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14
,
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5
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Octo
b
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20
25
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4
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stru
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ts,
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terv
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d
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ts.
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t
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e
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ra
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d
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o
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s.
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h
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re
a
ti
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t
is
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lt
b
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d
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n
ts
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e
n
g
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e
ra
ti
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s
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n
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ri
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n
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letin
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ro
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g
h
lea
rn
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g
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b
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c
re
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ti
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si
n
g
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se
v
e
ra
l
m
u
lt
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ts
c
a
n
b
e
d
e
v
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lo
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d
.
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e
p
s
y
c
h
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ica
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a
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c
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b
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b
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g
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a
g
e
a
n
d
c
re
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ti
v
it
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sk
il
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a
n
d
th
is
c
o
n
tri
b
u
ti
o
n
g
iv
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s
m
e
a
n
in
g
fu
l
stu
d
e
n
t
e
x
p
e
rien
c
e
s.
Th
e
se
fin
d
in
g
s
in
d
ica
te
th
a
t
s
o
m
e
stu
d
e
n
ts
’
sk
il
ls
c
a
n
b
e
d
e
v
e
lo
p
e
d
t
h
ro
u
g
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t
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y
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ra
ti
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n
d
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writi
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rn
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g
,
wh
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h
h
a
s
imp
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m
p
ro
v
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g
2
1
st
-
c
e
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t
u
ry
sk
il
ls.
Also
,
it
c
a
n
b
e
d
e
v
e
lo
p
e
d
m
o
re
in
Ara
b
ic
lan
g
u
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a
s a
se
c
o
n
d
/f
o
re
ig
n
lan
g
u
a
g
e
in
In
d
o
n
e
sia
o
r
o
th
e
r
c
o
u
n
t
ri
e
s.
K
ey
w
o
r
d
s
:
Ar
ab
ic
wr
itin
g
C
r
ea
tiv
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wr
itin
g
Pro
ject
b
ased
lear
n
in
g
Stu
d
en
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’
ex
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T
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-
b
ased
p
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T
h
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s
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p
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c
c
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ss
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d
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r th
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CC B
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-
SA
li
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se
.
C
o
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r
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s
p
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A
uth
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r
:
Z
ak
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ah
Ar
if
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Dep
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tm
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t o
f
Ar
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L
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Facu
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T
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Un
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b
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Ma
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Gaja
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a
Stre
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5
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Ma
lan
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I
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d
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r
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id
1.
I
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D
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O
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T
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p
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team
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ased
p
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T
B
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tly
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f
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n
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to
d
is
cu
s
s
io
n
an
d
co
llab
o
r
ativ
e
lear
n
in
g
[
1
]
.
T
h
is
em
p
h
asis
o
n
p
r
o
ject
lear
n
in
g
p
r
ac
tices
p
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tes
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s
tr
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ctio
n
r
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to
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tu
d
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ts
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ev
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lv
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n
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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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
:
4
1
9
5
-
4209
4196
an
d
id
ea
s
.
Stu
d
e
n
ts
’
r
esp
o
n
s
iv
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ess
to
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at
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elo
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d
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r
in
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ce
s
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r
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s
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atio
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p
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licatio
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n
d
co
n
s
tr
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n
o
f
k
n
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wled
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th
at
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atio
n
a
n
d
n
eg
o
tiatio
n
to
co
m
p
lete
th
e
p
r
o
ject
[
2
]
.
L
ea
r
n
e
r
en
g
ag
e
m
en
t
in
p
r
o
jects
in
h
er
en
tly
co
n
s
tr
u
cts
th
e
co
m
m
u
n
icativ
e
an
d
f
u
n
ctio
n
al
n
atu
r
e
o
f
lan
g
u
ag
e
lear
n
in
g
to
s
tr
en
g
th
e
n
lin
g
u
is
tic
co
m
p
eten
ce
an
d
d
ev
elo
p
cr
itical
th
in
k
in
g
,
p
r
o
b
lem
-
s
o
lv
i
n
g
,
an
d
in
ter
p
e
r
s
o
n
al
s
k
ills
ap
p
r
o
p
r
iate
to
th
e
lear
n
in
g
n
ee
d
s
o
f
th
e
cu
r
r
e
n
t c
en
tu
r
y
[
3
]
,
[
4
]
.
Simu
ltan
eo
u
s
ly
,
T
B
P
h
as
d
ev
elo
p
ed
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
b
y
p
r
o
m
o
tin
g
cr
itica
l
th
in
k
in
g
,
p
r
o
b
lem
-
s
o
lv
in
g
,
co
llab
o
r
atio
n
,
lead
er
s
h
ip
an
d
team
wo
r
k
,
in
ter
p
er
s
o
n
al
co
m
m
u
n
icatio
n
,
in
f
o
r
m
atio
n
an
d
m
ed
ia
liter
ac
y
,
en
v
ir
o
n
m
en
tal
awa
r
en
ess
,
in
n
o
v
atio
n
,
an
d
c
r
ea
tiv
ity
[
5
]
.
T
B
P
also
em
p
h
asized
th
at
p
r
o
ject
d
ev
elo
p
m
e
n
t
h
as
a
p
o
s
itiv
e
in
f
lu
en
ce
in
f
o
s
ter
in
g
s
tu
d
e
n
ts
’
in
n
o
v
ativ
e
th
in
k
in
g
th
at
lead
s
to
im
ag
in
atio
n
an
d
cr
ea
tiv
e
id
ea
s
[
6
]
.
T
h
e
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
an
d
m
in
d
s
et
d
ev
elo
p
m
en
t
f
r
am
ewo
r
k
p
r
o
m
o
te
s
tu
d
en
t
lear
n
in
g
s
k
ills
with
an
in
q
u
ir
y
m
in
d
s
et
an
d
d
is
p
o
s
itio
n
th
at
ca
n
e
n
h
an
ce
a
g
en
cy
,
cr
itical
t
h
in
k
in
g
,
an
d
t
h
e
b
r
o
a
d
er
,
q
u
ality
id
ea
s
n
ee
d
ed
to
ad
d
r
ess
th
e
ch
allen
g
es
o
f
th
e
v
ar
io
u
s
e
d
u
ca
tio
n
al
s
tan
d
ar
d
s
f
r
am
ewo
r
k
s
th
a
t
m
ay
b
e
f
ac
e
d
[
7
]
.
Pro
je
ct
-
b
ase
d
le
a
r
n
in
g
(
PjB
L
)
h
as
cl
ea
r
b
e
n
e
f
its
f
o
r
p
r
a
ctic
in
g
i
n
t
er
d
is
ci
p
li
n
ar
y
s
k
ill
s
,
s
u
ch
as
p
r
o
v
i
d
i
n
g
o
p
p
o
r
t
u
n
iti
es
t
o
c
r
e
ati
v
el
y
d
esi
g
n
s
o
lu
ti
o
n
s
t
o
o
p
en
-
e
n
d
e
d
p
r
o
b
l
em
s
a
n
d
p
r
ac
t
i
cin
g
te
am
s
k
i
lls
b
y
wo
r
k
in
g
w
it
h
s
p
ec
i
alis
ts
[
8
]
.
C
r
e
ati
v
i
ty
r
e
f
er
s
t
o
cr
ea
t
i
n
g
p
r
o
d
u
cts,
p
r
o
ce
s
s
es,
o
r
ev
en
en
v
i
r
o
n
m
en
tal
in
t
er
ac
t
io
n
s
t
o
e
n
c
o
u
r
a
g
e
th
e
l
ea
r
n
er
’
s
co
g
n
it
i
v
e
p
r
o
ce
s
s
es
[
9
]
.
Acc
o
r
d
i
n
g
t
o
T
o
r
r
a
n
c
e
[
1
0
]
,
c
r
ea
ti
v
e
th
i
n
k
in
g
in
c
lu
d
es
c
h
ar
ac
t
e
r
is
ti
cs
t
h
at
i
n
te
g
r
a
te
c
o
g
n
i
ti
v
e
p
er
f
o
r
m
a
n
ce
wit
h
th
e
ab
ilit
y
t
o
s
t
r
e
n
g
th
e
n
a
n
d
c
o
n
s
t
r
u
ct
f
l
u
e
n
c
y
,
f
le
x
i
b
i
lit
y
,
o
r
ig
i
n
ali
t
y
,
e
la
b
o
r
ati
o
n
,
a
n
d
r
esis
ta
n
c
e
,
c
o
n
f
i
r
m
s
t
h
at
f
o
r
m
i
n
g
c
r
e
at
iv
e
a
n
d
in
n
o
v
at
iv
e
th
i
n
k
i
n
g
r
e
q
u
ir
es
a
p
r
o
c
ess
o
f
d
is
co
v
er
y
,
d
esi
g
n
,
d
e
v
el
o
p
m
e
n
t
,
a
n
d
t
r
ai
n
i
n
g
t
o
a
c
er
t
ai
n
s
t
ag
e
a
n
d
l
e
v
el
[
1
1
]
.
T
h
u
s
,
c
r
e
ati
v
it
y
r
e
le
v
a
n
t
ly
c
o
n
n
e
cts
s
e
lf
-
e
f
f
ic
ac
y
an
d
cr
ea
t
iv
e
a
b
il
it
y
,
w
h
i
c
h
a
cts
as a
m
e
d
i
ato
r
an
d
r
e
c
o
g
n
i
ti
o
n
to
b
e
ass
ess
ed
,
m
e
as
u
r
ed
,
a
n
d
r
e
co
g
n
iz
e
d
[
1
2
]
,
i
n
cl
u
d
in
g
i
n
Ar
a
b
i
c
cr
ea
ti
v
e
wr
iti
n
g
ac
t
iv
iti
es
[
1
3
]
.
Ar
ab
ic
lan
g
u
ag
e
lear
n
in
g
in
h
ig
h
er
ed
u
ca
tio
n
b
ec
o
m
es
a
s
ec
o
n
d
lan
g
u
ag
e
lear
n
in
g
th
at
s
h
o
ws
th
e
allo
ca
tio
n
o
f
co
g
n
itiv
e
ab
ilit
i
es
im
p
lem
en
ted
i
n
lan
g
u
ag
e
s
k
ills
to
ac
h
iev
e
p
r
o
f
icien
c
y
.
I
n
teg
r
atin
g
T
B
P
in
lan
g
u
ag
e
lear
n
in
g
s
tim
u
lates
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
s
k
ills
a
n
d
g
i
v
es
lear
n
er
s
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
lear
n
in
g
[
1
4
]
.
As
s
u
ch
,
s
ec
o
n
d
lan
g
u
ag
e
lear
n
i
n
g
in
c
r
ea
tiv
e
wr
it
in
g
ac
tiv
ities
em
p
h
asizes
in
tellectu
al,
lan
g
u
a
g
e
p
r
o
f
icien
c
y
,
an
d
an
aly
tical
c
o
m
p
eten
cies
th
at
ar
e
d
ev
elo
p
ed
co
n
f
id
en
tly
to
in
clu
d
e
lin
g
u
is
tic
an
d
lo
g
ical
ch
allen
g
es
[
1
5
]
,
[
1
6
]
.
I
n
ad
d
itio
n
,
cr
ea
tiv
e
wr
itin
g
ac
tiv
ities
ca
n
in
s
p
ir
e
s
tu
d
en
ts
to
p
l
ay
with
lan
g
u
ag
e
–
ad
d
r
ess
in
g
ex
p
ec
tatio
n
s
an
d
p
er
ce
p
tio
n
s
th
r
o
u
g
h
wr
itin
g
t
h
at
in
clu
d
es
in
s
ig
h
ts
an
d
s
u
g
g
esti
o
n
s
f
o
r
tak
in
g
m
o
r
e
r
e
f
lectiv
e
cr
ea
tiv
e
s
tep
s
[
1
7
]
.
Du
r
in
g
cr
ea
tiv
e
wr
itin
g
ac
tiv
ities
,
s
tu
d
en
ts
ca
n
co
n
s
cio
u
s
ly
co
m
e
u
p
with
o
r
ig
in
al
id
ea
s
th
at
ar
e
co
n
s
t
r
u
cted
th
r
o
u
g
h
c
r
ea
tiv
e
tex
ts
as
a
f
o
r
m
o
f
m
an
if
estatio
n
o
f
im
ag
in
atio
n
in
p
r
o
v
id
i
n
g
n
ew
r
esp
o
n
s
es a
n
d
i
n
ter
p
r
etin
g
[
1
8
]
.
C
o
llab
o
r
ativ
e
cr
ea
tiv
e
wr
itin
g
ac
tiv
ities
h
av
e
co
r
r
elate
d
cr
ea
tiv
e
th
in
k
in
g
(
d
iv
e
r
g
en
t
th
in
k
in
g
)
an
d
co
g
n
itiv
e
t
h
in
k
in
g
th
at
o
cc
u
r
s
n
o
t
in
d
ep
en
d
en
tly
[
1
9
]
.
B
ased
o
n
th
ese
ar
g
u
m
e
n
ts
,
th
e
s
tu
d
y
o
f
cr
ea
tiv
e
wr
itin
g
ac
tiv
ities
th
r
o
u
g
h
a
T
B
P
ten
d
en
cy
to
:
i
)
r
ev
iew
PjB
L
r
esu
lts
o
n
af
f
ec
tiv
e,
c
o
g
n
iti
v
e,
an
d
p
er
f
o
r
m
an
ce
asp
ec
ts
as
a
f
o
r
m
o
f
th
e
lea
r
n
in
g
p
r
o
ce
s
s
th
at
p
r
o
d
u
ce
s
p
r
o
d
u
cts
b
ased
o
n
t
h
eir
e
x
p
e
r
ien
ce
s
co
n
f
i
d
en
tly
[
2
]
,
[
2
0
]
;
ii
)
t
h
e
f
le
x
ib
ilit
y
o
f
T
B
P
h
as
cr
ea
tiv
ely
an
d
in
te
r
a
ctiv
ely
s
h
ap
ed
p
atter
n
s
o
f
em
o
tio
n
,
m
etac
o
g
n
itio
n
,
an
d
s
elf
-
co
n
ce
p
t
tailo
r
e
d
to
t
h
e
d
iv
e
r
s
e
p
r
ef
e
r
en
ce
s
an
d
l
ea
r
n
in
g
s
ty
les
o
f
wr
itin
g
ac
ti
v
ities
s
u
ch
as
id
ea
g
en
er
atio
n
,
s
to
r
y
f
o
r
m
atio
n
,
a
n
d
r
ev
iewin
g
[
2
1
]
,
[2
2
]
;
iii
)
cr
ea
tiv
e
wr
itin
g
s
u
p
p
o
r
ts
h
ig
h
l
y
p
r
o
d
u
cti
v
e
lear
n
er
u
n
d
er
s
tan
d
i
n
g
an
d
ass
ess
m
en
t
o
u
tco
m
es
b
y
i
n
clu
d
in
g
a
s
p
ec
ts
o
f
tex
t
s
tr
u
ctu
r
e,
p
u
r
p
o
s
e,
an
d
lan
g
u
ag
e
co
n
v
en
tio
n
s
as e
x
p
licit e
lem
en
ts
in
p
r
o
d
u
cin
g
cr
ea
tiv
e
wr
iti
n
g
[
2
3
].
T
h
e
ten
d
e
n
cy
o
f
s
o
m
e
p
r
ev
i
o
u
s
s
tu
d
ies
o
p
en
s
u
p
o
p
p
o
r
t
u
n
ities
f
o
r
th
is
r
esear
ch
t
o
c
o
m
p
lem
en
t
p
r
ev
io
u
s
s
tu
d
ies
an
d
ex
p
lo
r
e
T
B
P
in
Ar
ab
ic
cr
ea
tiv
e
wr
itin
g
ac
tiv
ities
m
o
r
e
d
ee
p
ly
,
wh
ich
f
o
cu
s
o
n
id
en
tify
in
g
f
o
u
r
asp
ec
ts
:
lan
g
u
ag
e,
p
s
y
ch
o
lo
g
y
,
co
llab
o
r
ati
o
n
,
an
d
cr
ea
tiv
ity
b
ased
o
n
le
ar
n
in
g
ex
p
er
ien
ce
s
f
r
o
m
s
tu
d
en
t
p
er
ce
p
tio
n
s
.
