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Studen
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Artifi
c
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telli
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(AI)
is
in
c
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sin
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K
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AI
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R
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CC B
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C
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Dep
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Ho
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1.
I
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RO
D
UCT
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O
N
T
h
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s
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ce
o
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p
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b
ee
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em
p
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asized
in
n
u
m
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s
s
tu
d
ies
[
1
]
–
[
4
]
.
Sc
h
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s
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r
s
co
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co
m
m
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n
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[
3
]
,
[
4
]
a
n
d
f
o
s
ter
in
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f
a
v
o
r
a
b
le
i
m
p
r
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s
am
o
n
g
r
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ip
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ts
[
1
]
.
T
h
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r
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o
g
n
itio
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o
f
th
e
s
ig
n
if
ican
ce
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p
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u
n
ciatio
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in
attain
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f
lu
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d
s
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ass
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ce
is
ev
en
ac
k
n
o
wled
g
ed
b
y
th
e
lear
n
er
s
[
1
]
.
C
o
n
s
eq
u
en
tly
,
it
ap
p
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r
s
th
at
p
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ig
n
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p
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b
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ar
tific
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in
tellig
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(
AI
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tech
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y
[
5
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,
[
6
]
.
Per
s
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aliza
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f
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lear
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x
p
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d
p
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f
o
p
p
o
r
tu
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ities
f
o
r
c
o
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s
is
ten
t
p
r
ac
tice
ar
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t
wo
way
s
in
wh
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p
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to
o
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ca
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im
p
r
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v
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lan
g
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ag
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lear
n
in
g
s
k
ills
[
7
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,
[
8
]
.
T
h
e
p
o
ten
tial
o
f
AI
tech
n
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lo
g
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to
au
g
m
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p
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f
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E
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li
s
h
p
r
o
n
u
n
ciatio
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is
s
u
b
s
tan
tial
[
9
]
,
[
1
0
]
.
A
u
to
m
atic
s
p
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ch
r
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g
n
itio
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(
ASR
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f
ac
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ates
im
m
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iate
f
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d
b
ac
k
r
eg
ar
d
i
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p
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n
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r
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r
s
,
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p
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in
g
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r
o
r
co
r
r
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tio
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s
k
ills
[
1
1
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,
[
1
2
]
.
T
h
e
u
tili
za
tio
n
o
f
AI
-
d
r
iv
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n
ap
p
licatio
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s
in
p
r
o
n
u
n
ciatio
n
in
s
tr
u
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n
h
as
th
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p
o
ten
tial
to
en
h
a
n
ce
lear
n
er
en
g
ag
em
e
n
t
[
1
3
]
.
Per
s
o
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aliz
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f
p
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ciatio
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in
s
tr
u
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an
d
p
r
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r
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ito
r
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ar
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two
b
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f
in
teg
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atin
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AI
s
p
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lear
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Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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J
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Vo
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14
,
No
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1
,
Feb
r
u
a
r
y
20
25
:
731
-
738
732
s
y
s
tem
s
[
1
4
]
.
Giv
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th
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b
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th
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b
r
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ad
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im
p
lem
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ta
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tech
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E
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p
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Mic
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[
1
5
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[
1
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T
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h
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ex
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n
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wif
tly
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tio
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[
1
7
]
.
I
t
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as
b
ee
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te
g
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ated
in
to
tea
m
s
as
a
f
u
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d
a
m
en
t
al
elem
en
t
[
1
8
]
.
Sch
o
lar
ly
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estab
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ed
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[
1
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[
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An
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h
an
ce
m
en
t
o
f
E
n
g
lis
h
p
r
o
n
u
n
ciatio
n
.
Stu
d
e
n
ts
ca
n
r
ec
o
r
d
th
eir
p
er
u
s
al
o
f
d
esig
n
ated
p
ass
ag
es
u
s
in
g
th
e
co
r
e
f
u
n
ctio
n
ality
[
2
1
]
.
Su
b
s
eq
u
en
tly
,
ed
u
ca
to
r
s
ar
e
ab
le
to
ass
es
s
th
ese
r
ec
o
r
d
in
g
s
an
d
o
f
f
er
s
p
ec
if
ic
f
ee
d
b
ac
k
r
e
g
ar
d
in
g
er
r
o
r
s
in
p
r
o
n
u
n
ciatio
n
[
2
2
]
.
T
h
e
in
d
iv
id
u
alize
d
m
eth
o
d
o
l
o
g
y
alig
n
s
with
th
e
in
cr
ea
s
in
g
f
ascin
atio
n
with
AI
-
p
o
wer
ed
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
[
2
3
]
.
R
ea
d
in
g
p
r
o
g
r
e
s
s
is
eq
u
ip
p
ed
with
A
SR
wh
ich
f
u
r
th
er
en
h
an
ce
s
t
h
e
ef
f
icac
y
o
f
p
r
o
n
u
n
ciatio
n
p
r
ac
tice.
R
ea
l
-
tim
e
an
aly
s
is
o
f
s
tu
d
en
t
r
ec
o
r
d
in
g
s
is
m
ad
e
p
o
s
s
ib
le
b
y
th
is
tech
n
o
lo
g
y
wh
ich
m
ay
r
ev
ea
l
er
r
o
r
s
in
p
r
o
n
u
n
ciatio
n
,
v
elo
city
,
p
r
ec
is
io
n
,
a
n
d
o
m
is
s
io
n
s
[
2
4
]
.
I
m
m
ed
iate
c
o
r
r
ec
ti
v
e
f
ee
d
b
ac
k
is
a
cr
itical
elem
en
t
in
th
e
p
r
o
ce
s
s
o
f
p
r
o
n
u
n
ciatio
n
d
e
v
elo
p
m
e
n
t.
Alth
o
u
g
h
th
e
r
ea
d
in
g
p
r
o
g
r
e
s
s
ap
p
licatio
n
ex
h
ib
its
co
n
s
id
er
ab
le
p
r
o
m
is
e
in
en
h
an
cin
g
p
r
o
n
u
n
ciatio
n
s
k
i
lls
,
T
ay
lo
r
et
a
l.
[
2
5
]
u
n
d
er
s
co
r
e
th
e
s
ig
n
if
ican
ce
o
f
tak
in
g
s
tak
eh
o
l
d
er
p
er
ce
p
tio
n
s
in
t
o
ac
co
u
n
t.
I
t
is
cr
u
cial
to
co
m
p
r
eh
en
d
th
e
v
i
ewp
o
in
ts
o
f
b
o
th
f
ac
u
lty
an
d
s
tu
d
en
ts
r
eg
ar
d
i
n
g
th
e
u
s
ab
ilit
y
an
d
e
f
f
icac
y
o
f
th
is
to
o
l in
o
r
d
e
r
to
en
s
u
r
e
its
s
u
cc
ess
f
u
l im
p
lem
en
tatio
n
.
T
h
e
p
o
s
s
ib
le
en
h
an
ce
m
e
n
t
o
f
r
ea
d
in
g
f
l
u
en
cy
a
n
d
p
r
o
n
u
n
c
iatio
n
in
E
n
g
lis
h
lan
g
u
ag
e
le
ar
n
er
s
h
as
g
ar
n
er
e
d
co
n
s
id
er
ab
le
s
ch
o
lar
ly
in
ter
est
in
th
e
f
o
r
m
o
f
r
ea
d
in
g
p
r
o
g
r
ess
[
1
9
]
,
[
2
6
]
–
[
2
8
]
.
Po
s
itiv
e
ef
f
ec
ts
o
f
r
ea
d
in
g
p
r
o
g
r
ess
o
n
p
r
o
n
u
n
c
iatio
n
ar
e
s
u
p
p
o
r
te
d
b
y
a
n
u
m
b
er
o
f
s
tu
d
ies.
T
h
is
in
s
tr
u
m
en
t
ca
n
allev
iate
p
r
o
n
u
n
ciatio
n
an
x
iety
am
o
n
g
T
h
ai
E
n
g
lis
h
-
as
-
a
-
f
o
r
eig
n
-
lan
g
u
ag
e
lear
n
e
r
s
ac
co
r
d
in
g
to
Ho
n
g
n
ap
h
a
d
o
l
a
n
d
Attan
ak
[
2
6
]
.
Stu
d
en
ts
ar
e
ab
le
to
co
m
m
u
n
icate
with
g
r
ea
ter
ass
u
r
an
ce
an
d
s
u
r
m
o
u
n
t
th
eir
ap
p
r
eh
e
n
s
io
n
s
th
r
o
u
g
h
th
e
u
tili
za
tio
n
o
f
r
e
ad
in
g
p
r
o
g
r
ess
's
s
ec
u
r
ely
m
an
ag
ed
r
ea
d
in
g
e
n
v
ir
o
n
m
en
t.
C
o
n
s
is
ten
tly
,
th
e
ef
f
icac
y
o
f
r
ea
d
i
n
g
p
r
o
g
r
ess
in
au
g
m
e
n
tin
g
lis
ten
in
g
a
n
d
s
p
ea
k
in
g
p
r
o
f
icien
cies
was
o
b
s
er
v
ed
in
a
s
tu
d
y
co
n
d
u
cte
d
b
y
Pra
s
ety
a
[
2
2
]
,
in
d
icatin
g
its
p
o
ten
tial to
r
e
f
in
e
p
r
o
n
u
n
ciatio
n
a
b
ilit
ies as a
wh
o
le.
I
ts
ef
f
icac
y
is
p
r
ed
icate
d
o
n
t
h
e
to
o
l'
s
AI
ca
p
a
b
ilit
ies
[
2
4
]
.
ASR
p
er
m
its
th
e
p
r
o
m
p
t
c
o
r
r
ec
tio
n
o
f
p
r
o
n
u
n
ciatio
n
er
r
o
r
s
in
r
ea
l
t
im
e
th
er
eb
y
e
n
ab
lin
g
i
n
s
tr
u
cto
r
s
to
d
eliv
er
tim
ely
a
n
d
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
.
C
o
n
s
is
ten
t
with
estab
lis
h
ed
tech
n
iq
u
es
f
o
r
ef
f
icien
tly
lear
n
i
n
g
p
r
o
n
u
n
ciatio
n
,
th
is
in
d
iv
id
u
alize
d
ap
p
r
o
ac
h
is
im
p
lem
en
ted
.
