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d
ec
r
e
ases
m
o
tiv
atio
n
an
d
r
ea
d
in
ess
to
tack
le
th
e
ch
allen
g
es
th
ey
f
ac
e
[
7
]
,
[
8
]
.
Ho
wev
er
,
it
is
im
p
o
r
tan
t
to
r
ec
o
g
n
iz
e
th
at
th
ese
f
ac
to
r
s
d
o
n
o
t
o
p
e
r
ate
in
d
e
p
en
d
e
n
tly
;
r
ath
er
,
t
h
ey
c
o
llectiv
ely
co
n
tr
ib
u
te
to
th
e
m
ar
g
in
alize
d
e
x
p
er
ien
ce
s
o
f
r
u
r
al
s
tu
d
en
ts
[
9
]
–
[
1
1
]
.
Mo
r
eo
v
er
,
th
e
im
p
lem
en
tatio
n
o
f
E
n
g
lis
h
lan
g
u
a
g
e
p
o
licies
with
o
u
t
ad
eq
u
ate
s
u
p
p
o
r
t
f
o
r
d
is
ad
v
an
tag
ed
s
tu
d
e
n
ts
f
u
r
th
er
co
m
p
licates
th
eir
tr
an
s
itio
n
an
d
in
cr
ea
s
es
ex
is
tin
g
in
eq
u
alit
ies
[
6
]
,
[
1
2
]
.
W
h
ile
ex
is
tin
g
liter
atu
r
e
h
as
ex
p
lo
r
ed
th
e
lear
n
in
g
s
tr
ateg
ies
em
p
lo
y
ed
b
y
E
n
g
lis
h
-
m
ajo
r
s
tu
d
en
ts
in
Vietn
am
[
1
3
]
–
[
1
5
]
,
th
er
e
ar
e
s
till
n
o
tab
le
g
ap
s
in
u
n
d
er
s
tan
d
in
g
ab
o
u
t
th
e
co
p
in
g
s
tr
ateg
ies
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
av
ailab
le
to
r
u
r
a
l
E
n
g
lis
h
m
ajo
r
s
[
1
6
]
,
[
1
7
]
.
Ad
d
r
ess
in
g
th
ese
g
ap
s
is
ess
en
tial
f
o
r
p
r
o
v
i
d
in
g
tar
g
eted
in
ter
v
e
n
tio
n
s
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
ca
n
h
elp
r
u
r
al
s
tu
d
en
ts
n
av
ig
ate
th
e
ch
alle
n
g
es
th
ey
f
ac
e
an
d
ac
h
iev
e
ac
ad
em
ic
s
u
cc
ess
.
T
h
e
p
r
esen
t
s
tu
d
y
aim
s
to
b
r
id
g
e
th
ese
g
ap
s
b
y
ex
p
lo
r
in
g
th
e
ex
p
er
ien
ce
s
o
f
Vietn
a
m
ese
r
u
r
al
E
n
g
lis
h
m
ajo
r
s
at
an
u
r
b
a
n
u
n
iv
er
s
ity
.
B
y
f
o
c
u
s
in
g
o
n
th
e
f
ac
to
r
s
co
n
t
r
ib
u
tin
g
to
th
ei
r
ac
a
d
em
ic
m
ar
g
in
aliza
tio
n
,
th
is
s
tu
d
y
s
ee
k
s
to
p
r
o
v
id
e
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
ch
allen
g
es
th
ese
s
tu
d
en
ts
en
co
u
n
ter
an
d
th
e
way
s
in
wh
ich
th
ey
n
a
v
ig
ate
th
eir
ac
ad
em
ic
jo
u
r
n
ey
s
.
Sp
ec
if
ically
,
th
e
s
tu
d
y
aim
s
t
o
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
i)
W
h
at
ch
allen
g
es
d
o
d
is
ad
v
an
tag
ed
r
u
r
al
s
tu
d
en
ts
f
a
ce
wh
en
s
tu
d
y
in
g
in
an
E
n
g
lis
h
-
m
ajo
r
u
n
d
er
g
r
ad
u
ate
p
r
o
g
r
am
?
ii)
W
h
at
co
p
in
g
s
tr
ateg
ies
d
o
l
o
w
-
in
co
m
e,
r
u
r
al
-
o
r
ig
in
s
tu
d
en
ts
em
p
lo
y
to
o
v
er
c
o
m
e
th
eir
ac
ad
em
ic
m
ar
g
in
aliza
tio
n
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Aca
d
e
m
i
c
m
a
r
g
i
n
a
liz
ati
o
n
is
a
c
o
m
p
le
x
is
s
u
e
t
h
at
a
f
f
ec
ts
v
ar
io
u
s
g
r
o
u
p
s
i
n
h
i
g
h
e
r
e
d
u
ca
ti
o
n
.
I
t
r
e
f
e
r
s
to
t
h
e
e
x
cl
u
s
i
o
n
a
n
d
r
esis
t
a
n
c
e
f
a
ce
d
b
y
m
a
r
g
i
n
a
liz
ed
co
m
m
u
n
it
ies
,
s
u
c
h
as
Dal
its
,
A
d
i
v
asis
,
Af
r
i
ca
n
Am
e
r
i
ca
n
s
,
f
em
ales
,
a
n
d
L
ati
n
as
,
w
it
h
i
n
a
ca
d
e
m
i
c
s
e
tt
in
g
s
[
1
8
]
,
[
1
9
]
.
T
h
es
e
g
r
o
u
p
s
o
f
te
n
n
a
v
i
g
ate
o
p
p
o
s
it
i
o
n
al
p
o
s
i
ti
o
n
s
a
n
d
e
n
c
o
u
n
te
r
b
a
r
r
ie
r
s
t
h
at
r
est
r
i
ct
th
ei
r
f
u
ll
p
a
r
ti
ci
p
at
io
n
i
n
h
i
g
h
e
r
e
d
u
c
ati
o
n
[
1
9
]
,
[
2
0
]
.
T
h
e
co
n
ce
p
t
o
f
ac
ad
em
ic
m
a
r
g
in
aliza
tio
n
is
p
ar
ticu
lar
ly
r
ele
v
an
t
wh
en
e
x
am
in
in
g
th
e
e
x
p
e
r
ien
ce
s
o
f
s
tu
d
en
ts
with
r
u
r
al
o
r
ig
in
s
i
n
u
r
b
a
n
u
n
iv
er
s
ities
.
T
h
ese
s
tu
d
en
ts
o
f
te
n
f
ac
e
ex
clu
s
io
n
an
d
b
a
r
r
ier
s
to
th
e
tr
an
s
itio
n
to
a
n
d
f
u
ll
p
ar
ticip
atio
n
in
h
ig
h
e
r
ed
u
ca
tio
n
d
u
e
to
a
lack
o
f
c
u
ltu
r
al
ca
p
ital
alig
n
ed
with
th
e
d
o
m
in
an
t
ac
ad
e
m
ic
cu
ltu
r
e
[
2
1
]
–
[
2
4
]
.
As
B
o
u
r
d
ieu
s
u
g
g
est
s
,
th
e
m
is
m
atch
b
etwe
en
r
u
r
al
s
tu
d
en
ts
’
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
an
d
th
e
ex
p
ec
tati
o
n
s
o
f
u
r
b
a
n
u
n
iv
er
s
ities
ca
n
m
an
if
est
at
m
u
ltip
le
lev
els,
i
n
clu
d
in
g
th
e
r
u
r
al
-
u
r
b
an
d
iv
i
d
e
a
n
d
ac
ad
em
ic
-
c
u
ltu
r
al
d
is
p
ar
ities
[
2
1
]
,
[
2
5
]
,
[
2
6
]
.
T
h
is
m
is
m
atch
ca
n
lead
t
o
s
tu
d
en
ts
’
f
ee
lin
g
s
o
f
alien
atio
n
,
is
o
latio
n
,
an
d
d
if
f
icu
lty
in
ad
a
p
tin
g
to
t
h
e
n
ew
ac
ad
em
ic
en
v
ir
o
n
m
e
n
t.
Ma
r
g
in
aliza
tio
n
co
u
ld
b
e
f
u
r
t
h
er
co
m
p
o
u
n
d
ed
b
y
th
e
i
n
ter
s
ec
tio
n
o
f
th
e
s
tu
d
en
ts
’
id
en
titi
es,
s
u
ch
as
th
eir
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
g
e
o
g
r
ap
h
ic
lo
ca
tio
n
,
a
n
d
c
u
ltu
r
al
b
ac
k
g
r
o
u
n
d
[
2
7
]
,
[
2
8
]
.
T
h
e
c
o
m
p
o
u
n
d
ed
ef
f
ec
ts
o
f
th
ese
ca
n
cr
ea
te
s
ig
n
if
ican
t
b
ar
r
ier
s
to
ac
a
d
em
ic
s
u
cc
es
s
an
d
well
-
b
ein
g
f
o
r
r
u
r
al
s
tu
d
en
ts
.
Fo
r
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
with
r
u
r
al
b
ac
k
g
r
o
u
n
d
s
,
th
e
m
ar
g
in
alize
d
e
x
p
er
ien
ce
is
o
f
te
n
ch
ar
ac
ter
iz
ed
b
y
th
ei
r
lim
ited
p
ar
ticip
atio
n
in
ac
ad
em
ic
ac
ti
v
ities
d
u
e
to
n
u
m
er
o
u
s
lin
g
u
is
tic
ch
allen
g
es.
C
u
m
m
in
s
[
2
9
]
s
u
g
g
ests
th
at
th
er
e
is
a
d
is
tin
ctio
n
b
etwe
en
b
asic
in
ter
p
er
s
o
n
al
c
o
m
m
u
n
icatio
n
s
k
ills
(
B
I
C
S)
an
d
c
o
g
n
itiv
e
ac
ad
em
ic
lan
g
u
ag
e
p
r
o
f
icien
c
y
(
C
AL
P).
T
h
is
d
is
tin
ctio
n
is
p
ar
ticu
lar
ly
r
elev
an
t
f
o
r
r
u
r
al
E
n
g
lis
h
m
ajo
r
s
tu
d
en
ts
wh
o
m
ay
s
tr
u
g
g
le
with
th
e
ac
ad
em
ic
lan
g
u
ag
e
d
em
an
d
s
o
f
th
ei
r
th
eo
r
etica
l
E
n
g
lis
h
lin
g
u
is
tics
co
u
r
s
es.
