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
04–117 Al-Jarf, Reima S . (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers . Foreign Language Annals (New York, USA), 37 , 1 (2004), 49–57. 04–118 Basturkmen, Helen (University of Auckland, New Zealand; Email : h.basturkmen@auckland.ac.nz ). Specificity and ESP course design . RELC Journal (Singapore), 34 , 1 (2003), 48–63. 04–119 Basturkmen, H., Loewen, S. and Ellis, R . (U. of Auckland, New Zealand Email : h.basturkmen@auckland.ac.nz ). Teachers' stated beliefs about incidental focus on form and their classroom practices . Applied Linguistics (Oxford, UK), 25 , 2 (2004), 243–72. 04–120 Benson, Barbara E . (Piedmont College, Georgia, USA). Framing culture within classroom practice: culturally relevant teaching . Action in Teacher Education (Alexandria, Virginia, USA), 25 , 2 (2003), 16–22. 04–121 Blanche, Patrick (U. of California, Davis, USA; Email : blanche@kumagaku.ac.jp ). Using dictations to teach pronunciation . Modern English Teacher (London, UK), 13 , 1 (2004), 30–36. 04–122 Budimlic, Melisa (Ludwig-Maximilians Universität München, Germany). Zur Konzeption und Entwicklung interdisziplinärer Lernprogramme am Beispiel eines Lernmodules zur Psycholinguistik . [The concept and development of an interdisciplinary learning programme. An example of a module in psycholinguistics] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Edmonton, Alberta, Canada), Online Journal, 9 , 1 (2004), 12 pp. 04–123 Cajkler, Wasyl (U. of Leicester, UK; Email : wc4@le.ac.uk ). How a dead butler was killed: the way English national strategies maim grammatical parts . Language and Education (Clevedon, UK), 18 , 1 (2004), 1–16. 04–124 Calvin, Lisa M. & Rider, N. Ann (Indiana State U., USA). Not your parents' language class: curriculum revision to support university language requirements . Foreign Language Annals (New York, USA), 37 , 1 (2004), 11–25. 04–125 Carrier, Karen A . (Northern Illinois University, USA). Improving high school English language learners' second language listening through strategy instruction . Bilingual Research Journal (Arizona, USA), 27 , 3 (2003), 383–408. 04–126 Christie, Frances (Universities of Melbourne and Sydney, Australia; Email : fhchri@unimelb.edu.au ). English in Australia . RELC Journal (Singapore) 34 , 1 (2003), 100–19. 04–127 Drobná, Martina (Ludwig-Maximilians Universität München, Germany). Konzeption von Online-Lerneinheiten für den Unterricht Deutsch als Fremdsprache am Beispiel des Themas ‘Auslandsstudium in Deutschland’ . [The concept of an online learning unit ‘Studying in Germany’ for German as a foreign language]. Zeitschrift für Iinterkulturellen Fremdsprachenunterricht (Edmonton, Canada) Online Journal, 9 , 1 (2004), 17 pp. 04–128 Ellis, Rod (University of Auckland, New Zealand; Email : r.ellis@auckland.ac.nz ). Designing a task-based syllabus . RELC Journal (Singapore) 34 , 1 (2003), 64–81. 04–129 Giambo, D. & McKinney, J . (University of Miami, USA) The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children . TESOL Quarterly (Alexandria, Virginia, USA), 38 , 1 (2004), 95–117. 04–130 Goodwyn, Andrew (Reading University, UK). The professional identity of English teachers . English in Australia (Norwood, Australia), 139 (2004), 122–30. 04–131 Hu, Guangwei (Nanyang Technological U., Singapore; Email : gwhu@nie.edu.sg ). English language teaching in China: regional differences and contributing factors . Journal of Multilingual and Multicultural Development (Clevedon, UK), 24 , 4 (2003), 290–318. 04–132 Jacobs, George M . (JF New Paradigm Education, Singapore; Email : gmjacobs@pacific.net.sg ) and Farrell, Thomas S. C. Understanding and implementing the communicative language teaching paradigm . RELC Journal (Singapore) 34 , 1 (2003), 5–30. 04–133 Janks, Hilary (University of the Witwatersrand, South Africa). The access paradox . English in Australia (Norwood, Australia), 139 (2004), 33–42. 04–134 Kim, Jeong-ryeol (Korea National U. of Education, South Korea; Email : jrkim@knue.ac.kr ). Using mail talk to improve English speaking skills . English Teaching (Anseonggun, South Korea), 58 , 4 (2003), 349–69. 04–135 Kim, Nahk-Bohk (Chungnam National University, South Korea). An investigation into the collocational competence of Korean high school EFL learners . English Teaching (Anseonggun, South Korea), 58 , 4 (2003), 225–48. 04–136 Kormos, Judit & Dénes, Mariann (Eötvös Loránd U., Hungary; Email : kormos.j@chello.hu ). Exploring measures and perceptions of fluency in the speech of second language learners . System (Oxford, UK), 32 , 2 (2004), 145–64. 04–137 Lee, Jin Kyong (Seoul National U., South Korea). The acquisition process of yes/no questions by ESL learners and its pedagogical implications . English Teaching (Anseonggun, South Korea), 58 , 4 (2003), 205–24. 04–138 Levine, Glenn S . (U. of California, Irvine, USA). Global simulation: a student-centered, task-based format for intermediate foreign language courses . Foreign Language Annals (New York, USA), 37 , 1 (2004), 26–36. 04–139 Littlemore, Jeannette (U. of Birmingham, UK; Email : j.m.littlemore@bham.ac.uk ). Using clipart and concordancing to teach idiomatic expressions . Modern English Teacher (London, UK), 13 , 1 (2004), 17–44. 04–140 Llurda, Enric ( Email : ellurda@dal.udl.es ) and Huguet, Ángel (Universitat de Lleida, Spain). Self-awareness in NNS EFL Primary and Secondary school teachers . Language Awareness (Clevedon, UK), 12 , 3&4 (2003), 220–33. 04–141 Lochtman, Katja (Vrije U., Belgium; Email : katja.lochtman@vub.ac.be ). Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching . International Journal of Educational Research (Abingdon, UK), 37 (2002), 271–83. 04–142 Mackey, Alison (Georgetown U., USA; Email : mackeya@georgetown.edu</
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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