Ad
d
itio
n
ally
,
i
n
o
r
d
er
to
ac
co
m
m
o
d
ate
a
wi
d
e
r
a
n
g
e
o
f
lear
n
in
g
a
p
p
r
o
ac
h
es
an
d
p
r
o
f
icien
cy
lev
els,
r
ea
d
in
g
p
r
o
g
r
ess
p
r
o
v
id
es
ed
u
ca
to
r
s
with
th
e
ab
ilit
y
to
m
o
d
if
y
th
e
s
en
s
itiv
it
y
o
f
p
r
o
n
u
n
ciatio
n
d
etec
tio
n
[
1
8
]
.
Alth
o
u
g
h
ce
r
tain
in
v
esti
g
ati
o
n
s
p
r
esen
t
en
c
o
u
r
ag
i
n
g
f
in
d
in
g
s
,
o
th
er
r
esear
ch
u
n
d
er
s
co
r
es
th
e
n
ec
ess
ity
f
o
r
ad
d
itio
n
al
s
cr
u
ti
n
y
in
ce
r
tain
m
atter
s
.
Po
ten
ti
al
im
p
lem
en
tatio
n
b
ar
r
ie
r
s
wer
e
id
en
tifie
d
in
th
e
s
tu
d
y
o
n
th
e
R
ea
d
in
g
Pro
g
r
ess
ap
p
’
s
u
tili
za
tio
n
b
y
E
n
g
lis
h
in
s
tr
u
cto
r
s
in
Sau
d
i
Ar
ab
ia
[
2
8
]
.
I
n
s
u
f
f
icien
t
s
u
p
p
o
r
t
f
o
r
in
s
tr
u
cto
r
s
an
d
tec
h
n
ical
ch
allen
g
es
in
h
e
r
en
t
i
n
t
h
e
p
latf
o
r
m
co
n
s
titu
te
th
ese
is
s
u
es.
T
o
e
n
s
u
r
e
th
e
ef
f
ec
tiv
e
in
co
r
p
o
r
atio
n
o
f
th
is
in
s
tr
u
m
en
t in
to
class
r
o
o
m
p
r
a
ctice
,
it is
v
ital to
ad
d
r
ess
th
ese
co
n
ce
r
n
s
.
E
q
u
ally
cr
u
cial
is
s
tak
eh
o
ld
e
r
awa
r
en
ess
.
R
eg
ar
d
in
g
th
e
im
p
lem
en
tatio
n
o
f
th
e
r
ea
d
in
g
p
r
o
g
r
ess
ap
p
licatio
n
in
a
b
ilin
g
u
al
p
r
o
g
r
am
,
T
ay
lo
r
et
a
l.
[
2
5
]
in
v
esti
g
ated
th
e
v
iewp
o
in
ts
o
f
ad
m
i
n
is
tr
ato
r
s
,
s
tu
d
en
ts
,
an
d
ed
u
ca
to
r
s
in
T
h
ailan
d
.
Un
d
er
s
tan
d
in
g
th
ese
v
ar
i
o
u
s
v
ie
wp
o
in
ts
is
cr
u
cial
f
o
r
o
p
tim
izi
n
g
to
o
l
ef
f
icac
y
an
d
u
s
er
ad
o
p
tio
n
as
d
em
o
n
s
tr
ate
d
b
y
th
e
s
tu
d
y
.
Hen
ce
,
th
e
f
in
d
in
g
s
in
d
icate
th
at
E
n
g
lis
h
lan
g
u
ag
e
lear
n
er
s
ca
n
b
en
ef
it
f
r
o
m
th
e
r
ea
d
in
g
p
r
o
g
r
ess
ap
p
licatio
n
'
s
tech
n
o
lo
g
i
ca
lly
b
en
ef
icial
ac
ce
n
tu
atio
n
aid
s
.
Per
s
o
n
alize
d
lear
n
in
g
an
d
en
h
a
n
ce
d
p
r
o
n
u
n
ciatio
n
ac
cu
r
ac
y
a
r
e
ass
u
r
ed
b
y
its
AI
f
u
n
ctio
n
alities
,
p
ar
ticu
lar
ly
ASR
an
d
cu
s
to
m
izatio
n
o
p
tio
n
s
.
T
h
e
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
th
e
r
ea
d
in
g
p
r
o
g
r
ess
ap
p
o
n
t
h
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
,
h
o
wev
er
,
r
eq
u
ir
e
f
u
r
th
er
in
v
esti
g
atio
n
.
T
o
f
u
r
th
e
r
o
p
tim
ize
th
e
ef
f
ec
tiv
en
ess
o
f
th
is
in
s
tr
u
m
en
t
in
E
n
g
lis
h
lan
g
u
ag
e
teac
h
in
g
en
v
ir
o
n
m
e
n
ts
,
it
will
b
e
cr
itical
to
co
n
s
id
er
p
o
te
n
tial
o
b
s
tacle
s
to
im
p
lem
en
tatio
n
an
d
g
ain
a
co
m
p
r
eh
en
s
iv
e
c
o
m
p
r
eh
en
s
io
n
o
f
t
h
e
v
iewp
o
i
n
ts
o
f
s
tak
eh
o
ld
er
s
.
Ack
n
o
wled
g
in
g
th
e
s
ig
n
if
ica
n
ce
o
f
ac
cu
r
ate
p
r
o
n
u
n
ciati
o
n
in
th
e
ac
q
u
is
itio
n
o
f
th
e
E
n
g
lis
h
lan
g
u
ag
e,
th
e
p
o
te
n
tial
u
tili
ty
o
f
r
ea
d
in
g
p
r
o
g
r
ess
as
a
n
aid
i
n
th
is
p
r
o
ce
s
s
,
an
d
th
e
r
o
le
o
f
AI
a
p
p
licatio
n
s
in
E
n
g
lis
h
in
s
tr
u
ctio
n
an
d
lear
n
in
g
,
th
e
o
b
jectiv
e
o
f
th
is
r
esear
ch
en
d
ea
v
o
r
is
to
in
v
esti
g
ate
th
e
p
er
s
p
ec
tiv
es
o
f
s
tu
d
en
ts
en
r
o
lled
in
s
elec
t
E
n
g
lis
h
co
u
r
s
es
at
Ho
a
L
u
Un
iv
er
s
ity
d
u
r
in
g
two
co
n
s
ec
u
tiv
e
s
em
ester
s
in
2
0
2
2
an
d
2
0
2
3
r
e
g
ar
d
in
g
t
h
e
u
til
izatio
n
o
f
r
ea
d
i
n
g
p
r
o
g
r
ess
f
o
r
p
r
o
n
u
n
ciatio
n
in
s
tr
u
ctio
n
.
“
W
h
at
a
r
e
th
e
p
er
s
p
ec
tiv
es
o
f
s
tu
d
en
ts
r
e
g
ar
d
in
g
t
h
e
u
s
e
o
f
r
ea
d
in
g
p
r
o
g
r
ess
to
ass
is
t
with
p
r
o
n
u
n
ciati
o
n
lear
n
in
g
?
”
i
s
th
e
in
q
u
ir
y
th
at
m
o
tiv
ates th
is
r
esear
ch
.
I
t is an
ticip
ated
th
at
th
e
r
esear
ch
f
in
d
in
g
s
will e
lu
cid
ate
th
e
v
iewp
o
in
ts
o
f
s
tu
d
en
ts
r
eg
ar
d
in
g
t
h
e
im
p
le
m
en
tatio
n
o
f
r
ea
d
in
g
p
r
o
g
r
ess
f
o
r
p
r
o
n
u
n
ciatio
n
lear
n
in
g
wh
ile
s
im
u
ltan
eo
u
s
ly
co
n
tr
ib
u
tin
g
to
th
e
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
th
e
u
tili
za
tio
n
o
f
AI
in
E
n
g
lis
h
in
s
tr
u
ctio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
p
ers
p
ec
tives o
n
a
p
p
lica
tio
n
o
f A
I
-
p
o
w
ered
tech
n
o
l
o
g
y
in
lea
r
n
in
g
E
n
g
lis
h
…
(
P
h
a
m
Du
c
Th
u
a
n
)
733
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
was c
o
n
d
u
cte
d
at
Ho
a
L
u
Un
iv
er
s
ity
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ca
ted
in
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p
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ce
in
No
r
th
e
r
n
Vietn
am
.
C
o
m
m
en
cin
g
with
th
e
2
0
1
9
-
2
0
2
0
ac
a
d
em
ic
y
ea
r
,
th
e
u
n
iv
er
s
ity
ad
o
p
ted
t
h
e
u
s
e
o
f
t
h
e
Mic
r
o
s
o
f
t
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ea
m
s
co
m
p
lim
en
tar
y
p
ac
k
ag
e
f
o
r
q
u
alif
y
in
g
in
s
titu
tio
n
s
o
f
h
ig
h
e
r
ed
u
ca
tio
n
.
T
h
e
u
n
iv
er
s
ity
p
r
o
v
id
ed
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
with
ac
co
u
n
ts
an
d
in
s
tr
u
ctio
n
s
,
f
ac
ilit
atin
g
th
eir
ac
ce
s
s
an
d
u
s
e
f
o
r
in
s
tr
u
ctio
n
al
p
u
r
p
o
s
es in
b
o
th
o
n
lin
e
an
d
o
f
f
lin
e
m
o
d
es.
All
s
tu
d
en
ts
p
u
r
s
u
in
g
m
ajo
r
s
at
Ho
a
L
u
Un
iv
er
s
ity
a
r
e
r
e
q
u
ir
ed
t
o
tak
e
E
n
g
lis
h
as
a
m
an
d
ato
r
y
s
u
b
ject.
Stu
d
en
ts
m
u
s
t
f
in
is
h
th
r
ee
co
r
e
E
n
g
lis
h
co
u
r
s
es,
n
a
m
ely
E
n
g
lis
h
1
,
E
n
g
lis
h
2
,
an
d
E
n
g
lis
h
3
,
with
in
th
e
f
ir
s
t
two
y
ea
r
s
.
Af
ter
war
d
s
,
s
tu
d
en
ts
m
u
s
t
r
e
g
is
ter
f
o
r
E
n
g
lis
h
f
o
r
s
p
ec
if
ic
p
u
r
p
o
s
es
(
E
SP
)
s
ess
io
n
s
.