C
u
m
m
in
s
[
2
9
]
p
o
s
its
th
at
C
AL
P,
d
ev
elo
p
ed
in
th
e
f
i
r
s
t
lan
g
u
a
g
e,
ca
n
s
u
p
p
o
r
t
th
e
ac
q
u
is
itio
n
o
f
s
ec
o
n
d
lan
g
u
ag
e
liter
ac
y
s
k
ills
.
C
AL
P
p
lay
s
a
cr
u
cial
r
o
le
in
ac
a
d
em
ic
ac
h
iev
e
m
en
t
b
y
en
a
b
lin
g
s
tu
d
en
ts
to
en
g
ag
e
with
ac
ad
em
ic
co
n
ten
t,
d
em
o
n
s
tr
ate
c
r
itical
th
in
k
in
g
,
an
d
ex
p
r
ess
co
m
p
l
ex
id
ea
s
ef
f
ec
tiv
el
y
[
3
0
]
.
I
t
i
s
n
o
ted
th
at
wh
ile
lear
n
er
s
m
ay
ap
p
ea
r
f
lu
e
n
t
in
s
o
cial
co
n
tex
ts
,
th
eir
s
k
ills
m
ay
b
e
s
u
p
er
f
icial
an
d
lim
ited
to
B
I
C
S,
th
u
s
r
eq
u
ir
in
g
th
e
d
ev
elo
p
m
en
t
o
f
C
AL
P
f
o
r
ac
a
d
em
ic
s
u
c
ce
s
s
.
R
esear
ch
h
as
s
h
o
wn
s
tu
d
en
ts
with
r
u
r
al
b
ac
k
g
r
o
u
n
d
s
m
ay
s
tr
u
g
g
le
to
d
ev
elo
p
th
e
n
ec
ess
ar
y
C
AL
P f
o
r
E
n
g
lis
h
-
m
e
d
iu
m
c
o
u
r
s
es
[
3
1
]
,
[
3
2
]
.
T
h
ey
o
f
ten
s
tr
u
g
g
le
with
g
ap
s
in
r
ea
d
in
g
,
wr
itin
g
,
lis
ten
in
g
,
a
n
d
s
p
ea
k
in
g
s
k
ills
,
wh
ich
ca
n
s
ig
n
if
i
ca
n
tly
im
p
ac
t
th
eir
p
ar
ticip
atio
n
a
n
d
p
er
f
o
r
m
an
c
e
in
E
n
g
lis
h
-
m
ajo
r
co
u
r
s
es.
T
h
ese
g
ap
s
ar
e
o
f
te
n
th
e
co
n
s
e
q
u
en
ce
s
o
f
lim
ited
ex
p
o
s
u
r
e
to
E
n
g
lis
h
lan
g
u
a
g
e
r
eso
u
r
ce
s
an
d
p
r
ac
tice
o
p
p
o
r
tu
n
ities
[
3
3
]
–
[
3
5
]
o
r
in
ad
eq
u
ate
s
u
p
p
o
r
t sy
s
tem
s
in
r
u
r
al
ar
ea
s
[
3
6
]
–
[
3
8
]
.
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
.
4
,
Au
g
u
s
t
2025
:
3
3
0
4
-
3
3
1
4
3306
Stu
d
en
ts
tr
an
s
itio
n
in
g
f
r
o
m
r
u
r
al
s
ch
o
o
ls
to
u
r
b
an
u
n
iv
er
s
ities
ca
n
also
b
e
m
ar
g
in
alize
d
b
y
a
lack
o
f
s
o
cial
s
u
p
p
o
r
t
an
d
co
llab
o
r
ativ
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
wh
ic
h
ar
e
n
ee
d
e
d
f
o
r
t
h
e
d
e
v
elo
p
m
en
t
o
f
s
elf
-
ef
f
icac
y
b
elief
s
an
d
p
o
s
itiv
e
ac
ad
em
ic
id
en
titi
es.
Self
-
ef
f
icac
y
b
elie
f
s
,
wh
ich
r
ef
er
to
an
i
n
d
iv
id
u
al’
s
b
elief
in
th
eir
ab
ilit
y
to
s
u
cc
ee
d
in
s
p
ec
if
ic
s
itu
atio
n
s
o
r
ac
co
m
p
lis
h
task
s
,
ca
n
co
n
tr
ib
u
te
to
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
p
er
s
is
ten
ce
,
an
d
ac
ad
em
ic
s
u
c
ce
s
s
[
3
9
]
,
[
4
0
]
.
R
esear
ch
s
u
g
g
ests
th
at
r
u
r
al
s
tu
d
en
ts
with
s
tr
o
n
g
s
elf
-
ef
f
icac
y
b
elief
s
ar
e
m
o
r
e
lik
ely
to
p
er
s
is
t
an
d
d
ev
elo
p
a
p
o
s
itiv
e
ac
ad
em
ic
id
en
tity
[
4
1
]
.
Pas
t
r
esear
ch
by
Mic
k
witz
an
d
Su
o
jala
[
4
2
]
h
ig
h
lig
h
ted
th
at
s
tu
d
en
ts
with
h
ig
h
s
elf
-
ef
f
icac
y
b
elief
s
ar
e
m
o
r
e
lik
ely
to
b
e
p
er
s
is
ten
t
an
d
h
ar
d
-
w
o
r
k
in
g
.
Similar
ly
,
a
lo
n
g
itu
d
in
al
ca
s
e
s
tu
d
y
b
y
Hsu
[
4
3
]
i
n
v
esti
g
ated
th
e
m
o
tiv
atio
n
a
l
f
lu
ctu
atio
n
s
am
o
n
g
y
o
u
n
g
r
u
r
al
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL
)
lear
n
er
s
,
em
p
h
asi
zin
g
th
e
im
p
ac
t
o
f
s
ch
o
o
l
clim
ate
o
n
s
tu
d
en
t
m
o
tiv
atio
n
an
d
th
e
im
p
o
r
tan
c
e
o
f
a
s
u
p
p
o
r
ti
v
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
al
tr
ajec
to
r
ies
wer
e
s
h
ap
ed
b
y
v
ar
io
u
s
f
ac
to
r
s
,
in
cl
u
d
in
g
th
eir
p
er
ce
iv
ed
v
alu
e
o
f
E
n
g
lis
h
,
s
elf
-
ef
f
icac
y
b
elief
s
,
an
d
th
e
s
u
p
p
o
r
t
th
ey
r
ec
eiv
e
d
f
r
o
m
teac
h
er
s
an
d
p
ee
r
s
.
Ho
wev
er
,
d
ev
elo
p
in
g
s
elf
-
ef
f
icac
y
is
a
c
h
allen
g
in
g
task
f
o
r
an
y
s
tu
d
en
ts
wh
o
ar
e
f
ee
lin
g
m
ar
g
i
n
alize
d
in
t
h
eir
ac
ad
em
ic
life
.
Fu
r
th
er
m
o
r
e
,
wh
ile
s
o
cial
in
ter
ac
tio
n
an
d
c
o
llab
o
r
atio
n
a
r
e
im
p
o
r
tan
t
i
n
th
e
lear
n
in
g
p
r
o
ce
s
s
[
4
4
]
,
as
co
llab
o
r
ativ
e
lear
n
in
g
o
p
p
o
r
t
u
n
ities
allo
w
s
tu
d
en
ts
to
en
g
ag
e
in
m
ea
n
in
g
f
u
l
n
eg
o
tiatio
n
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
[
4
5
]
,
[
4
6
]
,
r
u
r
al
s
tu
d
en
ts
in
u
r
b
an
u
n
iv
er
s
ities
m
ay
f
ac
e
ch
allen
g
es
in
h
av
in
g
th
ese
o
p
p
o
r
tu
n
ities
d
u
e
to
f
ac
t
o
r
s
s
u
ch
as c
u
ltu
r
al
d
if
f
er
en
ce
s
,
lan
g
u
ag
e
b
ar
r
ier
s
,
an
d
lim
ited
s
o
cial
n
etwo
r
k
s
[
4
7
]
,
[
4
8
]
.
3.
M
E
T
H
O
D
3
.
1
.
P
a
rt
icipa
nts a
nd
s
et
t
ing
s
T
h
e
p
r
esen
t
s
tu
d
y
is
a
ca
s
e
s
tu
d
y
th
at
em
p
lo
y
ed
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
eth
o
d
t
o
r
ec
r
u
it
th
r
ee
f
em
ale
s
tu
d
en
ts
wh
o
wer
e
cu
r
r
en
t
s
t
u
d
en
ts
at
a
u
n
iv
e
r
s
ity
in
Ho
C
h
i
Min
h
C
ity
,
Vietn
am
.
T
h
e
p
ar
ticip
an
ts
,
Han
,
Du
y
en
,
an
d
L
an
,
a
g
ed
2
1
y
ea
r
s
o
ld
an
d
all
o
r
ig
i
n
ated
f
r
o
m
r
u
r
al
p
r
o
v
in
ce
s
in
Vietn
am
.
No
te
th
at
all
p
ar
ticip
an
ts
’
n
am
es
ar
e
p
s
eu
d
o
n
y
m
s
.
At
th
e
tim
e
o
f
th
e
s
tu
d
y
,
th
e
y
wer
e
in
th
e
t
h
ir
d
y
ea
r
o
f
th
e
E
n
g
lis
h
m
ajo
r
u
n
d
er
g
r
ad
u
ate
p
r
o
g
r
am
.
Prio
r
to
th
eir
u
n
iv
er
s
ity
ed
u
ca
tio
n
,
th
e
p
a
r
ticip
an
ts
h
ad
s
ev
e
n
y
ea
r
s
o
f
lea
r
n
in
g
E
n
g
lis
h
as
a
c
o
m
p
u
ls
o
r
y
s
u
b
ject
in
ju
n
io
r
a
n
d
s
en
io
r
h
ig
h
s
ch
o
o
ls
,
as
m
an
d
ated
b
y
t
h
e
Vietn
am
ese
n
atio
n
al
ed
u
ca
tio
n
al
s
y
s
tem
.
