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14
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5
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Octo
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20
25
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4
1
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,
[
3
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T
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r
ap
h
wr
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[
4
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.
C
u
m
m
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s
[
5
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m
p
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wis
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6
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d
r
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att
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p
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b
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I
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I
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J
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Vo
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.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
8
3
-
4194
4184
I
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eter
s
in
ac
ad
em
ic
wr
iti
n
g
,
h
o
ld
in
g
th
e
m
b
ac
k
f
r
o
m
f
u
lly
ar
ticu
latin
g
th
eir
a
r
g
u
m
en
ts
.
Fu
r
th
er
m
o
r
e
,
E
llis
[
2
]
ex
p
lain
ed
s
o
m
e
o
f
th
e
f
ac
to
r
s
af
f
ec
tin
g
lan
g
u
a
g
e
le
ar
n
er
s
,
esp
ec
ially
t
h
e
co
g
n
itiv
e
lin
g
u
is
tics
an
d
th
e
s
y
n
tax
s
tr
u
ctu
r
es
th
at
s
h
o
u
ld
b
e
em
p
lo
y
ed
.
Natio
n
[
9
]
f
u
r
th
er
em
p
h
asized
th
at
a
lack
o
f
ad
eq
u
ate
v
o
ca
b
u
lar
y
is
a
m
ajo
r
h
u
r
d
le
as
it
ca
n
h
in
d
er
a
lear
n
er
f
r
o
m
ex
p
r
ess
in
g
th
o
u
g
h
ts
in
th
e
m
an
n
er
in
te
n
d
ed
.
B
esid
es
th
ese
lan
g
u
ag
e
b
ar
r
ier
s
,
ap
p
r
e
h
en
s
i
o
n
ab
o
u
t
f
o
r
m
in
g
co
m
p
lex
s
e
n
ten
ce
s
also
lim
its
b
o
th
th
e
d
ep
th
an
d
v
ar
iety
o
f
s
tu
d
en
ts
’
wr
itin
g
.
T
h
is
was
s
u
b
s
tan
tiated
b
y
Sk
eh
an
[
1
0
]
,
wh
o
f
o
u
n
d
th
at
E
FL
lear
n
er
s
ten
d
to
u
tili
ze
less
co
m
p
lex
s
en
ten
ce
s
tr
u
ctu
r
es
to
cir
cu
m
v
en
t
m
is
tak
es,
lead
in
g
to
d
r
ier
an
d
less
attr
ac
tiv
e
wr
itin
g
.
Als
o
,
d
u
e
to
lack
o
f
co
n
f
id
en
ce
,
f
o
c
u
s
in
g
o
n
s
im
p
le
s
en
ten
ce
f
o
r
m
s
r
ed
u
c
es th
e
d
ep
th
an
d
d
iv
e
r
s
ity
o
f
w
r
itten
o
u
tp
u
t.
Su
ch
co
n
s
tr
ain
ts
p
r
ev
e
n
t
E
FL
s
tu
d
e
n
ts
f
r
o
m
wr
itin
g
h
ig
h
q
u
ality
,
well
-
s
tr
u
ctu
r
ed
an
d
in
ter
esti
n
g
p
iece
s
o
f
wr
itin
g
in
E
n
g
lis
h
[
2
]
–
[
5
]
,
[
9
]
,
[
1
0
]
.
All
in
all,
s
u
r
m
o
u
n
tin
g
t
h
ese
o
b
s
tacle
s
is
a
p
r
er
eq
u
is
ite
to
a
s
s
is
t
E
FL
lear
n
er
s
in
th
eir
lan
g
u
a
g
e
wr
itin
g
as
a
m
e
an
s
o
f
ex
p
r
ess
in
g
th
em
s
elv
es
an
d
th
eir
o
p
in
io
n
s
in
a
m
o
r
e
e
f
f
icien
t
m
an
n
e
r
an
d
with
g
r
ea
ter
c
o
n
f
i
d
en
ce
i
n
an
ac
ad
em
ic
e
n
v
ir
o
n
m
en
t.
As
C
u
m
m
in
s
[
5
]
p
u
ts
it,
la
n
g
u
a
g
e
p
r
o
f
icien
cy
i
n
an
ac
ad
em
ic
en
v
ir
o
n
m
en
t
is
o
n
e
o
f
th
e
s
u
cc
ess
f
ac
to
r
s
f
o
r
E
FL
lear
n
er
s
,
an
d
ef
f
ec
tiv
e
ed
u
ca
to
r
s
n
ee
d
to
in
teg
r
ate
th
e
r
ig
h
t su
p
p
o
r
t a
n
d
in
ter
v
en
tio
n
s
tr
ateg
ies to
s
u
p
p
o
r
t le
ar
n
er
s
’
g
r
o
wth
.
W
r
itin
g
s
k
ills
o
f
an
o
r
g
a
n
i
za
tio
n
al
an
d
s
tr
u
ctu
r
al
n
atu
r
e
en
co
m
p
ass
th
e
f
o
llo
win
g
elem
en
ts
:
ar
ticu
latin
g
th
e
f
o
cu
s
,
wr
itin
g
th
e
ce
n
tr
al
i
d
ea
,
l
o
g
ically
o
r
d
er
in
g
id
ea
s
a
n
d
ar
g
u
m
en
ts
,
m
ain
tain
in
g
a
s
in
g
le
f
o
cu
s
th
r
o
u
g
h
o
u
t,
a
n
d
o
f
f
er
in
g
ef
f
ec
tiv
e
p
ar
ag
r
a
p
h
en
d
in
g
s
.
T
h
ese
s
k
ills
ar
e
p
ar
am
o
u
n
t
in
wr
itin
g
p
ar
ag
r
ap
h
s
in
a
well
-
s
tr
u
ctu
r
ed
an
d
co
h
er
en
t
m
an
n
er
.
E
FL
lear
n
er
s
o
f
te
n
tim
es
h
av
e
d
if
f
icu
lty
in
cr
a
f
t
in
g
a
f
o
cu
s
ed
an
d
s
u
cc
in
ct
th
esis
s
tatem
en
t,
wh
i
ch
is
th
e
ess
en
ce
o
f
an
y
s
in
g
le
p
ar
a
g
r
ap
h
.
As
Swales
an
d
Fe
ak
[
11
]
ex
p
lain
,
o
n
e
o
f
th
e
cr
itical
f
ac
to
r
s
in
ef
f
ec
tiv
e
co
m
p
o
s
itio
n
is
th
e
ab
ilit
y
to
d
ev
is
e
a
s
tr
aig
h
tf
o
r
war
d
an
d
n
ar
r
o
wed
th
esis
.
Ho
wev
er
,
th
is
r
em
ain
s
a
s
ig
n
if
ican
t
b
ar
r
ier
f
o
r
m
o
s
t
E
FL
s
t
u
d
en
ts
.
I
n
th
e
ab
s
en
ce
o
f
a
cl
ea
r
f
o
c
u
s
,
it
is
v
e
r
y
co
m
m
o
n
f
o
r
lear
n
er
s
to
wr
i
te
u
n
r
elate
d
a
n
d
p
ar
ag
r
a
p
h
s
[
3
]
.
Hy
lan
d
[
3
]
also
o
b
s
er
v
ed
th
at
f
o
cu
s
an
d
co
h
er
en
ce
a
r
e
s
o
m
e
o
f
th
e
s
k
ills
th
at
m
an
y
E
FL
wr
iter
s
n
ev
er
q
u
ite
m
aster
.
Acc
o
r
d
i
n
g
to
r
esear
c
h
b
y
Gr
ab
e
an
d
Kap
lan
[
1
2
]
,
o
n
e
r
ea
s
o
n
wh
y
E
FL
lear
n
er
s
f
in
d
th
is
asp
ec
t
ch
allen
g
in
g
is
th
at
th
ey
ar
e
o
f
te
n
s
o
cialize
d
cr
o
s
s
-
cu
ltu
r
ally
to
u
s
e
d
if
f
er
en
t
r
h
eto
r
ical
s
tr
u
ctu
r
es,
wh
ich
m
ea
n
s
th
at
th
ey
ap
p
r
o
ac
h
th
eir
w
r
itin
g
with
d
if
f
er
en
t
ex
p
ec
tatio
n
s
r
e
g
ar
d
in
g
th
e
o
r
g
an
izatio
n
o
f
in
f
o
r
m
atio
n
.
Fu
r
th
er
m
o
r
e,
m
a
n
y
E
FL
s
tu
d
en
ts
f
in
d
it
r
ath
er
ch
allen
g
in
g
to
wr
ite
c
o
n
clu
s
io
n
s
wh
ich
ar
e
s
u
cc
in
ct
an
d
ef
f
ec
tiv
ely
s
u
m
m
ar
ize
th
e
ce
n
tr
al
ar
g
u
m
en
ts
th
at
ar
e
p
r
esen
ted
in
th
e
tex
t.
As
m
en
tio
n
ed
b
y
R
aim
es
[
1
3
]
,
s
en
ten
ce
s
ar
e
cr
u
cial
in
r
eiter
atin
g
th
e
m
ajo
r
co
n
ce
p
ts
o
f
t
h
e
p
ar
a
g
r
ap
h
an
d
p
r
o
v
id
i
n
g
a
last
wo
r
d
o
n
t
h
e
s
u
b
ject
m
atter
.
T
h
is
r
esear
ch
co
n
s
id
er
s
wr
iti
n
g
at
a
h
ig
h
er
lev
el
as
en
ab
led
b
y
s
u
ch
s
k
ills
a
s
th
esi
s
s
tatem
en
t
d
ev
elo
p
m
e
n
t,
co
n
ce
n
tr
atio
n
o
n
o
n
e
’
s
co
r
e
ar
g
u
m
en
ts
,
lo
g
ical
s
tr
u
ctu
r
in
g
,
u
n
ity
o
f
im
p
r
e
s
s
io
n
an
d
ef
f
ec
tiv
e
p
ar
ag
r
a
p
h
e
n
d
in
g
s
k
ills
.
T
h
ese
ar
e
v
er
y
im
p
o
r
tan
t
in
en
s
u
r
i
n
g
th
at
p
a
r
ag
r
ap
h
s
ar
e
wr
itten
in
a
well
-
o
r
g
an
ized
an
d
c
o
h
er
e
n
t
m
a
n
n
er
.
E
FL
lea
r
n
er
s
m
o
s
t
o
f
ten
s
tr
u
g
g
le
with
b
eg
in
n
in
g
a
p
ar
a
g
r
ap
h
with
a
b
r
o
ad
er
m
ain
id
ea
f
o
r
m
u
lated
in
a
th
esis
s
tatem
en
t.
An
o
th
er
m
ajo
r
is
s
u
e
th
at
ca
u
s
es
a
p
ar
ag
r
ap
h
to
b
e
p
o
o
r
ly
co
n
s
tr
u
cted
is
a
lack
o
f
f
o
cu
s
o
n
t
h
e
p
r
im
ar
y
id
ea
,
wh
ich
ca
u
s
es
a
lo
t
o
f
ex
tr
an
eo
u
s
i
n
f
o
r
m
atio
n
to
b
e
in
clu
d
ed
.
L
o
g
ical
s
tr
u
ctu
r
in
g
o
f
th
e
co
n
te
n
t
is
a
ls
o
a
b
ig
is
s
u
e
wh
ich
r
esu
lts
in
p
o
o
r
ly
wr
itten
p
ar
a
g
r
ap
h
s
.
Als
o
,
q
u
ite
a
f
ew
lear
n
er
s
ex
p
e
r
ien
ce
d
if
f
icu
ltie
s
in
f
o
r
m
u
latin
g
i
d
ea
s
wh
en
t
h
ey
ar
e
ask
e
d
to
wr
ite,
an
d
th
is
h
in
d
er
s
th
e
wr
itin
g
p
r
o
ce
s
s
r
ig
h
t
f
r
o
m
th
e
s
tar
t.
T
h
er
e
ar
e
lear
n
er
s
wh
o
h
av
e
a
p
r
o
b
lem
with
b
ein
g
co
n
s
is
ten
t
in
th
eir
p
o
in
t
o
f
v
iew,
wh
ich
ca
n
ca
u
s
e
a
m
ess
an
d
d
is
r
u
p
t
c
o
h
er
en
c
e.
On
e
m
o
r
e
p
r
o
b
lem
is
o
m
itti
n
g
a
n
ef
f
ec
tiv
e
co
n
clu
d
in
g
s
tatem
en
t w
h
ich
wo
u
ld
r
e
f
lect
th
e
d
is
cu
s
s
ed
is
s
u
es a
n
d
p
r
esen
t th
e
f
in
al
r
e
m
ar
k
[
3
]
,
[
1
2
]
–
[1
6
].
Ps
y
c
h
o
l
o
g
ic
al
a
n
d
em
o
ti
o
n
a
l
b
a
r
r
ie
r
s
p
er
tai
n
i
n
g
t
o
w
r
i
ti
n
g
i
n
cl
u
d
e
w
o
r
r
y
i
n
g
a
n
d
ap
p
r
e
h
e
n
s
io
n
a
b
o
u
t
m
a
k
i
n
g
e
r
r
o
n
e
o
u
s
m
is
ta
k
es,
p
o
o
r
s
el
f
-
este
em
,
s
t
r
u
g
g
l
i
n
g
wit
h
t
h
e
p
r
ess
u
r
e
o
f
c
o
n
s
is
t
en
t
e
f
f
o
r
t
,
a
n
d
p
a
u
c
it
y
o
f
in
t
er
est
i
n
t
h
e
w
r
i
ti
n
g
to
p
i
c.
