I
n
t
e
r
n
at
io
n
al
Jou
r
n
al
of
A
d
van
c
e
s
i
n
A
p
p
li
e
d
S
c
ie
n
c
e
s
(
I
JA
A
S
)
V
ol
.
14
, N
o.
4
,
D
e
c
e
m
be
r
20
25
, pp.
1
192
~
1
199
I
S
S
N
:
2252
-
8814
,
D
O
I
:
10.11591/
ij
a
a
s
.
v
14
.
i
4
.
pp
1192
-
1199
1192
Jou
r
n
al
h
om
e
page
:
ht
tp
:
//
ij
aas
.i
ae
s
c
or
e
.c
om
In
ve
st
i
gat
i
n
g r
e
l
at
i
on
sh
i
p
s
b
e
t
w
e
e
n
r
e
ad
i
n
g c
om
p
r
e
h
e
n
si
o
n
an
d
or
al
r
e
ad
i
n
g f
l
u
e
n
c
y t
h
r
ou
gh
AI
-
d
r
i
ve
n
t
ool
R
e
ad
i
n
g
P
r
ogr
e
ss
P
h
am
D
u
c
T
h
u
an
1
, P
h
am
T
h
i
T
am
2
1
D
e
pa
r
t
m
e
nt
of
F
or
e
i
gn L
a
ngua
ge
s
a
nd I
nf
or
m
a
t
i
on T
e
c
hnol
ogy, H
oa
L
u U
ni
v
e
r
s
i
t
y, N
i
nh B
i
nh, V
i
e
t
na
m
2
D
e
pa
r
t
m
e
nt
of
F
or
e
i
gn L
a
ngua
ge
s
, A
c
a
d
e
m
y of
F
i
na
nc
e
, H
a
N
oi
, V
i
e
t
na
m
A
r
t
ic
le
I
n
f
o
A
B
S
T
R
A
C
T
A
r
ti
c
le
h
is
to
r
y
:
R
e
c
e
iv
e
d
J
un 15, 2025
R
e
vi
s
e
d
O
c
t
5, 2025
A
c
c
e
pt
e
d
N
ov 4, 2025
This
study
investigates
the
relationship
between
reading
comprehensi
on
and
oral
reading
fluency
components
accuracy
and
rate
among
113
Vietn
amese
English
-
as
-
a
-
foreign
-
language
(EFL)
university
students
using
the
ar
tificial
intelligence
(AI)
-
powered
tool
Microsoft
Reading
P
rogress
.
Over
14
weeks,
students
engaged
in
weekly
oral
reading
and
comprehension
tasks
using
integrated
Microsoft
Teams
feature
s.
Fluency
metrics
(accur
acy
an
d
rate)
and
comprehension
scores
were
automatically
collected
and
analyzed
using
Pearso
n
corre
lation.
The
results
reve
aled
weak
but
statistic
ally
sign
ifica
nt
positive
correlations
between
reading
comprehension
and
accuracy
(r
=
.257,
p<
.01),
and
between
comp
rehension
and
rate
(r=
.289,
p<
.01),
suggestin
g
that
improvements
in
fluency
modestly
support
comprehension.
A
strong
correlatio
n
between
accuracy
and
rate
(r=
.765,
p<
.01)
was
also
obs
erved.
The
study
highlights
the
effectiveness
of
Reading
Progress
in
ca
pturing
fluency
data
and
promotin
g
self
-
paced
improvement.
However,
limitations
such
as
the
short
duration,
localized
sample,
and
constraints
of
accent
recognition
in
AI
-
based
speech
analysis
affect
the
generalizabilit
y
and
validity
of
results.
The
findings
support
the
pedagogical
integration
of
AI
tools
in
EFL
instruction
while
calling
for
future
research
with
larger
samples,
extended
timelines,
and
diversified
digital
tools
to
further
validate
and expand
on thes
e results
.
K
e
y
w
o
r
d
s
:
AI
-
dr
iv
e
n t
ool
O
r
a
l
r
e
a
di
ng f
lu
e
nc
y
R
e
a
di
ng c
om
pr
e
he
ns
io
n
R
e
a
di
ng pr
ogr
e
s
s
U
ni
ve
r
s
it
y s
tu
de
nt
s
This is an
open
acce
ss artic
le unde
r the
CC BY
-
SA
license.
C
or
r
e
s
pon
di
n
g A
u
th
or
:
P
ha
m
D
uc
T
hua
n
D
e
pa
r
tm
e
nt
of
F
or
e
ig
n L
a
ngua
ge
s
a
nd I
nf
or
m
a
ti
on T
e
c
hnol
ogy, Hoa
L
u U
ni
ve
r
s
it
y
X
ua
n T
ha
nh S
tr
e
e
t,
H
oa
L
u W
a
r
d, N
in
h B
in
h, V
ie
t
N
a
m
E
m
a
il
:
pdt
hua
n@
hl
uv.e
du.vn
1.
I
N
T
R
O
D
U
C
T
I
O
N
R
e
c
e
nt
s
tu
di
e
s
hi
ghl
ig
ht
th
e
tr
a
ns
f
or
m
a
ti
ve
r
ol
e
of
a
r
t
if
i
c
ia
l
in
t
e
ll
ig
e
nc
e
(
AI
)
in
la
ngua
ge
e
duc
a
ti
on
A
ls
hr
ie
de
h
a
nd
M
oha
m
m
e
d
[
1]
f
ound
th
a
t
A
I
pr
ogr
a
m
s
s
ig
ni
f
i
c
a
nt
ly
e
nha
nc
e
r
e
a
di
ng
s
ki
ll
s
a
m
ong
E
ngl
is
h
-
as
-
a
-
f
or
e
ig
n
-
la
ngua
ge
(
E
F
L
)
s
tu
de
nt
s
. S
im
il
a
r
ly
, A
n
e
t
a
l
.
[
2]
r
e
por
te
d t
ha
t
bot
h j
uni
or
a
nd s
e
ni
or
hi
gh s
c
hool
s
tu
de
nt
s
e
xhi
bi
t
pos
it
iv
e
be
ha
vi
or
a
l
in
te
nt
io
ns
to
w
a
r
d
us
in
g
A
I
in
s
e
c
ond
la
ngua
ge
le
a
r
ni
ng.
I
n
V
ie
tn
a
m
,
E
ngl
is
h
m
a
jo
r
s
ha
ve
a
lr
e
a
dy
ut
il
iz
e
d
A
I
to
ol
s
f
or
la
ngua
ge
le
a
r
ni
ng
a
nd
hol
d
f
a
vor
a
bl
e
a
tt
it
ude
s
to
w
a
r
d
th
e
i
r
a
ppl
ic
a
ti
on,
th
ough
c
on
c
e
r
ns
a
bout
im
pa
c
t
s
on
c
r
it
ic
a
l
th
in
ki
n
g
a
nd
f
ut
ur
e
c
a
r
e
e
r
s
p
e
r
s
is
t
[
3]
.
M
oul
ie
s
w
a
r
a
n
a
nd
K
um
a
r
[
4]
obs
e
r
ve
d
th
a
t
m
os
t
E
ngl
is
h
a
s
a
s
e
c
ond
la
ngua
ge
le
a
r
ne
r
s
pe
r
c
e
iv
e
A
I
-
pow
e
r
e
d
to
ol
s
pos
it
iv
e
ly
,
de
s
pi
te
is
s
ue
s
w
it
h
th
e
qua
li
ty
of
s
om
e
a
ppl
ic
a
ti
ons
.