I
n
th
is
s
tu
d
y
,
th
e
s
elec
tio
n
cr
iter
ia
f
o
r
s
am
p
lin
g
i
n
clu
d
ed
s
tu
d
en
t
s
wh
o
ex
p
er
ie
n
ce
d
d
if
f
icu
lties
with
E
n
g
lis
h
lear
n
in
g
d
u
r
in
g
th
eir
f
ir
s
t
an
d
s
ec
o
n
d
y
ea
r
s
o
f
s
tu
d
y
an
d
th
o
s
e
wh
o
o
r
ig
in
ate
d
f
r
o
m
r
u
r
al
ar
ea
s
in
Vietn
am
.
T
h
ese
cr
iter
ia
wer
e
ch
o
s
en
to
en
s
u
r
e
th
at
th
e
p
ar
ticip
an
ts
h
ad
r
e
lev
an
t
ex
p
er
ien
ce
s
an
d
in
s
ig
h
ts
r
elate
d
to
th
e
r
e
s
ea
r
ch
q
u
esti
o
n
s
.
I
n
f
o
r
m
ed
c
o
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
,
wh
ich
in
clu
d
ed
p
er
m
is
s
io
n
to
r
ec
o
r
d
th
e
in
ter
v
iews a
n
d
u
s
e
th
e
d
at
a
f
o
r
r
esear
c
h
p
u
r
p
o
s
es.
3
.
2
.
Da
t
a
c
o
llect
io
n
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
co
n
d
u
cted
in
Vietn
am
ese,
th
e
p
ar
ticip
an
ts
’
n
ativ
e
lan
g
u
ag
e,
t
o
f
ac
ilit
ate
th
e
ex
p
r
ess
io
n
o
f
th
eir
th
o
u
g
h
ts
an
d
ex
p
e
r
ien
ce
s
.
E
ac
h
in
ter
v
iew
last
ed
ap
p
r
o
x
i
m
ately
1
5
m
in
u
tes
an
d
was
g
u
id
ed
b
y
a
s
et
o
f
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
f
o
cu
s
in
g
o
n
th
e
p
ar
ticip
an
ts
’
e
x
p
er
i
en
ce
s
o
f
ac
a
d
em
ic
ch
allen
g
es,
s
k
ill
d
ef
icits
,
id
en
tity
s
tr
u
g
g
les,
co
p
i
n
g
s
tr
ateg
i
es,
an
d
p
e
r
ce
p
tio
n
s
o
f
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
h
e
in
ter
v
iews we
r
e
au
d
io
-
r
ec
o
r
d
e
d
an
d
later
t
r
an
s
cr
ib
ed
v
er
b
ati
m
f
o
r
a
n
aly
s
is
.
3
.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
in
ter
v
iew
tr
a
n
s
cr
ip
ts
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
a
n
al
y
s
is
,
f
o
llo
win
g
th
e
G
o
h
p
r
o
ce
d
u
r
es
[
4
9
]
.
Go
h
[
4
9
]
a
p
p
r
o
ac
h
to
th
em
ati
c
an
aly
s
is
in
v
o
lv
es
th
r
ee
m
ai
n
s
tep
s
:
i
)
id
en
tify
i
n
g
m
ea
n
in
g
u
n
its
;
ii
)
g
r
o
u
p
in
g
m
ea
n
in
g
u
n
its
in
to
ca
teg
o
r
ie
s
;
an
d
iii
)
id
e
n
tify
in
g
th
em
es
th
at
em
er
g
e
f
r
o
m
t
h
e
ca
teg
o
r
ies.
T
h
e
a
n
aly
s
is
p
r
o
ce
s
s
b
eg
an
b
y
id
e
n
tify
in
g
m
ea
n
in
g
u
n
its
b
ased
o
n
th
ei
r
r
elev
an
ce
to
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
m
ea
n
in
g
u
n
its
wer
e
th
en
g
r
o
u
p
ed
i
n
to
ca
teg
o
r
ies
th
r
o
u
g
h
an
iter
ativ
e
p
r
o
ce
s
s
o
f
co
m
p
a
r
in
g
,
c
o
n
tr
asti
n
g
,
an
d
r
ef
in
i
n
g
.
Fin
ally
,
th
em
es
wer
e
id
en
tifie
d
b
y
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
s
an
d
co
n
n
ec
tio
n
s
am
o
n
g
th
e
ca
teg
o
r
ies
an
d
co
n
s
id
er
in
g
th
eir
r
elev
a
n
ce
to
th
e
r
esear
ch
q
u
esti
o
n
s
an
d
th
e
an
aly
tical
f
r
am
ewo
r
k
.
T
h
e
an
aly
tical
f
r
am
ewo
r
k
was
in
f
o
r
m
ed
b
y
B
o
u
r
d
ie
u
’
s
th
eo
r
y
o
f
cu
ltu
r
al
ca
p
ital
[
2
4
]
,
s
o
cial
co
g
n
itiv
e
th
eo
r
y
[
3
9
]
,
[
4
4
]
,
a
n
d
th
e
n
o
tio
n
o
f
in
v
estme
n
t
[
5
0
]
.
C
o
n
s
tan
t
co
m
p
ar
is
o
n
was
em
p
lo
y
ed
t
h
r
o
u
g
h
o
u
t
th
e
a
n
aly
s
is
to
en
s
u
r
e
co
n
s
is
ten
cy
a
n
d
id
en
tify
an
y
n
eg
ativ
e
ca
s
es o
r
co
n
tr
ad
ictio
n
s
.
T
h
e
co
d
i
n
g
an
d
an
aly
s
is
was a
s
s
i
s
ted
b
y
AT
L
AS.ti
[
5
1
]
.
4.
RE
SU
L
T
S
T
h
e
an
aly
s
es
o
f
t
h
e
i
n
t
e
r
v
ie
w
d
a
t
a
r
ev
ea
led
two
m
a
i
n
t
h
e
m
e
s
co
r
r
esp
o
n
d
i
n
g
t
o
o
u
r
r
e
s
e
a
r
c
h
q
u
esti
o
n
s
:
c
h
a
l
l
e
n
g
e
s
f
a
c
e
d
b
y
r
u
r
a
l
s
tu
d
en
ts
a
n
d
co
p
in
g
s
t
r
at
e
g
i
es
em
p
lo
y
ed
t
o
o
v
e
r
c
o
m
e
ac
ad
em
ic
m
ar
g
in
aliza
tio
n
,
a
s
p
r
e
s
e
n
t
e
d
i
n
T
ab
le
s
1
a
n
d
2
.
T
h
e
ch
allen
g
es
c
a
n
b
e
b
r
o
ad
ly
ca
teg
o
r
ized
i
n
t
o
s
k
i
l
l
d
e
f
i
c
it
s
an
d
i
d
e
n
t
i
t
y
s
tr
u
g
g
les
,
wh
ile
t
h
e
c
o
p
i
n
g
s
t
r
a
t
e
g
i
es
e
n
c
o
m
p
a
s
s
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
ie
s
,
s
u
p
p
o
r
t
s
y
s
t
e
m
s
,
a
n
d
p
s
y
ch
o
lo
g
ical
ad
ap
tatio
n
.
T
o
p
r
o
t
e
c
t
p
a
r
t
i
ci
p
a
n
t
s
’
i
d
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t th
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r
esen
tatio
n
o
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th
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.
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
P
la
yin
g
ca
tch
-
u
p
:
V
ietn
a
mese
r
u
r
a
l stu
d
en
t v
o
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n
b
r
id
g
in
g
a
ca
d
emic
ma
r
g
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liz
a
tio
n
(
Da
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h
C
o
n
g
V
u
)
3307
4
.
1
.
S
k
ill def
icit
s
a
nd
identit
y
s
t
rug
g
les
T
h
e
r
u
r
al
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tu
d
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th
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d
y
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ted
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ir
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:
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th
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t
I
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s
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b
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t th
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s
t w
a
s
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g
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kill
.
”
(
Han
)
“
F
o
r
s
kills
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ch
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s
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ten
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ys,
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d
id
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t h
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ve
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ch
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p
o
s
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r
e
.
”
(
D
u
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en
)
T
h
e
s
tu
d
en
ts
’
d
if
f
icu
lties
in
p
ar
ticip
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in
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o
o
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u
r
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m
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n
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ited
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n
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ess
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id
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ig
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t
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n
g
lis
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.
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n
’
s
ex
p
e
r
ien
ce
h
ig
h
lig
h
ts
th
is
ch
allen
g
e:
“
Wh
en
in
cla
s
s
,
th
e
tea
ch
ers
a
s
ke
d
q
u
esti
o
n
s
r
ela
ted
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e
l
ess
o
n
a
n
d
in
vited
s
tu
d
en
ts
to
a
n
s
w
er,
I
lis
ten
ed
to
th
e
tea
c
h
ers
’
q
u
esti
o
n
s
b
u
t
d
id
n
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t
k
n
o
w
h
o
w
t
o
a
n
s
w
er
in
E
n
g
lis
h
.
I
n
V
ietn
a
mese,
I
co
u
ld
th
in
k
o
f
a
few
id
ea
s
,
b
u
t
w
h
en
I
h
a
d
to
tr
a
n
s
la
te
t
h
em
in
to
E
n
g
lis
h
,
my
vo
c
a
b
u
l
a
r
y
w
a
s
n
o
t rich
en
o
u
g
h
.
”
T
ab
le
1
.
C
h
allen
g
es f
ac
e
d
b
y
r
u
r
al
s
tu
d
en
ts
Th
e
m
e
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u
b
-
t
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me
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scri
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.
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k
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n
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im
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ily
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n
f
u
lf
illi
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ical
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g
u
ag
e
task
s
,
s
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ch
as
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o
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lar
y
m
em
o
r
izatio
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,
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n
g
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h
to
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tn
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ese
tr
an
s
latio
n
,
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d
g
r
a
m
m
ar
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er
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with
litt
le
em
p
h
asis
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n
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th
en
tic
co
m
m
u
n
icatio
n
a
n
d
lan
g
u
ag
e
u
s
e.