A
n
x
iet
ies
a
n
d
w
o
r
r
i
es
a
b
o
u
t
e
r
r
o
r
s
r
est
r
ic
t a
w
r
it
er
’
s
r
a
n
g
e
b
y
p
r
o
m
o
ti
n
g
a
n
o
v
er
ly
ca
r
e
f
u
l
a
p
p
r
o
ac
h
t
o
wr
iti
n
g
.
H
o
r
wit
z
e
t
a
l.
[1
7
]
p
r
o
v
i
d
e
d
a
d
etai
le
d
d
is
cu
s
s
i
o
n
o
f
t
h
e
p
h
en
o
m
e
n
o
n
o
f
l
an
g
u
a
g
e
an
x
i
et
y
a
n
d
h
o
w
it
i
m
p
ac
ts
le
ar
n
e
r
s
’
c
o
n
f
id
e
n
ce
i
n
r
is
k
-
t
a
k
i
n
g
w
h
il
e
c
o
n
d
u
cti
n
g
w
r
it
in
g
t
ask
s
,
w
h
i
ch
i
n
t
u
r
n
af
f
e
cts
t
h
ei
r
c
r
ea
ti
v
it
y
a
n
d
ex
p
r
ess
i
o
n
.
A
l
ac
k
o
f
ass
u
r
an
ce
i
n
o
n
e’
s
a
b
i
lit
y
t
o
ex
p
r
ess
o
n
e’
s
th
o
u
g
h
ts
a
lo
u
d
als
o
ag
g
r
a
v
at
es
t
h
e
p
r
o
b
le
m
a
n
d
a
f
f
ec
ts
le
ar
n
e
r
s
’
wi
ll
p
o
we
r
.
As
B
an
d
u
r
a
[
7
]
a
r
g
u
e
d
,
s
el
f
-
ef
f
i
ca
c
y
is
c
r
u
cia
l
i
n
lan
g
u
a
g
e
wo
r
k
.
an
d
l
ea
r
n
e
r
s
w
ith
w
ea
k
s
e
lf
-
e
f
f
ic
ac
y
h
a
v
e
i
n
c
r
e
ase
d
u
n
e
asi
n
ess
an
d
d
e
cr
ea
s
ed
s
e
lf
-
m
o
ti
v
at
io
n
,
co
n
t
r
i
b
u
ti
n
g
t
o
p
o
o
r
e
r
w
r
i
ti
n
g
s
k
il
ls
.
Dö
r
n
y
ei
[
1
8
]
v
iews
p
r
ac
ti
ce
as
t
h
e
m
o
s
t
im
p
o
r
ta
n
t
f
ac
t
o
r
i
n
l
ea
r
n
in
g
a
n
ew
la
n
g
u
ag
e
,
b
u
t
th
o
s
e
wit
h
l
o
w
s
t
r
ess
an
d
co
n
f
i
d
e
n
c
e
m
a
y
s
t
r
u
g
g
l
e
t
o
f
in
d
t
h
e
m
o
t
iv
a
ti
o
n
to
p
r
a
cti
ce
ef
f
e
cti
v
e
ly
.
A
d
d
iti
o
n
a
ll
y
,
lo
w
in
t
er
est
an
d
l
o
w
in
v
o
l
v
e
m
e
n
t
i
n
w
r
it
in
g
i
ts
el
f
m
a
y
d
a
m
p
e
n
le
ar
n
e
r
s
’
m
o
t
iv
ati
o
n
,
wh
i
ch
m
a
y
ca
u
s
e
s
h
a
ll
o
w
s
e
n
te
n
ce
s
a
n
d
u
n
i
n
te
r
es
ti
n
g
c
o
m
p
o
s
i
ti
o
n
s
.
D
ec
i
a
n
d
R
y
a
n
[
19
]
co
n
cl
u
d
ed
t
h
at
s
tu
d
e
n
ts
wh
o
a
r
e
n
o
t
in
te
r
est
ed
in
w
r
iti
n
g
ar
e
u
n
li
k
el
y
to
m
a
k
e
a
s
i
g
n
i
f
i
ca
n
t
ef
f
o
r
t
i
n
t
h
e
wr
iti
n
g
p
r
o
c
ess
.
Ad
d
it
io
n
a
ll
y
,
t
h
e
r
e
is
t
h
e
p
r
o
b
le
m
o
f
s
e
lf
-
d
o
u
b
t
w
h
i
ch
is
c
o
m
p
o
u
n
d
ed
b
y
t
h
e
lac
k
o
f
c
o
n
f
id
e
n
ce
t
o
e
x
p
r
ess
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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8
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2
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elo
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cq
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th
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k
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Fu
r
th
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r
m
o
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e
,
m
ai
n
ta
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g
a
c
er
t
ai
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r
ee
o
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i
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d
i
n
v
est
m
en
t
r
eg
ar
d
in
g
t
h
e
wr
iti
n
g
to
p
i
c
is
v
e
r
y
cr
u
c
ial;
o
t
h
e
r
wis
e,
m
o
ti
v
at
io
n
will
b
e
v
er
y
l
o
w,
l
ea
d
i
n
g
t
o
v
e
r
y
p
o
o
r
a
n
d
t
r
i
v
i
al
wr
iti
n
g
[
7
]
,
[
1
6
]
–
[2
2
].
As
f
o
r
cu
ltu
r
al
an
d
co
n
tex
tu
al
ch
allen
g
es
,
th
e
p
r
o
ce
s
s
o
f
wr
itin
g
is
em
b
ed
d
ed
with
in
a
s
p
ec
if
ic
co
n
tex
t
an
d
cu
ltu
r
e
wh
ich
co
u
ld
p
o
s
e
a
b
ar
r
ie
r
.
T
h
ese
b
ar
r
ier
s
co
u
ld
in
clu
d
e
d
i
f
f
er
en
ce
s
in
lan
g
u
ag
e
s
ty
le,
m
is
u
n
d
er
s
tan
d
in
g
h
o
w
to
a
d
o
p
t
th
e
E
n
g
lis
h
lan
g
u
ag
e
ap
p
r
o
ac
h
to
ac
ad
em
ic
w
o
r
k
,
o
r
la
ck
o
f
m
u
lticu
ltu
r
al
wr
itin
g
ex
p
o
s
u
r
e,
am
o
n
g
o
t
h
er
s
.
Dif
f
er
en
ce
s
in
cu
ltu
r
e
ca
n
r
esu
lt
in
m
is
in
ter
p
r
etatio
n
an
d
im
p
r
o
p
er
ap
p
licatio
n
o
f
p
r
in
cip
les g
o
v
er
n
in
g
wr
itin
g
,
w
h
ich
h
in
d
er
s
th
e
m
ea
n
in
g
f
u
ln
ess
an
d
r
elev
a
n
ce
o
f
E
FL
lear
n
er
s
’
wr
itten
wo
r
k
.
Kap
lan
[
8
]
h
as
h
ig
h
lig
h
ted
c
u
ltu
r
al
d
if
f
e
r
en
ce
s
in
wh
at
is
co
n
s
id
er
ed
ap
p
r
o
p
r
iate
s
tr
u
ctu
r
al
o
r
g
an
izatio
n
o
f
a
tex
t,
wh
ich
ca
n
en
co
u
r
ag
e
E
FL
s
tu
d
en
ts
to
tr
an
s
f
er
th
eir
L
1
r
h
eto
r
ic
al
d
ev
ices
in
to
L
2
,
en
d
an
g
e
r
in
g
th
e
in
tellig
ib
ilit
y
an
d
s
eq
u
en
ce
o
f
th
e
c
o
n
ten
t.
Ad
ju
s
tin
g
to
th
e
f
o
r
m
al
s
ty
le,
th
e
lin
ea
r
f
lo
w
o
f
id
ea
s
an
d
th
e
g
u
id
elin
es
s
et
f
o
r
ac
ad
em
ic
E
n
g
lis
h
wr
itin
g
cr
ea
tes
s
u
b
s
tan
tial
p
r
o
b
lem
s
,
p
ar
ticu
lar
ly
f
o
r
t
h
o
s
e
wh
o
ar
e
u
s
ed
to
d
if
f
er
e
n
t
ac
ad
em
ic
cu
ltu
r
es.
R
esear
ch
b
y
H
y
lan
d
[
3
]
n
o
tes
th
e
cr
u
cial
im
p
o
r
tan
ce
o
f
ab
id
i
n
g
b
y
d
is
cip
lin
ar
y
s
tan
d
a
r
d
s
in
a
ca
d
em
ic
wr
itin
g
;
wh
ile
s
tatin
g
th
at
f
o
r
E
FL
s
tu
d
e
n
ts
,
th
is
is
o
f
ten
a
ch
allen
g
e,
wh
ich
in
tu
r
n
af
f
ec
ts
th
eir
p
o
ten
tial
to
f
o
r
m
u
late
c
r
ed
ib
le
ar
g
u
m
en
ts
th
at
ar
e
c
o
h
er
e
n
t
an
d
p
leasin
g
to
t
h
e
r
ea
d
er
s
.
Owin
g
to
th
is
,
lim
ited
ex
p
o
s
u
r
e
to
s
tan
d
a
r
d
wr
itin
g
s
ty
les
h
am
p
er
s
s
tu
d
en
ts
’
a
b
ilit
ies
to
p
er
ce
iv
e
p
r
o
p
er
w
r
itin
g
co
n
v
en
tio
n
s
an
d
co
n
s
eq
u
e
n
tly
cr
ea
te
p
iece
s
th
at
f
it
in
to
th
e
r
eq
u
ir
e
d
f
r
am
e
wo
r
k
s
an
d
co
n
tex
ts
.
Gr
ab
e
an
d
Kap
lan
[
1
2
]
s
p
o
k
e
o
f
th
e
r
o
le
o
f
ex
p
o
s
u
r
e
to
v
a
r
y
in
g
wr
itin
g
s
ty
les
in
th
e
ab
ilit
y
to
s
u
cc
ess
f
u
lly
co
n
s
tr
u
ct
an
d
co
m
p
o
s
e
wr
itten
tex
ts
in
a
wid
e
v
ar
iety
o
f
wr
itin
g
s
ty
les,
ar
g
u
in
g
th
at
h
av
i
n
g
lim
ited
ex
p
o
s
u
r
e
to
v
ar
io
u
s
s
ty
les s
tifle
s
s
tu
d
en
ts
’
ab
ilit
y
to
b
e
f
u
n
ctio
n
al
in
a
r
an
g
e
o
f
g
en
r
es a
n
d
wr
itin
g
ta
s
k
s
.
Als
o
,
a
lack
o
f
d
iv
er
s
e
wr
itin
g
m
o
d
els
m
ak
e
s
it
d
if
f
icu
lt
f
o
r
lear
n
er
s
to
u
n
d
er
s
tan
d
ac
ce
p
tab
le
wr
itin
g
s
tr
u
ctu
r
es
ac
r
o
s
s
v
ar
io
u
s
co
n
te
x
ts
an
d
r
h
eto
r
ica
l p
u
r
p
o
s
es [
8
]
,
[
1
2
]
,
[
1
6
].
I
n
ter
m
s
o
f
f
ee
d
b
ac
k
an
d
co
n
ce
p
tu
al
a
p
p
licatio
n
,
b
ar
r
ier
s
in
clu
d
e
d
if
f
icu
lties
in
f
ee
d
b
ac
k
’
s
in
co
r
p
o
r
atio
n
an
d
u
s
ag
e,
u
n
d
er
s
tan
d
in
g
an
d
ap
p
ly
i
n
g
th
eo
r
etica
l
co
n
ce
p
ts
,
an
d
ef
f
ec
tiv
e
id
ea
co
m
p
ar
is
o
n
.
Ma
n
y
E
FL
lear
n
er
s
h
a
v
e
d
if
f
i
cu
lties
r
esp
o
n
d
in
g
to
an
y
s
o
r
t
o
f
f
ee
d
b
ac
k
f
r
o
m
o
th
er
s
b
ec
au
s
e
th
ey
eith
e
r
d
o
n
o
t
u
n
d
er
s
tan
d
it
o
r
h
av
e
p
r
o
b
lem
s
ap
p
ly
in
g
s
u
ch
s
u
g
g
esti
o
n
s
.
E
FL
lear
n
er
s
o
f
ten
d
if
f
er
in
th
eir
lan
g
u
ag
e
a
n
d
ed
u
ca
tio
n
al
ex
p
ec
tatio
n
s
an
d
h
en
ce
f
in
d
it
v
er
y
d
if
f
icu
lt
to
u
n
d
er
s
tan
d
a
n
d
u
tili
ze
teac
h
er
f
ee
d
b
ac
k
.
I
t
ca
n
b
e
p
er
p
lex
in
g
to
tr
y
to
a
p
p
ly
p
ast
f
ee
d
b
ac
k
in
o
r
d
er
t
o
b
e
ab
le
to
u
n
d
er
s
tan
d
an
d
u
s
e
it
in
f
u
tu
r
e
wr
itin
g
task
s
.
Acc
o
r
d
in
g
to
Fer
r
is
[
2
3
]
,
f
e
ed
b
ac
k
is
b
en
e
f
icial
in
w
r
itin
g
,
b
u
t
s
tu
d
en
ts
m
u
s
t
lea
r
n
h
o
w
to
g
e
n
er
alize
f
ee
d
b
ac
k
ac
r
o
s
s
d
if
f
er
en
t
wr
iti
n
g
task
s
an
d
th
is
is
n
o
t
v
er
y
s
t
r
aig
h
tf
o
r
wa
r
d
.