T
e
a
c
h
e
r
s
a
ls
o
vi
e
w
A
I
a
s
b
e
ne
f
ic
ia
l
in
E
F
L
c
la
s
s
r
oom
s
,
not
in
g
it
s
pot
e
nt
ia
l
to
a
s
s
is
t
bot
h
te
a
c
hi
ng
a
nd
l
e
a
r
ni
ng
pr
oc
e
s
s
e
s
[
5]
.
O
ve
r
a
ll
,
A
I
te
c
hnol
ogi
e
s
a
r
e
in
c
r
e
a
s
in
gl
y
be
in
g
in
te
gr
a
te
d
in
to
la
ngua
g
e
e
duc
a
ti
on,
of
f
e
r
in
g
pe
r
s
ona
li
z
e
d
le
a
r
ni
ng
e
xp
e
r
ie
nc
e
s
a
nd
a
da
pt
iv
e
f
e
e
dba
c
k
[
6]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
A
dv A
ppl
S
c
i
I
S
S
N
:
2252
-
8814
I
nv
e
s
ti
gat
in
g r
e
la
ti
ons
hi
ps
be
t
w
e
e
n
r
e
adi
ng c
om
p
r
e
he
ns
io
n an
d or
al
r
e
adi
ng
…
(
P
ham
D
uc
T
huan
)
1193
R
e
a
di
ng
c
om
pr
e
he
ns
io
n
i
s
th
e
pr
oc
e
s
s
of
c
ons
tr
uc
ti
ng
m
e
a
ni
ng
f
r
om
te
xt
,
a
n
e
s
s
e
nt
ia
l
s
ki
ll
in
E
F
L
.
I
t
in
vol
ve
s
c
ogni
ti
ve
pr
oc
e
s
s
e
s
th
a
t
a
ll
ow
le
a
r
ne
r
s
to
de
c
o
de
a
nd
unde
r
s
ta
nd
te
xt
,
f
os
te
r
in
g
la
ngua
ge
a
c
qui
s
it
io
n
,
a
nd
a
c
a
de
m
ic
s
uc
c
e
s
s
[
7]
.
E
f
f
e
c
ti
ve
r
e
a
di
ng
c
om
pr
e
he
ns
io
n
s
uppor
ts
l
e
a
r
ne
r
s
in
bui
ld
in
g
voc
a
bul
a
r
y,
im
pr
ovi
ng
gr
a
m
m
a
ti
c
a
l
a
c
c
ur
a
c
y,
a
nd
e
nh
a
nc
in
g
ove
r
a
ll
la
ngua
ge
pr
of
ic
ie
nc
y
[
8]
.
I
n
E
F
L
c
ont
e
xt
s
,
c
om
pr
e
he
n
s
io
n
not
onl
y
a
id
s
li
ngui
s
ti
c
c
om
pe
te
nc
e
but
a
l
s
o
s
e
r
ve
s
a
s
a
br
id
ge
to
a
c
hi
e
vi
ng
a
c
a
de
m
ic
a
nd
pr
of
e
s
s
io
na
l
goa
l
s
[
9]
.
T
he
a
bi
li
ty
to
c
om
pr
e
he
n
d
te
xt
r
e
li
e
s
on
a
c
om
bi
na
ti
on
of
c
ogni
ti
ve
a
nd
li
ngui
s
ti
c
f
a
c
to
r
s
.
C
ogni
ti
ve
f
a
c
to
r
s
in
c
lu
de
w
or
ki
ng
m
e
m
or
y, pr
io
r
knowle
dge
,
a
nd
m
e
ta
c
ogni
ti
ve
s
tr
a
te
gi
e
s
,
w
hi
c
h
in
f
lu
e
nc
e
how
e
f
f
e
c
ti
ve
ly
le
a
r
ne
r
s
pr
oc
e
s
s
a
nd
r
e
ta
in
te
xt
ua
l
in
f
or
m
a
ti
on
[
10]
.
L
in
gui
s
ti
c
f
a
c
to
r
s
e
nc
om
pa
s
s
voc
a
bul
a
r
y
knowle
dge
,
gr
a
m
m
a
ti
c
a
l
c
om
pe
te
nc
e
,
a
nd
s
ynt
a
c
ti
c
a
w
a
r
e
ne
s
s
,
a
ll
of
w
hi
c
h
a
r
e
in
te
gr
a
l
to
in
te
r
pr
e
ti
ng
m
e
a
ni
ng
in
a
s
e
c
ond
la
ngua
g
e
[
11]
.
L
im
it
e
d
voc
a
bul
a
r
y
a
nd
in
s
uf
f
ic
ie
nt
gr
a
m
m
a
ti
c
a
l
unde
r
s
ta
ndi
ng
of
te
n
hi
nde
r
c
om
pr
e
he
ns
io
n
a
m
ong
E
F
L
le
a
r
n
e
r
s
[
12]
.
S
tu
di
e
s
ha
ve
hi
ghl
ig
ht
e
d
th
e
r
ol
e
o
f
te
c
hnol
ogy,
s
uc
h
a
s
A
I
-
pow
e
r
e
d
to
ol
s
,
in
s
c
a
f
f
ol
di
ng
th
e
s
e
f
a
c
t
or
s
by
pr
ovi
di
ng
in
di
vi
dua
li
z
e
d
f
e
e
dba
c
k
a
nd
a
da
pt
iv
e
l
e
a
r
ni
ng pa
th
w
a
ys
[
13]
, [
14]
.
O
r
a
l
r
e
a
di
ng
f
lu
e
nc
y
(
O
R
F
)
r
e
f
e
r
s
to
th
e
a
bi
li
ty
to
r
e
a
d
te
xt
a
lo
ud
a
c
c
ur
a
te
ly
,
a
t
a
n
a
ppr
opr
ia
te
r
a
te
,
a
nd
w
it
h
pr
ope
r
e
xpr
e
s
s
io
n.
T
he
s
e
c
om
pone
nt
s
a
c
c
ur
a
c
y,
r
a
te
,
a
nd
e
xpr
e
s
s
io
n
a
r
e
c
r
it
ic
a
l
in
di
c
a
to
r
s
o
f
f
lu
e
nc
y
a
nd
di
r
e
c
tl
y
in
f
lu
e
nc
e
c
om
pr
e
he
n
s
io
n
[
15]
.
A
c
c
ur
a
c
y
in
vol
ve
s
c
or
r
e
c
t
w
or
d
r
e
c
ogni
ti
on,
w
hi
c
h
m
in
im
iz
e
s
di
s
r
upt
io
ns
in
unde
r
s
t
a
ndi
ng
[
16]
.
R
e
a
di
ng
r
a
te
r
e
f
le
c
ts
th
e
s
pe
e
d a
t
w
hi
c
h
te
xt
i
s
pr
oc
e
s
s
e
d a
nd
is
a
s
s
oc
ia
t
e
d
w
it
h
e
f
f
ic
ie
nt
c
ogni
ti
ve
f
unc
ti
oni
ng
[
8]
.
E
xpr
e
s
s
io
n, or
pr
os
ody,
c
ont
r
ib
ut
e
s
to
th
e
in
te
r
pr
e
ti
ve
a
nd
e
m
ot
io
na
l
a
s
pe
c
ts
of
r
e
a
di
ng,
a
id
in
g
de
e
pe
r
c
om
pr
e
he
ns
io
n
[
17]
.
F
lu
e
nt
or
a
l
r
e
a
di
ng
br
id
ge
s
de
c
odi
ng
a
nd
c
om
pr
e
he
ns
io
n
by
e
na
bl
in
g
r
e
a
de
r
s
to
f
oc
us
on
c
ons
tr
uc
ti
n
g
m
e
a
ni
ng
r
a
th
e
r
th
a
n
s
tr
uggl
in
g
w
it
h
w
or
d
r
e
c
ogni
ti
on.
