Chinese EFL student perceptions of their learning through reflections on web-based learning
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
English, as a foreign language, is a compulsory course for all students in their university study journey since the 1990s in China (MOE, 1994). The significant status of English was re-affirmed by the reform of English in higher education since 2007, which was further improved in 2016 by new guidelines by the Ministry of Education in China (MOE, 2007, 2016). English has become a tool for communication acquired by students to use in their daily life, for example when studying, living, and for social communication and future work (MOE, 2016), rather than being a foreign language used to merely read English articles to understand the Western world (in China, ‘Western world’ refers to developed countries, for example, the United Kingdom, the United States, or Canada, etc., which have a high-level development in economic, technology and living standards (Zhang, 2018)). Standardised uniform education will be gradually replaced by individualised education to satisfy each student’s needs in their daily life (Ma, 2017). The Internet, as a medium, brings a potentially revolutionary change in the way both learning and teaching take place inside and outside of class. Its use is suggested by the Ministry of Education to promote students’ English learning ability, particular in learning outside of the classroom (MOE, 2016). \n \nThis research explored 19 university students’ perceptions of EFL learning outside of class by accessing their ideas of and motivation for learning English, and investigating their English learning activities on websites out of class during the research conducted. It draws on a case study approach, based on the constructivist viewpoint, to analyse students’ English learning by themes. Results were obtained through a combination of weekly group meetings, individual interviews, and reflective written reports completed by students. Moreover, this study discusses the relationship between perceptions and practices, it reflects on the relationship between beliefs and the learning process (Ellis, 2008).
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 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