Interdisciplinary Teacher Collaboration in English for Specific Purposes Subjects in a Thai University
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 purpose of this research study was to investigate the roles of English teachers and subject teachers engaged in the collaborative process of interdisciplinary teaching in English for Specific Purposes subjects at a Thai university and explore the benefits and drawbacks of implementing such collaborations. In addition, students’ attitudes towards interdisciplinary teacher collaboration (ITC) in ESP classrooms were explored. Participants were English teachers, subject teachers, and students studying on ESP subjects. This research study used a mixed methods approach from four sources of data. The findings revealed the extensive roles taken on by both teachers involved in the ITCs. Roles for the English teacher involved being a lesson planner, teacher, learning organizer, and class activities designer. The subject teacher’s role was identified as a consultant or informant, supporter, monitor, and facilitator. The benefits were that an English teacher gained confidence, reduced worry in teaching ESP subjects, and received instant feedback from the subject teacher. The drawbacks were that it was challenging to balance the different schedules of both teachers and that lesson planning was time consuming. Students showed positive attitudes towards this method of teaching. They liked to study because of the enjoyable and knowledgeable activities and the teacher’s confidence.
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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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