“
In
my
h
ig
h
s
ch
o
o
l,
w
e
o
n
ly
le
a
r
n
ed
tr
a
n
s
la
tin
g
vo
c
a
b
u
l
a
r
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a
n
d
g
r
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mma
r
.
”
(
L
an
)
“
Wh
en
s
tu
d
yin
g
in
h
ig
h
s
ch
o
o
l,
I
o
n
ly
h
a
d
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p
o
s
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r
e
to
E
n
g
l
is
h
th
r
o
u
g
h
w
r
itin
g
s
k
ills
a
n
d
d
o
in
g
ex
ercis
es o
n
p
a
p
er
.
”
(
Du
y
e
n
)
T
h
e
lack
o
f
o
p
p
o
r
tu
n
ities
f
o
r
d
ev
elo
p
in
g
co
m
m
u
n
icativ
e
E
n
g
lis
h
s
k
ills
in
th
eir
h
ig
h
s
ch
o
o
ls
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o
s
ed
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ig
n
if
ican
t
ch
allen
g
es
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o
r
th
e
s
tu
d
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ts
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en
tr
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s
itio
n
in
g
to
th
e
u
n
iv
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r
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ity
en
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ir
o
n
m
en
t,
wh
e
r
e
th
ey
wer
e
ex
p
ec
ted
to
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g
ag
e
in
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e
r
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g
e
o
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m
m
u
n
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e
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g
u
ag
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-
d
em
an
d
in
g
an
d
ac
ad
em
ic
task
s
.
L
an
elab
o
r
ated
o
n
th
is
is
s
u
e:
“
F
o
r
g
r
a
mma
r
,
th
ere
w
e
r
e
tip
s
o
n
w
h
a
t
to
u
s
e
in
ce
r
ta
in
p
o
s
itio
n
s
,
b
u
t
in
g
en
era
l,
w
e
d
id
n
’
t
h
a
ve
a
n
y
a
p
p
lica
tio
n
f
o
r
lis
ten
in
g
,
s
p
ea
kin
g
,
r
ea
d
in
g
,
o
r
w
r
itin
g
.
”
As
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r
esu
lt
o
f
th
eir
p
r
io
r
lan
g
u
ag
e
lear
n
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n
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ac
k
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r
o
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n
d
s
,
t
h
e
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tu
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en
ts
s
tr
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g
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le
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p
C
AL
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an
d
k
ee
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ac
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with
t
h
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r
b
an
p
ee
r
s
.
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h
e
p
er
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o
r
m
a
n
ce
g
ap
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etwe
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th
e
r
u
r
al
s
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d
e
n
ts
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d
t
h
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r
b
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co
u
n
ter
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a
r
ts
was e
v
id
en
t in
th
e
tim
e
r
eq
u
ir
ed
to
co
m
p
lete
ass
ig
n
ed
task
s
an
d
th
e
o
v
er
all
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u
ality
o
f
th
eir
wo
r
k
.
Han
d
escr
ib
ed
th
is
ch
allen
g
e:
“
Wh
en
s
tu
d
yin
g
co
u
r
s
es
like
l
is
ten
in
g
,
s
p
ea
kin
g
,
r
ea
d
i
n
g
,
w
r
itin
g
,
mo
s
t
tea
ch
ers
a
s
s
ig
n
ed
ta
s
ks
th
a
t
h
a
d
t
o
b
e
co
m
p
leted
w
ith
in
a
b
o
u
t
5
min
u
tes,
s
tu
d
en
ts
f
r
o
m
th
e
city
c
o
u
ld
d
o
it,
b
u
t
f
o
r
me,
I
n
ee
d
ed
mo
r
e
time.
I
r
ea
liz
ed
t
h
a
t m
y
kn
o
w
led
g
e
w
a
s
to
o
lo
w
.
”
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
.
4
,
Au
g
u
s
t
2025
:
3
3
0
4
-
3
3
1
4
3308
W
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r
th
er
d
escr
ib
es th
e
m
ag
n
itu
d
e
o
f
t
h
e
ac
ad
em
ic
g
ap
ex
p
er
ien
ce
d
b
y
t
h
e
s
tu
d
en
ts
:
“
I
n
th
e
fir
s
t y
ea
r
,
my
s
co
r
es w
ere
ve
r
y
lo
w
,
a
r
o
u
n
d
6
o
th
er so
meth
in
g
.
”
I
n
ad
d
itio
n
t
o
s
k
ill
d
e
f
icits
,
th
e
s
tu
d
e
n
ts
ex
p
e
r
ien
ce
d
id
en
tity
s
tr
u
g
g
les
th
at
af
f
ec
ted
th
eir
p
ar
ticip
atio
n
a
n
d
e
n
g
ag
e
m
en
t
in
ac
a
d
em
ic
ac
tiv
ities
.
Feelin
g
s
o
f
s
tr
ess
,
is
o
latio
n
,
an
d
a
ca
d
em
ic
in
f
e
r
io
r
ity
wer
e
p
er
v
asiv
e
am
o
n
g
th
e
s
tu
d
en
ts
,
as
th
ey
s
u
f
f
er
ed
f
r
o
m
t
h
e
p
s
y
ch
o
lo
g
ical
to
ll
o
f
th
eir
s
en
s
e
o
f
o
th
er
n
ess
an
d
ac
ad
em
ic
m
ar
g
in
aliza
tio
n
.
L
an
d
escr
ib
ed
h
er
e
m
o
tio
n
al
s
tate:
“
My
feelin
g
w
a
s
fea
r
.
F
ir
s
t
ly,
it
w
a
s
d
iffi
cu
lt
to
ta
lk
to
fr
ie
n
d
s
b
ec
a
u
s
e
I
a
m
fr
o
m
th
e
p
r
o
vin
ce
.
S
ec
o
n
d
ly,
I
felt
in
feri
o
r
to
th
e
m.
S
o
,
I
a
ls
o
h
a
d
a
feelin
g
o
f
in
feri
o
r
ity.
I
t
u
p
s
et
me,
s
to
p
p
ed
me
fr
o
m
s
h
a
r
in
g
it
w
ith
a
n
yo
n
e
else.
I
t
s
o
meh
o
w
crea
ted
p
r
ess
u
r
e
o
n
me
a
b
o
u
t
s
co
r
es
co
mp
a
r
ed
to
my
p
ee
r
s
.
A
t
th
a
t
time,
I
h
a
d
ju
s
t
co
me
fr
o
m
th
e
co
u
n
tr
ysid
e,
s
o
I
felt
q
u
ite
lo
n
ely
a
n
d
ve
r
y
s
tr
es
s
ed
.
”
T
h
e
s
tu
d
e
n
ts
’
lack
o
f
co
n
f
id
en
ce
an
d
p
ar
ticip
atio
n
f
ea
r
s
lim
ited
th
eir
en
g
a
g
em
en
t
in
class
r
o
o
m
ac
tiv
ities
,
as
th
ey
h
esit
ated
to
r
aise
th
eir
h
an
d
s
o
r
s
p
ea
k
u
p
i
n
class
.
L
an
a
n
d
Du
y
e
n
s
h
ar
ed
a
s
im
ilar
ex
p
er
ien
ce
a
b
o
u
t c
lass
r
o
o
m
d
i
s
cu
s
s
io
n
s
:
“
In
cla
s
s
,
th
ere
w
a
s
a
n
o
th
er
p
r
ess
u
r
e
th
a
t
I
d
id
n
’
t
d
a
r
e
t
o
r
a
is
e
my
h
a
n
d
to
s
p
ea
k,
a
n
d
m
y
s
co
r
es
w
ere
a
ls
o
a
ffected
.
”
(
L
an
)
“
I
w
a
s
r
elu
cta
n
t
to
t
a
lk
to
my
f
r
ien
d
s
b
ec
a
u
s
e
th
ey
w
ere
mu
c
h
b
etter a
t
co
mmu
n
ica
tin
g
in
E
n
g
lis
h
th
a
n
me
.
”
(
D
u
y
en
)
T
h
e
co
n
tr
ast
b
etwe
en
th
e
r
u
r
al
s
tu
d
en
ts
’
lan
g
u
ag
e
a
b
ilit
ies
an
d
th
o
s
e
o
f
th
eir
u
r
b
an
p
ee
r
s
was
a
r
ec
u
r
r
in
g
th
em
e
in
th
eir
e
x
p
er
ien
ce
s
.
Du
y
en
clea
r
ly
d
escr
ib
ed
th
is
f
ee
li
n
g
in
th
e
q
u
o
te:
“
I
co
u
l
d
n
’
t
t
a
lk
o
r
a
n
s
w
er
my
cla
s
s
ma
tes
in
E
n
g
lis
h
.
Mea
n
w
h
ile,
my
fr
ien
d
s
w
ere
ve
r
y
q
u
ick.
Wh
en
th
e
tea
c
h
er
fin
is
h
ed
a
s
kin
g
,
th
ey
r
a
is
ed
th
eir
h
a
n
d
s
a
n
d
c
o
u
ld
a
n
s
w
er
in
lo
n
g
,
flu
en
t
E
n
g
lis
h
s
en
ten
ce
s
.
I
c
o
u
ld
o
n
ly
a
n
s
w
er
u
s
in
g
s
in
g
le
w
o
r
d
s
p
u
t
to
g
eth
er.
I
f
o
u
n
d
myself
mu
ch
w
ea
ke
r
th
a
n
my
fr
ien
d
s
.
”
4
.
2
.
Co
pin
g
s
t
ra
t
eg
ies
T
h
e
p
ar
ticip
an
ts
em
p
lo
y
e
d
f
o
u
r
m
ain
t
y
p
es
o
f
lan
g
u
a
g
e
le
ar
n
in
g
s
tr
ateg
ies.
First,
th
ey
en
g
ag
ed
in
m
em
o
r
y
an
d
co
g
n
itiv
e
p
r
ac
tices,
wo
r
k
in
g
d
ir
ec
tly
with
la
n
g
u
ag
e
co
n
te
n
t
to
lea
r
n
a
n
d
i
m
p
r
o
v
e
v
o
ca
b
u
lar
y
r
eten
tio
n
.
