The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension
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
This study aimed at investigating the impact of mobile learning on EFL learners’ listening anxiety and listening comprehension. Fifty students of two intermediate English courses were selected and sampled as the experimental (n=25) and control (n=25) groups. Students’ entry level of listening anxiety was assessed by foreign language listening anxiety questionnaire and their listening comprehension was assessed by Key English Test (KET) prior to the study. For one semester the experimental group did their listening activities by using podcasts listened to on their mobile phones and/or portable digital media players. Meanwhile the control group used their desktop computers to do their listening activities. The results of data analysis showed that listening anxiety of the experimental group reduced significantly after the experiment. Further, a significant difference between the experimental and control groups’ listening comprehension was found in favor of the experimental group at the end of the experiment.
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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 | 0.002 | 0.005 |
| 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) | 0.000 | 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