The Construction of Oral Problems in an EFL Context: An Innovative Approach
Bibliographic record
Abstract
Abstract: How are oral problems constructed in English as a Foreign Language (EFL) communication? Oral communication problems can be major challenges to effective foreign language learning and communication. This paper investigates the nature of oral problems in foreign language learning and communication in order to provide a means of being more familiar with the complexities of problem-construction in an EFL context. Using theories of interpersonal communication, I introduce a novel approach for rethinking the issue of language use and context with foreign language learners. Adopting a qualitative research approach, I collected data from a series of interviews with a group of language teachers and Persian learners of English Literature and Translation. Analysing interview data allowed me to capture the viewpoints of participants with respect to how they perceived their problems in L2 oral communication. The findings challenge stereotypes about lack of language knowledge always being responsible for oral problem in L2 communication. I conclude that oral problems are also mediated by participants’ construction of self, others and by the context of L2 communication. Keywords: Oral communication problems; Learners’ perception; Persian English-Speakers; Social construction; EFL Context
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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 | 0.000 | 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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".