R
e
s
e
a
r
c
h
s
ugge
s
ts
a
s
tr
ong
c
or
r
e
la
ti
on
be
twe
e
n
O
R
F
a
nd
c
om
pr
e
he
n
s
io
n,
e
m
pha
s
iz
in
g
th
a
t
f
lu
e
nc
y
de
ve
lo
pm
e
nt
e
nha
nc
e
s
te
xt
unde
r
s
ta
ndi
ng
[
18]
.
T
ool
s
li
ke
M
ic
r
os
of
t
R
e
a
di
ng
P
r
ogr
e
s
s
f
a
c
il
it
a
te
f
lu
e
nc
y
by
e
n
a
bl
in
g
r
e
pe
a
te
d
r
e
a
di
ng
a
nd
pr
ovi
di
ng
r
e
a
l
-
ti
m
e
f
e
e
dba
c
k,
w
hi
c
h
im
pr
ove
s
a
c
c
ur
a
c
y
a
nd
pr
os
ody
ove
r
ti
m
e
[
19]
.
T
he
s
e
f
e
a
tu
r
e
s
a
li
gn
w
it
h
f
in
di
ngs
th
a
t
te
c
hnol
ogy
-
e
nha
n
c
e
d
in
te
r
ve
nt
io
ns
s
ig
ni
f
ic
a
nt
ly
be
ne
f
it
E
F
L
l
e
a
r
ne
r
s
’
f
lu
e
nc
y a
nd c
om
pr
e
he
ns
io
n outc
om
e
s
[
11]
.
U
nde
r
s
ta
ndi
ng
th
e
in
t
e
r
pl
a
y
be
twe
e
n
r
e
a
di
ng
c
om
pr
e
he
ns
io
n
a
nd
s
pe
c
if
ic
f
lu
e
nc
y
c
om
pone
nt
s
a
c
c
ur
a
c
y,
r
a
te
,
a
nd
e
xpr
e
s
s
io
n
is
c
r
uc
ia
l
f
or
de
ve
lo
pi
ng
e
f
f
e
c
t
iv
e
in
s
tr
uc
ti
ona
l
s
tr
a
te
gi
e
s
.
A
c
c
ur
a
c
y
e
ns
ur
e
s
c
or
r
e
c
t
w
or
d
r
e
c
ogni
ti
on,
r
a
te
r
e
f
le
c
ts
th
e
s
pe
e
d
of
r
e
a
di
ng,
a
nd
e
xpr
e
s
s
io
n
in
vol
ve
s
in
to
na
ti
on
a
nd
punc
tu
a
ti
on
in
te
r
pr
e
ta
ti
on
[
20
]
.
E
a
c
h
c
om
pone
nt
c
ont
r
ib
ut
e
s
to
ove
r
a
ll
r
e
a
di
ng
p
r
of
ic
ie
nc
y.
D
e
s
pi
te
th
e
ir
im
por
ta
nc
e
,
e
xpr
e
s
s
io
n
a
nd
it
s
in
f
lu
e
nc
e
on
c
om
pr
e
he
n
s
io
n
r
e
m
a
in
unde
r
e
xpl
or
e
d.
T
he
a
bi
li
ty
to
r
e
a
d
e
xpr
e
s
s
iv
e
ly
, na
vi
ga
ti
ng punc
tu
a
ti
on a
nd a
voi
di
ng monot
one
de
li
ve
r
y, s
ig
ni
f
ic
a
nt
ly
a
f
f
e
c
ts
c
om
pr
e
he
ns
io
n by
he
lp
in
g
r
e
a
de
r
s
c
onve
y
a
nd
in
te
r
na
li
z
e
m
e
a
ni
ng
[
21]
.
A
I
-
pow
e
r
e
d
to
ol
s
li
ke
r
e
a
di
ng
p
r
ogr
e
s
s
a
r
e
w
e
ll
-
e
qui
ppe
d
to
a
na
ly
z
e
th
e
s
e
nua
nc
e
d
e
le
m
e
nt
s
,
of
f
e
r
in
g
in
s
ig
ht
s
in
to
th
e
ir
r
ol
e
in
c
om
pr
e
he
n
s
io
n.
Y
e
n
[
22]
e
m
pha
s
iz
e
s
th
e
ne
e
d
f
or
to
ol
s
th
a
t
a
s
s
e
s
s
bot
h
f
lu
e
nc
y
a
n
d
s
il
e
nt
r
e
a
di
ng
s
ki
ll
s
to
de
ve
lo
p
a
hol
is
ti
c
unde
r
s
ta
ndi
ng
of
r
e
a
di
ng
a
bi
li
ti
e
s
.
A
lt
hough
s
ig
ni
f
ic
a
nt
r
e
s
e
a
r
c
h
ha
s
be
e
n
c
ondu
c
te
d
on
th
e
r
e
la
ti
ons
hi
p
be
twe
e
n
r
e
a
di
ng
c
om
pr
e
he
ns
io
n
a
nd
f
lu
e
nc
y,
th
e
r
e
i
s
li
m
it
e
d
e
xpl
or
a
ti
on
of
how
A
I
-
pow
e
r
e
d
to
ol
s
c
a
n
e
va
lu
a
te
a
nd
e
nha
n
c
e
th
is
r
e
la
ti
ons
hi
p.
M
os
t
e
xi
s
ti
ng
s
tu
di
e
s
f
oc
us
on
tr
a
di
ti
ona
l
a
s
s
e
s
s
m
e
nt
m
e
th
od
s
or
is
ol
a
te
d
s
ki
ll
im
pr
ove
m
e
nt
[
23]
,
[
24]
.
I
n
th
e
V
i
e
tn
a
m
e
s
e
E
F
L
c
ont
e
xt
,
w
he
r
e
te
c
hnol
ogi
c
a
l
in
te
gr
a
ti
on
is
r
e
la
ti
ve
ly
na
s
c
e
nt
,
th
e
r
ol
e
of
to
ol
s
li
ke
R
e
a
di
ng
P
r
ogr
e
s
s
in
a
s
s
e
s
s
in
g
a
nd
f
os
t
e
r
in
g
th
e
s
e
s
ki
ll
s
r
e
m
a
in
s
unde
r
e
xpl
or
e
d [
3]
.
N
um
e
r
ous
s
tu
di
e
s
ha
ve
e
s
ta
bl
is
h
e
d
a
s
tr
ong
c
or
r
e
la
ti
on
be
twe
e
n
r
e
a
di
ng
c
om
pr
e
he
n
s
io
n
a
nd
or
a
l
r
e
a
di
ng
f
lu
e
nc
y.
F
lu
e
nc
y
c
om
pone
nt
s
,
s
uc
h
a
s
a
c
c
ur
a
c
y,
r
a
t
e
,
a
nd
pr
os
ody,
di
r
e
c
tl
y
in
f
lu
e
nc
e
a
r
e
a
de
r
’
s
a
bi
li
ty
to
c
ons
tr
uc
t
m
e
a
ni
ng
f
r
om
te
xt
[
8]
,
[
15]
.
P
e
y
e
t
al
.
[
8]
de
m
ons
tr
a
te
d
th
a
t
E
S
L
le
a
r
ne
r
s
w
ho
e
xhi
bi
te
d
hi
ghe
r
f
lu
e
nc
y
r
a
te
s
w
e
r
e
m
or
e
a
de
pt
a
t
c
om
pr
e
he
ndi
ng
c
om
pl
e
x
te
xt
s
,
unde
r
s
c
or
in
g
th
e
r
e
c
ip
r
oc
a
l
n
a
tu
r
e
of
th
e
s
e
s
ki
ll
s
.
