Academic and real-life task-based language needs of marine engineering students: interface between students' and subject teachers' perspectives
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 for Specific Purposes (ESP) and Needs Analysis (NA) have been studied to a great extent, since a couple of decades ago. The review of the related studies also shows that needs analysis has been of much concern to the researchers interested in the ESP field. However, ESP for the students of marine engineering has not been investigated in terms of the task-based language needs. The researchers used a quantitative survey. To collect the data, a researcher developed questionnaire consisting of two components (academic & real-life) was employed. The data were analyzed through descriptive and inferential statistics (independent samples-t-tests). Both ME students and subject specialists believed that the academic and real-life task-based language needs are important to ME students. Results also showed that the differences between mean scores of the students and subject specialists were statistically significant. It can be concluded that maritime engineering students, to accomplish their study, need mastery in both receptive and productive language skills. Findings are both theoretically and pedagogically important to ESP educators, administrators of the universities as well the policymakers and administrators of marine engineering.
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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 | 0.000 | 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) | 0.000 | 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