_ca":true},{"name":"Bonny Norton","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0219833738256776,"gpt":0.3767130299436042,"spread":0.3547296561179266,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002873546,0.0001944731,0.0002032474,0.001365576,0.003869325,0.004460585,0.0008413258,0.001107958,0.007575779],"category_scores_gemma":[0.003770528,0.000150962,0.0001925931,0.001612575,0.003495108,0.00210922,0.002644555,0.001660457,0.0003377406],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01079278,"about_ca_system_score_gemma":0.02693386,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.07705168,"about_ca_topic_score_gemma":0.1155659,"domain_scores_codex":[0.9971929,0.0005663896,0.00004252308,0.00008347907,0.0002183993,0.001896341],"domain_scores_gemma":[0.9960808,0.0008079344,0.0005016608,0.00007701769,0.0005311824,0.002001388],"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":[0.0005864701,0.0005807782,0.1544937,0.0002168625,0.00005145932,0.001400116,0.02109522,0.001056477,0.0008438837,0.7078122,0.02306175,0.08880117],"study_design_scores_gemma":[0.0003277351,0.0005828294,0.5291652,0.0005818344,0.0001750831,0.0007569769,0.1074129,0.001581094,0.001651404,0.05933409,0.2983077,0.0001230059],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7779162,0.004483173,0.0003637921,0.0462551,0.0001734029,0.00004507444,0.0001118576,0.0000302513,0.1706212],"genre_scores_gemma":[0.9899585,0.0007000217,0.00009978445,0.001357165,0.00005522405,0.00001312234,0.00001622026,0.000003444144,0.007796553],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07705168,"threshold_uncertainty_score":0.1532064,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4378575123","doi":"10.1002/tesq.3233","title":"From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak","year":2023,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":71,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Cognitive reframing; Negotiation; Sociology; Identity (music); China; Cultural capital; English as a lingua franca; Pedagogy; Media studies; Psychology; Political science; Linguistics; Social psychology; Social science","authors":[{"name":"Guangxiang Liu","is_ca":false},{"name":"Ron Darvin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.009494052949369865,"gpt":0.2167179757278035,"spread":0.2072239227784336,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003735264,0.0004283679,0.0004135329,0.001106394,0.01362622,0.004529911,0.001234529,0.0009516136,0.005949174],"category_scores_gemma":[0.003454226,0.0002916385,0.0002039241,0.0009233896,0.01428523,0.004019946,0.007609383,0.002035748,0.0002906473],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004032371,"about_ca_system_score_gemma":0.004786442,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01339838,"about_ca_topic_score_gemma":0.02172739,"domain_scores_codex":[0.9975246,0.00145288,0.00005313487,0.000186367,0.0001949035,0.0005881733],"domain_scores_gemma":[0.9975907,0.001137023,0.0002862396,0.000182325,0.0001262492,0.0006774403],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002929623,0.00006509299,0.008811241,0.00003889783,0.000004762639,0.001792588,0.9718227,0.00007591186,0.001964565,0.007498449,0.0004139344,0.007482551],"study_design_scores_gemma":[0.000003763625,0.00003337675,0.002675527,0.00003658605,0.000003139568,0.0001911415,0.9855822,0.000151931,0.0002984052,0.0009917077,0.01002428,0.000007964305],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9896705,0.00008463629,0.0007718163,0.0008136471,0.000009834263,0.00002249634,0.000008431914,0.00000734778,0.008611318],"genre_scores_gemma":[0.9979024,0.00005645939,0.0002492082,0.00008472559,0.00000222572,0.00001244648,0.000004891311,0.000004223827,0.001683451],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01362622,"threshold_uncertainty_score":0.02925706,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2006318610","doi":"10.5054/tq.2010.214047","title":"Do ESL Essay Raters' Evaluation Criteria Change With Experience? A Mixed‐Methods, Cross‐Sectional Study","year":2010,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Discourse Analysis in Language Studies","field":"Arts and Humanities","cited_by":70,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"York University","funders":"","keywords":"Psychology; Argumentation theory; Rating scale; Scale (ratio); Sample (material); Quality (philosophy); Social psychology; Applied psychology; Linguistics; Developmental psychology","authors":[{"name":"Khaled