P
a
ig
e
[
18]
hi
ghl
ig
ht
e
d
th
a
t
f
lu
e
nc
y
s
uppor
ts
a
ut
om
a
ti
c
it
y
in
w
or
d
r
e
c
ogni
ti
on,
f
r
e
e
in
g
c
ogni
t
iv
e
r
e
s
our
c
e
s
f
or
c
om
pr
e
he
n
s
io
n.
T
h
e
s
e
f
in
di
ngs
e
m
pha
s
iz
e
th
e
im
por
ta
nc
e
of
in
te
gr
a
ti
ng
f
lu
e
nc
y
-
f
oc
us
e
d
pr
a
c
ti
c
e
s
t
o e
nha
nc
e
c
om
pr
e
he
ns
io
n outc
om
e
s
i
n E
F
L
l
e
a
r
ni
ng.
AI
-
pow
e
r
e
d
to
ol
s
ha
ve
e
m
e
r
ge
d
a
s
tr
a
n
s
f
or
m
a
ti
ve
s
ol
ut
io
ns
f
or
e
va
lu
a
ti
ng
a
nd
e
nha
n
c
in
g
r
e
a
di
ng
s
ki
ll
s
.
M
ic
r
os
of
t
R
e
a
di
ng
P
r
ogr
e
s
s
,
in
pa
r
ti
c
ul
a
r
,
a
ut
om
a
te
s
th
e
a
s
s
e
s
s
m
e
nt
of
f
lu
e
nc
y
c
om
pone
nt
s
,
of
f
e
r
in
g
de
ta
il
e
d
f
e
e
dba
c
k
on
a
c
c
ur
a
c
y,
r
a
te
,
a
nd
e
xpr
e
s
s
io
n
[
17]
,
[
2
5]
.
A
la
hm
a
di
[
26
]
f
ound
th
a
t
us
in
g
R
e
a
di
ng
P
r
ogr
e
s
s
s
ig
ni
f
ic
a
nt
ly
im
pr
ove
d
S
a
udi
E
F
L
le
a
r
ne
r
s
’
or
a
l
r
e
a
di
ng
pe
r
f
or
m
a
nc
e
,
s
ugge
s
ti
ng
it
s
e
f
f
ic
a
c
y
in
f
os
te
r
in
g
bot
h
f
lu
e
nc
y
a
nd
c
om
pr
e
he
n
s
io
n.
T
he
s
e
to
ol
s
le
v
e
r
a
ge
a
dva
nc
e
d
s
pe
e
c
h
r
e
c
ogni
ti
on
te
c
hnol
ogy
to
pr
ovi
de
r
e
a
l
-
ti
m
e
, pe
r
s
ona
li
z
e
d f
e
e
dba
c
k, e
na
bl
in
g l
e
a
r
ne
r
s
t
o a
ddr
e
s
s
s
pe
c
if
ic
c
ha
ll
e
ng
e
s
i
nde
pe
nde
nt
ly
[
19]
.
A
ddi
ti
ona
ll
y,
th
e
y
f
a
c
il
it
a
te
r
e
pe
a
te
d
r
e
a
di
ng
pr
a
c
ti
c
e
s
,
w
hi
c
h
a
r
e
pr
ove
n
to
e
nha
nc
e
f
lu
e
nc
y
a
nd
c
om
pr
e
he
ns
io
n
[
11]
,
[
14]
.
W
hi
le
th
e
a
dva
nt
a
g
e
s
of
A
I
to
ol
s
a
r
e
e
vi
de
nt
,
c
ha
ll
e
ng
e
s
p
e
r
s
is
t.
S
pe
e
c
h
r
e
c
ogni
ti
on
a
lg
or
it
hm
s
m
a
y
s
tr
uggl
e
w
it
h
a
c
c
e
nt
s
a
nd
pr
o
nunc
ia
ti
on
va
r
ia
ti
ons
,
pot
e
nt
ia
ll
y
le
a
di
ng
to
in
a
c
c
ur
a
te
a
s
s
e
s
s
m
e
nt
s
[
13]
.
A
c
c
e
s
s
ib
il
it
y
is
s
ue
s
,
pa
r
ti
c
ul
a
r
ly
in
unde
r
-
r
e
s
our
c
e
d
r
e
gi
ons
,
f
ur
th
e
r
c
om
pl
ic
a
te
th
e
in
te
gr
a
ti
on
of
s
uc
h
te
c
hnol
ogi
e
s
in
e
duc
a
ti
ona
l
s
e
tt
in
gs
[
27
]
.
D
e
s
pi
te
th
e
s
e
li
m
it
a
ti
ons
,
th
e
gr
ow
in
g
body
of
r
e
s
e
a
r
c
h unde
r
s
c
or
e
s
t
h
e
pot
e
nt
ia
l
of
A
I
t
ool
s
t
o r
e
vol
ut
io
ni
z
e
l
a
ngua
ge
l
e
a
r
ni
ng a
nd a
s
s
e
s
s
m
e
nt
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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1194
R
e
s
e
a
r
c
h
on
th
e
a
ppl
ic
a
ti
on
of
A
I
to
ol
s
in
V
ie
tn
a
m
e
s
e
E
F
L
c
o
nt
e
xt
s
r
e
m
a
in
s
li
m
it
e
d.
W
hi
le
s
tu
di
e
s
s
uc
h
a
s
T
hua
n
[
28]
a
nd
V
a
n
e
t
al
.
[
29]
ha
ve
e
xpl
or
e
d
te
c
hnol
ogy
-
e
nha
nc
e
d
le
a
r
ni
ng
in
V
ie
tn
a
m
,
f
e
w
ha
ve
s
pe
c
if
ic
a
ll
y
e
x
a
m
in
e
d
th
e
us
e
of
A
I
-
pow
e
r
e
d
to
ol
s
li
ke
R
e
a
di
n
g
P
r
ogr
e
s
s
.
T
hi
s
ga
p
i
s
pa
r
ti
c
ul
a
r
ly
s
ig
ni
f
ic
a
nt
gi
ve
n
th
e
uni
que
li
ngui
s
ti
c
a
nd
c
ul
tu
r
a
l
c
ha
ll
e
ng
e
s
f
a
c
e
d
b
y
V
ie
tn
a
m
e
s
e
E
F
L
le
a
r
ne
r
s
,
in
c
lu
di
ng
to
na
l
pr
onunc
ia
ti
on
a
nd
s
ynt
a
c
ti
c
di
f
f
e
r
e
nc
e
s
f
r
om
E
ngl
is
h
[
28]
.
A
ddi
ti
ona
ll
y,
m
os
t
e
xi
s
ti
ng
s
tu
di
e
s
f
oc
us
on
gl
oba
l
or
r
e
gi
ona
l
c
ont
e
xt
s
,
w
it
h
li
m
it
e
d
a
tt
e
nt
io
n
to
th
e
s
c
a
la
bi
li
ty
a
nd
a
c
c
e
s
s
ib
il
it
y
of
A
I
to
ol
s
in
V
ie
tn
a
m
e
s
e
e
duc
a
ti
ona
l
s
e
tt
in
gs
.
J
a
r
r
a
h
[
14]
e
m
pha
s
iz
e
d
th
e
ne
e
d
f
or
lo
c
a
li
z
e
d
r
e
s
e
a
r
c
h
to
a
ddr
e
s
s
th
e
s
e
c
ha
ll
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nge
s
,
a
dvoc
a
ti
ng
f
or
s
tu
di
e
s
th
a
t
e
xpl
or
e
th
e
in
te
gr
a
ti
on
of
A
I
to
ol
s
in
unde
r
-
r
e
s
our
c
e
d
e
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2.2.
