Digital Storytelling and Intercultural Communicative Competence through English as a Foreign Language for Multilingual Learners
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
In the age of rapid growth in technology, language education policies in the education system must proceed with a progressive and inclusive vision. Intercultural communicative competence (ICC) is also integral for language learners to avoid miscommunication and become knowledgeable of individuals with a myriad of ethnicities and beliefs. This study aims to examine the method of incorporating ICC with digital storytelling in English as a foreign language (EFL) class to promote inclusivity among multilingual students through an extensive literature review and reflection on English teaching in Thailand. The components and assessment of ICC, as well as the implementation of digital storytelling will also be discussed. Learning through multimedia production and intercultural stories can enhance the English skills of multilingual students when the teaching methodology is aligned with the geographical and cultural bedrock of language learners. Project-based instruction such as interviews, culture logs, and presentations representing both Western and local cultures are recommended to evaluate the English speaking skills of students.
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 | 0.001 |
| 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 | 0.001 |
| 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 it