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Mo
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5
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3547
T
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t
eg
r
atio
n
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
b
y
e
d
u
ca
to
r
s
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
i
n
m
o
tiv
atin
g
s
tu
d
en
ts
to
en
g
ag
e
with
d
i
g
ital
to
o
ls
i
n
th
ei
r
s
t
u
d
ies.
On
th
e
o
th
er
h
a
n
d
,
th
e
in
ad
e
q
u
ate
u
s
e
o
f
m
o
b
ile
lear
n
in
g
to
o
ls
b
y
teac
h
er
s
m
ay
in
h
i
b
i
t
s
tu
d
en
ts
f
r
o
m
ad
o
p
tin
g
s
u
ch
tech
n
o
l
o
g
ie
s
th
em
s
elv
es
[
1
2
]
,
[
1
5
]
.
C
o
n
s
eq
u
en
tly
,
it
r
aises
an
im
p
o
r
ta
n
t
q
u
esti
o
n
:
h
o
w
h
av
e
th
e
in
ad
e
q
u
ate
s
k
ills
o
f
t
ea
ch
er
s
in
f
lu
en
ce
d
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
M
AL
L
,
p
a
r
ticu
lar
ly
t
h
eir
willin
g
n
e
s
s
o
r
in
ten
tio
n
t
o
u
s
e
(
I
NT
)
m
o
b
ile
ap
p
s
in
ac
tu
al
E
n
g
lis
h
lear
n
in
g
?
T
h
er
e
f
o
r
e,
ex
p
lo
r
in
g
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
s
o
f
m
o
b
ile
lear
n
in
g
i
n
Hen
a
n
u
n
iv
e
r
s
ities
h
o
ld
s
p
r
ac
tical
s
ig
n
if
ican
ce
.
E
x
is
tin
g
r
esear
ch
in
C
h
in
a
h
as
r
ar
ely
in
teg
r
ate
d
‘
p
e
r
c
eiv
ed
en
jo
y
m
en
t’
(
PEE
N)
a
n
d
‘
s
o
cial
in
f
lu
en
ce
’
in
to
th
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
to
ex
am
in
e
m
o
b
ile
lear
n
in
g
ad
o
p
tio
n
,
p
ar
ticu
la
r
ly
i
n
th
e
co
n
te
x
t
o
f
MA
L
L
[
1
6
]
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
cr
itical
g
a
p
b
y
n
o
t
o
n
ly
i
n
co
r
p
o
r
atin
g
th
ese
u
n
d
er
e
x
p
lo
r
e
d
f
ac
to
r
s
b
u
t
also
s
itu
atin
g
th
e
r
esear
ch
with
i
n
Hen
an
,
wh
er
e
teac
h
er
s
’
I
C
T
s
k
ills
h
av
e
b
ee
n
id
en
tifie
d
as in
s
u
f
f
icien
t,
an
is
s
u
e
th
at
co
u
ld
s
ig
n
if
ican
tly
s
h
ap
e
s
tu
d
en
ts
’
ad
o
p
tio
n
o
f
m
o
b
ile
lear
n
in
g
.
Un
lik
e
p
r
ev
io
u
s
s
tu
d
ies
f
o
c
u
s
in
g
o
n
tech
n
o
lo
g
ical
o
r
in
d
i
v
id
u
al
im
p
ac
t
o
n
b
e
h
av
io
r
al
i
n
ten
tio
n
[
1
7
]
,
[1
8
]
,
th
is
r
esear
ch
em
p
h
asizes
th
e
r
o
le
o
f
s
o
cial
in
f
lu
en
ce
s
(
SI)
,
p
ar
ticu
lar
ly
f
r
o
m
teac
h
er
s
,
in
s
h
ap
in
g
s
tu
d
en
ts
’
in
ten
tio
n
s
to
ad
o
p
t
m
o
b
ile
ap
p
s
f
o
r
E
n
g
lis
h
lear
n
in
g
.
Mo
r
eo
v
er
,
it
ex
ten
d
s
th
e
T
AM
f
r
am
ewo
r
k
b
y
ex
p
lo
r
in
g
h
o
w
PEE
N
an
d
SI
in
ter
ac
t w
ith
co
r
e
T
AM
elem
en
ts
to
s
h
ap
e
s
tu
d
en
ts
’
attitu
d
es a
n
d
b
eh
a
v
io
r
al
in
ten
tio
n
s
.
B
y
d
o
in
g
s
o
,
th
is
s
tu
d
y
co
n
tr
ib
u
t
es
n
o
v
el
in
s
ig
h
ts
in
to
th
e
b
r
o
ad
er
s
o
cial
an
d
in
s
tit
u
tio
n
al
d
y
n
am
ics
th
at
af
f
ec
t
m
o
b
ile
lear
n
in
g
ad
o
p
tio
n
,
o
f
f
e
r
in
g
v
al
u
ab
le
im
p
licatio
n
s
f
o
r
th
e
ef
f
ec
tiv
e
i
n
teg
r
atio
n
o
f
m
o
b
ile
tech
n
o
lo
g
y
i
n
ed
u
ca
tio
n
al
co
n
tex
ts
.
As s
u
ch
,
th
e
s
tu
d
y
aim
s
to
a
n
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
−
W
ha
t
ar
e
th
e
in
f
lu
e
n
cin
g
f
ac
t
o
r
s
th
at
im
p
ac
t
o
n
th
e
in
ten
ti
o
n
o
f
co
lleg
e
s
tu
d
en
ts
f
r
o
m
Hen
an
to
a
d
o
p
t
m
o
b
ile
lear
n
in
g
in
E
n
g
lis
h
s
tu
d
y
?
(
R
Q1
)
−
H
ow
do
SI
im
p
ac
t
o
n
th
e
in
ten
tio
n
o
f
co
lleg
e
s
tu
d
en
ts
f
r
o
m
Hen
an
to
ad
o
p
t
m
o
b
ile
lear
n
in
g
in
E
n
g
lis
h
s
tu
d
y
?
(
R
Q2
)
2.
T
H
E
CO
M
P
RH
E
N
SI
V
E
T
H
E
O
RE
T
I
CA
L
B
ASI
S
Giv
en
th
at
m
o
b
ile
lear
n
in
g
t
ec
h
n
o
lo
g
y
is
p
er
ce
iv
ed
as
a
n
in
n
o
v
ativ
e
e
d
u
ca
tio
n
to
o
l,
th
e
s
tu
d
y
ap
p
lies
T
AM
as
g
u
id
in
g
f
r
am
ewo
r
k
.
T
AM
,
p
u
t f
o
r
war
d
b
y
Dav
is
[
1
9
]
,
ap
p
lied
th
e
th
eo
r
y
o
f
r
atio
n
al
b
eh
av
i
o
r
to
p
eo
p
le’
s
ac
ce
p
tan
ce
an
d
u
s
e
o
f
in
f
o
r
m
atio
n
s
y
s
tem
s
.
T
h
i
s
th
eo
r
y
h
ig
h
li
g
h
ted
th
at
f
ac
to
r
s
s
u
ch
as
in
tr
i
n
s
ic
b
elief
s
,
s
u
b
jectiv
e
attitu
d
es,
b
eh
av
io
r
al
in
ten
tio
n
s
,
a
n
d
e
x
t
er
n
al
v
ar
ia
b
les
ca
n
ex
p
lain
a
n
d
p
r
ed
ict
p
e
o
p
le’
s
ac
ce
p
tan
ce
o
f
i
n
f
o
r
m
atio
n
s
y
s
tem
s
[
1
7
]
,
[1
8
]
.
