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o
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c
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sin
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rn
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d
in
t
h
e
trad
it
i
o
n
a
l
En
g
li
sh
c
las
sro
o
m
s.
T
h
is
stu
d
y
a
ims
to
e
x
p
lo
re
th
e
u
n
iv
e
rsit
y
st
u
d
e
n
ts’
n
e
e
d
s
o
f
En
g
li
sh
p
re
se
n
tati
o
n
lea
r
n
in
g
.
Th
e
re
se
a
rc
h
q
u
e
stio
n
s
a
re
:
i
)
Wh
a
t
a
re
th
e
stu
d
e
n
ts’
lan
g
u
a
g
e
n
e
e
d
s
t
o
imp
r
o
v
e
a
n
En
g
l
ish
p
re
se
n
tati
o
n
?
ii
)
W
h
a
t
a
re
th
e
sk
il
ls
n
e
e
d
e
d
wh
e
n
d
o
i
n
g
a
n
En
g
li
s
h
p
re
se
n
tatio
n
?
a
n
d
iii
)
W
h
a
t
a
re
th
e
stu
d
e
n
ts’
p
re
fe
re
n
c
e
s
in
En
g
li
sh
p
re
se
n
tatio
n
c
las
s?
Th
e
re
se
a
rc
h
e
rs
c
o
n
d
u
c
ted
fo
c
u
s
-
g
ro
u
p
i
n
terv
i
e
ws
(F
G
I)
wh
ich
we
re
p
a
rt
icip
a
ted
b
y
3
0
stu
d
e
n
ts
a
n
d
se
m
i
-
stru
c
tu
re
d
in
t
e
rv
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fo
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fiv
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p
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th
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f
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En
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li
sh
sp
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a
k
in
g
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T
h
re
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th
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m
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s
we
re
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e
ra
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b
y
a
x
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c
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d
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fr
o
m
t
h
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in
terv
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d
a
ta:
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)
En
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li
sh
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g
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s
;
ii
)
p
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se
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tatio
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sk
il
ls’
n
e
e
d
s
;
a
n
d
iii
)
st
u
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n
ts’
p
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c
e
s.
Th
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fin
d
i
n
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s
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n
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lp
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tea
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r
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sig
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th
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E
n
g
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sp
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a
k
in
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c
las
s
m
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e
ffe
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ti
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n
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h
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v
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a
d
ju
stm
e
n
ts
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c
c
o
rd
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g
to
stu
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n
ts’
re
a
l
p
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d
u
c
ti
o
n
s
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si
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g
p
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d
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a
p
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c
h
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n
En
g
li
s
h
p
re
s
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n
tatio
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g
.
K
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w
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s
:
Ass
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s
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p
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ce
d
u
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e
E
n
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s
p
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o
m
p
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Nee
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POA
Qu
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T
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CC B
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C
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p
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A
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Han
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s
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Facu
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Ma
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I
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D
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O
N
C
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m
m
u
n
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is
cr
u
cial
in
all
d
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m
ain
s
in
to
d
ay
’
s
in
ter
co
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n
ec
ted
wo
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ld
,
an
d
lan
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u
a
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s
th
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p
r
im
ar
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m
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s
o
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m
u
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.
Giv
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lis
h
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s
ally
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ec
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n
ized
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ca
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is
ex
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s
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tili
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d
wo
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l
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wid
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it
is
im
p
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ativ
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f
o
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lear
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s
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q
u
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p
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f
icien
t
E
n
g
lis
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co
m
m
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s
k
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in
o
r
d
e
r
to
ex
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l
in
th
ei
r
r
esp
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tiv
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m
ain
s
.
Pro
f
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in
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r
al
c
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m
m
u
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is
wid
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r
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th
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k
ill
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ir
in
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a
f
o
r
eig
n
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s
ec
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d
lan
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ag
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[
1
]
.
As
C
h
in
a
co
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u
es
to
d
ev
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p
an
d
s
tr
en
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ly
ap
p
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[
2
]
.
At
p
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a
p
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tu
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r
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m
s
c
an
n
o
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b
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ap
p
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r
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life
.
Pro
d
u
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o
r
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d
a
p
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ac
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(
POA)
was
cr
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team
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C
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Fo
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L
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R
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C
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Fo
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Stu
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Un
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in
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lan
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a
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d
its
ap
p
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in
teac
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n
g
in
C
h
i
n
a
[
3
]
.
Hen
ce
,
POA
co
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cid
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d
with
th
e
r
esear
ch
team
’
s
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f
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kills
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ts
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ter
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lled
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T
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1
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Plan
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So
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Dev
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P
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R
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2
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3
5
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[
5
]
,
it
em
p
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ig
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ar
am
o
u
n
t
s
ig
n
if
ican
ce
o
f
u
n
d
er
g
r
ad
u
ate
ed
u
ca
tio
n
in
e
n
h
an
cin
g
s
tu
d
en
ts
’
ap
titu
d
e
f
o
r
lan
g
u
a
g
e
ap
p
licatio
n
.
C
o
lleg
e
E
n
g
lis
h
teac
h
in
g
is
f
o
u
n
d
ed
b
ased
o
n
t
h
e
p
r
a
g
m
atic
u
s
e
o
f
E
n
g
lis
h
,
em
p
h
asizin
g
o
n
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
ab
ilit
y
to
u
s
e
E
n
g
lis
h
as
a
d
aily
lan
g
u
ag
e.
I
ts
ap
p
licatio
n
wo
u
ld
in
d
icate
th
eir
lan
g
u
ag
e
p
r
o
f
ic
ien
cy
to
u
s
e
an
d
co
m
m
u
n
icate
th
e
lan
g
u
a
g
e
f
o
r
p
r
o
f
ess
io
n
al
p
u
r
p
o
s
es,
b
e
it
in
th
eir
d
aily
life
,
as
well
as
f
u
tu
r
e
em
p
l
o
y
m
en
t
.
Simu
ltan
eo
u
s
ly
,
E
n
g
lis
h
p
r
o
f
i
cien
cy
is
also
a
f
ac
to
r
th
at
c
o
lleg
e
s
tu
d
en
ts
h
av
e
to
tak
e
in
to
ac
co
u
n
t
wh
en
s
ea
r
ch
in
g
f
o
r
em
p
lo
y
m
e
n
t.
Ho
wev
er
,
d
u
e
to
t
h
e
p
r
e
d
o
m
in
an
t
em
p
h
asis
o
n
wr
itten
e
x
am
s
in
th
e
c
u
r
r
en
t
ex
am
in
atio
n
s
y
s
tem
,
C
h
in
ese
s
tu
d
en
ts
en
co
u
n
ter
d
if
f
icu
lties
to
im
p
r
o
v
e
th
eir
E
n
g
lis
h
s
p
ea
k
in
g
s
k
ills
[
6
]
.
T
h
e
th
r
e
e
teac
h
i
n
g
p
r
o
ce
d
u
r
e
s
in
POA
in
clu
d
e
m
o
tiv
atin
g
,
en
ab
lin
g
a
n
d
ass
ess
in
g
.
T
h
e
tr
an
s
itio
n
f
r
o
m
“
u
s
in
g
ass
ess
m
en
t
to
p
r
o
m
o
te
lear
n
in
g
”
to
“
u
s
in
g
ass
ess
m
en
t
to
lear
n
”
h
as
e
s
tab
lis
h
ed
a
s
tr
o
n
g
th
eo
r
etica
l
b
asis
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
teac
h
er
-
s
tu
d
e
n
t
co
llab
o
r
ativ
e
ass
ess
m
en
t
(
T
SC
A)
[
7
]
.
T
SC
A
p
r
o
m
o
tes
th
e
in
teg
r
atio
n
o
f
ass
es
s
m
en
t
an
d
teac
h
in
g
,
r
ec
o
g
n
izin
g
th
at
ass
ess
in
g
is
n
o
t
o
n
ly
an
ess
en
tial
co
m
p
o
n
en
t
o
f
th
e
teac
h
in
g
p
r
o
ce
s
s
,
b
u
t
also
“a
s
tag
e”
th
at
allo
ws
lan
g
u
ag
e
m
aster
y
[
8
]
.
An
ef
f
icien
t
ass
es
s
m
en
t
d
o
es
n
o
t
o
n
l
y
ass
ess
f
o
r
th
e
s
ak
e
o
f
ass
ess
m
en
t,
b
u
t
r
ath
e
r
it
aim
s
to
f
ac
ilit
ate
lear
n
in
g
.
T
ea
ch
er
s
v
iew
it
as
“
u
tili
zin
g
ass
ess
m
e
n
t
to
en
h
an
ce
lear
n
in
g
”
wh
ile
s
tu
d
en
ts
p
er
ce
iv
e
it
as
“
u
tili
zin
g
ass
ess
m
en
t
to
ac
q
u
ir
e
k
n
o
wled
g
e”
[
9
]
.
Su
n
[
9
]
p
r
o
p
o
s
es
d
esig
n
p
r
in
cip
les
f
o
r
ea
ch
s
tag
e
in
th
e
ass
ess
in
g
p
r
o
ce
s
s
,
in
clu
d
in
g
b
ef
o
r
e,
d
u
r
i
n
g
,
a
n
d
af
ter
class
es.
Fu
r
th
er
m
o
r
e,
Su
n
[
9
]
ex
p
l
o
r
es
th
e
im
p
lem
en
tatio
n
o
f
a
wr
itin
g
ass
ess
m
en
t
ap
p
r
o
ac
h
th
at
in
teg
r
ates
ass
ess
m
en
t,
teac
h
in
g
,
an
d
lear
n
i
n
g
,
tak
in
g
in
to
c
o
n
s
id
er
atio
n
t
h
e
o
v
er
all
teac
h
in
g
p
er
s
p
ec
tiv
e.
Fo
r
th
e
m
ajo
r
ity
o
f
C
h
in
ese
co
lleg
e
s
tu
d
en
ts
,
th
e
p
r
im
ar
y
o
b
jectiv
e
o
f
lea
r
n
in
g
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
ag
e
is
to
d
eliv
er
a
well
-
in
f
o
r
m
e
d
E
n
g
lis
h
p
r
esen
tatio
n
[
10
]
.
Nev
er
th
eless
,
Su
n
[
9
]
s
u
g
g
ests
th
at
o
r
al
co
m
m
u
n
icatio
n
,
p
u
b
lic
s
p
ea
k
in
g
,
d
eb
atin
g
,
an
d
tr
an
s
latio
n
ar
e
also
f
r
e
q
u
en
tly
u
s
ed
i
n
POA
as
m
ea
n
s
o
f
ex
p
r
ess
io
n
.
T
SC
A
f
o
r
wr
itin
g
as
a
p
r
o
d
u
ct
is
n
o
t
en
tire
ly
tr
an
s
f
er
r
ab
le
to
o
th
er
f
o
r
m
s
o
f
o
u
tp
u
t
[
9
]
.
I
t
is
ch
allen
g
in
g
f
o
r
teac
h
er
s
to
a
s
s
es
s
s
tu
d
en
ts
’
p
r
o
d
u
ctio
n
d
u
r
in
g
class
[
1
1
]
.
T
h
is
was
p
r
im
ar
ily
d
u
e
to
tim
e
co
n
s
tr
ain
ts
in
th
e
class
r
o
o
m
,
wh
ich
p
r
ev
e
n
ted
s
tu
d
en
ts
f
r
o
m
h
av
in
g
t
h
e
o
p
p
o
r
tu
n
ity
to
r
ev
iew
an
d
en
h
a
n
ce
th
eir
wo
r
k
af
ter
r
ec
ei
v
in
g
f
ee
d
b
ac
k
.
T
h
er
ef
o
r
e,
i
n
o
r
d
er
to
in
teg
r
ate
all
t
h
r
ee
teac
h
in
g
,
lear
n
i
n
g
,
a
n
d
ass
es
s
in
g
,
it
is
n
ec
ess
ar
y
to
ex
p
lo
r
e
th
e
ass
ess
in
g
p
r
o
ce
d
u
r
e
in
POA.
I
n
o
r
d
er
to
u
n
d
er
s
tan
d
th
e
ex
is
tin
g
n
ee
d
s
,
th
is
s
tu
d
y
ask
s
o
n
e
m
ain
r
esear
ch
q
u
esti
o
n
,
wh
ic
h
is
to
u
n
d
er
s
tan
d
s
tu
d
en
ts
’
n
e
ed
s
f
o
r
lear
n
in
g
to
s
p
ea
k
E
n
g
lis
h
,
wh
ich
in
d
ir
ec
tl
y
also
ask
s
th
r
ee
s
u
b
-
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
s
tu
d
en
ts
’
lan
g
u
a
g
e
n
ee
d
s
to
im
p
r
o
v
e
an
E
n
g
lis
h
p
r
esen
tatio
n
?
ii)
W
h
at
ar
e
th
e
s
k
ills
n
ee
d
ed
wh
en
d
o
in
g
an
E
n
g
lis
h
p
r
esen
tati
o
n
?
iii)
W
h
at
ar
e
th
e
s
tu
d
en
ts
’
p
r
e
f
er
e
n
ce
s
in
E
n
g
lis
h
s
p
ea
k
in
g
co
u
r
s
e?
Desp
ite
m
an
y
s
tu
d
ies
h
av
in
g
lo
o
k
ed
at
u
s
in
g
T
SC
A
in
PO
A,
th
er
e
ar
e
o
p
p
o
r
tu
n
ities
f
o
r
ex
p
an
s
io
n
,
esp
ec
ially
at
th
e
o
u
tp
u
t
p
ar
t
i
n
T
SC
A.
Su
n
[
9
]
f
o
r
i
n
s
tan
ce
,
ex
p
l
o
r
es
th
e
co
lleg
e
s
tu
d
en
ts
’
E
n
g
lis
h
wr
itin
g
p
r
o
d
u
cts an
d
th
e
ef
f
ec
tiv
en
ess
an
d
f
ea
s
ib
ilit
y
o
f
T
SC
A
.
T
h
e
POA
f
ac
ilit
ate
s
th
e
in
teg
r
atio
n
o
f
ass
es
s
m
en
t a
n
d
lear
n
in
g
p
r
o
ce
s
s
es
[
1
2
]
.
T
SC
A
em
p
h
asizes
a
c
o
m
b
in
atio
n
o
f
teac
h
er
-
le
d
an
d
s
tu
d
e
n
t
-
c
en
ter
ed
ass
ess
m
en
t.
T
h
r
o
u
g
h
a
th
o
r
o
u
g
h
ex
am
i
n
atio
n
o
f
ex
is
tin
g
liter
atu
r
e
,
it
wa
s
d
is
co
v
er
ed
th
at
m
o
s
t
r
esear
c
h
s
tu
d
ies
o
n
T
SC
A
p
r
im
ar
ily
c
o
n
ce
n
tr
ate
o
n
wr
itt
en
E
n
g
lis
h
,
with
a
lim
ited
em
p
ir
ical
s
tu
d
y
i
n
v
esti
g
atin
g
o
r
al
o
u
tp
u
t
[
1
3
]
.
Oth
er
s
h
av
e
im
p
lem
en
ted
T
SC
A
in
o
r
al
E
n
g
lis
h
in
s
tr
u
ctio
n
at
h
i
g
h
er
v
o
ca
tio
n
al
co
lleg
es
a
n
d
ex
am
in
e
d
th
e
o
r
al
ev
alu
atio
n
f
o
r
m
at
u
s
ed
in
h
ig
h
er
v
o
ca
tio
n
al
E
n
g
lis
h
co
u
r
s
es
[
1
3
]
.
L
iu
[
1
4
]
s
u
g
g
ested
th
at
th
e
n
ew
m
ed
ia
n
etwo
r
k
p
latf
o
r
m
f
o
r
s
tu
d
e
n
ts
’
o
r
al
co
m
m
u
n
icatio
n
in
im
p
lem
en
tatio
n
m
an
a
g
em
en
t
a
n
d
e
v
alu
atio
n
s
h
o
u
ld
b
e
f
u
r
th
er
e
n
h
an
ce
d
th
r
o
u
g
h
th
e
ap
p
licatio
n
o
f
POA
in
E
n
g
lis
h
teac
h
in
g
.
T
h
e
s
tu
d
en
ts
ex
h
i
b
ited
a
h
ig
h
lev
el
o
f
cr
ea
tiv
ity
an
d
in
te
r
est in
p
r
ese
n
tatio
n
s
[1
5
]
.
T
h
e
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
an
d
in
ter
est in
lear
n
i
n
g
to
s
p
ea
k
E
n
g
lis
h
wer
e
s
ig
n
if
ican
tly
in
cr
ea
s
ed
wh
en
th
e
y
wer
e
r
eliev
e
d
o
f
t
h
e
f
ea
r
o
f
m
a
k
in
g
m
is
tak
es.