A
d
d
itio
n
ally
,
t
h
is
k
in
d
o
f
t
r
an
s
f
er
is
n
o
t
ea
s
y
to
p
r
ed
ict
o
r
en
s
u
r
e,
b
ec
au
s
e
k
n
o
win
g
h
o
w
to
w
r
ite
r
eq
u
ir
es
a
s
o
lid
f
o
u
n
d
atio
n
o
f
th
eo
r
y
t
h
at
h
as
b
ee
n
p
u
t
in
to
p
r
ac
tice.
C
an
ag
ar
ajah
[
2
4
]
s
p
o
k
e
a
b
o
u
t
h
o
w
d
if
f
icu
lt
it
is
to
ap
p
ly
lin
g
u
i
s
tic
an
d
esp
ec
ially
r
h
eto
r
ical
th
e
o
r
y
to
wr
itin
g
a
n
d
p
o
in
ted
o
u
t
t
h
at
f
o
r
m
an
y
E
FL
s
tu
d
en
ts
,
th
eo
r
y
a
n
d
p
r
ac
ti
ce
d
o
n
o
t
co
r
r
elate
,
p
ar
ticu
lar
ly
in
th
e
co
n
tex
t
o
f
ac
ad
em
ic
wr
itin
g
.
W
h
at
is
m
o
r
e,
th
e
to
p
ics
ad
d
r
ess
ed
in
wr
itin
g
,
s
u
ch
as
th
e
co
m
p
ar
is
o
n
o
f
d
i
f
f
er
en
t
an
g
les
o
r
v
iewp
o
in
ts
,
ca
n
b
e
s
ee
n
as
ce
n
tr
al
to
cr
itical
th
in
k
in
g
d
ev
elo
p
m
e
n
t.
T
h
e
n
ee
d
f
o
r
c
r
itical
th
in
k
in
g
s
k
ill
s
as
well
a
s
g
en
r
e
awa
r
en
ess
t
r
ain
in
g
is
im
p
o
r
tan
t
s
o
th
at
le
ar
n
er
s
ca
n
co
m
p
ar
e
id
ea
s
ef
f
icien
tly
,
wh
ich
wo
u
ld
th
er
ef
o
r
e
h
elp
im
p
r
o
v
e
th
eir
l
ev
el
o
f
an
al
y
tic
wr
itin
g
[
1
6
]
,
[
2
4
]
,
[
2
5
].
T
h
e
b
ac
k
g
r
o
u
n
d
o
f
T
h
ai
E
FL
s
tu
d
en
ts
co
u
ld
b
e
a
f
u
r
th
e
r
s
o
u
r
ce
o
f
p
r
ess
u
r
e.
I
n
T
h
ailan
d
’
s
ed
u
ca
tio
n
s
y
s
tem
,
it
is
n
o
t
u
n
c
o
m
m
o
n
f
o
r
s
tu
d
en
ts
to
s
tr
u
g
g
le
wh
en
m
ak
in
g
th
e
s
h
if
t
f
r
o
m
h
i
g
h
s
ch
o
o
l,
with
litt
le
u
s
e
o
f
E
n
g
lis
h
in
th
e
cu
r
r
icu
lu
m
,
to
th
e
an
x
iety
-
in
d
u
cin
g
,
h
ig
h
-
e
x
p
ec
tatio
n
en
v
ir
o
n
m
en
t
o
f
u
n
iv
er
s
ity
wh
er
e
th
ey
ar
e
r
eq
u
ir
e
d
to
c
o
m
p
o
s
e
co
h
esiv
e,
well
-
o
r
g
an
ized
p
ar
ag
r
a
p
h
s
in
E
n
g
lis
h
.
M
o
r
eo
v
er
,
t
h
eir
p
r
io
r
lear
n
in
g
ex
p
er
ien
ce
s
m
ay
n
o
t
h
a
v
e
ad
eq
u
ately
s
u
p
p
o
r
te
d
th
e
d
e
v
elo
p
m
en
t
o
f
ef
f
ec
tiv
e
E
n
g
lis
h
wr
itin
g
s
k
ills
,
esp
ec
ially
with
r
elian
ce
o
n
r
o
te
lear
n
in
g
wh
er
e
lan
g
u
ag
e
u
s
u
ally
b
ec
o
m
es
a
to
o
l
f
o
r
p
r
o
b
lem
-
s
o
lv
in
g
r
ath
er
th
an
co
n
s
tr
u
ctiv
e
lear
n
in
g
[
2
6
]
.
T
h
e
r
esu
lt
is
th
at
m
an
y
T
h
ai
s
tu
d
en
ts
r
ea
ch
p
o
s
t
-
s
ec
o
n
d
ar
y
s
ch
o
o
l
with
n
o
ex
p
er
ien
ce
i
n
co
m
p
o
s
in
g
p
ar
a
g
r
ap
h
s
,
wh
ic
h
lead
s
to
p
ar
ag
r
ap
h
co
n
s
tr
u
ctio
n
b
ec
o
m
in
g
an
alm
o
s
t
im
p
o
s
s
ib
le
task
o
win
g
to
ex
t
r
em
e
an
x
iety
,
lack
o
f
s
elf
-
ass
u
r
an
ce
an
d
m
o
tiv
atio
n
.
I
t
is
im
p
o
r
tan
t
to
h
ig
h
lig
h
t
t
h
at
it
r
em
ain
s
u
n
clea
r
as
to
t
h
e
s
p
ec
if
ic
f
ac
to
r
s
th
at
co
n
s
t
itu
te
th
ese
b
ar
r
ier
s
.
As
an
im
p
r
o
v
e
d
u
n
d
er
s
tan
d
in
g
o
f
th
ese
b
a
r
r
ier
s
wo
u
ld
ass
is
t
all
teac
h
er
s
an
d
th
e
s
tu
d
en
ts
g
r
ea
tly
,
attem
p
ts
s
h
o
u
ld
b
e
m
ad
e
to
is
o
late
th
e
p
ar
a
g
r
ap
h
wr
itin
g
ch
allen
g
es
an
d
s
u
b
s
eq
u
en
tly
i
n
ter
v
en
e.
T
h
is
wo
u
l
d
n
o
t
o
n
ly
h
elp
lear
n
er
s
en
h
a
n
ce
th
eir
wr
itin
g
b
u
t
also
im
p
r
o
v
e
th
eir
g
en
er
al
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
an
d
co
n
f
id
en
ce
in
E
n
g
lis
h
lear
n
in
g
.
Alth
o
u
g
h
p
r
ev
io
u
s
r
esear
ch
h
as
ex
p
lo
r
ed
d
if
f
er
en
t
ty
p
es
o
f
ch
allen
g
es
in
p
ar
ag
r
ap
h
wr
itin
g
f
o
r
E
FL
lear
n
er
s
,
v
er
y
f
ew
s
tu
d
ies
h
av
e
s
o
u
g
h
t
to
in
teg
r
ate
th
ese
ch
allen
g
es
in
to
em
p
ir
ically
v
alid
ated
laten
t
co
n
s
tr
u
cts.
T
h
u
s
,
th
is
r
esear
ch
aim
s
to
f
ill
th
is
g
ap
b
y
ap
p
ly
i
n
g
e
x
p
lo
r
at
o
r
y
f
ac
to
r
a
n
aly
s
is
(
E
FA)
t
o
u
n
co
v
er
s
y
s
tem
atica
lly
th
e
m
u
ltid
im
e
n
s
io
n
al
co
n
s
tr
u
cts
th
at
c
o
n
s
titu
te
b
ar
r
ier
s
to
p
ar
ag
r
ap
h
wr
itin
g
.
Su
ch
an
ap
p
r
o
ac
h
en
a
b
les
u
s
to
co
m
p
r
eh
en
d
th
ese
b
ar
r
ier
s
in
a
m
o
r
e
s
tr
u
ctu
r
e
d
way
an
d
p
r
o
v
id
es
a
s
tatis
tical
f
r
am
ewo
r
k
f
o
r
p
lan
n
in
g
ap
p
r
o
p
r
iate
f
u
tu
r
e
ac
tio
n
.
Sp
ec
if
ic
ally
,
th
e
r
esear
c
h
co
n
ce
n
tr
ate
s
o
n
th
e
d
if
f
icu
lties
T
h
ai
E
FL
lear
n
er
s
f
ac
e
in
p
ar
ag
r
ap
h
wr
itin
g
u
n
d
er
th
e
i
n
ter
s
ec
tio
n
o
f
la
n
g
u
a
g
e,
o
r
g
an
izatio
n
,
em
o
tio
n
,
cu
ltu
r
e,
f
ee
d
b
ac
k
,
an
d
o
th
er
d
o
m
ain
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
8
3
-
4194
4186
T
h
is
r
esear
ch
co
n
tr
ib
u
tes
to
w
ar
d
s
f
o
r
m
in
g
a
well
-
s
tr
u
ctu
r
e
d
an
d
em
p
ir
ically
v
er
if
ied
f
r
a
m
ewo
r
k
o
f
p
ar
ag
r
a
p
h
wr
itin
g
d
i
f
f
icu
lties
b
y
in
te
g
r
atin
g
th
eo
r
y
a
n
d
c
o
n
t
ex
t.
T
h
is
s
h
o
u
ld
a
d
d
r
ess
a
g
ap
in
wr
itin
g
r
esear
ch
an
d
o
f
f
er
a
u
s
ef
u
l
r
eso
u
r
ce
to
aid
in
s
tr
u
ctio
n
al
d
esig
n
f
o
r
E
FL
ed
u
ca
to
r
s
aim
in
g
to
d
eter
m
in
e
an
d
ass
is
t
E
FL
lear
n
er
s
in
d
ev
el
o
p
in
g
th
eir
ac
ad
em
ic
wr
itin
g
s
k
ills
.
T
h
er
e
f
o
r
e,
th
e
p
r
im
a
r
y
f
o
c
u
s
o
f
th
e
s
tu
d
y
is
b
ased
o
n
th
e
q
u
esti
o
n
:
W
h
at
ar
e
th
e
u
n
d
er
ly
in
g
f
ac
to
r
s
th
at
lead
to
th
e
d
if
f
icu
lties
E
FL
lear
n
er
s
en
co
u
n
ter
in
p
ar
ag
r
ap
h
wr
itin
g
?
2.
M
E
T
H
O
D
2
.
1
Sa
m
ple
T
h
e
s
am
p
le
f
o
r
th
is
s
tu
d
y
w
as
ch
o
s
en
b
ec
au
s
e
t
h
e
s
tu
d
e
n
ts
s
tu
d
y
in
g
E
FL
i
n
a
T
h
ai
u
n
iv
er
s
ity
r
ep
r
esen
ted
a
r
an
g
e
o
f
b
ac
k
g
r
o
u
n
d
s
.
A
r
an
d
o
m
s
am
p
le
was
em
p
lo
y
ed
o
win
g
to
th
e
n
ee
d
to
ca
p
tu
r
e
v
ar
y
in
g
lev
els
o
f
p
r
o
f
icien
c
y
,
a
wid
e
r
an
g
e
o
f
ac
a
d
em
ic
d
is
cip
lin
es
an
d
a
v
ar
iety
o
f
lin
g
u
is
tic
b
ac
k
g
r
o
u
n
d
s
to
p
r
o
v
id
e
a
th
o
r
o
u
g
h
in
v
esti
g
atio
n
o
f
th
e
ch
allen
g
es f
ac
ed
b
y
T
h
ai
E
F
L
lear
n
er
s
to
war
d
s
p
ar
ag
r
ap
h
wr
itin
g
.
T
h
e
s
am
p
le
s
ize
was
d
eter
m
in
ed
b
ased
o
n
Hair
et
a
l.
[2
7
]
,
w
h
o
r
ec
o
m
m
e
n
d
th
at
to
g
e
n
er
ate
r
eliab
le
r
es
ea
r
ch
r
esu
lts
,
5
-
2
0
s
am
p
les
m
u
s
t
b
e
tak
en
f
o
r
ev
er
y
v
ar
ia
b
le.
B
ec
au
s
e
th
er
e
w
er
e
2
7
v
ar
iab
les
th
at
wer
e
an
a
ly
ze
d
,
th
e
r
eq
u
ir
e
d
n
u
m
b
er
o
f
s
am
p
les f
o
r
th
e
s
tu
d
y
was a
t le
ast 5
4
0
.
T
o
g
u
a
r
an
tee
ac
cu
r
ac
y
an
d
c
o
v
er
a
g
e
o
f
u
n
lik
ely
d
ata
lo
s
s
,
a
f
u
r
th
er
1
0
%
was
in
clu
d
ed
,
m
ak
in
g
a
to
tal
o
f
6
0
0
p
ar
ticip
an
ts
.
As
a
r
esu
lt
o
f
th
e
o
v
e
r
s
am
p
lin
g
o
r
o
v
er
esti
m
atio
n
,
6
1
9
E
FL
lear
n
e
r
s
co
m
p
leted
th
e
in
v
esti
g
atio
n
wh
ich
was
g
r
ea
ter
th
an
th
e
to
tal
s
am
p
le
s
ize
th
at
was
aim
ed
at
ac
h
iev
i
n
g
.
