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
This qualitative study explored English as a foreign language (EFL) teachers’ perspectives on first language (L1) use in the second language (L2) classroom. The study focused on Jordanian public secondary school EFL teachers and drew on Macaro’s (2001) three codeswitching positions—optimal (i.e., L1 use can enhance L2 learning), maximal (i.e., L1 use should be minimized in L2 learning), and virtual (i.e., L1 should never be used in L2 learning). Data were collected through a classroom observation and two rounds of interviews, one pre- and one post-observation. The findings suggested that teachers’ views on L1 use varied depending on two main factors: 1) students’ L2 proficiency, and 2) type of lesson. In terms of Macaro’s (2001) framework, teachers held an optimal view toward L1 use with low-proficiency students, yet a maximal view with higher-proficiency students. Similarly, teachers held an optimal position toward L1 use in grammar classes, yet a maximal position in reading classes and a virtual position in listening and speaking classes. The findings of this study are unlike Macaro’s (2001) results, which found that teachers hold a static position toward L1 use regardless of the proficiency of learners or lesson type. Finally, the present study found that teachers were aware of L1 overuse ramifications. The findings of this research may help L2 scholars, policy makers, and teacher-practitioners to understand the role of the L1 in the L2 classroom, particularly in the context of Jordan and similar EFL contexts.
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 | 0.002 | 0.003 |
| 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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