T
h
e
s
tu
d
en
ts
w
o
u
ld
g
r
ea
tly
b
en
ef
it
f
r
o
m
an
y
cu
r
r
i
cu
lu
m
th
at
em
p
h
asizes
th
e
d
ev
elo
p
m
en
t
o
f
th
eir
co
n
f
i
d
en
ce
an
d
clo
s
ely
alig
n
s
with
r
ea
l
-
wo
r
ld
p
r
o
f
ess
io
n
al
s
itu
atio
n
[
10
].
L
iu
[
1
6
]
ex
p
lo
r
e
s
th
e
ef
f
ec
tiv
en
ess
o
f
POA
f
o
r
m
ed
ical
ac
ad
em
ic
E
n
g
lis
h
.
T
h
is
s
itu
atio
n
cr
ea
t
es
a
g
ap
b
etwe
en
t
h
e
T
SC
A
b
ased
o
n
POA
im
p
lem
e
n
ted
in
th
e
ap
p
lied
u
n
d
er
g
r
ad
u
ate
co
lleg
es with
th
e
p
r
o
d
u
ctio
n
f
o
r
m
o
f
E
n
g
lis
h
p
r
esen
tatio
n
.
T
h
is
p
ap
er
was
d
r
iv
en
b
y
th
e
id
ea
o
f
co
n
tin
u
o
u
s
ly
im
p
lem
en
tin
g
T
SC
A
in
p
u
b
lic
E
n
g
lis
h
s
p
o
k
en
class
es
in
ap
p
lied
u
n
d
er
g
r
a
d
u
ate
co
lleg
es.
B
e
s
id
es,
P
OA
s
u
g
g
ests
th
at
f
o
r
eig
n
lan
g
u
a
g
e
in
s
tr
u
ctio
n
s
h
o
u
ld
f
o
cu
s
o
n
s
ix
k
ey
co
m
p
eten
cie
s
:
lin
g
u
is
tic
co
m
p
eten
ce
,
cr
ea
t
iv
ity
,
cr
itical
th
i
n
k
in
g
,
lear
n
in
g
,
co
o
p
er
atio
n
,
a
n
d
cu
ltu
r
al
co
m
p
eten
ce
(
2
L
s
an
d
4
C
s
)
.
L
in
g
u
is
tic
co
m
p
eten
ce
is
th
e
ce
n
tr
al
an
d
f
u
n
d
am
e
n
tal
co
m
p
o
n
en
t
o
f
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
1
7
4
-
5
1
8
6
5176
s
ix
k
ey
co
m
p
eten
cies
in
f
o
r
ei
g
n
lan
g
u
a
g
e
ed
u
ca
tio
n
th
at
POA
h
as
p
r
o
p
o
s
ed
.
T
h
e
lin
g
u
i
s
tic
co
m
p
eten
ce
is
in
ter
co
n
n
ec
ted
an
d
in
te
r
ac
ts
with
th
e
o
th
er
f
iv
e
c
o
m
p
eten
cies,
wh
ich
in
clu
d
e
lear
n
in
g
co
m
p
eten
ce
,
c
r
itical
th
in
k
in
g
c
o
m
p
eten
ce
,
cu
ltu
r
al
co
m
p
eten
ce
,
c
o
o
p
e
r
atio
n
c
o
m
p
eten
ce
,
an
d
in
n
o
v
atio
n
c
o
m
p
eten
ce
[1
7
]
.
Pas
t
s
tu
d
ies
o
n
POA
h
a
v
e
lo
o
k
ed
at
v
er
if
y
in
g
its
ef
f
icac
y
in
teac
h
in
g
E
n
g
lis
h
,
wh
ich
ca
n
b
e
d
iv
i
d
ed
in
to
th
r
ee
b
asic
r
esear
ch
ca
te
g
o
r
ies.
T
h
e
f
ir
s
t
lo
o
k
ed
at
th
e
ef
f
ec
ts
o
f
s
tu
d
en
ts
’
ac
ad
em
ic
liter
ac
ies
wh
ich
f
o
cu
s
ed
o
n
b
u
s
in
ess
E
n
g
lis
h
[1
8
]
,
[
1
9
]
,
ac
ad
em
ic
wr
itin
g
[
20
]
,
lis
ten
in
g
an
d
s
p
ea
k
in
g
[
21
]
,
a
n
d
t
r
an
s
latio
n
[
22
]
.
So
m
e
lo
o
k
e
d
at
th
e
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
ls
’
E
n
g
lis
h
wr
itin
g
p
r
o
g
r
am
m
ed
[2
3
]
,
[
2
4
]
,
w
h
ile
o
th
er
s
lo
o
k
ed
at
co
lleg
e
lev
el
[2
5
]
.
E
f
f
ec
ts
ar
e
also
o
b
s
er
v
ab
le
in
t
h
e
in
s
tr
u
cto
r
-
s
tu
d
en
ts
r
esu
lts
o
f
u
s
in
g
POA
o
n
th
e
in
ter
ac
tio
n
s
wh
er
e
th
e
au
to
n
o
m
y
o
f
s
tu
d
en
ts
’
lear
n
in
g
was
ef
f
ec
tiv
ely
en
h
a
n
ce
d
[2
6
]
,
[
2
7
]
.
As
a
lar
g
e
-
s
ca
le
n
atio
n
al
ex
am
in
atio
n
,
th
e
c
o
lleg
e
E
n
g
lis
h
test
b
an
d
4
(
C
E
T
-
4
)
is
an
im
p
o
r
tan
t
m
ea
n
s
o
f
ev
alu
atin
g
s
tu
d
en
ts
’
E
n
g
lis
h
p
r
o
f
icien
cy
an
d
h
av
e
attr
ac
ted
m
u
c
h
atten
tio
n
i
n
C
h
in
a
[2
8
]
.
T
h
is
also
in
cl
u
d
es
th
e
ef
f
ec
ts
o
f
s
tu
d
en
ts
’
tr
an
s
latio
n
ab
ilit
ies
r
ec
o
r
d
ed
in
t
h
e
C
E
T
-
4
[2
9
]
.
S
ec
o
n
d
ly
,
th
e
r
e
ar
e
r
esear
ch
s
t
u
d
ies
lo
o
k
in
g
at
th
e
g
en
er
al
ef
f
ec
ts
o
f
POA
teac
h
i
n
g
m
eth
o
d
s
.
So
m
e
o
f
th
ese
ef
f
ec
ts
in
clu
d
e
m
o
tiv
atio
n
a
n
d
s
tu
d
en
ts
’
lan
g
u
ag
e
q
u
ality
[
30
]
.
T
h
ir
d
l
y
,
th
er
e
ar
e
r
esear
ch
s
tu
d
ies
lo
o
k
in
g
in
to
th
e
ef
f
ec
ts
o
f
POA
teac
h
in
g
p
r
ac
tices
o
n
s
tu
d
en
ts
’
co
m
p
eten
ce
an
d
cr
iti
ca
l th
in
k
in
g
.
W
h
en
u
s
ed
i
n
a
f
lip
p
ed
class
r
o
o
m
,
POA
h
as b
ee
n
d
em
o
n
s
tr
ated
to
im
p
r
o
v
e
in
ten
s
iv
e
class
r
o
o
m
lear
n
in
g
[
31
]
–
[3
3
]
.
Ho
wev
er
,
th
ese
p
ast
s
tu
d
ies
em
p
h
asize
p
r
im
ar
ily
o
n
th
e
ap
p
licatio
n
o
f
POA
in
r
ea
d
in
g
an
d
wr
itin
g
class
es,
with
s
ca
n
t
r
esear
ch
o
n
im
p
r
o
v
in
g
s
tu
d
en
ts
’
s
p
ea
k
in
g
ab
ilit
ies.
T
h
e
r
e
f
o
r
e
,
a
t
e
a
c
h
i
n
g
m
o
d
u
l
e
f
o
r
E
n
g
l
is
h
s
p
e
a
k
i
n
g
s
k
i
l
ls
u
s
i
n
g
P
O
A
d
e
v
e
l
o
p
e
d
i
n
t
h
i
s
s
t
u
d
y
c
a
n
h
e
l
p
E
n
g
lis
h
teac
h
er
s
to
u
s
e
POA
teac
h
in
g
m
eth
o
d
to
teac
h
an
d
t
h
u
s
im
p
r
o
v
e
s
tu
d
en
ts
’
E
n
g
lis
h
-
s
p
ea
k
in
g
a
b
ilit
y
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
is
p
ar
tially
p
ar
t
o
f
a
lo
n
g
-
ter
m
r
esear
ch
,
wh
ich
d
esig
n
s
a
m
o
d
u
le
to
im
p
r
o
v
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
’
E
n
g
li
s
h
-
s
p
ea
k
in
g
co
m
p
eten
ce
f
o
r
a
p
p
lied
u
n
i
v
er
s
ities
.
T
h
e
m
o
d
u
le
was
d
ev
elo
p
ed
u
s
in
g
th
e
an
aly
s
is
,
d
esig
n
,
d
e
v
elo
p
m
en
t,
im
p
lem
en
tatio
n
a
n
d
ev
alu
atio
n
(
ADDI
E
)
[3
4
]
,
wh
ich
is
id
ea
l
f
o
r
d
esig
n
in
g
ed
u
ca
tio
n
al
r
eso
u
r
c
es,
in
s
tr
u
ctio
n
al
d
esig
n
h
as
b
e
co
m
e
in
cr
ea
s
in
g
ly
c
o
m
m
o
n
[3
5
]
.
I
t
is
k
n
o
wn
f
o
r
its
f
lex
ib
ilit
y
an
d
a
d
ap
tab
ilit
y
,
allo
win
g
in
s
tr
u
ctio
n
al
d
esig
n
er
s
to
m
ee
t
ea
ch
s
tag
e
to
f
it
th
e
lear
n
er
s
’
s
p
ec
if
ic
n
ee
d
s
an
d
lea
r
n
in
g
en
v
ir
o
n
m
en
t
[3
6
]
.
I
n
o
r
d
er
to
ad
d
r
ess
th
e
r
esear
ch
q
u
esti
o
n
,
t
h
is
r
esear
ch
em
p
lo
y
e
d
q
u
alitativ
e
d
esig
n
,
w
h
ich
en
a
b
le
th
e
ex
p
lo
r
atio
n
an
d
u
n
d
e
r
s
tan
d
in
g
o
f
h
u
m
an
p
r
o
b
lem
s
[
3
7
]
.
I
t
in
v
o
lv
es
“e
m
er
g
in
g
q
u
esti
o
n
s
an
d
p
r
o
ce
d
u
r
es,
d
ata
ty
p
ically
co
ll
ec
ted
in
th
e
p
ar
ticip
an
t’
s
s
e
ttin
g
,
d
ata
a
n
aly
s
is
in
d
u
ctiv
ely
b
u
ild
in
g
f
r
o
m
p
a
r
ticu
lar
s
to
g
e
n
er
al
t
h
em
es,
a
n
d
th
e
r
esear
ch
e
r
m
a
k
in
g
in
t
er
p
r
etatio
n
s
o
f
th
e
m
ea
n
in
g
o
f
t
h
e
d
ata”
[3
7
]
.
N
ee
d
s
an
aly
s
is
is
co
n
s
id
er
ed
a
v
alu
ab
le
ap
p
r
o
ac
h
t
o
ev
al
u
a
tin
g
th
e
wan
ts
a
n
d
n
ee
d
s
o
f
s
tu
d
e
n
ts
in
t
h
e
ac
q
u
i
s
itio
n
o
f
lan
g
u
a
g
e
s
k
ills
[3
8
]
.
B
ased
o
n
th
e
d
ata
co
llected
f
r
o
m
th
e
in
ter
v
iews,
th
is
s
tu
d
y
u
s
ed
th
e
B
r
au
n
a
n
d
C
lar
k
e
[
3
9
]
t
h
em
atic
an
aly
s
i
s
m
eth
o
d
to
tr
a
n
s
cr
ib
e
an
d
an
aly
ze
th
e
d
ata.
T
h
e
th
em
atic
an
aly
s
is
m
eth
o
d
in
cl
u
d
es
s
ix
s
tep
s
:
i)
f
am
iliar
ize
with
th
e
tex
t;
ii)
co
d
e
th
e
co
n
ten
t;
iii)
clu
s
ter
th
e
tex
t
o
r
co
d
e
to
g
en
er
ate
th
e
m
e
s
;
iv
)
f
o
cu
s
o
n
th
e
r
ele
v
an
ce
o
f
th
e
th
em
e
t
o
th
e
r
esear
c
h
q
u
esti
o
n
;
v)
r
ef
in
e
th
e
th
em
e;
an
d
v
i)
wea
v
e
th
e
d
ata
ex
ce
r
p
ts
an
d
a
n
aly
tical
n
ar
r
ati
v
es to
g
eth
er
[3
9
]
.
2
.
2
.
P
a
rt
icipa
nts
Sin
ce
th
is
r
esear
ch
in
v
o
lv
ed
two
g
r
o
u
p
s
o
f
p
a
r
ticip
an
ts
,
th
ey
wer
e
s
elec
ted
s
ep
ar
ately
.
T
o
co
n
d
u
c
t
th
e
n
ee
d
a
n
aly
s
is
,
th
e
f
ir
s
t
g
r
o
u
p
is
m
a
d
e
u
p
o
f
3
0
p
ar
ti
cip
an
ts
,
wh
o
wer
e
s
elec
ted
f
o
r
th
e
f
o
cu
s
-
g
r
o
u
p
in
ter
v
iews
(
FGI
)
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
.
T
h
ese
p
ar
ti
cip
an
ts
wer
e
p
u
r
p
o
s
ely
s
elec
ted
to
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
,
wh
ic
h
will
en
ab
le
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
r
o
b
lem
.
I
n
f
ac
t,
th
is
ty
p
e
o
f
s
am
p
le
allo
ws
an
in
s
ig
h
t
in
to
th
e
p
ar
ticip
an
t
s
’
p
er
s
p
ec
tiv
es
o
n
th
e
is
s
u
es
id
en
tifie
d
in
t
h
e
r
esear
ch
q
u
e
s
tio
n
s
[
40
]
.
T
h
ese
3
0
p
a
r
ticip
an
ts
ar
e
am
o
n
g
s
tu
d
en
ts
f
r
o
m
a
n
ap
p
lied
u
n
d
e
r
g
r
ad
u
ate
co
lleg
e.
T
h
eir
s
elec
tio
n
was
b
ased
o
n
s
ev
er
al
cr
iter
ia,
in
clu
d
in
g
th
e
ir
co
lleg
e
en
tr
a
n
ce
ex
am
in
ati
o
n
s
co
r
es
(
b
etwe
en
1
0
0
an
d
1
2
0
p
o
in
ts
)
,
wh
ic
h
m
ee
ts
th
e
m
id
d
le
-
lev
el
s
tu
d
e
n
ts
r
ec
o
m
m
e
n
d
ed
b
y
th
e
POA,
s
p
ec
if
ically
it
s
tated
th
at
th
e
POA
is
m
o
s
t
s
u
itab
le
to
y
o
u
n
g
ad
u
lt
lear
n
er
s
with
in
ter
m
ed
iate
le
v
el
p
r
o
f
icien
cy
i
n
E
n
g
lis
h
o
r
ab
o
v
e
wh
o
h
av
e
alr
ea
d
y
f
in
is
h
ed
lear
n
in
g
b
asic
E
n
g
lis
h
g
r
am
m
a
r
an
d
h
av
e
ab
o
u
t
2
,
0
0
0
o
r
m
o
r
e
h
i
g
h
-
f
r
eq
u
e
n
cy
wo
r
d
s
[
8
]
.
B
ef
o
r
e
ad
m
in
is
ter
in
g
th
e
in
ter
v
iew
s
ess
io
n
s
,
in
f
o
r
m
ed
co
n
s
en
t
f
o
r
m
s
wer
e
g
iv
en
to
th
e
p
ar
ticip
an
ts
to
en
s
u
r
e
t
h
eir
v
o
lu
n
tar
y
p
ar
ticip
atio
n
.
Fo
r
th
e
s
ec
o
n
d
g
r
o
u
p
wh
ic
h
c
o
n
s
is
ts
o
f
teac
h
er
s
,
f
iv
e
p
ar
ti
cip
an
ts
wh
o
wer
e
id
en
tifie
d
am
o
n
g
E
n
g
lis
h
te
ac
h
er
s
f
r
o
m
u
n
d
er
g
r
ad
u
ate
co
lleg
es
wer
e
s
elec
ted
f
o
r
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews wh
er
e
ea
ch
teac
h
e
r
h
as
10
y
ea
r
s
teac
h
in
g
e
x
p
er
ie
n
ce
.
