Anxiety Experienced by Students with Learning Disability in English Speaking Classroom
Bibliographic record
Abstract
This study sought to explore the anxiety experienced by students with learning disability in English speaking classroom. For this study 33 students with English language learning disability were selected from Chennai special school. Both qualitative and quantitative analysis methods were used to assess the level of anxiety experienced by learners with learning disability in English class. The study’s results show that learners with English language learning disability experienced an extreme level of anxiety. In addition, the findings show that there is no significant difference between male and female learners with language learning disability in terms of speaking anxiety. Besides, the findings show that there is no significant difference between urban and rural students with language learning disability in terms of speaking anxiety. Furthermore, the findings show that fear of making mistake, lack of confidence, lack of vocabulary, lack of grammar knowledge, lack of fluency and incorrect pronunciation are the major sources of speaking anxiety for learners with language learning disability. The study addresses the sources and level of anxiety that students with learning disability have while communicating in English classroom.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 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 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".