Par
ti
cip
an
ts
wer
e
in
f
o
r
m
ed
o
f
th
e
aim
s
o
f
t
h
e
r
esear
ch
an
d
th
e
lan
g
u
a
g
e
lear
n
i
n
g
p
er
s
p
ec
tiv
es
o
n
e
wo
u
ld
g
ain
a
n
d
wer
e
ass
u
r
ed
th
at
th
eir
r
es
p
o
n
s
es
wo
u
ld
b
e
tr
ea
ted
with
co
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
.
Als
o
,
all
r
esp
o
n
d
en
ts
g
av
e
co
n
s
en
t
p
r
io
r
to
c
o
m
p
letio
n
o
f
th
e
q
u
esti
o
n
n
air
e
in
co
m
p
lian
ce
with
eth
ical
co
n
s
id
er
atio
n
s
in
r
esea
r
ch
d
ea
lin
g
with
h
u
m
a
n
b
ein
g
s
.
2
.
2
Resea
rc
h ins
t
rum
ent
T
o
in
v
esti
g
ate
th
e
b
ar
r
ier
s
th
at
E
FL
s
tu
d
en
ts
en
co
u
n
ter
in
w
r
itin
g
p
ar
ag
r
ap
h
s
,
th
is
s
tu
d
y
co
n
d
u
cted
a
s
u
r
v
ey
wh
ich
attem
p
ted
to
i
d
en
tify
th
ese
ch
allen
g
es.
T
h
e
2
7
-
item
q
u
esti
o
n
n
air
e
c
o
n
t
ain
ed
clo
s
ed
-
en
d
ed
q
u
esti
o
n
s
wh
ich
p
er
tain
e
d
to
th
e
m
o
s
t
co
m
m
o
n
ch
allen
g
es
s
u
ch
as
p
o
o
r
g
r
am
m
ar
,
l
ac
k
o
f
v
o
ca
b
u
la
r
y
,
in
ab
ilit
y
to
s
tr
u
ctu
r
e
a
p
ar
a
g
r
ap
h
,
a
n
d
s
tr
u
g
g
les
with
g
en
er
atin
g
id
ea
s
.
T
o
r
ea
ch
a
wid
e
au
d
ien
ce
,
th
e
q
u
esti
o
n
n
air
e
was
co
m
p
leted
o
n
lin
e.
T
h
e
r
esear
c
h
er
s
o
p
ted
to
h
av
e
th
is
d
is
tr
ib
u
ted
am
o
n
g
E
FL
s
tu
d
en
ts
f
r
o
m
v
ar
io
u
s
f
ac
u
lties
to
co
v
er
a
wi
d
e
r
an
g
e
o
f
o
p
in
io
n
s
.
T
h
e
q
u
esti
o
n
n
air
e
co
n
s
is
ted
o
f
2
7
item
s
,
ea
ch
u
s
in
g
a
f
o
u
r
-
p
o
in
t
L
ik
er
t
s
ca
le,
aim
ed
at
d
eter
m
in
in
g
th
e
r
esp
o
n
d
en
ts
’
p
er
s
p
ec
tiv
es
ab
o
u
t
f
ac
to
r
s
s
u
ch
as
g
r
am
m
ar
,
v
o
ca
b
u
la
r
y
,
p
ar
a
g
r
ap
h
s
tr
u
ctu
r
in
g
,
an
d
id
ea
d
ev
elo
p
m
e
n
t
wh
ich
,
in
th
eir
o
p
in
io
n
,
co
n
tr
ib
u
te
to
th
e
b
ar
r
ier
s
o
f
wr
itin
g
p
ar
ag
r
ap
h
s
.
T
h
ese
q
u
esti
o
n
s
also
m
ea
s
u
r
ed
b
elief
s
ab
o
u
t
s
tu
d
e
n
ts
’
wr
itin
g
,
in
clu
d
in
g
t
h
eir
co
n
f
id
en
ce
in
wr
itin
g
,
th
eir
g
en
er
al
o
u
tlo
o
k
o
n
wr
itin
g
an
d
th
eir
p
er
ce
p
tio
n
s
o
f
h
o
w
th
e
y
wr
ite.
A
p
an
el
o
f
th
r
ee
ex
p
e
r
ts
ev
alu
ated
th
e
q
u
esti
o
n
n
air
e
u
s
in
g
th
e
item
-
o
b
jectiv
e
co
n
g
r
u
e
n
c
e
in
d
ex
(
I
OC
)
,
with
all
item
s
s
co
r
in
g
f
r
o
m
0
.
6
7
to
1
.
0
0
,
th
u
s
d
em
o
n
s
tr
atin
g
m
o
d
er
ate
to
h
ig
h
co
n
ten
t
v
alid
ity
.
T
h
e
lan
g
u
ag
e
o
f
th
e
q
u
esti
o
n
n
air
e
was
ap
p
r
o
p
r
iate
f
o
r
E
FL
s
tu
d
en
ts
o
f
d
if
f
er
en
t
lev
els,
with
o
u
t
s
o
p
h
is
ticated
ter
m
in
o
lo
g
y
o
r
an
y
v
ag
u
e
p
h
r
ases
th
at
m
ig
h
t
h
av
e
g
en
er
ated
m
is
co
n
ce
p
tio
n
s
f
o
r
r
esp
o
n
d
en
t
s
an
d
af
f
ec
ted
t
h
e
r
esu
lts
.
T
h
e
q
u
esti
o
n
n
air
e
was
s
u
b
jecte
d
to
a
p
ilo
t
test
with
a
g
r
o
u
p
o
f
E
FL
s
tu
d
en
ts
b
ef
o
r
e
its
wid
er
u
s
e
i
n
o
r
d
er
to
test
th
e
clar
ity
,
le
n
g
t
h
,
an
d
u
s
ab
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e.
T
h
e
co
m
m
e
n
ts
g
ath
e
r
ed
f
r
o
m
th
is
g
r
o
u
p
allo
wed
r
esear
ch
er
s
to
im
p
r
o
v
e
th
e
s
u
r
v
ey
,
m
ak
in
g
it
ev
en
m
o
r
e
e
f
f
ec
tiv
e
a
n
d
clea
r
e
r
.
T
h
e
r
eliab
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e
was
estab
lis
h
ed
th
r
o
u
g
h
th
e
co
m
p
u
tatio
n
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
wh
ich
was
f
o
u
n
d
to
b
e
0
.
9
2
3
,
in
d
icatin
g
ex
ce
llen
t
r
eliab
ilit
y
.
Mo
r
eo
v
er
,
th
e
item
-
to
tal
co
r
r
elatio
n
was
co
m
p
u
ted
,
with
a
ll
th
e
item
s
s
co
r
in
g
g
r
ea
ter
th
an
0
.
3
,
co
n
f
ir
m
in
g
th
at
all
item
s
wer
e
ap
p
r
o
p
r
iate
an
d
wer
e
in
d
ee
d
m
ea
s
u
r
i
n
g
th
e
s
am
e
th
in
g
.
2
.
3
Da
t
a
co
llect
io
n
T
h
e
s
elec
tio
n
o
f
a
p
r
o
p
er
p
la
tf
o
r
m
f
o
r
d
is
tr
ib
u
tin
g
th
e
q
u
e
s
tio
n
n
air
e
is
ess
en
tial
to
m
ax
im
ize
th
e
r
esp
o
n
s
e
r
ate.
I
n
th
is
s
tu
d
y
,
o
n
lin
e
s
u
r
v
ey
s
—
wh
ich
ca
n
b
e
co
m
p
leted
f
r
o
m
v
a
r
io
u
s
d
ev
ic
es
—
wer
e
em
p
lo
y
ed
s
o
th
at
th
e
s
tu
d
en
ts
co
u
ld
r
esp
o
n
d
f
r
o
m
an
y
p
lace
an
d
at
a
n
y
tim
e.
Mo
r
eo
v
er
,
th
is
q
u
esti
o
n
n
air
e
was
p
o
s
ted
th
r
o
u
g
h
r
eso
u
r
ce
s
p
o
p
u
la
r
a
m
o
n
g
th
e
ta
r
g
et
g
r
o
u
p
,
f
o
r
in
s
tan
ce
,
s
o
cial
m
ed
ia
lan
g
u
a
g
e
lear
n
in
g
g
r
o
u
p
s
o
r
an
n
o
u
n
ce
m
en
ts
d
u
r
in
g
lect
u
r
e
s
.
As
a
m
ea
n
s
o
f
attr
ac
tin
g
p
a
r
ticip
atio
n
,
th
e
in
t
r
o
d
u
ctio
n
o
f
th
e
q
u
esti
o
n
n
air
e
co
n
tain
ed
d
etailed
in
f
o
r
m
atio
n
ab
o
u
t
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
,
th
e
s
ig
n
if
ican
ce
o
f
th
e
co
n
tr
ib
u
tio
n
s
m
ad
e
b
y
th
e
r
esp
o
n
d
e
n
ts
,
an
d
th
e
g
u
ar
an
tee
o
f
p
r
iv
ac
y
an
d
a
n
o
n
y
m
ity
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
r
esp
o
n
d
en
ts
’
r
e
p
lies
g
ath
er
ed
th
r
o
u
g
h
th
e
q
u
esti
o
n
n
air
e
with
th
e
aim
o
f
ex
am
i
n
in
g
t
h
e
b
ar
r
ie
r
s
to
p
ar
ag
r
a
p
h
wr
itin
g
o
f
E
FL
s
tu
d
en
ts
was
th
e
f
o
cu
s
o
f
th
e
d
ata
an
aly
s
is
in
th
is
s
tu
d
y
.
T
o
id
en
tify
th
e
f
ac
t
o
r
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dev
elo
p
men
t o
f fa
cto
r
s
co
n
tr
ib
u
tin
g
to
b
a
r
r
iers
to
p
a
r
a
g
r
a
p
h
w
r
itin
g
fo
r
E
F
L lea
r
n
ers
(
P
a
ts
a
w
u
t S
u
kser
m
)
4187
co
n
s
titu
tin
g
b
ar
r
ier
s
to
p
a
r
ag
r
ap
h
wr
itin
g
,
an
E
FA
was p
er
f
o
r
m
ed
.
T
h
er
e
wer
e
s
ev
er
al
cr
it
er
ia
f
o
r
d
ef
i
n
in
g
th
e
q
u
an
tity
o
f
elem
en
ts
.
Firstl
y
,
th
e
s
u
itab
ilit
y
o
f
th
e
d
ata
f
o
r
f
ac
to
r
an
al
y
s
is
was
ass
es
s
e
d
u
s
in
g
th
e
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
m
ea
s
u
r
e
o
f
s
am
p
lin
g
ad
e
q
u
ac
y
.
T
h
is
in
d
ex
co
m
p
ar
es
th
e
m
ag
n
itu
d
e
o
f
o
b
s
er
v
e
d
co
r
r
elatio
n
co
ef
f
icien
ts
with
th
at
o
f
p
ar
tial
co
r
r
elatio
n
co
ef
f
icien
ts
am
o
n
g
p
air
s
o
f
v
a
r
iab
les,
in
d
icatin
g
wh
eth
er
th
e
d
ata
a
r
e
s
u
itab
le
f
o
r
f
ac
to
r
a
n
aly
s
is
.
I
f
th
e
ad
eq
u
ac
y
o
f
th
e
d
ata
is
eq
u
al
to
o
r
g
r
ea
ter
th
an
0
.
5
,
a
n
d
ap
p
r
o
ac
h
es
1
,
th
en
th
e
d
ata
is
co
n
s
id
er
e
d
r
elia
b
le
f
o
r
f
ac
to
r
an
aly
s
is
.
Valu
es
ap
p
r
o
ac
h
in
g
1
im
p
ly
th
at
th
er
e
ar
e
m
o
r
e
s
q
u
ar
e
d
m
u
ltip
le
c
o
r
r
elatio
n
s
co
m
p
a
r
ed
to
s
q
u
a
r
ed
p
ar
tial
co
r
r
elatio
n
s
,
im
p
l
y
in
g
th
at
a
f
ac
to
r
an
aly
s
is
ca
n
b
e
u
s
ed
.
KM
O
v
alu
es
o
f
less
th
an
0
.
5
o
f
ten
m
ea
n
th
at
th
e
f
ac
to
r
an
aly
s
is
is
n
o
t
ap
p
r
o
p
r
iate
f
o
r
th
e
d
ata.
Seco
n
d
ly
,
t
h
e
d
ata
is
s
aid
to
b
e
a
p
p
r
o
p
r
iate
f
o
r
f
ac
to
r
an
aly
s
is
if
th
e
p
-
v
alu
e
is
less
th
an
0
.
0
5
.
T
h
is
was e
s
tab
lis
h
ed
b
y
B
ar
tlett’s
t
est o
f
s
p
h
er
icity
.
T
o
an
aly
ze
r
esu
lts
,
v
ar
iab
les
th
at
h
ad
s
u
b
s
tan
tial
r
elatio
n
s
h
ip
s
with
o
th
er
v
ar
iab
les
wer
e
s
elec
ted
f
o
r
co
n
s
id
er
atio
n
f
o
r
f
ac
t
o
r
e
x
tr
a
ctio
n
u
s
in
g
th
e
p
r
i
n
cip
al
c
o
m
p
o
n
en
t
an
aly
s
is
(
PC
A)
m
eth
o
d
.