2
.
3
.
Res
ea
rc
h
i
ns
t
rum
ent
s
T
h
e
i
n
t
e
r
v
i
e
w
p
r
o
t
o
c
o
l
w
as
b
a
s
e
d
o
n
t
h
e
n
e
e
d
s
a
n
a
l
y
s
is
f
r
a
m
e
w
o
r
k
f
r
o
m
H
u
t
c
h
i
n
s
o
n
a
n
d
W
a
t
e
r
s
[
41
]
.
T
h
e
n
ee
d
s
a
n
al
y
s
is
f
r
a
m
ew
o
r
k
is
c
h
a
r
a
cte
r
i
ze
d
b
y
l
ea
r
n
i
n
g
n
ee
d
s
a
n
d
ta
r
g
et
n
e
e
d
s
[
42
]
.
Fo
r
s
tu
d
e
n
ts
in
t
h
is
s
tu
d
y
,
t
h
ei
r
le
ar
n
i
n
g
n
ee
d
s
ar
e
ex
p
l
o
r
e
d
ac
co
r
d
i
n
g
t
o
t
h
e
s
t
u
d
en
ts
’
b
ac
k
g
r
o
u
n
d
.
T
h
e
FG
I
f
o
r
s
t
u
d
en
ts
was
b
ase
d
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’
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p
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kills
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5177
o
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Me
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er
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e
ep
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it
y
a
n
d
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eli
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ili
ty
o
f
t
h
e
i
n
t
er
v
i
ew
p
r
o
t
o
co
l,
t
h
e
q
u
est
io
n
s
w
er
e
r
e
v
i
ewe
d
b
y
s
i
x
ex
p
er
ts
w
h
o
a
r
e
m
ad
e
u
p
o
f
tw
o
POA
e
x
p
e
r
t
s
a
n
d
f
o
u
r
t
e
ac
h
i
n
g
E
n
g
l
is
h
as
a
s
e
c
o
n
d
la
n
g
u
a
g
e
(
T
E
SL
)
ex
p
e
r
ts
.
B
e
f
o
r
e
t
h
e
i
n
ter
v
i
ew
,
t
h
e
in
te
r
v
iew
ee
a
g
r
ee
d
t
o
t
h
e
e
n
ti
r
e
i
n
te
r
v
ie
w
p
r
o
c
ess
b
ei
n
g
r
ec
o
r
d
ed
,
an
d
th
e
i
n
t
er
v
i
ew
last
e
d
a
n
a
v
e
r
a
g
e
o
f
4
0
m
i
n
u
tes
.
I
n
o
r
d
er
to
e
n
s
u
r
e
t
h
e
c
r
e
d
i
b
ilit
y
a
n
d
r
eli
a
b
ili
ty
o
f
t
h
e
in
t
er
v
i
ew
d
ata
,
t
h
e
i
n
te
r
v
ie
w
r
ec
o
r
d
s
wil
l
b
e
c
h
ec
k
e
d
wit
h
t
h
e
p
a
r
ti
ci
p
a
n
ts
b
y
m
e
m
b
er
c
h
ec
k
i
n
g
.
2
.
4
.
Da
t
a
co
llect
io
n p
ro
ce
du
re
s
Sin
ce
POA
is
d
esig
n
ed
b
ased
o
n
s
tu
d
e
n
ts
’
n
ee
d
s
,
it
is
n
e
ce
s
s
ar
y
to
u
n
d
e
r
s
tan
d
th
em
h
o
lis
tically
.
T
h
is
is
p
o
s
s
ib
le
b
y
u
s
in
g
in
t
er
v
iews
as
a
m
ea
n
s
o
f
co
llec
tin
g
d
ata
o
n
b
o
th
teac
h
er
s
a
n
d
s
tu
d
en
ts
.
I
n
th
e
in
ter
v
iews
with
th
e
s
tu
d
en
ts
,
th
e
r
esear
ch
er
s
co
n
d
u
cted
FGI
with
s
ix
p
ar
ticip
an
ts
in
ea
ch
g
r
o
u
p
.
A
t
o
tal
o
f
3
0
s
tu
d
en
ts
f
r
o
m
C
h
o
n
g
q
in
g
U
n
iv
er
s
ity
o
f
T
ec
h
n
o
lo
g
y
(
C
QUT
)
,
an
ap
p
lied
u
n
d
er
g
r
a
d
u
ate
co
lleg
e
in
C
h
in
a,
wer
e
in
ter
v
iewe
d
.
W
h
er
ea
s
to
elicit
o
p
in
io
n
s
am
o
n
g
th
e
teac
h
er
s
,
th
e
r
esear
ch
er
s
co
n
d
u
ct
ed
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
o
n
f
iv
e
E
n
g
lis
h
te
ac
h
er
s
wh
o
ar
e
teac
h
in
g
in
u
n
d
er
g
r
ad
u
ate
co
lleg
es.
T
wo
d
if
f
er
en
t
in
ter
v
iew
p
r
o
to
co
ls
wer
e
d
ev
elo
p
ed
,
w
h
ich
in
clu
d
ed
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
to
elicit
v
iew
s
an
d
o
p
in
io
n
s
f
r
o
m
th
e
p
ar
ticip
an
ts
[
3
7
]
.
Up
o
n
ask
in
g
th
e
p
r
o
t
o
co
ls
,
th
e
r
esear
ch
e
r
s
m
ay
p
u
r
s
u
e
f
o
llo
w
-
u
p
q
u
e
s
tio
n
s
if
th
er
e
wer
e
p
o
in
ts
o
f
in
q
u
ir
ies
n
ee
d
ed
.
I
n
s
o
m
e
ca
s
es,
s
atu
r
atio
n
was
ac
h
iev
ed
b
y
ask
in
g
s
im
ilar
q
u
es
tio
n
s
s
ev
er
al
tim
es.
B
o
th
FGI
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
r
ec
o
r
d
ed
a
n
d
tr
an
s
cr
ib
ed
f
o
r
d
ata
an
aly
s
is
.
T
wo
POA
ex
p
er
ts
an
d
f
o
u
r
T
E
SL
ex
p
e
r
ts
r
ev
ie
wed
th
e
in
ter
v
iew
q
u
esti
o
n
s
.
I
n
o
r
d
er
t
o
en
s
u
r
e
th
e
c
o
n
f
ir
m
ab
ilit
y
,
cr
ed
i
b
ilit
y
,
d
ep
en
d
a
b
ilit
y
an
d
tr
an
s
f
er
ab
il
ity
o
f
d
ata,
th
e
r
esear
ch
er
s
co
n
d
u
cted
m
em
b
er
ch
ec
k
in
g
to
en
s
u
r
e
p
r
ec
is
io
n
o
f
r
esp
o
n
s
e.
T
h
e
au
d
it
r
ail
was
co
n
d
u
cte
d
f
o
r
th
e
d
ata
co
llect
io
n
.
B
esid
es
th
at,
t
h
e
p
a
r
ticip
an
ts
wer
e
ask
ed
to
ch
ec
k
o
n
th
e
ac
cu
r
ac
y
o
f
th
e
tr
an
s
cr
ip
tio
n
an
d
to
o
b
tain
th
eir
co
n
s
en
t f
o
r
th
e
u
s
e
o
f
th
is
tr
an
s
cr
ip
tio
n
.
2
.
5
.
Da
t
a
a
na
ly
s
is
pr
o
ce
du
re
s
T
h
e
au
d
io
-
r
ec
o
r
d
e
d
FGI
f
o
r
s
tu
d
en
ts
an
d
s
em
i
-
s
tr
u
ctu
r
e
d
i
n
ter
v
iews
f
o
r
teac
h
er
s
we
r
e
t
r
an
s
cr
ib
ed
an
d
s
u
b
jecte
d
to
4
-
s
tep
s
th
em
atic
an
aly
s
is
b
ased
o
n
B
r
au
n
an
d
C
lar
k
e
[
3
9
]
.
T
ab
le
1
lis
ts
th
e
s
tep
s
.
First,
th
e
r
esear
ch
er
s
r
ea
d
th
e
tr
a
n
s
cr
ip
t
s
m
u
ltip
le
tim
es
to
ac
h
iev
e
f
a
m
iliar
izatio
n
b
ef
o
r
e
co
d
in
g
w
as
id
en
tifie
d
.
Fro
m
a
p
o
o
l
o
f
d
if
f
er
e
n
t
r
a
n
g
es
o
f
d
ata
(
u
n
c
o
d
ed
,
co
d
ed
o
n
ce
,
o
r
co
d
ed
)
,
th
e
d
ata
was
co
d
ed
u
s
in
g
b
o
th
m
an
u
ally
an
d
u
s
in
g
NVI
VO
s
ev
er
al
tim
es.
T
h
e
r
esear
ch
er
s
g
en
e
r
ated
in
itial
co
d
es,
wh
ich
to
tale
d
u
p
2
1
co
d
es
,
as
in
T
ab
le
2
(
in
Ap
p
en
d
i
x
)
.
T
h
is
w
o
u
ld
en
a
b
le
id
en
tify
in
g
as
m
a
n
y
p
o
te
n
tial
th
em
es/p
atter
n
s
as
p
o
s
s
ib
le.
Af
ter
all
th
e
d
ata
h
av
e
b
ee
n
in
itially
c
o
d
ed
,
th
e
r
esear
ch
er
s
o
r
ted
d
i
f
f
er
en
t
co
d
es
t
o
f
o
r
m
ca
teg
o
r
ies,
wh
ich
a
r
e
b
ased
o
n
elim
in
atio
n
r
ed
u
n
d
a
n
cies
an
d
n
o
n
-
c
o
m
p
lian
ce
o
f
t
h
e
q
u
esti
o
n
at
h
an
d
.
An
y
r
e
d
u
n
d
a
n
cies
o
f
co
d
es
wer
e
eith
er
m
er
g
ed
o
r
elim
in
ated
.
Fo
r
ex
am
p
le,
co
d
e
1
an
d
2
wer
e
m
er
g
ed
to
f
o
r
m
a
s
in
g
l
e
ca
teg
o
r
y
–
p
o
o
r
in
g
r
am
m
ar
,
as
in
T
a
b
le
2
(
in
Ap
p
en
d
ix
)
.
T
h
e
th
ir
d
s
tep
is
s
ea
r
ch
in
g
,
id
en
tif
y
in
g
an
d
f
in
alizin
g
th
em
es.
T
h
e
th
r
ee
th
em
es
we
r
e
f
i
n
alize
d
t
o
an
s
wer
t
h
e
r
esear
c
h
q
u
esti
o
n
s
.
B
ased
o
n
th
e
tr
an
s
cr
ip
ts
,
in
d
iv
i
d
u
al
c
o
d
in
g
en
ab
led
t
h
e
g
en
er
atin
g
o
f
d
i
f
f
er
en
t
th
em
es
as
th
e
y
f
it
in
t
o
.
Fin
ally
,
p
r
o
d
u
cin
g
t
h
e
r
e
p
o
r
t
with
s
u
f
f
icien
t
ev
id
en
ce
o
f
th
e
th
em
es with
in
th
e
d
ata
.
T
ab
le
1
.
A
4
-
s
tep
p
r
o
ce
d
u
r
e
a
d
ap
ted
f
r
o
m
B
r
au
n
an
d
C
lar
k
e
[
3
9
]
6
s
tep
s
f
o
r
t
h
em
atic
an
al
y
s
is
6
-
S
t
e
p
s
4
-
S
t
e
p
s
1
D
a
t
a
f
a
mi
l
i
a
r
i
z
a
t
i
o
n
1
F
a
mi
l
i
a
r
i
z
a
t
i
o
n
2
G
e
n
e
r
a
t
i
n
g
i
n
i
t
i
a
l
c
o
d
e
s
2
G
e
n
e
r
a
t
i
n
g
c
o
d
e
s
3
S
e
a
r
c
h
i
n
g
f
o
r
t
h
e
mes
3
4
S
e
a
r
c
h
i
n
g
,
i
d
e
n
t
i
f
y
i
n
g
a
n
d
f
i
n
a
l
i
z
i
n
g
t
h
e
m
e
s
W
r
i
t
i
n
g
a
r
e
p
o
r
t
4
R
e
v
i
e
w
i
n
g
t
h
e
t
h
e
me
s
5
D
e
f
i
n
i
n
g
a
n
d
n
a
mi
n
g
t
h
e
m
e
s
6
P
r
o
d
u
c
i
n
g
t
h
e
r
e
p
o
r
t
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
o
b
etter
u
n
d
e
r
s
tan
d
s
tu
d
en
ts
’
n
ee
d
s
f
o
r
E
n
g
lis
h
s
p
ea
k
in
g
lear
n
in
g
,
th
e
r
esear
c
h
er
s
em
p
l
o
y
ed
ax
ial
co
d
in
g
to
an
aly
ze
th
e
d
ata.
B
ased
o
n
th
e
FGI
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew,
th
r
ee
th
em
es
wer
e
g
en
er
ated
to
id
en
tify
s
tu
d
en
ts
’
n
ee
d
s
f
o
r
E
n
g
lis
h
p
r
esen
tatio
n
s
:
i
)
lin
g
u
is
tic
p
r
o
f
icien
cy
;
ii
)
p
r
esen
tatio
n
s
k
ills
’
n
ee
d
s
;
an
d
iii
)
s
tu
d
en
ts
’
p
r
ef
e
r
en
ce
s
.
F
ir
s
tly
,
th
e
lack
o
f
lin
g
u
is
tic
p
r
o
f
icien
cy
c
o
v
er
s
th
r
ee
m
ain
s
u
b
-
th
e
m
es:
i
)
g
r
am
m
atica
l
er
r
o
r
s
;
ii
)
in
ad
eq
u
ate
v
o
ca
b
u
lar
y
;
an
d
iii
)
p
r
o
n
u
n
ciatio
n
p
r
o
b
lem
s
.
Seco
n
d
ly
,
lack
in
g
th
e
E
n
g
lis
h
p
r
esen
tatio
n
s
k
ills
co
v
er
s
th
r
ee
m
ain
s
u
b
-
th
em
es:
s
tar
tin
g
s
k
ills
an
d
en
d
in
g
s
k
ills
an
d
th
e
s
k
ills
to
o
r
g
an
ize
id
ea
s
.
T
h
ir
d
ly
,
s
tu
d
en
ts
’
p
r
ef
e
r
en
ce
s
co
n
tain
s
f
o
u
r
s
u
b
-
th
em
es:
i
)
em
p
h
asis
o
n
ass
ess
m
en
t
;
ii
)
em
o
tio
n
al
s
u
p
p
o
r
t
;
iii
)
r
ein
f
o
r
ce
m
en
t
o
f
lear
n
in
g
t
h
r
o
u
g
h
a
v
ar
iety
o
f
v
id
eo
s
;
an
d
iv
)
im
p
r
o
v
em
e
n
t
th
r
o
u
g
h
p
r
ac
tical
ex
er
cises
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
1
7
4
-
5
1
8
6
5178
3
.
1
.
Student
s
’
nee
ds
t
o
enha
nce
l
ing
uis
t
ic
pro
f
iciency
Data
r
ev
ea
led
s
tu
d
en
ts
’
n
ee
d
s
to
en
h
an
ce
lan
g
u
ag
e
s
k
ills
,
wh
er
e
T
ab
le
2
(
in
Ap
p
en
d
i
x
)
s
h
o
ws
th
eir
p
r
o
b
lem
s
with
g
r
am
m
ar
,
v
o
ca
b
u
lar
y
,
a
n
d
p
r
o
n
u
n
ciatio
n
.
T
h
is
is
s
im
ilar
to
p
r
ev
io
u
s
s
tu
d
ies o
n
o
r
al
d
if
f
icu
lties
[4
3
]
.
T
h
e
p
r
im
a
r
y
wea
k
n
ess
is
a
lack
o
f
p
r
o
f
icien
cy
in
t
h
e
f
i
eld
o
f
lan
g
u
ag
e
s
k
ills
[4
4
]
.
Du
r
in
g
th
e
in
ter
v
iews,
th
e
s
tu
d
en
ts
g
en
er
ally
b
eliev
e
d
th
at
g
r
am
m
ar
is
m
o
s
t d
if
f
icu
lt,
wh
ich
is
a
f
ac
to
r
af
f
ec
tin
g
t
h
eir
s
p
ea
k
in
g
.
T
h
ey
g
en
er
ally
b
eliev
e
th
at
g
r
am
m
ar
is
th
eir
b
ig
g
est
d
if
f
icu
lty
.
T
h
is
in
d
ir
ec
tly
u
r
g
es
E
n
g
lis
h
teac
h
er
s
to
p
r
o
v
id
e
s
p
ec
if
ied
atten
tio
n
o
n
g
r
a
m
m
a
r
d
u
r
i
n
g
class
es.