T
h
e
T
AM
m
o
d
e
l
p
r
o
p
o
s
es
two
k
ey
f
ac
to
r
s
th
at
d
eter
m
in
e
wh
eth
er
p
e
o
p
le
ac
ce
p
t
a
n
ew
tech
n
o
lo
g
y
:
p
er
ce
iv
ed
u
s
ef
u
ln
ess
(
UF)
r
ef
er
r
in
g
to
th
e
b
elief
wh
ich
u
s
er
s
ex
p
ec
t
a
n
ew
tech
n
o
lo
g
y
o
r
p
r
o
d
u
ct
to
im
p
r
o
v
e
th
e
p
er
f
o
r
m
an
ce
)
an
d
p
er
ce
iv
e
d
ea
s
e
o
f
u
s
e
(
E
OU)
r
ef
er
r
in
g
to
th
e
b
elief
th
at
a
n
ew
tech
n
o
lo
g
y
o
r
p
r
o
d
u
ct
is
ea
s
y
to
u
s
e
[
2
0
]
.
Dav
is
[
1
9
]
b
eliev
ed
t
h
at
am
o
n
g
m
a
n
y
f
ac
to
r
s
,
u
s
ef
u
ln
ess
p
er
ce
p
tio
n
an
d
ea
s
e
o
f
u
s
e
p
er
ce
p
tio
n
p
lay
ed
a
m
ajo
r
r
o
le
in
p
r
ed
ictin
g
u
s
er
s
’
ac
ce
p
t
an
ce
an
d
b
eh
a
v
io
r
al
in
ten
tio
n
s
to
war
d
s
a
n
ew
tech
n
o
lo
g
y
o
r
p
r
o
d
u
ct.
T
h
is
m
o
d
el
h
as
b
ee
n
v
alid
ated
b
y
n
u
m
er
o
u
s
s
ch
o
lar
s
to
b
e
s
cien
tific
an
d
ef
f
ec
tiv
e
,
an
d
th
u
s
b
ee
n
wid
el
y
e
x
p
lo
r
e
d
in
th
e
co
n
tex
t o
f
tec
h
n
o
lo
g
y
-
m
ed
iated
ed
u
ca
tio
n
[
2
1
]
,
[
2
2
]
.
As
tech
n
o
lo
g
y
ad
v
an
ce
s
,
ad
d
itio
n
al
f
ac
to
r
s
h
av
e
b
ee
n
in
teg
r
ated
to
th
e
T
AM
m
o
d
el.
“
PEE
N
”
w
as
ad
d
ed
t
o
th
e
o
r
i
g
in
al
T
AM
m
o
d
el,
a
n
d
d
ef
in
ed
it
as
th
e
b
el
ief
th
at
u
tili
zin
g
a
n
ew
s
y
s
tem
o
r
tech
n
o
l
o
g
y
was
th
o
u
g
h
t
to
b
e
en
ter
tain
in
g
,
d
e
s
p
ite
p
er
f
o
r
m
an
ce
r
esu
lts
f
r
o
m
th
e
s
y
s
tem
o
r
tech
n
o
lo
g
y
u
s
e
[
2
3
]
.
PEE
N
is
an
im
p
o
r
tan
t
f
ac
to
r
t
h
at
af
f
ec
ts
u
s
er
s
’
ac
ce
p
tan
ce
o
f
n
ew
t
ec
h
n
o
lo
g
ies
[
2
4
]
.
I
n
f
o
r
m
atio
n
tech
n
o
lo
g
y
u
s
er
s
’
attitu
d
es
ar
e
p
o
s
itiv
ely
c
o
r
r
e
lated
with
th
eir
le
v
el
o
f
co
m
f
o
r
t.
User
s
th
at
a
r
e
at
ea
s
e
an
d
co
n
ten
t
with
in
f
o
r
m
atio
n
tech
n
o
l
o
g
y
s
y
s
te
m
s
will
p
er
f
o
r
m
th
eir
task
s
ef
f
icien
tly
.
T
h
e
p
o
s
itiv
e
im
p
ac
t
o
f
PEE
N
o
n
in
d
iv
id
u
al’
s
I
NT
h
as
b
ee
n
v
alid
ated
in
p
r
io
r
s
tu
d
ies
[
2
5
]
,
[
2
6
]
.
An
o
th
er
k
e
y
f
ac
to
r
,
SI
,
f
ir
s
t
p
r
o
p
o
s
ed
as
“
s
u
b
jectiv
e
n
o
r
m
”
in
th
eo
r
y
o
f
r
ea
s
o
n
ed
ac
tio
n
,
h
as
b
ee
n
in
co
r
p
o
r
ated
in
t
o
th
e
T
AM
m
o
d
el
later
an
d
also
p
r
o
v
e
d
to
h
a
v
e
an
im
p
ac
t o
n
th
e
d
esire
to
em
b
r
ac
e
th
e
tec
h
n
o
lo
g
y
i
n
ea
r
lier
s
tu
d
ies
[
2
7
]
,
[
2
8
]
.
Giv
en
th
e
u
n
iq
u
e
f
ea
tu
r
es
o
f
m
o
b
ile
lear
n
in
g
ap
p
s
,
th
is
s
tu
d
y
in
teg
r
ate
d
two
ad
d
itio
n
al
f
ac
to
r
s
:
PEE
N
an
d
SI
,
in
th
e
T
AM
m
o
d
el
to
in
v
esti
g
ate
p
o
ten
tia
l
in
f
lu
en
ci
n
g
f
ac
to
r
s
th
at
co
u
ld
im
p
ac
t
co
lleg
e
s
tu
d
en
ts
f
r
o
m
Hen
an
in
th
ei
r
u
s
e
o
f
m
o
b
ile
a
p
p
s
f
o
r
E
n
g
lis
h
lear
n
in
g
.
T
h
er
ef
o
r
e,
t
h
e
r
es
ea
r
ch
d
e
v
elo
p
e
d
a
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
.
5
,
Octo
b
er
20
25
:
35
4
6
-
35
5
6
3548
m
o
d
el
with
f
iv
e
co
n
s
tr
u
cts:
SI
,
UF
,
E
OU
,
PEE
N
,
an
d
I
NT
,
to
ex
p
lo
r
e
f
ac
to
r
s
im
p
ac
tin
g
th
e
u
tili
za
tio
n
o
f
m
o
b
ile
ap
p
s
in
E
n
g
lis
h
s
tu
d
y
.
T
h
e
p
r
o
p
o
s
ed
r
esear
c
h
m
o
d
el
was
d
ep
icted
in
Fig
u
r
e
1
,
illu
s
tr
atin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
f
iv
e
c
o
n
s
tr
u
cts:
SI,
UF,
E
OU
,
PEE
N,
a
nd
I
NT
.
T
h
e
p
r
o
p
o
s
ed
h
y
p
o
th
eses
wer
e
as:
−
H1
:
UF
p
o
s
itiv
ely
af
f
ec
ts
th
e
in
ten
tio
n
o
f
co
lle
g
e
s
tu
d
en
ts
f
r
o
m
Hen
an
i
n
u
s
in
g
m
o
b
il
e
ap
p
s
to
lear
n
E
n
g
lis
h
.
−
H2
:
E
OU
p
o
s
itiv
ely
af
f
ec
ts
th
e
in
ten
tio
n
o
f
co
lleg
e
s
tu
d
e
n
ts
f
r
o
m
Hen
a
n
in
u
s
in
g
m
o
b
il
e
ap
p
s
to
lea
r
n
E
n
g
lis
h
.
−
H3
:
PEE
N
p
o
s
itiv
ely
af
f
ec
ts
t
h
e
in
ten
tio
n
o
f
co
lleg
e
s
tu
d
en
ts
f
r
o
m
Hen
an
in
u
s
in
g
m
o
b
ile
ap
p
s
to
lear
n
E
n
g
lis
h
.
−
H4
:
SI
p
o
s
itiv
ely
af
f
ec
t c
o
lleg
e
s
tu
d
en
ts
’
UF
o
f
m
o
b
ile
ap
p
s
in
th
e
E
n
g
lis
h
s
tu
d
y
.