T
h
is
r
ed
u
ce
d
th
e
n
u
m
b
er
o
f
v
a
r
iab
les
an
d
th
e
d
im
en
s
io
n
ality
o
f
th
e
d
ata
f
o
r
ea
s
e
o
f
ex
p
lan
atio
n
.
T
h
e
an
aly
s
is
in
v
o
lv
ed
co
m
p
u
tin
g
th
e
co
r
r
elatio
n
m
a
tr
ix
,
to
g
eth
er
with
th
e
ac
tu
al
eig
en
v
alu
es
an
d
eig
e
n
v
ec
to
r
s
o
f
th
e
s
y
m
m
etr
ical
m
atr
ix
[
2
8
]
.
C
o
m
p
o
n
en
ts
wer
e
r
etain
ed
b
ased
o
n
eig
en
v
al
u
es
eq
u
al
to
o
r
g
r
ea
te
r
th
an
1
(
Kaiser
’
s
cr
iter
io
n
)
an
d
a
v
ar
ia
n
ce
p
r
o
p
o
r
tio
n
o
f
6
0
%
o
r
m
o
r
e
.
Fo
r
f
ac
to
r
r
o
tatio
n
,
an
o
r
th
o
g
o
n
al
r
o
tatio
n
m
eth
o
d
was
em
p
lo
y
e
d
;
in
th
is
ca
s
e,
Var
im
ax
.
T
h
e
f
u
n
d
am
e
n
tal
p
r
in
ci
p
le
o
n
wh
ich
th
is
r
o
tatio
n
m
eth
o
d
is
b
ased
is
th
at
all
co
m
p
o
n
en
ts
ar
e
u
n
co
r
r
elate
d
.
Nex
t,
th
e
f
ac
to
r
lo
ad
in
g
s
o
f
t
h
e
v
ar
iab
les
wer
e
ex
am
in
ed
u
s
in
g
th
e
f
ac
to
r
p
atter
n
m
atr
ix
,
v
ar
iab
les
with
f
ac
to
r
lo
ad
in
g
s
o
f
0
.
3
o
r
h
ig
h
er
wer
e
s
elec
ted
f
o
r
ea
ch
co
m
p
o
n
e
n
t.
T
h
ese
f
ac
t
o
r
s
wer
e
f
o
u
n
d
to
b
e
s
tatis
t
ically
s
ig
n
if
ican
t
in
th
e
liter
atu
r
e
r
ev
iewe
d
[
2
7
]
.
I
n
ad
d
itio
n
,
th
e
co
m
m
u
n
ality
v
alu
es
(
h
2
)
—
wh
ich
r
ep
r
esen
t
th
e
s
q
u
ar
ed
m
u
ltip
le
co
r
r
elatio
n
co
ef
f
icie
n
ts
o
f
a
v
ar
ia
b
le
o
r
v
ar
iab
les
—
wer
e
ass
ess
ed
.
T
h
ese
v
alu
es
r
an
g
e
f
r
o
m
0
to
1
,
wh
er
e
a
v
alu
e
o
f
0
m
ea
n
s
th
at
th
e
co
m
m
o
n
co
m
p
o
n
en
t
f
ails
to
ex
p
lain
an
y
o
f
t
h
e
v
ar
ian
ce
an
d
v
alu
es
b
elo
w
0
.
5
s
u
g
g
est
th
at
a
v
ar
ia
b
le
is
u
n
s
u
itab
le
f
o
r
f
u
r
th
e
r
f
ac
to
r
an
al
y
s
is
.
T
h
e
r
esu
lts
o
f
th
e
f
ac
to
r
an
aly
s
is
wer
e
in
ter
p
r
eted
b
y
g
r
o
u
p
in
g
v
a
r
iab
les
u
n
d
er
th
eir
r
esp
ec
tiv
e
f
ac
to
r
s
.
T
h
is
s
tep
d
em
an
d
ed
s
o
m
e
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eg
r
ee
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p
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am
in
g
o
r
ass
ig
n
in
g
n
am
es
th
at
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p
tu
r
e
d
th
e
ess
en
ce
o
f
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ch
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ac
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,
a
n
d
t
h
is
was
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o
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e
with
r
e
g
ar
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to
wh
at
th
e
v
ar
iab
les in
th
at
f
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to
r
r
ep
r
esen
ted
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
f
th
e
KM
O
m
ea
s
u
r
e
f
o
r
s
am
p
lin
g
ad
eq
u
ac
y
an
d
th
e
B
ar
tlett
test
f
o
r
s
p
h
er
icity
ar
e
p
r
esen
ted
in
T
a
b
le
1
.
T
h
ese
t
ests
s
er
v
e
an
im
p
o
r
tan
t
p
u
r
p
o
s
e
in
estab
lis
h
in
g
t
h
e
a
p
p
r
o
p
r
iaten
ess
o
f
th
e
d
ata
f
o
r
f
ac
to
r
an
aly
s
is
.
T
h
e
KM
O
in
d
ex
attain
e
d
was
0
.
8
8
1
,
wh
i
ch
was
f
ar
g
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ea
ter
t
h
an
t
h
e
ac
c
ep
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le
lim
it
o
f
0
.
6
[
29
]
.
T
h
is
m
ea
n
s
th
at
th
e
s
am
p
le
was
ap
p
r
o
p
r
iate
f
o
r
p
e
r
f
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r
m
in
g
th
e
f
ac
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aly
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is
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d
th
at
th
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co
n
s
titu
en
t
f
ac
to
r
s
o
f
co
r
r
elatio
n
p
air
s
o
f
v
ar
iab
les
with
in
th
e
s
am
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le
ca
n
b
e
ad
eq
u
atel
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d
ec
o
m
p
o
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ed
in
to
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est
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f
th
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in
th
e
s
am
p
le.
I
n
th
e
s
am
e
co
n
tex
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e
B
ar
tlett’s
test
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p
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icity
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etu
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r
o
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i
-
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q
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ar
e
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f
7
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with
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eg
r
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r
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m
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d
a
p
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f
<
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0
0
1
.
T
h
e
in
d
icate
d
p
-
v
alu
e
was
s
ig
n
if
ican
t
(
less
th
an
0
.
0
5
)
,
an
d
th
is
im
p
lies
th
at
th
e
co
r
r
elatio
n
m
at
r
ix
was
n
o
t
an
id
en
tity
m
atr
ix
,
m
ea
n
in
g
t
h
at
th
er
e
ex
is
ted
c
o
n
s
id
er
ab
le
r
elatio
n
s
h
i
p
s
am
o
n
g
th
e
v
ar
iab
les
wh
ich
war
r
an
t
th
e
ap
p
licatio
n
o
f
f
ac
to
r
an
aly
s
is
[
3
0
]
.
So
,
it
is
im
p
lied
th
at
th
e
test
ed
d
ata
wer
e
ap
p
r
o
p
r
iate
f
o
r
E
FA.
T
ab
le
2
p
r
o
v
id
es
th
e
r
esu
lts
o
f
an
E
FA,
wh
ich
d
ea
lt with
th
e
am
o
u
n
t o
f
v
ar
ian
ce
a
cc
o
u
n
tin
g
f
o
r
d
if
f
er
e
n
t c
o
m
p
o
n
en
ts
in
th
e
d
ata.
T
ab
le
1
.
KM
O
an
d
B
ar
tlett’s
t
est
K
M
O
me
a
su
r
e
o
f
sam
p
l
i
n
g
a
d
e
q
u
a
c
y
0
.
8
8
1
B
a
r
t
l
e
t
t
’
s
t
e
s
t
o
f
sp
h
e
r
i
c
i
t
y
A
p
p
r
o
x
.
C
h
i
-
s
q
u
a
r
e
7
3
9
7
.
8
9
6
df
3
5
1
S
i
g
.
<
0
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0
0
1
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p
<
0
.
0
5
T
ab
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2
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T
o
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27
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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
:
4
1
8
3
-
4194
4188
T
h
e
an
aly
s
is
s
tar
ted
b
y
e
n
u
m
er
atin
g
th
e
co
m
p
o
n
e
n
t
eig
e
n
v
alu
es.
T
h
e
eig
en
v
alu
es
s
u
g
g
ested
th
e
p
r
o
p
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r
tio
n
o
f
th
e
v
ar
ian
ce
ex
p
lain
ed
b
y
r
esp
ec
tiv
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m
p
o
n
en
ts
.
On
e
o
f
th
e
r
u
les
in
th
e
f
ac
to
r
an
aly
s
is
was
th
at
a
co
m
p
o
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with
an
eig
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(
i.e
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m
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r
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th
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u
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it
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)
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d
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m
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t.
I
n
th
is
ca
s
e,
th
e
f
ir
s
t s
ix
f
ac
to
r
s
h
ad
eig
en
v
alu
es g
r
ea
ter
th
an
o
n
e
an
d
th
er
ef
o
r
e
wer
e
th
e
m
o
s
t sig
n
if
ican
t f
ac
to
r
s
.
T
h
e
lar
g
est
s
u
ch
co
m
p
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n
en
t
h
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ex
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p
tio
n
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g
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en
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f
8
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7
7
5
an
d
ac
co
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n
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f
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r
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8
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2
%
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f
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tal
v
ar
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ce
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T
h
is
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p
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th
at
th
is
co
m
p
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n
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n
t
was
r
esp
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n
s
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le
f
o
r
a
s
izea
b
le
s
h
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e
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f
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ar
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ce
in
th
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ata.
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h
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s
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it
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b
tain
ab
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f
o
r
a
g
o
o
d
f
ac
to
r
an
aly
s
is
.
T
ab
le
3
p
r
esen
ts
t
h
e
r
o
tated
co
m
p
o
n
e
n
t
m
atr
ix
r
esu
ltin
g
f
r
o
m
t
h
e
ap
p
licatio
n
o
f
PC
A
u
s
in
g
th
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Var
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ax
m
eth
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te
r
r
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tatio
n
a
n
d
th
u
s
aid
ed
in
th
e
i
n
ter
p
r
etatio
n
o
f
t
h
e
f
ac
to
r
s
.
T
ab
le
3
.
R
o
tated
co
m
p
o
n
en
t
m
atr
ix
V
a
r
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a
b
l
e
s
C
o
m
p
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n
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n
t
1
2
3
4
5
6
2
6
.
I
a
v
o
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d
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s
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o
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p
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t
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0
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7
4
4
1.
I
h
a
v
e
p
r
o
b
l
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ms w
i
t
h
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si
n
g
a
d
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a
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p
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a
p
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En
g
l
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sh
.
0
.
6
6
1
2.
I
o
f
t
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n
ma
k
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g
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a
m
mat
i
c
a
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e
r
r
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t
h
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t
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f
f
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Fro
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with
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m
m
in
s
[
5
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ass
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tio
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at
lin
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is
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itatio
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s
ar
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u
tter
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av
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[
1
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r
estricts
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Hy
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o
n
s
en
ten
ce
f
o
r
m
atio
n
,
v
o
ca
b
u
lar
y
d
e
v
e
lo
p
m
en
t,
an
d
p
r
ac
ticin
g
ac
a
d
e
m
ic
wr
itin
g
s
ty
le
in
a
lo
w
-
th
r
ea
t
co
n
tex
t
c
o
u
ld
r
ed
u
ce
th
ese
lim
itatio
n
s
.
At
th
e
s
am
e
tim
e,
im
p
r
o
v
i
n
g
s
elf
-
ef
f
icac
y
th
r
o
u
g
h
en
co
u
r
a
g
em
en
t
an
d
r
ed
u
cin
g
f
ea
r
o
f
f
ail
u
r
e
co
u
ld
in
cr
ea
s
e
th
e
willin
g
n
ess
to
tak
e
r
is
k
s
in
wr
itin
g
,
wh
ich
wo
u
ld
lead
t
o
b
etter
p
er
f
o
r
m
a
n
ce
.
T
h
ese
im
p
licatio
n
s
p
o
in
t
to
th
e
n
ee
d
f
o
r
co
m
p
r
e
h
en
s
iv
e
teac
h
in
g
m
eth
o
d
s
th
at
co
m
b
in
e
tech
n
ical,
co
g
n
i
tiv
e
an
d
p
s
y
ch
o
l
o
g
ical
asp
ec
ts
to
im
p
r
o
v
e
lear
n
er
s
’
wr
itin
g
s
k
ills
.
T
h
er
ef
o
r
e,
alth
o
u
g
h
SAC
is
a
m
ajo
r
b
ar
r
ier
f
o
r
E
FL
lear
n
e
r
s
,
it
is
als
o
an
ar
ea
wh
er
e
e
f
f
ec
tiv
e
in
t
er
v
en
tio
n
s
co
u
ld
b
e
m
ad
e.
T
h
e
s
ec
o
n
d
f
ac
t
o
r
r
ev
o
l
v
e
d
ar
o
u
n
d
th
e
p
r
o
b
lem
s
o
f
f
o
cu
s
in
g
,
a
r
r
an
g
i
n
g
o
n
e’
s
th
o
u
g
h
ts
,
in
co
r
p
o
r
atin
g
d
if
f
er
en
ce
s
in
c
u
ltu
r
e
in
wr
itin
g
,
an
d
e
m
p
lo
y
in
g
d
if
f
er
e
n
t
s
ty
les
o
f
s
en
ten
ce
s
.
I
tem
s
s
u
ch
as
k
ee
p
in
g
atten
tio
n
o
n
th
e
m
ain
p
o
in
t
(
0
.