As Ha
n
d
escr
ib
e
d
:
“
I
r
ea
d
s
h
o
r
t
p
a
r
a
g
r
a
p
h
s
,
lo
o
ke
d
u
p
n
ew
w
o
r
d
s
,
to
o
k
n
o
tes
a
n
d
mem
o
r
iz
ed
th
em.
Th
en
I
r
erea
d
th
e
a
r
ticle,
s
o
I
co
u
ld
r
eme
mb
er so
me
o
f th
e
vo
ca
b
u
la
r
y
.
”
Seco
n
d
,
s
tu
d
e
n
ts
m
ad
e
u
s
e
o
f
au
th
e
n
tic
m
ater
ials
b
y
en
g
ag
in
g
with
au
th
en
tic
E
n
g
lis
h
co
n
ten
ts
a
v
ailab
le
o
n
lin
e.
L
an
ex
p
lain
e
d
th
is
ap
p
r
o
ac
h
:
“
F
o
r
lis
ten
in
g
,
I
fo
cu
s
o
n
w
a
t
ch
in
g
vid
eo
s
th
a
t
I
like
r
a
th
er
th
a
n
d
o
in
g
ex
ercis
es,
b
ec
a
u
s
e
d
o
in
g
ex
ercis
es i
s
a
b
it b
o
r
in
g
.
”
T
h
is
p
r
ef
er
en
ce
f
o
r
a
u
th
en
tic
m
ater
ials
o
v
er
tr
ad
itio
n
al
e
x
er
cises
s
u
g
g
ests
s
tu
d
en
ts
’
awa
r
en
ess
o
f
th
e
n
ee
d
f
o
r
m
ea
n
in
g
f
u
l
lan
g
u
ag
e
ex
p
o
s
u
r
e.
T
h
ir
d
,
s
tu
d
en
ts
em
p
lo
y
ed
m
etac
o
g
n
itiv
e
p
la
n
n
in
g
to
o
r
g
an
ize
an
d
ev
alu
ate
th
eir
lear
n
in
g
.
As Du
y
en
s
h
ar
e
d
:
“
A
b
o
u
t
th
e
lea
r
n
in
g
meth
o
d
in
cla
s
s
,
I
th
in
k
I
h
a
d
to
p
a
y
a
tten
tio
n
to
th
e
tea
ch
er’s
lectu
r
e.
Th
e
s
ma
ll d
eta
ils
in
th
e
lectu
r
e,
a
lth
o
u
g
h
s
imp
le,
w
ere
ve
r
y
u
s
efu
l
.
”
Fo
u
r
th
,
s
tu
d
e
n
ts
d
ev
elo
p
e
d
af
f
ec
tiv
e
co
n
tr
o
l
s
tr
ateg
ies
f
o
r
m
an
ag
in
g
e
m
o
tio
n
s
an
d
an
x
iety
in
lear
n
in
g
.
Du
y
e
n
d
escr
ib
ed
th
is
p
r
o
ce
s
s
:
“
Gra
d
u
a
lly
,
I
lea
r
n
e
d
fr
o
m
my
fr
ien
d
s
,
I
ch
a
n
g
ed
myself a
n
d
mo
tiva
ted
myself m
o
r
e
.
”
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
P
la
yin
g
ca
tch
-
u
p
:
V
ietn
a
mese
r
u
r
a
l stu
d
en
t v
o
ices o
n
b
r
id
g
in
g
a
ca
d
emic
ma
r
g
in
a
liz
a
tio
n
(
Da
n
h
C
o
n
g
V
u
)
3309
T
ab
le
2
.
C
o
p
in
g
s
tr
ateg
ies em
p
lo
y
ed
b
y
r
u
r
al
s
tu
d
en
ts
C
a
t
e
g
o
r
y
S
t
r
a
t
e
g
i
e
s
D
e
scri
p
t
i
o
n
La
n
g
u
a
g
e
l
e
a
r
n
i
n
g
M
e
m
o
r
y
a
n
d
c
o
g
n
i
t
i
v
e
s
t
r
a
t
e
g
i
e
s
W
o
r
k
i
n
g
d
i
r
e
c
t
l
y
w
i
t
h
l
a
n
g
u
a
g
e
c
o
n
t
e
n
t
t
o
l
e
a
r
n
a
n
d
r
e
m
e
m
b
e
r
A
u
t
h
e
n
t
i
c
mat
e
r
i
a
l
s
u
s
e
En
g
a
g
i
n
g
w
i
t
h
r
e
a
l
-
w
o
r
l
d
En
g
l
i
s
h
c
o
n
t
e
n
t
M
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t
a
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t
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O
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M
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P
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A
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D
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mai
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t
a
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mo
t
i
v
a
t
i
o
n
T
h
e
s
tu
d
en
ts
u
tili
ze
d
two
m
ain
ty
p
es
o
f
s
o
cial
s
u
p
p
o
r
t
s
tr
ateg
ies.
T
h
e
f
ir
s
t
in
v
o
lv
ed
p
e
er
s
u
p
p
o
r
t
th
r
o
u
g
h
g
r
o
u
p
s
tu
d
y
a
n
d
p
r
ac
tice
.
Stu
d
en
ts
wer
e
also
cr
ea
tiv
e
in
m
ak
in
g
u
s
e
o
f
lan
g
u
ag
e
p
r
a
ctice
o
p
p
o
r
tu
n
ities
,
as
th
e
s
tu
d
en
ts
d
escr
ib
ed
:
“
E
ve
r
y
time
b
efo
r
e
th
e
mid
term
o
r
fin
a
l
ex
a
m,
I
w
o
u
ld
ma
ke
a
n
a
p
p
o
in
tmen
t
w
ith
my
g
r
o
u
p
o
f
fr
ien
d
s
to
s
tu
d
y
to
g
eth
er o
r
ex
p
la
in
th
e
less
o
n
to
e
a
ch
o
th
er
.
”
(
L
an
)
“
At
h
o
me,
my
r
o
o
mma
tes
a
n
d
I
o
cc
a
s
io
n
a
lly
o
r
g
a
n
iz
e
E
n
g
lis
h
-
s
p
ea
kin
g
d
a
ys.
Wh
o
ev
e
r
ca
n
’
t
s
p
ea
k
E
n
g
lis
h
w
ill h
a
ve
to
s
w
ee
p
th
e
h
o
u
s
e
.
”
(
Han
)
T
h
e
s
ec
o
n
d
ty
p
e
i
n
v
o
lv
ed
tea
ch
er
s
u
p
p
o
r
t,
w
h
er
e
s
tu
d
e
n
ts
ac
tiv
ely
ap
p
r
o
ac
h
ed
teac
h
er
s
f
o
r
h
elp
o
r
m
ad
e
u
s
e
o
f
av
ailab
le
ac
a
d
em
ic
s
u
p
p
o
r
t.
As Du
y
en
an
d
L
an
ap
p
r
ec
iate
d
th
e
tailo
r
ed
s
u
p
p
o
r
t f
r
o
m
tea
ch
er
s
:
“
Th
e
tea
ch
ers
en
co
u
r
a
g
ed
me
to
s
h
a
r
e
my
d
iffi
cu
lties
w
ith
t
h
em,
s
o
th
ey
co
u
l
d
s
u
p
p
o
r
t
me.
.
.
t
h
e
tea
ch
ers
r
ea
lly
h
elp
ed
me
a
lo
t
.
”
(
Du
y
en
)
“
Th
e
tea
ch
ers
a
ls
o
s
ymp
a
th
iz
ed
w
ith
u
s
w
h
o
a
r
e
s
tu
d
en
ts
f
r
o
m
th
e
p
r
o
vin
ce
s
,
s
o
th
ey
ex
p
la
in
ed
th
e
less
o
n
s
ve
r
y
ca
r
efu
lly
a
n
d
s
lo
w
l
y
.
”
(
L
an
)
T
h
e
p
s
y
ch
o
lo
g
ical
ad
ap
tatio
n
s
tr
ateg
ies
m
an
if
ested
in
th
r
e
e
k
ey
way
s
.
First,
s
tu
d
en
ts
wo
r
k
ed
o
n
ac
ad
em
ic
id
en
tity
co
n
s
tr
u
ctio
n
.
T
h
ey
tr
ied
t
o
d
ev
elo
p
a
s
en
s
e
o
f
b
elo
n
g
in
g
in
th
e
ac
ad
em
ic
co
m
m
u
n
ity
.
L
a
n
d
escr
ib
ed
th
is
tr
an
s
f
o
r
m
atio
n
:
“
a
fter
th
e
in
itia
l
p
erio
d
,
h
a
vi
n
g
ma
d
e
s
ma
ll
p
r
o
g
r
ess
,
a
n
s
w
erin
g
co
r
r
ec
tly,
I
felt
th
a
t
I
w
a
s
g
ettin
g
b
etter.
Gra
d
u
a
lly
I
w
a
s
mo
tiva
ted
,
s
o
I
w
a
s
n
o
lo
n
g
er
a
fr
a
id
to
r
a
is
e
my
h
a
n
d
.
”
Seco
n
d
,
s
tu
d
e
n
ts
co
n
s
tr
u
cte
d
an
in
ter
n
al
d
r
i
v
e
f
o
r
im
p
r
o
v
e
m
en
t
b
y
s
ettin
g
a
n
d
p
u
r
s
u
in
g
ac
ad
em
ic
g
o
als.
As
Du
y
en
an
d
Han
ex
p
r
ess
ed
:
“
I
mo
tiva
ted
myself to
s
tu
d
y
w
ell,
a
n
d
n
o
t to
d
is
a
p
p
o
in
t m
y
p
a
r
en
ts
a
t h
o
me
.
”
(
Du
y
en
)
“
I
mo
tiva
ted
myself
b
y
lo
o
kin
g
b
a
ck
a
t
th
e
r
ea
s
o
n
w
h
y
I
ch
o
s
e
th
is
ma
jo
r
,
a
n
d
w
h
a
t
p
u
s
h
ed
me
to
co
n
tin
u
e
p
u
r
s
u
in
g
it
.
”
(
Han
)
Fin
ally
,
s
tu
d
en
ts
r
ep
o
r
ted
d
o
i
n
g
s
elf
-
r
e
f
lectio
n
s
to
ad
ju
s
t
th
eir
lear
n
in
g
ap
p
r
o
ac
h
es
an
d
m
ain
tain
m
o
tiv
atio
n
.
