El Idioma Inglés y los Factores que Influyen en su Proceso De Enseñanza – Aprendizaje en México
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
Today the English language is considered the most important, although it is not the one with the largest number of speakers, it is the one that because of its use covers more places around the world. In Mexico, this language is also considered extremely important, where one of the main reasons is due to the country’s proximity to the United States, and which in turn derives in the Treaty between Mexico, the United States and Canada (T-MEC). Several programs were implemented to promote English language learning in public schools. For this reason, this article aims to show the different variables we find around the teaching process - learning English in Mexican schools. The method used for this research was the collection of research articles, review documents, web pages, newspapers etc. (Scielo, Dialnet, Google Scholar, Elsevier) that addressed the subject presented, so that, later, a reflection on the information gathered. The review showed that there are several factors that influence the teaching process - learning English has not had the expected results, among which include: the number of students in the classrooms; the teachers, from whom derive various problems such as the school preparation of the teachers, the overload of hours, the didactic preparation of their classes, the methodology used, as well as the lack of resources.
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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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