Multimedia Instruction in Foreign Language Classrooms: Effects on the Acquisition of the French Perfective and Imperfective Distinction
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
Abstract: This study examined multimedia instruction (MI) effects on the development of the French prototypical and non-prototypical past forms among Hispanophone learners. During 4 weeks of classroom instruction, participants were exposed to MI in one of 4 conditions: learners at early stages of past-tense development received MI including prototypical (n = 12) or non-prototypical past-tense (n = 12) forms, and learners at late developmental stages were exposed to MI including non-prototypical (n = 17) or prototypical forms (n = 13). Before, immediately after, and 3 weeks after the experiment, participants completed 1 paper-and-pencil and 2 computerized tests. ANOVAs revealed past-tense growth among learners at early developmental stages only. Neither prototypical nor non-prototypical growth was documented among learners at late developmental stages. These findings highlight the need to consider MI design variations as learners’ L2 grammar evolves.
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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 | 0.001 |
| 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