I
t
is
also
k
n
o
wn
th
at
th
ese
f
o
u
r
asp
ec
ts
h
av
e
th
eir
r
esp
ec
tiv
e
r
o
les
in
s
tu
d
en
ts
lear
n
in
g
Ar
ab
ic
as
a
f
o
r
eig
n
l
an
g
u
ag
e
i
n
I
n
d
o
n
esia.
Fo
r
eig
n
lan
g
u
a
g
e
lear
n
in
g
is
s
o
cially
co
n
s
tr
u
cted
u
s
in
g
v
ar
io
u
s
lin
g
u
is
tic
f
ea
tu
r
es a
n
d
lan
g
u
ag
e
ex
p
e
r
ien
ce
s
in
teg
r
ated
in
to
s
tu
d
en
ts
ex
ten
d
ed
lin
g
u
is
tic
r
ep
er
to
ir
es a
s
cr
ea
tiv
e
wr
itin
g
lear
n
in
g
o
u
tc
o
m
es
[2
4
]
.
I
t
also
r
eq
u
ir
es
an
awa
r
en
ess
o
f
th
e
im
p
o
r
tan
ce
o
f
th
e
r
elatio
n
s
h
ip
o
f
p
s
y
ch
o
lo
g
ical
asp
ec
ts
to
s
ec
o
n
d
lan
g
u
ag
e
lear
n
in
g
th
at
ca
n
p
o
s
itiv
ely
co
n
s
tr
u
ct
ac
a
d
em
ic
en
g
ag
em
e
n
t,
em
o
tio
n
al
r
e
g
u
latio
n
,
en
jo
y
m
en
t,
ten
ac
ity
,
c
o
m
p
ass
io
n
ate
p
ed
ag
o
g
y
,
r
esil
ien
ce
,
a
n
d
well
-
b
ein
g
b
y
r
e
v
ea
lin
g
d
esira
b
le
s
ec
o
n
d
lan
g
u
a
g
e
lear
n
in
g
an
d
teac
h
in
g
ex
p
er
ien
c
es
[
2
5
]
.
I
n
ad
d
itio
n
,
asp
ec
ts
o
f
co
llab
o
r
atio
n
an
d
cr
ea
tiv
ity
in
clu
d
e
k
ey
2
1
s
t
-
ce
n
tu
r
y
n
o
n
tec
h
n
ical
s
k
ills
co
m
p
eten
cies
in
c
o
n
ce
p
tio
n
,
ass
ess
m
en
t,
an
d
v
alo
r
izatio
n
as
p
ed
ag
o
g
ical
g
o
als
an
d
p
o
licy
p
r
o
m
o
tio
n
a
g
ain
s
t
f
u
tu
r
e
lear
n
in
g
ch
allen
g
es
[
2
6
]
.
T
h
u
s
,
th
e
f
r
am
ewo
r
k
o
f
th
is
r
esear
ch
is
f
o
cu
s
ed
o
n
two
th
in
g
s
.
F
ir
s
t,
f
o
cu
s
in
g
o
n
th
e
f
o
u
r
asp
ec
ts
(
lan
g
u
ag
e,
p
s
y
ch
o
lo
g
y
,
c
o
llab
o
r
atio
n
,
a
n
d
cr
ea
tiv
ity
)
will
r
ev
ea
l
th
e
d
o
m
in
an
ce
o
f
asp
ec
ts
r
aised
b
ased
o
n
s
tu
d
en
ts
’
lear
n
in
g
ex
p
e
r
ien
ce
in
T
B
P.
Seco
n
d
,
th
e
d
is
clo
s
u
r
e
o
f
s
tu
d
en
t
lear
n
in
g
ex
p
e
r
ien
ce
s
f
r
o
m
th
e
f
o
u
r
asp
ec
ts
is
b
ased
o
n
th
e
p
er
ce
p
tio
n
s
o
f
s
t
u
d
en
ts
wh
o
c
o
n
tr
ib
u
te
to
th
e
l
ea
r
n
in
g
p
r
o
ce
s
s
u
s
in
g
T
B
P.
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
Un
ve
ilin
g
mu
lti
-
a
s
p
ec
ts
b
eh
in
d
s
tu
d
en
ts
’
A
r
a
b
ic
lea
r
n
in
g
ex
p
erien
ce
in
crea
tive
w
r
itin
g
(
Za
kiya
h
A
r
ifa
)
4197
I
d
en
tify
in
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
T
B
P
in
Ar
ab
ic
cr
ea
tiv
e
wr
itin
g
ac
tiv
ities
h
as
in
f
lu
en
ce
d
th
eir
in
d
iv
id
u
al
an
d
g
r
o
u
p
ex
p
e
r
ien
ce
s
an
d
ca
p
ab
ilit
ies.
T
h
e
ar
g
u
m
en
t is
th
at
T
B
P c
o
n
n
ec
ts
lear
n
in
g
b
y
o
p
en
in
g
u
p
a
lan
d
s
ca
p
e
o
f
g
e
n
er
ic
c
o
m
p
eten
cies
th
at
ar
e
b
ased
m
a
in
ly
o
n
e
x
p
er
ien
ce
to
f
ac
e
an
y
c
h
allen
g
es
in
co
m
p
letin
g
a
p
r
o
ject
[2
7
]
.
T
h
is
r
esear
ch
h
as
b
ee
n
ca
r
r
ie
d
o
u
t
im
p
lem
en
tin
g
th
e
T
B
P
in
Ar
ab
ic
cr
ea
tiv
e
wr
itin
g
ac
tiv
ities
ac
co
m
p
an
i
ed
b
y
p
r
ep
ar
i
n
g
in
s
tr
u
m
en
ts
in
t
h
e
f
o
r
m
o
f
test
q
u
esti
o
n
s
th
at
h
av
e
b
ee
n
d
ev
elo
p
e
d
to
m
ea
s
u
r
e
th
e
cr
ea
tiv
ity
o
f
th
e
c
r
ea
tiv
e
th
in
k
i
n
g
m
o
d
el
b
ased
o
n
T
o
r
r
an
ce
test
cr
ea
tiv
ity
th
in
k
in
g
(
T
T
C
T
)
co
m
b
i
n
ed
with
th
e
Ar
ab
ic
cr
ea
tiv
e
w
r
itin
g
test
a
s
th
e
r
esear
ch
o
u
tco
m
e.
T
h
e
p
r
ev
alen
ce
o
f
T
B
P
im
p
lem
en
tatio
n
ac
tiv
ely
en
g
ag
es
th
e
lear
n
er
,
wh
ich
allo
ws
f
o
r
s
tim
u
latio
n
an
d
s
u
p
p
o
r
t
th
at
d
r
aws
o
n
ex
p
er
ien
ce
s
an
d
lear
n
in
g
o
u
tc
o
m
es
to
co
n
s
tr
u
ct
lear
n
e
r
p
er
ce
p
tio
n
s
[
28
].
B
ased
o
n
th
ese
ar
g
u
m
e
n
ts
,
m
ix
ed
m
eth
o
d
s
wer
e
u
s
ed
to
m
ea
s
u
r
e
an
d
m
ap
t
h
e
lear
n
in
g
ex
p
er
ien
ce
to
s
tu
d
e
n
ts
’
co
n
t
r
ib
u
tio
n
,
r
eq
u
ir
i
n
g
q
u
an
titativ
e
an
d
q
u
alitativ
e
m
eth
o
d
s
to
u
n
d
er
s
tan
d
a
n
d
r
ev
e
al
h
o
w
th
e
lear
n
i
n
g
e
x
p
er
ien
c
e
co
n
tr
ib
u
tes
to
th
e
T
B
P lea
r
n
in
g
p
r
o
ce
s
s
.
T
h
is
s
tu
d
y
h
as r
esear
c
h
q
u
esti
o
n
s
s
u
c
h
as:
-
W
h
at
ar
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
Ar
ab
ic
lear
n
in
g
ex
p
e
r
ien
ce
in
cr
ea
tiv
e
wr
itin
g
u
s
in
g
T
B
P
in
f
o
u
r
asp
ec
ts
:
lan
g
u
ag
e,
p
s
y
ch
o
lo
g
y
,
co
llab
o
r
atio
n
,
an
d
cr
ea
tiv
ity
?
-
Ho
w
d
o
es
th
e
lear
n
in
g
ex
p
e
r
ien
ce
f
r
o
m
f
o
u
r
asp
ec
ts
co
n
tr
ib
u
te
to
th
e
lear
n
in
g
p
r
o
c
ess
u
s
in
g
T
B
P
ac
co
r
d
in
g
to
s
tu
d
en
ts
’
p
er
ce
p
t
io
n
s
?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
nd
pro
ce
du
re
T
o
d
escr
ib
e
an
d
u
n
d
er
s
tan
d
t
h
e
s
tu
d
en
ts
’
e
x
p
er
ien
ce
s
c
o
m
p
r
eh
en
s
iv
ely
,
th
is
r
esear
ch
u
s
es
m
ix
ed
m
eth
o
d
s
,
n
a
m
ely
d
escr
ip
ti
v
e
q
u
an
titativ
e
s
u
r
v
e
y
d
esig
n
an
d
q
u
alitativ
e
ca
s
e
s
tu
d
y
d
esig
n
with
a
c
o
n
cu
r
r
en
t
tr
ian
g
u
latio
n
m
ix
ed
m
eth
o
d
,
wh
ich
was
in
itiated
b
y
C
r
eswell
an
d
C
lar
k
[
29
].
T
h
e
r
esear
ch
er
co
llects
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
co
n
cu
r
r
en
tly
f
o
r
th
e
f
o
u
r
asp
ec
ts
o
f
s
tu
d
en
ts
’
p
er
ce
p
tio
n
in
lea
r
n
in
g
Ar
ab
i
c
wr
itin
g
u
s
in
g
PjB
L
an
d
th
e
n
co
m
p
ar
es
th
ese
two
to
d
eter
m
in
e
wh
eth
er
th
e
r
e
is
co
n
v
er
g
en
ce
,
co
n
f
ir
m
atio
n
,
d
is
co
n
f
ir
m
atio
n
,
cr
o
s
s
-
v
alid
at
io
n
,
o
r
s
o
m
e
co
m
b
i
n
atio
n
.
C
o
llectin
g
q
u
an
titativ
e
d
ata
wi
th
a
s
u
r
v
ey
d
esig
n
u
s
in
g
clo
s
ed
q
u
esti
o
n
n
air
e
in
s
tr
u
m
en
ts
an
d
q
u
alitativ
e
d
at
a
s
im
u
ltan
eo
u
s
ly
with
ca
s
e
s
tu
d
ies
u
s
in
g
o
p
en
q
u
esti
o
n
n
air
e
d
ata
c
o
llectio
n
m
eth
o
d
s
,
in
te
r
v
iews,
an
d
f
o
cu
s
ed
g
r
o
u
p
d
is
cu
s
s
io
n
(
FGD)
t
o
m
u
t
u
ally
co
n
f
ir
m
an
d
v
alid
ate
th
e
d
ata.
I
n
th
i
s
r
esear
ch
,
m
ix
i
n
g
o
cc
u
r
s
at
th
e
in
ter
p
r
etatio
n
an
d
d
is
cu
s
s
io
n
s
tag
es.
T
h
is
co
m
b
in
atio
n
m
et
h
o
d
is
u
s
ed
to
d
escr
ib
e
an
d
m
ap
th
e
p
e
r
c
ep
tio
n
an
d
to
u
n
d
er
s
tan
d
h
o
w
th
e
f
o
u
r
asp
ec
ts
,
lan
g
u
ag
e,
p
s
y
ch
o
lo
g
y
,
c
o
llab
o
r
atio
n
,
an
d
c
r
ea
tiv
ity
,
co
n
tr
ib
u
te
to
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
in
cr
ea
s
e
th
e
s
k
ills
,
wh
ich
ca
n
o
n
ly
b
e
o
b
tain
ed
f
r
o
m
q
u
alitativ
e
d
ata.
Mix
in
g
is
d
o
n
e
b
y
tr
an
s
f
o
r
m
in
g
o
n
e
ty
p
e
o
f
d
ata
with
an
o
th
er
.
Sti
ll,
th
e
q
u
an
titativ
e
d
ata
was
d
i
s
p
lay
ed
wh
en
p
r
e
s
en
tin
g
th
e
r
esu
lts
,
f
o
llo
wed
b
y
q
u
alitativ
e
d
ata
th
at
s
u
p
p
o
r
ted
o
r
r
ejec
ted
t
h
e
r
esu
lts
.
T
h
is
co
n
c
u
r
r
en
t
tr
ian
g
u
latio
n
s
tr
ateg
y
p
r
o
d
u
c
es
s
u
b
s
tan
tiv
e
an
d
v
alid
ated
q
u
a
n
titativ
e
an
d
q
u
a
litativ
e
d
ata
f
in
d
in
g
s
.
2
.
2
.
P
a
rt
icipa
nt
T
h
e
s
tu
d
en
ts
as
p
ar
ticip
an
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
u
s
in
g
ex
em
p
la
r
y
p
a
r
ticip
an
t
c
ases
with
p
u
r
p
o
s
ef
u
l
s
am
p
lin
g
tech
n
iq
u
es
with
ex
em
p
lar
y
ca
s
es
s
u
g
g
ested
b
y
Yin
[3
0
]
at
two
I
s
lam
ic
u
n
iv
e
r
s
ities
in
I
n
d
o
n
esia
.
T
h
er
e
ar
e
1
2
s
tu
d
en
ts
f
r
o
m
Un
iv
e
r
s
itas
I
s
lam
Neg
er
i
Ma
u
lan
a
Ma
lik
I
b
r
ah
im
Ma
lan
g
(
UI
N
Ma
lan
g
)
an
d
1
0
s
tu
d
en
ts
f
r
o
m
Un
iv
er
s
itas
Dar
u
s
s
alam
(
UNI
DA)
Go
n
to
r
,
to
talin
g
2
2
s
tu
d
e
n
ts
s
elec
ted
b
y
th
e
p
o
p
u
latio
n
wh
o
tak
e
co
m
p
lete
co
u
r
s
es
in
th
e
Ma
h
ā
r
a
h
K
itā
b
a
h
(
wr
itin
g
s
k
ill
)
co
u
r
s
e
th
at
im
p
lem
en
ts
T
B
P
in
cr
ea
tiv
e
wr
itin
g
.
T
h
is
s
am
p
le
was
ch
o
s
en
with
th
e
cr
iter
ia
o
f
h
av
in
g
e
x
p
er
ien
ce
i
n
f
o
llo
wi
n
g
T
B
P,
wh
ich
was
ca
r
r
ied
o
u
t
f
o
r
o
n
e
s
em
ester
at
th
ese
two
u
n
iv
e
r
s
ities
in
th
e
lear
n
in
g
d
esig
n
o
f
im
p
lem
e
n
tin
g
T
B
P
lear
n
in
g
d
esig
n
in
Ar
ab
ic
cr
ea
tiv
e
wr
i
tin
g
b
ased
o
n
in
f
o
r
m
atio
n
f
r
o
m
th
e
h
ea
d
o
f
th
e
d
ep
a
r
tm
en
t
an
d
lectu
r
er
s
a
n
d
v
o
lu
n
tar
ily
s
elec
ted
b
y
d
ec
lar
i
n
g
p
ar
ticip
atio
n
.