−
H5
:
SI
p
o
s
itiv
ely
af
f
ec
t
t
h
e
in
ten
tio
n
o
f
co
l
leg
e
s
tu
d
e
n
ts
f
r
o
m
He
n
an
in
u
s
in
g
m
o
b
il
e
ap
p
s
to
lear
n
E
n
g
lis
h
.
−
H6
:
SI
p
o
s
itiv
ely
af
f
ec
t
t
h
e
in
ten
tio
n
o
f
co
lleg
e
s
tu
d
e
n
ts
f
r
o
m
He
n
an
in
u
s
in
g
m
o
b
il
e
ap
p
s
to
lear
n
E
n
g
lis
h
th
r
o
u
g
h
t
h
e
m
ed
iato
r
o
f
UF.
Fig
u
r
e
1
.
Pro
p
o
s
ed
r
esear
c
h
m
o
d
el
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
e
d
q
u
an
tita
tiv
e
r
esear
ch
d
esig
n
to
ex
p
lo
r
e
th
e
ca
u
s
al
r
elatio
n
s
h
ip
s
b
e
twee
n
th
e
co
n
s
tr
u
cts
as
d
escr
ib
ed
i
n
Fig
u
r
e
1
.
Qu
an
titativ
e
r
esea
r
ch
m
eth
o
d
s
is
ef
f
ec
tiv
e
i
n
id
en
tify
in
g
ca
u
s
al
r
elatio
n
s
h
ip
s
th
r
o
u
g
h
s
y
s
tem
atic
an
d
o
b
jectiv
e
a
p
p
r
o
ac
h
e
s
.
Mo
r
eo
v
e
r
,
th
is
s
tr
u
ct
u
r
ed
ap
p
r
o
ac
h
en
ab
les
r
esear
ch
er
s
to
g
e
n
er
alize
f
in
d
in
g
s
to
lar
g
er
p
o
p
u
latio
n
[
2
9
]
,
[
3
0
]
.
T
h
e
r
ef
o
r
e
,
th
is
q
u
a
n
titativ
e
ap
p
r
o
ac
h
was
ess
en
tial f
o
r
ac
h
iev
in
g
t
h
e
r
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ea
r
ch
o
b
jectiv
es.
3
.
1
.
I
ns
t
rum
ent
T
h
is
q
u
an
titativ
e
s
tu
d
y
em
p
lo
y
ed
a
q
u
esti
o
n
n
air
e
-
b
ased
s
u
r
v
ey
to
co
llect
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r
eq
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ir
ed
d
at
a.
B
ased
o
n
p
r
ev
io
u
s
T
AM
-
r
elate
d
s
tu
d
ies
[
3
1
]
–
[
3
4
]
,
th
e
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
ed
with
m
ea
s
u
r
e
m
en
t
item
s
ad
ap
ted
f
o
r
ea
c
h
c
o
n
s
tr
u
ct.
T
h
e
q
u
esti
o
n
n
air
e
m
ea
s
u
r
ed
f
iv
e
co
n
s
tr
u
cts,
n
am
ely
SI,
UF,
E
OU,
PE
E
N
,
an
d
I
NT
,
with
f
iv
e
item
s
u
n
d
er
ea
c
h
co
n
s
tr
u
ct.
T
o
en
s
u
r
e
th
e
co
n
ten
t
v
ali
d
ity
o
f
th
e
q
u
esti
o
n
n
air
e,
t
h
e
q
u
esti
o
n
n
air
e
was
r
ev
is
ed
b
ased
o
n
th
e
f
ee
d
b
ac
k
p
r
o
v
id
e
d
b
y
two
ex
p
er
ts
in
th
e
f
ield
o
f
e
d
u
ca
tio
n
al
tec
h
n
o
lo
g
y
.
T
h
er
e
wer
e
two
s
ec
tio
n
s
in
th
e
q
u
esti
o
n
n
air
e
,
in
wh
ich
th
e
f
ir
s
t
s
ec
tio
n
co
v
er
ed
th
e
r
e
s
p
o
n
d
en
ts
’
b
asic
d
em
o
g
r
ap
h
ic
i
n
f
o
r
m
atio
n
in
v
o
lv
in
g
g
e
n
d
er
,
ed
u
ca
ti
o
n
al
lev
el,
f
am
ily
b
ac
k
g
r
o
u
n
d
,
m
aj
o
r
,
E
n
g
lis
h
p
er
f
o
r
m
an
ce
lev
el,
an
d
p
r
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v
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o
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s
ex
p
er
ie
n
ce
in
u
s
in
g
m
o
b
i
le
lear
n
in
g
.
T
h
e
s
ec
o
n
d
s
ec
tio
n
m
ain
ly
ex
p
l
o
r
ed
in
f
lu
en
cin
g
f
ac
to
r
s
o
f
u
s
in
g
m
o
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ap
p
s
t
o
lear
n
E
n
g
lis
h
.
R
esp
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s
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t
L
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with
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ep
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o
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est
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r
ee
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en
t
a
n
d
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alid
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o
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2
9
.
0
.
T
h
e
r
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lts
o
f
th
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r
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b
ilit
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v
alid
ity
o
f
th
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s
ca
le
wer
e
d
is
p
lay
ed
in
T
ab
le
s
1
a
n
d
2
.
T
h
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
e
f
o
r
all
th
e
m
ea
s
u
r
em
en
t
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n
s
tr
u
cts
wer
e
ab
o
v
e
0
.
9
0
,
an
d
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O
)
s
to
o
d
at
0
.
9
7
7
,
wh
ic
h
in
d
i
ca
ted
th
at
th
e
q
u
esti
o
n
n
air
e
h
ad
g
o
o
d
r
eliab
ilit
y
an
d
v
a
lid
ity
[
3
5
]
.
3
.
2
.
Sa
m
pli
ng
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
ed
to
s
elec
t
co
lleg
e
s
tu
d
en
ts
f
r
o
m
Hen
an
with
ex
p
er
ien
c
e
in
u
s
in
g
m
o
b
ile
lan
g
u
ag
e
lear
n
in
g
ap
p
s
.
B
ased
o
n
th
e
p
r
o
p
o
s
itio
n
o
f
Klin
e
[
3
6
]
,
th
e
s
am
p
le
s
ize
s
h
o
u
ld
b
e
10
tim
es
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J
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A
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ally
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w
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ab
le
1
.
R
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o
f
th
e
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ea
s
u
r
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t item
s
C
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c
t
V
a
r
i
a
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l
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8
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I
2
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8
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4
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5
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F
1
0
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9
3
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5
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9
3
3
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3
0
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9
4
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F
4
0
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4
3
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F
5
0
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9
3
9
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U
1
0
.
9
1
7
0
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9
3
7
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2
0
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9
2
3
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U
3
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1
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U
4
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5
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9
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1
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3
1
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4
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2
6
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0
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9
3
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4
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2
4
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EEN
5
0
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9
2
5
I
N
T
I
N
T1
0
.
9
2
6
0
.
9
4
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N
T2
0
.
9
2
5
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N
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0
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9
2
5
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N
T4
0
.
9
3
1
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N
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0
.
9
2
8
T
ab
le
2
.
Valid
ity
o
f
th
e
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ea
s
u
r
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en
t item
s
K
M
O
me
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r
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p
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a
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y
0
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9
7
7
B
a
r
t
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e
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t
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t
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u
a
r
e
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3
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9
.
9
1
3
df
3
0
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S
i
g
.
<
0
.
0
1
T
ab
le
3
.
Fre
q
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en
cy
tab
le
o
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t
h
e
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asic in
f
o
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m
atio
n
V
a
r
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a
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l
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F
r
e
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e
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(
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3
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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
.
5
,
Octo
b
er
20
25
:
35
4
6
-
35
5
6
3550
3
.
