Investigating the Adaptation of Saudi High School Students to Electronic Dictionaries as Language Learning Tools
Why this work is in the frame
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Bibliographic record
Abstract
Following the COVID-19 pandemic, the traditional education system has been moved to alternative online solutions worldwide. This research aims to uncover the experiences of Saudi secondary school students in using electronic dictionaries as an assistive language learning tool in the Madrasati online learning platform for English. Mixed methods research is employed to understand students’ experiences, knowledge, expectations, and thoughts about the electronic dictionaries they used during the COVID-19 crisis and the sudden and unplanned movement to online teaching tools in their language learning and practices. A total of 145 male students enrolled in a secondary school in the Ar-Rass educational directorate were asked to respond to the questionnaire, and 5 of them were randomly chosen to participate in the semi-structured interviews. Findings showed that a majority of the participants dislike the dictionary currently available on the Madrasati platform. They stated that they either favored using free dictionaries available on their mobile phone app stores or other online dictionaries. They consulted their dictionaries mainly to check the meanings of the new words because as compared to other language skills, they engaged more in reading. The data showed that a majority of the students neither sought the help of their teachers about the unknown words nor their friends. They also thought that the pandemic drastically altered their style of learning. Data also showed some disadvantages, difficulties, and concerns of using electronic dictionaries during the virtual classes through Madrasati.
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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 | 0.001 | 0.001 |
| 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) | 0.002 | 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 it