Teaching Autonomy and Speaking Skill: A Case Study of Iranian EFL Learners
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 speaking proficiency requires more than knowing its grammatical and semantic rules. It also includes the knowledge of how native speakers of one language use the language in the context of structures of interpersonal exchange in which many factors interact. In this study, autonomy was implemented by journal or diary writing, sharing and discussing journals, sharing feedback on journals, reflection, promoting dictionary use, introducing useful internet websites, forming yahoo groups, sharing valuable links, creating online self-access center, watching preferable movies, and goal setting. The present quasi-experimental study aimed to investigate the impact of teaching autonomy on the speaking skill of Iranian EFL learners. To this end, 44 male and female intermediate students at Respina Talk (i.e., Iran-Canada) language school with the age range of 20-35 were selected in order to achieve the objectives of the study. According to the obtained results, there was a significant relationship between teaching autonomy and EFL learners’ speaking skill. The findings of this study may have some theoretical and practical implications for material developers, EFL teachers, language learners, etc.
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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 | 0.007 | 0.001 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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