T
h
e
E
SP
co
u
r
s
es
o
f
f
er
ed
to
ec
o
n
o
m
ics
m
ajo
r
s
ar
e
b
u
s
i
n
ess
E
n
g
lis
h
1
,
2
,
a
n
d
3
.
T
h
e
E
SP
co
u
r
s
e
is
tailo
r
ed
f
o
r
to
u
r
is
m
s
tu
d
en
ts
an
d
em
p
h
asizes
E
n
g
lis
h
lan
g
u
ag
e
s
k
ills
th
at
ar
e
ap
p
licab
le
to
th
e
Ho
tel
-
R
estau
r
an
t
in
d
u
s
tr
y
.
E
ac
h
co
u
r
s
e
is
ass
ig
n
ed
a
teac
h
in
g
-
lear
n
in
g
s
ch
ed
u
le
th
at
c
o
v
er
s
a
d
u
r
atio
n
o
f
1
5
wee
k
s
.
T
h
e
Sm
ar
tC
h
o
ice
s
er
ies,
p
u
b
lis
h
ed
b
y
Ox
f
o
r
d
Pu
b
lis
h
in
g
,
s
er
v
es a
s
th
e
d
esig
n
ated
tex
tb
o
o
k
f
o
r
E
n
g
lis
h
co
u
r
s
es 1
,
2
,
an
d
3
.
T
h
e
co
u
r
s
e
m
ater
ials
f
o
r
m
o
d
u
les
1
,
2
,
a
n
d
3
o
f
t
h
e
b
u
s
in
ess
E
n
g
lis
h
co
u
r
s
es
ar
e
s
o
u
r
ce
d
f
r
o
m
th
e
n
ew
m
ar
k
et
lead
er
s
s
er
ie
s
,
wh
ich
is
p
r
o
d
u
c
ed
b
y
L
o
n
g
m
an
Pear
s
o
n
.
T
ab
le
1
d
is
p
lay
s
th
e
im
p
lem
e
n
tatio
n
o
f
th
e
r
ea
d
in
g
p
r
o
g
r
ess
p
r
o
g
r
am
i
n
f
iv
e
d
is
tin
ct
E
n
g
lis
h
co
u
r
s
es
o
v
er
th
e
s
p
an
o
f
two
c
o
n
s
ec
u
tiv
e
s
tag
es.
T
h
e
ap
p
licatio
n
h
as
a
to
tal
o
f
1
2
3
s
tu
d
en
ts
p
ar
ticip
atin
g
.
Ph
ase
1
in
v
o
lv
es
two
class
es:
i
)
clas
s
D1
2
b
u
s
in
ess
ad
m
in
is
tr
atio
n
,
wh
ich
co
v
er
s
f
u
n
d
a
m
en
tal
b
u
s
in
ess
E
n
g
lis
h
3
;
an
d
ii
)
cla
s
s
D1
4
,
wh
ich
co
n
ce
n
tr
ates
o
n
E
n
g
lis
h
2
.
T
h
is
p
h
ase
tak
es
p
lace
d
u
r
in
g
th
e
s
ec
o
n
d
s
em
ester
o
f
th
e
2021
-
2
0
2
2
ac
a
d
em
ic
y
ea
r
.
T
h
e
2
0
2
2
-
2
0
2
3
s
ch
o
o
l
y
ea
r
'
s
s
ec
o
n
d
p
h
ase
co
m
p
r
is
es
th
r
ee
cl
ass
es:
i
)
cla
s
s
D1
3
b
u
s
in
ess
ad
m
in
is
tr
atio
n
,
wh
ich
co
v
er
s
b
u
s
in
ess
E
n
g
lis
h
3
;
ii
)
cla
s
s
D1
4
to
u
r
i
s
m
,
wh
ich
co
n
ce
n
tr
ates
o
n
E
n
g
lis
h
f
o
r
t
h
e
Ho
tel
-
R
estau
r
an
t secto
r
;
an
d
iii
)
clas
s
D1
4
cl
ass
6
,
wh
ich
co
v
er
s
E
n
g
lis
h
3
.
T
ab
le
1
.
Ap
p
licatio
n
o
f
r
ea
d
in
g
p
r
o
g
r
ess
in
class
es
S
c
h
o
o
l
y
e
a
r
C
l
a
s
ses
N
u
mb
e
r
o
f
st
u
d
e
n
t
s
M
a
j
o
r
s
Ty
p
e
s
o
f
c
o
u
r
ses
2
0
2
1
-
2
0
2
2
D
1
2
Q
TK
D
9
B
u
s
i
n
e
ss
a
d
m
i
n
i
s
t
r
a
t
i
o
n
ESP
-
B
u
s
i
n
e
ss E
n
g
l
i
sh
3
D
1
4
TH
54
P
r
i
mary
e
d
u
c
a
t
i
o
n
G
e
n
e
r
a
l
En
g
l
i
s
h
-
En
g
l
i
s
h
2
2
0
2
2
-
2
0
2
3
D
1
3
Q
TK
D
13
B
u
s
i
n
e
ss
a
d
m
i
n
i
s
t
r
a
t
i
o
n
ESP
-
B
u
s
i
n
e
ss E
n
g
l
i
sh
3
D
1
4
D
L
11
To
u
r
i
sm
ESP
-
En
g
l
i
sh
f
o
r
t
h
e
h
o
t
e
l
-
r
e
st
a
u
r
a
n
t
i
n
d
u
s
t
r
y
D
1
4
M
N
36
P
r
e
sch
o
o
l
ed
u
c
a
t
i
o
n
G
e
n
e
r
a
l
En
g
l
i
s
h
-
En
g
l
i
s
h
3
To
t
a
l
1
2
3
T
h
e
im
p
lem
en
tatio
n
o
f
r
ea
d
i
n
g
p
r
o
g
r
ess
f
o
llo
ws
th
e
p
r
e
m
is
e
o
f
wee
k
ly
ass
ig
n
m
en
t.
C
las
s
D1
4
,
wh
ich
is
a
g
r
ad
e
6
E
n
g
lis
h
m
o
d
u
le
3
,
h
as
th
e
m
o
s
t
ass
ig
n
ed
r
ea
d
in
g
s
c
o
m
p
ar
e
d
to
o
th
e
r
cl
ass
es.
I
t
co
n
s
is
ts
o
f
1
2
less
o
n
s
th
at
ar
e
co
m
p
leted
o
v
er
a
p
er
i
o
d
o
f
1
2
wee
k
s
.
T
ab
le
2
s
h
o
ws
th
at
th
r
ee
co
u
r
s
es
in
th
e
s
ec
o
n
d
s
em
ester
o
f
th
e
2
0
2
1
-
2
0
2
2
s
ch
o
o
l y
ea
r
h
av
e
th
e
f
ewe
s
t a
s
s
ig
n
m
en
ts
,
with
ju
s
t two
ass
ig
n
m
en
ts
ea
ch
.
T
ab
le
2
.
Ass
ig
n
m
en
ts
an
d
d
eli
v
er
y
tim
e
C
l
a
s
ses
A
ssi
g
n
me
n
t
s
D
e
l
i
v
e
r
y
tim
e
D
1
2
b
u
si
n
e
s
s
a
d
m
i
n
i
st
r
a
t
i
o
n
2
W
e
e
k
1
0
th
a
n
d
w
e
e
k
11
th
D
1
4
c
l
a
s
s
2
2
W
e
e
k
1
0
th
a
n
d
w
e
e
k
11
th
D
1
4
b
u
si
n
e
s
s a
d
m
i
n
i
st
r
a
t
i
o
n
5
F
r
o
m
w
e
e
k
9
th
t
o
w
e
e
k
13
th
D
1
4
t
r
a
v
e
l
4
F
r
o
m
w
e
e
k
9
th
t
o
w
e
e
k
12
th
D
1
4
c
l
a
ss
6
12
F
r
o
m
w
e
e
k
2
nd
t
o
w
e
e
k
1
3
th
T
h
e
lectu
r
er
ch
o
o
s
es
m
ater
ial
f
r
o
m
th
e
ass
ig
n
ed
tex
tb
o
o
k
f
o
r
ea
ch
class
,
as
s
ee
n
in
Fig
u
r
e
1
.
L
ess
o
n
s
ar
e
s
to
r
ed
as
Mic
r
o
s
o
f
t
W
o
r
d
f
iles
in
t
h
e
teac
h
in
g
f
o
ld
er
o
f
ea
ch
class
.
T
h
e
d
u
r
atio
n
o
f
ea
ch
r
ea
d
in
g
v
ar
ies
b
etwe
en
5
0
a
n
d
1
0
0
wo
r
d
s
.
W
ith
in
th
e
Mic
r
o
s
o
f
t
T
ea
m
s
p
latf
o
r
m
,
teac
h
er
s
u
s
e
th
e
a
s
s
ig
n
m
en
ts
to
o
l
to
allo
ca
te
task
s
to
s
tu
d
en
ts
.
As
s
ig
n
m
en
ts
ar
e
p
o
s
ted
v
ia
th
e
r
ea
d
in
g
p
r
o
g
r
ess
ap
p
licatio
n
in
s
id
e
th
e
lear
n
in
g
ac
ce
ler
ato
r
s
s
e
ctio
n
.
On
ce
th
e
cr
u
cial
cr
iter
ia
o
f
th
e
titl
e,
d
ir
ec
tio
n
s
,
d
u
e
d
ate,
an
d
p
o
in
ts
h
av
e
b
ee
n
estab
lis
h
ed
,
th
e
ass
ig
n
m
en
t
is
au
to
m
atica
lly
allo
ca
ted
to
ev
e
r
y
s
tu
d
e
n
t.
T
h
er
e
is
an
au
to
m
a
ted
aler
ts
f
ea
tu
r
e
i
n
th
e
MS
T
ea
m
s
p
r
o
g
r
am
th
at
is
s
p
ec
if
ically
d
esig
n
ed
f
o
r
s
tu
d
en
ts
wh
o
h
av
e
i
n
s
talled
it.
T
h
e
in
s
tr
u
cto
r
lo
g
s
in
to
th
e
s
y
s
tem
,
lo
g
s
s
tu
d
en
t
co
m
m
en
ts
,
an
d
s
en
d
s
th
e
f
in
d
in
g
s
b
ac
k
to
th
e
s
tu
d
en
ts
wh
en
th
e
s
u
b
m
is
s
io
n
d
ea
d
lin
e
h
as
p
ass
ed
.