Barkaoui","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06913721327542385,"gpt":0.4049282043392576,"spread":0.3357909910638337,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05364491,0.0003317262,0.000637132,0.00232414,0.0007661876,0.002241199,0.0006859429,0.0007302653,0.0008190447],"category_scores_gemma":[0.1365297,0.0006055641,0.0005727444,0.001205702,0.0008602697,0.001915063,0.001322488,0.0008238371,0.0005566804],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000603798,"about_ca_system_score_gemma":0.0006463912,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009399618,"about_ca_topic_score_gemma":0.001366951,"domain_scores_codex":[0.9717049,0.01719323,0.003218931,0.002081787,0.004883588,0.0009176078],"domain_scores_gemma":[0.8653373,0.05972607,0.03332599,0.007801523,0.03077471,0.003034501],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003207043,0.0003963529,0.9455571,0.00009908765,0.0001439011,0.0001096704,0.02877266,0.00007243872,0.001099592,0.00007857908,0.0003036199,0.02304624],"study_design_scores_gemma":[0.00002672018,0.00154025,0.9717091,0.00008824741,0.00006110586,0.0004558382,0.02220129,0.0007015148,0.001499295,0.0001141238,0.001548231,0.00005427394],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9978366,0.0001976376,0.001172483,0.00007309307,0.00002008879,0.00007376061,0.00008481606,0.00001122955,0.0005303056],"genre_scores_gemma":[0.9975528,0.0001230835,0.001463895,0.00007551078,0.00002095539,0.0002314403,0.0001404852,0.00001114085,0.0003805975],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05364491,"threshold_uncertainty_score":0.2837048,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1998537388","doi":"10.2307/3587954","title":"A Mother's Tongue","year":2000,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":68,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba","funders":"","keywords":"First language; Tongue; Psychology; Linguistics; Developmental psychology; Philosophy","authors":[{"name":"Sandra G. Kouritzin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03805244967133867,"gpt":0.435108941169958,"spread":0.3970564914986193,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004271006,0.0003285407,0.0002848727,0.0002759713,0.004071758,0.001435559,0.000401884,0.001115516,0.1051254],"category_scores_gemma":[0.002481658,0.0001249966,0.0001157512,0.0003410084,0.00043016,0.001112537,0.001912964,0.001935692,0.0462552],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007279436,"about_ca_system_score_gemma":0.001628239,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007616692,"about_ca_topic_score_gemma":0.01283164,"domain_scores_codex":[0.9996244,0.00008609602,0.00002377297,0.00005858648,0.00008992711,0.000117187],"domain_scores_gemma":[0.9993236,0.0001619861,0.00004540237,0.00005101134,0.0002856241,0.0001323641],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005014487,0.00004356553,0.001370415,0.0001512653,0.000002634984,0.001931536,0.0138749,0.00002093329,0.001107471,0.03873506,0.8720828,0.07062928],"study_design_scores_gemma":[0.000001899718,0.00001337497,0.0006611107,0.00007290254,0.000001088233,0.0004470066,0.004197488,0.00001733696,0.0001405701,0.0003538374,0.9940898,0.000003605194],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.02913264,0.003186707,0.001837168,0.07449674,0.01969019,0.0001185734,0.001535669,0.0002264435,0.8697758],"genre_scores_gemma":[0.09784191,0.002514051,0.0007539604,0.0168187,0.0009900292,0.0001056633,0.0004396369,0.00009894054,0.8804371],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.1051254,"threshold_uncertainty_score":0.3516794,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2895759360","doi":"10.1002/tesq.478","title":"The Error in Trial and Error: Exercises on Phrasal Verbs","year":2018,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":68,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"Victoria University of Wellington","keywords":"Set (abstract data type); Error analysis; Psychology; Computer science; Linguistics; Mathematics","authors":[{"name":"Brian Strong","is_ca":false},{"name":"Frank Boers","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02843696649528885,"gpt":0.3513409058437909,"spread":0.322903939348502,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01775805,0.0008667533,0.001079156,0.0007959362,0.0004167149,0.001225153,0.00134335,0.001351813,0.001929274],"category_scores_gemma":[0.1439888,0.0005033435,0.0003539035,0.0005248497,0.001450681,0.002001146,0.001559369,0.001442556,0.0006080829],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002782192,"about_ca_system_score_gemma":0.00089208,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003500663,"about_ca_topic_score_gemma":0.0005139183,"domain_scores_codex":[0.9786506,0.01321605,0.002369636,0.001917623,0.003368684,0.0004773545],"domain_scores_gemma":[0.734262,0.2366322,0.01310306,0.01001054,0.004510533,0.001481743],"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":[0.01817009,0.01478087,0.07256114,0.001959416,0.0003604169,0.0007216498,0.01213162,0.00351555,0.05621607,0.001612177,0.001