The Effect of Textual Cohesive Reference Instruction on the Reading Comprehension of Iranian EFL Students
Bibliographic record
Abstract
This study aimed to investigate the effect of textual cohesive reference instruction on the reading comprehension of Iranian EFL students. To do so, about 60 students at advanced level participated in this study. The researcher divided them into two groups: control group and experimental group (30 students in each class). The control group received placebo (without useful instruction about cohesive references), but experimental group received treatment (textual cohesive reference instruction). The researcher’s subjects were collected from Islamic Azad university of Rasht, Iran. They were studying English as a foreign language (B.A).The age average amongst them was 23 to 26. Also as the level of our instruction and by the help of test-retest analysis it was proved that these subjects can do that kind of test and instruction. In order to investigate the effect of textual cohesive reference on the reading comprehension of Iranian EFL students, the results of the pre and post tests were used to gain the mean and standard deviation. Finally with the help of our experimental study this research led to the conclusion that there was a significant difference between the mean scores of the two groups allowing the researchers to reject the null hypothesis with more than 95% confidence.
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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 | 0.002 | 0.067 |
| 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 | 0.001 | 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 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".