T
h
r
o
u
g
h
s
y
s
t
em
atic
g
r
am
m
ar
teac
h
in
g
,
s
tu
d
en
ts
ca
n
b
e
h
elp
ed
to
co
n
s
o
lid
ate
th
eir
E
n
g
lis
h
le
ar
n
in
g
.
So
m
e
also
m
en
tio
n
ed
th
at
th
e
h
ab
it
o
f
f
o
cu
s
in
g
o
n
ex
a
m
s
also
af
f
ec
ts
th
e
way
th
e
y
ex
p
r
ess
th
em
s
elv
es.
T
h
is
is
s
im
ilar
to
p
r
ev
io
u
s
s
tu
d
y
r
elate
d
t
o
th
e
s
id
e
-
ef
f
ec
ts
o
f
th
e
e
x
am
o
r
ie
n
tatio
n
f
o
r
E
n
g
lis
h
s
p
ea
k
in
g
co
m
p
eten
ce
[
6
]
,
[4
5
]
.
T
h
e
p
r
o
b
lem
o
f
s
p
ea
k
in
g
E
n
g
lis
h
is
ea
s
y
to
b
e
ca
lled
“sil
en
t
E
n
g
lis
h
”
[4
6
]
.
T
h
e
lear
n
i
n
g
o
f
E
n
g
lis
h
f
o
r
th
e
p
u
r
p
o
s
e
o
f
e
x
am
in
atio
n
h
as
b
ee
n
f
o
s
s
ilized
s
in
ce
ch
i
ld
h
o
o
d
th
at
it
h
as
im
p
ac
ted
th
e
way
th
ey
p
er
c
eiv
e
s
p
ea
k
in
g
.
No
w,
th
e
y
f
i
n
d
it
v
e
r
y
d
i
f
f
icu
lt
to
s
p
ea
k
E
n
g
lis
h
with
o
u
t
u
n
co
n
s
cio
u
s
ly
f
o
cu
s
in
g
o
n
g
r
a
m
m
ar
,
wh
ich
af
f
ec
ts
th
eir
ex
p
r
ess
io
n
s
.
Fo
r
ex
am
p
le,
S1
4
e
x
p
r
ess
ed
th
e
lack
o
f
co
n
f
id
en
ce
b
ec
au
s
e
h
e
is
al
way
s
lear
n
in
g
h
o
w
to
d
o
ex
am
s
r
ath
er
th
an
co
m
m
u
n
icate
with
o
th
er
s
,
“
I
a
m
a
lw
a
ys
fo
cu
s
in
g
to
o
mu
c
h
o
n
th
e
co
r
r
ec
tn
ess
o
f
g
r
a
mma
r
d
u
r
in
g
a
s
p
ee
ch
w
h
ich
c
a
n
lea
d
to
my
s
p
ee
ch
lo
s
in
g
its
vivid
n
ess
a
n
d
n
a
t
u
r
a
ln
ess
.
”
T
h
is
ex
ce
s
s
iv
e
f
o
cu
s
o
n
e
x
am
s
h
as
led
to
t
h
eir
lack
o
f
co
n
f
id
en
ce
d
u
r
in
g
p
r
esen
tatio
n
s
.
Sp
ec
if
ically
,
s
o
m
e
s
tu
d
en
ts
h
av
e
p
r
o
b
lem
s
in
ex
p
r
ess
in
g
th
em
s
elv
es
i
n
E
n
g
lis
h
,
s
u
ch
as
in
ac
cu
r
at
e
p
r
o
n
u
n
ciatio
n
a
n
d
in
to
n
atio
n
,
n
u
m
er
o
u
s
er
r
o
r
s
in
lan
g
u
a
g
e
ex
p
r
ess
io
n
,
a
s
er
io
u
s
lack
o
f
v
o
ca
b
u
la
r
y
,
an
d
o
b
v
io
u
s
tr
ac
es
o
f
C
h
in
g
lis
h
[4
7
]
.
On
e
o
f
th
e
p
o
s
s
ib
le
way
s
to
r
ed
u
ce
th
is
o
b
s
ess
io
n
is
teac
h
er
s
’
ef
f
o
r
t
to
p
r
o
v
id
e
s
tu
d
en
ts
with
m
o
r
e
o
p
p
o
r
tu
n
ities
to
ex
p
r
ess
th
em
s
elv
es
d
u
r
in
g
class
es,
s
u
ch
as
E
n
g
lis
h
co
r
n
er
s
,
d
ialo
g
u
e
ex
er
cises
,
an
d
g
r
o
u
p
d
is
cu
s
s
io
n
s
.
T
h
ese
ac
tiv
ities
ca
n
h
elp
s
tu
d
en
ts
r
ed
ir
e
ct
lear
n
in
g
f
r
o
m
f
o
c
u
s
in
g
o
n
ex
am
s
to
en
jo
y
in
g
ac
tu
al
co
m
m
u
n
icatio
n
.
T
h
is
is
co
n
s
is
ten
t
with
r
ec
en
t
r
esear
ch
s
u
g
g
esti
n
g
a
lack
o
f
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
e
n
ts
to
p
r
esen
t
in
th
e
class
r
o
o
m
[4
8
]
.
T
h
r
o
u
g
h
f
r
e
q
u
en
t
s
p
ea
k
in
g
p
r
ac
tices
a
n
d
s
im
u
lated
s
p
e
ec
h
es,
s
tu
d
en
ts
ca
n
g
r
ad
u
ally
in
c
r
ea
s
e
th
eir
co
n
f
i
d
en
ce
an
d
im
p
r
o
v
e
t
h
eir
n
atu
r
al
co
m
m
u
n
icatio
n
s
k
ills
an
d
f
lu
en
cy
o
f
lan
g
u
ag
e
ex
p
r
ess
io
n
.
B
y
p
ay
in
g
m
o
r
e
atten
tio
n
to
lan
g
u
a
g
e
p
r
ac
ticality
,
th
is
wo
u
ld
m
ak
e
an
ad
d
itio
n
to
th
e
latest
v
er
s
io
n
o
f
th
e
teac
h
in
g
g
u
i
d
e
.
Seco
n
d
ly
,
s
tu
d
en
ts
ex
p
r
ess
ed
p
r
o
b
lem
s
m
an
ag
i
n
g
v
o
ca
b
u
lar
y
,
s
u
ch
as
in
s
u
f
f
icien
t
v
o
ca
b
u
lar
y
,
th
e
lack
o
f
v
o
ca
b
u
lar
y
r
an
g
e,
an
d
th
eir
in
ab
ilit
y
to
r
etr
iev
e
ex
is
tin
g
v
o
ca
b
u
lar
y
d
u
r
i
n
g
p
r
esen
tatio
n
s
.
Fo
r
ex
am
p
le,
S2
5
ex
p
r
ess
ed
h
is
“
r
elativ
ely
s
m
all
v
o
ca
b
u
lar
y
”
th
at
h
e
is
n
o
t
“
f
lex
ib
le
with
wo
r
d
s
.
”
Similar
ly
,
S4
th
o
u
g
h
t
t
h
e
m
o
s
t
d
if
f
icu
lt
p
ar
t
o
f
s
p
ea
k
in
g
E
n
g
lis
h
is
v
o
ca
b
u
lar
y
,
“
w
h
ich
is
th
e
b
a
s
is
o
f
n
o
r
ma
l
co
mmu
n
ica
tio
n
.
”
I
t
is
a
co
m
m
o
n
p
r
o
b
lem
wh
er
e
s
tu
d
en
ts
h
av
e
lim
ited
E
n
g
lis
h
v
o
c
ab
u
lar
y
,
wh
ich
d
ir
ec
tly
af
f
ec
ts
th
eir
ab
ilit
y
to
g
en
e
r
ate
a
v
ar
iety
o
f
v
o
ca
b
u
lar
y
t
h
at
ca
n
b
e
u
s
ed
d
u
r
i
n
g
p
r
esen
tatio
n
s
.
As
s
u
ch
,
teac
h
er
s
m
ay
f
o
c
u
s
o
n
ex
p
an
d
in
g
s
tu
d
e
n
ts
’
v
o
ca
b
u
lar
y
r
an
g
e
wh
en
teac
h
in
g
.
T
h
is
ca
n
al
s
o
b
e
d
o
n
e
th
r
o
u
g
h
a
v
ar
iety
o
f
r
ea
d
in
g
m
ater
ials
t
h
at
co
u
ld
e
n
r
ich
v
o
ca
b
u
lar
y
a
n
d
ex
p
r
ess
io
n
s
.
T
h
er
e
ar
e
also
s
o
m
e
wh
o
o
b
s
er
v
ed
th
at
th
eir
ex
is
tin
g
v
o
ca
b
u
lar
y
co
u
ld
n
o
t su
p
p
o
r
t th
eir
p
r
esen
tatio
n
well.
T
h
is
wo
u
ld
e
x
p
lain
th
ei
r
in
ab
ilit
y
to
ef
f
ec
tiv
el
y
f
le
x
th
eir
ex
p
r
ess
io
n
s
.
As
s
tated
b
y
S2
3
,
“
I
t
h
in
k
my
o
w
n
E
n
g
lis
h
v
o
ca
b
u
la
r
y
a
c
cu
mu
la
tio
n
is
in
s
u
fficien
t
to
s
u
p
p
o
r
t
me
in
c
o
mp
letin
g
effec
tive
E
n
g
lis
h
p
r
esen
ta
tio
n
s
.
”
I
n
v
iew
o
f
th
i
s
p
r
o
b
lem
,
it
is
i
m
p
o
r
ta
n
t
to
em
p
h
asize
teac
h
er
s
’
r
o
le
in
g
u
id
in
g
s
tu
d
en
ts
o
n
h
o
w
to
u
s
e
th
e
latter
’
s
ex
is
tin
g
v
o
ca
b
u
lar
y
r
an
g
e
an
d
u
s
e
it
in
r
ea
l
s
itu
atio
n
s
.
T
h
r
o
u
g
h
c
o
n
tin
u
o
u
s
p
r
ac
tice,
s
tu
d
en
ts
ca
n
g
r
ad
u
ally
r
ein
f
o
r
ce
th
e
u
s
e
o
f
t
h
eir
ex
is
tin
g
v
o
c
ab
u
lar
y
.
T
h
e
p
r
im
a
r
y
lan
g
u
ag
e
s
k
ills
r
eq
u
ir
e
d
b
y
th
e
s
tu
d
e
n
ts
f
o
r
o
r
al
p
r
esen
tatio
n
s
in
E
n
g
lis
h
wer
e
id
en
tifie
d
as
g
r
am
m
atica
l
ac
cu
r
ac
y
,
v
o
ca
b
u
lar
y
p
r
o
f
icien
c
y
,
an
d
p
r
o
n
u
n
ciatio
n
p
r
o
f
icie
n
cy
.
T
h
e
s
p
ee
d
o
f
s
p
o
k
en
E
n
g
lis
h
is
in
f
lu
e
n
ce
d
b
y
th
e
c
o
n
s
id
er
atio
n
o
f
g
r
am
m
ar
wh
en
s
tu
d
en
ts
d
eliv
er
th
e
ir
p
r
esen
tatio
n
s
.
T
h
e
p
r
im
ar
y
c
o
n
ce
r
n
s
tated
was
th
at
th
e
ex
is
tin
g
v
o
ca
b
u
lar
y
wa
s
in
ad
eq
u
ate
f
o
r
f
ac
ilit
atin
g
f
l
u
en
t
s
p
ea
k
in
g
.
T
h
e
in
tr
o
d
u
cto
r
y
p
ar
a
g
r
ap
h
s
o
f
th
e
s
p
ee
ch
,
as
well
a
s
th
e
lan
g
u
ag
e
u
s
ed
in
th
e
m
id
d
le
to
s
u
p
p
o
r
t
th
e
ar
g
u
m
en
ts
,
ar
e
lack
in
g
in
s
tr
en
g
th
an
d
o
c
ca
s
io
n
ally
v
ee
r
o
f
f
-
to
p
ic
with
o
u
t
co
n
s
cio
u
s
in
ten
tio
n
.
Fu
r
th
er
m
o
r
e,
th
e
lo
g
ical
co
h
er
en
ce
o
f
th
e
lan
g
u
ag
e
m
u
s
t
b
e
r
ein
f
o
r
ce
d
.
R
eg
ar
d
in
g
p
r
o
n
u
n
ciatio
n
,
s
tu
d
en
ts
ex
p
r
ess
ed
th
e
n
ec
ess
ity
f
o
r
m
o
r
e
au
th
e
n
tic
an
d
r
ig
o
r
o
u
s
tr
ain
in
g
in
p
r
o
n
u
n
ciatio
n
a
n
d
in
to
n
atio
n
.
T
ea
ch
er
s
th
in
k
th
er
e
is
a
n
ee
d
f
o
r
s
tu
d
e
n
ts
to
en
h
an
ce
lin
g
u
is
tic
p
r
o
f
icien
cy
.
T
h
is
is
b
ec
au
s
e
T
1
b
eliev
ed
th
at
s
tu
d
en
ts
’
p
r
ese
n
tatio
n
s
ar
e
“
alwa
y
s
v
er
y
s
h
o
r
t
an
d
s
im
p
le
.
”
First,
th
e
c
o
n
ten
t
o
f
s
tu
d
en
ts
’
p
r
esen
tatio
n
s
is
s
h
o
r
t
an
d
s
im
p
le.
On
th
e
s
u
r
f
ac
e,
it
s
ee
m
s
th
at
th
ey
u
s
e
s
im
p
le
s
en
ten
ce
s
to
m
ak
e
p
r
esen
tatio
n
s
.
T
h
e
u
n
d
er
ly
in
g
r
ea
s
o
n
is
th
at
th
ey
lack
s
u
f
f
icien
t v
o
ca
b
u
lar
y
an
d
ex
p
r
ess
io
n
s
k
ills
.
T
o
th
is
en
d
,
it
is
n
ec
ess
ar
y
to
s
tr
en
g
th
e
n
t
h
e
tr
ain
in
g
o
f
v
o
ca
b
u
lar
y
an
d
ex
p
r
ess
io
n
s
k
ills
f
o
r
ea
ch
p
r
e
s
en
tatio
n
to
p
ic
an
d
en
co
u
r
a
g
e
th
em
to
u
s
e
r
ich
lan
g
u
a
g
e
a
n
d
s
en
ten
ce
p
at
ter
n
s
.
T
2
also
m
en
tio
n
ed
th
at
d
u
r
in
g
E
n
g
lis
h
p
r
esen
tatio
n
s
,
m
o
s
t
C
h
in
ese
s
tu
d
en
ts
ten
d
to
wr
ite
wh
at
t
h
e
y
wan
t
to
s
ay
o
n
p
ap
er
f
ir
s
t,
a
n
d
th
en
r
ea
d
it
o
u
t
d
u
r
in
g
t
h
e
p
r
esen
tatio
n
.
T
h
is
m
eth
o
d
is
b
ec
au
s
e
s
tu
d
en
ts
ar
e
af
r
aid
o
f
m
ak
in
g
m
is
tak
es
an
d
h
av
e
f
ew
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8
8
2
2
N
ew q
u
a
lita
tive
p
ers
p
ec
tive
in
s
tu
d
en
ts
’
E
n
g
lis
h
p
r
esen
ta
tio
n
s
kills
in
C
h
in
a
-
d
ev
elo
p
in
g
…
(
Lif
a
n
g
S
u
n
)
5179
o
p
p
o
r
tu
n
ities
to
s
p
ea
k
E
n
g
lis
h
.
Fo
r
ex
am
p
le,
T
2
h
ig
h
lig
h
ted
th
at
,
“
mo
s
t
C
h
in
ese
s
tu
d
en
ts
ten
d
to
w
r
i
te
w
h
a
t
th
ey
w
a
n
t to
s
a
y
o
n
p
a
p
er in
a
d
va
n
ce
a
n
d
t
h
en
ju
s
t rea
d
it.
”
I
n
r
esp
o
n
s
e
to
s
u
ch
a
s
itu
atio
n
,
s
tu
d
en
ts
h
av
e
d
ef
icien
cies
in
o
r
al
co
m
m
u
n
icatio
n
,
an
d
it
is
n
ec
ess
ar
y
to
s
tr
en
g
th
e
n
th
eir
E
n
g
lis
h
-
s
p
ea
k
in
g
co
m
p
eten
cy
.
At
th
e
s
am
e
tim
e,
t
h
ey
also
n
ee
d
to
wo
r
k
h
ar
d
o
n
p
r
esen
tatio
n
s
k
ills
s
u
ch
as
ey
e
co
n
tact,
g
estu
r
es,
an
d
ch
an
g
e
s
in
v
o
ice
an
d
in
to
n
atio
n
.