3
.
Da
t
a
a
na
ly
s
is
Data
was
an
aly
ze
d
u
s
in
g
SP
SS
an
d
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
ellin
g
(
SEM
)
.
T
h
e
f
o
llo
win
g
s
tep
s
wer
e
tak
en
.
Firstl
y
,
th
e
m
ea
n
,
v
ar
ian
ce
an
d
o
th
er
s
tatis
tical
in
d
icato
r
s
o
f
ea
ch
v
ar
iab
le
wo
u
ld
b
e
an
aly
ze
d
as
d
escr
ip
tiv
e
s
tatis
tic
s
.
Seco
n
d
ly
,
th
e
co
n
v
e
r
g
en
t
v
alid
ity
an
d
th
e
d
is
cr
im
in
an
t
v
alid
ity
o
f
e
ac
h
co
n
s
tr
u
ct
wo
u
ld
b
e
an
aly
ze
d
in
th
e
m
ea
s
u
r
em
en
t
m
o
d
el.
T
h
ir
d
ly
,
th
e
im
p
a
ct
o
f
in
d
e
p
en
d
e
n
t
v
ar
iab
les
(
SI
,
E
OU
,
UF
,
an
d
PEE
N
)
o
n
th
e
d
ep
en
d
en
t
v
a
r
i
ab
le
(
I
NT
)
wo
u
ld
b
e
ev
alu
ate
d
in
th
e
s
tr
u
ctu
r
al
m
o
d
el.
Fo
u
r
th
ly
,
th
e
im
p
ac
t
o
f
th
e
in
d
e
p
en
d
e
n
t
v
a
r
iab
le
(
SI
)
o
n
th
e
d
e
p
en
d
e
n
t
v
ar
iab
le
(
I
N
T
)
th
r
o
u
g
h
t
h
e
m
e
d
iatin
g
r
o
le
o
f
UF
wo
u
l
d
also
b
e
ex
p
lo
r
e
d
.
Fin
ally
,
ea
ch
p
r
o
p
o
s
ed
h
y
p
o
th
esis
ex
p
lo
r
in
g
th
e
ca
u
s
al
r
elatio
n
s
h
ip
am
o
n
g
th
e
co
n
s
tr
u
cts
wo
u
ld
b
e
test
ed
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Desc
ript
iv
e
s
t
a
t
is
t
ica
l
a
na
ly
s
is
T
h
e
v
alid
q
u
esti
o
n
n
air
e
(
5
1
1
)
h
ad
m
ea
n
v
alu
es
r
an
g
in
g
b
et
wee
n
4
.
6
7
a
n
d
5
.
1
4
.
Stan
d
a
r
d
d
ev
iatio
n
r
an
g
ed
b
etwe
en
1
.
2
1
an
d
1
.
2
8
with
Sk
ewn
ess
v
alu
e
r
an
g
in
g
b
etwe
en
-
0
.
7
0
7
an
d
-
0
.
2
4
3
,
a
n
d
Ku
r
to
s
is
v
alu
e
b
etwe
en
-
2
.
0
7
an
d
0
.
4
9
.
T
h
e
s
p
ec
if
ics o
f
d
escr
ip
tiv
e
a
n
aly
s
is
wer
e
lis
ted
in
T
ab
le
4
.
T
ab
le
4
.
Descr
ip
tiv
e
an
al
y
s
es o
f
th
e
item
s
V
a
r
i
a
b
l
e
s
max
mi
n
M
e
a
n
SD
S
k
e
w
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e
ss
K
u
r
t
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s
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I
1
7
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4
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0
9
7
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I
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5
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3
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U
1
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4
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EEN
1
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0
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4
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1
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EEN
2
7
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4
.
6
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2
2
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4
4
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2
1
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EEN
3
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1
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0
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2
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4
5
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2
1
9
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EEN
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EEN
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9
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3
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I
N
T1
7
1
4
.
8
1
1
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2
2
-
0
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2
6
3
0
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2
1
I
N
T2
7
1
4
.
9
1
1
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1
8
-
0
.
3
6
9
0
.
2
6
8
I
N
T3
7
1
4
.
9
3
1
.
1
9
-
0
.
4
7
4
0
.
3
0
6
I
N
T4
7
1
4
.
7
8
1
.
2
1
-
0
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2
8
9
0
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0
6
7
I
N
T5
7
1
5
.
0
4
1
.
2
6
-
0
.
5
7
1
0
.
5
4
9
4
.
2
.
Relia
bil
it
y
a
nd
v
a
lid
it
y
o
f
m
e
a
s
urem
ent
m
o
del
T
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
was
ass
ess
ed
b
y
AM
OS
2
6
.
0
in
ter
m
s
o
f
r
eliab
ilit
y
an
d
v
alid
i
ty
.
I
n
th
is
s
tu
d
y
,
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
was
ass
ess
ed
b
y
th
e
m
ax
im
u
m
lik
elih
o
o
d
esti
m
atio
n
ap
p
r
o
ac
h
.
T
h
e
p
ar
am
eter
s
ca
lcu
lated
i
n
clu
d
e
d
f
ac
to
r
l
o
ad
in
g
,
c
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
,
an
d
av
e
r
ag
e
v
ar
ian
ce
e
x
tr
ac
tio
n
,
an
d
th
e
r
esu
lts
wer
e
s
h
o
wn
in
T
ab
le
5
.
T
h
e
f
ac
to
r
lo
ad
in
g
a
f
ter
s
tan
d
ar
d
izatio
n
r
an
g
e
d
f
r
o
m
0
.
7
8
8
to
0
.
9
2
6
,
all
g
r
ea
ter
th
an
0
.
6
,
in
d
icatin
g
th
at
ev
er
y
item
i
n
th
e
q
u
esti
o
n
n
air
e
was
r
elia
b
le.
Fu
r
th
e
r
m
o
r
e,
th
e
CR
v
alu
e
o
f
ev
er
y
co
n
s
tr
u
ct
ex
c
ee
d
ed
0
.
8
,
m
ee
tin
g
ex
p
er
t
-
r
ec
o
m
m
e
n
d
ed
s
tan
d
ar
d
s
,
th
er
ef
o
r
e
r
ef
lec
tin
g
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
ac
r
o
s
s
all
co
n
s
tr
u
cts.
Ad
d
itio
n
ally
,
t
h
e
av
e
r
ag
e
v
ar
ian
ce
e
x
tr
ac
tio
n
v
alu
e
o
f
t
h
e
f
iv
e
c
o
n
s
tr
u
cts
all
ex
c
ee
d
ed
0
.
5
,
s
u
g
g
esti
n
g
s
o
lid
co
n
v
er
g
en
t
v
alid
ity
.
Af
ter
th
a
t,
th
e
d
is
cr
im
in
an
t
v
alid
ity
was
ass
e
s
s
ed
th
r
o
u
g
h
th
e
av
er
ag
e
v
a
r
ian
ce
ex
tr
ac
t
ed
(
AVE
)
m
eth
o
d
.
Dis
cr
im
in
an
t
v
alid
ity
ca
n
b
e
ass
ess
ed
b
y
co
m
p
ar
in
g
t
h
e
s
q
u
ar
e
r
o
o
ts
o
f
AVE
v
alu
es
f
o
r
ev
er
y
co
n
s
tr
u
ct
w
ith
th
e
Pear
s
o
n
co
r
r
elatio
n
co
e
f
f
icie
n
t
am
o
n
g
d
i
f
f
er
en
t
co
n
s
tr
u
cts.
I
f
th
e
s
q
u
ar
e
r
o
o
t
s
o
f
AVE
e
x
ce
ed
th
e
c
o
r
r
esp
o
n
d
in
g
Pear
s
o
n
co
r
r
elatio
n
c
o
ef
f
icien
t,
t
h
e
g
o
o
d
d
is
cr
im
in
an
t
v
alid
ity
is
ac
h
ie
v
ed
[
3
7
]
.