T
h
e
s
elec
tio
n
o
f
s
tu
d
en
ts
as
r
esp
o
n
d
en
ts
a
n
d
p
ar
ticip
an
ts
was
p
u
r
p
o
s
iv
e,
with
th
e
cr
iter
ia
o
f
b
ein
g
ac
tiv
ely
in
v
o
lv
ed
in
p
a
r
ticip
atin
g
,
co
n
s
is
tin
g
o
f
1
2
o
u
t
o
f
1
7
s
tu
d
e
n
ts
at
UI
N
Ma
lan
g
a
n
d
1
0
o
u
t
o
f
1
3
s
tu
d
en
ts
at
UNI
DA
.
No
t
all
s
tu
d
en
ts
co
u
ld
b
e
tak
e
n
b
ec
a
u
s
e
s
o
m
e
wer
e
less
cr
ed
ib
le
f
o
r
co
llectin
g
o
v
e
r
all
d
ata
a
n
d
wer
e
elim
in
ated
f
r
o
m
th
e
r
esp
o
n
d
en
ts
.
Per
ce
p
tio
n
d
ata
was
o
b
tain
e
d
f
r
o
m
p
ar
ticip
a
n
ts
u
s
in
g
a
q
u
an
titativ
e
q
u
esti
o
n
n
air
e
with
a
L
ik
er
t
s
ca
le.
I
t
was
f
o
llo
wed
b
y
r
ef
lectio
n
d
u
r
in
g
lear
n
in
g
with
in
ter
v
iews
an
d
p
er
ce
p
tio
n
s
o
f
ex
p
er
ie
n
ce
s
af
ter
lear
n
in
g
with
o
p
en
q
u
esti
o
n
n
air
es
an
d
co
n
tin
u
ed
with
in
ter
v
iews a
n
d
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
.
T
h
e
d
escr
ip
tio
n
o
f
p
ar
ticip
an
ts
is
s
h
o
wn
in
T
a
b
le
1
.
T
ab
le
1
.
Descr
ip
tio
n
o
f
p
ar
ticip
an
t stu
d
en
ts
C
l
a
s
s
U
n
i
v
e
r
si
t
y
S
t
u
d
e
n
t
G
e
n
d
e
r
A
g
e
Le
v
e
l
o
f
a
b
i
l
i
t
y
A
2
(
g
r
a
d
e
4
)
U
I
N
M
a
l
a
n
g
5
M
a
l
e
20
-
21
B
e
g
i
n
n
e
r
-
i
n
t
e
r
m
e
d
i
a
t
e
7
F
e
mal
e
A
R
a
b
i
t
h
a
h
(
g
r
a
d
e
6
)
U
N
I
D
A
G
o
n
t
o
r
10
M
a
l
e
21
-
23
I
n
t
e
r
med
i
a
t
e
-
e
a
r
l
y
a
d
v
a
n
c
e
d
To
t
a
l
22
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
:
4
1
9
5
-
4209
4198
2
.
3
.
Da
t
a
c
o
llect
io
n
Qu
an
titativ
e
d
ata
was
co
llecte
d
b
y
d
is
tr
ib
u
tin
g
clo
s
ed
q
u
esti
o
n
n
air
es
to
s
tu
d
en
ts
.
T
h
e
q
u
e
s
tio
n
n
air
e
co
n
s
is
ts
o
f
4
asp
ec
ts
,
lan
g
u
a
g
e,
p
s
y
ch
o
lo
g
ical,
c
o
llab
o
r
ati
v
e,
an
d
cr
ea
tiv
e,
u
s
in
g
5
L
ik
er
t
s
ca
les:
s
tr
o
n
g
ly
ag
r
ee
,
ag
r
ee
,
s
u
f
f
icien
t,
d
is
ag
r
ee
,
an
d
s
tr
o
n
g
ly
d
is
ag
r
ee
.
T
h
e
ass
u
m
p
tio
n
test
o
n
th
e
in
s
tr
u
m
en
t
s
h
o
ws
th
at
th
e
in
s
tr
u
m
en
t
f
o
r
m
ea
s
u
r
i
n
g
p
er
c
ep
tio
n
with
1
5
item
s
(
3
item
s
lan
g
u
ag
e
asp
ec
ts
,
2
item
s
p
s
y
ch
o
lo
g
ical
asp
ec
ts
,
5
item
s
co
llab
o
r
ativ
e
asp
ec
ts
,
an
d
5
item
s
c
r
ea
tiv
ity
asp
ec
ts
)
s
tatis
tically
h
as
s
u
f
f
icien
t
v
ali
d
ity
u
s
in
g
Pear
s
o
n
co
r
r
elatio
n
with
a
r
an
g
e
o
f
0
.
7
7
4
-
0
.
9
3
4
,
a
n
d
h
as
ad
e
q
u
ate
r
eliab
ilit
y
u
s
in
g
C
r
o
n
b
ac
h
alp
h
a
o
f
0
.
7
8
4
.
Fro
m
th
is
q
u
esti
o
n
n
air
e,
n
u
m
er
ical
v
alu
es
ar
e
ca
lcu
lated
,
an
d
m
ea
n
an
d
av
er
ag
e
p
er
ce
n
tag
es
ar
e
ca
lcu
lated
an
d
d
is
p
lay
ed
.
Me
an
wh
ile,
q
u
alita
tiv
e
d
ata
was
ca
r
r
ied
o
u
t
s
im
u
ltan
eo
u
s
ly
with
an
o
p
en
q
u
est
io
n
n
air
e,
f
o
llo
wed
b
y
in
ter
v
iews
an
d
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
to
ex
p
lo
r
e
f
u
r
th
er
s
tu
d
en
t
p
er
ce
p
tio
n
s
ab
o
u
t
t
h
e
lear
n
in
g
ex
p
er
ien
ce
u
s
in
g
T
B
P
in
cr
ea
tiv
e
wr
itin
g
.
T
h
is
d
ata
co
llectio
n
tech
n
iq
u
e
also
v
alid
at
es
an
d
s
tr
en
g
th
en
s
q
u
an
titativ
e
d
ata
in
ca
s
e
ex
p
er
ien
ce
s
an
d
p
er
ce
p
tio
n
s
ar
e
ex
p
lain
ed
in
m
o
r
e
d
e
p
th
.
B
o
th
ty
p
es
o
f
co
m
b
in
atio
n
d
ata
wer
e
co
llected
o
v
er
a
p
er
io
d
o
f
1
s
em
ester
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
I
n
ter
v
iews
an
d
FGDs
wer
e
u
s
ed
to
ex
p
lo
r
e
th
e
v
ar
ia
b
les
o
r
a
s
p
ec
ts
an
aly
ze
d
to
tr
ian
g
u
late
th
e
r
esear
c
h
r
esu
lts
b
ased
o
n
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
[3
1
]
.
2
.
4
.
Da
t
a
a
na
ly
s
is
Qu
an
titativ
e
d
ata
f
r
o
m
th
e
s
u
r
v
ey
with
q
u
esti
o
n
n
air
e
was
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
an
aly
s
is
o
f
th
e
m
ea
n
an
d
p
er
ce
n
tag
e
o
f
ea
ch
asp
ec
t
to
m
ea
s
u
r
e
an
d
s
tatis
t
ic
ally
d
escr
ib
e
th
e
s
ca
le
in
f
o
u
r
asp
ec
ts
th
at
ca
n
b
e
m
ap
p
ed
to
th
e
r
esu
lts
.
T
h
e
n
,
th
e
q
u
alitativ
e
d
ata
was
a
n
a
ly
ze
d
u
s
in
g
r
ef
lectiv
e
an
aly
s
i
s
b
y
n
a
r
r
atin
g
th
e
p
er
ce
p
tio
n
s
o
f
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
wh
ile
lear
n
in
g
to
u
n
d
er
s
tan
d
an
d
ex
p
lain
h
o
w
th
ese
f
o
u
r
asp
ec
ts
co
n
tr
ib
u
te
to
lear
n
in
g
Ar
ab
ic
wr
itin
g
an
d
im
p
r
o
v
i
n
g
s
k
ills
.
T
h
is
p
er
ce
p
tio
n
was
in
itiall
y
o
b
tain
ed
with
an
o
p
en
q
u
esti
o
n
n
ai
r
e
o
n
s
tu
d
e
n
ts
f
o
llo
wed
b
y
s
em
i
-
s
tr
u
ct
u
r
e
d
in
ter
v
iews
a
n
d
f
o
cu
s
g
r
o
u
p
in
ter
v
iews
d
u
r
in
g
an
d
af
ter
lea
r
n
in
g
s
o
th
at
m
o
r
e
in
-
d
ep
th
d
ata
was
o
b
tain
e
d
with
in
d
iv
id
u
al
a
n
d
g
r
o
u
p
in
t
er
v
iews
an
d
cr
o
s
s
-
ch
ec
k
in
g
d
ata
b
etwe
en
r
esear
ch
s
u
b
jects.
T
h
e
r
esu
lts
o
f
th
e
in
ter
v
iews
wer
e
th
en
tr
an
s
cr
i
b
ed
,
class
if
ied
,
an
d
an
aly
ze
d
to
g
et
a
p
o
r
tr
ait
o
f
s
tu
d
en
t
ex
p
er
ie
n
ce
s
an
d
a
p
o
r
t
r
ait
o
f
s
tu
d
en
t
p
er
ce
p
tio
n
s
o
f
th
is
lear
n
in
g
m
o
d
el
[3
2
]
.
T
h
e
r
esu
lts
o
f
th
e
an
al
y
s
is
ar
e
th
en
d
is
cu
s
s
ed
an
d
in
ter
p
r
eted
u
s
in
g
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
t
h
eo
r
ies,
lear
n
in
g
p
s
y
c
h
o
lo
g
y
,
a
n
d
s
tu
d
en
t
d
ev
elo
p
m
en
t.
T
h
is
co
m
b
i
n
atio
n
o
f
an
aly
s
is
ca
n
ex
p
l
o
r
e
th
e
m
ap
o
f
s
tu
d
en
t
p
er
ce
p
tio
n
with
q
u
a
n
titativ
e
an
aly
s
is
an
d
,
at
th
e
s
am
e
ti
m
e,
ca
n
u
n
d
er
s
tan
d
an
d
tr
ian
g
u
late
h
o
w
th
e
f
o
u
r
asp
ec
ts
co
n
tr
ib
u
te
to
th
e
lea
r
n
i
n
g
p
r
o
ce
s
s
with
q
u
alitativ
e
an
aly
s
is
,
th
en
th
at
cr
ed
ib
le
f
i
n
d
i
n
g
s
ar
e
o
b
tai
n
ed
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Stu
d
e
n
t
p
er
ce
p
tio
n
s
in
lear
n
i
n
g
Ar
ab
ic
cr
ea
tiv
e
wr
itin
g
u
s
in
g
a
T
B
P
s
h
o
w
th
at
th
er
e
ar
e
r
e
s
p
o
n
s
es
in
th
e
f
o
r
m
o
f
ass
ess
m
en
ts
f
r
o
m
ea
ch
in
d
iv
i
d
u
al,
wh
e
r
e
th
ese
r
esp
o
n
s
es
an
d
ass
ess
m
en
ts
ar
e
s
h
o
wn
to
b
e
b
ased
o
n
ex
p
er
ie
n
ce
s
an
d
lear
n
in
g
o
u
tco
m
es
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
[3
3
].
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
en
t
p
er
ce
p
tio
n
ass
es
s
m
en
t
wer
e
tak
en
f
r
o
m
two
u
n
iv
er
s
ities
,
UI
N
Ma
lan
g
,
wh
ich
h
ad
1
2
s
tu
d
e
n
ts
,
an
d
UNI
DA
Go
n
to
r
,
wh
ich
h
ad
1
0
s
tu
d
en
ts
.
Ap
ar
t
f
r
o
m
th
at,
th
e
ass
ess
m
en
t
o
f
s
tu
d
en
t
p
er
ce
p
tio
n
s
is
r
ev
ie
wed
b
ased
o
n
f
o
u
r
asp
ec
ts
: la
n
g
u
ag
e,
p
s
y
ch
o
lo
g
y
,
co
llab
o
r
atio
n
,
an
d
cr
ea
tiv
ity
asp
ec
ts
.
3
.
1
.
S
t
u
de
n
t
p
e
r
c
ep
t
i
o
ns
o
f
t
h
e
Ar
a
b
i
c
l
e
a
rn
in
g
e
x
p
e
ri
e
nc
e
in
c
r
e
a
t
i
v
e
w
r
i
t
i
n
g
us
in
g
T
B
P
3
.
1
.
1
.
L
a
ng
ua
g
e
a
s
pect
s
W
r
itin
g
s
k
ills
ar
e
an
ac
tiv
ity
t
o
d
e
v
elo
p
lan
g
u
a
g
e
a
b
ilit
ies
th
at
r
eq
u
ir
e
a
p
r
o
ce
s
s
o
f
s
tr
ateg
ic
u
s
e
o
f
lan
g
u
ag
e,
s
tr
u
ctu
r
al
ac
cu
r
ac
y
,
an
d
co
m
m
u
n
icativ
e
p
o
ten
tial
[3
3
]
.
Du
r
i
n
g
th
e
lear
n
i
n
g
p
r
o
ce
s
s
,
lan
g
u
ag
e
asp
ec
ts
h
av
e
an
im
p
o
r
tan
t
r
o
l
e
th
at
n
ee
d
s
to
b
e
r
e
v
iewe
d
b
ased
o
n
s
tu
d
e
n
t
p
er
ce
p
tio
n
s
,
a
s
s
h
o
wn
in
T
ab
le
2
.
T
ab
le
2
s
h
o
ws
th
at
th
e
ass
es
s
m
en
t
o
f
s
tu
d
en
ts
f
r
o
m
UI
N
Ma
lan
g
in
th
e
lan
g
u
ag
e
asp
ec
t
h
as
a
p
er
ce
n
tag
e
r
esu
lt
o
f
8
7
.
7
%.
Me
an
w
h
ile,
t
h
e
p
e
r
ce
n
tag
e
r
esu
lts
f
o
r
s
tu
d
en
t
p
er
ce
p
tio
n
s
f
r
o
m
UNI
DA
Go
n
to
r
in
T
ab
le
2
ar
e
also
s
im
ilar
to
th
e
p
r
ev
io
u
s
p
er
ce
n
tag
e
(
8
8
%
)
.
T
h
e
p
er
ce
p
tio
n
s
o
f
s
tu
d
en
ts
f
r
o
m
th
e
s
e
two
u
n
iv
er
s
ities
s
h
o
w
a
ten
d
en
cy
to
in
ter
p
r
et
th
e
p
er
ce
n
tag
es
th
at
ca
n
b
e
id
en
tifie
d
as
ag
r
ee
in
g
o
r
g
o
o
d
.
T
h
e
p
er
ce
n
tag
e
r
esu
lts
in
th
e
tab
le
co
n
f
ir
m
th
e
p
o
s
itiv
e
r
esp
o
n
s
es
f
r
o
m
s
tu
d
en
ts
to
war
d
lear
n
in
g
Ar
ab
ic
cr
ea
tiv
e
wr
itin
g
u
s
in
g
T
B
P.
L
ea
r
n
in
g
cr
ea
tiv
e
wr
itin
g
in
Ar
ab
ic
u
s
in
g
a
T
B
P
h
as
g
r
ea
t
p
o
ten
tial
in
d
ev
el
o
p
in
g
an
d
im
p
r
o
v
i
n
g
s
tu
d
en
ts
’
lan
g
u
a
g
e
s
k
ills
.