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[
30]
,
[
31]
.
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pl
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32]
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33]
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ig
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1195
115
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ig
ur
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it
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tr
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s
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di
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s
s
ig
nm
e
nt
T
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bl
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2. L
is
t
of
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d
s
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Week
S
t
or
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N
um
be
r
of
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l
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on a
nd t
he
m
ous
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133
2
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ha
r
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t
or
t
oi
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74
3
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f
og a
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bone
84
4
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t
hi
r
s
t
y c
r
ow
74
5
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a
z
y J
ohn
75
6
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pe
s
60
7
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a
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a
s
s
hoppe
r
140
8
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ps
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(
P
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uc
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1197
M
ic
r
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of
t
R
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a
di
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P
r
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s
.
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w
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w
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S
uc
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w
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ps
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c
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c
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pl
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s
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c
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s
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oc
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s
s
a
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in
vi
te
f
ur
th
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r
c
ons
id
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r
a
ti
on
of
le
a
r
ne
r
va
r
ia
bl
e
s
,
te
xt
c
om
pl
e
xi
ty
,
a
nd
ta
s
k
de
s
ig
n.
T
he
s
ig
ni
f
ic
a
nc
e
of
th
e
s
e
c
or
r
e
la
ti
ons
a
li
gn
s
w
it
h
e
a
r
li
e
r
f
in
di
ngs
by
K
la
uda
a
nd
G
ut
hr
ie
[
20]
,
w
ho
r
e
por
te
d
th
a
t
e
a
c
h
c
om
pone
nt
of
f
lu
e
nc
y
c
ont
r
ib
ut
e
s
di
f
f
e
r
e
nt
ly
to
r
e
a
di
ng c
om
pr
e
he
ns
io
n.
S
im
il
a
r
ly
,
P
e
y
e
t
al
.
[
8]
e
m
pha
s
iz
e
d
th
e
im
por
ta
nc
e
of
bot
h
r
e
a
di
ng
r
a
te
a
nd
a
c
c
ur
a
c
y
in
s
uppor
ti
ng
E
S
L
l
e
a
r
ne
r
s
’
c
om
pr
e
he
ns
io
n. T
he
r
e
s
ul
ts
of
t
hi
s
s
tu
dy
r
e
in
f
or
c
e
t
he
i
de
a
t
ha
t
f
lu
e
nc
y a
nd c
om
pr
e
he
ns
io
n a
r
e
m
ut
ua
ll
y
s
uppor
ti
ve
,
w
it
h
r
a
te
a
nd
a
c
c
ur
a
c
y
e
nha
nc
in
g
r
e
a
de
r
s
'
a
bi
li
ty
to
pr
oc
e
s
s
te
xt
e
f
f
ic
ie
nt
ly
a
nd
unde
r
s
ta
nd
c
ont
e
nt
m
or
e
e
f
f
e
c
ti
ve
ly
.
H
ow
e
v
e
r
,
th
e
r
e
la
ti
ve
ly
lo
w
c
or
r
e
la
ti
on
va
lu
e
s
in
th
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tu
dy
c
ont
r
a
s
t
w
it
h
th
os
e
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por
te
d
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om
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pr
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vi
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w
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ks
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a
t
id
e
nt
if
ie
d
s
tr
onge
r
r
e
la
ti
ons
hi
ps
[
9]
,
[
18]
,
pos
s
ib
ly
due
to
c
ont
e
xt
ua
l
di
f
f
e
r
e
nc
e
s
in
le
a
r
ne
r
pr
of
ic
ie
nc
y
l
e
ve
ls
,
in
s
tr
uc
ti
ona
l
de
s
ig
n,
or
th
e
na
tu
r
e
of
th
e
A
I
to
ol
u
s
e
d.
A
pa
r
ti
c
ul
a
r
ly
s
tr
ong
c
or
r
e
la
ti
on
w
a
s
obs
e
r
ve
d
be
twe
e
n
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di
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r
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te
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nd
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c
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ur
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(
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,
hi
ghl
ig
ht
in
g
a
hi
gh
de
gr
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of
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te
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pe
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nc
e
be
twe
e
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e
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lu
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nc
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pone
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s
.
T
hi
s
s
uppor
ts
th
e
not
io
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th
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t
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a
de
r
s
w
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c
ogni
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ur
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te
ly
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ls
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ly
to
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d
a
t
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f
a
s
te
r
pa
c
e
.
A
s
H
uds
on
e
t
al
.
[
23]
a
nd
J
a
’
a
f
a
r
e
t
al
.
[
16
]
poi
nt
out
,
r
e
a
di
ng
r
a
te
a
nd
a
c
c
ur
a
c
y
of
te
n
de
ve
lo
p
s
im
ul
ta
ne
ous
ly
,
a
nd
im
pr
ove
m
e
nt
in
one
a
r
e
a
ty
pi
c
a
ll
y
r
e
in
f
or
c
e
s
th
e
ot
he
r
.
T
he
s
tr
ong
c
or
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la
ti
on
in
th
is
s
tu
dy
a
f
f
ir
m
s
th
a
t
R
e
a
di
ng P
r
ogr
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s
s
c
a
n
e
f
f
e
c
ti
ve
ly
c
a
pt
ur
e
t
hi
s
r
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la
ti
ons
hi
p t
hr
ou
gh i
ts
s
pe
e
c
h
a
na
ly
s
i
s
m
e
tr
ic
s
.
T
he
s
tu
dy
a
l
s
o
of
f
e
r
s
a
va
lu
a
bl
e
c
ont
r
ib
ut
io
n
to
th
e
li
te
r
a
t
ur
e
by
de
m
ons
tr
a
ti
ng
th
e
ut
il
it
y
of
R
e
a
di
ng
P
r
ogr
e
s
s
in
e
v
a
lu
a
ti
ng
r
e
a
di
ng
pe
r
f
or
m
a
nc
e
in
a
V
ie
tn
a
m
e
s
e
E
F
L
c
ont
e
xt
.
T
he
in
te
gr
a
ti
on
of
th
is
AI
-
ba
s
e
d
to
ol
e
na
bl
e
s
a
c
c
ur
a
te
a
nd
a
ut
om
a
ti
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tr
a
c
ki
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of
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y,
a
c
c
ur
a
c
y,
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pe
e
d
m
e
tr
ic
s
,
a
s
w
e
ll
a
s
s
e
a
m
le
s
s
c
onn
e
c
ti
on
to
c
om
pr
e
he
ns
io
n
t
a
s
ks
th
r
ough
M
ic
r
os
of
t
F
or
m
s
.
T
he
to
ol
’
s
de
s
ig
n
e
n
a
bl
e
d
th
e
r
e
s
e
a
r
c
he
r
s
to
c
ol
le
c
t
gr
a
nul
a
r
da
ta
ov
e
r
14
w
e
e
ks
,
f
a
c
il
it
a
ti
n
g
bot
h
f
or
m
a
ti
ve
a
nd
s
um
m
a
ti
ve
a
s
s
e
s
s
m
e
nt
s
.
T
hi
s
a
li
gn
s
w
it
h
f
in
di
ngs
f
r
om
A
la
hm
a
di
[
26]
,
w
ho
de
m
o
ns
tr
a
te
d
th
a
t
R
e
a
di
ng
P
r
ogr
e
s
s
s
ig
ni
f
ic
a
nt
ly
e
nha
nc
e
d
E
F
L
le
a
r
ne
r
s
’
or
a
l
r
e
a
di
ng
f
lu
e
nc
y
a
nd
c
om
pr
e
he
n
s
io
n
th
r
ough
r
e
pe
a
te
d
pr
a
c
ti
c
e
a
nd
im
m
e
di
a
t
e
f
e
e
dba
c
k.
