Reticence in Chinese EFL Students at Varied Proficiency Levels
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Reticence in foreign language classes has long been a challenge for both teachers and students. With the advent of globalization, there is a pressing need for EFL (English as a Foreign Language) teachers to help reticent students develop the skills and confidence needed to take an active role in oral English lessons. This article reports on a study of reticence in EFL classrooms in a key university in Beijing. Five hundred, forty-seven first-year non-English majors with three proficiency levels answered a 124-item questionnaire with 20 items on reticence. In addition, one class from each proficiency group was selected for a more focused investigation of reticence and participation in oral EFL lessons. As well as the survey, data gathered during the 14-week term included reflective journals, videotaped observations, and interviews. Analyses of the data revealed that (a) the students were willing to communicate with their peers in English in class and considered speech communication valuable; the more proficient were most positive about interpersonal communication and the most willing to engage in interaction; (b) all the students, irrespective of proficiency level, were the most active during pair work and the least active when responding to teachers’ questions; the more proficient students tended to be the most active in all classroom activities; and (c) with increased exposure to spoken English and more familiarity with the English-learning environment, students at all proficiency levels became (more) active in class. Based on the findings, pedagogical implications are discussed with the aim of enhancing the teaching and learning of spoken English in foreign-language contexts.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.013 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it