T
h
e
p
o
s
itiv
e
r
esp
o
n
s
es
also
r
ev
e
aled
in
cr
ea
s
ed
lan
g
u
a
g
e
s
k
ills
in
c
o
m
p
letin
g
th
e
p
r
o
ject
b
y
ex
p
ec
tin
g
in
d
ep
en
d
en
t
s
tu
d
en
ts
to
g
ain
a
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
k
n
o
wled
g
e,
d
ev
elo
p
a
h
ig
h
le
v
el
o
f
lear
n
in
g
,
an
d
in
cr
ea
s
e
m
o
tiv
atio
n
to
lear
n
[
3
4
].
3
.
1
.
2
.
P
s
y
cho
lo
g
ica
l
a
s
pect
s
I
m
p
lem
en
tin
g
lear
n
in
g
u
s
in
g
T
B
P
em
p
ir
ically
d
o
es
n
o
t
o
n
ly
f
o
cu
s
o
n
ea
ch
s
tu
d
en
t
b
u
t
also
f
o
cu
s
es
o
n
team
p
er
f
o
r
m
a
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ce
.
I
n
th
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ca
s
e,
it
is
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ec
es
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ar
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to
id
en
tify
th
e
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s
y
ch
o
l
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ical
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ec
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ch
team
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e
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o
r
s
tu
d
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n
t.
T
h
is
ca
s
e
is
b
ec
a
u
s
e
th
e
team
p
er
f
o
r
m
a
n
ce
p
r
o
ce
s
s
in
v
o
lv
es
s
itu
atio
n
al
f
ac
to
r
s
an
d
a
r
elativ
ely
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
Un
ve
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mu
lti
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a
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4199
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izatio
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[
3
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,
wh
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is
allo
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th
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lear
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s
in
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T
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P,
ass
ess
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e
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ied
o
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t
in
p
s
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ch
o
lo
g
ical
asp
ec
ts
,
as
p
r
esen
ted
in
T
ab
le
3
.
T
ab
le
2
.
Ass
ess
m
en
t o
f
s
tu
d
en
t la
n
g
u
ag
e
asp
ec
ts
No
La
n
g
u
a
g
e
a
s
p
e
c
t
s
U
n
i
v
e
r
si
t
y
SA
A
S
D
SD
M
e
a
n
To
t
a
l
1.
R
e
v
i
e
w
o
f
w
r
i
t
t
e
n
a
n
d
p
r
e
se
n
t
a
t
i
o
n
r
e
s
u
l
t
s
b
a
s
e
d
o
n
p
e
e
r
r
e
v
i
e
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U
I
N
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l
a
n
g
1
9
2
0
0
3
.
9
47
7
5
0
0
0
4
.
6
55
8
4
0
0
0
4
.
7
56
To
t
a
l
me
a
su
r
e
me
n
t
1
3
.
2
1
5
8
A
v
e
r
a
g
e
a
n
d
p
e
r
c
e
n
t
a
g
e
4
.
4
8
7
.
7
%
2.
I
n
c
r
e
a
si
n
g
v
o
c
a
b
u
l
a
r
y
a
n
d
g
r
a
mm
a
t
i
c
a
l
s
k
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l
l
s
U
N
I
D
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G
o
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t
o
r
3
5
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0
0
4
.
1
41
3.
I
mp
r
o
v
i
n
g
c
r
e
a
t
i
v
e
w
r
i
t
i
n
g
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k
i
l
l
s
4
6
0
0
0
4
.
4
44
7
3
0
0
0
4
.
7
47
To
t
a
l
me
a
su
r
e
me
n
t
1
3
.
2
1
3
2
A
v
e
r
a
g
e
a
n
d
p
e
r
c
e
n
t
a
g
e
4
.
4
8
8
%
(SA
=
S
t
r
o
n
g
l
y
a
g
r
e
e
,
A
=
A
g
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e
,
S
=
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f
f
i
c
i
e
n
t
,
D
=
D
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sa
g
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e
,
S
D
=
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
)
T
ab
le
3
.
Ass
ess
m
en
t o
f
s
tu
d
en
t p
s
y
ch
o
lo
g
ical
asp
ec
ts
No
.
P
sy
c
h
o
l
o
g
i
c
a
l
a
sp
e
c
t
s
U
n
i
v
e
r
si
t
y
SA
A
S
D
SD
M
e
a
n
To
t
a
l
1.
H
a
v
i
n
g
d
i
f
f
i
c
u
l
t
y
p
r
e
p
a
r
i
n
g
a
p
r
e
se
n
t
a
t
i
o
n
U
I
N
M
a
l
a
n
g
3
4
4
1
0
3
.
8
45
5
6
1
0
0
4
.
3
52
To
t
a
l
m
e
a
su
r
e
me
n
t
8
.
1
97
A
v
e
r
a
g
e
a
n
d
p
e
r
c
e
n
t
a
g
e
4
7
5
%
2.
W
o
r
k
i
n
g
i
n
g
r
o
u
p
s
c
a
n
i
n
c
r
e
a
se
c
o
n
f
i
d
e
n
c
e
i
n
e
x
p
r
e
s
si
n
g
c
r
e
a
t
i
v
e
i
d
e
a
s
UNIDA
G
o
n
t
o
r
3
4
3
1
0
4
40
7
3
0
0
0
4
.
7
47
To
t
a
l
m
e
a
su
r
e
me
n
t
8
.
7
87
A
v
e
r
a
g
e
a
n
d
p
e
r
c
e
n
t
a
g
e
4
.
3
5
8
7
%
(SA
=
S
t
r
o
n
g
l
y
a
g
r
e
e
,
A
=
A
g
r
e
e
,
S
=
S
u
f
f
i
c
i
e
n
t
,
D
=
D
i
sa
g
r
e
e
,
S
D
=
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
)
All
s
tu
d
en
ts
s
h
o
wed
p
s
y
ch
o
lo
g
ical
asp
ec
t
ass
e
s
s
m
en
t
r
esu
lt
s
th
at
wer
e
s
im
i
lar
to
th
e
p
er
ce
n
tag
e
o
f
7
5
%
o
f
UI
N
s
tu
d
en
ts
an
d
8
7
%
o
f
UNI
DA
s
tu
d
en
ts
.
T
h
is
cr
ea
tiv
e
wr
itin
g
p
r
o
ject
’
s
le
ar
n
in
g
p
r
o
ce
s
s
an
d
co
m
p
letio
n
h
a
v
e
p
r
o
f
o
u
n
d
im
p
licatio
n
s
f
o
r
th
eir
s
elf
-
ef
f
icac
y
an
d
th
at
o
f
th
e
g
r
o
u
p
,
wh
er
e
s
tu
d
en
ts
h
av
e
h
ig
h
co
n
f
id
en
ce
i
n
ex
p
r
ess
in
g
n
ew
id
ea
s
o
r
cr
ea
tiv
e
id
ea
s
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Gr
o
u
p
wo
r
k
ar
r
a
n
g
em
en
ts
f
ac
ilit
ate
co
llab
o
r
ativ
e
d
is
cu
s
s
io
n
s
an
d
h
elp
-
s
ee
k
in
g
b
eh
av
io
r
s
am
o
n
g
p
ee
r
s
th
at
m
ay
b
e
p
ar
ticu
lar
l
y
b
en
ef
icial
f
o
r
b
u
ild
in
g
s
tu
d
e
n
t
s
elf
-
ef
f
icac
y
[3
6
]
.
Ho
we
v
er
,
it
ca
n
n
o
t
b
e
d
en
ied
t
h
at
p
r
o
b
lem
s
ca
n
a
r
is
e,
wh
eth
er
p
er
s
o
n
al
o
r
g
r
o
u
p
.
3
.
1
.
3
.
Co
lla
bo
ra
t
i
o
n
a
s
pect
s
T
h
e
co
llab
o
r
atio
n
o
r
team
w
o
r
k
asp
ec
t
em
p
h
asizes
co
n
tin
u
o
u
s
g
r
o
u
p
in
ter
ac
tio
n
d
u
r
i
n
g
p
r
o
ject
ac
tiv
ities
.
T
h
is
is
d
o
n
e
to
r
e
v
iew
th
e
p
r
o
g
r
ess
o
f
th
e
p
r
o
jects
th
at
h
av
e
b
ee
n
im
p
lem
e
n
ted
.
T
h
is
team
o
r
co
llab
o
r
ativ
e
wo
r
k
in
v
o
lv
es
al
l
p
ar
ties
o
r
team
m
em
b
er
s
in
r
ea
lizin
g
th
e
p
r
o
ject
to
r
u
n
wel
l.
Ap
ar
t
f
r
o
m
th
at,
in
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
to
wr
ite
u
s
in
g
a
T
B
P
,
th
e
co
lla
b
o
r
ativ
e
asp
ec
ts
ca
r
r
ied
o
u
t
b
y
ea
ch
s
tu
d
en
t
ar
e
id
en
tifie
d
,
as sh
o
wn
in
T
ab
le
4.
T
ab
le
3
s
h
o
ws
an
av
er
ag
e
o
f
8
7
%
in
th
e
co
llab
o
r
ativ
e
asp
ec
t
ass
e
s
s
m
en
t,
wh
er
e
th
e
av
er
ag
e
r
esu
lt
is
s
till
r
elat
iv
ely
lo
w
co
m
p
ar
ed
to
th
e
av
er
ag
e
in
T
ab
le
2
,
wh
ic
h
r
ea
ch
ed
9
4
%.
On
th
e
asp
ec
t
o
f
co
llab
o
r
atio
n
,
it
was
also
r
ev
ea
led
th
at
s
tu
d
en
ts
en
jo
y
ed
th
em
s
elv
es
wh
ile
co
m
p
letin
g
th
e
p
r
o
ject
task
,
w
h
er
e
en
jo
y
m
en
t
was
o
b
tain
ed
f
r
o
m
s
tu
d
en
ts
’
in
ter
a
ctio
n
d
u
r
in
g
lear
n
in
g
u
s
in
g
co
llab
o
r
atio
n
b
y
em
p
h
asizin
g
th
eir
k
n
o
wled
g
e
a
n
d
ex
p
er
ien
ce
a
n
d
e
n
jo
y
in
g
co
n
s
id
er
ab
le
au
to
n
o
m
y
to
wo
r
k
c
o
llab
o
r
ativ
ely
[
3
7
]
.
Ho
wev
er
,
th
e
ass
ess
m
en
t
o
n
th
is
co
llab
o
r
ativ
e
asp
ec
t
h
as
t
h
e
h
ig
h
est
s
co
r
e
o
n
th
e
s
am
e
p
o
in
t,
n
am
ely
team
wo
r
k
in
d
ev
elo
p
in
g
cr
ea
tiv
e
id
ea
s
.
I
n
d
icate
s
th
at
ea
ch
s
tu
d
en
t
ag
r
ee
s
an
d
p
o
s
itiv
ely
in
f
lu
en
ce
s
team
wo
r
k
o
r
co
llab
o
r
ati
o
n
with
th
eir
g
r
o
u
p
m
em
b
er
s
d
u
r
in
g
th
e
p
r
o
ject
co
m
p
letio
n
p
r
o
ce
s
s
.
3
.
1
.
4
.
Cre
a
t
iv
it
y
a
s
pect
s
C
r
ea
tiv
ity
in
th
e
f
o
r
m
o
f
a
team
h
as
a
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
d
iv
i
d
u
al
cr
ea
tiv
ity
o
f
ea
c
h
m
em
b
e
r
an
d
th
e
cr
ea
tiv
ity
o
f
t
h
e
g
r
o
u
p
o
r
team
its
elf
.
T
h
is
is
d
o
n
e
b
ased
o
n
th
e
elab
o
r
ati
o
n
o
f
in
f
o
r
m
atio
n
to
th
e
g
r
o
u
p
as
th
e
m
ain
co
m
p
o
n
en
t
f
o
r
m
u
tu
al
u
n
d
er
s
tan
d
in
g
an
d
to
ler
an
ce
,
wh
er
e
th
is
is
d
o
n
e
b
y
s
u
p
p
o
r
tin
g
th
e
d
is
tr
ib
u
tio
n
o
f
cr
ea
tiv
e
id
ea
s
an
d
p
r
ed
ictio
n
s
co
m
b
in
ed
i
n
to
team
cr
ea
tiv
ity
[
3
8
]
.
T
o
id
en
tify
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
cr
ea
tiv
ity
th
ey
h
a
v
e
ac
q
u
ir
ed
d
u
r
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
T
ab
le
5
s
h
o
ws
th
e
ass
ess
in
g
asp
ec
ts
o
f
cr
ea
tiv
ity
f
r
o
m
two
u
n
iv
er
s
ities
.
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
:
4
1
9
5
-
4209
4200
T
ab
le
4
.
Ass
ess
m
en
t o
f
s
tu
d
en
t c
o
llab
o
r
ativ
e
asp
ec
ts
No
C
o
l
l
a
b
o
r
a
t
i
v
e
a
s
p
e
c
t
s
U
n
i
v
e
r
si
t
y
SA
A
S
D
SD
M
e
a
n
To
t
a
l
1.
D
e
v
e
l
o
p
m
e
n
t
o
f
st
r
u
c
t
u
r
e
d
c
o
o
p
e
r
a
t
i
o
n
U
I
N
M
a
l
a
n
g
4
7
1
0
0
4
.
2
51
7
5
0
0
0
4
.
6
55
6
4
2
0
0
4
.
3
52
2.
Te
a
mw
o
r
k
i
n
d
e
v
e
l
o
p
i
n
g
c
r
e
a
t
i
v
e
i
d
e
a
s
4
6
2
0
0
4
.
2
50
5
7
0
0
0
4
.
4
53
To
t
a
l
me
a
su
r
e
me
n
t
2
1
.
7
2
6
1
A
v
e
r
a
g
e
a
n
d
p
e
r
c
e
n
t
a
g
e
4
.
3
4
8
7
%
3.
R
e
v
i
e
w
a
n
d
d
i
sc
u
ss
t
h
e
r
e
su
l
t
s
o
f
c
r
e
a
t
i
v
e
w
r
i
t
i
n
g
t
o
g
e
t
h
e
r
w
i
t
h
t
h
e
t
e
a
m
U
N
I
D
A
G
o
n
t
o
r
8
2
0
0
0
4
.
8
48
9
1
0
0
0
4
.
9
49
4.
En
j
o
y
i
n
g
t
h
e
t
e
a
mw
o
r
k
6
4
0
0
0
4
.
6
46
5
4
1
0
0
4
.
4
44
5.
C
r
e
a
t
i
v
e
w
r
i
t
i
n
g
r
e
s
u
l
t
s
a
r
e
b
e
t
t
e
r
d
o
n
e
i
n
g
r
o
u
p
s t
h
a
n
i
n
d
i
v
i
d
u
a
l
l
y
8
2
0
0
0
4
.
8
48
To
t
a
l
me
a
su
r
e
me
n
t
2
3
.
5
2
3
5
A
v
e
r
a
g
e
a
n
d
p
e
r
c
e
n
t
a
g
e
4
.
7
9
4
%
(SA
=
S
t
r
o
n
g
l
y
a
g
r
e
e
,
A
=
A
g
r
e
e
,
S
=
S
u
f
f
i
c
i
e
n
t
,
D
=
D
i
sa
g
r
e
e
,
S
D
=
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
)
T
ab
le
5
.
Ass
ess
m
en
t o
f
s
tu
d
en
t c
r
ea
tiv
ity
asp
ec
ts
N
o
.
C
r
e
a
t
i
v
i
t
y
a
s
p
e
c
t
s
U
n
i
v
e
r
si
t
y
SA
A
S
D
SD
M
e
a
n
To
t
a
l
1.
En
j
o
y
i
n
g
t
h
e
p
r
o
c
e
ss
o
f
e
x
p
r
e
ssi
n
g
c
r
e
a
t
i
v
e
i
d
e
a
s
U
I
N
M
a
l
a
n
g
7
4
1
0
0
4
.
5
54
7
4
1
0
0
4
.
5
54
6
6
0
0
0
4
.