T
h
e
AI
co
m
p
o
n
en
t
o
f
th
e
s
y
s
tem
wi
ll
p
r
o
v
id
e
s
tu
d
en
ts
with
au
to
m
atic
an
aly
tical
m
etr
ics.
I
n
ad
d
itio
n
to
r
ec
eiv
i
n
g
a
d
etailed
b
r
ea
k
d
o
wn
o
f
all
m
is
p
r
o
n
u
n
ciatio
n
s
,
in
s
er
tio
n
s
,
s
elf
-
co
r
r
e
ctio
n
s
,
o
m
is
s
io
n
s
,
an
d
r
ep
etitio
n
s
,
s
tu
d
en
ts
will
also
g
et
an
an
aly
s
is
o
f
th
ei
r
r
ea
d
in
g
s
p
ee
d
(
m
ea
s
u
r
ed
i
n
co
r
r
ec
t
w
o
r
d
s
p
er
m
i
n
u
te)
an
d
ac
cu
r
ac
y
r
ate
(
%
o
f
r
ig
h
t
wo
r
d
s
)
.
Ad
d
i
tio
n
ally
,
th
e
s
y
s
tem
o
f
f
er
s
f
iv
e
s
u
g
g
esti
o
n
s
f
o
r
ter
m
s
th
at
s
tu
d
en
ts
m
ay
u
s
e
to
i
m
p
r
o
v
e
th
eir
p
r
o
n
u
n
ciatio
n
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
731
-
738
734
Fig
u
r
e
1
.
R
ea
d
in
g
p
r
ac
tice
ass
ig
n
m
en
t in
ter
f
ac
e
in
r
ea
d
in
g
p
r
o
g
r
ess
Fig
u
r
e
2
.
R
etu
r
n
e
d
r
esu
lts
an
a
ly
ze
d
b
y
AI
f
o
r
p
r
o
n
u
n
ciatio
n
o
f
r
ea
d
i
n
g
p
ass
ag
es
Qu
esti
o
n
n
air
es
o
f
f
er
a
v
alu
ab
le
to
o
l
f
o
r
ed
u
ca
tio
n
al
r
e
s
ea
r
ch
d
u
e
to
s
ev
er
al
k
e
y
ad
v
an
tag
es
[
2
9
]
–
[
3
1
]
.
Firstl
y
,
q
u
esti
o
n
n
ai
r
es
ca
n
e
f
f
icien
tly
g
ath
er
d
ata
f
r
o
m
a
lar
g
e
p
o
p
u
latio
n
,
r
ea
c
h
in
g
a
wid
er
r
a
n
g
e
o
f
p
ar
ticip
an
ts
th
an
i
n
d
iv
id
u
al
in
ter
v
iews
[
3
0
]
.
T
h
is
allo
ws
r
esear
ch
er
s
to
g
ain
b
r
o
ad
er
in
s
ig
h
ts
in
to
ed
u
ca
tio
n
al
ex
p
e
r
ien
ce
s
o
r
o
p
in
io
n
s
.
Seco
n
d
ly
,
q
u
esti
o
n
n
a
ir
es
p
r
o
m
o
te
s
tan
d
ar
d
ized
d
at
a
co
llectio
n
.
Sin
ce
r
esp
o
n
d
en
ts
a
n
s
wer
th
e
s
am
e
q
u
esti
o
n
s
,
t
h
e
r
esu
lts
ar
e
ea
s
ier
to
co
m
p
ar
e
an
d
an
aly
ze
s
tatis
tically
[
3
1
]
.
Fin
ally
,
q
u
esti
o
n
n
air
es
ca
n
b
e
r
elativ
ely
in
ex
p
en
s
iv
e
to
ad
m
i
n
is
ter
,
p
ar
ticu
lar
ly
o
n
lin
e
v
er
s
io
n
s
,
m
ak
in
g
th
em
a
co
s
t
-
ef
f
ec
tiv
e
o
p
tio
n
f
o
r
ed
u
ca
tio
n
al
r
esear
ch
[
3
0
]
.
W
h
ile
t
h
er
e
ar
e
lim
itatio
n
s
s
u
ch
as
p
o
ten
tial
f
o
r
b
ias
an
d
lack
o
f
in
-
d
ep
th
ex
p
lo
r
atio
n
,
q
u
esti
o
n
n
air
es
p
r
o
v
i
d
e
a
s
tr
o
n
g
f
o
u
n
d
atio
n
f
o
r
g
ath
er
in
g
d
ata
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
p
ers
p
ec
tives o
n
a
p
p
lica
tio
n
o
f A
I
-
p
o
w
ered
tech
n
o
l
o
g
y
in
lea
r
n
in
g
E
n
g
lis
h
…
(
P
h
a
m
Du
c
Th
u
a
n
)
735
I
n
o
r
d
e
r
to
g
ath
er
s
tu
d
e
n
ts
'
p
er
s
p
ec
tiv
es
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
r
ea
d
in
g
p
r
o
g
r
ess
p
r
o
g
r
am
in
en
h
an
cin
g
p
r
o
n
u
n
ciatio
n
s
k
ills
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
o
f
ce
r
tain
E
n
g
lis
h
m
o
d
u
les,
th
is
r
ese
ar
ch
u
s
ed
an
o
n
lin
e
s
u
r
v
ey
co
n
s
is
tin
g
o
f
f
iv
e
q
u
es
tio
n
s
,
wh
ich
wer
e
cr
ea
te
d
u
s
i
n
g
th
e
Go
o
g
le
Fo
r
m
s
.
T
h
e
f
i
r
s
t
q
u
esti
o
n
ask
s
f
o
r
y
o
u
r
e
v
alu
atio
n
o
f
th
e
r
ea
d
i
n
g
p
r
o
g
r
ess
ap
p
.
Stu
d
en
ts
ch
o
o
s
e
an
s
wer
lev
els
r
an
g
in
g
f
r
o
m
1
(
v
er
y
d
u
ll)
to
5
(
v
er
y
en
g
ag
in
g
)
,
with
ea
ch
lev
el
r
ep
r
esen
tin
g
a
d
i
f
f
er
en
t
d
eg
r
ee
o
f
in
ter
est.
Qu
esti
o
n
2
aim
ed
to
ascer
tain
s
tu
d
en
ts
'
p
er
s
p
ec
tiv
es
o
n
th
e
ef
f
icac
y
o
f
r
ea
d
in
g
p
r
o
g
r
es
s
in
f
ac
ilit
atin
g
s
tu
d
en
ts
'
ac
q
u
is
itio
n
o
f
E
n
g
lis
h
p
r
o
n
u
n
ciatio
n
.
Stu
d
en
ts
p
r
o
v
i
d
e
r
esp
o
n
s
es
b
ased
o
n
a
s
ca
le
o
f
5
le
v
els:
d
eg
r
ee
1
r
ep
r
esen
ts
th
e
lo
west
d
eg
r
ee
o
f
a
g
r
ee
m
en
t,
in
d
icatin
g
c
o
m
p
lete
d
is
ag
r
ee
m
e
n
t,
wh
ile
lev
el
5
r
ep
r
esen
ts
th
e
g
r
ea
test
lev
el
o
f
ag
r
ee
m
en
t,
in
d
icatin
g
c
o
m
p
lete
a
g
r
ee
m
e
n
t.
Qu
esti
o
n
3
g
at
h
er
ed
d
ata
ab
o
u
t
s
tu
d
en
ts
'
v
iewp
o
in
ts
o
n
s
ev
er
al
ar
ea
s
o
f
r
ea
d
in
g
p
r
o
g
r
ess
,
in
clu
d
i
n
g
i
ts
ef
f
ec
tiv
en
ess
in
en
h
an
cin
g
wo
r
d
p
r
o
n
u
n
ciatio
n
,
s
en
ten
ce
s
tr
ess
ex
er
cise
,
r
ea
d
in
g
s
p
ee
d
im
p
r
o
v
e
m
en
t,
an
d
f
lu
en
c
y
en
h
a
n
ce
m
en
t.
Stu
d
en
ts
h
av
e
th
e
ab
ilit
y
to
ch
o
o
s
e
m
o
r
e
th
an
o
n
e
alter
n
ativ
e
f
r
o
m
th
e
p
r
o
v
id
e
d
p
o
s
s
ib
ilit
ies.
Simu
ltan
eo
u
s
ly
,
p
u
p
ils
h
av
e
th
e
ab
ilit
y
to
ex
p
r
ess
th
eir
o
wn
v
iews
in
th
e
d
esig
n
ated
"Oth
er
"
r
esp
o
n
s
e
b
o
x
.
Qu
esti
o
n
4
ex
am
in
e
s
th
e
ad
v
er
s
e
cir
cu
m
s
tan
ce
s
th
at
h
in
d
er
k
id
s
f
r
o
m
u
s
in
g
r
ea
d
i
n
g
p
r
o
g
r
ess
.
Sp
ec
i
f
ically
,
th
e
q
u
esti
o
n
in
d
icate
s
th
r
ee
c
h
allen
g
es:
s
lu
g
g
is
h
in
ter
n
et
co
n
n
ec
tio
n
,
in
ad
eq
u
ate
d
ev
ice
s
ettin
g
s
,
an
d
in
tr
icate
f
ea
tu
r
es u
s
ed
in
r
ea
d
in
g
p
r
o
g
r
ess
.
Qu
esti
o
n
n
u
m
b
er
3
in
t
h
is
ca
s
e
h
as
a
s
im
ilar
o
p
en
-
en
d
ed
s
tr
u
ct
u
r
e,
b
u
t
it
also
in
clu
d
es
an
ex
tr
a
s
p
ac
e
f
o
r
"Oth
er
"
v
iews.
T
h
e
last
q
u
esti
o
n
,
Qu
esti
o
n
No
.
5
,
in
q
u
i
r
es
ab
o
u
t
in
d
iv
id
u
als'
v
iewp
o
in
ts
ab
o
u
t
th
e
s
u
g
g
esti
o
n
to
in
clu
d
e
r
ea
d
in
g
p
r
o
g
r
ess
m
o
r
e
ex
ten
s
iv
ely
in
t
h
e
in
s
tr
u
ctio
n
an
d
ac
q
u
is
itio
n
o
f
th
e
E
n
g
l
is
h
lan
g
u
ag
e.
