Improving ranking for systematic reviews using query adaptation

Identifying relevant studies for inclusion in systematic reviews requires significant effort from human experts who manually screen large numbers of studies. The problem is made more difficult by the growing volume of medical literature and Information Retrieval techniques have proved to be useful to reduce workload. Reviewers are often interested in particular types of evidence such as Diagnostic Test Accuracy studies. This paper explores the use of query adaption to identify particular types of evidence and thereby reduce the workload placed on reviewers. A simple retrieval system that ranks studies using TF.IDF weighted cosine similarity was implemented. The Log-Likelihood, ChiSquared and Odds-Ratio lexical statistics and relevance feedback were used to generate sets of terms that indicate evidence relevant to Diagnostic Test Accuracy reviews. Experiments using a set of 80 systematic reviews from the CLEF2017 and CLEF2018 eHealth tasks demonstrate that the approach improves retrieval performance

Conceptual issues in strategy research: examining the roles of teachers and students in formal education settings

This article provides an overview of the field of language learning strategies, focusing on definitional and conceptual issues as they relate to strategy use in formal education settings. The article first provides evidence of the conflation of language learning strategies with concepts related to self-directedness. It provides evidence via a corpus-based analysis of published papers over time to illustrate that the field has moved away from instructed settings and towards a view of learner agency and self-regulation. We argue that this is a dangerous trend for language education researchers, as current definitions minimize the role of the teacher and classroom contexts in influencing strategic behavior in their students. A conceptualization and subsequent definition that does not stigmatize or exclude learners who are not self-directed, for whatever reason(s), is crucial to advance the field. As a solution, we propose that self-regulation be defined as a dynamic characteristic of learning strategies in order to allow for other-regulated strategies in research. Theorizing the interplay of the self and strategies on a continuum helps to emphasize the dynamic processes of strategic development, and the role teachers and students in instructed settings can play in this process