5
54
2.
En
j
o
y
i
n
g
t
h
e
r
e
s
u
l
t
s
o
f
c
r
e
a
t
i
v
i
t
y
i
n
g
r
o
u
p
w
o
r
k
6
4
2
0
0
4
.
3
52
6
6
0
0
0
4
.
5
54
To
t
a
l
me
a
su
r
e
me
n
t
2
2
.
3
2
6
8
A
v
e
r
a
g
e
a
n
d
p
e
r
c
e
n
t
a
g
e
4
.
4
6
8
9
.
3
%
3.
S
u
g
g
e
s
t
i
o
n
s
o
r
c
o
mm
e
n
t
s fr
o
m c
o
l
l
e
a
g
u
e
s
c
a
n
h
e
l
p
d
e
v
e
l
o
p
c
r
e
a
t
i
v
i
t
y
U
N
I
D
A
G
o
n
t
o
r
7
3
0
0
0
4
.
7
47
9
1
0
0
0
4
.
9
49
4.
A
b
l
e
t
o
p
r
e
s
e
n
t
c
r
e
a
t
i
v
i
t
y
t
h
r
o
u
g
h
me
d
i
a
6
3
1
0
0
4
.
5
45
5
3
2
0
0
4
.
3
43
5.
P
r
o
v
i
d
e
s t
h
e
o
p
p
o
r
t
u
n
i
t
y
t
o
e
x
p
r
e
ss i
n
d
i
v
i
d
u
a
l
c
r
e
a
t
i
v
i
t
y
i
n
p
r
o
j
e
c
t
s
p
r
a
c
t
i
c
a
l
l
y
6
4
0
0
0
4
.
6
46
To
t
a
l
me
a
su
r
e
me
n
t
23
2
3
0
A
v
e
r
a
g
e
a
n
d
p
e
r
c
e
n
t
a
g
e
4
.
6
9
2
%
(SA
=
S
t
r
o
n
g
l
y
a
g
r
e
e
,
A
=
A
g
r
e
e
,
S
=
S
u
f
f
i
c
i
e
n
t
,
D
=
D
i
sa
g
r
e
e
,
S
D
=
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
)
T
h
e
two
ass
es
s
m
en
ts
f
o
r
asp
ec
ts
o
f
s
tu
d
en
t
cr
ea
tiv
ity
s
h
o
w
a
p
er
ce
n
tag
e
co
m
p
a
r
is
o
n
th
at
is
n
o
t
m
u
ch
d
if
f
er
en
t
f
r
o
m
th
e
ass
ess
m
en
t
o
f
th
e
p
r
ev
io
u
s
asp
ec
ts
;
th
e
p
er
ce
p
tio
n
o
f
UNI
DA
s
tu
d
en
ts
is
h
ig
h
er
,
with
a
p
er
ce
n
tag
e
o
f
9
2
%,
wh
en
co
m
p
ar
ed
to
t
h
e
p
e
r
ce
p
tio
n
o
f
U
I
N
s
tu
d
en
ts
wh
o
g
et
a
r
a
te
o
f
8
9
.
3
%.
I
n
th
e
p
er
ce
n
tag
e
r
esu
lts
,
th
e
p
er
ce
p
tio
n
o
f
UNI
DA
s
tu
d
en
ts
s
h
o
ws
th
e
h
ig
h
est
s
co
r
e
in
o
n
e
o
f
its
co
m
p
o
n
en
ts
,
n
am
ely
en
jo
y
in
g
th
e
r
esu
lts
o
f
cr
ea
tiv
ity
d
u
r
in
g
th
e
g
r
o
u
p
wo
r
k
p
r
o
ce
s
s
,
with
a
to
tal
s
co
r
e
o
f
4
9
.
I
n
c
o
n
tr
ast
to
th
e
p
er
ce
p
tio
n
o
f
UI
N
s
tu
d
en
ts
,
th
ey
h
av
e
th
e
s
am
e
to
tal
s
co
r
e,
5
4
in
th
e
f
o
u
r
co
m
p
o
n
en
ts
.
Ho
wev
er
,
o
n
e
co
m
p
o
n
en
t
h
as
th
e
lo
west
s
co
r
e,
ac
co
r
d
i
n
g
to
s
tu
d
e
n
ts
f
r
o
m
UI
N
an
d
UNI
DA,
wh
ich
is
b
ein
g
ab
le
to
p
r
esen
t
cr
ea
tiv
ity
th
r
o
u
g
h
th
e
m
ed
ia.
Stu
d
en
ts
en
jo
y
ev
er
y
ac
tiv
it
y
th
at
ca
n
attr
ac
t
th
eir
in
ter
ests
an
d
talen
ts
in
d
ev
elo
p
in
g
th
ei
r
id
ea
s
a
n
d
cr
ea
tiv
ity
.
T
h
e
r
o
le
o
f
en
jo
y
m
e
n
t
in
g
r
o
u
p
cr
ea
tiv
ity
task
s
r
e
f
er
s
to
t
h
e
cr
ea
tiv
e
p
r
o
ce
s
s
an
d
th
e
im
p
r
o
v
is
atio
n
o
f
ex
p
er
ien
ce
s
to
r
ef
lect
o
n
t
h
eir
cr
ea
tiv
ity
au
to
n
o
m
o
u
s
ly
u
n
d
er
co
n
d
itio
n
e
d
cir
cu
m
s
tan
ce
s
[
3
9
]
.
3
.
2
.
T
he
le
a
rn
ing
e
x
pe
rien
ce
in f
o
ur
a
s
p
ec
t
s
a
cc
o
rdin
g
t
o
s
t
u
dent
p
er
ce
p
t
i
o
n c
o
n
t
r
ibu
t
es t
o
t
he
l
e
a
rnin
g
pro
ce
s
s
us
in
g
t
e
a
m
pr
o
j
e
ct
-
b
a
s
ed
le
a
rnin
g
3
.
2
.
1
.
L
a
ng
ua
g
e
a
s
pect
s
I
n
ass
ess
in
g
lan
g
u
ag
e
asp
ec
ts
,
th
r
ee
co
m
p
o
n
en
ts
ar
e
r
ev
i
ewe
d
:
i)
r
ev
iewin
g
wr
itten
r
esu
lts
f
r
o
m
p
ee
r
s
;
ii)
in
cr
ea
s
in
g
v
o
ca
b
u
la
r
y
an
d
g
r
am
m
atica
l
s
k
ills
;
an
d
iii)
in
cr
ea
s
in
g
cr
ea
tiv
e
wr
iti
n
g
s
k
ills
.
Of
th
ese
th
r
ee
co
m
p
o
n
e
n
ts
,
s
tu
d
en
ts
f
r
o
m
b
o
th
u
n
iv
er
s
ities
s
co
r
ed
th
e
h
ig
h
est
o
n
co
m
p
o
n
en
t
th
r
ee
,
im
p
r
o
v
in
g
cr
ea
tiv
e
wr
itin
g
s
k
ills
.
Me
an
wh
ile,
th
e
elem
en
t
with
th
e
lo
west
s
co
r
e
is
co
m
p
o
n
e
n
t
n
u
m
b
er
o
n
e,
r
ev
iewin
g
wr
itten
r
esu
lts
with
co
lleag
u
es.
T
h
is
in
d
icate
s
th
at
s
tu
d
en
ts
p
er
ce
iv
e
th
eir
cr
ea
tiv
e
wr
itin
g
s
k
ills
w
ell
d
u
r
in
g
lea
r
n
in
g
.
“
I
n
my
o
p
in
io
n
,
th
e
u
s
e
o
f
th
is
tea
m
-
b
a
s
ed
p
r
o
ject
is
b
en
eficia
l
a
n
d
in
flu
en
ce
s
me
b
ec
a
u
s
e
w
ith
th
is
tea
mw
o
r
k,
w
h
en
err
o
r
s
o
cc
u
r
in
th
e
w
r
itin
g
th
a
t
is
w
r
itten
,
it
ca
n
b
e
immed
ia
tely
co
r
r
ec
ted
b
y
fr
ien
d
s
a
n
d
u
s
ta
d
z
ā
h
(
fema
le
tea
ch
er),
a
p
a
r
t
fr
o
m
a
d
d
i
n
g
n
ew
mu
fr
a
d
ā
t
(
vo
ca
b
u
la
r
ies),
I
a
ls
o
feel
h
elp
ed
in
ju
s
tifyin
g
th
e
ex
is
tin
g
ta
r
kīb
(
s
tr
u
ctu
r
e)
.
I
t
is
s
till
w
r
o
n
g
a
n
d
h
elp
s
me,
w
h
o
u
s
u
a
lly
d
o
es
n
o
t
h
a
ve
a
g
o
o
d
co
mm
a
n
d
o
f
w
r
itin
g
A
r
a
b
ic.
Th
is
ma
ke
s
my
w
r
itin
g
s
kill
s
ev
en
b
etter
.
”
(
SH,
2
0
2
3
)
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
Un
ve
ilin
g
mu
lti
-
a
s
p
ec
ts
b
eh
in
d
s
tu
d
en
ts
’
A
r
a
b
ic
lea
r
n
in
g
ex
p
erien
ce
in
crea
tive
w
r
itin
g
(
Za
kiya
h
A
r
ifa
)
4201
“
Th
e
u
s
e
o
f
a
tea
m
-
b
a
s
ed
p
r
o
ject
h
a
s
in
flu
en
ce
d
my
mu
fr
a
d
ā
t,
ta
r
kīb
,
a
n
d
t
a
’
b
ir
a
t
a
b
ilit
ies
b
ec
a
u
s
e
th
is
tea
m
-
b
a
s
ed
p
r
o
je
ct
h
a
s
tr
a
in
ed
me
to
crea
te
A
r
a
b
ic
w
o
r
d
s
a
cc
o
r
d
in
g
to
th
e
c
o
r
r
ec
t
ta
r
kīb
.
”
(
KK,
2
0
2
3
)
T
h
e
ex
p
r
ess
io
n
s
f
r
o
m
UI
N
Ma
lan
g
s
tu
d
en
ts
(
SH
an
d
KK
)
s
tate
th
at
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
cr
ea
tiv
e
wr
itin
g
u
s
in
g
a
T
B
P
in
clu
d
es
lan
g
u
ag
e
asp
ec
ts
th
at
ca
n
h
el
p
an
d
r
e
v
iew
th
e
r
esu
lts
o
f
w
r
itin
g
to
g
eth
er
with
co
lleag
u
es
an
d
lectu
r
er
s
.
Du
r
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
ea
ch
s
tu
d
en
t
is
g
iv
en
th
e
r
i
g
h
t
an
d
au
th
o
r
ity
t
o
r
e
v
iew
th
e
wr
itin
g
s
o
f
o
th
er
f
r
ien
d
s
.
T
h
e
r
esu
lts
o
f
th
e
r
ev
iew
ar
e
th
en
f
u
r
th
er
e
x
am
in
ed
b
y
th
e
lectu
r
er
.
T
h
e
en
tire
p
r
o
ce
s
s
is
ca
r
r
ied
o
u
t
to
c
o
n
f
ir
m
th
e
ab
ilit
ies
an
d
ca
p
ab
ilit
ies
o
f
s
tu
d
en
ts
an
d
t
h
eir
co
lleag
u
es
in
th
e
lan
g
u
ag
e
asp
ec
t,
wh
ich
later
ca
n
also
b
e
a
p
r
o
ce
s
s
o
f
u
n
d
er
s
tan
d
in
g
an
d
im
p
r
o
v
in
g
lan
g
u
ag
e
f
o
r
e
ac
h
s
tu
d
en
t.
E
ac
h
s
tu
d
en
t
u
n
d
er
s
tan
d
s
an
d
en
h
an
ce
s
lan
g
u
ag
e
b
y
r
e
v
iewin
g
er
r
o
r
s
in
g
r
am
m
atica
l
s
tr
u
ctu
r
es
an
d
wr
itin
g
r
elativ
ely
n
ew
v
o
ca
b
u
lar
y
o
r
wr
itin
g
er
r
o
r
s
.
Stu
d
e
n
ts
with
p
o
o
r
lan
g
u
ag
e
s
k
ills
ca
n
b
et
ter
u
n
d
e
r
s
tan
d
a
n
d
co
r
r
ec
t
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
u
n
d
er
s
tan
d
i
n
g
s
o
th
at
th
ey
ar
e
co
r
r
ec
ted
ac
co
r
d
in
g
to
th
e
lan
g
u
ag
e
s
tr
u
ctu
r
e
o
f
Ar
ab
ic.
E
s
p
ec
ially
f
o
r
s
tu
d
en
t
s
with
h
ig
h
ab
ilit
ies
in
th
e
lan
g
u
ag
e
asp
ec
t,
th
ese
s
tu
d
e
n
ts
c
an
h
elp
r
ev
iew
th
e
wr
itin
g
o
f
th
eir
co
lleag
u
es.
“
Th
e
u
s
e
o
f
tea
m
-
b
a
s
ed
p
r
o
je
cts
is
ve
r
y
g
o
o
d
fo
r
a
d
d
in
g
n
e
w
mu
fr
a
d
ā
t
a
n
d
u
n
d
ers
ta
n
d
in
g
ta
r
kīb
b
ec
a
u
s
e
w
e
ex
p
r
es
s
it
in
th
e
c
r
ea
tivity
o
f
th
i
s
w
r
itin
g
,
a
n
d
I
a
ls
o
h
o
p
e
th
is
a
r
ticle
ca
n
b
e
u
s
efu
l
fo
r
r
ea
d
ers
.
”
(
AA,
2
0
2
3
)
“
R
eg
a
r
d
in
g
lea
r
n
in
g
la
n
g
u
a
g
e
elem
en
ts
,
tea
m
-
b
a
s
ed
crea
tive
w
r
it
in
g
p
r
o
jects
ca
n
imp
r
o
ve
a
ll
la
n
g
u
a
g
e
a
s
p
ec
ts
o
f
w
r
itin
g
b
ec
a
u
s
e
o
f
th
e
p
r
a
ctice
.
Ma
kin
g
-
co
r
r
ec
tin
g
-
fixin
g
th
ese
th
in
g
s
w
ill h
elp
imp
r
o
ve
.
”
(
SNR
,
2
0
2
3
)
Stu
d
en
ts
f
r
o
m
UNI
DA
(
AA
an
d
SNR
)
s
tated
th
at
lan
g
u
ag
e
elem
en
ts
ar
e
ess
en
tial
in
im
p
lem
en
tin
g
cr
ea
tiv
e
wr
itin
g
lear
n
in
g
.
E
v
e
r
y
in
d
iv
id
u
al
n
ee
d
s
to
u
n
d
er
s
t
an
d
lan
g
u
ag
e
elem
en
ts
b
y
th
e
lan
g
u
a
g
e
s
tr
u
ctu
r
e
o
f
Ar
ab
ic,
wh
ich
will
later
b
e
ex
p
r
ess
ed
in
ab
s
o
lu
te
ter
m
s
an
d
id
ea
s
ex
p
r
ess
ed
in
wr
itten
f
o
r
m
.
Stu
d
en
ts
f
r
o
m
UNI
DA
also
co
n
d
u
ct
r
ev
iew
s
with
th
eir
co
lleag
u
es,
as
UI
N
s
tu
d
en
ts
d
o
in
ev
e
r
y
cr
ea
tiv
e
wr
itin
g
th
ey
p
r
o
d
u
ce
.
R
ev
iewin
g
c
r
ea
tiv
e
wr
itin
g
r
esu
lts
is
ca
r
r
ied
o
u
t
i
n
s
ev
er
al
s
tag
es,
s
u
ch
as
c
r
ea
tin
g
cr
ea
tiv
e
w
r
itin
g
,
co
r
r
ec
tin
g
a
f
r
ien
d
’
s
wr
itin
g
,
an
d
th
en
f
ix
in
g
o
r
r
ev
is
in
g
b
a
s
ed
o
n
in
p
u
t
f
r
o
m
p
r
ev
io
u
s
f
r
ien
d
s
.
