“I don’t like working in a group because criticism is not constructive”: An Exploratory Study of International Female Students’ Perceptions and Experiences of EAP/ESL Collaborative Projects in Canadian Post-secondary Institutions
Bibliographic record
Abstract
With their steady increase in numbers, international female students remain a significant group in the Canadian post-secondary educational landscape. This qualitative study explored the perceptions and lived experiences of 14 international female students from 10 countries with small group work in English for Academic Purposes (EAP) or English as a Second Language (ESL) programs in several Canadian post-secondary institutions. The data were collected using in-depth individual interviews and a focus group via Zoom and analyzed thematically. Six main themes were identified: (1) the nature of interactions with male group mates; (2) the need for cultural adjustments; (3) the influence of group work on language learning; (4) the psychological effects of group work; (5) notions of group work in Canadian post-secondary classrooms; and (6) personal attitudes towards group work. The findings have implications for different stakeholders in the Canadian higher education context.
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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 | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.025 | 0.015 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.003 | 0.005 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".