An Investigation on the Effectiveness of the English Literary Elements in Improving English Language at Undergraduate Level
Bibliographic record
Abstract
The English has become a lingua-franca language, thus to promote the English language’s interest in the people with the teachings of English literature is regarded as the competence of the learners in the Target Language(TL).Thus,the study aims to investigate the effectiveness of English literary elements in improving English language at undergraduate level. The qualitative method was preferred for collecting the data in which 15 participants were involved, 5 of them were university lecturers and rest of them were the students of English Department Shaheed Benazir Bhutto University, Sanghar Campus. Semi-structured interviews were conducted from the participants and the data was analyzed by the thematic process. The findings of the research indicated that the English literary elements are helpful in the favor of improving English language. It was also declared that movies and dramas affect the English language more effectively. English literary elements affect the learners’ language competence in the different areas as; Listening and speaking. These elements help the learners to learn the language more effectively, and these elements play important role in improving the comprehensions of the learners. The study suggests that there should be integration of movies and dramas in the favor of students as they could get more fluency in English and the study also suggests that the material in the class should be used related to the learning area of the students.
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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 | 0.002 | 0.002 |
| 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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 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".