On the Role of Media Input in the Learning of Formulaic Sequences by EFL Learners
Bibliographic record
Abstract
This study examined the role of media on the learning of formulaic sequences(FSs) by advanced English as a Foreign Language (EFL) learners (n = 40) enrolledin an English Language Teaching (ELT) program at a government universityin Turkey. The learners were divided into experimental and control groups. Theinstrument involved clips from two American television series. Over the courseof 3 weeks, the learners in the experimental group received training in 30 FSsthrough watching the video clips. The control group learned the FSs throughtraining only. In order to determine the extent to which learners learned andretained the FSs, the learners in both groups were given both a posttest and adelayed posttest. Independent-samples t-tests were conducted to compare the twogroups with respect to the learning and retention of FSs. The results showed thatthe experimental group had significantly higher rates of retention of FSs. Severalpedagogical considerations regarding the teaching of FSs to English as a secondlanguage (ESL) and EFL learners are discussed.Cette étude a examiné le rôle des médias sur l’apprentissage de formules par desétudiants avancés en anglais langue étrangère (ALE) (n = 40) inscrits à un programmed’enseignement de la langue anglaise dans une université publique enTurquie. Les étudiants ont été répartis en un groupe expérimental et un groupetémoin. L’apprentissage se faisait par des extraits de deux séries télévisées américaines.Pendant 3 semaines, les étudiants dans le groupe expérimental ont reçuun enseignement portant sur 30 formules par le biais de clips vidéo. Le groupetémoin a appris les formules par un enseignement standard uniquement. Afin dedéterminer dans quelle mesure les étudiants avaient appris et retenu les formules,les étudiants des deux groupes ont passé un post-test et un post-test différé. Pourcomparer l’apprentissage et la rétention des formules par les deux groupes, nousavons eu recours à des tests T avec des échantillons indépendants. Les résultatsindiquent que le taux de rétention des formules étaient plus élevé de façon significativechez le groupe expérimental. Nous discutons de plusieurs considérationspédagogiques portant sur l’enseignement de formules aux étudiants en ALS eten ALE.
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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 | 0.000 |
| 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) | 0.119 | 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".