T
h
is
r
ev
iew
p
r
o
ce
s
s
is
n
o
t
ca
r
r
ied
o
u
t
ju
s
t o
n
ce
.
Sti
ll,
it
is
ca
r
r
ied
o
u
t r
ep
ea
ted
ly
u
n
til
ea
ch
s
tu
d
en
t
’
s
wr
itin
g
r
esu
lts
ca
n
b
e
s
aid
to
f
o
llo
w
th
e
Ar
ab
ic
lan
g
u
ag
e
’
s
g
r
a
m
m
atica
l
s
tr
u
ctu
r
e.
T
h
e
f
in
al
s
tag
e
in
r
ev
iewin
g
wr
itten
r
esu
lts
i
s
ca
r
r
ied
o
u
t b
y
t
h
e
lectu
r
er
,
wh
o
r
ev
iews th
e
en
tire
s
tu
d
e
n
t
’
s
wr
itin
g
b
y
p
r
o
v
i
d
in
g
d
etailed
i
m
p
r
o
v
e
m
en
ts
.
Ov
er
all,
th
e
ass
ess
m
en
t
r
esu
lts
in
th
e
lan
g
u
a
g
e
asp
ec
t
in
d
ic
ated
th
at
it
was
g
o
o
d
in
ev
e
r
y
p
r
o
ce
s
s
,
wh
eth
er
it
was
d
o
n
e
with
p
ee
r
s
o
r
lectu
r
er
s
.
T
h
e
ass
ess
m
en
t
p
r
o
ce
s
s
in
th
e
lan
g
u
ag
e
asp
e
ct
is
ca
r
r
ied
o
u
t
in
th
e
f
o
r
m
o
f
r
e
v
iewin
g
an
d
ju
s
t
if
y
in
g
th
e
g
r
am
m
atica
l
s
tr
u
ctu
r
e
b
y
im
p
lem
en
tin
g
th
e
s
tr
u
ctu
r
al
co
m
p
o
n
en
ts
o
f
Ar
ab
ic
b
ased
o
n
th
e
m
aster
y
o
f
s
y
n
tax
,
lex
ical,
an
d
g
r
am
m
ar
in
ea
ch
c
o
m
p
o
s
itio
n
b
y
th
e
r
u
les
an
d
s
ty
le
o
f
Ar
ab
ic
[4
0
]
.
I
n
ad
d
itio
n
,
ea
c
h
p
r
o
ce
s
s
o
f
th
is
ac
tiv
ity
al
s
o
p
r
o
v
id
es
f
ee
d
b
ac
k
f
o
r
s
tu
d
en
ts
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
th
eir
wr
itin
g
in
d
ep
e
n
d
en
tly
,
wh
ich
is
u
n
d
o
u
b
ted
ly
d
u
e
to
Ar
ab
ic
’
s
g
r
am
m
atica
l
s
tr
u
ctu
r
e.
C
r
ea
tiv
e
wr
itin
g
f
o
llo
win
g
th
e
lan
g
u
ag
e
co
m
p
o
n
e
n
ts
r
eq
u
ir
es
h
i
g
h
p
e
r
f
o
r
m
an
ce
a
n
d
p
r
o
f
ess
io
n
alis
m
in
ev
e
r
y
im
p
lem
en
tatio
n
p
r
o
ce
s
s
.
I
n
p
r
ac
tice,
th
e
wr
itin
g
p
r
o
ce
s
s
is
n
o
t
o
n
ly
ca
r
r
ied
o
u
t
to
im
p
r
o
v
e
wr
itin
g
r
esu
lts
in
lan
g
u
ag
e
v
ar
iab
les
b
u
t
also
t
o
co
n
tr
o
l
an
d
v
er
if
y
c
o
m
p
r
e
h
en
s
io
n
p
r
o
b
lem
s
in
co
n
n
ec
ti
n
g
an
d
in
ter
p
r
etin
g
id
ea
s
in
th
e
f
o
r
m
o
f
wr
itin
g
[
4
1
]
.
T
h
u
s
,
s
tu
d
en
ts
will
u
n
d
er
s
t
an
d
an
d
b
e
s
en
s
itiv
e
in
r
ep
r
esen
tin
g
th
eir
wr
itin
g
ac
co
r
d
in
g
to
r
ea
s
o
n
a
b
le
an
d
c
o
r
r
ec
t la
n
g
u
ag
e
s
tr
u
ctu
r
es a
n
d
r
u
les.
3
.
2
.
2
.
P
s
y
cho
lo
g
ica
l
a
s
pect
s
Ho
wev
er
,
th
is
ca
n
b
e
o
v
er
co
m
e
b
y
d
is
cu
s
s
in
g
with
ea
ch
o
th
er
,
h
elp
in
g
ea
c
h
o
th
er
,
an
d
u
n
d
er
s
tan
d
i
n
g
ea
ch
o
th
er
’
s
lim
itatio
n
s
o
f
ea
ch
g
r
o
u
p
m
e
m
b
er
.
T
h
e
p
s
y
ch
o
lo
g
ical
asp
ec
t
is
ess
en
tial
to
ex
p
lain
.
T
h
e
s
tu
d
en
ts
ex
p
r
ess
th
eir
f
ee
lin
g
s
in
lear
n
in
g
e
x
p
er
ien
ce
s
as:
“
I
b
eliev
e
u
s
in
g
te
a
m
-
b
a
s
ed
p
r
o
jects
in
crea
tive
w
r
itin
g
ca
n
in
crea
s
e
mo
tiva
tio
n
a
n
d
s
elf
-
co
n
fid
en
ce
.
Wh
y
is
th
a
t?
B
ec
a
u
s
e
th
o
s
e
w
h
o
w
e
r
e
o
r
ig
in
a
lly
a
fr
a
id
o
f
ma
kin
g
mis
ta
ke
s
b
e
ca
me
a
litt
le
b
r
a
ve
r
in
ex
p
r
ess
in
g
th
eir
id
ea
s
.
N
o
t
ev
eryo
n
e
ca
n
s
p
ea
k
in
p
u
b
lic
b
u
t
ca
n
ex
p
r
ess
th
eir
h
ea
r
t
’
s
co
n
ten
t
in
w
r
itin
g
,
s
o
s
h
y
fr
ien
d
s
feel
th
ey
h
a
ve
d
o
n
e
g
o
o
d
w
o
r
k
a
n
d
a
r
e
s
ta
r
tin
g
to
feel
va
lu
a
b
le.
A
p
a
r
t
fr
o
m
th
a
t,
fr
ien
d
s
a
lw
a
ys
en
co
u
r
a
g
e
u
s
w
h
e
n
w
o
r
kin
g
s
o
th
a
t
w
e
a
r
e
in
fe
cted
b
y
th
e
en
th
u
s
ia
s
m
o
f
o
u
r
fr
ien
d
s
,
a
n
d
ma
ke
u
s
r
ea
liz
e
th
a
t
th
er
e
is
s
till
mu
ch
kn
o
w
led
g
e
th
a
t
w
e
d
o
not
kn
o
w
,
esp
ec
ia
lly
in
w
r
itin
g
A
r
a
b
ic
texts.
N
o
w
th
is
ma
ke
s
me
lea
r
n
mo
r
e,
co
me
o
n
,
le
a
r
n
,
yo
u
ca
n
d
o
it.
.
.
.
a
n
d
b
ec
a
u
s
e
t
h
ere
is
a
d
e
a
d
lin
e,
w
e
a
r
e
en
co
u
r
a
g
e
d
a
n
d
ch
a
llen
g
ed
,
w
h
ich
mo
tiva
tes u
s
to
co
mp
lete
th
e
t
a
s
k
a
s
b
est a
s
p
o
s
s
ib
le
.
”
(
SH,
2
0
2
3
)
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
:
4
1
9
5
-
4209
4202
“
Ha
vin
g
th
e
r
ig
h
t
en
viro
n
me
n
t
ca
n
ce
r
ta
in
ly
in
crea
s
e
a
p
ers
o
n
’
s
p
o
ten
tia
l.
A
s
ma
ll
ex
a
mp
le
is
lea
r
n
in
g
u
s
in
g
th
e
tea
m
-
b
a
s
ed
p
r
o
ject
meth
o
d
,
w
h
ere
mem
b
ers
s
u
p
p
o
r
t
ea
ch
mem
b
er
to
d
ev
elo
p
a
n
d
in
crea
s
e
th
eir p
o
te
n
tia
l
.
”
(
J
MA
,
2
0
2
3
)
Acc
o
r
d
in
g
to
UI
N
s
tu
d
en
ts
,
c
r
ea
tiv
e
wr
itin
g
s
k
ills
h
av
e
em
p
ir
ically
in
cr
ea
s
ed
th
eir
m
o
ti
v
atio
n
an
d
s
elf
-
co
n
f
id
en
ce
wh
ile
lear
n
in
g
th
r
o
u
g
h
T
B
P
.
T
h
is
h
ap
p
en
s
wh
en
ex
p
r
ess
in
g
id
ea
s
;
ea
ch
s
tu
d
en
t
is
g
iv
en
th
e
r
o
le
an
d
r
i
g
h
t
t
o
ex
p
r
ess
th
ei
r
id
ea
s
in
f
r
o
n
t
o
f
a
g
r
o
u
p
o
f
f
r
ien
d
s
as
a
d
is
cu
s
s
io
n
p
r
o
c
ess
f
o
r
d
e
v
elo
p
in
g
cr
ea
tiv
e
id
ea
s
.
Ad
d
itio
n
ally
,
th
e
g
r
o
u
p
co
llab
o
r
atio
n
d
u
r
i
n
g
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
co
m
p
letio
n
o
f
th
is
p
r
o
ject
h
as
im
p
licitly
g
iv
e
n
e
ac
h
s
tu
d
en
t
th
e
c
o
u
r
ag
e
to
as
k
q
u
esti
o
n
s
o
r
s
p
ea
k
u
p
to
e
x
p
r
ess
th
eir
id
ea
s
,
talen
ts
,
an
d
ev
en
lim
itatio
n
s
o
r
p
r
o
b
lem
s
ex
p
er
ie
n
ce
d
in
d
iv
i
d
u
ally
o
r
in
g
r
o
u
p
s
.
“
I
t
r
ea
lly
imp
r
o
ve
s
b
ec
a
u
s
e
o
f
in
p
u
t
fr
o
m
th
e
tea
m
a
n
d
crit
icis
m;
w
e
ca
n
co
r
r
ec
t
a
mis
ta
ke
,
a
n
d
it is
o
u
ts
ta
n
d
in
g
in
le
a
r
n
in
g
c
o
o
p
era
tive
tr
a
its
b
etw
ee
n
tea
ms
.
”
(
Z
H,
2
0
2
3
)
“
F
r
o
m
th
is
,
it
ca
n
a
ls
o
b
e
s
ee
n
th
a
t
ma
n
y
o
f
my
fr
ien
d
s
h
a
v
e
h
id
d
en
t
a
len
ts
in
w
r
itin
g
,
b
u
t
ma
n
y
a
r
e
n
o
t
co
n
fid
en
t
in
w
h
a
t
th
e
y
w
r
ite,
s
o
in
th
is
p
r
o
ject,
mo
tiva
tio
n
a
n
d
s
elf
-
co
n
fid
e
n
ce
b
eg
a
n
to
eme
r
g
e
th
a
n
ks to
th
e
s
u
p
p
o
r
t
o
f th
eir g
r
o
u
p
o
f fri
en
d
s
.
”
(
DHM
,
2
0
2
3
)
As
with
p
r
ev
i
o
u
s
s
tu
d
e
n
t
p
e
r
ce
p
tio
n
s
,
UNI
DA
s
tu
d
en
ts
also
b
eliev
e
t
h
at
d
u
r
in
g
th
e
g
r
o
u
p
o
r
team
wo
r
k
p
r
o
ce
s
s
,
th
ey
ca
n
i
n
cr
ea
s
e
m
o
tiv
atio
n
an
d
s
elf
-
c
o
n
f
id
en
ce
an
d
p
r
o
v
id
e
in
p
u
t
an
d
cr
iticis
m
as
a
f
o
r
m
o
f
s
o
lu
tio
n
o
r
r
ec
o
n
s
tr
u
ctio
n
o
f
er
r
o
r
s
th
at
m
a
y
o
cc
u
r
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Ap
ar
t
f
r
o
m
th
at,
team
wo
r
k
also
f
o
s
ter
s
a
c
o
o
p
e
r
ativ
e
n
atu
r
e
f
o
r
all
m
em
b
e
r
s
t
o
co
m
p
lete
p
r
o
jects
to
g
eth
e
r
with
th
e
b
est r
esu
lts
b
y
h
elp
in
g
ea
ch
o
th
er
an
d
s
u
p
p
o
r
tin
g
ea
ch
o
t
h
er
.
W
ith
o
u
t
co
o
p
er
atio
n
f
r
o
m
all
tea
m
m
em
b
er
s
,
th
e
r
e
will
n
ev
er
b
e
th
e
b
est r
esu
lts
in
co
m
p
letin
g
an
y
g
r
o
u
p
task
s
.
Ps
y
ch
o
lo
g
ically
,
th
e
r
elatio
n
s
h
ip
with
in
th
e
s
co
p
e
o
f
team
o
r
g
r
o
u
p
c
o
o
p
e
r
atio
n
will
wo
r
k
well
if
all
g
r
o
u
p
m
em
b
er
s
h
av
e
th
e
s
am
e
r
elatio
n
s
h
ip
o
r
ien
tatio
n
i
n
i
m
p
r
o
v
i
n
g
lear
n
in
g
an
d
tea
m
p
er
f
o
r
m
an
ce
[4
2
].
I
n
ea
ch
p
r
o
ce
s
s
,
v
e
r
if
y
in
g
th
e
d
i
m
en
s
io
n
o
f
b
eh
a
v
io
r
al
d
if
f
er
e
n
ce
s
as
a
d
eter
m
in
an
t
in
d
ev
el
o
p
in
g
team
o
r
g
r
o
u
p
cr
ea
tiv
ity
is
p
o
s
s
ib
le.
T
h
u
s
,
th
is
p
s
y
ch
o
lo
g
ical
asp
ec
t
o
f
th
e
team
wo
r
k
s
y
s
tem
r
ep
r
esen
ts
th
e
p
er
s
p
ec
tiv
e
th
at
th
e
ex
ten
t
to
wh
ich
team
m
e
m
b
er
s
p
er
ce
iv
e
th
e
g
r
o
u
p
as
a
s
af
e
en
v
ir
o
n
m
en
t
f
o
r
in
d
iv
i
d
u
al
r
is
k
-
tak
in
g
is
a
s
ig
n
if
ican
t f
ac
to
r
in
th
e
team
’
s
s
u
cc
ess
.
3
.
2
.
3
.
Co
lla
bo
ra
t
i
v
e
a
s
pect
s
Ap
ar
t
f
r
o
m
th
at,
alth
o
u
g
h
t
h
e
ass
ess
m
en
t
o
f
th
e
co
llab
o
r
ati
v
e
asp
ec
t
o
f
UI
N
s
tu
d
e
n
ts
is
r
elativ
ely
lo
w
co
m
p
a
r
ed
t
o
th
e
ass
ess
m
en
t
r
esu
lts
o
f
UNI
DA
s
tu
d
en
ts
,
th
is
h
ap
p
en
s
f
o
r
s
ev
er
al
r
ea
s
o
n
s
.
First,
UI
N
s
tu
d
en
ts
n
ee
d
to
b
e
m
o
r
e
ab
l
e
to
ac
co
m
m
o
d
ate
tim
e
ap
p
r
o
p
r
iately
.