6
7
3
)
as
well
as
th
e
p
r
o
b
lem
o
f
cr
a
f
tin
g
a
clea
r
to
p
i
c
s
en
ten
ce
(
0
.
6
5
4
)
h
ig
h
lig
h
t
h
o
w
cr
itical
o
r
g
an
i
za
tio
n
s
k
ills
wer
e
in
ef
f
ec
tiv
e
wr
itin
g
.
Fro
m
th
e
r
esu
lts
,
i
t
co
u
ld
b
e
s
aid
th
at
f
o
cu
s
an
d
o
r
g
an
izatio
n
al
s
k
ill
s
ar
e
ess
en
tial
q
u
alities
th
at
i
n
cr
ea
s
e
th
e
q
u
ality
o
f
wr
itin
g
.
Ho
wev
er
,
s
o
m
e
wr
iter
s
f
in
d
th
ese
s
k
ills
v
er
y
d
if
f
icu
lt,
wh
ich
ca
n
ca
u
s
e
o
r
g
an
izatio
n
al
p
r
o
b
lem
s
.
C
o
n
s
eq
u
en
tly
,
th
eir
te
x
t
lo
s
es
co
h
er
en
ce
.
T
h
is
p
r
o
b
le
m
o
f
lo
s
s
o
f
f
o
cu
s
h
as
b
ee
n
s
o
p
r
o
f
o
u
n
d
ly
r
esear
c
h
ed
th
at
it
af
f
licts
ev
er
y
co
n
ce
iv
ab
le
f
o
r
m
o
f
wr
itin
g
.
I
t
s
ee
m
s
th
at
th
e
in
ab
ilit
y
t
o
f
o
cu
s
lead
s
to
co
n
f
u
s
io
n
in
o
n
e
p
ar
a
g
r
ap
h
o
r
an
o
th
er
a
n
d
ev
e
n
m
ak
es it o
v
e
r
ly
v
ag
u
e
o
r
u
n
c
o
n
v
in
ci
n
g
in
i
ts
in
ten
t.
E
f
f
ec
tiv
e
p
ar
ag
r
ap
h
s
r
eq
u
i
r
e
clea
r
to
p
ic
s
en
ten
ce
s
,
b
u
t
th
is
r
aises
th
e
ta
s
k
o
f
wr
itin
g
th
em
in
th
e
f
ir
s
t
p
lace
,
an
d
th
is
is
s
till
a
h
u
g
e
o
b
s
tacle
f
o
r
co
u
n
tles
s
E
FL
wr
iter
s
.
L
ac
k
in
g
a
r
ea
l
c
o
m
m
o
n
ality
o
f
id
ea
s
in
th
e
s
tr
u
ctu
r
e
r
esu
lts
in
d
is
o
r
g
an
iz
ed
p
ar
a
g
r
ap
h
s
with
o
u
t
a
d
eq
u
a
te
s
u
p
p
o
r
tin
g
in
f
o
r
m
atio
n
.
I
n
ad
d
itio
n
,
r
h
eto
r
ica
l
s
ty
le
s
ee
m
s
to
b
e
a
cu
ltu
r
al
f
ea
tu
r
e
th
at
is
a
p
r
o
b
lem
f
o
r
E
F
L
lear
n
er
s
as
well.
Kap
lan
[
8
]
h
as
p
o
in
ted
o
u
t
th
at
in
co
n
s
is
ten
cies
in
p
ar
ag
r
ap
h
s
tr
u
ctu
r
e
m
ay
ar
is
e
d
u
e
to
d
if
f
er
en
ce
s
in
th
e
r
h
eto
r
ical
co
n
v
en
tio
n
s
o
f
d
if
f
er
e
n
t
cu
ltu
r
es.
Fo
r
ex
am
p
le,
lear
n
er
s
m
ay
ad
o
p
t
r
h
eto
r
ical
s
tr
ateg
ies
f
r
o
m
th
eir
n
ativ
e
lan
g
u
ag
e,
r
esu
ltin
g
in
p
ar
ag
r
a
p
h
o
r
g
an
izatio
n
th
at
is
in
co
n
s
is
ten
t
with
th
e
n
o
r
m
s
o
f
E
n
g
lis
h
ac
a
d
em
ic
wr
itin
g
.
Fu
r
th
er
m
o
r
e,
alth
o
u
g
h
a
s
im
p
ler
s
en
ten
ce
p
atter
n
ca
n
av
o
id
er
r
o
r
s
,
it
ca
n
also
m
ak
e
th
e
tex
t
b
o
r
in
g
an
d
u
n
attr
ac
tiv
e
to
th
e
au
d
ien
ce
[
1
2
]
.
T
h
ese
f
i
n
d
in
g
s
d
r
aw
atten
tio
n
to
way
s
o
f
p
lan
n
in
g
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
to
d
ea
l
with
f
o
cu
s
an
d
o
r
g
an
izatio
n
b
ar
r
ier
s
.
I
n
a
d
d
itio
n
,
lear
n
er
s
n
ee
d
to
b
e
ta
u
g
h
t
h
o
w
to
f
o
r
m
s
tr
o
n
g
to
p
ic
s
en
ten
ce
s
,
h
o
w
to
en
s
u
r
e
tig
h
t
co
h
e
r
en
ce
with
in
p
ar
ag
r
a
p
h
s
,
an
d
e
v
en
h
o
w
t
o
wr
ite
in
th
e
r
eq
u
i
r
ed
s
ty
le.
E
x
p
o
s
u
r
e
to
d
if
f
er
en
t
r
h
eto
r
ical
s
ty
les
an
d
f
u
n
ctio
n
a
l
tr
ain
in
g
in
d
if
f
er
en
t
s
en
ten
ce
p
atter
n
s
m
a
y
also
e
n
ab
le
lear
n
er
s
to
u
n
d
er
s
tan
d
o
r
g
an
izatio
n
al
c
o
n
ce
p
ts
o
f
wr
i
tin
g
an
d
th
u
s
im
p
r
o
v
e
th
ei
r
wr
itin
g
s
k
ills
[
3
1
]
.
T
o
h
elp
E
FL
lear
n
er
s
,
a
s
u
itab
le
lear
n
in
g
s
p
ac
e
s
h
o
u
ld
b
e
c
r
ea
ted
wh
er
e
lear
n
e
r
s
f
ee
l f
r
ee
to
t
r
y
n
ew
th
in
g
s
an
d
r
ec
eiv
e
f
ee
d
b
ac
k
o
n
th
e
r
esu
lts
o
f
s
u
ch
attem
p
ts
.
On
ce
t
h
ese
b
ar
r
ier
s
ar
e
ad
d
r
ess
ed
,
s
tu
d
en
ts
wo
u
ld
b
e
ab
le
to
p
r
o
d
u
c
e
m
o
r
e
c
o
h
er
en
t
an
d
f
o
cu
s
ed
wr
itin
g
n
ec
ess
ar
y
f
o
r
s
u
cc
ess
in
ac
ad
em
ic
an
d
p
r
o
f
e
s
s
io
n
al
s
ettin
g
s
.
T
h
e
th
ir
d
is
s
u
e
co
n
ce
r
n
s
th
e
p
r
o
b
lem
s
o
f
r
e
g
u
lar
wr
itin
g
p
r
a
ctice
,
u
s
in
g
f
ee
d
b
ac
k
,
th
e
wr
itin
g
its
elf
as
well
as
th
e
ap
p
licatio
n
o
f
co
n
ce
p
ts
o
f
s
o
cial
c
o
n
s
tr
u
cti
o
n
in
th
e
wr
itin
g
task
.
Hig
h
-
s
co
r
e
f
o
r
p
r
ac
tice
-
r
elate
d
item
s
s
u
ch
as
:
“
p
r
ac
ticin
g
wr
itin
g
r
eg
u
lar
ly
to
im
p
r
o
v
e
m
y
s
k
ills
f
ee
ls
o
v
er
wh
el
m
in
g
”
(
0
.
7
2
3
)
an
d
“
b
r
ain
s
to
r
m
in
g
ef
f
ec
tiv
el
y
to
g
en
er
ate
id
ea
s
f
o
r
wr
itin
g
is
d
i
f
f
icu
lt
f
o
r
m
e
”
(
0
.
6
4
7
)
te
n
d
ed
to
d
em
o
n
s
tr
ate
th
at
wh
at
h
in
d
er
e
d
p
ar
a
g
r
ap
h
wr
iti
n
g
was
th
e
wr
itin
g
p
r
o
ce
s
s
.
A
s
th
is
s
tu
d
y
h
as
s
h
o
wn
,
wr
itin
g
b
y
E
FL
lear
n
er
s
in
v
o
lv
es
v
ar
io
u
s
task
s
an
d
o
b
s
tacle
s
th
at
lear
n
er
s
s
tr
u
g
g
le
with
wh
en
wr
itin
g
.
T
h
ese
o
b
s
tacle
s
in
clu
d
e
ir
r
eg
u
lar
wr
itin
g
ac
tiv
ities
,
an
in
ab
ilit
y
to
u
s
e
f
ee
d
b
ac
k
,
an
o
v
e
r
em
p
h
asis
o
n
b
r
ain
s
to
r
m
i
n
g
,
a
n
d
d
if
f
ic
u
lties
with
th
e
ap
p
licatio
n
o
f
wr
itin
g
th
eo
r
ies.
T
h
is
s
ee
m
s
to
b
e
b
o
th
a
co
g
n
itiv
e
a
n
d
a
p
r
ac
tical
p
r
o
b
lem
,
as
s
ev
er
al
s
ch
o
lar
s
h
av
e
p
o
in
te
d
o
u
t
th
a
t
th
is
is
o
n
e
o
f
t
h
e
r
ea
s
o
n
s
wh
y
p
a
r
ag
r
ap
h
s
m
ig
h
t
b
e
p
o
o
r
ly
d
ev
elo
p
e
d
a
n
d
o
r
g
an
ized
.
T
h
e
f
ir
s
t
p
r
o
b
lem
is
th
at
s
tu
d
en
ts
d
o
n
o
t
o
r
g
an
i
ze
th
eir
wr
itten
lan
g
u
ag
e
co
n
s
is
ten
tly
.
S
tu
d
y
by
Flo
wer
an
d
Hay
es
[
3
2
]
em
p
h
a
s
ize
th
e
f
ac
t
th
at
wr
itin
g
as
a
s
k
ill
r
eq
u
ir
es
p
r
ac
tice.
Ho
wev
e
r
,
u
n
r
ea
lis
tic
g
o
als
o
r
d
em
a
n
d
in
g
r
eq
u
ir
em
en
ts
d
i
s
co
u
r
ag
e
s
tu
d
en
ts
f
r
o
m
p
r
ac
ti
cin
g
r
eg
u
lar
ly
,
wh
ic
h
in
tu
r
n
p
r
ev
en
ts
th
em
f
r
o
m
d
ev
elo
p
in
g
g
o
o
d
wr
itin
g
s
k
il
ls
.
Fu
r
th
er
m
o
r
e,
s
tu
d
en
ts
wh
o
b
eliev
e
th
at
th
ey
will
n
o
t
im
p
r
o
v
e
o
v
er
tim
e
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
8
3
-
4194
4190
b
ec
au
s
e
wh
eth
er
th
ey
ex
ce
l
d
e
p
en
d
s
s
o
lely
o
n
th
eir
ef
f
o
r
t
co
u
ld
r
ef
r
ain
f
r
o
m
en
g
ag
i
n
g
in
wr
itin
g
,
s
o
th
e
s
k
ill
will
s
tag
n
ate
d
u
e
to
lac
k
o
f
m
o
tiv
atio
n
[
7
]
.
T
h
e
o
th
e
r
c
r
itical
is
s
u
e
is
th
e
u
s
e
o
f
f
ee
d
b
ac
k
.
As
m
e
n
tio
n
e
d
ea
r
lier
,
f
ee
d
b
ac
k
is
v
er
y
im
p
o
r
tan
t
in
wr
itin
g
as
it
is
o
n
e
o
f
th
e
way
s
to
im
p
r
o
v
e
wr
itin
g
p
r
ac
tice.
Ho
wev
er
,
Fer
r
is
[
2
3
]
p
o
in
ts
o
u
t
th
at
ef
f
ec
tiv
e
f
ee
d
b
ac
k
r
eq
u
ir
es
a
ce
r
tain
lev
el
o
f
m
etac
o
g
n
itiv
e
u
n
d
er
s
tan
d
in
g
,
wh
ich
m
an
y
lear
n
e
r
s
d
o
n
o
t
s
ee
m
to
p
o
s
s
ess
.
I
n
s
u
ch
ca
s
es,
f
ee
d
b
ac
k
m
ay
im
p
e
d
e
p
r
o
g
r
ess
o
r
p
ar
aly
ze
th
e
lear
n
er
with
co
n
f
u
s
io
n
,
r
en
d
er
in
g
f
e
ed
b
ac
k
u
s
eless
an
d
leav
in
g
m
an
y
lear
n
er
s
s
tr
u
g
g
lin
g
to
u
n
d
er
s
tan
d
h
o
w
to
im
p
r
o
v
e
th
eir
wr
itin
g
.
I
n
th
is
r
eg
ar
d
,
it
is
im
p
o
r
tan
t
th
at
s
tu
d
en
ts
m
ig
h
t
r
ec
eiv
e
tar
g
eted
s
u
p
p
o
r
t
s
o
th
at
th
ey
u
n
d
er
s
tan
d
t
h
e
r
ea
s
o
n
s
an
d
ap
p
r
o
p
r
iate
c
o
n
tex
t f
o
r
u
s
in
g
f
ee
d
b
ac
k
in
a
m
ea
n
in
g
f
u
l w
ay
.