Qu
esti
o
n
5
h
a
s
5
an
s
wer
lev
els,
r
an
g
in
g
f
r
o
m
lev
el
1
(
co
m
p
letely
d
is
ag
r
ee
,
th
e
l
o
west lev
el)
to
lev
el
5
(
c
o
m
p
letely
a
g
r
ee
,
t
h
e
h
ig
h
est le
v
el)
.
T
h
e
s
u
r
v
ey
was
d
is
tr
ib
u
ted
to
s
tu
d
en
ts
in
th
e
s
p
ec
if
ied
co
u
r
s
es
s
im
u
ltan
eo
u
s
ly
th
r
o
u
g
h
a
h
y
p
er
lin
k
o
n
b
o
th
Mic
r
o
s
o
f
t
T
ea
m
s
an
d
Z
alo
,
a
wid
ely
u
s
ed
s
o
cial
n
etwo
r
k
i
n
g
a
p
p
licatio
n
in
Vietn
am
.
T
h
e
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
d
u
r
in
g
th
e
f
in
al
wee
k
o
f
th
e
s
em
ester
.
Af
ter
o
n
e
wee
k
,
th
e
p
er
io
d
f
o
r
ac
ce
p
tin
g
r
esp
o
n
s
es
co
n
clu
d
e
d
.
T
h
e
r
esp
o
n
s
e
r
ate
o
f
all
s
tu
d
en
ts
in
ea
ch
s
u
b
ject
was
1
0
0
%.
T
h
e
to
tal
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
an
d
t
h
eir
r
esp
e
ctiv
e
p
er
ce
n
tag
es
ar
e
u
s
ed
to
m
ec
h
an
ically
ev
alu
ate
th
e
d
at
a
co
llected
f
r
o
m
t
h
e
s
u
r
v
ey
o
n
Go
o
g
le
Fo
r
m
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
s
u
r
v
ey
h
ig
h
lig
h
t
s
tu
d
en
ts
'
p
er
s
p
ec
tiv
es
o
n
th
e
"
r
ea
d
in
g
p
r
o
g
r
ess
"
ap
p
licatio
n
,
f
o
cu
s
in
g
o
n
en
j
o
y
m
en
t,
ef
f
ec
tiv
en
ess
,
b
en
ef
its
,
ch
allen
g
es,
an
d
th
e
p
o
ten
tial
f
o
r
b
r
o
ad
e
r
cu
r
r
icu
lu
m
in
teg
r
atio
n
.
Data
f
r
o
m
1
2
3
p
ar
ticip
an
ts
r
ev
ea
ls
o
v
er
wh
elm
in
g
ly
p
o
s
itiv
e
f
ee
d
b
ac
k
,
with
h
ig
h
r
atin
g
s
f
o
r
en
jo
y
m
en
t
a
n
d
ef
f
ec
tiv
e
n
ess
in
im
p
r
o
v
in
g
E
n
g
lis
h
p
r
o
n
u
n
ci
atio
n
.
Desp
ite
s
o
m
e
ch
allen
g
e
s
r
elate
d
to
in
ter
n
et
s
p
ee
d
an
d
d
ev
ice
co
n
f
ig
u
r
at
io
n
,
th
e
m
ajo
r
ity
o
f
s
tu
d
en
t
s
s
u
p
p
o
r
t
i
n
co
r
p
o
r
atin
g
r
ea
d
in
g
p
r
o
g
r
ess
m
o
r
e
ex
ten
s
iv
ely
in
to
th
eir
cu
r
r
ic
u
lu
m
,
u
n
d
er
s
co
r
in
g
its
v
alu
e
as
a
lear
n
in
g
to
o
l.
T
h
e
d
ata
co
llected
f
o
r
s
u
r
v
e
y
q
u
esti
o
n
n
u
m
b
er
1
s
h
o
ws
th
at
1
2
3
p
a
r
ticip
an
ts
r
ated
th
e
am
o
u
n
t
o
f
en
jo
y
m
en
t o
f
th
e
"
r
ea
d
in
g
p
r
o
g
r
ess
"
ap
p
licatio
n
o
n
a
s
ca
le
f
r
o
m
1
to
5
,
with
1
r
ep
r
esen
tin
g
"v
er
y
b
o
r
in
g
"
an
d
5
r
ep
r
esen
tin
g
"v
e
r
y
i
n
ter
esti
n
g
".
Acc
o
r
d
in
g
t
o
s
tatis
tical
d
ata,
s
o
m
e
o
b
s
er
v
atio
n
s
m
a
y
b
e
m
ad
e:
a
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
o
f
u
s
er
s
(
5
8
.
5
%,
o
r
7
2
in
d
i
v
id
u
als)
wer
e
awa
r
d
ed
th
e
h
ig
h
est
r
atin
g
o
f
5
,
i
n
d
icatin
g
a
s
tr
o
n
g
p
r
ef
er
en
ce
f
o
r
t
h
is
p
r
o
g
r
am
.
L
ev
el
4
h
as
a
s
o
m
ewh
at
el
ev
ated
p
er
ce
n
tag
e
(
3
3
.
3
%,
c
o
r
r
esp
o
n
d
in
g
to
4
1
in
d
iv
id
u
als),
s
u
g
g
esti
n
g
th
at
a
s
u
b
s
tan
tial
p
r
o
p
o
r
tio
n
o
f
c
o
n
s
u
m
er
s
also
ex
p
er
ie
n
ce
s
atis
f
ac
tio
n
.
A
m
in
im
al
n
u
m
b
er
o
f
p
eo
p
le
g
av
e
it
b
a
d
r
atin
g
s
(
1
an
d
2
)
,
with
ju
s
t
o
n
e
in
d
iv
id
u
al
r
atin
g
it
as
2
(
0
.
8
%)
an
d
n
o
o
n
e
s
elec
tin
g
1
.
T
h
is
in
d
icate
s
th
a
t
th
e
p
r
o
g
r
am
s
eld
o
m
ca
u
s
es
d
is
s
atis
f
ac
tio
n
am
o
n
g
u
s
er
s
.
A
m
in
o
r
ity
o
f
u
s
er
s
(
7
.
3
%,
co
r
r
esp
o
n
d
in
g
t
o
9
in
d
iv
id
u
als)
r
ated
t
h
e
p
r
o
g
r
am
with
a
s
co
r
e
o
f
3
,
in
d
icatin
g
th
at
th
ey
s
ee
it
as
av
er
ag
e
o
r
b
elo
w
th
eir
ex
p
ec
t
atio
n
s
.
Gen
er
ally
,
th
e
"
r
ea
d
in
g
p
r
o
g
r
ess
"
ap
p
r
ec
eiv
es
f
av
o
r
ab
le
r
atin
g
s
f
r
o
m
th
e
m
ajo
r
ity
o
f
u
s
er
s
.
T
h
e
d
at
a
f
r
o
m
th
e
f
ig
u
r
e
in
d
icate
s
th
at
m
o
s
t
s
u
r
v
ey
p
ar
ticip
an
ts
,
o
v
er
9
0
%,
r
ated
th
e
ap
p
as
av
er
ag
e
to
ex
tr
e
m
ely
g
o
o
d
in
ter
m
s
o
f
s
atis
f
ac
tio
n
.
T
h
is
p
r
o
g
r
am
is
a
v
alu
ab
le
to
o
l
f
o
r
en
h
a
n
cin
g
an
d
ad
v
an
cin
g
r
ea
d
in
g
ab
ilit
ies,
m
ak
in
g
it a
b
e
n
ef
icial
to
o
l f
o
r
le
ar
n
in
g
.
Qu
esti
o
n
n
air
e
item
2
p
er
tain
ed
to
s
tu
d
en
ts
'
ass
es
s
m
en
t
o
f
th
e
ef
f
icac
y
o
f
r
ea
d
in
g
p
r
o
g
r
ess
in
f
ac
ilit
atin
g
th
e
ac
q
u
is
itio
n
o
f
E
n
g
lis
h
p
r
o
n
u
n
ciatio
n
.
T
h
e
d
ata
o
b
tain
ed
co
m
p
r
is
es
1
2
3
r
e
p
lies
an
d
a
g
r
ad
in
g
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
in
d
icatin
g
co
m
p
lete
in
e
f
f
ec
tiv
en
ess
)
to
5
(
in
d
icatin
g
co
m
p
lete
ef
f
ec
tiv
en
ess
)
.
E
v
id
en
ce
d
em
o
n
s
tr
ates
th
at
a
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
o
f
s
tu
d
e
n
ts
ev
alu
ated
th
e
e
f
f
icac
y
o
f
r
ea
d
i
n
g
p
r
o
g
r
ess
f
av
o
r
ab
l
y
,
with
5
8
.
5
%
ass
ig
n
in
g
t
h
e
h
ig
h
est
r
atin
g
o
f
5
.
Ap
p
r
o
x
im
atel
y
o
n
e
-
th
ir
d
o
f
s
tu
d
en
ts
(
3
1
.
7
%)
g
av
e
it
a
r
atin
g
o
f
4
.
Me
r
ely
a
m
in
u
s
cu
le
p
r
o
p
o
r
t
io
n
o
f
p
u
p
ils
ass
es
s
ed
it
as
3
(
8
.
9
%),
wh
ile
an
ev
en
m
o
r
e
n
e
g
lig
ib
le
p
r
o
p
o
r
tio
n
r
an
k
ed
it a
s
2
(
0
.
8
%).
No
n
e
o
f
th
e
s
tu
d
en
ts
ass
e
s
s
ed
it a
s
en
t
ir
ely
in
ef
f
ec
tiv
e
(
1
)
.
Acc
o
r
d
i
n
g
to
th
ese
s
tatis
tics
,
m
o
s
t stu
d
en
ts
r
eg
ar
d
r
ea
d
in
g
p
r
o
g
r
ess
to
b
e
a
u
s
ef
u
l to
o
l
f
o
r
i
m
p
r
o
v
i
n
g
th
eir
E
n
g
lis
h
p
r
o
n
u
n
ciatio
n
.
T
h
e
s
u
r
v
e
y
r
esu
lts
f
o
r
q
u
esti
o
n
n
u
m
b
er
3
d
em
o
n
s
tr
ate
t
h
e
f
av
o
r
ab
le
attr
ib
u
tes
o
f
r
ea
d
i
n
g
p
r
o
g
r
ess
as
ev
alu
ated
b
y
1
2
3
s
tu
d
en
t r
esp
o
n
d
en
ts
.