Du
y
en
d
em
o
n
s
tr
ated
th
is
in
th
e
f
o
llo
win
g
e
x
ce
r
p
t:
“
I
a
s
ke
d
myself
if
I
h
a
d
r
ea
ll
y
tr
ied
my
b
est..
.
w
h
en
I
tr
ied
my
b
est
a
n
d
s
till
co
u
ld
n
’
t
r
e
a
ch
my
g
o
a
l,
I
th
en
w
o
u
l
d
th
in
k
a
b
o
u
t g
ivin
g
u
p
.
Th
ese
th
o
u
g
h
ts
g
a
v
e
me
mo
r
e
mo
tiva
tio
n
.
”
5.
DIS
CU
SS
I
O
N
On
e
o
f
th
e
k
ey
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
is
th
e
p
r
o
f
o
u
n
d
im
p
ac
t
o
f
th
e
m
is
m
atch
b
etwe
e
n
th
e
r
u
r
al
h
ab
itu
s
an
d
th
e
d
o
m
in
an
t
ac
a
d
em
ic
cu
ltu
r
e
o
n
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
o
f
in
f
e
r
io
r
ity
,
is
o
latio
n
,
an
d
s
tr
ess
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
p
r
e
v
io
u
s
r
esear
ch
in
o
th
er
E
FL/
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
a
g
e
(
E
SL
)
c
o
n
tex
ts
th
at
h
as
h
ig
h
lig
h
ted
th
e
ch
allen
g
es
f
ac
ed
b
y
r
u
r
al
s
tu
d
e
n
ts
in
ad
ap
tin
g
to
u
r
b
an
ed
u
ca
ti
o
n
al
en
v
ir
o
n
m
en
ts
[
2
1
]
,
[
2
2
]
,
[
5
2
]
.
Ho
wev
er
,
th
e
p
r
esen
t
s
tu
d
y
ex
ten
d
s
t
h
is
u
n
d
e
r
s
tan
d
in
g
b
y
d
e
m
o
n
s
tr
atin
g
h
o
w
th
e
d
is
cr
ep
an
cy
in
c
u
ltu
r
al
ca
p
ital
ca
n
lead
t
o
f
ee
lin
g
s
o
f
in
ad
e
q
u
ac
y
an
d
m
ar
g
in
aliza
tio
n
am
o
n
g
r
u
r
al
s
tu
d
en
ts
.
T
h
e
p
ar
ticip
an
ts
’
d
escr
ip
tio
n
s
o
f
th
eir
em
o
ti
o
n
al
s
tates,
ch
ar
ac
ter
ized
b
y
f
ea
r
,
lo
n
elin
ess
,
a
n
d
s
tr
ess
,
r
ev
ea
led
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
.
4
,
Au
g
u
s
t
2025
:
3
3
0
4
-
3
3
1
4
3310
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
f
th
e
ir
id
en
tity
s
tr
u
g
g
les
o
n
th
eir
well
-
b
ein
g
a
n
d
a
b
ilit
y
to
f
u
lly
en
g
ag
e
in
th
ei
r
s
tu
d
ies.
T
h
er
ef
o
r
e,
a
d
d
r
ess
in
g
th
e
cu
ltu
r
al
d
is
s
o
n
an
ce
ex
p
e
r
ien
ce
d
b
y
r
u
r
al
s
tu
d
en
ts
is
cr
u
cial
f
o
r
p
r
o
m
o
tin
g
th
eir
ac
ad
em
ic
s
u
cc
ess
an
d
we
ll
-
b
ein
g
.
An
o
th
er
n
o
ta
b
le
f
in
d
in
g
o
f
t
h
is
s
tu
d
y
is
th
e
s
ig
n
if
ican
t
r
o
le
p
lay
ed
b
y
s
elf
-
ef
f
icac
y
b
elief
s
an
d
ac
ad
em
ic
id
en
tity
d
e
v
elo
p
m
e
n
t
in
b
u
ild
in
g
r
u
r
al
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
r
esil
ien
ce
.
T
h
e
p
ar
ticip
an
ts
’
in
itial
s
tr
u
g
g
les
with
lo
w
s
elf
-
ef
f
icac
y
an
d
a
s
en
s
e
o
f
in
ad
e
q
u
ac
y
c
o
m
p
ar
ed
to
th
eir
u
r
b
a
n
p
ee
r
s
i
m
p
ly
th
e
n
ee
d
f
o
r
en
h
an
cin
g
s
tr
o
n
g
s
elf
-
ef
f
icac
y
b
elief
s
an
d
p
o
s
itiv
e
ac
ad
e
m
ic
id
en
titi
es.
T
h
is
alig
n
s
wi
th
B
an
d
u
r
a
’
s
s
o
cial
co
g
n
itiv
e
th
eo
r
y
,
wh
ich
em
p
h
asizes
th
e
r
o
le
o
f
s
elf
-
ef
f
ic
ac
y
in
in
d
iv
id
u
als’
m
o
tiv
atio
n
,
p
er
s
is
ten
ce
,
an
d
ac
h
iev
em
en
t.
Pre
v
io
u
s
r
esear
ch
h
as
also
d
em
o
n
s
tr
ated
t
h
at
s
elf
-
ef
f
icac
y
an
d
ac
ad
e
m
ic
id
en
tity
co
u
ld
co
n
tr
ib
u
te
t
o
r
u
r
al
s
tu
d
en
ts
’
s
u
cc
ess
[
4
1
]
,
[
4
2
]
,
[
5
3
]
–
[
5
5
]
.
T
h
e
p
r
esen
t
s
tu
d
y
th
u
s
s
u
g
g
es
ts
th
at
in
ter
v
en
tio
n
s
aim
ed
at
im
p
r
o
v
i
n
g
r
u
r
al
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
an
d
h
elp
in
g
th
em
d
ev
elo
p
p
o
s
itiv
e
ac
ad
e
m
ic
id
en
titi
es
co
u
ld
b
e
ef
f
ec
tiv
e
in
p
r
o
m
o
tin
g
t
h
eir
m
o
tiv
atio
n
a
n
d
r
esil
ien
ce
.
T
h
e
s
tu
d
y
also
r
ev
ea
led
s
tu
d
e
n
ts
with
r
u
r
al
b
ac
k
g
r
o
u
n
d
s
m
ay
em
p
lo
y
v
ar
i
o
u
s
co
p
i
n
g
s
tr
ateg
ies
an
d
ap
p
r
o
ac
h
es
in
th
eir
tr
an
s
itio
n
an
d
lear
n
in
g
.
T
h
is
co
r
r
o
b
o
r
ates
with
s
ev
er
al
p
ast
s
tu
d
ies
in
d
icatin
g
th
at
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
an
d
s
o
cial
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
ar
e
h
elp
f
u
l
in
im
p
r
o
v
in
g
lan
g
u
a
g
e
p
r
o
f
icien
c
y
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
[
5
6
]
–
[
6
1
]
.
Ad
d
it
io
n
ally
,
we
o
b
s
er
v
ed
t
h
at
r
u
r
al
s
tu
d
en
ts
wh
o
s
u
cc
ess
f
u
lly
en
g
ag
ed
in
c
o
llab
o
r
ativ
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
s
h
o
wed
m
ar
k
e
d
im
p
r
o
v
em
en
ts
in
b
o
th
th
ei
r
lan
g
u
ag
e
s
k
ills
an
d
ac
ad
em
ic
co
n
f
i
d
en
ce
.
Ho
wev
er
,
o
u
r
s
t
u
d
y
r
ev
ea
ls
a
p
ar
a
d
o
x
:
wh
ile
s
o
cial
s
u
p
p
o
r
t
is
im
p
o
r
tan
t,
r
u
r
al
s
tu
d
en
ts
o
f
te
n
f
ac
e
s
ig
n
if
ican
t
b
ar
r
ier
s
to
ac
ce
s
s
in
g
th
ese
s
u
p
p
o
r
t
n
etwo
r
k
s
d
u
e
to
c
u
ltu
r
al
an
d
lin
g
u
is
tic
d
if
f
er
e
n
ce
s
.
Ne
v
er
th
eless
,
g
iv
en
th
e
n
ee
d
to
ass
is
t
r
u
r
al
s
tu
d
en
ts
,
th
ese
f
in
d
in
g
s
im
p
l
y
th
at
cu
r
r
icu
lu
m
s
an
d
s
tu
d
y
p
r
o
g
r
a
m
s
s
h
o
u
ld
in
co
r
p
o
r
ate
lan
g
u
a
g
e
lear
n
in
g
s
tr
ateg
ies
an
d
i
n
c
r
ea
s
e
co
llab
o
r
ativ
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
Fin
ally
,
th
e
f
in
d
in
g
s
s
h
o
w
th
at
in
s
titu
tio
n
al
an
d
in
s
tr
u
cti
o
n
al
s
u
p
p
o
r
t
co
u
ld
co
n
tr
ib
u
t
e
to
r
u
r
al
s
tu
d
en
ts
’
ac
ad
em
ic
s
u
cc
ess
a
n
d
well
-
b
ein
g
.
T
h
is
in
d
icate
s
th
e
n
ee
d
f
o
r
tar
g
eted
in
ter
v
e
n
tio
n
s
an
d
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
.
T
h
e
p
ar
ticip
a
n
ts
’
ex
p
er
ien
ce
s
with
d
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iled
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p
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d
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u
n
iq
u
e
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r
u
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tu
d
en
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.
T
h
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is
co
n
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is
ten
t
with
p
r
ev
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o
u
s
r
esear
ch
th
at
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as
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asized
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ig
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ican
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f
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u
p
p
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i
litatin
g
th
e
ac
ad
em
ic
jo
u
r
n
ey
o
f
r
u
r
al
s
tu
d
en
ts
[
1
6
]
,
[
1
7
]
.