Mo
r
eo
v
er
,
Swales
an
d
Feak
[
1
1
]
p
o
in
t
o
u
t
th
at
wh
ile
it
is
n
ec
ess
ar
y
to
u
n
d
er
s
tan
d
th
eo
r
etica
l
id
ea
s
in
ac
ad
em
ic
s
u
b
jects,
in
teg
r
ati
n
g
s
u
ch
id
ea
s
in
to
well
-
s
tr
u
ctu
r
ed
ess
ay
s
is
a
d
au
n
tin
g
task
.
I
t
co
u
ld
r
ea
s
o
n
ab
ly
b
e
ar
g
u
ed
th
at
lea
r
n
er
s
wh
o
ar
e
u
n
a
b
le
to
tr
a
n
s
late
th
eo
r
e
tical
p
er
s
p
ec
tiv
es
in
to
wr
itin
g
ten
d
to
w
r
ite
v
er
y
g
en
er
al
an
d
a
b
s
tr
ac
t
p
ar
ag
r
a
p
h
s
th
at
lack
f
o
cu
s
.
I
t
is
th
er
ef
o
r
e
n
ec
ess
ar
y
to
p
r
o
v
id
e
tar
g
et
ed
s
u
p
p
o
r
t
f
o
r
th
ese
s
tu
d
en
ts
,
esp
ec
ially
as
th
er
e
ar
e
s
p
ec
if
ic
s
o
lu
tio
n
s
to
s
u
ch
p
r
o
b
lem
s
.
I
n
ter
v
en
tio
n
s
in
t
h
e
f
o
r
m
o
f
s
ca
f
f
o
ld
e
d
wr
itin
g
,
s
y
s
tem
atic
b
r
ain
s
to
r
m
in
g
an
d
f
ee
d
b
ac
k
ca
n
b
e
in
tr
o
d
u
ce
d
an
d
im
p
lem
e
n
ted
b
y
teac
h
er
s
.
E
n
co
u
r
ag
in
g
lear
n
er
s
to
b
eliev
e
in
th
eir
ab
ilit
ies,
f
o
r
ex
am
p
le,
co
u
l
d
en
co
u
r
ag
e
th
em
to
p
r
ac
tice
f
r
eq
u
e
n
tly
an
d
b
e
co
n
f
id
en
t
i
n
th
eir
wr
itin
g
.
T
h
at
is
,
th
e
wr
itin
g
p
r
o
ce
s
s
is
s
u
es
(
W
PI)
f
ac
to
r
ca
n
b
e
a
m
aj
o
r
f
ac
to
r
ex
p
lain
in
g
wr
itin
g
s
tag
n
atio
n
in
E
FL
lear
n
er
s
.
Fu
r
th
er
s
tu
d
ies
s
h
o
u
ld
ex
am
in
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
ad
d
r
ess
in
g
s
p
ec
if
ic
ch
allen
g
es
b
y
in
tr
o
d
u
cin
g
s
tr
ateg
ies
s
u
ch
as
p
ee
r
b
r
ain
s
to
r
m
in
g
ac
tiv
ities
o
r
tech
n
o
lo
g
y
-
m
ed
iated
f
ee
d
b
ac
k
s
y
s
tem
s
in
wr
itin
g
ex
e
r
cises
.
W
h
en
th
ese
c
h
allen
g
es
ar
e
ad
d
r
ess
ed
in
a
c
o
m
p
r
e
h
en
s
iv
e
way
,
lea
r
n
er
s
ca
n
wr
ite
with
m
o
r
e
co
n
f
id
en
ce
a
n
d
co
m
p
ete
n
ce
.
T
h
e
f
o
u
r
t
h
f
ac
t
o
r
als
o
r
el
ates
to
ti
m
e
m
a
n
a
g
e
m
e
n
t
,
in
c
o
r
p
o
r
ati
n
g
f
e
e
d
b
ac
k
a
n
d
t
h
e
f
ea
r
o
f
f
a
il
u
r
e
wh
e
n
wr
iti
n
g
.
T
o
u
g
h
ti
m
e
m
a
n
a
g
e
m
e
n
t
tas
k
s
wit
h
i
n
th
is
g
r
o
u
p
,
s
u
ch
as
t
h
e
n
e
e
d
t
o
m
e
et
d
ea
d
li
n
es
a
n
d
t
o
wr
i
te
u
n
d
er
ti
m
e
c
o
n
s
t
r
a
in
ts
(
0
.
6
9
8
)
,
as
w
ell
as
d
if
f
ic
u
lties
in
co
r
p
o
r
atin
g
f
ee
d
b
ac
k
f
r
o
m
o
th
er
s
(
0
.
6
2
5
)
,
in
d
icate
d
th
at
tim
e
an
d
f
ee
d
b
ac
k
an
x
iety
wer
e
s
ig
n
if
ica
n
t
b
a
r
r
ier
s
i
n
th
e
p
er
f
o
r
m
an
ce
o
f
wr
itin
g
a
p
a
r
ag
r
a
p
h
.
T
h
is
in
d
icate
s
th
e
ty
p
es
o
f
c
o
n
ce
r
n
s
th
at
E
FL
lear
n
er
s
ex
p
er
ien
c
e
r
eg
ar
d
i
n
g
em
o
ti
o
n
al
an
d
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
wh
ile
wr
itin
g
.
T
h
ese
in
clu
d
e
f
ea
r
o
f
f
ee
d
b
ac
k
,
f
ea
r
o
f
m
a
k
in
g
m
is
tak
es,
an
d
an
x
iety
ab
o
u
t
d
ea
d
lin
es.
Su
ch
co
n
ce
r
n
s
ex
te
n
d
b
ey
o
n
d
th
e
t
ec
h
n
ical
asp
ec
ts
o
f
wr
itin
g
a
n
d
af
f
ec
t
m
u
ch
m
o
r
e
lear
n
e
r
s
’
ab
ilit
y
to
d
ev
is
e,
o
r
g
an
ize
an
d
ex
p
r
ess
th
ei
r
t
h
o
u
g
h
ts
a
p
p
r
o
p
r
iat
el
y
.
De
ad
li
n
es
s
ig
n
i
f
ic
a
n
tl
y
in
c
r
ea
s
e
an
x
i
et
y
r
el
at
ed
t
o
wr
itin
g
.
As
Fer
r
is
a
n
d
He
d
g
c
o
c
k
[
3
3
]
o
b
s
e
r
v
e,
o
n
e
e
x
te
n
s
i
o
n
o
f
ti
m
e
is
u
n
li
k
el
y
t
o
b
e
a
s
o
lu
tio
n
;
r
ath
er
,
it
is
lik
ely
to
r
aise
ten
s
io
n
s
b
ec
au
s
e
lear
n
er
s
will
s
till
wo
r
k
u
n
d
e
r
th
e
n
e
wly
s
et
tim
e
co
n
s
tr
ain
ts
s
et.
T
h
is
ty
p
e
o
f
a
n
x
iety
is
h
ea
lth
-
th
r
ea
ten
in
g
an
d
ex
p
lain
s
wh
y
a
d
o
c
u
m
en
t th
at
is
wr
itten
u
n
d
er
p
r
ess
u
r
e
is
o
f
ten
f
r
a
u
g
h
t w
ith
er
r
o
r
s
.
An
x
iety
r
e
g
ar
d
in
g
f
ee
d
b
ac
k
is
an
o
th
e
r
wo
r
r
y
m
en
tio
n
ed
b
y
m
an
y
r
esp
o
n
d
en
ts
.
Hy
lan
d
[
3
]
s
u
g
g
ests
th
at
f
ee
d
b
ac
k
s
h
o
u
ld
b
e
in
cl
u
d
ed
in
t
h
e
p
r
o
ce
s
s
o
f
lear
n
in
g
s
tr
ateg
ies,
b
u
t
lear
n
er
s
f
r
eq
u
en
tly
c
o
n
s
id
er
f
ee
d
b
ac
k
h
a
r
s
h
,
u
n
r
ea
s
o
n
ab
le
o
r
to
o
co
m
p
licated
to
u
n
d
er
s
tan
d
,
th
u
s
ca
u
s
in
g
s
u
ch
lear
n
er
s
to
f
ee
l
s
tr
es
s
ed
an
d
d
is
co
u
r
ag
e
d
.
T
h
is
m
ay
s
tar
t
an
av
o
id
a
n
ce
c
y
cle
wh
e
r
e
th
e
lear
n
er
s
ac
tiv
ely
av
o
id
g
ettin
g
f
ee
d
b
ac
k
o
r
u
s
in
g
it
wh
ich
wo
r
s
en
s
th
eir
c
h
allen
g
es
an
d
p
o
te
n
tial
way
s
o
f
o
v
er
co
m
i
n
g
th
em
.
T
h
e
f
ea
r
o
f
m
ak
i
n
g
m
is
tak
es
is
ar
g
u
ab
ly
a
wid
esp
r
ea
d
p
h
e
n
o
m
en
o
n
am
o
n
g
E
FL
lear
n
er
s
an
d
clo
s
ely
r
elate
s
to
s
elf
-
e
f
f
icac
y
.
B
an
d
u
r
a
[
7
]
p
o
in
ts
o
u
t
th
at
lo
w
s
elf
-
ef
f
i
ca
cy
m
o
s
tly
ca
u
s
es
av
o
i
d
an
c
e
b
eh
av
io
r
s
,
f
o
r
ex
am
p
le,
a
v
o
id
in
g
th
e
u
s
e
o
f
co
m
p
lex
s
en
ten
ce
s
tr
u
ct
u
r
es
o
r
a
wid
er
v
o
ca
b
u
lar
y
.
Alth
o
u
g
h
s
u
ch
a
s
tr
ateg
y
ca
n
r
e
d
u
ce
er
r
o
r
s
,
it
also
cu
r
tails
wh
at
th
e
lear
n
er
s
ca
n
s
ay
in
th
e
co
n
s
tr
u
ctio
n
o
f
id
ea
s
an
d
t
h
e
way
th
ey
ca
n
d
e
v
elo
p
t
h
eir
wr
itin
g
s
ty
les.
T
h
u
s
,
it
co
u
ld
b
e
s
aid
th
at
lear
n
er
s
’
f
ea
r
o
f
m
a
k
in
g
m
is
tak
es
ca
u
s
es
th
em
to
ad
o
p
t
er
r
o
r
av
o
id
an
ce
s
tr
ateg
ies wh
ich
in
tu
r
n
m
a
k
e
th
is
wr
itin
g
in
ef
f
ec
tiv
e
as it d
o
es n
o
t c
ap
tu
r
e
v
alu
ab
le
c
o
n
ten
t.
Fro
m
th
e
p
er
s
p
ec
tiv
e
o
f
wr
iti
n
g
p
ed
ag
o
g
y
,
it
is
im
p
o
r
tan
t
to
n
o
te
th
ese
r
esu
lts
b
ec
au
s
e
th
ey
h
el
p
co
n
ce
p
tu
alize
at
least
o
n
e
co
n
ce
n
tr
ated
in
ter
v
e
n
tio
n
th
at
ta
r
g
ets
wr
itin
g
b
o
th
in
an
em
o
t
io
n
al
an
d
tech
n
ical
way
.
Activ
ities
in
clu
d
in
g
wo
r
k
s
h
o
p
s
o
n
tim
e
m
an
ag
em
e
n
t,
r
eh
ea
r
s
ed
p
lan
n
in
g
o
f
wr
itin
g
an
d
s
tr
u
ctu
r
ed
p
ee
r
f
ee
d
b
ac
k
co
u
l
d
ass
is
t
lear
n
er
s
in
r
e
d
u
cin
g
th
eir
an
x
iety
to
w
ar
d
s
wr
itin
g
a
n
d
tak
in
g
a
m
o
r
e
p
r
o
b
lem
-
s
o
lv
in
g
attitu
d
e.
Ad
d
itio
n
ally
,
en
co
u
r
ag
in
g
s
itu
atio
n
s
f
o
r
r
is
k
-
tak
in
g
an
d
p
er
ce
iv
in
g
er
r
o
r
s
p
o
s
itiv
ely
m
ay
less
en
th
e
lear
n
er
s
’
f
ea
r
o
f
f
ailu
r
e
an
d
in
cr
ea
s
e
th
eir
s
elf
-
esteem
i
n
wr
itin
g
.
T
h
u
s
,
tim
in
g
an
d
ass
ess
m
en
t
wo
r
r
ies
(
T
AW
)
ar
e
cr
itical
h
in
d
r
an
ce
s
to
wr
itin
g
im
p
r
o
v
em
en
t
f
o
r
E
FL
lear
n
er
s
.
Fu
tu
r
e
s
tu
d
ies
m
ig
h
t
ass
es
s
th
e
ef
f
ec
tiv
en
ess
o
f
an
x
iety
-
r
ed
u
ctio
n
tr
ea
tm
en
t
s
u
ch
as
m
in
d
f
u
ln
ess
-
b
ased
ap
p
r
o
ac
h
o
r
g
a
m
es
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0
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6
8
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Su
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Su
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an
d
f
u
n
ctio
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p
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r
ap
h
s
.