T
h
is
is
d
if
f
er
en
t
f
r
o
m
UNI
DA
s
tu
d
en
ts
,
wh
o
ca
n
b
etter
ac
c
o
m
m
o
d
ate
tim
e
to
g
ath
er
to
g
eth
er
to
c
o
m
p
lete
ass
ig
n
m
en
ts
b
ec
au
s
e
all
s
tu
d
en
ts
liv
e
in
th
e
s
am
e
en
v
ir
o
n
m
en
t,
n
am
ely
th
e
d
o
r
m
ito
r
y
.
Seco
n
d
,
UI
N
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
co
m
p
lete
p
r
o
jects
b
y
d
is
tr
ib
u
tin
g
task
s
to
ea
c
h
in
d
i
v
id
u
al.
I
n
c
o
n
tr
ast,
UNI
DA
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
co
m
p
lete
p
r
o
jects
b
y
d
iv
id
in
g
task
s
with
s
ev
er
al
m
em
b
er
s
in
ea
ch
task
.
T
h
is
ca
n
in
f
lu
en
ce
ass
ess
m
en
t
in
a
co
llab
o
r
atio
n
o
r
team
wo
r
k
s
y
s
tem
,
wh
er
e
t
h
e
a
s
s
es
s
m
en
t is b
ased
o
n
ea
ch
s
tu
d
en
t
’
s
ex
p
er
ie
n
ce
.
“
We
ca
n
imp
r
o
ve
th
e
ch
emistr
y
b
etw
ee
n
tea
m
mem
b
ers
,
w
h
ere
ea
ch
in
d
ivid
u
a
l
h
a
s
ta
len
ts
in
th
eir
r
esp
ec
tive
field
s
;
fo
r
ex
a
mp
le,
s
o
me
a
r
e
s
killed
in
d
e
s
ig
n
,
a
n
d
s
o
me
a
r
e
s
killed
in
co
n
ten
t
a
n
d
s
o
o
n
.
”
(
FH,
2
0
2
3
)
“
Lea
r
n
in
g
u
s
in
g
th
is
meth
o
d
ca
n
imp
r
o
ve
th
e
a
b
ilit
ies
o
f
ea
ch
g
r
o
u
p
mem
b
er
b
ec
a
u
s
e
ea
ch
mem
b
er
h
a
s
d
iffer
en
t
id
ea
s
a
n
d
id
ea
s
w
h
ich
ca
n
b
e
u
s
ed
a
s
a
r
eferen
ce
fo
r
ea
ch
mem
b
er
t
o
s
ta
r
t
w
r
itin
g
th
eir w
o
r
k
s
o
th
a
t stu
d
yin
g
a
s
a
g
r
o
u
p
c
a
n
h
el
p
ea
ch
mem
b
er
.
”
(
J
MA
,
2
0
2
3
)
Du
r
in
g
t
h
e
c
o
llab
o
r
atio
n
p
r
o
c
ess
,
UI
N
s
tu
d
en
ts
f
elt
th
at
ea
c
h
g
r
o
u
p
m
em
b
er
h
ad
ab
ilit
ies
an
d
talen
ts
in
v
ar
ie
d
f
ield
s
.
T
h
ese
v
ar
ied
d
if
f
er
en
ce
s
i
n
s
k
ills
an
d
talen
t
s
cr
ea
te
n
ew
ch
em
is
tr
y
f
o
r
ea
ch
g
r
o
u
p
m
em
b
er
,
wh
er
e
th
is
ch
em
is
tr
y
b
ec
o
m
e
s
a
f
o
r
m
o
f
c
o
m
p
atib
ilit
y
f
o
r
ea
ch
in
d
iv
id
u
al
to
im
p
r
o
v
e
id
ea
s
an
d
th
o
u
g
h
ts
in
co
m
p
letin
g
t
h
e
p
r
o
ject.
E
ac
h
in
d
iv
id
u
al
’
s
talen
t
in
c
o
m
p
l
etin
g
p
r
o
jects
s
u
ch
as
g
r
a
p
h
i
c
d
esig
n
,
c
o
n
ten
t,
p
h
o
to
g
r
ap
h
y
,
an
d
s
o
o
n
is
also
a
f
o
r
m
o
f
co
m
p
atib
ilit
y
.
T
h
e
v
ar
ied
talen
ts
o
f
ea
ch
i
n
d
iv
id
u
al,
wh
en
co
m
b
i
n
ed
in
to
o
n
e,
will
g
iv
e
r
is
e
to
n
ew
id
ea
s
an
d
id
ea
s
.
T
h
is
is
also
in
lin
e
with
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
th
at
d
if
f
er
en
ce
s
o
r
v
ar
iatio
n
s
in
talen
ts
an
d
ab
ilit
ies
ca
n
g
iv
e
r
is
e
to
n
ew
id
e
as
an
d
id
ea
s
an
d
b
e
d
if
f
er
en
t
f
r
o
m
o
th
er
s
.
T
h
ese
id
ea
s
an
d
n
o
tio
n
s
also
b
ec
o
m
e
a
r
ef
er
e
n
ce
f
o
r
th
e
g
r
o
u
p
,
e
s
p
ec
ially
f
o
r
g
r
o
u
p
m
em
b
er
s
co
m
p
letin
g
c
r
ea
tiv
e
wr
itin
g
p
r
o
jects.
Gr
o
u
p
m
em
b
er
s
also
ask
q
u
esti
o
n
s
o
r
h
elp
ea
ch
o
th
er
if
th
ey
ex
p
er
ien
ce
p
r
o
b
lem
s
d
u
r
i
n
g
p
r
o
ject
co
m
p
letio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
ve
ilin
g
mu
lti
-
a
s
p
ec
ts
b
eh
in
d
s
tu
d
en
ts
’
A
r
a
b
ic
lea
r
n
in
g
ex
p
erien
ce
in
crea
tive
w
r
itin
g
(
Za
kiya
h
A
r
ifa
)
4203
“
Yes
,
in
my
o
p
in
io
n
,
tea
m
-
b
a
s
ed
p
r
o
ject
u
s
ers
ca
n
imp
r
o
ve
th
eir
tea
m
’
s
co
lla
b
o
r
a
tive
s
kills
.
B
ec
a
u
s
e
o
f
my
ex
p
erien
ce
in
c
a
r
r
yin
g
o
u
t
th
is
p
r
o
ject,
o
u
r
t
ea
m
ex
p
erien
ce
d
a
n
i
n
crea
s
e
in
th
eir
a
b
ilit
ies.
Th
e
p
r
o
ject
c
o
mmu
n
ica
ted
w
ell,
a
n
d
in
p
u
t
a
n
d
c
r
iticis
m
w
ere
mu
tu
a
lly
a
cc
ep
t
ed
a
n
d
ev
a
lu
a
ted
.
”
(
SNR
,
2
0
2
3
)
“
I
n
my
o
p
in
io
n
,
tea
mw
o
r
k
h
a
s
a
lw
a
ys
r
elied
o
n
fr
ien
d
s
,
s
o
in
ten
s
ive
g
r
o
u
p
d
ivis
io
n
is
n
ee
d
ed
.
”
(
Z
H,
2
0
2
3
)
Similar
to
p
r
ev
io
u
s
UI
N
Ma
lan
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
co
llab
o
r
atio
n
,
s
tu
d
en
ts
f
r
o
m
UNI
DA
also
p
er
ce
iv
e
th
at
c
o
llab
o
r
ativ
e
asp
ec
ts
ca
n
im
p
r
o
v
e
th
e
s
k
ills
an
d
talen
ts
o
f
ea
ch
g
r
o
u
p
m
em
b
er
.
T
h
is
im
p
r
o
v
em
en
t
an
d
d
ev
el
o
p
m
en
t
wer
e
o
b
tain
ed
t
h
r
o
u
g
h
m
an
y
d
is
cu
s
s
io
n
s
with
ea
ch
g
r
o
u
p
m
em
b
er
an
d
th
e
lectu
r
er
,
wh
e
r
e
in
th
ese
d
is
cu
s
s
io
n
s
,
v
ar
i
o
u
s
p
r
o
ce
s
s
es
wer
e
ca
r
r
ied
o
u
t,
s
u
ch
as
p
r
o
v
i
d
in
g
in
p
u
t,
cr
iticis
m
,
an
d
s
u
g
g
esti
o
n
s
as
a
f
o
r
m
o
f
a
g
r
ee
m
e
n
t
an
d
e
v
alu
atio
n
.
H
o
wev
er
,
team
o
r
g
r
o
u
p
wo
r
k
r
eq
u
ir
es
a
h
ig
h
lev
el
o
f
r
esp
o
n
s
ib
ilit
y
f
r
o
m
ea
ch
g
r
o
u
p
m
em
b
er
.
I
f
g
r
o
u
p
m
em
b
er
s
ar
e
s
u
p
p
o
r
tiv
e
,
th
is
ca
n
h
elp
th
e
g
r
o
u
p
’
s
p
er
f
o
r
m
a
n
ce
.
So
,
ac
c
o
r
d
in
g
to
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
,
th
e
s
elec
tio
n
o
f
g
r
o
u
p
m
e
m
b
er
s
n
ee
d
s
t
o
b
e
ca
r
r
ied
o
u
t
a
n
d
em
p
h
asized
in
in
ten
s
iv
e
d
is
tr
ib
u
tio
n
o
f
p
er
f
o
r
m
an
ce
to
m
in
im
ize
m
em
b
er
s
’
lack
o
f
co
n
tr
ib
u
tio
n
in
co
m
p
letin
g
th
e
p
r
o
ject.
T
ea
m
o
r
g
r
o
u
p
wo
r
k
em
p
h
asizes
th
e
in
ter
ac
tio
n
b
etwe
en
g
r
o
u
p
m
em
b
er
s
to
ca
r
r
y
o
u
t
an
d
d
et
er
m
in
e
th
e
p
r
o
g
r
ess
o
f
ea
ch
p
r
o
ject
ac
tiv
ity
.
E
ac
h
m
em
b
er
h
as
th
e
au
t
h
o
r
ity
to
ca
r
r
y
o
u
t
an
d
co
m
p
lete
th
eir
r
esp
ec
tiv
e
task
s
b
ased
o
n
t
h
e
p
r
ev
io
u
s
ly
ag
r
ee
d
-
u
p
o
n
co
n
ce
p
tu
aliza
tio
n
.
I
n
th
is
ca
s
e,
th
e
d
esig
n
ed
co
o
p
er
ati
v
e
o
r
c
o
llab
o
r
ativ
e
p
r
o
ce
s
s
r
ev
ea
ls
in
d
iv
id
u
al
ac
co
u
n
tab
ilit
y
an
d
p
o
s
itiv
e
s
tr
ateg
ies to
ac
h
iev
e
th
e
b
est g
r
o
u
p
p
er
f
o
r
m
an
ce
[4
3
].
3
.
2
.
4
.
Cre
a
t
iv
it
y
a
s
pect
s
I
n
its
im
p
lem
en
tatio
n
,
o
f
co
u
r
s
e,
it
h
as
it
s
p
r
o
b
lem
s
,
wh
er
e
s
o
m
e
s
tu
d
en
ts
ex
p
er
ien
ce
p
r
o
b
lem
s
u
s
in
g
an
d
p
r
o
d
u
cin
g
m
e
d
ia
to
p
r
esen
t
th
e
r
esu
lts
o
f
th
eir
p
r
o
jects.
T
h
ese
p
r
o
b
lem
s
ten
d
to
b
e
f
o
u
n
d
in
lim
ited
co
m
p
letio
n
tim
e,
tec
h
n
ical
o
b
s
tacle
s
,
an
d
m
em
b
er
s
’
lim
itatio
n
s
in
u
n
d
e
r
s
tan
d
in
g
t
h
e
u
s
e
o
f
g
r
ap
h
ic
m
e
d
ia.
“
Wit
h
th
is
crea
tive
w
r
itin
g
a
s
s
ig
n
men
t,
I
w
a
s
a
b
le
to
u
n
d
ers
ta
n
d
a
litt
le
b
it
,
‘O
o
my
fr
ien
d
likes
th
is
,
o
o
h
e
likes
th
is
’
(
kn
o
w
in
g
w
h
a
t
my
fr
ien
d
’
s
c
r
ea
tivity
is
like,
a
n
d
I
g
o
t
s
o
me
crea
tiv
e
id
ea
s
th
a
t I
n
ev
er th
o
u
g
h
t o
f b
efo
r
e
.
”
(
HI
,
2
0
2
3
)
“
I
n
my
o
p
i
n
io
n
,
u
s
in
g
tea
m
-
b
a
s
ed
p
r
o
jects
in
crea
tive
w
r
it
in
g
ca
n
i
n
crea
s
e
crea
tivity;
w
h
y
is
th
a
t?
Th
is
p
r
o
ject
is
o
n
e
o
f
t
h
e
med
ia
th
a
t
fa
cilita
tes
u
s
t
o
ex
p
r
ess
id
ea
s
a
s
fr
ee
ly
a
s
p
o
s
s
ib
le
w
h
ile
s
til
l
b
ein
g
o
r
g
a
n
iz
ed
.
F
o
r
me
myself,
th
is
a
s
s
ig
n
men
t
feels
ve
r
y
h
elp
fu
l
b
ec
a
u
s
e
it
s
h
a
r
p
en
ed
a
n
o
ld
h
o
b
b
y
th
a
t
I
s
to
p
p
ed
d
o
i
n
g
,
a
n
d
b
ec
a
u
s
e
o
f
th
is
a
s
s
ig
n
men
t,
I
r
etu
r
n
ed
to
w
r
itin
g
ev
en
w
ith
.
Th
e
n
ew
ch
a
llen
g
e
is
w
r
itin
g
in
A
r
a
b
ic,
s
o
I
g
a
in
e
d
n
ew
kn
o
w
led
g
e
n
o
t
o
n
ly
a
b
o
u
t
w
r
itin
g
in
I
n
d
o
n
esia
n
b
u
t
a
ls
o
b
ein
g
a
b
le
to
w
r
ite
crea
tively
u
s
in
g
A
r
a
b
ic,
th
e
n
a
tu
r
a
l
la
n
g
u
a
g
e,
A
lh
a
md
u
lill
a
h
.
”
(
S
H,
2
0
2
3
)
Fo
r
s
tu
d
en
ts
,
lear
n
in
g
u
s
in
g
T
B
P
h
as
im
p
licitly
attr
ac
ted
cr
ea
tiv
e
id
ea
s
an
d
id
ea
s
th
at
t
h
e
y
h
ad
n
o
t
ev
en
th
o
u
g
h
t
o
f
b
ef
o
r
e.
T
h
is
in
d
icate
s
th
at
th
e
e
m
er
g
en
ce
o
f
in
n
o
v
ativ
e
id
ea
s
n
ee
d
s
to
b
e
tr
ig
g
er
e
d
b
y
a
cr
ea
tiv
e
s
tim
u
lu
s
,
wh
ich
ca
n
also
b
e
co
m
p
iled
in
v
ar
io
u
s
ac
tiv
ities
o
r
task
s
.
Ap
ar
t
f
r
o
m
th
at,
s
tu
d
e
n
ts
u
n
d
er
s
tan
d
th
e
e
m
er
g
e
n
ce
an
d
lim
its
o
f
th
eir
cr
ea
tiv
ity
,
wh
ich
en
ab
les
th
em
to
u
n
d
er
s
tan
d
t
h
eir
p
ee
r
s
wh
o
,
o
f
co
u
r
s
e,
h
av
e
d
if
f
er
e
n
t
an
d
v
a
r
ied
lev
els
o
f
c
r
ea
tiv
ity
.
