Common Speech Disfluencies among Grade 12 Academic Track Students: A Content Analysis of Extemporaneous Speeches
Bibliographic record
Abstract
This study explored and described the common types of speech disfluency observed among the Grade 12 academic track of a public secondary school.Further, this study made use of a mixedmethods research design, wherein the frequency of the occurrence of speech disfluency among the respondents is measured for the quantitative data, and utilized the conceptual content analysis to describe the types of speech disfluencies occurring among the student speakers for the qualitative data.Additionally, the results obtained from the recorded extemporaneous speech of the respondents revealed the commonly recurring speech disfluencies as Interjection, Blocks, Prolongation, Revision, Code Switching, Word Repetition, Restart, Stuttering, Phrase Repetition, and Syllable Repetition, with Interjection gaining the highest percentage of frequency, and Syllable Repetition as the least.In relation to this, it has been observed that most of the interruptions in speech occur due to the linguistic difficulty and anxiety that the speaker faces during the speech delivery.Hence, to address this concern, the Department of Education may limit the population in class, provide adequate facilities such as classrooms, and hire more competent teachers to ensure that effective teaching and learning processes occur in schools.Future researchers may delve into a study regarding the proficiency of teachers in teaching and developing the speaking skills of the 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.
How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".