M
o
r
e
p
r
ec
is
ely
,
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
,
i
n
clu
d
in
g
6
5
% (
8
0
o
u
t
o
f
1
2
3
s
tu
d
en
ts
)
,
ass
ess
ed
r
ea
d
in
g
p
r
o
g
r
ess
as
b
en
e
f
icial
f
o
r
p
r
ac
ti
cin
g
E
n
g
lis
h
p
r
o
n
u
n
ciatio
n
.
Ad
d
itio
n
ally
,
6
4
.
2
%
(
7
9
o
u
t
o
f
1
2
3
s
tu
d
en
ts
)
b
eliev
ed
th
at
r
ea
d
in
g
p
r
o
g
r
ess
r
ea
lly
im
p
r
o
v
e
d
th
eir
p
r
o
n
u
n
cia
tio
n
.
A
m
ajo
r
ity
o
f
s
tu
d
en
ts
,
n
am
ely
5
2
.
8
%
o
r
6
5
o
u
t
o
f
1
2
3
s
tu
d
en
ts
,
s
aid
th
at
r
ea
d
in
g
p
r
o
g
r
ess
co
n
tr
i
b
u
ted
to
an
en
h
an
ce
m
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
731
-
738
736
in
th
eir
r
ea
d
in
g
s
p
ee
d
.
Ad
d
itio
n
ally
,
5
3
.
7
% o
r
6
6
o
u
t o
f
1
2
3
s
tu
d
en
ts
s
tated
th
at
r
ea
d
in
g
p
r
o
g
r
ess
h
elp
ed
th
em
r
ea
d
m
o
r
e
f
lu
en
tly
.
On
ly
a
m
in
u
s
cu
le
f
r
ac
tio
n
o
f
s
tu
d
en
t
s
(
0
.
8
%)
s
aid
th
at
r
ea
d
in
g
p
r
o
g
r
ess
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
th
eir
c
o
m
m
u
n
icatio
n
s
k
ills
o
r
f
ac
ilit
ated
b
etter
c
o
m
m
u
n
icatio
n
with
o
th
er
s
,
w
h
ile
also
ch
o
o
s
in
g
all
o
f
th
e
af
o
r
em
e
n
tio
n
ed
o
p
tio
n
s
.
T
h
e
f
in
d
in
g
s
in
d
icate
t
h
at
s
tu
d
en
ts
s
aw
r
ea
d
in
g
p
r
o
g
r
ess
as
p
r
im
ar
ily
s
u
cc
ess
f
u
l
in
en
h
an
cin
g
p
r
o
n
u
n
ciatio
n
s
k
ills
,
wh
ile
also
p
o
s
itiv
ely
in
f
lu
en
cin
g
r
ea
d
i
n
g
s
p
ee
d
an
d
f
l
u
en
cy
.
A
s
m
aller
n
u
m
b
er
o
f
s
tu
d
e
n
ts
ev
alu
ated
o
th
e
r
ad
v
a
n
tag
es,
s
u
ch
as e
n
h
an
ce
d
co
m
m
u
n
icatio
n
,
h
ig
h
l
y
.
I
tem
4
o
f
th
e
q
u
esti
o
n
n
air
e
ad
d
r
ess
ed
th
e
ad
v
er
s
e
asp
ec
ts
th
at
im
p
ac
t
th
e
u
s
e
o
f
r
ea
d
in
g
p
r
o
g
r
ess
in
Mic
r
o
s
o
f
t
T
ea
m
s
.
T
h
e
p
r
im
ar
y
is
s
u
e
th
at
h
as
th
e
g
r
ea
test
im
p
ac
t
o
n
th
e
u
s
e
o
f
r
ea
d
in
g
p
r
o
g
r
ess
,
as
r
ep
o
r
te
d
b
y
5
5
.
3
%
o
f
s
tu
d
en
ts
,
is
th
e
s
lo
w
s
p
ee
d
o
f
th
e
in
te
r
n
et.
Ad
d
itio
n
ally
,
3
0
.
1
%
o
f
s
tu
d
en
ts
ar
e
af
f
ec
te
d
b
y
t
h
e
lo
w
co
n
f
ig
u
r
atio
n
o
f
th
eir
d
e
v
ices.
T
h
e
h
ea
v
y
Mic
r
o
s
o
f
t
T
ea
m
s
s
o
f
twar
e
is
co
n
s
id
er
ed
a
n
eg
ativ
e
f
ac
to
r
b
y
2
4
.
4
%
o
f
s
tu
d
en
ts
.
L
astl
y
,
1
9
.
5
%
o
f
s
tu
d
en
ts
f
in
d
th
at
th
e
f
ea
tu
r
es
u
s
ed
in
co
m
p
lex
r
ea
d
in
g
p
r
o
g
r
ess
ar
e
a
f
ac
to
r
th
at
af
f
ec
ts
th
eir
u
s
ag
e.
A
s
m
all
p
er
ce
n
tag
e
o
f
s
tu
d
en
t
s
(
2
.
4
%)
eith
er
h
ad
n
o
is
s
u
es
o
r
g
av
e
Mic
r
o
s
o
f
t
a
h
ig
h
r
atin
g
.
Similar
ly
,
an
eq
u
al
p
er
ce
n
ta
g
e
(
0
.
8
%)
h
a
d
n
o
o
p
in
i
o
n
o
r
c
o
n
s
id
er
ed
Mic
r
o
s
o
f
t
T
ea
m
s
to
b
e
in
ef
f
icien
t
in
ter
m
s
o
f
s
to
r
ag
e
s
p
ac
e.
Acc
o
r
d
in
g
to
th
is
r
esear
ch
,
th
e
p
r
im
a
r
y
v
ar
ia
b
les
th
at
h
av
e
a
n
eg
ativ
e
im
p
ac
t
o
n
s
tu
d
en
ts
'
ex
p
er
ien
c
e
with
r
ea
d
in
g
p
r
o
g
r
ess
in
M
icr
o
s
o
f
t
T
ea
m
s
ar
e
i
n
ter
n
et
s
p
ee
d
an
d
m
ac
h
i
n
e
s
ettin
g
s
.
Ad
d
itio
n
al
co
n
ce
r
n
s
,
s
u
ch
as
th
e
in
tr
icac
y
o
f
th
e
p
r
o
g
r
a
m
an
d
th
e
ca
p
a
b
ilit
y
o
f
Mic
r
o
s
o
f
t
T
ea
m
s
,
wer
e
also
b
r
o
u
g
h
t u
p
,
b
u
t th
ey
wer
e
n
o
t a
s
o
f
te
n
cited
.
Qu
esti
o
n
5
o
f
th
e
s
u
r
v
ey
ask
ed
s
tu
d
en
ts
f
o
r
th
eir
v
iews
o
n
wh
eth
er
r
ea
d
in
g
p
r
o
g
r
ess
s
h
o
u
ld
b
e
in
clu
d
ed
m
o
r
e
in
to
th
e
cu
r
r
icu
lu
m
.
T
h
e
co
llected
d
ata
co
n
s
is
ts
o
f
1
2
3
r
e
p
lies
an
d
a
r
atin
g
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
in
d
icatin
g
co
m
p
lete
d
is
ag
r
ee
m
en
t)
to
5
(
in
d
icatin
g
c
o
m
p
lete
ag
r
ee
m
en
t)
.
T
h
e
f
i
n
d
i
n
g
s
in
d
icate
th
at
a
s
ig
n
if
ican
t
m
ajo
r
ity
o
f
s
tu
d
en
t
s
s
tr
o
n
g
ly
s
u
p
p
o
r
t
th
e
id
ea
o
f
in
co
r
p
o
r
atin
g
r
ea
d
in
g
p
r
o
g
r
es
s
m
o
r
e
ex
te
n
s
iv
ely
in
to
th
e
cu
r
r
ic
u
lu
m
,
as
s
ee
n
b
y
6
9
.
1
%
o
f
s
tu
d
e
n
ts
g
iv
in
g
it
a
s
co
r
e
o
f
5
.
A
m
in
o
r
ity
o
f
s
tu
d
en
ts
(
2
2
%)
ex
p
r
ess
ed
ag
r
ee
m
e
n
t
with
th
i
s
p
er
s
p
ec
tiv
e
an
d
r
ate
d
it
with
a
s
co
r
e
o
f
4
.
On
ly
a
tin
y
f
r
ac
tio
n
o
f
s
tu
d
e
n
ts
,
n
am
ely
8
.
9
%,
ass
ess
ed
it
a
s
n
eu
tr
al,
wh
ich
co
r
r
esp
o
n
d
s
to
a
s
co
r
e
o
f
3
.
All
s
tu
d
en
ts
r
ate
d
it
at
leas
t
n
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tr
al,
with
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o
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o
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h
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s
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ata
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em
o
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tr
ates
th
at
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ig
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ican
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p
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tu
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en
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ad
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te
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o
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th
e
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r
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er
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teg
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o
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p
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ess
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r
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p
ec
if
ically
,
9
1
.
1
%
o
f
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tu
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en
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in
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h
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g
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en
s
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v
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h
e
s
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d
en
ts
wh
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p
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s
ly
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(
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as
m
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ately
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eg
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,
3
1
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%
o
f
r
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it
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tr
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s
5
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%
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ee
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it
co
m
p
letely
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tiv
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C
o
n
s
is
ten
t
with
th
e
wid
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b
o
d
y
o
f
r
esear
ch
,
th
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
p
o
te
n
tial
o
f
th
e
t
o
o
l'
s
AI
f
u
n
ctio
n
alities
to
im
p
r
o
v
e
p
r
o
n
u
n
ciatio
n
.
Stu
d
en
ts
at
Ho
a
L
u
Un
iv
er
s
ity
s
h
ar
e
th
e
r
esu
lts
o
b
s
er
v
ed
in
o
th
er
r
e
g
io
n
s
,
as
e
v
id
en
ce
d
b
y
th
eir
h
i
g
h
lev
el
o
f
en
g
a
g
em
en
t
an
d
f
av
o
r
ab
le
p
e
r
ce
p
tio
n
o
f
R
ea
d
in
g
Pro
g
r
ess
.