T
h
e
r
esu
lts
in
d
icatin
g
in
T
ab
le
6
ex
h
ib
ited
th
at
th
e
Pear
s
o
n
co
r
r
elatio
n
co
ef
f
icien
ts
b
etwe
en
all
v
ar
iab
les
wer
e
lo
wer
th
an
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
v
alu
es,
th
u
s
r
ef
lectin
g
s
tr
o
n
g
d
is
cr
im
in
an
t v
alid
ity
.
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
A
cc
ep
ta
n
ce
o
f m
o
b
ile
E
n
g
lis
h
lea
r
n
in
g
a
mo
n
g
c
o
lleg
e
s
tu
d
e
n
ts
in
Hen
a
n
(
Qio
n
g
X
i
a
o
)
3551
T
ab
le
5
.
C
o
n
v
er
g
en
t
v
alid
ity
o
f
th
e
m
ea
s
u
r
em
e
n
t m
o
d
el
I
n
d
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
F
a
c
t
o
r
l
o
a
d
i
n
g
CR
AVE
SI
S
I
0
1
0
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8
3
7
0
.
9
1
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6
8
7
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I
0
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7
9
9
S
I
0
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8
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I
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8
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0
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7
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UF
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F
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9
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F
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F
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F
0
5
0
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8
9
3
EO
U
EO
U
0
1
0
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8
9
9
0
.
9
4
1
0
.
7
6
1
EO
U
0
2
0
.
8
8
9
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U
0
3
0
.
9
0
6
EO
U
0
4
0
.
8
1
6
EO
U
0
5
0
.
8
4
8
P
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P
EEN
0
1
0
.
8
5
6
0
.
9
4
5
0
.
7
7
4
P
EEN
0
2
0
.
8
8
5
P
EEN
0
3
0
.
8
6
2
P
EEN
0
4
0
.
8
9
9
P
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0
5
0
.
8
9
5
I
N
T
I
N
T0
1
0
.
8
9
4
0
.
9
4
5
0
.
7
7
4
I
N
T0
2
0
.
8
7
3
I
N
T0
3
0
.
8
9
4
I
N
T0
4
0
.
8
5
9
I
N
T0
5
0
.
8
7
7
T
ab
le
6
.
Dis
cr
im
in
an
t v
ali
d
ity
o
f
th
e
m
ea
s
u
r
em
en
t m
o
d
el
V
a
r
i
a
b
l
e
AVE
SI
UF
EO
U
P
EEN
I
N
T
SI
0
.
6
8
7
0
.
8
2
9
UF
0
.
7
9
8
0
.
7
5
8
0
.
8
9
3
EO
U
0
.
7
6
1
0
.
7
2
4
0
.
5
4
9
0
.
8
7
2
P
EEN
0
.
7
7
4
0
.
7
0
7
0
.
5
3
6
0
.
7
2
2
0
.
8
8
I
N
T
0
.
7
7
4
0
.
7
5
0
0
.
6
9
9
0
.
6
7
3
0
.
7
4
6
0
.
8
8
4
.
3
.
Str
uct
ura
l e
qu
a
t
io
n
m
o
dellin
g
4
.
3
.
1
.
M
o
del f
it
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
r
esu
lts
wer
e
an
aly
ze
d
u
s
in
g
th
e
m
o
s
t
wid
ely
u
s
ed
f
it
in
d
icato
r
s
o
b
t
ain
ed
f
r
o
m
th
e
s
tan
d
ar
d
b
y
Hair
J
r
.
et
a
l.
[
3
8
]
.
R
esu
lts
in
T
ab
le
7
in
d
ica
ted
th
at
(
χ
2
/DF
)
=3
.
8
2
3
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A
)
=0
.
0
7
4
(
b
elo
w
0
.
0
8
)
,
s
tan
d
ar
d
i
ze
d
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR
)
=0
.
0
8
,
T
u
ck
er
-
L
ewis
in
d
ex
(
T
L
I
)
,
also
k
n
o
wn
as
n
o
n
-
n
o
r
m
e
d
f
it
in
d
ex
(
NNFI
)
=0
.
9
3
7
,
co
m
p
ar
ativ
e
f
it
in
d
e
x
(
C
FI
)
=0
.
9
4
4
,
g
o
o
d
n
ess
-
of
-
f
it
in
d
ex
(
GFI
)
=0
.
9
2
6
,
an
d
ad
ju
s
ted
g
o
o
d
n
ess
-
of
-
f
it
in
d
ex
(
AG
FI
)
=0
.
9
1
7
.
W
ith
C
FI,
GFI
,
an
d
AGFI
ex
ce
ed
in
g
0
.
9
,
it in
d
icate
d
th
at
t
h
e
m
o
d
el
f
it wa
s
ac
ce
p
tab
le.
T
ab
le
7
.
Mo
d
el
f
it o
f
th
e
r
esea
r
ch
m
o
d
el
I
n
d
i
c
a
t
o
r
s
S
t
a
n
d
a
r
d
M
o
d
e
l
f
i
t
o
f
r
e
s
e
a
r
c
h
mo
d
e
l
M
Lχ
2
T
h
e
sma
l
l
t
h
e
b
e
t
t
e
r
1
0
2
0
.
8
1
8
D
e
g
r
e
e
s
o
f
f
r
e
e
d
o
m (
DF
)
T
he
l
a
r
g
e
t
h
e
b
e
t
t
e
r
2
6
7
.
0
0
0
χ
2
/
D
F
1
<
χ
2
/
D
F
<
3
3
.
8
2
3
R
M
S
EA
<
0
.
0
8
0
.
0
7
4
S
R
M
R
<
0
.
0
8
0
.
0
8
0
TLI
(
N
N
F
I
)
>
0
.
9
0
.
9
3
7
C
F
I
>
0
.
9
0
.
9
4
4
G
F
I
>
0
.
9
0
.
9
2
6
A
G
F
I
>
0
.
9
0
.
9
1
7
4
.
3
.
2
.
Ana
ly
s
is
o
f
s
t
ruct
ura
l m
o
del
T
ab
le
8
ex
h
ib
ited
t
h
e
r
esu
lts
o
f
p
ath
c
o
ef
f
icien
ts
,
r
ef
lectin
g
th
at
SI
s
ig
n
if
ica
n
tly
af
f
ec
te
d
UF
with
b
=0
.
7
5
8
an
d
p
<0
.
0
0
1
.
At
th
e
s
am
e
tim
e,
SI
(
b
=0
.
1
7
1
,
p
=0
.
0
0
1
)
,
UF
(
b
=0
.
3
0
6
,
p
<
0
.
0
0
1
)
,
an
d
PEE
N
(
b
=0
.
3
8
7
,
p
<0
.
0
0
1
)
all
s
ig
n
i
f
ican
tly
in
f
l
u
en
ce
d
th
e
I
NT
.
Ho
w
ev
er
,
E
OU
(
b
=0
.
1
0
2
,
p
=0
.
0
5
2
)
d
id
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
e
I
N
T
.
Fu
r
th
er
m
o
r
e,
ex
p
lain
e
d
v
ar
ian
ce
R
2
f
o
r
UF
an
d
I
NT
wer
e
0
.
5
7
5
a
n
d
0
.
6
9
9
,
r
esp
ec
tiv
ely
as
s
h
o
wn
in
Fig
u
r
e
2
,
in
d
icatin
g
th
at
5
7
.
5
%
o
f
UF’
s
v
ar
ian
ce
was
ex
p
lain
ed
b
y
SI
an
d
6
9
.
9
%
o
f
I
NT
’
s
v
ar
ian
ce
was e
x
p
lain
e
d
b
y
th
e
f
o
u
r
k
ey
c
o
n
s
tr
u
cts,
SI,
UF,
E
OU
,
an
d
PEE
N.
