The Foreign Language Students’ Beliefs Regarding Learning Strategies In Different Kazakhstan University Students
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
As we live in global village, there are several inner circle native English speakers around the world. Furthermore, there are people who live in out circle and speak English as a second language, the rest who live in expending circle and use English as a foreign language. The increase use of English as an international language more people believe that the necessity of some knowledge about English language should be known, since it provides the awareness of learners beliefs about English language learning as well as it expands the job opportunities. This study can be significant in two parts (theoretical and practical). Firstly in theoretical part this research can be a new area in English language learners’ beliefs in applied linguistics worldwide, and this study can offers information about Kazakhstan University students’ beliefs about English language learning. Secondly in practical level, this research would help EFL teachers in Kazakhstan for understanding of their students’ beliefs about English language learning, and also can be a guideline to the teachers in their teaching methods as well as for the learners understanding of their own beliefs about English language learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 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 it