I
f
t
h
ey
alwa
y
s
r
ely
o
n
th
eir
n
o
tes
o
r
Po
wer
Po
in
t
(
as
m
en
tio
n
ed
b
y
T
5
)
,
th
en
th
e
o
v
er
all
lo
g
ical
th
in
k
in
g
also
n
e
ed
s
to
b
e
im
p
r
o
v
ed
.
T
3
m
en
tio
n
e
d
th
at
s
tu
d
en
ts
’
p
r
esen
tatio
n
s
wer
e
n
o
t
f
lu
e
n
t
,
an
d
th
eir
s
en
ten
ce
s
wer
e
n
o
t
lo
g
ical
o
r
e
v
en
wr
o
n
g
.
Fo
r
ex
am
p
le,
T
3
m
en
t
io
n
ed
th
at
“
s
o
me
s
tu
d
e
n
ts
ca
n
n
o
t
s
p
ea
k
flu
e
n
tly,
a
n
d
th
ey
c
a
n
n
o
t
o
r
g
a
n
iz
e
th
e
s
en
ten
ce
s
ve
r
y
lo
g
ica
lly
a
n
d
co
r
r
ec
tly
.
”
W
h
en
s
tu
d
en
ts
lear
n
to
g
iv
e
p
r
esen
tatio
n
s
in
E
n
g
lis
h
,
teac
h
er
s
n
ee
d
to
p
r
o
v
id
e
a
p
p
r
o
p
r
iate
lan
g
u
a
g
e
s
ca
f
f
o
ld
in
g
to
h
elp
s
tu
d
en
t
s
ac
cu
m
u
late
g
r
a
m
m
ar
,
E
n
g
lis
h
s
en
ten
ce
s
tr
u
ctu
r
e
an
d
lan
g
u
ag
e
a
p
p
licatio
n
ab
ili
ty
,
wh
ich
is
in
lin
e
with
th
e
P
OA
co
n
ce
p
t o
f
in
teg
r
atin
g
lear
n
in
g
an
d
u
s
in
g
.
Fro
m
th
e
in
ter
v
iew,
we
d
is
co
v
er
ed
t
h
e
im
p
o
r
tan
ce
o
f
p
r
o
v
id
i
n
g
s
tu
d
en
ts
with
m
o
r
e
s
p
ea
k
in
g
o
p
p
o
r
tu
n
ities
d
aily
.
Su
ch
a
co
n
ce
p
t
is
s
im
ilar
to
th
o
s
e
e
m
p
lo
y
ed
to
cr
ea
te
an
im
m
er
s
iv
e
lear
n
in
g
wh
er
e
s
tu
d
en
ts
ar
e
ex
p
o
s
ed
t
o
a
s
p
ea
k
in
g
en
v
ir
o
n
m
en
t
[4
9
]
.
I
t
is
lik
e
s
im
u
latio
n
s
o
r
r
o
le
p
la
y
s
wh
ich
in
v
o
lv
es
p
h
y
s
ical
im
m
er
s
iv
e
lear
n
in
g
m
eth
o
d
s
[
50
]
.
T
h
is
is
c
o
n
s
is
ten
t
with
th
e
r
eq
u
ir
em
en
ts
o
f
t
h
e
m
o
tiv
atin
g
s
tag
e
o
f
th
e
POA.
T
h
e
s
ettin
g
o
f
th
e
m
o
tiv
atin
g
s
tag
e
r
eq
u
ir
es
co
m
m
u
n
icativ
e
au
th
e
n
ticity
,
wh
ich
m
ea
n
s
th
at
th
e
d
esig
n
o
f
th
e
o
u
tp
u
t
ac
tiv
ities
m
u
s
t
b
e
c
o
m
m
u
n
icativ
e
ac
tiv
i
ties
th
at
m
ay
o
cc
u
r
n
o
w
o
r
in
t
h
e
f
u
t
u
r
e
[
3
]
.
Su
ch
a
p
r
ac
tice
is
im
p
lem
en
te
d
in
Ma
lay
s
ian
s
ch
o
o
ls
wh
er
e
d
u
r
in
g
a
h
ig
h
ly
im
m
e
r
s
iv
e
p
r
o
g
r
am
m
e
d
(
HI
PS
)
,
s
tu
d
en
ts
ar
e
f
o
r
ce
d
to
tak
e
o
n
th
e
lan
g
u
ag
e
.
At
th
e
s
am
e
tim
e,
th
er
e
is
also
a
n
ee
d
to
p
r
o
v
id
e
g
u
id
an
ce
i
n
s
p
ea
k
in
g
class
es.
T
h
is
is
m
o
d
ellin
g
th
e
lan
g
u
a
g
e
wh
ich
allo
ws
s
tu
d
en
ts
to
o
b
s
er
v
e
an
d
im
itate
th
eir
teac
h
er
s
in
th
e
f
o
r
m
er
’
s
attem
p
t
to
im
p
r
o
v
e
E
n
g
lis
h
p
r
o
n
u
n
ciatio
n
a
n
d
in
to
n
atio
n
.
T
ea
ch
e
r
s
ca
n
also
p
r
o
v
id
e
s
tu
d
en
ts
with
f
ee
d
b
ac
k
,
p
o
i
n
tin
g
o
u
t
t
h
eir
s
h
o
r
tco
m
i
n
g
s
in
v
o
ice
an
d
in
to
n
atio
n
,
an
d
g
iv
i
n
g
s
p
ec
i
f
ic
s
u
g
g
esti
o
n
s
f
o
r
im
p
r
o
v
em
e
n
t
.
3
.
2
.
Student
s
’
nee
ds
f
o
r
E
ng
lis
h
presenta
t
io
n sk
ills
Data
als
o
i
d
e
n
t
if
ie
d
p
r
o
b
le
m
s
f
a
ce
d
b
y
s
tu
d
en
ts
d
u
r
i
n
g
t
h
e
ir
p
r
ese
n
t
ati
o
n
s
.
On
e
i
n
p
a
r
ti
c
u
la
r
is
o
n
s
p
e
ec
h
s
t
r
u
ct
u
r
e
a
n
d
s
k
ills
.
T
h
is
is
w
ell
s
u
p
p
o
r
te
d
b
y
l
ite
r
a
tu
r
e
r
ev
iew
o
f
p
r
es
en
tat
io
n
p
r
o
b
l
em
s
in
c
o
n
te
n
t
a
n
d
o
r
g
an
iza
ti
o
n
,
la
n
g
u
a
g
e
,
d
eli
v
er
y
a
n
d
q
u
est
io
n
r
es
p
o
n
d
i
n
g
[
51
]
.
I
t
was
f
o
u
n
d
th
at
s
t
u
d
e
n
ts
n
e
ed
e
x
p
l
an
ati
o
n
a
n
d
tr
a
in
in
g
o
n
t
h
e
s
t
r
u
ct
u
r
e
f
o
r
p
r
es
en
tati
o
n
s
.
F
o
r
e
x
a
m
p
le
,
S
4
ass
o
cia
te
d
h
is
i
n
ab
ilit
y
to
s
p
e
ak
E
n
g
lis
h
wi
th
h
is
n
o
t k
n
o
wi
n
g
“
w
h
ere
to
s
t
a
r
t
o
r
h
o
w
to
s
a
y
it
.
”
S
4
t
h
i
n
k
s
th
at
t
h
e
b
eg
in
n
i
n
g
a
n
d
e
n
d
i
n
g
ar
e
m
o
r
e
d
i
f
f
ic
u
lt
w
h
e
n
p
r
e
p
a
r
i
n
g
a
p
r
ese
n
t
ati
o
n
.
W
h
il
e
t
h
ey
m
a
y
h
av
e
c
o
n
te
n
t
f
o
r
t
h
e
p
r
ese
n
t
ati
o
n
,
s
t
u
d
e
n
ts
b
eli
e
v
e
d
t
h
at
t
h
e
y
we
r
e
n
o
t
a
b
le
t
o
e
n
g
ag
e
th
e
a
u
d
ie
n
c
e’
s
at
te
n
ti
o
n
d
u
r
i
n
g
t
h
e
b
e
g
i
n
n
in
g
n
o
r
ass
e
r
t
a
n
ef
f
e
cti
v
e
c
o
n
clu
s
io
n
.
So
m
e
also
ex
p
r
ess
ed
th
e
n
ee
d
to
in
v
esti
g
ate
co
n
ten
t
d
e
v
e
lo
p
m
en
t
an
d
m
an
a
g
in
g
th
e
a
u
d
ien
ce
’
s
r
esp
o
n
s
e
d
u
r
in
g
p
r
esen
tatio
n
s
.
T
h
is
is
c
o
n
s
is
ten
t
with
th
e
r
e
s
u
lts
o
f
d
if
f
icu
lt
p
ar
ts
wh
ich
m
en
tio
n
ed
en
g
ag
in
g
th
e
in
ter
est
o
f
au
d
ie
n
ce
an
d
h
a
n
d
lin
g
t
h
e
au
d
ien
ce
q
u
esti
o
n
s
an
d
th
e
way
t
o
p
u
t
th
o
u
g
h
ts
in
to
th
e
p
r
esen
tatio
n
[
52
]
.
Fo
r
ex
am
p
le,
S2
0
ex
p
lai
n
ed
th
at
h
is
d
if
f
icu
lty
is
h
is
in
ab
ilit
y
to
“
w
r
ite
th
e
ma
in
b
o
d
y
.
”
T
h
is
is
b
ec
au
s
e
h
e
is
wo
r
r
ied
ab
o
u
t
“
th
e
a
u
d
ie
n
ce
’
s
r
ea
ctio
n
.
”
Similar
ly
,
S1
1
also
co
n
cu
r
r
e
d
th
at
“
th
e
mo
s
t
d
iffi
cu
lt
th
in
g
fo
r
me
in
ma
kin
g
E
n
g
lis
h
p
r
esen
ta
tio
n
s
is
s
u
p
p
o
r
tin
g
d
eta
ils
.
”
T
h
ese
r
eq
u
ir
e
teac
h
e
r
s
to
g
u
id
e
s
tu
d
en
ts
’
d
ev
elo
p
m
e
n
t
in
th
e
s
k
ills
o
f
o
r
g
an
izin
g
co
n
ten
t
f
o
r
p
r
esen
tatio
n
s
.
W
ith
o
u
t
p
r
io
r
g
u
id
an
ce
o
n
o
r
g
a
n
izin
g
th
o
u
g
h
ts
a
n
d
k
n
o
wled
g
e,
th
e
p
r
esen
tatio
n
wo
u
ld
n
o
t
b
e
ea
s
ily
ap
p
r
ec
iate
d
.
T
h
ese
a
r
e
also
im
p
o
r
tan
t d
etails
in
attr
ac
tin
g
th
e
au
d
ien
ce
’
s
atten
t
io
n
.
T
h
er
e
ar
e
o
th
e
r
p
r
o
b
lem
s
f
ac
e
d
b
y
s
tu
d
en
ts
d
u
r
in
g
th
eir
p
r
es
en
tatio
n
s
in
clu
d
in
g
p
r
o
n
u
n
ciat
io
n
,
v
o
ice
co
m
p
lex
ity
an
d
in
to
n
atio
n
,
a
n
d
co
m
m
u
n
icatio
n
s
tr
ateg
ies.
Fo
r
ex
am
p
le,
S8
id
en
tifie
d
p
r
o
n
u
n
ciatio
n
as
th
e
“
h
ar
d
est
p
ar
t
o
f
s
p
ea
k
in
g
E
n
g
lis
h
.
”
T
h
e
s
tu
d
en
t
b
eliev
ed
th
at
s
in
ce
E
n
g
lis
h
o
r
ig
in
ated
f
r
o
m
a
d
if
f
e
r
en
t
cu
ltu
r
e,
its
“
p
r
o
n
u
n
ciatio
n
a
n
d
in
to
n
atio
n
a
r
e
o
r
i
g
in
ally
v
er
y
r
ich
a
n
d
c
o
m
p
lex
,
”
its
lear
n
in
g
is
m
o
r
e
ch
allen
g
in
g
.
I
n
f
ac
t,
“
th
er
e
ar
e
also
d
if
f
er
en
ce
s
in
th
e
p
r
o
n
u
n
ciatio
n
o
f
E
n
g
lis
h
”
ac
r
o
s
s
d
if
f
er
en
t
g
eo
g
r
a
p
h
ical
lan
d
s
ca
p
es.
Stu
d
en
ts
n
ee
d
to
l
ea
r
n
an
d
p
r
ac
tice
p
r
o
n
u
n
ciati
o
n
f
o
r
ac
cu
r
ate
en
u
n
ciatio
n
.
T
h
is
ca
n
b
e
d
o
n
e
b
y
u
s
in
g
m
u
ltime
d
ia
r
eso
u
r
ce
s
an
d
p
r
o
n
u
n
ciatio
n
s
o
f
twar
e
w
h
ich
ca
n
au
t
h
en
tically
p
r
o
v
id
e
ass
is
tan
ce
d
u
r
in
g
r
ep
ea
ted
p
r
ac
tices.
B
y
im
itatin
g
an
d
r
e
p
ea
tin
g
p
r
ac
tices,
s
tu
d
en
ts
ca
n
m
aster
b
etter
in
to
n
atio
n
,
h
av
e
b
etter
f
lo
w
o
f
s
p
ea
k
in
g
th
e
lan
g
u
ag
e
wh
ile
s
o
u
n
d
in
g
n
atu
r
al
an
d
o
b
tain
in
g
lan
g
u
ag
e
f
l
u
en
cy
as
ef
f
o
r
ts
to
b
ette
r
co
m
m
u
n
icate
.
S2
0
m
en
tio
n
ed
th
e
im
p
o
r
tan
ce
o
f
c
o
m
m
u
n
icatin
g
s
k
ills
,
in
clu
d
in
g
its
s
tr
ateg
ies,
g
r
am
m
ar
a
n
d
p
r
o
n
u
n
ciatio
n
.
I
n
ad
d
itio
n
,
h
elp
in
g
s
tu
d
e
n
ts
im
p
r
o
v
e
th
eir
o
v
er
all
f
ee
lin
g
w
h
en
d
eliv
er
in
g
a
p
r
esen
tatio
n
,
s
u
ch
as
h
o
w
to
o
r
g
a
n
ize
th
e
c
o
n
ten
t,
u
s
in
g
b
o
d
y
lan
g
u
ag
e
,
an
d
en
g
ag
in
g
with
th
e
au
d
ien
ce
,
wo
u
ld
im
p
r
o
v
e
th
e
o
v
e
r
all
ef
f
ec
t
o
f
th
e
p
r
esen
tatio
n
.
I
n
s
u
m
m
a
r
y
,
tr
ain
in
g
o
n
p
r
o
n
u
n
ciatio
n
,
v
o
ice
p
r
o
jec
tio
n
an
d
in
to
n
atio
n
,
alo
n
g
with
o
th
er
asp
ec
ts
s
u
ch
as
co
m
m
u
n
icatio
n
s
k
ills
,
wo
u
ld
h
elp
s
tu
d
en
ts
to
g
r
ad
u
ally
i
m
p
r
o
v
e
th
e
q
u
ality
o
f
p
r
esen
tatio
n
s
as we
ll a
s
th
eir
f
lu
en
c
y
an
d
co
n
f
i
d
en
ce
d
u
r
in
g
p
r
esen
tatio
n
s
.
T
h
e
s
tu
d
en
ts
n
ee
d
t
o
o
r
g
an
iz
e
p
r
esen
tatio
n
s
tr
u
ctu
r
e
an
d
e
n
h
an
ce
p
r
esen
tatio
n
s
k
ill.
T
h
e
in
ter
v
iew
s
h
o
ws
s
tu
d
en
ts
h
av
e
p
r
o
b
lem
s
in
b
ein
g
u
n
ab
le
to
elab
o
r
at
e
o
n
a
to
p
ic
in
d
etail
an
d
n
o
t
k
n
o
win
g
h
o
w
t
o
s
u
p
p
o
r
t
th
ei
r
id
ea
s
in
E
n
g
lis
h
p
r
esen
tatio
n
s
.
Fo
r
e
x
am
p
le,
T
1
h
ig
h
lig
h
ted
t
h
at
s
tu
d
en
t
“
don
’
t
s
ee
m
to
k
n
o
w
h
o
w
to
ela
b
o
r
a
te
o
n
a
ce
r
ta
in
to
p
ic
”
an
d
th
at
“
th
ey
d
o
n
’
t
kn
o
w
h
o
w
to
s
u
p
p
o
r
t
th
eir
id
ea
s
.