T
h
e
ex
p
r
ess
io
n
o
f
c
r
ea
tiv
e
id
ea
s
a
n
d
th
o
u
g
h
ts
in
t
h
e
f
o
r
m
o
f
th
is
p
r
o
ject
is
en
tire
l
y
u
n
lim
ited
,
wh
er
e
ea
ch
g
r
o
u
p
m
em
b
er
h
as
th
e
r
ig
h
t
to
ex
p
r
e
s
s
th
eir
in
n
o
v
ativ
e
id
ea
s
,
wh
ich
all
g
r
o
u
p
m
em
b
e
r
s
th
en
ag
r
ee
u
p
o
n
as
a
d
eter
m
in
in
g
r
ef
e
r
en
ce
f
o
r
co
m
p
letin
g
th
e
p
r
o
ject.
T
h
is
f
r
ee
d
o
m
allo
ws
s
tu
d
en
ts
to
b
e
tr
u
ly
o
r
g
an
ized
an
d
ass
is
ted
in
r
ep
r
esen
tin
g
t
h
e
r
esu
lts
o
f
t
h
eir
p
r
o
jects.
Ap
ar
t
f
r
o
m
t
h
at,
ev
er
y
s
tu
d
e
n
t
h
as
h
id
d
en
talen
ts
an
d
ab
ilit
ies
th
at
s
o
m
etim
es
ca
n
n
o
t
b
e
f
u
lly
c
h
an
n
eled
.
T
h
is
ca
n
also
en
ab
le
s
tu
d
en
ts
to
f
u
lly
ex
p
r
ess
th
eir
id
ea
s
,
talen
ts
,
an
d
s
k
ills
wh
en
co
m
p
letin
g
p
r
o
jects.
E
s
p
ec
ially
in
cr
ea
tiv
e
wr
itin
g
s
k
ills
in
Ar
ab
i
c,
wh
ich
will u
n
d
o
u
b
te
d
ly
ch
a
llen
g
e
ea
ch
s
tu
d
en
t a
n
d
g
r
o
u
p
.
“
F
r
o
m
a
crea
tive
p
ers
p
ec
tive,
it
is
ve
r
y
g
o
o
d
b
ec
a
u
s
e
w
e
w
ill
u
n
ite
a
ll
th
o
u
g
h
ts
in
to
o
n
e
p
r
o
d
u
ct,
p
r
o
d
u
cin
g
s
o
meth
in
g
n
ew
.
”
(
DHM
,
2
0
2
3
)
“
Of
co
u
r
s
e,
b
y
lea
r
n
in
g
to
u
s
e
th
is
meth
o
d
,
in
my
o
p
in
io
n
,
yo
u
ca
n
imp
r
o
ve
yo
u
r
s
kills
a
n
d
crea
tivity
in
w
r
it
in
g
b
ec
a
u
s
e
s
tu
d
yin
g
a
s
a
tea
m
o
r
g
r
o
u
p
ca
n
h
elp
yo
u
fin
d
n
ew
id
ea
s
o
r
co
mb
in
e
ex
citin
g
id
e
a
s
fr
o
m
th
e
g
r
o
u
p
its
elf
.
”
(
AA,
2
0
2
3
)
T
h
e
cr
ea
tiv
ity
s
tu
d
e
n
ts
f
ee
l
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
co
m
p
letin
g
p
r
o
jects
is
f
elt
in
d
iv
id
u
ally
an
d
b
y
th
ei
r
team
o
r
g
r
o
u
p
.
T
h
is
r
ev
ea
ls
th
at
th
e
im
p
licatio
n
s
o
f
ex
p
r
ess
in
g
s
tu
d
en
t
cr
ea
tiv
ity
d
o
n
o
t
ju
s
t
ap
p
ea
r
b
y
th
em
s
elv
es
b
u
t
ar
e
also
tr
ig
g
er
ed
b
y
d
is
cu
s
s
io
n
s
an
d
a
g
r
ee
m
en
ts
with
in
th
e
g
r
o
u
p
to
d
r
aw
cr
ea
tiv
e
id
ea
s
f
r
o
m
ea
c
h
m
em
b
er
.
T
h
u
s
,
g
r
o
u
p
c
r
ea
tiv
ity
is
b
ased
o
n
co
m
b
in
in
g
id
ea
s
an
d
co
n
c
ep
ts
,
wh
ich
ca
n
f
in
d
an
d
d
eter
m
i
n
e
team
o
r
g
r
o
u
p
c
r
ea
tiv
ity
wh
ile
im
p
r
o
v
in
g
s
tu
d
en
t sk
ills
.
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
:
4
1
9
5
-
4209
4204
I
n
th
e
co
n
tex
t
o
f
cr
ea
tiv
e
w
r
itin
g
,
ea
ch
s
tu
d
en
t
will
p
r
esen
t
th
eir
in
itially
ex
p
r
ess
ed
id
ea
s
b
y
co
n
s
tr
u
ctin
g
n
ew
in
te
r
p
r
etati
o
n
s
an
d
r
esp
o
n
s
es
f
r
o
m
ea
ch
g
r
o
u
p
m
em
b
e
r
in
th
e
f
o
r
m
o
f
tex
t
[
1
8
]
.
E
ac
h
s
tu
d
en
t
is
g
iv
en
th
e
s
p
ac
e
an
d
r
o
le
ac
co
r
d
i
n
g
to
th
eir
talen
ts
to
im
ag
in
e
[
4
4
]
,
ch
o
o
s
e
s
tr
u
c
tu
r
es
an
d
m
eth
o
d
s
,
o
r
g
an
ize
id
ea
s
an
d
p
r
o
b
lem
s
,
f
o
r
m
u
late
well,
an
d
d
e
v
el
o
p
th
eir
lan
g
u
ag
e
s
k
ills
ex
p
r
ess
iv
ely
b
ased
o
n
ex
p
er
ien
ce
in
th
e
f
o
r
m
o
f
wr
itin
g
o
r
tex
t.
T
h
e
wh
o
le
s
tag
e
is
an
ess
en
tia
l
p
r
o
ce
s
s
f
o
r
s
t
u
d
en
ts
o
r
team
s
to
s
elec
t,
co
m
b
in
e,
o
r
g
an
ize,
a
n
d
d
ev
elo
p
n
ew
id
ea
s
th
at
will b
e
in
ter
p
r
eted
u
s
in
g
s
u
p
p
o
r
tin
g
m
ed
ia.
C
r
ea
tiv
ity
in
team
s
o
r
g
r
o
u
p
s
s
tr
u
ctu
r
ally
f
o
s
ter
s
ex
p
er
ien
c
es
f
o
r
m
em
b
er
s
th
at
in
cl
u
s
iv
ely
ex
h
i
b
it
two
s
p
ec
if
ic
b
eh
av
io
r
s
:
i)
s
tim
u
latin
g
all
team
m
em
b
er
s
to
ex
p
r
ess
th
eir
u
n
i
q
u
e
v
iewp
o
i
n
ts
an
d
p
er
s
p
ec
tiv
es
an
d
ii)
f
ac
ilit
atin
g
b
elief
in
th
e
v
alu
e
o
f
d
if
f
e
r
en
ce
o
r
d
iv
er
s
ity
with
in
th
e
team
[4
5
]
.
Po
s
itiv
ely
,
g
r
o
u
p
wo
r
k
in
ex
p
r
ess
in
g
cr
ea
tiv
ity
r
elate
s
to
th
e
lead
er
’
s
in
clu
s
io
n
o
f
th
e
g
r
o
u
p
in
d
is
co
v
e
r
in
g
,
f
o
s
ter
in
g
,
d
e
f
in
in
g
,
a
n
d
d
ev
elo
p
in
g
th
e
team
’
s
cr
ea
tiv
i
ty
as
th
e
r
esu
lt
o
f
a
g
r
o
u
p
.
T
h
u
s
,
cr
ea
tiv
e
d
e
v
elo
p
m
e
n
t
in
a
g
r
o
u
p
b
ec
o
m
es
th
e
d
o
m
ain
o
f
ea
ch
m
em
b
e
r
t
o
g
e
n
er
ate
n
ew
id
ea
s
h
elp
f
u
l
f
o
r
th
e
team
as
a
p
e
r
f
o
r
m
an
ce
,
wh
ich
is
s
im
u
ltan
eo
u
s
ly
d
o
n
e
to
b
e
in
te
r
d
ep
en
d
en
t [
4
6
].
T
h
e
r
esu
lts
o
f
th
e
tr
ian
g
u
latio
n
o
f
q
u
an
titativ
e
a
n
d
q
u
alitativ
e
an
aly
s
is
ca
n
b
e
d
escr
ib
ed
in
Fig
u
r
e
1
,
wh
ich
ex
p
lain
h
o
w
lear
n
in
g
Ar
ab
ic
cr
ea
tiv
e
wr
itin
g
u
s
in
g
T
B
P
co
n
tr
ib
u
tes
f
o
u
r
asp
ec
ts
.
T
h
e
r
elatio
n
am
o
n
g
th
ese
asp
ec
ts
s
h
o
ws
th
at
p
s
y
c
h
o
lo
g
ical
asp
ec
ts
wh
ich
co
n
tain
cr
iticis
m
,
m
o
tiv
atio
n
,
an
d
s
elf
-
co
n
f
id
e
n
ce
h
av
e
th
e
m
ain
r
o
le
o
n
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
e
wh
ile
lear
n
in
g
cr
ea
ti
v
e
wr
itin
g
u
s
in
g
T
B
P.
T
h
e
p
s
y
ch
o
lo
g
ical
asp
ec
ts
co
m
b
in
e
with
c
o
llab
o
r
atio
n
asp
ec
ts
g
en
er
ated
a
n
d
en
h
an
ce
d
th
e
lan
g
u
a
g
e
an
d
cr
ea
tiv
ity
as
p
ec
ts
.
Fig
u
r
e
1
.
T
B
P c
o
n
tr
ib
u
tio
n
i
n
f
o
u
r
asp
ec
ts
Fig
u
r
e
1
d
is
p
lay
s
th
e
co
n
tr
ib
u
t
io
n
o
f
T
B
P in
th
e
f
o
u
r
asp
ec
ts
o
f
Ar
ab
ic
lan
g
u
ag
e
lear
n
in
g
o
n
cr
ea
tiv
e
wr
itin
g
s
k
ills
.
T
h
ese
co
n
tr
ib
u
tio
n
s
s
h
o
w
th
at
p
s
y
ch
o
l
o
g
ical
an
d
co
llab
o
r
ativ
e
asp
ec
ts
ca
n
p
lay
an
ess
en
tial
r
o
le
in
T
B
P
an
d
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
lan
g
u
ag
e
s
k
ills
an
d
cr
ea
tiv
ity
b
ased
o
n
f
ee
d
b
ac
k
an
d
r
ef
lectiv
e
m
o
d
if
icatio
n
.
I
t
also
s
h
o
ws
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
th
a
t
u
tili
zin
g
T
B
P
in
Ar
ab
ic
lan
g
u
ag
e
lea
r
n
in
g
i
n
cr
ea
tiv
e
wr
itin
g
s
k
ills
v
e
r
if
ie
s
s
tu
d
en
ts
’
ex
p
e
r
ien
ce
s
.
W
h
e
n
s
tu
d
en
ts
f
ee
l
p
s
y
ch
o
lo
g
ical
ly
co
m
f
o
r
tab
le
an
d
co
llab
o
r
ativ
e
in
co
m
p
letin
g
p
r
o
jects,
th
ey
ca
n
s
im
u
ltan
eo
u
s
ly
im
p
r
o
v
e
th
eir
lan
g
u
a
g
e
s
k
ills
an
d
cr
ea
tiv
ity
.
T
h
is
m
ea
n
s
th
at
th
e
p
s
y
ch
o
lo
g
ical
an
d
co
llab
o
r
ativ
e
asp
ec
t
s
ar
e
in
ter
co
n
n
ec
te
d
to
s
u
p
p
o
r
t
a
s
en
s
e
o
f
co
m
f
o
r
t
an
d
s
ec
u
r
ity
f
o
r
s
tu
d
en
ts
to
a
ctiv
ely
en
g
a
g
e
in
lea
r
n
in
g
th
a
t
also
s
u
p
p
o
r
ts
th
e
im
p
r
o
v
em
en
t
o
f
la
n
g
u
a
g
e
an
d
cr
ea
tiv
ity
asp
ec
ts
b
y
th
e
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
o
b
jectiv
es
[
5
]
.
Ps
y
ch
o
lo
g
ical
o
r
i
e
n
t
a
t
i
o
n
a
n
d
c
r
e
a
t
i
v
i
t
y
i
n
T
B
P
f
o
r
m
a
p
o
s
i
t
i
v
e
c
o
r
r
e
l
a
t
i
o
n
i
n
f
l
u
e
n
c
i
n
g
i
n
d
i
v
i
d
u
a
l
f
ac
to
r
s
.
T
h
e
p
s
y
c
h
o
l
o
g
i
c
a
l
a
s
p
e
c
t
s
o
f
T
B
P
c
o
m
p
r
e
h
e
n
s
i
v
e
l
y
t
r
a
n
s
f
o
r
m
p
a
s
s
i
v
e
lear
n
in
g
i
n
t
o
s
e
l
f
-
d
ir
ec
ted
l
e
a
r
n
i
n
g
t
h
a
t
ex
p
lo
r
es
s
elf
-
em
p
o
wer
m
e
n
t
,
s
u
b
j
e
c
t
i
v
e
i
n
i
t
i
a
t
i
v
e
,
m
o
t
i
v
a
t
i
o
n
,
c
o
n
f
i
d
e
n
c
e
,
a
n
d
a
s
e
n
s
e
o
f
r
e
s
p
o
n
s
i
b
i
l
i
t
y
t
o
c
o
m
p
l
e
t
e
t
h
e
p
r
o
j
e
c
t
[4
7
]
.
I
n
p
ar
ticu
lar
,
th
e
c
o
llab
o
r
atio
n
as
p
ec
t
o
f
T
B
P
v
er
if
ies
th
e
r
o
le
o
f
im
p
r
o
v
in
g
s
k
ills
an
d
talen
ts
as
a
f
o
r
m
o
f
f
ee
d
b
ac
k
,
cr
iticis
m
,
an
d
s
u
g
g
esti
o
n
s
.
T
h
e
r
o
l
e
o
f
c
o
l
l
a
b
o
r
a
t
i
o
n
i
n
T
B
P
en
co
u
r
ag
es
s
tu
d
en
ts
’
a
c
t
i
v
e
i
n
v
o
l
v
e
m
e
n
t
i
n
l
e
a
r
n
i
n
g
b
y
a
l
l
o
w
i
n
g
t
h
e
m
t
o
s
h
a
r
e
k
n
o
wled
g
e
,
in
f
o
r
m
atio
n
,
a
n
d
d
is
cu
s
s
io
n
[
1
]
.
C
ol
l
ab
o
r
at
i
v
e
:
•
E
n
h
an
c
e
th
e
ski
l
l
s
•
T
al
ent
s
b
y
p
r
o
v
i
d
i
n
g
i
n
p
u
t
•
C
r
i
ti
c
i
sm
•
S
u
g
g
e
sti
o
n
s
C
r
e
ati
v
e
:
•
G
e
n
e
r
ati
n
g
i
d
e
as
•
G
e
n
e
r
ati
n
g
i
mag
i
n
ati
o
n
C
ol
l
ab
o
r
at
i
v
e
:
•
V
o
c
ab
u
l
ar
y
•
G
r
ammati
c
al
str
u
c
tu
r
e
•
W
r
i
ti
n
g
ski
l
l
s
P
sy
c
h
o
l
o
g
i
c
a
l
:
•
C
r
i
ti
c
i
sm
•
M
o
ti
v
ati
o
n
•
S
e
l
f
-
c
o
n
f
i
d
e
n
c
e
Evaluation Warning : The document was created with Spire.PDF for Python.