I
n
T
h
ailan
d
,
f
o
r
in
s
ta
n
ce
,
Ho
n
g
n
a
p
h
ad
o
l
an
d
Attan
ak
[
2
6
]
f
o
u
n
d
th
at
R
ea
d
in
g
Pro
g
r
ess
ap
p
h
elp
e
d
s
tu
d
en
ts
ex
p
er
ien
ce
less
p
r
o
n
u
n
ciatio
n
an
x
iety
an
d
m
o
r
e
s
elf
-
ass
u
r
an
ce
.
I
n
a
co
m
p
ar
ab
le
v
ein
,
Pra
s
ety
a
[
2
2
]
d
is
co
v
er
e
d
th
at
th
e
in
s
tr
u
m
en
t
p
r
o
v
ed
t
o
b
e
ef
f
icac
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u
s
in
en
h
an
cin
g
b
o
th
s
p
ea
k
in
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d
lis
ten
in
g
p
r
o
f
icien
cies
with
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th
e
I
n
d
o
n
esian
co
n
tex
t,
in
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wid
e
-
r
an
g
in
g
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u
itab
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in
d
iv
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e
lin
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is
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ltu
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m
ilieu
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R
ea
d
in
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Pro
g
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ess
'
s
ef
f
icac
y
is
h
ea
v
ily
r
elian
t
o
n
its
AI
f
u
n
ctio
n
aliti
es,
s
p
ec
if
ically
its
ASR
tech
n
o
lo
g
y
.
C
o
n
s
is
ten
t
with
ef
f
icac
io
u
s
p
r
o
n
u
n
ciatio
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lear
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in
g
m
eth
o
d
o
lo
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ies
r
e
f
er
en
ce
d
in
th
e
liter
atu
r
e,
th
is
t
ec
h
n
o
lo
g
y
f
u
r
n
is
h
es
in
s
tan
ta
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s
f
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k
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er
r
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r
s
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p
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en
a
b
lin
g
p
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m
p
t
co
r
r
ec
ti
o
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p
r
a
cticin
g
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y
ac
co
m
m
o
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atin
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ar
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lear
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ap
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h
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e
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ea
tu
r
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f
R
ea
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ess
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s
u
ch
as
th
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to
m
o
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if
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t
h
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en
s
itiv
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o
f
p
r
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n
u
n
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d
etec
tio
n
,
ar
e
s
u
b
s
tan
tially
im
p
r
o
v
e
d
.
T
h
e
im
p
lem
e
n
tatio
n
ch
allen
g
es
en
co
u
n
ter
ed
at
H
o
a
L
u
Un
iv
er
s
ity
,
in
clu
d
in
g
s
lu
g
g
is
h
in
ter
n
et
s
p
ee
d
s
an
d
in
ad
e
q
u
ate
d
ev
ice
co
n
f
ig
u
r
atio
n
s
,
u
n
d
e
r
s
co
r
e
a
p
r
ev
alen
t
c
o
n
ce
r
n
th
at
h
as
b
ee
n
id
en
tifie
d
in
o
th
er
r
esear
ch
en
d
ea
v
o
r
s
,
d
esp
ite
th
e
ev
id
en
t
a
d
v
an
ta
g
es
o
f
R
ea
d
in
g
Pro
g
r
ess
.
I
n
Sau
d
i
Ar
ab
ia,
an
al
o
g
o
u
s
ch
allen
g
es
wer
e
r
ec
o
g
n
ized
b
y
J
ar
r
a
h
[
2
8
]
,
wh
o
u
n
d
er
s
c
o
r
ed
t
h
e
im
p
o
r
tan
ce
o
f
p
r
o
v
i
d
in
g
e
d
u
ca
to
r
s
with
s
u
f
f
icien
t
tr
ain
in
g
an
d
r
eso
lv
i
n
g
tech
n
ical
is
s
u
es
to
g
u
ar
an
t
ee
th
e
ef
f
ec
tiv
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in
te
g
r
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o
f
th
e
in
s
tr
u
m
e
n
t
in
t
o
th
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class
r
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en
v
ir
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m
e
n
t.
T
h
is
s
tu
d
y
,
alo
n
g
with
o
th
er
r
esear
ch
,
h
i
g
h
lig
h
ts
th
e
s
u
p
er
io
r
ef
f
icac
y
o
f
r
ea
d
in
g
p
r
o
g
r
ess
in
r
ed
u
cin
g
an
x
iety
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d
d
eliv
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in
g
p
er
s
o
n
ali
ze
d
im
m
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iate
f
ee
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b
ac
k
wh
en
co
m
p
a
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ed
t
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co
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v
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tio
n
al
p
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u
n
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t
r
ain
in
g
s
ch
em
es.
I
n
p
r
ac
tice
ar
ea
s
wh
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e
tim
ely
co
r
r
ec
tio
n
s
ar
e
cr
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f
o
r
lear
n
in
g
p
r
o
n
u
n
ciatio
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,
th
is
i
s
esp
ec
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cr
itical.
No
twith
s
tan
d
in
g
t
h
is
,
f
u
r
t
h
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in
v
esti
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is
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eq
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to
co
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p
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s
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x
am
in
e
th
e
en
d
u
r
in
g
ef
f
ec
ts
o
f
r
ea
d
i
n
g
p
r
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g
r
ess
o
n
s
tu
d
en
t
ac
h
iev
em
en
t
an
d
its
r
elativ
e
m
er
its
in
co
m
p
ar
is
o
n
t
o
co
n
v
e
n
tio
n
al
ap
p
r
o
ac
h
es.
Fo
r
e
d
u
ca
tio
n
al
tech
n
o
lo
g
ies
to
b
e
a
d
o
p
ted
s
u
cc
ess
f
u
lly
,
it
is
cr
itical
to
co
m
p
r
eh
en
d
th
e
v
iewp
o
in
ts
o
f
s
tak
eh
o
ld
er
s
.
I
n
o
r
d
er
to
e
n
h
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th
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f
f
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y
o
f
to
o
ls
,
r
esear
ch
b
y
T
ay
lo
r
et
a
l.
[
2
5
]
u
n
d
e
r
s
co
r
ed
th
e
s
ig
n
if
ican
ce
o
f
i
n
co
r
p
o
r
a
tin
g
th
e
p
er
s
p
ec
tiv
es
o
f
a
d
m
i
n
is
tr
ato
r
s
,
s
tu
d
en
ts
,
an
d
ed
u
ca
to
r
s
.
T
h
is
is
co
n
s
is
ten
t
with
th
e
r
esu
lts
o
b
tain
ed
f
r
o
m
th
e
r
esear
ch
c
o
n
d
u
cted
at
Ho
a
L
u
U
n
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er
s
ity
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
R
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N:
2252
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8
8
2
2
S
tu
d
en
ts
’
p
ers
p
ec
tives o
n
a
p
p
lica
tio
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o
f A
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p
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tech
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g
E
n
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lis
h
…
(
P
h
a
m
Du
c
Th
u
a
n
)
737
wh
er
e
a
s
ig
n
if
ican
t
p
r
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p
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tio
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f
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p
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in
to
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p
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am
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4.
CO
NCLU
SI
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v
id
en
tly
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b
o
th
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d
ies co
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d
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cted
at
Ho
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L
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Un
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ity
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d
o
th
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s
tu
d
ies p
r
o
v
id
e
th
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s
am
e
o
u
tco
m
e,
af
f
ir
m
in
g
th
at
R
ea
d
in
g
Pro
g
r
ess
i
s
an
ef
f
ec
tiv
e
in
s
tr
u
m
en
t
f
o
r
h
o
n
in
g
E
n
g
lis
h
s
p
ea
k
in
g
s
k
ills
.
T
h
e
to
o
l
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s
p
r
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m
is
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h
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ass
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en
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f
r
o
m
s
tu
d
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an
d
n
o
tab
le
im
p
r
o
v
em
en
ts
in
p
r
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n
u
n
ciatio
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.
Acc
o
r
d
in
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th
e
f
in
d
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o
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tu
d
y
,
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n
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h
tr
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s
titu
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h
teac
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m
ig
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co
n
s
id
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f
o
llo
win
g
th
r
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ag
o
g
ical
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m
m
en
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s
.
I
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itially
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it
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in
clu
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p
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e
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ten
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in
to
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cu
r
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ed
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ca
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h
o
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l
d
b
e
m
o
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ated
to
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s
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p
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co
n
s
is
ten
tly
in
p
r
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n
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g
wo
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k
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ts
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d
p
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to
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s
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d
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m
en
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Fu
r
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m
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r
e,
it
is
cr
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t
o
ar
r
an
g
e
co
m
p
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n
s
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e
tr
ain
in
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p
r
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r
am
s
f
o
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ed
u
ca
to
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s
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f
o
c
u
s
in
g
o
n
th
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p
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f
icien
t
u
s
e
o
f
r
ea
d
in
g
p
r
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r
ess
’
s
AI
ca
p
ab
ilit
ies
to
en
h
an
ce
te
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h
in
g
o
u
tc
o
m
es.
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r
th
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o
r
e,
th
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cu
s
to
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tio
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s
o
f
f
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b
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s
h
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ld
b
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s
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to
ca
ter
to
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e
v
ar
io
u
s
lear
n
i
n
g
r
eq
u
ir
em
en
ts
an
d
s
ty
les
o
f
p
u
p
ils
,
th
er
ef
o
r
e
en
h
an
cin
g
th
eir
co
m
f
o
r
t a
n
d
c
o
n
f
id
en
ce
wh
en
p
r
ac
ticin
g
p
r
o
n
u
n
ciatio
n
.
As
a
f
u
tu
r
e
r
esear
ch
d
ir
ec
ti
o
n
f
o
r
t
h
e
r
ea
d
in
g
p
r
o
g
r
ess
ap
p
licatio
n
,
r
esear
ch
er
s
ca
n
u
n
d
e
r
tak
e
ex
ten
s
iv
e
s
tu
d
ies
to
ass
ess
t
h
e
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
th
e
a
p
p
licatio
n
o
n
s
tu
d
en
ts
’
p
r
o
n
u
n
ciatio
n
s
k
ills
an
d
E
n
g
lis
h
co
m
m
u
n
icatio
n
ab
ilit
ies.
