English learning lived experiences of Chinese student newcomers in a Canadian postsecondary EAP programme: The role of gender
Bibliographic record
Abstract
Gender roles are still strictly defined in some countries while in others they are becoming increasingly fluid (McKeen & Bu, 2005). This article examines Chinese student newcomers’ English learning lived experiences in a postsecondary English for Academic Purposes (EAP) programme and how different gender roles help or hinder the integration trajectories of those students into Canadian multicultural society. In this study, women language learners who seem to follow a more traditional feminine position experience more intercultural transformations of their identities than their male counterparts with worldviews perceived as more masculine. The study shows that gender roles serve as an impacting factor on second language learning processes for Chinese women and men. We conclude that gender equality pedagogy and gender-sensitive awareness should be promoted in language teaching and learning in order to foster a more inclusive educational environment for students from diverse backgrounds who might still have traditional behaviours towards gender roles.
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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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".