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
.
5
,
Octo
b
er
20
25
:
35
4
6
-
35
5
6
3552
T
ab
le
8
.
Path
co
e
f
f
icien
ts
o
f
t
h
e
s
tr
u
ctu
r
al
m
o
d
el
H
y
p
o
t
h
e
s
i
s
S
t
d
.
U
n
st
d
/
S
.
E.
p
v
a
l
u
e
S
u
p
p
o
r
t
e
d
o
r
n
o
t
H
1
(
U
F
-
I
N
T)
0
.
3
0
6
5
.
5
3
8
0
.
0
0
0
S
u
p
p
o
r
t
e
d
H
2
(
EO
U
-
I
N
T)
0
.
1
0
2
1
.
9
4
5
0
.
0
5
2
N
o
t
s
u
p
p
o
r
t
e
d
H
3
(
P
EEN
-
I
N
T)
0
.
3
8
7
7
.
7
9
0
0
.
0
0
0
S
u
p
p
o
r
t
e
d
H
4
(
S
I
-
U
F
)
0
.
7
5
8
1
7
.
6
6
6
0
.
0
0
0
S
u
p
p
o
r
t
e
d
H
5
(
S
I
-
I
N
T)
0
.
1
7
1
3
.
2
5
1
0
.
0
0
1
S
u
p
p
o
r
t
e
d
Fig
u
r
e
2
.
R
esu
lts
o
f
SEM
4
.
3
.
3
.
T
esting
o
f
t
he
hy
po
t
he
s
es
T
h
e
r
esu
lts
o
f
th
e
p
ath
co
ef
f
ic
ien
ts
wer
e
d
is
p
lay
ed
in
T
ab
le
8
,
p
r
o
v
id
in
g
a
d
etailed
o
v
e
r
v
i
ew
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
t
h
e
v
a
r
i
ab
les
in
th
e
s
tu
d
y
.
T
h
is
tab
le
illu
s
tr
ated
th
e
s
tr
en
g
t
h
an
d
d
ir
ec
tio
n
o
f
ea
ch
p
ath
co
ef
f
icien
t,
o
f
f
er
in
g
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
u
n
d
e
r
ly
in
g
c
o
n
n
ec
tio
n
s
am
o
n
g
th
e
c
o
n
s
tr
u
cts.
B
y
ex
am
in
in
g
th
ese
r
esu
lts
,
th
e
s
ig
n
if
ican
ce
o
f
ea
ch
p
at
h
way
an
d
th
e
o
v
er
a
ll
s
tr
u
ctu
r
al
v
alid
ity
o
f
t
h
e
p
r
o
p
o
s
ed
m
o
d
el
co
u
ld
b
e
ass
ess
ed
.
−
H1
:
th
is
h
y
p
o
th
esis
is
s
u
p
p
o
r
ted
with
p
ath
c
o
ef
f
icien
t
o
f
0
.
3
0
6
a
n
d
p
<
0
.
0
0
1
,
in
d
i
ca
tin
g
th
at
UF
s
ig
n
if
ican
tly
af
f
ec
ts
s
tu
d
en
ts
’
willin
g
n
ess
to
u
s
e
m
o
b
ile
ap
p
s
in
E
n
g
lis
h
s
tu
d
y
.
−
H2
:
th
is
h
y
p
o
th
esis
ca
n
n
o
t
b
e
s
u
p
p
o
r
ted
with
p
at
h
co
ef
f
icie
n
t
o
f
0
.
1
0
2
an
d
p
=0
.
0
5
2
,
in
d
i
ca
tin
g
th
a
t
E
OU
d
o
es n
o
t sig
n
if
ican
tly
af
f
ec
t st
u
d
en
ts
’
willin
g
n
ess
to
u
s
e
m
o
b
ile
ap
p
s
in
E
n
g
lis
h
s
tu
d
y
.
−
H3
:
th
is
h
y
p
o
th
esis
is
s
u
p
p
o
r
ted
with
p
at
h
co
e
f
f
icien
t
o
f
0
.
3
8
7
a
n
d
p
<0
.
0
0
1
,
in
d
icati
n
g
th
at
PEE
N
s
ig
n
if
ican
tly
af
f
ec
ts
s
tu
d
en
ts
’
willin
g
n
ess
to
u
s
e
m
o
b
ile
ap
p
s
in
E
n
g
lis
h
s
tu
d
y
.
−
H4
:
th
is
h
y
p
o
th
esis
is
s
u
p
p
o
r
ted
with
p
ath
co
ef
f
icien
t
o
f
0
.
7
5
8
an
d
p
<
0
.
0
0
1
,
in
d
i
ca
tin
g
th
at
SI
s
ig
n
if
ican
tly
af
f
ec
t stu
d
en
ts
’
UF
o
f
m
o
b
ile
ap
p
s
in
E
n
g
lis
h
s
tu
d
y
.
−
H5
:
th
is
h
y
p
o
th
esis
is
s
u
p
p
o
r
ted
with
p
ath
co
ef
f
icien
t
o
f
0
.
1
7
1
an
d
p
<
0
.
0
0
1
,
in
d
i
ca
tin
g
th
at
SI
s
ig
n
if
ican
tly
af
f
ec
t stu
d
en
ts
’
I
NT
m
o
b
ile
ap
p
s
in
E
n
g
lis
h
s
tu
d
y
.
4
.
3
.
4
.
Ana
ly
s
is
o
f
t
he
m
edia
t
i
ng
ef
f
ec
t
As
s
h
o
wn
in
T
a
b
le
9
,
with
b
o
o
ts
tr
ap
an
aly
s
is
,
th
e
in
d
ir
ec
t
e
f
f
ec
t
o
f
SI
o
n
I
NT
th
r
o
u
g
h
th
e
m
ed
iato
r
o
f
UF
h
ad
a
s
ig
n
if
ican
t
p
v
alu
e
o
f
0
.
0
4
5
(
p
<0
.
0
5
)
,
with
th
e
co
n
f
id
en
ce
i
n
ter
v
al
[
0
.
0
2
8
t
o
0
.
5
0
2
]
ex
cl
u
d
in
g
ze
r
o
,
th
u
s
co
n
f
ir
m
in
g
th
e
v
al
id
ity
o
f
th
e
in
d
ir
ec
t
ef
f
ec
t.
H
o
wev
er
,
th
e
d
ir
ec
t
ef
f
ec
t
o
f
SI
o
n
I
NT
was
n
o
t
s
ig
n
if
ican
t
with
p
=0
.
2
8
8
(
p
>
0
.
0
5
)
,
an
d
at
th
e
s
a
m
e
tim
e
th
e
co
n
f
id
en
ce
in
ter
v
al
in
clu
d
ed
ze
r
o
[
-
0
.
1
1
1
to
0
.
5
5
7
]
,
wh
ich
in
d
icate
d
th
at
UF
f
u
lly
m
ed
iated
th
e
r
elatio
n
s
h
ip
b
etwe
en
SI
an
d
I
NT
.
T
h
er
ef
o
r
e,
h
y
p
o
th
esis
6
was
s
u
p
p
o
r
ted
:
SI
p
o
s
itiv
ely
a
f
f
ec
t
th
e
i
n
ten
tio
n
o
f
co
lleg
e
s
tu
d
en
ts
f
r
o
m
Hen
a
n
in
u
s
in
g
m
o
b
ile
ap
p
s
to
lear
n
E
n
g
lis
h
th
r
o
u
g
h
t
h
e
m
ed
iato
r
o
f
UF
.
