Enhancing EFL Learners’ Reading Comprehension through Explicit Instruction of Formulaic Language – An Experimental Study
Bibliographic record
Abstract
The current quantitative study investigated effects of formulaic language (FcL) explicit instruction on Moroccan EFL learners' reading comprehension.It followed an experimental design with a pretest, treatment, and posttest.The main body of participants in this study was composed of 84 intermediate EFL high school students.They were exposed to ten-week intervention sessions through which they received explicit instruction of 40 formulaic sequences.The treatment group was exposed to an explicit form of instruction, while the control group received more implicit communicative form of teaching.The results from the paired samples t-test showed that the learners in both study conditions made significant gains in reading comprehension; however, the independent samples t-test could not reveal any statistically significant difference between the two study conditions.The current study shed light on the effects of FcL explicit instruction on English language learning and its benefits, especially in EFL settings.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".