Ad
d
itio
n
ally
,
th
ey
ca
n
in
v
esti
g
ate
an
d
p
r
o
p
o
s
e
s
o
lu
tio
n
s
to
ad
d
r
ess
tech
n
ical
ch
allen
g
es su
ch
as sl
o
w
in
ter
n
et
s
p
ee
d
s
an
d
lo
w
co
m
p
u
ter
co
n
f
ig
u
r
atio
n
s
,
in
o
r
d
e
r
to
en
s
u
r
e
o
p
tim
al
lear
n
in
g
ex
p
e
r
ien
ce
s
f
o
r
all
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
r
esear
ch
er
s
h
av
e
th
e
ab
ilit
y
to
ca
r
r
y
o
u
t
co
m
p
ar
is
o
n
s
tu
d
ies
b
etwe
en
r
ea
d
i
n
g
p
r
o
g
r
ess
a
n
d
c
o
n
v
e
n
tio
n
al
p
r
o
n
u
n
ciati
o
n
tr
ain
i
n
g
tech
n
iq
u
es
in
o
r
d
er
t
o
d
e
f
in
itiv
ely
ascer
tain
th
e
ad
v
an
tag
es
an
d
d
r
awb
ac
k
s
o
f
ea
ch
ap
p
r
o
ac
h
.
T
h
e
r
ea
d
in
g
p
r
o
g
r
ess
p
r
o
g
r
am
n
o
t
o
n
l
y
aid
s
s
tu
d
en
ts
in
en
h
an
cin
g
th
eir
p
r
o
n
u
n
ciatio
n
b
u
t
also
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
f
o
s
ter
in
g
in
n
o
v
atio
n
in
E
n
g
lis
h
in
s
tr
u
ctio
n
.
Fu
r
th
er
in
v
esti
g
atio
n
an
d
u
s
e
o
f
th
is
tech
n
o
lo
g
y
will
p
r
o
v
id
e
m
o
r
e
ad
v
a
n
tag
es
to
th
e
p
r
o
ce
s
s
o
f
lan
g
u
ag
e
ac
q
u
is
itio
n
an
d
in
s
tr
u
ctio
n
.
RE
F
E
R
E
NC
E
S
[
1
]
Z.
A
.
B
a
k
a
r
a
n
d
M
.
R
.
T
.
L
.
A
b
d
u
l
l
a
h
,
“
I
mp
o
r
t
a
n
c
e
o
f
c
o
r
r
e
c
t
p
r
o
n
u
n
c
i
a
t
i
o
n
i
n
s
p
o
k
e
n
E
n
g
l
i
sh
:
D
i
me
n
si
o
n
o
f
sec
o
n
d
l
a
n
g
u
a
g
e
l
e
a
r
n
e
r
s’
p
e
r
s
p
e
c
t
i
v
e
,
”
Pe
r
t
a
n
i
k
a
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s
a
n
d
H
u
m
a
n
i
t
i
e
s
,
v
o
l
.
2
3
,
p
p
.
1
4
3
–
1
5
8
,
2
0
1
5
.
[
2
]
P
.
N
.
S
r
a
k
a
e
w
,
“
T
h
e
i
m
p
o
r
t
a
n
c
e
o
f
p
r
o
n
u
n
c
i
a
t
i
o
n
i
n
E
n
g
l
i
s
h
c
o
mm
u
n
i
c
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
T
e
a
c
h
i
n
g
E
n
g
l
i
s
h
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
1
1
–
1
8
,
2
0
2
1
.
[
3
]
İ
.
Ç
a
k
ı
r
a
n
d
B
.
B
a
y
t
a
r
,
“
F
o
r
e
i
g
n
l
a
n
g
u
a
g
e
l
e
a
r
n
e
r
s’
v
i
e
w
s
o
n
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
l
e
a
r
n
i
n
g
t
h
e
t
a
r
g
e
t
l
a
n
g
u
a
g
e
p
r
o
n
u
n
c
i
a
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
a
n
d
L
i
n
g
u
i
s
t
i
c
S
t
u
d
i
e
s
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
9
9
–
1
1
0
,
2
0
1
4
.
[
4
]
J.
C
e
n
o
z
a
n
d
M
.
L
.
G
.
L
e
c
u
m
b
e
r
r
i
,
“
Th
e
a
c
q
u
i
s
i
t
i
o
n
o
f
En
g
l
i
s
h
p
r
o
n
u
n
c
i
a
t
i
o
n
:
l
e
a
r
n
e
r
s’
v
i
e
w
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ap
p
l
i
e
d
L
i
n
g
u
i
st
i
c
s
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
3
–
1
5
,
J
u
n
.
1
9
9
9
,
d
o
i
:
1
0
.
1
1
1
1
/
j
.
1
4
7
3
-
4
1
9
2
.
1
9
9
9
.
t
b
0
0
1
5
7
.
x
.
[
5
]
L.
T.
N
g
u
y
e
n
,
B
.
P
.
H
u
n
g
,
U
.
T.
T
.
D
u
o
n
g
,
a
n
d
T.
T
.
Le
,
“
Te
a
c
h
e
r
s’
a
n
d
l
e
a
r
n
e
r
s’
b
e
l
i
e
f
s
a
b
o
u
t
p
r
o
n
u
n
c
i
a
t
i
o
n
i
n
st
r
u
c
t
i
o
n
i
n
t
e
r
t
i
a
r
y
E
n
g
l
i
s
h
a
s
a
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
e
d
u
c
a
t
i
o
n
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
2
,
A
u
g
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
1
.
7
3
9
8
4
2
.
[
6
]
A
.
P
.
G
i
l
a
k
j
a
n
i
a
n
d
N
.
B
.
S
a
b
o
u
r
i
,
“
H
o
w
c
a
n
EFL
t
e
a
c
h
e
r
s
h
e
l
p
EFL
l
e
a
r
n
e
r
s
i
m
p
r
o
v
e
t
h
e
i
r
E
n
g
l
i
sh
p
r
o
n
u
n
c
i
a
t
i
o
n
?
”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
R
e
se
a
rc
h
,
v
o
l
.
7
,
n
o
.
5
,
p
.
9
6
7
,
S
e
p
.
2
0
1
6
,
d
o
i
:
1
0
.
1
7
5
0
7
/
j
l
t
r
.
0
7
0
5
.
1
8
.
[
7
]
X
.
A
n
,
C
.
S
.
C
h
a
i
,
Y
.
L
i
,
Y
.
Zh
o
u
,
a
n
d
B
.
Y
a
n
g
,
“
M
o
d
e
l
i
n
g
s
t
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
ssi
st
e
d
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
”
C
o
m
p
u
t
e
r
Assi
s
t
e
d
L
a
n
g
u
a
g
e
L
e
a
r
n
i
n
g
,
p
p
.
1
–
2
2
,
A
u
g
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
8
8
2
2
1
.
2
0
2
3
.
2
2
4
6
5
1
9
.
[
8
]
N
.
M
o
u
l
i
e
sw
a
r
a
n
a
n
d
P
.
N
.
S
.
K
u
ma
r
,
“
I
n
v
e
s
t
i
g
a
t
i
n
g
ESL
l
e
a
r
n
e
r
s’
p
e
r
c
e
p
t
i
o
n
a
n
d
p
r
o
b
l
e
m
t
o
w
a
r
d
s
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
(
A
I
)
-
a
ssi
s
t
e
d
E
n
g
l
i
s
h
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
a
n
d
t
e
a
c
h
i
n
g
,
”
W
o
rl
d
J
o
u
r
n
a
l
o
f
E
n
g
l
i
sh
L
a
n
g
u
a
g
e
,
v
o
l
.
1
3
,
n
o
.
5
,
p
p
.
2
9
0
–
2
9
8
,
2
0
2
3
,
d
o
i
:
1
0
.
5
4
3
0
/
w
j
e
l
.
v
1
3
n
5
p
2
9
0
.
[
9
]
Y
.
J.
C
.
B
e
n
z
i
e
s,
“
C
o
n
t
r
i
b
u
t
i
o
n
s
o
f
n
e
w
t
e
c
h
n
o
l
o
g
i
e
s
t
o
t
h
e
t
e
a
c
h
i
n
g
o
f
E
n
g
l
i
s
h
p
r
o
n
u
n
c
i
a
t
i
o
n
,
”
L
a
n
g
u
a
g
e
V
a
l
u
e
,
v
o
l
.
9
,
n
o
.
1
,
D
e
c
.
2
0
1
8
,
d
o
i
:
1
0
.
6
0
3
5
/
L
a
n
g
u
a
g
e
V
.
2
0
1
7
.
9
.
2
.
[
1
0
]
Y
.
Li
,
“
Te
a
c
h
i
n
g
m
o
d
e
o
f
o
r
a
l
En
g
l
i
sh
i
n
t
h
e
a
g
e
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
”
Fr
o
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
Ju
l
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
9
5
3
4
8
2
.
[
1
1
]
M
.
B
a
s
h
o
r
i
,
R
.
v
a
n
H
o
u
t
,
H
.
S
t
r
i
k
,
a
n
d
C
.
C
u
c
c
h
i
a
r
i
n
i
,
“
‘
Lo
o
k
,
I
c
a
n
s
p
e
a
k
c
o
r
r
e
c
t
l
y
’
:
l
e
a
r
n
i
n
g
v
o
c
a
b
u
l
a
r
y
a
n
d
p
r
o
n
u
n
c
i
a
t
i
o
n
t
h
r
o
u
g
h
w
e
b
s
i
t
e
s
e
q
u
i
p
p
e
d
w
i
t
h
a
u
t
o
ma
t
i
c
s
p
e
e
c
h
r
e
c
o
g
n
i
t
i
o
n
t
e
c
h
n
o
l
o
g
y
,
”
C
o
m
p
u
t
e
r
Ass
i
st
e
d
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
,
v
o
l
.
3
7
,
n
o
.
5
–
6
,
p
p
.
1
3
3
5
–
1
3
6
3
,
J
u
l
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
8
8
2
2
1
.
2
0
2
2
.
2
0
8
0
2
3
0
.
[
1
2
]
S
.
M
c
C
r
o
c
k
l
i
n
,
“
A
S
R
-
b
a
se
d
d
i
c
t
a
t
i
o
n
p
r
a
c
t
i
c
e
f
o
r
s
e
c
o
n
d
l
a
n
g
u
a
g
e
p
r
o
n
u
n
c
i
a
t
i
o
n
i
m
p
r
o
v
e
m
e
n
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