698995,0.8162721],"study_design_scores_gemma":[0.007605757,0.1334548,0.407689,0.003181808,0.001273725,0.007970727,0.01057447,0.06474782,0.3169588,0.01763799,0.02811192,0.0007933292],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"other","genre_scores_codex":[0.9829208,0.00047992,0.01413534,0.0001585796,0.00007239907,0.0005220982,0.00004592806,0.0001478478,0.00151702],"genre_scores_gemma":[0.9692423,0.0003354469,0.02742332,0.0001735145,0.00004383173,0.0005871918,0.00009954619,0.00006253006,0.002032347],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.01775805,"threshold_uncertainty_score":0.09391469,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4379883309","doi":"10.1002/tesq.3240","title":"Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework","year":2023,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":67,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary; Toronto Rehabilitation Institute; University of Toronto","funders":"","keywords":"Translanguaging; Context (archaeology); Sociology; Scholarship; Ethnography; Pedagogy; Multilingualism; Linguistics; Political science; Anthropology","authors":[{"name":"Anna Mendoza","is_ca":false},{"name":"Laura Hamman‐Ortiz","is_ca":false},{"name":"Zhongfeng Tian","is_ca":false},{"name":"Shakina Rajendram","is_ca":true},{"name":"Kevin W. H. Tai","is_ca":false},{"name":"Wing Yee Jenifer Ho","is_ca":false},{"name":"Pramod K. Sah","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1968649741523249,"gpt":0.4807825221783052,"spread":0.2839175480259802,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02364714,0.00083671,0.0005227542,0.004674187,0.01968092,0.02118062,0.003172429,0.004959508,0.004679041],"category_scores_gemma":[0.01842285,0.0003872084,0.0003916509,0.003209749,0.117935,0.01574962,0.01688121,0.006328559,0.0003166937],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02048898,"about_ca_system_score_gemma":0.01405904,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00509664,"about_ca_topic_score_gemma":0.004853855,"domain_scores_codex":[0.9791856,0.01730995,0.0003728449,0.0009842453,0.0008983296,0.001249013],"domain_scores_gemma":[0.9733347,0.01930248,0.001685955,0.00171412,0.002127247,0.001835488],"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":[0.000008314953,0.00002165205,0.0003771858,0.00008638993,0.000003026335,0.0001802986,0.08146439,0.0002003908,0.00009539276,0.9131622,0.0006940074,0.003706772],"study_design_scores_gemma":[0.00001645297,0.00004033068,0.0004413282,0.0007512447,0.00001083742,0.000161513,0.2462602,0.0005547599,0.0005402957,0.6398931,0.1113115,0.00001842315],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.190104,0.01711338,0.08851907,0.162621,0.001094744,0.0004563026,0.00009816356,0.0002370295,0.5397564],"genre_scores_gemma":[0.9906328,0.001047778,0.004282174,0.001180179,0.0001063171,0.0001335271,0.00001195265,0.00002890214,0.00257641],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02364714,"threshold_uncertainty_score":0.1486587,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3022568963","doi":"10.1002/tesq.584","title":"“English‐Only Is Not the Way to Go”: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University","year":2020,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":65,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Toronto; McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"English language; Affordance; Pedagogy; Psychology; Multilingualism; Mathematics education; Perception","authors":[{"name":"Angelica Galante","is_ca":true},{"name":"Kerstin Okubo","is_ca":true},{"name":"Christina Cole","is_ca":true},{"name":"Nermine Abd Elkader","is_ca":true},{"name":"Nicola Carozza","is_ca":true},{"name":"Claire Wilkinson","is_ca":true},{"name":"Charles Wotton","is_ca":true},{"name":"Jelena Vasic","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01795419790005727,"gpt":0.2236473319636917,"spread":0.2056931340636344,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004730102,0.0003486172,0.0003741996,0.0007931556,0.01637504,0.004167944,0.00154958,0.001071431,0.002293036],"category_scores_gemma":[0.007745229,0.0004164175,0.0002643916,0.000910648,0.007877105,0.001480525,0.003076063,0.002503549,0.0001793261],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02814652,"about_ca_system_score_gemma":0.05368293,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.8986171,"about_ca_topic_score_gemma":0.9474994,"domain_scores_codex":[0.995164,0.001483755,0.0001721161,0.0003644705,0.001170981,0.00164459],"domain_scores_gemma":[0.9921507,0.001614805,0.0007443418,0.0001424305,0.001794996,0.003552831],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007536302,0.0002018961,0.03200217,0.000102757,0.000006216353,0.000496752,0.9530243,0.00009172646,0.002466334,0.001248877,