”
T
o
r
ec
tify
th
is
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
1
7
4
-
5
1
8
6
5180
teac
h
er
s
ca
n
f
o
c
u
s
o
n
s
tr
en
g
th
en
in
g
t
h
e
o
r
g
an
izatio
n
o
f
th
e
p
r
esen
tatio
n
an
d
th
e
way
th
o
u
g
h
ts
ar
e
l
o
g
ically
o
r
d
er
e
d
.
T
ea
ch
er
s
s
h
o
u
ld
also
g
u
id
e
s
tu
d
en
ts
to
ef
f
ec
tiv
ely
s
u
p
p
o
r
t
th
eir
o
wn
v
iews,
s
u
ch
as
g
u
id
e
th
em
talk
in
g
ab
o
u
t
th
e
co
n
te
n
t
wh
i
ch
is
r
elev
an
t
to
th
eir
f
am
ilia
r
ex
p
e
r
ien
ce
s
o
r
lo
ca
l
is
s
u
es.
T
h
is
co
n
te
n
t
will
s
er
v
e
to
en
g
a
g
e
an
d
m
o
tiv
ate
l
ea
r
n
er
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Als
o
,
th
e
in
ter
v
iews
s
h
o
w
s
tu
d
en
ts
h
av
e
p
r
o
b
lem
s
f
o
c
u
s
in
g
o
n
th
e
to
p
ic,
as
p
o
in
ted
o
u
t
b
y
T
3
th
at
“
s
o
metime
s
,
th
ey
w
ill
n
o
t
a
lw
a
ys
fo
cu
s
o
n
th
e
to
p
ic
.
”
T
3
wan
ts
to
ex
p
r
ess
th
at
m
an
y
s
tu
d
en
ts
ar
e
ea
s
ily
d
is
tr
ac
ted
b
y
o
th
er
p
o
in
ts
an
d
ar
e
n
o
t
alwa
y
s
f
o
cu
s
ed
o
n
th
e
to
p
ic.
T
h
is
is
al
s
o
r
elate
d
to
th
e
b
ac
k
g
r
o
u
n
d
in
f
o
r
m
atio
n
o
f
th
e
to
p
ic
an
d
l
o
g
ical
th
in
k
i
n
g
.
I
t
is
also
m
e
n
tio
n
ed
t
h
at
au
d
ie
n
ce
s
ca
n
n
o
t
f
o
llo
w
th
e
o
p
in
i
o
n
th
ey
wan
t to
s
h
ar
e
if
th
e
lo
g
ic
is
n
o
t c
lear
an
d
c
o
h
er
e
n
t (
as m
en
tio
n
ed
b
y
T
4
)
.
3
.
3
.
Student
s
’
pref
er
ence
s
f
o
r
E
n
g
lis
h
-
s
pea
k
ing
lea
rning
Data
also
r
ev
ea
led
th
e
n
ee
d
s
f
o
r
em
o
ti
o
n
al
s
u
p
p
o
r
t.
I
t
is
well
s
u
p
p
o
r
ted
b
y
liter
atu
r
e
[
2
]
.
T
h
is
is
co
n
s
is
ten
t
with
th
e
p
r
ev
io
u
s
r
esear
ch
th
at
s
u
g
g
ested
teac
h
er
s
to
g
r
ad
u
ally
d
esig
n
an
d
r
ef
i
n
e
p
r
o
d
u
ctio
n
task
s
an
d
p
r
o
v
i
d
e
s
ca
f
f
o
ld
in
g
to
h
elp
r
ed
u
ce
th
e
an
x
iety
ca
u
s
ed
b
y
lear
n
in
g
n
ew
a
n
d
ch
all
en
g
in
g
k
n
o
wled
g
e
[1
5
]
,
[
53
]
,
[
54
]
.
Stu
d
e
n
ts
’
em
o
tio
n
al
ex
p
er
ien
ce
i
n
th
e
p
r
o
c
ess
o
f
lear
n
in
g
o
r
al
E
n
g
lis
h
is
also
clo
s
ely
r
elate
d
to
th
eir
o
r
al
E
n
g
lis
h
p
r
o
f
icien
cy
[
54
].
T
h
is
also
p
r
o
v
id
es
in
s
p
ir
atio
n
f
o
r
teac
h
er
s
to
d
esig
n
d
if
f
icu
lt
teac
h
in
g
task
s
u
s
in
g
th
e
p
r
o
d
u
ctio
n
-
o
r
i
en
ted
ap
p
r
o
ac
h
.
T
ab
le
2
(
in
Ap
p
en
d
ix
)
s
h
o
ws
s
tu
d
en
ts
ar
e
g
en
er
ally
n
er
v
o
u
s
an
d
af
r
aid
to
s
p
ea
k
E
n
g
lis
h
.
T
h
ese
em
o
tio
n
al
n
ee
d
s
in
clu
d
e
th
e
n
ee
d
to
co
u
n
ter
in
tim
id
ati
o
n
p
r
io
r
an
d
d
u
r
in
g
a
p
r
esen
tatio
n
.
C
o
m
m
o
n
em
o
t
io
n
al
s
tates
in
clu
d
e
f
ee
lin
g
n
e
r
v
o
u
s
a
n
d
af
r
aid
.
Fo
r
ex
a
m
p
le
,
S1
8
m
en
tio
n
ed
in
th
e
in
ter
v
iew
t
h
at,
“
I
a
m
n
o
t
g
o
o
d
a
t
E
n
g
lis
h
s
p
ea
kin
g
b
ec
a
u
s
e
I
a
m
ve
r
y
a
fr
a
id
to
s
p
ea
k
E
n
g
lis
h
a
n
d
I
th
in
k
my
E
n
g
lis
h
s
p
ea
kin
g
is
ve
r
y
fu
n
n
y.
”
S1
8
m
ain
ly
wan
ted
t
o
ex
p
r
e
s
s
th
at
s
h
e
wo
u
ld
s
till
b
e
v
er
y
n
er
v
o
u
s
b
ef
o
r
e
p
r
ep
ar
i
n
g
a
s
p
ee
ch
,
b
ec
au
s
e
s
h
e
u
s
u
ally
lack
ed
r
ea
l
s
itu
atio
n
s
o
f
s
p
ea
k
in
g
E
n
g
lis
h
,
an
d
o
n
th
e
o
th
er
h
an
d
,
s
h
e
wo
u
ld
h
a
v
e
a
s
tr
an
g
e
f
ee
lin
g
wh
en
s
u
d
d
en
ly
s
p
ea
k
in
g
E
n
g
lis
h
an
d
co
u
ld
n
o
t
q
u
ick
ly
g
et
in
t
o
th
e
s
tate
o
f
s
p
ea
k
in
g
E
n
g
lis
h
.
Fu
r
th
er
m
o
r
e
,
S3
b
eliev
es
th
a
t
s
p
ea
k
in
g
E
n
g
lis
h
m
u
s
t
b
e
wr
itten
d
o
wn
f
ir
s
t,
a
n
d
th
e
q
u
ality
o
f
wr
itin
g
d
eter
m
in
es
th
e
q
u
ality
o
f
s
p
ea
k
in
g
,
s
o
h
e
s
till
f
ee
ls
p
r
ess
u
r
e
b
ef
o
r
e
g
iv
in
g
a
n
E
n
g
lis
h
s
p
e
ec
h
ev
er
y
tim
e.
Fo
r
ex
am
p
le,
S3
m
e
n
tio
n
ed
i
n
th
e
in
ter
v
iew
th
at,
“
I
th
in
k
I
a
m
n
o
t
g
o
o
d
a
t
E
n
g
lis
h
s
p
ea
kin
g
,
b
ec
a
u
s
e
I
n
ee
d
a
lo
t
o
f
time
to
p
r
ep
a
r
e
s
p
ee
ch
es,
a
n
d
u
s
u
a
lly
b
o
r
r
o
w
a
lo
t
o
f
s
o
ft
w
a
r
e
to
h
elp
me
c
o
mp
lete
my
w
r
itin
g
.
P
r
ep
a
r
in
g
s
p
ee
ch
es a
ls
o
b
r
in
g
s
me
a
lo
t
o
f p
r
ess
u
r
e.
”
So
m
e
p
eo
p
le
d
e
clar
ed
th
at
th
e
y
ar
e
af
r
aid
to
s
p
ea
k
E
n
g
lis
h
,
esp
ec
ially
in
p
u
b
lic,
wh
er
e
th
e
co
n
ce
p
t
o
f
“lo
s
in
g
f
ac
e”
(
S2
3
)
is
m
o
s
t
p
r
ed
o
m
in
an
t.
T
h
is
ty
p
e
o
f
f
ea
r
ex
is
ts
o
n
a
p
r
e
-
co
n
d
itio
n
al
b
asis
;
if
th
ey
d
o
n
o
t
s
p
ea
k
well,
o
th
er
s
will
lau
g
h
at
th
e
m
.
T
o
c
o
u
n
te
r
s
u
ch
f
ea
r
,
en
c
o
u
r
a
g
em
en
t
an
d
“
p
e
r
s
o
n
al
co
u
r
ag
e”
ar
e
n
ee
d
ed
(
S1
3
)
,
ap
ar
t
f
r
o
m
o
t
h
er
co
m
p
r
e
h
en
s
iv
e
ab
ilit
ies
(
s
u
ch
as
th
e
s
ix
k
ey
co
m
p
e
ten
cies
W
en
[
5
5
]
e
.
g
.
,
lin
g
u
is
tic
co
m
p
ete
n
ce
,
c
r
ea
tiv
ity
,
cr
itical
th
in
k
in
g
,
lea
r
n
in
g
,
co
o
p
er
atio
n
,
an
d
cu
ltu
r
al
co
m
p
eten
ce
(
2
L
an
d
4
C
)
)
.
T
ea
ch
e
r
s
s
h
o
u
ld
al
s
o
p
ay
atten
tio
n
to
g
u
i
d
in
g
s
tu
d
en
ts
to
b
u
ild
co
n
f
id
en
ce
a
n
d
o
v
e
r
co
m
e
f
ea
r
d
u
r
in
g
th
e
teac
h
i
n
g
p
r
o
ce
s
s
.
D
u
r
in
g
p
r
esen
tatio
n
s
,
ac
co
r
d
in
g
to
th
e
in
te
r
v
iew
d
ata,
th
e
em
o
tio
n
s
th
at
s
tu
d
en
ts
ar
e
m
o
s
t
lik
ely
to
ex
p
e
r
ien
ce
d
u
r
in
g
th
eir
p
r
esen
tatio
n
ar
e
a
n
x
iety
an
d
ap
p
r
eh
e
n
s
io
n
.
An
x
iety
p
r
im
ar
ily
a
r
is
es
f
r
o
m
th
e
c
o
n
ce
r
n
t
h
at
s
tu
d
en
ts
will lo
s
e
d
ig
n
ity
if
th
ey
p
er
f
o
r
m
p
o
o
r
ly
in
class
an
d
ar
e
r
id
i
cu
led
b
y
th
eir
p
ee
r
s
an
d
in
s
tr
u
cto
r
s
.
Su
ch
an
x
iety
i
s
lik
ely
to
h
av
e
a
d
etr
im
e
n
tal
ef
f
ec
t
o
n
th
eir
p
er
f
o
r
m
an
ce
in
th
e
s
u
b
ject
m
atter
,
esp
ec
ially
if
th
eir
s
p
ee
ch
la
ck
s
f
lu
en
cy
.
Data
f
r
o
m
th
e
teac
h
er
s
’
in
ter
v
iews
f
u
r
th
er
s
u
b
s
tan
tiates
th
is
,
in
f
o
r
m
in
g
th
at
co
lleg
e
s
tu
d
e
n
ts
ar
e
g
en
er
ally
af
r
aid
o
f
l
o
s
in
g
f
ac
e
an
d
ar
e
o
v
er
-
co
n
ce
r
n
ed
ab
o
u
t
th
eir
class
m
ates
’
o
p
in
io
n
s
.
T
1
,
f
o
r
e
x
am
p
le,
s
u
g
g
ested
s
o
m
e
tip
s
to
o
v
er
c
o
m
e
th
is
f
ea
r
:
“
F
ir
s
t
,
th
ey
s
h
o
u
l
d
b
e
c
o
u
r
a
g
e
o
u
s
e
n
o
u
g
h
.
T
h
e
y
s
h
o
u
ld
le
a
r
n
to
o
ve
r
c
o
me
t
h
eir
fe
a
r
o
f f
a
c
e
-
l
o
s
i
n
g
o
r
ma
ki
n
g
m
is
t
a
ke
s
.
I
f
t
h
e
y
c
a
r
e
t
o
o
mu
c
h
,
t
h
e
y
w
il
l
n
e
ve
r
b
e
a
b
le
t
o
g
i
ve
a
g
o
o
d
p
r
ese
n
t
a
t
io
n
.
”
T
2
also
ad
d
ed
th
at
s
tu
d
en
ts
ar
e
af
r
aid
to
s
p
ea
k
E
n
g
lis
h
in
p
u
b
lic.
I
n
s
u
ch
a
s
itu
atio
n
,
teac
h
er
s
s
h
o
u
ld
f
o
cu
s
o
n
im
p
r
o
v
in
g
s
tu
d
e
n
ts
’
p
s
y
ch
o
lo
g
ical
asp
ec
ts
,
h
elp
i
n
g
th
em
o
v
er
co
m
e
s
tr
ess
an
d
an
x
iety
,
an
d
b
u
ild
in
g
to
war
d
s
s
elf
-
co
n
f
id
e
n
ce
.
At
t
h
e
s
am
e
tim
e,
teac
h
er
s
an
d
s
tu
d
en
ts
ar
e
en
c
o
u
r
a
g
ed
to
esta
b
lis
h
a
to
ler
an
t
an
d
p
o
s
itiv
e
class
r
o
o
m
en
v
ir
o
n
m
en
t
th
at
p
r
o
m
o
tes
s
af
e
an
d
s
u
p
p
o
r
tiv
e
s
p
ea
k
i
n
g
h
av
e
n
.
T
h
is
r
eq
u
ir
es
b
o
th
teac
h
er
s
an
d
class
m
ates
to
h
elp
s
tu
d
en
ts
r
ec
o
g
n
ize
th
eir
s
tr
e
n
g
th
s
an
d
o
b
s
er
v
e
in
d
iv
id
u
al
p
r
o
g
r
ess
b
ef
o
r
e
an
d
af
ter
th
e
p
r
esen
tatio
n
.
T
h
is
w
o
u
ld
e
n
h
an
ce
th
eir
c
o
n
f
id
e
n
c
e
an
d
h
elp
c
r
ea
te
an
en
v
ir
o
n
m
en
t
o
f
s
u
p
p
o
r
t
an
d
m
o
tiv
atio
n
d
u
r
in
g
th
e
p
r
esen
tatio
n
.
I
t
also
s
h
o
ws
th
at
s
tu
d
e
n
ts
y
ield
en
c
o
u
r
a
g
em
en
t
in
th
e
lear
n
in
g
jo
u
r
n
ey
.
On
ce
ap
p
lied
in
E
n
g
lis
h
p
r
es
en
tatio
n
class
es,
T
SC
A
is
lik
ely
to
cr
ea
te
m
o
r
e
o
p
p
o
r
t
u
n
it
ies
f
o
r
in
ter
ac
tio
n
s
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
,
wh
ich
is
im
p
o
r
ta
n
t f
o
r
teac
h
e
r
-
s
tu
d
en
t f
ee
d
b
ac
k
.
Data
also
r
ev
ea
led
th
at
th
e
s
tu
d
en
ts
also
n
ee
d
ed
way
s
to
im
p
r
o
v
e
th
em
s
elv
es.
T
ab
le
2
(
in
Ap
p
en
d
ix
)
id
en
tifie
s
s
o
m
e
o
f
t
h
ese
way
s
in
clu
d
in
g
k
n
o
wled
g
e
o
n
ass
ess
m
en
t,
m
o
d
els
o
f
d
if
f
er
en
t
ty
p
es
o
f
p
r
esen
tatio
n
s
an
d
th
e
p
r
o
v
is
io
n
o
f
s
p
ea
k
in
g
o
p
p
o
r
tu
n
ities
.
All
th
e
s
tu
d
en
ts
ex
p
r
ess
ed
th
e
im
p
o
r
tan
ce
o
f
h
av
in
g
k
n
o
wled
g
e
o
n
ass
ess
m
en
t
f
o
r
p
r
esen
tati
o
n
.
Kn
o
win
g
h
o
w
th
ey
ar
e
ass
es
s
ed
h
elp
s
p
r
ep
ar
atio
n
.
B
o
th
teac
h
er
s
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
N
ew q
u
a
lita
tive
p
ers
p
ec
tive
in
s
tu
d
en
ts
’
E
n
g
lis
h
p
r
esen
ta
tio
n
s
kills
in
C
h
in
a
-
d
ev
elo
p
in
g
…
(
Lif
a
n
g
S
u
n
)
5181
s
tu
d
en
ts
’
ev
alu
atio
n
s
we
r
e
h
elp
f
u
l.
