Young Adult Literature in the Malaysian Secondary School
Why this work is in the frame
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Bibliographic record
Abstract
This article presents the results of a study on the experience of the Malaysian secondary school student with Young Adult Literature in the English language classroom. The study aimed to determine the extent to which the Malaysian secondary school student identified with the young adult protagonists and issues in the novelswhich have been prescribed as literary texts in the English language classroom. As the study required in-depth knowledge of young adult students’ ‘essence of experience’ in their engagement with the texts, the method used was phenomenological. The sampling for the study was purposeful and data came from participants’ written journal reflections during the reading of the novel and from follow-up qualitative interviews. In terms of identity and relevance of novels to the young adult participant, the findings revealed a sense of reciprocity, bonding or mediatory role that developed between participant and characters. The identification of participant with familiar issues and characters were significant not only by their presence but also by the absence. Expectations of participants towards adult characters were higher and attitudes tended to be more judgmental and less forgiving compared to young adult protagonists. Participants’ responses also indicated the need for literary texts to provide a realistic portrayal of society. The study has shown how young adults identify with the elements of YAL in literary texts and thus provides valuable information when text selection for young adults needs to be made particularly in the Malaysian context.
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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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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