I
m
por
ta
nt
ly
,
R
e
a
di
ng
P
r
og
r
e
s
s
pr
ove
d
e
f
f
e
c
ti
ve
in
r
e
duc
in
g
te
a
c
he
r
w
or
kl
oa
d
w
hi
le
in
c
r
e
a
s
in
g
di
a
gnos
ti
c
pr
e
c
is
io
n.
I
t
a
ll
ow
e
d
f
or
th
e
la
r
ge
-
s
c
a
le
a
na
ly
s
is
of
in
di
vi
dua
l
r
e
a
di
ng
pe
r
f
or
m
a
nc
e
s
a
nd
c
om
pr
e
he
ns
io
n
s
c
or
e
s
w
it
hout
e
xt
e
ns
iv
e
m
a
nua
l
gr
a
di
ng.
A
s
H
a
s
um
i
a
nd
C
hi
u
[
12]
a
nd
B
ur
ns
[
17]
not
e
,
s
uc
h
A
I
to
ol
s
s
uppor
t
pe
r
s
ona
li
z
e
d
in
s
tr
uc
ti
on
a
nd
e
nc
our
a
ge
le
a
r
ne
r
a
ut
onomy
th
r
ough
s
e
lf
-
m
oni
to
r
in
g
a
nd
it
e
r
a
ti
ve
im
pr
ove
m
e
nt
.
T
hi
s
s
tu
dy
a
f
f
ir
m
s
th
os
e
be
ne
f
it
s
,
pa
r
ti
c
ul
a
r
ly
in
unde
r
-
r
e
s
our
c
e
d
V
ie
tn
a
m
e
s
e
c
la
s
s
r
oom
s
w
h
e
r
e
pe
r
s
ona
li
z
e
d
s
uppor
t
is
of
te
n c
ons
tr
a
in
e
d by
c
la
s
s
s
iz
e
a
nd t
im
e
l
im
it
a
ti
ons
.
4.
C
O
N
C
L
U
S
I
O
N
T
he
AI
-
pow
e
r
e
d
R
e
a
di
ng
P
r
ogr
e
s
s
to
ol
ha
s
pr
ovi
d
e
d
v
a
lu
a
bl
e
in
s
ig
ht
in
to
th
e
r
e
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a
ti
on
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hi
p
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e
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e
e
n
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a
l
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l
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c
y
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nd
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om
pr
e
h
e
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s
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n
a
m
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ie
t
na
m
e
s
e
E
F
L
s
tu
de
nt
s
.
B
y
in
te
gr
a
ti
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a
ut
o
m
a
t
e
d
a
s
s
e
s
s
m
e
nt
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ur
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a
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s
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ngl
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s
h
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s
tr
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ti
on, t
he
s
tu
d
y
hi
gh
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ght
s
how
t
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m
pon
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on.
D
e
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pi
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of
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pl
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a
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n
d
br
oa
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a
ppl
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f
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ti
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m
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[
1]
A
.
A
l
s
hr
i
e
de
h
a
nd
R
.
M
oha
m
m
e
d,
“
T
he
e
f
f
e
c
t
of
a
n
a
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
pr
o
gr
a
m
on
E
F
L
s
t
ude
nt
s
on
r
e
a
di
ng
s
ki
l
t
he
e
f
f
e
c
t
o
f
a
n
a
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
pr
ogr
a
m
on
E
F
L
s
t
ude
nt
s
on
r
e
a
di
ng
s
ki
l
l
,”
I
l
k
og
r
e
t
i
m
O
nl
i
ne
-
E
l
e
m
e
nt
ar
y
E
duc
at
i
on
O
nl
i
ne
,
vol
.
20,
no. 5, pp. 1727
–
1731, 2021.
[
2]
X
.
A
n,
C
.
S
.
C
ha
i
,
Y
.
L
i
,
Y
.
Z
hou,
a
nd
B
.
Y
a
ng,
“
M
ode
l
i
ng
s
t
ude
nt
s
’
pe
r
c
e
pt
i
ons
of
a
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
a
s
s
i
s
t
e
d
l
a
ngua
g
e
l
e
a
r
ni
ng,”
C
om
put
e
r
A
s
s
i
s
t
e
d
L
anguage
L
e
ar
ni
ng
,
vol
.
38,
no.
5
–
6,
pp.
987
–
1008,
J
ul
.
2025,
doi
:
10.1080/
09588221.2023.2246519.
[
3]
T
.
X
.
N
guye
n,
“
E
ngl
i
s
h
m
a
j
or
s
’
pe
r
c
e
pt
i
ons
of
A
I
t
ool
a
ppl
i
c
a
t
i
on
i
n
E
ngl
i
s
h
l
a
ngua
ge
l
e
a
r
ni
ng
a
t
t
e
r
t
i
a
r
y
l
e
ve
l
i
n
V
i
e
t
na
m
,”
J
our
nal
of
K
now
l
e
dge
L
e
a
r
ni
ng and Sc
i
e
nc
e
T
e
c
hnol
ogy
, vol
. 3, no. 1, pp. 179
–
193, M
a
r
. 2024, doi
:
10.60087/
j
kl
s
t
.vol
3.n1.p193.
[
4]
N
.
M
oul
i
e
s
w
a
r
a
n
a
nd
P
.
N
.
S
.
K
um
a
r
,
“
I
nve
s
t
i
ga
t
i
ng
E
S
L
l
e
a
r
ne
r
s
’
pe
r
c
e
pt
i
o
n
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nd
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obl
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m
t
ow
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r
ds
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r
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f
i
c
i
a
l
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nt
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ge
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e
(
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I
)
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s
s
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s
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e
d
E
ngl
i
s
h
l
a
ngua
ge
l
e
a
r
ni
ng
a
nd
t
e
a
c
hi
ng,”
W
or
l
d
J
ou
r
nal
of
E
ngl
i
s
h
L
anguage
,
vol
.
13,
no.
5,
pp.
290
–
298,
A
pr
.
2023,
doi
:
10.5430/
w
j
e
l
.v13n5p290.
[
5]
D
.
T
.
Y
.
G
.
S
um
a
kul
, F
.
A
.
H
a
m
i
e
d,
a
nd
D
.
S
ukya
di
,
“
A
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
i
n
E
F
L
c
l
a
s
s
r
oom
s
:
f
r
i
e
nd
o
r
f
oe
?
,”
L
E
A
R
N
J
our
nal
:
L
anguage
E
duc
at
i
on and A
c
qui
s
i
t
i
on R
e
s
e
ar
c
h N
e
t
w
o
r
k
, vol
. 15, no. 1, pp. 232
–
256, 2022.
[
6]
J.
-
B
.
S
on,
N
.
K
.
R
už
i
ć
,
a
nd
A
.
P
hi
l
pot
t
,
“
A
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
t
e
c
hnol
ogi
e
s
a
n
d
a
ppl
i
c
a
t
i
ons
f
or
l
a
ngua
ge
l
e
a
r
ni
ng
a
nd t
e
a
c
hi
ng,”
J
our
nal
of
C
hi
na C
om
put
e
r
-
A
s
s
i
s
t
e
d L
anguage
L
e
a
r
ni
ng
, vol
. 5, no. 1, pp. 94
–
112, M
a
y 2025, doi
:
10.1515/
j
c
c
a
l
l
-
2023
-
0015.
[
7]
M
.
Á
.
-
C
a
ñi
z
o,
E
.