Fo
r
ex
am
p
le,
S6
m
e
n
tio
n
ed
i
n
th
e
in
ter
v
iew
th
a
t,
“
I
th
i
n
k
va
r
io
u
s
ev
a
lu
a
tio
n
s
ca
n
h
elp
me
u
n
d
er
s
ta
n
d
my
s
p
ea
kin
g
leve
l m
o
r
e
co
mp
r
eh
en
s
ively
a
n
d
o
b
jectiv
ely.
”
S6
ex
p
r
ess
ed
th
e
im
p
o
r
tan
ce
o
f
k
n
o
win
g
h
o
w
h
e
is
ev
alu
a
ted
,
esp
ec
ially
r
ec
eiv
in
g
it.
T
im
ely
an
d
s
p
ec
if
ic
f
ee
d
b
ac
k
is
c
r
u
cial
f
o
r
s
tu
d
e
n
ts
to
lea
r
n
E
n
g
lis
h
.
T
h
e
s
ch
o
lar
also
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
f
ee
d
b
ac
k
an
d
e
x
p
lo
r
es
h
o
w
to
lev
er
ag
e
it
t
o
e
n
h
an
ce
lan
g
u
a
g
e
lear
n
i
n
g
—
f
r
o
m
u
n
d
er
s
tan
d
in
g
d
i
f
f
er
en
t
ty
p
es
o
f
f
ee
d
b
ac
k
to
f
o
s
ter
in
g
lear
n
er
s
elf
-
r
e
g
u
latio
n
[
5
6
]
.
W
h
en
d
esig
n
in
g
teac
h
in
g
an
d
le
ar
n
in
g
ex
p
e
r
ien
ce
,
teac
h
er
s
’
tim
ely
f
ee
d
b
ac
k
p
l
ay
s
an
im
p
o
r
tan
t
in
p
u
t
at
h
i
g
h
lig
h
tin
g
s
tu
d
en
ts
’
m
is
tak
es
an
d
d
ef
icien
cies,
b
esid
es
g
iv
in
g
s
p
ec
if
ic
s
u
g
g
e
s
tio
n
s
f
o
r
im
p
r
o
v
em
e
n
t.
Self
-
atten
tio
n
to
lan
g
u
ag
e
d
ef
icits
is
th
e
u
n
d
er
ly
in
g
d
r
iv
in
g
f
o
r
ce
o
f
lan
g
u
ag
e
d
e
v
elo
p
m
en
t
[5
7
]
.
I
n
a
way
,
s
tu
d
en
ts
ca
n
r
ea
d
ju
s
t
th
eir
lear
n
in
g
m
eth
o
d
s
an
d
s
tr
ateg
ies an
d
co
n
tin
u
o
u
s
ly
im
p
r
o
v
e
t
h
eir
s
p
ea
k
in
g
s
k
ills
.
W
h
en
s
tu
d
en
ts
s
p
ea
k
in
p
u
b
l
ic,
th
ey
ar
e
ea
g
er
to
g
et
p
o
s
i
tiv
e
f
ee
d
b
ac
k
an
d
en
c
o
u
r
ag
e
m
en
t
f
r
o
m
teac
h
er
s
an
d
s
tu
d
en
ts
.
I
n
f
ac
t,
T
3
ex
p
lai
n
ed
th
at
th
e
y
b
ec
o
m
e
m
o
r
e
“
e
n
co
u
r
ag
ed
w
h
en
t
h
ey
s
p
ea
k
o
n
s
tag
e
.
”
Stu
d
en
ts
g
en
er
ally
af
f
ir
m
ed
t
h
at
th
e
ass
ess
m
en
t
b
etwe
en
teac
h
er
s
an
d
s
tu
d
e
n
ts
m
ay
en
h
a
n
ce
th
e
in
ter
ac
tio
n
an
d
co
m
m
u
n
icatio
n
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
.
As
f
o
r
m
ac
h
in
e
ass
ess
m
en
t,
s
u
ch
as
v
ar
io
u
s
lear
n
in
g
ap
p
s
,
th
er
e
ar
e
d
i
f
f
er
en
t
s
ta
n
d
s
th
at
s
o
m
eo
n
e
s
u
p
p
o
r
ts
,
an
d
s
o
m
eo
n
e
o
p
p
o
s
ed
.
So
m
e
s
tu
d
en
ts
s
u
p
p
o
r
t
m
ac
h
in
e
ev
al
u
atio
n
,
w
h
ile
o
t
h
er
s
th
in
k
t
h
at
m
ac
h
i
n
e
ev
alu
atio
n
is
n
o
t
as
g
o
o
d
as
r
ea
l
p
eo
p
le.
Fo
r
ex
am
p
le,
S1
3
an
d
S2
8
m
en
tio
n
ed
in
t
h
e
in
ter
v
iew:
“
F
ee
d
b
a
ck
fr
o
m
th
e
a
p
p
a
n
d
tea
ch
ers
w
a
s
a
ls
o
h
elp
fu
l
b
ec
a
u
s
e
it
a
llo
w
ed
me
to
id
e
n
tify
my
s
h
o
r
tco
min
g
s
.
”
(
S1
3
)
“
I
b
eliev
e
t
h
a
t
I
n
e
ed
t
o
a
d
o
p
t
th
e
e
va
lu
a
tio
n
s
o
f
my
tea
c
h
ers
a
n
d
cla
s
s
ma
tes,
esp
ec
ia
lly
th
e
tea
ch
ers
w
h
o
w
ill
h
a
ve
mo
r
e
p
r
o
fess
io
n
a
l
o
p
in
io
n
s
th
a
t
ca
n
h
elp
me
imp
r
o
ve
.
I
th
i
n
k
th
e
ev
a
lu
a
tio
n
o
f
th
e
a
p
p
n
ee
d
s
to
b
e
mo
r
e
o
b
jective
.
A
fter
a
ll,
t
h
e
a
p
p
is
n
o
t
like
a
r
ea
l
p
ers
o
n
,
n
o
r
d
o
es h
e.
Get
to
k
n
o
w
me.
”
(
S2
8
)
I
n
s
u
m
m
ar
y
,
th
e
im
p
o
r
tan
ce
th
at
s
tu
d
en
ts
attac
h
ed
to
ev
al
u
atio
n
also
r
em
in
d
ed
teac
h
er
s
th
at
th
ey
n
ee
d
to
p
a
y
atten
tio
n
to
estab
lis
h
in
g
an
ef
f
ec
tiv
e
ass
ess
m
e
n
t
s
y
s
tem
in
teac
h
in
g
d
esig
n
,
p
r
o
m
o
tin
g
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
an
d
co
o
p
er
atio
n
,
p
r
o
v
id
in
g
tim
ely
an
d
s
p
ec
if
ic
f
ee
d
b
ac
k
,
en
c
o
u
r
a
g
in
g
ac
tiv
e
p
ar
ticip
atio
n
an
d
s
elf
-
r
e
f
lectio
n
,
a
n
d
s
tr
e
n
g
th
en
in
g
p
ee
r
ass
ess
m
en
t
an
d
m
u
tu
al
ass
is
tan
ce
,
wh
ich
ar
e
all
im
p
o
r
tan
t
m
ea
s
u
r
es
to
m
ee
t
s
tu
d
en
ts
’
E
n
g
lis
h
lear
n
i
n
g
n
ee
d
s
.
Du
r
i
n
g
th
e
in
ter
v
iew,
s
tu
d
e
n
ts
al
s
o
m
en
tio
n
e
d
u
s
in
g
v
id
eo
s
,
h
o
t
to
p
ics
an
d
o
t
h
er
in
f
o
r
m
atio
n
to
s
tim
u
late
th
e
ir
en
th
u
s
iasm
f
o
r
lear
n
in
g
a
n
d
im
p
r
o
v
in
g
th
eir
E
n
g
lis
h
ex
p
r
ess
io
n
.
T
h
is
alig
n
s
with
th
e
u
s
e
o
f
au
d
io
-
v
is
u
al
in
p
u
t
to
im
p
r
o
v
e
E
n
g
lis
h
lear
n
in
g
[5
8
]
.
T
h
e
s
tatem
en
t
“
s
h
o
r
t
vid
eo
s
i
n
E
n
g
lis
h
cla
s
s
es
a
r
e
mo
r
e
a
ttr
a
c
tive
th
a
n
s
imp
le
textb
o
o
ks
”
,
a
n
d
th
is
m
ak
es
th
e
class
m
o
r
e
in
ter
esti
n
g
(
S2
7
)
.
At
th
e
s
am
e
tim
e,
s
o
m
e
s
tu
d
en
ts
n
o
t
o
n
ly
ca
r
e
ab
o
u
t
lear
n
i
n
g
k
n
o
wled
g
e,
b
u
t
also
ca
r
e
ab
o
u
t
th
e
f
u
n
o
f
th
e
co
u
r
s
e,
h
o
p
in
g
to
m
a
k
e
lear
n
i
n
g
in
ter
esti
n
g
.
Fo
r
ex
am
p
le,
S
1
0
m
en
tio
n
ed
i
n
th
e
in
ter
v
iew:
“
E
n
g
lis
h
co
u
r
s
es
ca
n
b
e
co
m
b
in
ed
w
ith
d
a
ily
life,
s
u
ch
a
s
E
n
g
lis
h
s
o
n
g
s
a
n
d
mo
vies,
o
r
s
o
me
E
n
g
lis
h
b
o
o
ks
a
n
d
fo
r
eig
n
la
n
g
u
a
g
e
g
a
mes.
N
o
t
o
n
ly
ca
n
w
e
lea
r
n
E
n
g
lis
h
c
o
mmu
n
ica
tio
n
w
ell,
b
u
t it
ca
n
a
ls
o
ma
ke
u
s
lea
r
n
i
n
a
n
in
teres
tin
g
w
a
y.
”
(
S1
0
)
T
h
e
d
ata
in
d
icate
d
s
tu
d
en
ts
h
av
e
s
u
g
g
ested
m
o
r
e
r
o
u
n
d
s
o
f
E
n
g
lis
h
p
r
esen
tatio
n
s
,
m
ain
ly
f
o
cu
s
in
g
o
n
to
p
ic
s
elec
tio
n
f
o
r
th
e
p
r
esen
tatio
n
,
ty
p
es
o
f
class
r
o
o
m
ac
tiv
ities
,
th
e
d
if
f
er
en
t
r
an
g
es
o
f
teac
h
in
g
r
eso
u
r
ce
s
,
an
d
s
p
ea
k
in
g
o
p
p
o
r
tu
n
ities
th
r
o
u
g
h
in
d
iv
id
u
al
p
r
esen
tatio
n
s
.
Fo
r
ex
am
p
le,
S2
5
m
en
tio
n
ed
ab
o
u
t
h
is
teac
h
er
s
’
u
s
e
o
f
“
cu
r
r
en
t h
o
t to
p
ics
”
th
at
ex
cites
th
e
clas
s
r
o
o
m
,
b
esid
es c
ar
r
y
in
g
o
u
t d
is
cu
s
s
io
n
s
w
ith
th
eir
class
m
ates,
an
d
th
e
o
p
p
o
r
tu
n
i
ty
to
ex
p
r
ess
th
eir
o
p
in
io
n
s
to
im
p
r
o
v
e
p
r
o
n
u
n
ciatio
n
s
k
ills
.
At
th
e
s
am
e
tim
e,
S6
s
u
g
g
ested
th
at
teac
h
er
s
ca
n
co
m
b
in
e
in
ter
esti
n
g
h
o
t
to
p
ic
s
with
p
o
p
u
lar
m
o
v
ies
o
r
m
u
s
i
c
v
id
eo
s
i
n
class
to
s
tim
u
late
ev
er
y
o
n
e
’
s
lear
n
in
g
m
o
tiv
atio
n
in
class
es.
So
m
e
s
tu
d
en
ts
also
s
u
g
g
ested
th
at
th
ey
s
h
o
u
ld
b
e
v
is
ib
le
in
th
e
class
r
o
o
m
.
T
h
is
wo
u
ld
en
co
u
r
a
g
e
s
p
ea
k
in
g
o
p
p
o
r
t
u
n
ities
g
iv
en
b
y
th
e
teac
h
er
s
.
Fo
r
e
x
am
p
le,
S7
s
u
g
g
ested
th
e
u
s
e
o
f
m
u
ltip
le
g
r
o
u
p
d
is
cu
s
s
io
n
s
in
E
n
g
lis
h
class
es
wh
er
e
ea
c
h
s
tu
d
e
n
t
wo
u
l
d
h
a
v
e
th
e
“
ch
an
ce
to
p
lay
a
n
d
s
h
o
w
”
th
eir
s
p
ea
k
in
g
s
k
ills
.
Oth
er
s
s
u
g
g
ested
im
p
r
o
v
in
g
E
n
g
lis
h
s
p
ea
k
in
g
s
k
ills
b
y
watc
h
in
g
a
v
ar
iety
o
f
p
r
es
en
tatio
n
v
id
eo
s
an
d
co
n
tin
u
o
u
s
ly
s
tr
en
g
th
en
in
g
E
n
g
lis
h
o
r
al
ex
p
r
ess
io
n
b
y
s
im
u
latin
g
v
id
eo
s
.
W
h
en
d
esig
n
i
n
g
teac
h
in
g
,
teac
h
e
r
s
ca
n
co
n
s
id
er
s
elec
tin
g
lear
n
in
g
m
ater
ials
an
d
p
r
o
v
id
e
s
tu
d
e
n
ts
with
h
ig
h
-
q
u
ality
lear
n
i
n
g
m
ater
ials
.
T
h
is
is
s
u
g
g
ested
f
u
r
th
er
b
y
S8
wh
o
m
en
tio
n
ed
th
at
th
e
u
s
e
o
f
v
id
eo
s
,
au
d
io
clip
s
an
d
in
ter
ac
ti
v
e
o
n
lin
e
r
eso
u
r
ce
s
ca
n
“
en
g
ag
e
s
tu
d
e
n
ts
an
d
h
elp
th
em
im
p
r
o
v
e
th
eir
p
r
esen
t
atio
n
s
k
ills
b
y
watc
h
in
g
an
d
an
aly
zin
g
d
if
f
er
en
t
ty
p
es o
f
s
p
ee
ch
es
.
”
T
h
e
s
tu
d
en
ts
p
r
o
v
id
e
d
r
ec
o
m
m
en
d
atio
n
s
f
o
r
e
n
h
an
cin
g
th
e
ir
E
n
g
lis
h
p
r
esen
tatio
n
in
f
o
u
r
p
r
im
ar
y
d
o
m
ain
s
:
ass
es
s
m
en
t,
em
o
tio
n
al
s
u
p
p
o
r
t,
v
id
e
o
in
p
u
t
f
r
o
m
v
ar
io
u
s
g
en
r
es,
an
d
m
o
r
e
ap
p
licab
le
ex
er
cises
.
Stu
d
en
ts
in
d
icate
d
th
at
th
e
y
r
eq
u
ir
ed
au
th
o
r
itativ
e
an
d
in
s
t
r
u
ctiv
e
teac
h
e
r
ass
ess
m
en
t;
s
elf
-
ass
ess
m
en
t
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
1
7
4
-
5
1
8
6
5182
ass
es
s
m
en
t
f
r
o
m
th
e
a
p
p
p
latf
o
r
m
wer
e
also
b
e
n
ef
icial.
I
t
w
as
d
is
co
v
er
ed
th
r
o
u
g
h
th
e
in
te
r
v
iews
th
at
s
tu
d
en
ts
an
ticip
ate
en
co
u
r
a
g
em
en
t
f
r
o
m
th
eir
in
s
tr
u
cto
r
s
an
d
ap
p
r
e
ciate
it
wh
en
in
s
tr
u
cto
r
s
in
teg
r
ate
E
n
g
lis
h
v
id
eo
s
,
am
o
n
g
o
th
e
r
m
ater
ials
,
i
n
to
th
e
c
u
r
r
icu
l
u
m
.
A
d
d
itio
n
all
y
,
s
tu
d
en
ts
ar
ticu
lated
a
d
e
s
ir
e
f
o
r
in
cr
ea
s
ed
o
p
p
o
r
tu
n
ities
f
o
r
p
r
esen
tatio
n
s
,
co
n
ten
d
i
n
g
th
at
e
n
g
ag
in
g
in
d
is
cu
s
s
io
n
s
p
er
tain
in
g
to
tr
en
d
in
g
s
u
b
jects,
p
er
s
o
n
al
in
ter
ests
,
th
ea
tr
ical
p
r
o
d
u
ctio
n
s
,
a
n
d
s
o
f
twar
e
ca
n
e
n
h
an
ce
o
v
er
all
E
n
g
lis
h
p
r
o
f
icien
cy
.
