The Instrumentality of Integrativeness: A Case Study of ESL Saudi Students in Canada
Bibliographic record
Abstract
This study looks into the orientations and attitudes of ESL Saudi students enrolled in the Intensive English Program (IEP) at the University of Manitoba (U of M), Canada. Little research has tackled the orientations and attitudes of Arab ESL students in a native-speaking context. The researchers expect that living in the native social, cultural context of Canada will create more positive attitudes towards Canadians, their culture and society, as well as higher integrative orientation on part of Saudi students. The subjects of this study were 17 Saudi students (11 males and 6 females). An attitudinal questionnaire was used to elicit the participants’ attitudes towards Canadians and the Canadian culture as well as the participants’ motivation for learning ESL. The data analysis revealed strong favorable attitudes towards Canadians as well as towards their culture. This positiveness was attributed to the native environment in which the learning process is taking place. Moreover, Saudi students exhibited a combination of both integrative and instrumental motivation to learn the target language. Keywords: Attitudes; Motivations; Saudis; Integrative; Canada.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.019 | 0.004 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".