C
ue
va
,
F
.
C
ue
t
os
,
a
nd
P
.
S
.
-
C
oa
l
l
a
,
“
R
e
a
di
ng
f
l
ue
nc
y
a
nd
r
e
a
di
ng
c
om
pr
e
he
ns
i
on
i
n
S
pa
ni
s
h
s
e
c
onda
r
y
s
t
ude
nt
s
,”
P
s
i
c
ot
he
m
a
, vol
. 32, no. 1, pp. 75
–
83, F
e
b. 2020, doi
:
10.7334/
ps
i
c
ot
he
m
a
2019.196.
[
8]
K
.
C
.
P
e
y,
L
.
H
.
M
i
n,
a
nd
L
.
L
.
W
a
h,
“
R
e
l
a
t
i
ons
hi
p
be
t
w
e
e
n
or
a
l
r
e
a
di
ng
f
l
ue
nc
y
a
nd
r
e
a
di
ng
c
om
pr
e
he
ns
i
on
a
m
ong
E
S
L
s
t
ude
nt
s
,”
G
E
M
A
O
nl
i
ne
J
our
nal
of
L
anguage
St
udi
e
s
, vol
. 14, no. 3, pp. 19
–
3
2, S
e
p. 2014, doi
:
10.17576/
ge
m
a
-
2014
-
1403
-
02.
[
9]
W
.
G
a
o,
E
.
N
a
m
a
z
i
a
ndos
t
,
a
nd
M
.
A
.
A
.
D
.
A
bdul
a
a
l
,
“
C
or
r
e
c
t
i
on
t
o:
vi
s
ua
l
-
s
ynt
a
c
t
i
c
t
e
xt
f
or
m
a
t
t
i
ng:
de
ve
l
opi
ng
E
F
L
l
e
a
r
ne
r
s
’
r
e
a
di
ng
f
l
ue
nc
y
c
om
pone
nt
s
,”
J
our
nal
of
P
s
y
c
hol
i
ngui
s
t
i
c
R
e
s
e
ar
c
h
,
vol
.
51,
no.
3,
p.
681,
J
un.
2022,
doi
:
10.1007/
s
10936
-
021
-
09834
-
8.
[
10]
H
.
C
r
om
pt
on
a
nd
D
.
B
ur
ke
,
“
A
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
i
n
hi
ghe
r
e
duc
a
t
i
on:
t
he
s
t
a
t
e
of
t
he
f
i
e
l
d,”
I
nt
e
r
nat
i
onal
J
our
nal
o
f
E
duc
at
i
onal
T
e
c
hnol
ogy
i
n H
i
ghe
r
E
duc
at
i
on
, vol
. 20, no. 1, p. 22, A
pr
. 2023,
doi
:
10.1186/
s
41239
-
023
-
00392
-
8.
[
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C
.
M
.
C
he
n,
C
.
C
.
T
a
n,
a
nd
B
.
J
.
L
o,
“
F
a
c
i
l
i
t
a
t
i
ng
E
ngl
i
s
h
-
l
a
ngua
ge
l
e
a
r
ne
r
s
’
or
a
l
r
e
a
di
ng
f
l
ue
nc
y
w
i
t
h
di
gi
t
a
l
pe
n
t
e
c
hnol
ogy,”
I
nt
e
r
ac
t
i
v
e
L
e
ar
ni
ng E
nv
i
r
onm
e
nt
s
, vol
. 24, no. 1, pp. 96
–
118, J
a
n. 2016, doi
:
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10494820.2013.817442.
[
12]
T
.
H
a
s
um
i
a
nd
M
.
S
.
C
hi
u,
“
T
e
c
hnol
ogy
-
e
nha
nc
e
d
l
a
ngua
ge
l
e
a
r
ni
ng
i
n
E
ngl
i
s
h
l
a
ngua
ge
e
duc
a
t
i
on:
P
e
r
f
or
m
a
nc
e
a
na
l
ys
i
s
,
c
or
e
publ
i
c
a
t
i
ons
, a
nd e
m
e
r
gi
ng t
r
e
nds
,”
C
oge
nt
E
duc
at
i
on
, vol
. 11, no. 1, D
e
c
. 202
4, doi
:
10.1080/
2331186X
.2024.2346044.
[
13]
Z
.
N
.
G
ha
f
a
r
,
H
.
F
.
S
a
l
h,
M
.
A
.
A
bdul
r
a
hi
m
,
S
.
S
.
F
a
r
xha
,
S
.
F
.
A
r
f
,
a
nd
R
.
I
.
R
a
hi
m
,
“
T
he
r
ol
e
of
a
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
t
e
c
hnol
ogy
on
E
ngl
i
s
h
l
a
ngua
ge
l
e
a
r
ni
ng:
a
l
i
t
e
r
a
t
ur
e
r
e
vi
e
w
,”
C
anadi
an
J
o
ur
nal
of
L
anguage
and
L
i
t
e
r
at
ur
e
St
udi
e
s
,
vol
.
3,
no. 2, pp. 17
–
31, 2023, doi
:
10.53103/
c
j
l
l
s
.v3i
2.87.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
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nv
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e
la
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hi
ps
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w
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r
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adi
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om
p
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ns
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d or
al
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…
(
P
ham
D
uc
T
huan
)
1199
[
14]
M
.
A
.
M
.
J
a
r
r
a
h,
“
T
he
r
e
a
l
i
t
y
of
us
i
ng
t
he
a
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
-
ba
s
e
d
r
e
a
di
n
g
pr
ogr
e
s
s
t
ool
i
n
M
i
c
r
os
of
t
T
e
a
m
s
t
o
e
nha
nc
e
t
he
r
e
a
di
ng
s
ki
l
l
s
a
m
ong
E
ngl
i
s
h
l
a
ngua
ge
t
e
a
c
he
r
s
of
t
he
e
duc
a
t
i
on
de
pa
r
t
m
e
nt
i
n
J
a
z
a
n
r
e
gi
on
a
nd
t
he
obs
t
a
c
l
e
s
t
o
i
t
s
us
e
,”
E
duc
at
i
onal
Sc
i
e
nc
e
s
J
our
nal
, vol
. 32, no. 1, pp. 33
–
56, M
a
r
. 2024, doi
:
10.21608/
s
s
j
.2024.348017.
[
15]
A
.
F
e
l
t
on,
“
W
ha
t
i
s
r
e
a
di
ng
f
l
ue
nc
y?
,”
W
e
bM
D
,
2022
,
A
c
c
e
s
s
e
d:
O
c
t
.
14,
2023.
[
O
nl
i
ne
]
.
A
va
i
l
a
bl
e
:
ht
t
ps
:
/
/
w
w
w
.w
e
bm
d.c
om
/
br
a
i
n/
w
ha
t
-
is
-
r
e
a
di
ng
-
f
l
ue
nc
y.
[
16]
H
.
J
a
’
a
f
a
r
,
W
.
M
.
O
t
hm
a
n,
H
.
V
.
K
e
s
e
va
n,
a
nd
M
.
S
.
B
udi
,
“
E
nha
nc
i
ng
or
a
l
r
e
a
di
ng
f
l
ue
nc
y
t
hr
ough
c
om
put
e
r
a
s
s
i
s
t
e
d
r
e
pe
a
t
e
d
r
e
a
di
ng,”
A
s
i
an J
our
nal
of
U
ni
v
e
r
s
i
t
y
E
duc
at
i
on
, vol
. 17, no. 1, pp. 207
–
221, M
a
r
. 2021, doi
:
10.24191/
a
j
ue
.v17i
1.12618.
[
17]
M
.