Ho
wev
er
,
th
e
lim
ited
ac
ce
s
s
to
lear
n
in
g
f
ac
ilit
ies
a
n
d
e
q
u
ip
m
e
n
t
r
e
p
o
r
ted
b
y
th
e
p
ar
ticip
an
ts
o
f
th
is
s
tu
d
y
s
u
g
g
ests
th
at
th
er
e
ar
e
s
till
ad
m
in
is
tr
ativ
e
is
s
u
es in
p
r
o
v
id
in
g
eq
u
itab
le
ac
ce
s
s
to
r
es
o
u
r
ce
s
f
o
r
r
u
r
al
s
tu
d
en
ts
.
T
o
ad
d
r
ess
th
e
ab
o
v
e
m
en
tio
n
ed
is
s
u
es
an
d
p
r
o
m
o
te
th
e
ac
ad
em
ic
s
u
cc
ess
an
d
well
-
b
ein
g
o
f
r
u
r
al
b
ac
k
g
r
o
u
n
d
s
tu
d
en
ts
,
th
e
co
n
ce
p
t
o
f
p
r
ec
is
io
n
lan
g
u
ag
e
ed
u
ca
tio
n
,
as
p
r
o
p
o
s
ed
b
y
L
ian
an
d
San
g
ar
u
n
[
6
2
]
o
f
f
er
s
a
p
r
o
m
is
in
g
ap
p
r
o
ac
h
.
Pre
cisi
o
n
lan
g
u
a
g
e
e
d
u
ca
tio
n
is
a
r
elativ
ely
n
ew
p
ar
ad
ig
m
th
at
f
o
cu
s
es
o
n
id
en
tify
in
g
i
n
d
iv
id
u
al
lear
n
in
g
p
r
o
b
lem
s
o
f
ea
c
h
s
tu
d
en
t,
a
n
d
n
o
t
g
r
o
u
p
p
r
o
b
lem
s
.
I
t
in
c
o
r
p
o
r
ates
a
r
esear
c
h
-
b
ased
ap
p
r
o
ac
h
to
p
er
s
o
n
alize
ed
u
ca
tio
n
[
6
3
]
.
T
h
is
ap
p
r
o
ac
h
is
in
s
p
ir
ed
b
y
th
e
co
n
ce
p
t o
f
p
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is
io
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m
ed
icin
e,
wh
ich
aim
s
to
p
r
o
v
id
e
ac
cu
r
ate,
d
etailed
,
an
d
co
n
te
x
tu
alize
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tr
ea
tm
en
t
p
lan
s
tailo
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ed
to
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
in
d
iv
id
u
al
p
atien
ts
[
6
2
]
.
Pre
ci
s
io
n
lan
g
u
ag
e
e
d
u
ca
tio
n
alig
n
s
with
a
cr
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is
tem
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lo
g
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ca
l
f
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am
ewo
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k
th
at
u
n
d
er
p
in
s
th
e
co
n
s
tr
u
ctio
n
o
f
k
n
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wled
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d
lear
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in
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e
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s
tan
d
in
g
h
o
w
k
n
o
wled
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e
is
ac
q
u
ir
ed
[
6
3
]
.
T
h
is
f
r
am
ew
o
r
k
r
ec
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g
n
izes
th
at
in
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if
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ex
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ltu
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co
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tr
ib
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te
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ig
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if
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tly
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p
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lea
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p
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ce
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s
es a
n
d
o
u
tc
o
m
es.
T
h
e
co
r
e
p
r
in
cip
le
o
f
p
r
ec
is
io
n
lan
g
u
ag
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tio
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etailed
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alize
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ata
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ter
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lear
n
er
’
s
s
p
ec
if
ic
n
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s
[
6
2
]
.
T
h
is
ap
p
r
o
ac
h
i
n
v
o
lv
es
a
two
-
s
tep
p
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n
d
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ter
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ase.
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n
th
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ase,
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t
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r
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llect
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ten
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ata
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lear
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’
r
esp
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es,
in
ter
ac
tio
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s
,
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d
d
if
f
icu
lties
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cu
r
ately
ass
ess
th
eir
in
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iv
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n
ee
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s
an
d
ch
allen
g
es.
T
h
i
s
d
ata
ca
n
b
e
g
ath
er
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th
r
o
u
g
h
v
ar
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s
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eth
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d
s
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u
ch
as
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m
en
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u
r
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ter
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o
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s
er
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s
.
T
h
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ter
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tio
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ase
i
n
v
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id
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g
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g
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u
p
p
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t
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r
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ased
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n
t
h
e
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r
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e
d
iag
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s
tu
d
en
t’
s
n
ee
d
s
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en
s
u
r
in
g
t
h
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s
u
p
p
o
r
t p
r
o
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i
d
ed
is
ef
f
ec
tiv
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n
d
r
elev
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n
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I
n
th
e
co
n
te
x
t
o
f
r
u
r
al
s
tu
d
e
n
ts
ad
ap
tin
g
to
u
r
b
an
e
d
u
ca
t
io
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m
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ts
,
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r
ec
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io
n
lan
g
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ag
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u
ca
tio
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n
ad
d
r
ess
th
e
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u
ltu
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d
is
s
o
n
an
ce
ex
p
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d
b
y
th
ese
s
tu
d
e
n
ts
,
wh
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cr
u
cial
f
o
r
p
r
o
m
o
tin
g
th
eir
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u
cc
ess
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d
well
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is
cu
s
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li
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co
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p
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alize
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cu
ltu
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d
s
,
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ch
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T
h
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ter
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m
a
y
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p
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in
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am
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d
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k
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av
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ltu
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Pre
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s
to
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is
ch
allen
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Fo
r
in
s
tan
ce
,
Vu
et
a
l
.
[
6
4
]
d
em
o
n
s
tr
ated
t
h
e
ef
f
ec
tiv
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n
ess
o
f
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tech
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o
n
th
eir
s
p
ec
if
ic
p
r
o
b
lem
s
r
ath
er
th
an
atte
m
p
tin
g
to
k
ee
p
p
ac
e
with
th
eir
p
ee
r
s
.
M
o
r
eo
v
er
,
with
th
e
r
em
ar
k
a
b
le
a
d
v
an
ce
m
en
ts
in
a
r
tific
ial
in
tellig
en
c
e
an
d
lar
g
e
lan
g
u
ag
e
m
o
d
els
in
r
ec
en
t
y
ea
r
s
,
cr
ea
tin
g
AI
ch
atb
o
ts
b
ased
o
n
co
llect
ed
lear
n
e
r
d
ata
h
as
b
ec
o
m
e
in
cr
ea
s
in
g
ly
f
ea
s
ib
le.
T
h
ese
AI
ch
atb
o
ts
ca
n
s
er
v
e
as
p
r
iv
ate
tu
to
r
s
f
o
r
ea
c
h
s
tu
d
en
t
to
p
r
o
v
id
e
in
d
iv
i
d
u
alize
d
s
u
p
p
o
r
t
tailo
r
e
d
t
o
th
eir
n
ee
d
s
.
I
n
th
is
s
ce
n
ar
io
,
teac
h
er
s
p
lay
a
cr
u
cial
r
o
le
in
co
llectin
g
d
etailed
an
d
p
r
ec
is
e
d
ata
to
in
f
o
r
m
th
e
k
n
o
wled
g
e
b
ase
an
d
p
er
s
o
n
al
ity
o
f
th
e
AI
c
h
atb
o
ts
,
en
s
u
r
in
g
th
at
th
e
y
ar
e
eq
u
ip
p
e
d
to
ad
d
r
ess
th
e
s
p
ec
if
ic
r
eq
u
ir
em
e
n
ts
o
f
ea
ch
s
tu
d
e
n
t.
An
o
th
er
p
o
s
s
ib
le
s
o
lu
tio
n
,
y
et
n
o
t
n
o
v
el,
is
to
ad
o
p
t
a
tier
e
d
s
u
p
p
o
r
t
s
y
s
tem
,
s
im
ilar
to
th
e
r
esp
o
n
s
e
to
in
ter
v
en
tio
n
(
R
T
I
)
m
o
d
el
u
s
ed
in
m
an
y
ed
u
ca
tio
n
al
s
ettin
g
s
.
R
T
I
is
a
wid
ely
r
ec
o
g
n
iz
ed
p
r
o
b
lem
-
s
o
lv
in
g
m
o
d
el
th
at
aim
s
to
p
r
o
v
id
e
tar
g
eted
ass
ess
m
en
t
an
d
in
ter
v
en
tio
n
s
to
s
tu
d
en
ts
b
ased
o
n
th
eir
r
esp
o
n
s
es
t
o
s
p
ec
if
ic
cu
r
r
icu
la
an
d
in
s
tr
u
ctio
n
s
[
6
5
]
I
n
th
is
m
o
d
el,
s
tu
d
en
ts
ar
e
p
r
o
v
id
ed
with
in
cr
ea
s
in
g
lev
els
o
f
s
u
p
p
o
r
t
b
ased
o
n
th
eir
in
d
i
v
id
u
al
n
e
ed
s
[
6
6
]
.
At
th
e
f
ir
s
t
tier
,
all
s
tu
d
en
ts
r
ec
eiv
e
r
eg
u
lar
in
s
tr
u
ctio
n
with
in
th
e
class
r
o
o
m
.
T
ea
ch
er
s
wo
u
ld
c
o
llect
d
ata
o
n
s
tu
d
e
n
ts
’
r
esp
o
n
s
es,
in
ter
ac
tio
n
s
,
an
d
d
if
f
icu
lties
to
u
n
d
er
s
tan
d
th
eir
in
d
i
v
id
u
al
n
ee
d
s
a
n
d
ch
a
llen
g
es,
as
em
p
h
asized
in
th
e
d
iag
n
o
s
tic
p
h
ase
o
f
p
r
ec
is
io
n
lan
g
u
ag
e
ed
u
ca
tio
n
[
6
2
]
.
Stu
d
en
ts
wh
o
r
eq
u
ir
e
ad
d
itio
n
al
s
u
p
p
o
r
t
m
o
v
e
to
th
e
s
ec
o
n
d
tier
,
wh
e
r
e
th
e
y
r
ec
eiv
e
ta
r
g
eted
in
ter
v
en
tio
n
s
in
s
m
all
g
r
o
u
p
s
o
r
th
r
o
u
g
h
p
ee
r
tu
to
r
in
g
.
