Le journal de bord comme outil de reflexion dans la classe d'anglais langue seconde du primaire: Qu'en pensent les premiers concernes?
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
Cet article fait �tat d'une recherche visant � explorer les perceptions de jeunes francophones de sixi�me ann�e primaire apprenant l'anglais langue seconde (ALS) relativement � l'utilisation du journal de bord (JB). Les participants (n = 54) provenaient de deux classes intactes (groupe Enrichi et groupe R�gulier). Un questionnaire a �t� pass� aux participants apr�s deux mois d'utilisation du journal de bord. Un pr�-test et un post-test ont �t� utilis�s afin d'observer l'effet de l'utilisation du JB sur la capacit� de r�flexion m�talinguistique des participants ainsi que sur leur acquisition de l'ALS. Les r�ponses fournies ont r�v�l� que bien que la majorit� des participants ait aim� utiliser le JB, une plus grande proportion d'entre eux provenait du groupe Enrichi. Elles mettent �galement en lumi�re qu'une plus grande proportion de participants provenant du groupe Enrichi a observ� un effet positif de l'utilisation du JB sur leur acquisition de l'anglais L2 et que cette observation s'est av�r�e juste. This article reports on a study exploring the perceptions of French grade six students learning English as a second language (ESL) and their use of a diary. The participants (n = 54) came from two intact classes (Regular Group and Enriched Group). Once the students had used the diary for a two-month period, a questionnaire was administered. A pre-test and a post-test were used to observe the diary's effect on the subjects' metalinguistic abilities as well as on their acquisition of English as a second language. The answers revealed that although the majority of subjects enjoyed using the diary, a greater percentage of those who found the diary useful came from the Enriched group. The answers also revealed that the use of a diary had a positive effect on the students in the Enriched group in the acquisition of English as a second language. Results obtained on the tests proved this observation to be correct.
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 | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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