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.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
SEM
t
o
ex
p
lo
r
e
f
ac
to
r
s
in
f
lu
en
ci
n
g
th
e
in
ten
tio
n
o
f
c
o
lleg
e
s
tu
d
en
ts
f
r
o
m
Hen
an
to
u
s
e
m
o
b
ile
lear
n
in
g
ap
p
s
f
o
r
E
n
g
lis
h
s
tu
d
y
,
b
y
in
co
r
p
o
r
atin
g
SI
a
n
d
PEE
N
in
t
o
th
e
T
AM
.
SI
,
UF,
an
d
PEE
N
wer
e
id
en
tifie
d
to
b
e
s
ig
n
if
ican
tly
r
elate
d
to
th
e
I
NT
m
o
b
ile
E
n
g
lis
h
lear
n
in
g
am
o
n
g
th
ese
s
tu
d
en
ts
.
Mo
r
eo
v
er
,
th
e
f
i
n
d
in
g
s
r
ef
lecte
d
th
at
th
e
T
AM
m
o
d
el
em
p
lo
y
ed
in
th
e
s
tu
d
y
was
s
u
itab
le
with
h
ig
h
r
eliab
ilit
y
,
co
n
v
e
r
g
en
t
v
alid
ity
an
d
d
is
cr
im
in
a
n
t v
alid
it
y.
T
h
e
s
t
u
d
y
ai
m
e
d
t
o
ex
p
l
o
r
e
th
e
i
n
f
lu
en
ci
n
g
f
ac
to
r
s
o
f
m
o
b
il
e
E
n
g
l
is
h
le
ar
n
i
n
g
a
m
o
n
g
c
o
ll
e
g
e
s
tu
d
e
n
ts
f
r
o
m
He
n
a
n
,
th
r
o
u
g
h
a
n
al
y
zi
n
g
th
e
r
ela
ti
o
n
s
h
i
p
b
et
wee
n
SI
,
UF
,
E
OU
,
PEE
N
,
an
d
t
h
e
I
N
T
.
T
h
e
f
i
n
d
i
n
g
in
d
ic
at
ed
t
h
a
t
UF
s
i
g
n
if
i
ca
n
t
l
y
e
n
h
a
n
ce
d
s
t
u
d
e
n
ts
’
IN
T
m
o
b
ile
l
ea
r
n
i
n
g
ap
p
s
t
o
s
t
u
d
y
E
n
g
l
is
h
,
w
h
ic
h
was
co
n
s
is
t
e
n
t
w
it
h
p
r
i
o
r
s
t
u
d
ies
[
3
9
]
,
[
4
0
]
.
T
h
e
r
e
f
o
r
e
,
it
c
a
n
b
e
c
o
n
f
i
r
m
e
d
t
h
a
t
c
o
ll
e
g
e
s
t
u
d
e
n
ts
wh
o
h
o
l
d
t
h
e
m
o
b
i
le
ap
p
s
as
b
e
n
ef
i
ci
al
i
n
th
eir
E
n
g
lis
h
s
t
u
d
y
wi
ll
b
e
m
o
r
e
willi
n
g
t
o
u
s
e
m
o
b
il
e
ap
p
s
f
o
r
E
n
g
l
is
h
le
ar
n
i
n
g
.
I
t
was w
o
r
t
h
t
o
n
o
te
t
h
a
t
E
OU
h
ad
n
o
s
ig
n
i
f
i
ca
n
t
p
o
s
iti
v
e
im
p
a
ct
o
n
t
h
e
i
n
t
e
n
ti
o
n
o
f
c
o
ll
e
g
e
s
t
u
d
e
n
ts
f
r
o
m
H
e
n
a
n
to
u
s
e
m
o
b
il
e
ap
p
s
t
o
le
ar
n
E
n
g
lis
h
.
T
h
is
r
es
u
l
t
w
as
n
o
t
c
o
n
s
is
t
en
t
wit
h
t
h
e
p
r
ev
io
u
s
r
esu
lts
[
4
1
]
–
[
4
5
]
.
I
t
was
f
o
u
n
d
o
u
t t
h
a
t a
m
o
n
g
all
th
e
i
t
em
s
i
n
th
e
c
o
n
s
t
r
u
ct
o
f
E
OU
,
t
h
e
ite
m
“I
ca
n
ea
s
i
ly
o
b
t
ai
n
m
ate
r
ia
ls
f
r
o
m
m
o
b
il
e
lea
r
n
i
n
g
a
p
p
s
”
a
v
e
r
a
g
ed
th
e
l
ea
s
t
o
f
4
.
7
5
.
I
t
i
n
d
i
ca
t
ed
t
h
at
th
e
le
ar
n
i
n
g
r
es
o
u
r
ce
s
p
r
o
v
i
d
e
d
o
n
m
a
n
y
m
o
b
i
le
lea
r
n
i
n
g
a
p
p
s
we
r
e
n
o
t
e
asil
y
a
v
ai
la
b
l
e,
r
es
u
lti
n
g
in
p
o
o
r
u
s
ab
ilit
y
.
T
h
e
f
in
d
i
n
g
also
in
d
icate
d
th
a
t
PEE
N
,
h
o
wev
er
,
h
ad
a
s
ig
n
i
f
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
I
NT
m
o
b
ile
lear
n
in
g
ap
p
s
.
T
h
is
r
esu
lt
wa
s
co
n
s
is
ten
t
with
p
r
e
v
io
u
s
f
in
d
in
g
s
,
wh
ich
also
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
en
jo
y
m
en
t
i
n
in
f
lu
e
n
cin
g
tech
n
o
lo
g
y
ac
ce
p
tan
ce
a
n
d
u
s
ag
e
[
4
6
]
–
[
4
8
]
.
T
h
e
r
ef
o
r
e
,
it
ca
n
b
e
in
f
er
r
ed
th
at
f
o
r
co
lleg
e
s
tu
d
en
ts
f
r
o
m
Hen
an
,
if
u
s
in
g
m
o
b
ile
a
p
p
s
to
lear
n
E
n
g
lis
h
is
in
ter
esti
n
g
an
d
e
n
jo
y
ab
le,
it
is
m
o
r
e
lik
ely
th
at
th
ey
will
u
s
e
it
in
th
eir
f
u
t
u
r
e
s
tu
d
y
.
T
h
u
s
,
f
o
s
ter
in
g
a
s
en
s
e
o
f
en
jo
y
m
en
t
in
m
o
b
ile
lear
n
in
g
p
r
o
ce
s
s
m
ay
p
lay
a
cr
u
cial
r
o
l
e
in
th
e
ad
o
p
tio
n
o
f
m
o
b
ile
lea
r
n
in
g
.
T
h
e
s
tu
d
y
also
aim
ed
to
ex
p
lo
r
e
h
o
w
SI
im
p
ac
te
d
o
n
t
h
e
I
N
T
b
y
ex
am
in
i
n
g
t
h
e
r
elatio
n
s
h
ip
b
etwe
e
n
SI
,
UF,
an
d
th
e
I
NT
.
T
h
e
f
in
d
in
g
s
co
n
f
ir
m
e
d
th
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
SI
an
d
I
NT
th
r
o
u
g
h
th
e
m
ed
iatin
g
r
o
le
o
f
UF
.
T
h
e
im
p
ac
t
o
f
SI
on
UF
alig
n
ed
with
p
r
ev
io
u
s
r
esear
ch
[
4
9
]
,
[
5
0
]
.
T
h
e
m
ea
s
u
r
em
en
t
item
“if
teac
h
er
s
r
ec
o
m
m
en
d
m
o
b
ile
lear
n
in
g
a
p
p
s
to
m
e
f
o
r
lear
n
i
n
g
E
n
g
lis
h
,
I
wo
u
ld
b
e
willin
g
to
u
s
e
it”
av
er
ag
ed
th
e
h
ig
h
est
in
SI
co
n
s
tr
u
ct.