T
h
e
r
esu
lts
o
f
t
h
e
s
tu
d
y
s
h
o
w
th
at
E
n
g
lis
h
teac
h
er
s
ar
e
v
er
y
willin
g
to
i
m
p
r
o
v
e
teac
h
in
g
ef
f
ec
tiv
en
ess
th
r
o
u
g
h
POA,
an
d
s
tu
d
e
n
ts
h
av
e
a
s
tr
o
n
g
d
esire
to
im
p
r
o
v
e
t
h
eir
E
n
g
l
is
h
s
p
o
k
en
ab
ilit
y
.
C
o
n
s
id
er
in
g
th
e
ac
tu
al
n
ee
d
s
o
f
s
tu
d
en
ts
in
th
e
p
r
o
ce
s
s
o
f
E
n
g
lis
h
lear
n
in
g
,
th
e
r
esear
ch
er
s
d
eter
m
in
ed
th
e
p
r
o
d
u
ctio
n
g
o
als
o
f
teac
h
i
n
g
d
esig
n
u
s
in
g
POA,
wh
ich
is
v
er
y
im
p
o
r
tan
t
in
th
is
s
tu
d
y
.
B
ec
au
s
e
m
o
d
u
le
d
esig
n
b
ased
o
n
t
h
e
m
o
s
t
p
r
a
ctica
l
s
p
ec
if
ic
n
ee
d
s
o
f
s
tu
d
en
ts
co
m
b
in
ed
with
o
u
tp
u
t
g
o
al
s
co
n
tr
ib
u
tes
to
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
d
esig
n
.
T
h
e
n
ee
d
s
ex
p
r
ess
ed
b
y
s
tu
d
e
n
ts
m
ain
ly
f
o
cu
s
o
n
g
r
am
m
atica
l
er
r
o
r
s
,
lack
o
f
v
o
ca
b
u
lar
y
,
E
n
g
lis
h
p
r
esen
tatio
n
s
k
ills
an
d
p
r
o
n
u
n
ciatio
n
p
r
o
b
lem
s
in
th
e
p
r
o
ce
s
s
o
f
o
r
al
E
n
g
lis
h
.
Stu
d
en
ts
also
ex
p
r
ess
th
e
h
o
p
e
o
f
g
ettin
g
em
o
tio
n
al
s
u
p
p
o
r
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Stu
d
en
ts
p
r
ef
er
r
e
d
th
e
way
to
im
p
r
o
v
e
b
y
p
r
ac
tical
ex
er
cises
with
s
u
p
p
o
r
t
b
y
th
e
ass
e
s
s
m
en
t
an
d
d
iv
er
s
if
ied
teac
h
in
g
m
ater
ials
b
o
th
o
n
lin
e
an
d
o
f
f
lin
e.
T
h
eir
p
r
ef
er
en
ce
o
f
m
o
r
e
o
p
p
o
r
tu
n
ities
ar
e
clo
s
ely
lin
k
ed
to
th
e
p
r
ev
io
u
s
s
tu
d
ies
[5
9
]
.
T
h
is
f
in
d
i
n
g
h
elp
s
teac
h
er
s
to
g
r
asp
s
tu
d
en
ts
’
r
ea
l
n
ee
d
s
f
r
o
m
a
m
ac
r
o
p
e
r
s
p
ec
tiv
e
wh
en
d
esig
n
i
n
g
o
r
al
E
n
g
lis
h
te
ac
h
in
g
f
o
r
ap
p
lied
u
n
d
er
g
r
ad
u
ate
u
n
iv
er
s
ities
in
C
h
in
a
u
s
in
g
th
e
POA,
an
d
to
f
in
d
ass
ess
in
g
s
am
p
les an
d
ass
ess
in
g
f
o
cu
s
es m
o
r
e
s
cien
tific
ally
b
ased
o
n
s
tu
d
en
ts
’
tr
ial
p
r
o
d
u
ctio
n
in
th
e
m
o
tiv
atin
g
p
r
o
ce
d
u
r
e
,
th
er
eb
y
i
m
p
r
o
v
i
n
g
s
tu
d
en
ts
’
ef
f
ec
tiv
en
ess
in
lear
n
in
g
o
r
al
E
n
g
lis
h
.
I
t
also
p
r
o
v
id
es
a
ce
r
tain
r
ef
er
en
ce
f
o
r
teac
h
er
s
to
u
s
e
POA
m
o
d
u
le
in
o
r
al
E
n
g
lis
h
teac
h
in
g
b
ased
o
n
th
e
n
ee
d
s
an
aly
s
is
in
th
is
r
e
s
ea
r
ch
.
T
ea
ch
in
g
u
s
in
g
POA
r
eq
u
ir
es
teac
h
er
s
to
p
lay
a
s
ca
f
f
o
ld
i
n
g
r
o
le
ac
co
r
d
in
g
to
task
r
eq
u
ir
e
m
en
ts
a
n
d
s
tu
d
en
t
g
ap
s
to
f
ac
ilit
ate
th
e
co
m
p
letio
n
o
f
p
r
o
d
u
ctio
n
task
s
[
11
]
.
Un
d
er
s
tan
d
in
g
s
tu
d
e
n
t
n
ee
d
s
ca
n
m
o
r
e
ac
cu
r
ately
id
en
tify
s
tu
d
en
t
p
r
o
d
u
ctio
n
g
a
p
s
.
Als
o
,
th
e
r
esear
ch
f
o
cu
s
ed
o
n
th
e
T
SC
A
ap
p
lied
in
s
p
ea
k
in
g
class
m
ee
ts
th
e
n
ee
d
s
o
f
ap
p
ly
in
g
th
e
T
SC
A
in
o
th
er
f
o
r
m
s
o
f
p
r
o
d
u
cti
o
n
e
x
c
ep
t
wr
itin
g
[
9
]
.
I
t
is
h
elp
f
u
l
t
o
f
u
r
t
h
er
e
x
p
lo
r
e
th
e
s
tep
s
an
d
f
r
am
ew
o
r
k
o
f
t
h
e
ap
p
licatio
n
o
f
T
SC
A
in
E
n
g
lis
h
s
p
ea
k
in
g
class
.
I
n
s
u
m
m
ar
y
,
f
r
o
m
th
e
in
ter
v
iews,
s
tu
d
en
ts
’
n
ee
d
s
in
E
n
g
lis
h
s
p
ea
k
in
g
m
ain
ly
in
clu
d
e
t
h
e
n
ee
d
to
im
p
r
o
v
e
E
n
g
lis
h
lin
g
u
is
tic
p
r
o
f
icien
cy
,
th
e
n
ee
d
to
im
p
r
o
v
e
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
th
e
n
ee
d
f
o
r
d
iv
er
s
if
ied
teac
h
in
g
r
eso
u
r
ce
s
an
d
teac
h
in
g
m
eth
o
d
s
in
th
e
teac
h
in
g
p
r
o
ce
s
s
.
C
h
in
ese
s
tu
d
en
ts
’
p
r
o
n
u
n
ciatio
n
an
d
in
to
n
atio
n
ar
e
n
o
t
s
u
f
f
icien
tly
g
en
u
in
e
d
u
e
to
th
e
ab
s
en
ce
o
f
au
th
en
tic
lan
g
u
ag
e
co
n
te
x
ts
d
u
r
in
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
s
tu
d
en
ts
o
f
ten
e
x
p
er
ien
ce
an
x
iety
d
u
r
in
g
E
n
g
lis
h
p
r
esen
tatio
n
s
,
as
th
ey
a
r
e
af
r
ai
d
o
f
lo
s
in
g
wo
r
d
s
an
d
lo
s
in
g
f
ac
e
in
f
r
o
n
t
o
f
s
tu
d
en
ts
.
Fu
r
th
e
r
m
o
r
e,
s
tu
d
en
ts
f
r
eq
u
e
n
tly
h
a
v
e
a
d
ef
icien
cy
in
lo
g
ical
o
r
g
an
izatio
n
a
n
d
co
h
er
en
ce
in
th
eir
E
n
g
lis
h
o
r
al
co
m
m
u
n
ic
atio
n
ab
ilit
ies,
an
d
th
eir
u
s
e
o
f
s
tr
ateg
ies
s
u
ch
as
n
o
n
v
e
r
b
al
c
u
es
an
d
ey
e
co
n
t
ac
t
n
ee
d
en
h
a
n
ce
m
en
t.
I
n
th
e
n
ex
t
d
esig
n
p
h
ase,
teac
h
e
r
s
n
ee
d
to
f
o
c
u
s
o
n
s
tu
d
en
ts
’
n
ee
d
s
,
ca
r
r
y
o
u
t
s
c
ien
tific
d
esig
n
in
a
tar
g
eted
m
an
n
er
,
an
d
b
etter
s
tr
en
g
th
e
n
E
n
g
lis
h
lan
g
u
ag
e
ex
p
r
ess
io
n
.
4.
CO
NCLU
SI
O
N
I
n
s
u
m
m
ar
y
,
E
n
g
lis
h
teac
h
er
s
an
d
s
tu
d
en
ts
h
av
e
p
o
s
itiv
e
v
iews
o
n
th
e
d
ev
elo
p
m
en
t
o
f
a
PO
A
m
o
d
u
le.
I
t
was
also
in
d
icate
d
th
at
b
o
th
p
ar
ties
–
teac
h
er
s
a
n
d
s
tu
d
en
ts
ar
e
willin
g
to
co
m
m
it
in
im
p
r
o
v
in
g
s
p
ea
k
in
g
p
e
r
f
o
r
m
an
ce
,
p
ar
tic
u
lar
ly
in
p
r
esen
tatio
n
s
.
W
h
ile
teac
h
er
s
ar
e
willin
g
t
o
m
ak
e
n
ew
attem
p
ts
,
s
tu
d
en
ts
ar
e
also
willin
g
to
ac
tiv
ely
p
ar
ticip
ate
in
th
e
e
x
p
er
ien
ce
t
o
im
p
r
o
v
e
th
eir
s
p
o
k
en
E
n
g
lis
h
.
T
h
e
y
ex
p
r
ess
ed
p
o
s
itiv
e
in
ter
est
an
d
b
eliev
ed
th
at
th
e
d
e
v
elo
p
m
e
n
t
o
f
th
is
m
o
d
u
le
wo
u
ld
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
im
p
r
o
v
in
g
s
p
o
k
en
E
n
g
lis
h
.
S
in
ce
s
tu
d
en
ts
h
av
e
n
o
t
e
x
p
er
i
en
ce
d
POA
in
E
n
g
lis
h
lear
n
i
n
g
b
e
f
o
r
e,
teac
h
er
s
n
ee
d
to
ex
p
lain
t
h
e
b
asic
co
n
c
ep
ts
an
d
d
esig
n
s
o
f
POA
b
ef
o
r
e
teac
h
in
g
,
s
o
as
to
h
elp
th
e
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
p
u
r
p
o
s
e
o
f
ea
c
h
ac
tiv
ity
d
e
s
ig
n
an
d
en
h
an
ce
th
e
p
r
o
d
u
cti
o
n
ef
f
ec
t.
T
h
e
d
ev
elo
p
m
en
t
o
f
m
o
r
e
s
cien
tific
m
o
d
u
les
to
en
h
an
ce
le
ar
n
in
g
o
u
tc
o
m
es
will
b
e
f
ac
ili
tated
b
y
an
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
g
en
u
in
e
n
ee
d
s
o
f
s
tu
d
en
ts
in
E
n
g
lis
h
p
r
esen
tatio
n
.
T
h
is
s
tu
d
y
m
ee
t
s
th
e
n
ee
d
s
an
aly
s
is
o
f
d
ev
elo
p
in
g
a
teac
h
in
g
m
o
d
u
le
f
o
r
th
e
POA
ass
es
s
in
g
p
r
o
ce
d
u
r
e.
T
h
e
an
aly
s
is
r
esu
lts
s
h
o
w
th
at
C
h
in
ese
co
lleg
e
s
tu
d
en
ts
d
o
h
av
e
d
if
f
icu
lties
in
ex
p
r
ess
io
n
in
th
e
p
r
o
ce
s
s
o
f
lea
r
n
in
g
s
p
o
k
en
E
n
g
lis
h
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
th
is
teac
h
in
g
m
o
d
u
le
will
g
i
v
e
E
n
g
lis
h
teac
h
er
s
a
n
ew
u
n
d
e
r
s
tan
d
in
g
o
f
o
r
al
E
n
g
lis
h
teac
h
i
n
g
an
d
s
tim
u
late
s
tu
d
en
ts
’
in
ter
e
s
t
in
lear
n
in
g
o
r
al
E
n
g
lis
h
.
I
n
th
e
d
esig
n
p
r
o
ce
s
s
,
th
e
r
esear
ch
er
s
will
ca
r
ef
u
lly
co
n
s
id
er
th
e
r
ea
l
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
p
r
o
m
o
te
th
e
ef
f
ec
tiv
en
ess
o
f
E
n
g
lis
h
teac
h
in
g
.
Alth
o
u
g
h
th
e
r
esear
ch
b
ac
k
g
r
o
u
n
d
is
C
h
in
ese
s
tu
d
e
n
ts
,
it
also
h
as
a
ce
r
tain
b
r
o
a
d
ca
s
tin
g
ef
f
ec
t
o
n
t
h
e
ap
p
licatio
n
o
f
POA.
T
h
e
im
p
licatio
n
s
o
f
th
e
s
tu
d
y
ar
e
:
f
ir
s
t,
f
o
r
teac
h
er
s
,
th
e
m
o
d
u
le
ca
n
b
e
u
s
ed
b
y
o
th
er
E
n
g
lis
h
teac
h
er
s
an
d
h
elp
s
th
em
to
teac
h
s
p
o
k
en
E
n
g
lis
h
class
.
Seco
n
d
,
f
o
r
s
tu
d
en
ts
,
th
e
r
esear
ch
p
r
o
v
id
es
i
n
s
ig
h
ts
f
o
r
en
h
an
cin
g
th
e
s
tu
d
en
ts
’
E
n
g
lis
h
p
r
esen
tatio
n
s
k
ills
d
ev
elo
p
m
e
n
t
to
m
ee
t
th
e
cu
r
r
icu
l
u
m
s
tan
d
a
r
d
s
.
T
h
i
r
d
,
f
o
r
teac
h
er
t
r
ain
er
,
th
ey
ca
n
ef
f
ec
tiv
ely
u
s
e
POA
an
d
ex
p
an
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DATA AV
AI
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[
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HI
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,
upon
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wh
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co
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m
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ar
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estrictio
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RE
F
E
R
E
NC
E
S
[
1
]
W
.
C
h
e
n
a
n
d
W
.
Y
u
,
“
A
C
a
se
S
t
u
d
y
o
f
I
mp
l
e
m
e
n
t
i
n
g
a
n
E
n
g
l
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sh
-
s
p
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a
k
i
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g
C
o
u
r
se
i
n
C
h
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n
a
,
”
Pr
o
c
e
d
i
a
-
S
o
c
i
a
l
a
n
d
Be
h
a
v
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a
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c
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e
n
c
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s
,
2
0
1
3
,
v
o
l
.
9
2
,
p
p
.
1
5
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,
d
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:
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1
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1
6
/
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.
s
b
s
p
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o
.
2
0
1
3
.
0
8
.
6
5
2
.
[
2
]
S
.
A
mo
a
h
a
n
d
J.
Y
e
b
o
a
h
,
“
T
h
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a
k
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d
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f
f
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h
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EFL
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e
a
r
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e
r
s
a
n
d
t
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r
m
o
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i
v
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sp
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t
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n
g
l
i
s
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l
a
n
g
u
a
g
e
,
”
J
o
u
r
n
a
l
o
f
L
a
n
g
u
a
g
e
a
n
d
L
i
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g
u
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st
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c
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t
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s
,
v
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1
7
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n
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1
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p
p
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5
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6
9
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1
,
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0
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5
2
4
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j
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s.
4
.
[
3
]
Q
.
F
.
W
e
n
,
Pr
o
d
u
c
t
i
o
n
-
O
ri
e
n
t
e
d
A
p
p
r
o
a
c
h
:
D
e
v
e
l
o
p
i
n
g
a
T
h
e
o
r
y
o
f
Fo
re
i
g
n
L
a
n
g
u
a
g
e
E
d
u
c
a
t
i
o
n
w
i
t
h
C
h
i
n
e
se
Fe
a
t
u
res
.
B
e
i
j
i
n
g
:
F
o
r
e
i
g
n
La
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
R
e
se
a
r
c
h
P
r
e
ss
,
2
0
2
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.