Bibliographic record
Abstract
Epilogue 1. Kata Csizer and Michael Magid: The Self-concept and Language Learning: An Introduction Part I: Theories Related to Self-concept 2. Zoltan Dornyei: Future Self-guides and Vision 3. Maya Sugita McEown, Kimberly A Noels and Kathryn Everhart Chaffee: At the Interface of the Socio-educational Model, Self-determination Theory, and the L2 Motivational Self System Model 4. Sarah Mercer: Reimagining the Self as a Network of Relationships Part II: Self-concept and Language Learning 5. Kata Csizer and Judit Kormos: The Ideal L2 Self, Self-regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners 6. Tae-Young Kim and Yoon-Kyoung Kim: EFL Students' L2 Motivational Self System and Self-Regulation: Focusing on Elementary and Junior High School Students in Korea 7. David Lyons: The L2 Self-concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students 8. Kimberly A Noels, Kathryn Everhart Chaffee, Megan Michalyk and Maya Sugita McEown: Culture, Autonomy and the Self in Language Learning 9. Elke Stracke, Jeremy Jones and Nicolette Bramley: Investigating Adult Migrant ESL Learners' Language Learning Motivational Profile in Australia: Towards a Bicultural Identity 10. Kay Irie and Damon Brewster: Investing in Experiential Capital: Self-efficacy and Development of Possible Selves 11. Janina Iwaniec: Self-constructs in Language Learning: What is their Role in Self-regulation? 12. Masuko Miyahara: Emerging Self-identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction 13. Jim King: Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English 14. Zhen Yue: Chinese University Students' Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-concept, Future Self-guides and the Sociocultural Context 15. Nihat Polat: The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns, and L2 Accent Attainment Part III: Self-concept and Language Teaching 16. Gabriella Mezei: The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning 17. Yuzo Kimura: ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing Part IV: Intervention Studies 18. Michael Magid: A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System 19. Letty Chan: Effects of an Imagery Training Strategy on Chinese University Students' Possible Second Language Selves and Learning Experiences 20. Jessica Mackay: An Ideal L2 Self Intervention: Practical Implications in a Spanish EFL Context Conclusion Michael Magid and Kata Csizer: The Self-concept and Language Learning: Future Research Directions
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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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".