Exploration EAL Learner Identity: Understanding Language-Related Challenges of Chinese International Students at University of Saskatchewan
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
The purpose of this research was to explore the relationship between English language learning and identity of language learners. Most of the research related to language and identity began with Bonny Norton (Norton Peirce, 1995; Norton, 1997; Norton, 2000). Norton (1995) noted a comprehensive understanding of social identity with integration of the language learners and the language learning context. This research investigated how six Chinese international students at the University of Saskatchewan (U of S) constructed their own identities as EAL (English as additional language) learners using critical discourse analysis (CDA) of their ideological and linguistic choices through interviews and written responses concerning their challenges and frustrations of language learning and using in Canada. The study show that the construction of Chinese international students’ EAL learner identity are influenced both by their prior English learning experiences in China and the practical experiences of learning and using English in Canada. It also shows that despite full of challenges and struggles, Chinese international students are striving to build positive EAL learner identity instead of being marginalized.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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