Cognitive and Affective Characteristics of Children in EFL Classes
Bibliographic record
Abstract
The role of age in second language learning has been the concern of many researchers and educators to the date since children enjoy different characteristics in comparison to adults. This qualitative study aims at investigating cognitive and affective features of successful and less successful children in EFL classes. Regarding the influential role of interaction between teachers and children, the way teachers reacted to children’s cognitive and affective status has been examined too. 152 children were chosen randomly from various English institutes in Mashhad, Iran. Moreover, in order to figure out the quality of teacher talk, 43 EFL classes were observed and the voices of teachers were audio-recorded for further investigation. The findings of this study revealed that proficient students in EFL classes benefited from various cognitive and affective characteristics. In addition, the teacher discourse was richer with respect to proficient children in a way that the quality of teachers’ interactions with proficient children enjoyed more positive cognitive and affective feedback. It was realized that when proficient learners lacked necessary knowledge to come up with cognitive challenges, they got positive affective feedback and positive or neutral cognitive feedback. However, with less-proficient children, teachers mostly used negative affective feedback and neutral or negative cognitive feedback. This study is fruitful for the teachers who want to improve the quality of teaching English to children and for those researchers who are interested in child second language learning. Key words: EFL learners; Children; Cognitive characteristics; Affective features; Teacher discourse; Feedback Resume: Le role de l'age dans l'apprentissage d'une deuxieme langue a ete la preoccupation de nombreux chercheurs et educateurs puisque les enfants profitent des caracteristiques differentes par rapport aux adultes. Cette etude qualitative vise a etudier les caracteristiques cognitives et affectives des enfants plus ou moins reussis dans les classes ALE. En ce qui concerne le role influent de l'interaction entre les enseignants et les enfants, la facon dont les enseignants ont reagi a la situation cognitive et affective des enfants a ete egalement examinee. 152 enfants ont ete choisis au hasard dans de differents instituts de l'anglais a Mashhad, en Iran. De plus, afin de comprendre la qualite de discours de l'enseignant, 43 classes ALE ont ete observees et les voix des enseignants ont ete enregistrees sur pour des enquetes approfondies. Les conclusions de cette etude ont revele que les etudiants competents dans les classes ALE ont beneficie de differentes caracteristiques cognitives et affectives. En outre, le discours de l'enseignant etait plus riche en respect vis-a-vis des enfants competents, alors la qualite des interactions des enseignants avec les enfants competents ont plus de retroaction cognitives et affectives. On a realise que lorsque les apprenants competents n'avaient pas de connaissances necessaires pour regler des problemes cognitifs, ils pouvaient tout de meme avoir des commentaires affectifs positifs et des retroactions cognitives positives ou neutres. Cependant, avec des enfants moins competents, les enseignants utilisaient souvent des commentaires affectifs negatifs et des retroactions cognitives neutres ou negatives. Cette etude est fructueuse pour les enseignants qui veulent ameliorer la qualite de l'enseignement de l'anglais aux enfants et pour les chercheurs qui s'interessent a l'apprentissage des enfants d'une deuxieme langue. Mots-cles: Apprenants ALE; Enfants; Caracteristiques cognitive; Caracteristiques affectives; Discours des enseignants; Retroaction
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".