Effects of Attitude towards Language Learning and Risk-taking on EFL Student's Proficiency
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 was an endeavor to investigate effects of attitude towards language learning and risk-taking on EFL students' proficiency. To achieve the objectives of the study, three data gathering instruments were used: Attitude towards Language Learning Scale, Venturesomeness Subscale of Eysenck IVE Questionnaire, and Oxford Quick Placement Test (2005). The participants were 120 female and male college students majoring in English Translation at Marvdasht University. The results showed that the relationship between proficiency level –high, middle, and low –and attitude towards language learning was not significant and the middle proficient participants were higher risk-takers. The results demonstrated differences in risk-taking between high and intermediate levels. Moreover, there was no significant difference between high and low groups and low and middle groups. Correlational analysis revealed a significant positive relationship between attitude towards language learning and risk-taking (r=.20, p< 0.05). Besides, language proficiency and attitude towards language learning did not have a significant correlation (r= .06, p> 0.05).
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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 | 0.001 | 0.057 |
| 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 | 0.001 |
| 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