The Effect of Register Instruction on EFL Learners’ Writing Performance
Bibliographic record
Abstract
The purpose of the present study was twofold. First, it examined the effect of a register-based approach to writing instruction based on the insights gained from Systemic Functional Linguistics (SFL). Second, it attempted to examine the perceptions of the participants toward the register-based approach to writing. To this end, 100 intermediate and advanced students were selected and assigned to two experimental groups (advanced and intermediate ones) and two control groups. Prior to any instruction, the participants of all groups were assigned a writing task as a pre-test. The experimental groups were treated with SFL-oriented register knowledge for 20 sessions while control groups were exposed to the traditional method of teaching writing. Following the treatment, a post test was administered to the groups. The results revealed that the participants in the experimental groups surpassed their counterparts in the control groups. The results of qualitative analysis also disclosed that learners held positive attitudes towards this approach as it heightened their interest in writing.
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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 | 0.039 |
| 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".