0.0009489978,0.009334612],"study_design_scores_gemma":[0.000006596429,0.0001212838,0.04046444,0.00009158825,0.00001105976,0.0001033634,0.9472721,0.0001670548,0.0004406259,0.00008067972,0.0112042,0.00003704409],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9950384,0.0001273913,0.0001249636,0.0007408229,0.00001115148,0.00002883106,0.00001383543,0.000006864205,0.003907706],"genre_scores_gemma":[0.9972563,0.000196979,0.00014804,0.0001667597,0.00000242874,0.00001414888,0.00001321149,0.000006580999,0.002195695],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1013829,"threshold_uncertainty_score":0.2042183,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2085796526","doi":"10.1002/tesq.116","title":"Foundation for Learning: Engaging Plurilingual Students' Linguistic Repertoires in the Elementary Classroom","year":2013,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":65,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Library science; Citation; Sociology; Multilingualism; Applied linguistics; Media studies; Linguistics; Pedagogy; Computer science","authors":[{"name":"Saskia Stille","is_ca":true},{"name":"Jim Cummins","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04403196670931499,"gpt":0.4398089325098629,"spread":0.3957769658005479,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00183786,0.0002998635,0.000175782,0.0004044514,0.003090456,0.004480999,0.0008200434,0.001204996,0.00798926],"category_scores_gemma":[0.004171801,0.0001887661,0.0001489596,0.0002307651,0.002888126,0.004356792,0.006781136,0.002004606,0.001049553],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008587869,"about_ca_system_score_gemma":0.003124434,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002149707,"about_ca_topic_score_gemma":0.004657371,"domain_scores_codex":[0.9991637,0.0004513306,0.00001570361,0.00009808392,0.00009354906,0.0001775832],"domain_scores_gemma":[0.9981338,0.0007288229,0.0000808951,0.0002662939,0.0001310429,0.0006590994],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003885108,0.001498385,0.01523141,0.0002685206,0.00001526286,0.0005772297,0.2372578,0.0007407462,0.01452294,0.1269623,0.02004479,0.5824921],"study_design_scores_gemma":[0.0001571886,0.0009450439,0.02560225,0.001003043,0.00008732991,0.0009141163,0.3687536,0.004694331,0.01519918,0.2099669,0.3725665,0.0001105653],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7347877,0.0004352744,0.03271556,0.01074028,0.0003058239,0.0001295138,0.00008626939,0.0005732016,0.2202264],"genre_scores_gemma":[0.9772083,0.0001460252,0.01061192,0.0003674895,0.00001661712,0.0001164168,0.0000422317,0.00006090952,0.01143014],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.00798926,"threshold_uncertainty_score":0.02672672,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2883760700","doi":"10.1002/tesq.463","title":"The Effects of International Accents and Shared First Language on Listening Comprehension Tests","year":2018,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Phonetics and Phonology Research","field":"Psychology","cited_by":58,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"Educational Testing Service","keywords":"Test of English as a Foreign Language; Active listening; Psychology; Stress (linguistics); Linguistics; Listening comprehension; Test (biology); Variety (cybernetics); Language proficiency; Comprehension; Varieties of English; Fluency; World Englishes; Language assessment; Mathematics education; Communication; Computer science","authors":[{"name":"Okim Kang","is_ca":false},{"name":"Ron I. Thomson","is_ca":true},{"name":"Meghan Moran","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01452187902279569,"gpt":0.3398538804025868,"spread":0.3253320013797911,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005748878,0.0006700787,0.000547098,0.0005224023,0.000448698,0.001246299,0.0006588993,0.0005989938,0.003963885],"category_scores_gemma":[0.04817552,0.000258761,0.0005756433,0.0002960429,0.0009687006,0.001000939,0.001722229,0.001074671,0.0004297198],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003859532,"about_ca_system_score_gemma":0.0003921593,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001008825,"about_ca_topic_score_gemma":0.002014379,"domain_scores_codex":[0.9923183,0.00350062,0.0006631808,0.0009956876,0.002125576,0.0003966851],"domain_scores_gemma":[0.8929992,0.08369731,0.01088032,0.003269194,0.003465449,0.005688403],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.02152424,0.008504625,0.7890106,0.0003284717,0.0008558247,0.001493569,0.0114292,0.001009025,0.07623241,0.0003882557,0.000457202,0.08876652],"study_design_scores_gemma":[0.0001200221,0.01019468,0.9807332,0.00003744589,0.00020545,0.0003583056,0.001632147,0.0003591184,0.005755972,0.0001252813,0.000441405,0.00003699883],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9974231,0.00008027031,0.0001319339,0.00003682839,0.00001012596,0.00001481276,0.00002113388,0.00001127693,0.002270651],"genre_scores_gemma":[0.9988158,0.00004311227,0.0002947686,0.00004826535,0.0000117638,0.00002578916,0.00005057804,0.00001104915,0.0006989244],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005748878,"threshold_uncertainty_score":0.03040338,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3167698752","doi":"10.1002/tesq.3035","title":"Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?","year":2021,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Second