I
t
in
d
icate
d
th
at
s
u
g
g
esti
o
n
s
an
d
g
u
id
a
n
ce
f
r
o
m
tea
ch
er
s
wo
u
ld
p
la
y
a
cr
u
cial
r
u
le
in
i
n
f
lu
en
ci
n
g
co
ll
eg
e
s
tu
d
en
ts
’
ad
o
p
tio
n
o
f
m
o
b
ile
ap
p
s
in
th
eir
E
n
g
lis
h
lear
n
i
n
g
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
e
x
p
lo
r
e
d
th
e
co
lle
g
e
s
tu
d
en
ts
’
i
n
ten
tio
n
to
a
d
o
p
t
m
o
b
ile
lear
n
in
g
in
E
n
g
lis
h
s
tu
d
y
f
r
o
m
Hen
an
Pro
v
i
n
ce
in
C
en
tr
al
C
h
in
a.
T
h
r
ee
f
ac
to
r
s
wer
e
co
n
f
ir
m
ed
to
h
av
e
s
ig
n
if
ican
t
i
m
p
ac
ts
o
n
th
e
I
NT
m
o
b
ile
lear
n
in
g
a
p
p
s
am
o
n
g
th
e
s
tu
d
en
ts
:
SI
,
UF
a
s
well
as
PEE
N
.
A
f
u
r
th
er
an
aly
s
is
o
f
SI
r
ev
ea
le
d
th
at
teac
h
er
s
’
p
o
s
itiv
e
attitu
d
es
to
war
d
s
th
e
u
s
e
o
f
m
o
b
ile
lear
n
in
g
an
d
th
e
ac
tu
al
ac
tiv
e
in
t
eg
r
atio
n
o
f
m
o
b
ile
tech
n
o
lo
g
y
in
teac
h
in
g
wo
u
ld
h
av
e
a
g
r
ea
t
im
p
ac
t
o
n
s
tu
d
en
ts
’
attitu
d
e
o
f
th
e
ad
o
p
tio
n
o
f
m
o
b
ile
lear
n
in
g
in
E
n
g
lis
h
s
tu
d
y
.
T
o
c
o
n
clu
d
e
,
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
will
en
a
b
le
s
ch
o
o
l
a
d
m
in
is
tr
ato
r
s
to
lo
o
k
in
to
ex
is
tin
g
p
r
o
b
lem
s
o
f
in
co
m
p
eten
cy
o
f
teac
h
er
s
in
th
e
in
teg
r
atio
n
o
f
in
f
o
r
m
atio
n
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
in
d
aily
teac
h
in
g
a
n
d
th
e
p
r
o
v
id
e
p
r
a
ctica
l
in
s
ig
h
ts
f
o
r
p
r
ac
titi
o
n
e
r
s
in
th
eir
ef
f
o
r
ts
to
co
n
s
id
er
m
o
d
if
icatio
n
s
i
n
d
esig
n
in
g
m
o
b
ile
lear
n
in
g
ap
p
s
.
T
h
e
s
tu
d
y
p
r
o
p
o
s
es
th
at
th
e
m
o
b
ile
lear
n
in
g
ap
p
s
n
ee
d
t
o
p
r
o
v
id
e
an
d
k
ee
p
u
p
d
atin
g
an
d
en
r
ich
i
n
g
lear
n
i
n
g
r
eso
u
r
ce
s
to
m
a
k
e
th
e
E
n
g
lis
h
lear
n
in
g
m
u
ch
m
o
r
e
e
f
f
ic
ien
t
an
d
e
n
jo
y
a
b
le.
Mo
r
e
im
p
o
r
tan
tly
,
th
e
in
ter
f
a
ce
o
f
th
e
m
o
b
ile
lear
n
in
g
a
p
p
s
n
ee
d
s
t
o
b
e
m
o
r
e
u
s
er
-
f
r
ie
n
d
ly
s
in
ce
s
tu
d
en
ts
h
o
ld
n
eg
ativ
e
v
iews
to
war
d
th
e
ea
s
e
o
f
u
s
e
o
f
cu
r
r
e
n
t
m
o
b
ile
lear
n
in
g
ap
p
s
.
Fu
r
t
h
er
m
o
r
e
,
it
is
ad
v
is
ab
le
to
h
av
e
s
ch
o
o
l
au
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RE
F
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NC
E
S
[
1
]
Z.
Q
u
a
n
,
L.
G
r
a
n
t
,
D
.
H
o
c
k
i
n
g
,
a
n
d
A
.
C
o
n
n
o
r
,
“
D
i
st
i
n
c
t
i
v
e
m
o
b
i
l
e
l
e
a
r
n
i
n
g
:
w
h
e
r
e
i
t
i
s
d
i
f
f
e
r
e
n
t
a
n
d
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o
w
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t
c
a
n
ma
k
e
a
d
i
f
f
e
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n
c
e
,
”
I
n
t
e
r
a
c
t
i
v
e
L
e
a
rn
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g
En
v
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ro
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t
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,
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4
9
4
8
2
0
.
2
0
2
2
.
2
0
8
6
2
6
7
.
[
2
]
N
.
El
-
H
a
g
g
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r
,
L.
A
mo
u
r
i
,
A
.
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.
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.
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.
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l
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T
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0
.
3
3
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0
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p
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1
3
1
5
9
0
0
3
.
[
3
]
Y
.
M
.
Ta
n
g
,
K
.
Y
.
C
h
a
u
,
Y
.
La
u
,
a
n
d
G
.
T
.
S
.
H
o
,
“
I
mp
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m
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y
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a
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e
r
g
r
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d
u
a
t
e
c
u
r
r
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c
u
l
u
m,
”
As
i
a
Pa
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f
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c
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,
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.
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o
.
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6
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,
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n
.
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8
8
7
9
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.
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2
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2
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.
[4
]
D
.
W
a
n
g
a
n
d
Y
.
H
u
a
n
g
,
“
I
n
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me
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:
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,”
R
ELC
J
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l
,
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.
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o
.
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3
3
6
8
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2
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.
[
5
]
R
.
S
a
l
h
a
b
a
n
d
W
.
D
a
h
e
r
,
“
U
n
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v
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y
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s’
e
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g
a
g
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me
n
t
i
n
mo
b
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l
e
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e
a
r
n
i
n
g
,
”
E
u
r
o
p
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a
n
J
o
u
r
n
a
l
o
f
I
n
v
e
st
i
g
a
t
i
o
n
i
n
H
e
a
l
t
h
,
Psy
c
h
o
l
o
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y
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n
d
Ed
u
c
a
t
i
o
n
,
v
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l
.
1
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,
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o
.
1
,
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.
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0
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n
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3
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9
0
/
e
j
i
h
p
e
1
3
0
1
0
0
1
6
.
[
6
]
Y
.
Lu
o
a
n
d
M
.
W
a
t
t
s,
“
E
x
p
l
o
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a
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o
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o
f
u
n
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v
e
r
si
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y
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t
u
d
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t
s’
l
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v
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d
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x
p
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n
c
e
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f
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s
i
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sm
a
r
t
p
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e
s fo
r
En
g
l
i
s
h
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
”
C
o
m
p
u
t
e
r
Ass
i
st
e
d
L
a
n
g
u
a
g
e
L
e
a
r
n
i
n
g
,
v
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l
.
3
7
,
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o
.
4
,
p
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4
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2
2
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2
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4
.
[
7
]
Y
.
Tu
,
D
.
Z
o
u
,
a
n
d
R
.
Z
h
a
n
g
,
“
A
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m mu
l
t
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p
l
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p
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s
p
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c
t
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s
,
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t
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r
n
a
t
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o
n
a
l
J
o
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n
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Mo
b
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,
v
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.
1
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m
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o
.
2
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2
0
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1
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0
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9
2
1
7
.
[8
]
K
.
K
a
r
a
k
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a
a
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d
A
.
B
o
z
k
u
r
t
,
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(
M
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)
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s
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p
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b
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b
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s
:
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