T
h
e
u
s
e
o
f
p
ee
r
tu
to
r
in
g
an
d
co
o
p
er
ativ
e
lear
n
in
g
s
tr
ateg
ies
at
th
is
tier
ca
n
h
elp
r
ed
u
ce
th
e
b
u
r
d
e
n
o
n
th
e
tea
ch
er
to
p
r
o
v
id
e
in
d
iv
id
u
alize
d
s
u
p
p
o
r
t
f
o
r
e
v
er
y
s
tu
d
en
t,
as
s
tu
d
en
ts
wo
r
k
to
g
e
th
er
an
d
lear
n
f
r
o
m
ea
ch
o
th
er
.
T
h
e
th
ir
d
tier
is
r
eser
v
e
d
f
o
r
s
tu
d
en
ts
wh
o
n
ee
d
in
ten
s
iv
e,
in
d
iv
id
u
alize
d
s
u
p
p
o
r
t,
wh
ich
ca
n
b
e
p
r
o
v
id
ed
t
h
r
o
u
g
h
o
n
e
-
on
-
o
n
e
s
ess
io
n
s
with
th
e
teac
h
er
o
r
s
p
ec
ialized
s
u
p
p
o
r
t
s
taf
f
.
T
h
is
tier
alig
n
s
clo
s
ely
with
th
e
in
t
er
v
en
tio
n
p
h
ase
o
f
p
r
ec
is
io
n
l
an
g
u
ag
e
ed
u
c
atio
n
.
Ho
wev
er
,
it
is
n
o
ted
th
at
th
e
s
u
cc
ess
o
f
th
is
R
T
I
m
o
d
el
with
an
em
p
h
asis
o
n
p
r
ec
is
io
n
r
elies
o
n
ef
f
ec
tiv
e
s
cr
ee
n
in
g
an
d
p
r
o
g
r
ess
-
m
o
n
ito
r
in
g
p
r
ac
tices
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
6
7
]
.
T
ea
ch
er
s
th
er
ef
o
r
e
wo
u
l
d
n
ee
d
to
b
e
e
q
u
ip
p
e
d
with
t
h
e
ef
f
e
ctiv
e
p
r
ac
tices,
s
k
ills
,
an
d
s
tr
ateg
ies
to
co
llect
an
d
an
aly
z
e
s
tu
d
en
t
lear
n
i
n
g
-
r
elate
d
d
ata,
d
esig
n
a
p
p
r
o
p
r
i
ate
in
ter
v
en
tio
n
s
,
im
p
lem
e
n
t
th
o
s
e
in
a
tim
ely
m
an
n
er
,
a
n
d
m
o
n
ito
r
s
tu
d
en
t
p
r
o
g
r
ess
o
v
e
r
tim
e
.
6.
CO
NCLU
SI
O
N
Ou
r
s
tu
d
y
r
ec
o
u
n
ts
a
s
to
r
y
o
f
tr
an
s
f
o
r
m
atio
n
–
h
o
w
r
u
r
al
V
ietn
am
ese
s
tu
d
en
ts
in
E
n
g
lis
h
m
ajo
r
ed
p
r
o
g
r
a
m
s
o
v
er
co
m
e
th
eir
in
it
ial
s
tr
u
g
g
les
to
f
in
d
th
eir
p
lace
in
th
e
s
tu
d
y
p
r
o
g
r
am
.
W
h
ile
th
ese
s
tu
d
en
ts
s
tar
ted
th
eir
jo
u
r
n
ey
f
ac
in
g
co
n
s
id
er
ab
le
ch
allen
g
es,
th
ey
d
id
n
o
t
r
em
ain
p
ass
iv
e.
I
n
s
tead
,
th
ey
ac
tiv
ely
d
ev
elo
p
e
d
a
co
m
p
r
eh
e
n
s
iv
e
s
et
o
f
co
p
in
g
s
tr
ateg
ies
s
p
an
n
in
g
th
r
ee
k
e
y
ar
ea
s
:
h
o
w
th
e
y
a
p
p
r
o
ac
h
ed
lan
g
u
ag
e
lear
n
in
g
,
h
o
w
th
e
y
b
u
ilt
s
u
p
p
o
r
t
n
etwo
r
k
s
,
an
d
h
o
w
th
ey
a
d
ap
ted
p
s
y
ch
o
lo
g
ically
to
t
h
eir
n
ew
en
v
ir
o
n
m
en
t
.
T
h
ese
in
s
ig
h
ts
p
o
in
t
to
s
o
m
eth
in
g
im
p
o
r
tan
t
in
ed
u
ca
tio
n
al
p
r
ac
tice:
we
n
ee
d
to
th
in
k
d
if
f
er
e
n
tly
ab
o
u
t
s
u
p
p
o
r
tin
g
r
u
r
al
s
tu
d
en
ts
.
Sin
ce
f
o
cu
s
in
g
s
o
lely
o
n
d
ev
elo
p
in
g
th
eir
lan
g
u
a
g
e
s
k
ills
is
n
o
t
ad
eq
u
ate,
we
m
u
s
t
co
n
s
id
er
th
e
wh
o
le
s
tu
d
en
t,
in
clu
d
in
g
th
eir
s
o
cial
co
n
n
ec
tio
n
s
an
d
p
s
y
c
h
o
lo
g
ical
w
ell
-
b
ein
g
.
Pre
cisi
o
n
lan
g
u
ag
e
ed
u
ca
tio
n
o
f
f
e
r
s
a
p
r
o
m
is
in
g
p
ath
f
o
r
war
d
,
as
it
all
o
ws
u
s
to
tai
lo
r
s
u
p
p
o
r
t
to
ea
ch
s
tu
d
en
t’
s
u
n
iq
u
e
n
ee
d
s
ac
r
o
s
s
all
th
ese
d
im
en
s
io
n
s
.
Yet
we
r
ec
o
g
n
ize
th
e
p
r
ac
tical
ch
allen
g
es
th
is
p
r
esen
t
s
in
th
e
co
n
tex
t
o
f
Vietn
am
ese
u
n
iv
er
s
ities
an
d
s
im
ilar
E
FL
co
n
tex
ts
,
w
h
er
e
r
es
o
u
r
ce
s
ar
e
o
f
ten
lim
ited
an
d
cl
ass
es
ar
e
lar
g
e.
T
o
ad
d
r
ess
th
is
,
we
p
r
o
p
o
s
e
two
p
o
ten
tial
s
o
lu
tio
n
s
:
First,
u
ti
lizin
g
tech
n
o
lo
g
y
,
in
clu
d
in
g
AI
-
b
ased
lear
n
in
g
to
o
ls
,
to
p
r
o
v
id
e
p
er
s
o
n
alize
d
s
u
p
p
o
r
t
at
s
ca
le.
Seco
n
d
,
im
p
lem
en
tin
g
tier
ed
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
ca
n
ef
f
icien
tly
allo
ca
te
r
eso
u
r
ce
s
b
ased
o
n
s
tu
d
en
t
n
ee
d
s
wh
ile
m
ain
tain
in
g
th
e
p
er
s
o
n
al
at
ten
tio
n
cr
itical
f
o
r
p
s
y
ch
o
lo
g
ical
a
n
d
s
o
cial
s
u
p
p
o
r
t.
W
h
ile
th
is
ca
s
e
s
tu
d
y
’
s
s
m
all
s
am
p
le
s
ize
m
ay
lim
it
its
g
en
er
aliza
b
ilit
y
,
its
f
in
d
in
g
s
r
aise
im
p
o
r
tan
t
q
u
esti
o
n
s
f
o
r
h
i
g
h
er
ed
u
ca
tio
n
s
tak
eh
o
ld
e
r
s
ab
o
u
t
cr
ea
tin
g
m
o
r
e
eq
u
ita
b
le
lear
n
i
n
g
e
n
v
ir
o
n
m
en
ts
.
Fu
t
u
r
e
r
esear
ch
n
ee
d
s
to
ex
p
lo
r
e
h
o
w
well
th
ese
in
teg
r
ated
s
u
p
p
o
r
t
s
y
s
tem
s
ac
tu
ally
wo
r
k
,
b
ec
au
s
e
u
ltima
tely
,
b
r
id
g
in
g
ac
ad
em
ic
m
ar
g
in
aliza
tio
n
b
eg
in
s
with
u
n
d
er
s
tan
d
in
g
h
o
w
to
b
etter
s
u
p
p
o
r
t
s
tu
d
e
n
ts
as
th
ey
n
av
ig
ate
th
eir
ac
ad
em
ic
tr
an
s
itio
n
s
.
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
.
4
,
Au
g
u
s
t
2025
:
3
3
0
4
-
3
3
1
4
3312
F
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.
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RM
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DATA AV
AI
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ata
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[
DC
V]
.
T
h
e
d
ata,
wh
ich
co
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tain
in
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r
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t p
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e
to
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r
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estrictio
n
s
.
RE
F
E
R
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NC
E
S
[
1
]
T.
H
.
T
.
Tr
a
n
,
“
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2
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.
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o
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g
,
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N
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5
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9
.
[
3
]
P.
-
B.
-
T.
N
g
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e
n
,
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(
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4
]
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.
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[
5
]
P
.
H
.
C
u
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n
g
,
“
E
n
g
l
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sh
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c
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p
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4
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[
6
]
T.
T.
T.
D
o
,
M
.
S
e
l
l
a
r
s,
a
n
d
T.
T.
L
e
,
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s
d
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a
g
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:
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mp
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b
a
r
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e
r
s
,
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u
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.
[
7
]
T.
L.
K
.
H
u
o
n
g
,
“
EFL
V
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e
t
n
a
m
e
se
s
t
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g
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f
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to
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a
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a
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n
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v
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me
n
t
,
”
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r
o
p
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a
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o
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a
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e
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v
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2
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4
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.
[
8
]
C
.
P
h
a
m,
“
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t
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m,
”
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S
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.
[
9
]
D
.
B
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h
e
,
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L
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t
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a
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y
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l
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:
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[
1
0
]
J.
K
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m,
Y
.
T
o
n
g
,
a
n
d
S
.
B
.
S
u
n
,
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[
1
1
]
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.
G
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,
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.
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.
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.
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a
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,
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:
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[
2
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[
3
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4
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.
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[
4
1
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S
.
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