Language Acquisition and Learning","field":"Psychology","cited_by":56,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Vocabulary; Linguistics; Psychology; Recall; Test (biology); Vocabulary development; Cognitive psychology; Biology; Philosophy","authors":[{"name":"Emi Iwaizumi","is_ca":true},{"name":"Stuart Webb","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03566062426844689,"gpt":0.2688734828408985,"spread":0.2332128585724516,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002550627,0.0004321182,0.0004443643,0.001138284,0.0004695468,0.002297491,0.0005394891,0.0008000058,0.00270295],"category_scores_gemma":[0.01274365,0.0002561573,0.0003670078,0.0006053711,0.001008763,0.001687614,0.001369813,0.0009112986,0.0005482882],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000433308,"about_ca_system_score_gemma":0.0003894433,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002581349,"about_ca_topic_score_gemma":0.003258656,"domain_scores_codex":[0.9990024,0.0002841827,0.0001141784,0.000183198,0.0003202834,0.00009576209],"domain_scores_gemma":[0.9902637,0.005816403,0.001771489,0.0005378794,0.0008816633,0.0007289117],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0006043324,0.0009174177,0.9226204,0.0001291761,0.0001675219,0.0003220554,0.01802266,0.0005297614,0.01571366,0.0003613436,0.0001946502,0.04041705],"study_design_scores_gemma":[0.00002475482,0.00104259,0.9783406,0.00004409212,0.00007542197,0.0004466157,0.009927676,0.001232289,0.0075663,0.0007433844,0.0005069001,0.00004949031],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.999216,0.00004505592,0.0001543827,0.000007647386,6.46446e-7,0.000007380614,0.00002047404,0.000002829296,0.0005456129],"genre_scores_gemma":[0.9992736,0.00004488876,0.0002482323,0.0000128172,0.000001076435,0.00001496269,0.00005051578,0.000002600914,0.0003513406],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.00270295,"threshold_uncertainty_score":0.01348919,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2516285973","doi":"10.1002/tesq.316","title":"Language Teacher Identity and the Domestication of Dissent: An Exploratory Account","year":2016,"lang":"en","type":"article","venue":"TESOL Quarterly","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":56,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"York University","funders":"","keywords":"Dissent; Sociology; Pedagogy; Teacher education; Identity (music); Ideology; Certification; Public relations; Political science; Law","authors":[{"name":"Brian Morgan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04241762610602318,"gpt":0.4343596390817174,"spread":0.3919420129756942,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01141719,0.0004678894,0.0003973841,0.002947641,0.01323343,0.008276586,0.001422859,0.002241231,0.00377685],"category_scores_gemma":[0.02142801,0.0002793377,0.0004798957,0.001732884,0.02722261,0.01079692,0.01214497,0.003146302,0.0003627711],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005158889,"about_ca_system_score_gemma":0.003063876,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002127722,"about_ca_topic_score_gemma":0.002896193,"domain_scores_codex":[0.9818029,0.0150932,0.0003222346,0.0006512029,0.001080509,0.001049852],"domain_scores_gemma":[0.9832746,0.01327398,0.001200007,0.0009070637,0.0008416967,0.0005025234],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002600146,0.00004859833,0.002592651,0.00005754762,0.00000360646,0.000660075,0.7940097,0.00004151385,0.0002923616,0.1961669,0.000674936,0.005426086],"study_design_scores_gemma":[0.00001194943,0.00002646936,0.002314618,0.000150596,0.000004317511,0.0007277701,0.9213746,0.0002968155,0.0006686908,0.03369992,0.040709,0.00001527349],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6886346,0.002267606,0.02597065,0.01409266,0.0003239228,0.0002837135,0.00008954205,0.00006261279,0.2682748],"genre_scores_gemma":[0.9910361,0.0003618889,0.001872526,0.0004703982,0.00005310808,0.0001382776,0.00002094737,0.00002401158,0.006022691],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01323343,"threshold_uncertainty_score":0.06038064,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}