Target-Language Community Involvement: Second-Language Linguistic Self-Confidence and Other Perceived Benefits
Bibliographic record
Abstract
Abstract: French native-speaking students (N = 20) enrolled in a university TESL program were asked to participate in a community service-learning project in an English-speaking minority community in Québec. Results from this qualitative study indicated that active community involvement led to strong perceptions of positive effects. The principal effects reported by participants included greater linguistic self-confidence along with the perception of having improved their second language (L2) skills, increased knowledge about their field of study (L2 teaching), and confirmation of their professional goals, personal satisfaction from helping young children and other community members, and to some extent, greater knowledge about the local English-speaking community. The results suggest that community service learning may have been an effective way to enhance L2 learning for the participants in this study, with particular effects on linguistic self-confidence, and might be appropriate in similar contexts in which opportunities for intergroup contact are not readily available.
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How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".