As
Hy
lan
d
[
3
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s
tates,
id
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e
latin
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to
a
s
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t
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8
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Dev
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S
wa
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Fe
ak
[
1
1
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le
ar
ly
o
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K
ap
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[
8
]
a
l
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t
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at
p
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co
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Acc
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d
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ly
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4
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,
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to
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cl
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th
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ab
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ap
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a
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w.
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f
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a
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p
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s
o
lv
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s
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r
ap
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r
d
ig
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n
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er
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d
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th
e
cu
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to
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an
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ay
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f
f
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d
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s
o
f
t
ar
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f
lear
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s
.
T
h
u
s
,
tack
l
in
g
th
es
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s
u
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s
wo
u
ld
en
ab
le
t
ea
ch
er
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to
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s
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s
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in
o
v
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in
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p
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th
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ir
g
en
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al
wr
it
in
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s
k
il
l
s
.
T
h
e
s
ix
th
g
r
o
u
p
co
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ce
r
n
s
m
o
tiv
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n
,
v
ar
iety
o
f
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p
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s
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r
e
to
d
if
f
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t
wr
itin
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ty
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au
th
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s
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ab
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to
cr
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p
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Hig
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tiv
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d
u
e
to
u
n
in
ter
esti
n
g
to
p
ics
(
0
.
7
8
1
)
s
h
o
w
th
at
m
o
tiv
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p
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s
a
cr
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s
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wh
ich
m
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also
b
e
in
ter
r
elate
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.
W
ith
in
th
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m
o
tiv
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a
n
d
ex
p
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d
if
f
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lties
(
ME
D)
f
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to
r
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two
cr
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th
e
wr
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s
in
ten
t
t
o
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f
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m
th
e
task
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th
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f
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r
s
t
p
lace
an
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th
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ab
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to
wr
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s
u
f
f
icien
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d
m
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f
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.
Ov
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allen
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im
p
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tan
t
f
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lear
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ce
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c
h
allen
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lik
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co
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p
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s
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r
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W
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to
B
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r
a
[
7
]
v
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t,
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ts
m
ig
h
t
h
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to
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r
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in
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ag
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Ov
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m
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f
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tu
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h
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m
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ch
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m
ain
tain
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m
o
tiv
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to
d
o
s
o
ca
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b
e
ev
en
h
ar
d
e
r
.
T
h
e
r
esu
lts
d
r
aw
atten
tio
n
to
h
o
w
im
p
o
r
ta
n
t m
o
tiv
atio
n
is
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
E
FL
lear
n
e
r
s
’
wr
itin
g
s
k
ills
.
T
h
er
e
is
p
o
ten
tial
f
o
r
lear
n
er
s
to
im
p
r
o
v
e
th
eir
wr
itin
g
s
k
ills
if
ass
i
s
ted
with
wr
itin
g
s
tr
u
ctu
r
ed
s
en
ten
ce
s
,
f
ee
d
b
ac
k
f
r
o
m
p
ee
r
s
an
d
g
u
id
an
ce
in
u
n
d
er
s
tan
d
in
g
wr
itin
g
g
en
r
es.
Ad
d
itio
n
ally
,
em
p
h
asizin
g
a
d
ev
elo
p
m
e
n
tal
ap
p
r
o
ac
h
to
co
n
s
tr
u
ctio
n
ca
n
p
o
s
s
ib
ly
h
elp
in
elev
atin
g
th
e
n
eg
ativ
e
o
u
tlo
o
k
to
war
d
s
m
is
tak
es,
en
co
u
r
ag
in
g
s
tu
d
e
n
ts
to
ex
p
lo
r
e
th
e
d
i
r
ec
tio
n
o
f
v
er
y
c
o
m
p
lex
s
en
ten
ce
s
.
C
o
n
s
id
er
in
g
th
ese
f
in
d
in
g
s
,
it c
an
b
e
s
tated
th
at
it is
cr
u
cial
to
ad
d
r
ess
ME
D
b
a
r
r
ier
s
to
im
p
r
o
v
e
th
e
g
en
er
al
l
ev
el
o
f
en
g
a
g
em
en
t
o
f
lear
n
e
r
s
with
wr
itin
g
task
s
.
Fu
tu
r
e
r
esear
c
h
m
ay
co
n
s
id
e
r
th
e
ch
allen
g
es
o
f
s
en
ten
ce
f
o
r
m
atio
n
as
well
as
th
e
lo
w
lev
el
o
f
m
o
tiv
atio
n
to
p
ar
ticip
ate
in
s
elf
-
p
ac
ed
g
am
if
ied
wr
itin
g
alter
n
ativ
es
o
r
in
ter
est
-
b
ased
wr
itin
g
p
r
o
jects.
Mo
r
e
o
v
er
,
lo
n
g
itu
d
i
n
al
s
tu
d
ies
wh
ich
tr
y
to
estab
lis
h
th
e
r
elatio
n
s
h
i
p
b
etwe
en
m
o
tiv
atio
n
an
d
wr
itin
g
g
r
o
wth
m
ay
also
b
e
u
s
ef
u
l
in
u
n
d
er
s
tan
d
i
n
g
th
e
d
ev
e
lo
p
m
en
t
o
f
s
tu
d
en
ts
’
attitu
d
es
an
d
s
k
ills
o
v
er
th
e
y
ea
r
s
.
Ad
d
r
ess
in
g
th
ese
i
n
ter
r
elate
d
b
ar
r
ier
s
will
en
a
b
le
s
tu
d
en
ts
to
ac
h
iev
e
s
ig
n
if
ican
tly
im
p
r
o
v
ed
wr
itin
g
o
u
tco
m
es.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
as
h
i
g
h
lig
h
ted
th
e
b
ar
r
ie
r
s
E
FL
s
tu
d
e
n
ts
en
co
u
n
ter
wh
en
en
g
ag
in
g
in
p
ar
a
g
r
ap
h
wr
itin
g
.
T
h
r
o
u
g
h
E
FA
,
s
ix
s
ig
n
if
ican
t
f
ac
to
r
s
wer
e
id
en
tifie
d
:
SAC
,
f
o
cu
s
an
d
o
r
g
a
n
izatio
n
al
b
a
r
r
ier
s
(
FOB
)
,
W
PI,
T
AW
,
L
I
C
,
an
d
ME
D.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
cr
o
s
s
-
d
is
cip
lin
ar
y
n
atu
r
e
o
f
t
h
e
wr
itin
g
p
r
o
ce
s
s
,
en
co
m
p
ass
in
g
tec
h
n
ical
s
k
ills
,
co
g
n
itiv
e
p
r
o
ce
s
s
es,
an
d
e
m
o
t
io
n
al
f
ac
to
r
s
.
E
FL
s
tu
d
e
n
ts
o
f
t
en
f
ac
e
ch
allen
g
es
in
lo
g
ical
d
ev
elo
p
m
en
t,
s
en
te
n
ce
f
o
r
m
u
latio
n
,
an
d
m
ee
tin
g
t
h
e
d
em
an
d
s
o
f
ac
ad
e
m
ic
wr
itin
g
,
co
m
p
o
u
n
d
ed
b
y
tim
e
co
n
s
tr
ain
ts
,
ap
p
r
eh
en
s
io
n
to
war
d
s
f
ee
d
b
ac
k
,
a
n
d
lack
o
f
m
o
tiv
atio
n
.
T
h
e
im
p
licatio
n
s
o
f
th
ese
f
in
d
i
n
g
s
ar
e
s
ig
n
if
ican
t
f
o
r
ed
u
ca
t
o
r
s
an
d
cu
r
r
icu
lu
m
d
esig
n
er
s
.
T
h
ey
s
h
o
u
ld
ta
k
e
a
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
th
at
co
m
b
in
es
s
k
ill
d
ev
elo
p
m
en
t
ex
er
cises
an
d
p
s
y
ch
o
lo
g
i
ca
l
an
d
m
o
tiv
atio
n
al
m
ec
h
an
is
m
s
.
Pra
ctica
l
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
8
3
-
4194
4192
im
p
licatio
n
s
in
v
o
lv
e
cr
ea
tin
g
wo
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k
s
h
o
p
s
th
at
tar
g
et
s
p
ec
if
ic
p
r
o
b
lem
s
—
f
o
r
e
x
am
p
le,
co
n
s
tr
u
ctin
g
s
en
ten
ce
s
,
b
r
ain
s
to
r
m
in
g
,
an
d
f
ee
d
b
ac
k
.
T
h
ey
ca
n
ac
t
in
s
u
ch
a
way
s
o
th
at
lear
n
er
s
will
b
e
in
a
m
o
r
e
en
co
u
r
ag
in
g
atm
o
s
p
h
er
e,
th
u
s
en
ab
lin
g
th
e
m
to
g
ain
c
o
n
f
id
e
n
ce
an
d
en
h
a
n
ce
th
eir
wr
itin
g
p
er
f
o
r
m
an
ce
.
Ho
wev
er
,
th
is
s
tu
d
y
h
as
s
o
m
e
lim
itatio
n
s
.
Fo
r
in
s
tan
ce
,
th
e
s
tu
d
y
is
cr
o
s
s
-
s
ec
tio
n
al
an
d
as
s
u
ch
,
it
d
o
es
n
o
t
s
h
o
w
h
o
w
b
ar
r
ie
r
s
ca
n
ch
an
g
e
at
d
if
f
er
e
n
t
m
o
m
en
ts
o
r
u
n
d
e
r
d
if
f
e
r
en
t
co
n
d
it
io
n
s
o
r
tr
ea
tm
en
ts
.
T
h
ese
lim
itatio
n
s
s
h
o
u
ld
b
e
tack
led
in
f
u
tu
r
e
s
tu
d
ies
wh
ich
s
h
o
u
l
d
in
co
r
p
o
r
ate
m
o
r
e
d
iv
er
s
e
d
esig
n
s
,
p
ar
ticip
an
t
s
am
p
les,
an
d
d
ata
co
llectio
n
tech
n
iq
u
es
s
u
ch
as
wr
itin
g
task
an
aly
s
is
o
r
in
ter
v
iews.
R
ec
o
m
m
en
d
atio
n
s
f
o
r
f
u
r
th
e
r
r
esear
ch
in
clu
d
e
d
eter
m
in
in
g
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
s
f
o
r
elim
in
atin
g
th
ese
b
ar
r
ier
s
,
ass
ess
in
g
th
e
p
er
s
p
ec
tiv
e
o
f
s
u
c
h
s
tr
ateg
ies
o
n
wr
itin
g
ef
f
ec
ti
v
en
ess
f
r
o
m
a
tim
e
lo
n
g
itu
d
in
al
ap
p
r
o
ac
h
,
an
d
in
co
r
p
o
r
atin
g
cu
ltu
r
al
an
d
lin
g
u
is
tic
d
iv
er
s
ity
f
ac
to
r
s
in
th
e
c
o
n
s
id
er
atio
n
o
f
E
F
L
lear
n
er
s
’
wr
itin
g
d
if
f
ic
u
lties
.
Fu
r
th
er
m
o
r
e
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
b
e
d
ir
ec
te
d
to
war
d
s
th
e
d
ev
elo
p
m
e
n
t
an
d
s
u
cc
ess
f
u
l
u
s
e
o
f
tech
n
o
lo
g
y
an
d
ar
tific
ial
in
tellig
en
ce
-
b
a
s
ed
ap
p
licatio
n
s
f
o
r
in
d
iv
id
u
alize
d
f
ee
d
b
ac
k
an
d
ass
is
tan
ce
in
wr
itin
g
,
wh
ich
m
ay
m
ee
t
th
e
r
e
q
u
ir
em
e
n
ts
o
f
l
ea
r
n
er
s
.
T
h
ese
in
s
ig
h
ts
will
en
ab
le
ed
u
ca
to
r
s
a
n
d
p
o
licy
m
ak
e
r
s
to
f
o
r
m
u
lat
e
b
etter
wr
itin
g
i
n
s
tr
u
ctio
n
an
d
,
c
o
n
s
eq
u
e
n
tly
,
en
h
an
ce
E
FL
lear
n
er
s
’
co
m
m
u
n
icativ
e
ac
a
d
em
ic
an
d
p
r
o
f
ess
io
n
al
ca
p
a
b
ilit
ies.
ACK
NO
WL
E
DG
M
E
N
T
S
W
e
th
an
k
th
e
ex
p
er
ts
an
d
p
a
r
ticip
an
ts
in
th
is
s
tu
d
y
.
T
h
is
in
v
esti
g
atio
n
is
a
p
ar
t
o
f
a
m
aster
’
s
th
esi
s
titl
ed
“
Dev
elo
p
in
g
a
s
elf
-
ass
ess
m
en
t
s
ca
le
o
f
b
ar
r
ier
s
to
p
a
r
ag
r
ap
h
wr
itin
g
f
o
r
E
FL
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
”
s
u
b
m
itted
in
p
ar
tial
f
u
lf
ilm
e
n
t
o
f
th
e
r
eq
u
ir
em
en
ts
f
o
r
t
h
e
Ma
s
ter
o
f
E
d
u
ca
tio
n
De
g
r
ee
in
E
d
u
ca
tio
n
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E
v
alu
atio
n
an
d
R
esear
ch
at
R
am
k
h
am
h
ae
n
g
Un
i
v
er
s
ity
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
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.
AUTHO
R
CO
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B
UT
I
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NS ST
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T
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M
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N
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h
is
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u
r
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s
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C
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y
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C
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al
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th
o
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tio
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ip
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C
h
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Dar
u
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ay
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C
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DATA AV
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AB
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h
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ata
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p
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[
PS
]
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