The Effectiveness of an Instructional Program Based on Sociolinguistic Principles in improving Jordanian Tenth Grade EFL Female Students’ Attitudes Towards Acquiring English Culture
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
The current study aimed at investigating the effectiveness of an instructional program based on sociolinguistic principles in improving tenth-grade EFL female students’ attitudes towards acquiring English culture in Jordan during the academic year 2021-2022. The study followed the quasi-experimental approach. Fifty tenth-grade female students participated in this study distributed into two sections. The two sections were randomly chosen; one section (n=25) was assigned to represent the experimental group, while the other section (n=25) was assigned to represent the control group. A four-item Likert attitudes scale, that covered three dimensions regarding the students’ attitudes towards acquiring English culture, was also developed to be presented before and after the treatment to both the experimental and control groups. Data were analyzed using (SPSS) package (i.e., means and standard deviations, ANCOVA and MANCOVA). The results showed that the instructional program based on sociolinguistic principles was significantly more effective than the conventional method in developing Jordanian tenth-grade EFL female students’ attitudes towards acquiring English culture. The study recommended that EFL curricula planners may emphasize the sociolinguistic principles in developing teachers’ manuals and students’ teaching materials to promote EFL students’ attitudes towards acquiring English culture in Jordan.
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 | 0.006 | 0.002 |
| 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 | 0.000 |
| 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