Effectiveness of Learner-Centered Teaching in Modifying Attitude Towards EFL and Developing Academic Self-Motivation Among the 12th Grade 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
The present study aimed to identify the effectiveness of learner-centered teaching in modifying attitude towards EFL and developing academic self-motivation. The sample consisted of (35) 12th grade students (in one of the high schools of Jeddah, Saudi Arabia, for the academic year 2017/2018). To achieve the study objectives, a training program based on three-strategies learning modules (Cooperative Learning: Think, Pair, Share, and Think out Loud) was prepared. The pre and posttest for the scales of attitude towards EFL and academic self-motivation were applied, along with active learning-based training sessions (Cooperative Learning: Think, Pair, Share, and Think out Loud). The application lasted (8) weeks, where the quasi-experimental method was utilized. The results showed statistically significant differences between the average scores of the respondents in the pre and posttest for the scales of attitude towards EFL and academic self-motivation in favor of the posttest. Finally, some recommendations were made in the light of the study results.
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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 | 0.017 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 | 0.004 |
| 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