B
ur
ns
,
“
R
e
a
di
ng
P
r
ogr
e
s
s
:
a
r
e
a
di
ng
f
l
ue
nc
y
a
pp
i
n
M
i
c
r
os
of
t
T
e
a
m
s
,”
C
l
as
s
T
e
c
h
T
i
ps
,
2021
,
A
c
c
e
s
s
e
d:
O
c
t
.
14,
2023
.
[
O
nl
i
ne
]
. A
va
i
l
a
bl
e
:
ht
t
ps
:
/
/
c
l
a
s
s
t
e
c
ht
i
ps
.
c
om
/
2021/
06/
01/
r
e
a
di
ng
-
pr
ogr
e
s
s
-
a
-
r
e
a
di
ng
-
f
l
ue
nc
y
-
a
pp
-
in
-
m
i
c
r
os
of
t
-
t
e
a
m
s
/
[
18]
D
.
D
.
P
a
i
ge
,
“
R
e
a
di
ng
f
l
ue
nc
y:
a
b
r
i
e
f
hi
s
t
or
y,
t
he
i
m
po
r
t
a
nc
e
of
s
uppor
t
i
ng
pr
oc
e
s
s
e
s
,
a
nd
t
he
r
ol
e
of
a
s
s
e
s
s
m
e
nt
,”
R
e
por
t
s
-
D
e
s
c
r
i
pt
i
v
e
,
N
or
t
he
r
n I
l
l
i
noi
s
U
ni
ve
r
s
i
t
y, 2020.
[
19]
S
.
M
a
ggi
n
a
nd
S
.
I
.
-
T
e
hr
a
ni
,
“
M
i
c
r
os
of
t
’
s
R
e
a
di
ng
pr
ogr
e
s
s
t
ool
:
ha
r
ne
s
s
i
ng
t
he
pot
e
nt
i
a
l
of
L
2
or
a
l
r
e
a
di
ng
a
s
s
i
gnm
e
nt
s
t
hr
ough
t
e
c
hnol
ogy,”
T
he
F
L
T
M
A
G
, 2023, doi
:
10.69732/
a
i
nu8118.
[
20]
S
.
L
.
K
l
a
uda
a
nd
J
.
T
.
G
ut
hr
i
e
,
“
R
e
l
a
t
i
ons
hi
ps
of
t
hr
e
e
c
om
pone
nt
s
of
r
e
a
di
ng
f
l
ue
nc
y
t
o
r
e
a
di
ng
c
om
pr
e
he
ns
i
on,”
J
our
nal
of
E
duc
at
i
onal
P
s
y
c
hol
ogy
, vol
. 100, no. 2, pp. 310
–
321, M
a
y 2008, doi
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0022
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0663.100.2.310.
[
21]
M
.
M
ol
e
nda
a
nd
I
.
G
r
a
ba
r
c
z
yk,
“
M
i
c
r
os
of
t
R
e
a
di
ng
P
r
ogr
e
s
s
a
s
C
A
P
T
t
ool
,”
R
e
s
e
ar
c
h
i
n
L
anguage
,
vol
.
20,
no.
2,
pp.
197
–
214,
D
e
c
. 2022, doi
:
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1731
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7533.20.2.05.
[
22]
T
. T
. N
. Y
ế
n, “
T
he
r
e
l
a
t
i
ons
hi
p b
e
t
w
e
e
n E
F
L
or
a
l
r
e
a
di
ng f
l
ue
nc
y a
nd
s
i
l
e
nt
r
e
a
di
ng f
l
ue
nc
y:
w
ha
t
c
a
n
a
s
pe
e
d r
e
a
di
ng
c
our
s
e
t
e
l
l
us
?
,”
T
e
s
l
-
Ej
, vol
. 25, no. 2, 2021.
[
23]
R
.
F
.
H
ud
s
on,
H
.
B
.
L
a
ne
,
a
nd
P
.
C
.
P
ul
l
e
n,
“
R
e
a
di
ng
f
l
ue
nc
y
a
s
s
e
s
s
m
e
nt
a
n
d
i
ns
t
r
uc
t
i
on:
w
ha
t
,
w
hy,
a
nd
how
?
,”
T
he
R
e
adi
ng
T
e
ac
he
r
, vol
. 58, no. 8, pp. 702
–
714, M
a
y 2005, doi
:
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R
T
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[
24]
V
.
L
or
e
nz
a
,
F
.
M
uni
f
a
t
ul
l
a
h,
a
nd
R
.
G
.
S
uka
,
“
T
he
c
or
r
e
l
a
t
i
on
be
t
w
e
e
n
s
t
ude
nt
s
’
r
e
a
di
ng
f
l
ue
nc
y
a
nd
t
he
i
r
r
e
a
di
ng
c
om
pr
e
he
ns
i
on,”
U
-
J
e
t
U
ni
l
a J
our
nal
of
E
ngl
i
s
h
L
anguage
T
e
ac
hi
ng
, vol
. 11,
no. 2, 2022, doi
:
10.23960/
U
J
E
T
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2.202205.
[
25]
U
ni
ve
r
s
i
t
y
of
C
i
nc
i
nna
t
i
,
“
R
e
s
e
a
r
c
h
gui
de
s
:
A
I
t
ool
s
f
or
e
duc
a
t
i
on:
M
i
c
r
o
s
of
t
R
e
a
di
ng
P
r
ogr
e
s
s
,”
U
ni
v
e
r
s
i
t
y
of
C
i
nc
i
nnat
i
L
i
br
ar
i
e
s
, 2024
,
A
c
c
e
s
s
e
d:
M
a
y 18, 2024. [
O
nl
i
ne
]
. A
va
i
l
a
bl
e
:
ht
t
ps
:
/
/
gui
de
s
.l
i
br
a
r
i
e
s
.uc
.e
du/
a
i
-
e
duc
a
t
i
on/
m
r
p.
[
26]
N
.
S
.
A
l
a
hm
a
di
,
“
E
xa
m
i
ni
ng
t
he
i
m
pa
c
t
of
a
di
gi
t
a
l
R
e
a
di
ng
P
r
ogr
e
s
s
t
ool
on
S
a
udi
L
2
l
e
a
r
ne
r
s
’
r
e
a
di
ng
a
l
oud
pe
r
f
or
m
a
nc
e
a
nd
pr
of
i
c
i
e
nc
y,”
I
nt
e
r
nat
i
onal
J
our
nal
of
A
r
abi
c
-
E
ngl
i
s
h
St
udi
e
s
,
vol
.
24,
no.
2,
pp.
205
–
230,
J
a
n.
2024,
doi
:
10.33806/
i
j
a
e
s
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2.661.
[
27]
D
.
J
a
i
n,
“
H
ow
A
I
-
dr
i
ve
n
pl
a
t
f
or
m
s
a
r
e
e
m
pow
e
r
i
ng
l
a
ngua
ge
l
e
a
r
ni
ng,”
e
L
e
ar
ni
ng
I
ndus
t
r
y
,
2023
,
A
c
c
e
s
s
e
d:
O
c
t
.
13,
2025
.
[
O
nl
i
ne
]
. A
va
i
l
a
bl
e
:
ht
t
ps
:
/
/
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l
e
a
r
ni
ngi
ndus
t
r
y.c
om
/
how
-
ai
-
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i
ve
n
-
pl
a
t
f
or
m
s
-
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r
e
-
e
m
pow
e
r
i
ng
-
l
a
ngua
ge
-
l
e
a
r
ni
ng
[
28]
P
.
D
.
T
hua
n,
“
V
i
e
t
na
m
e
s
e
E
F
L
s
t
ude
nt
s
’
pe
r
s
pe
c
t
i
ve
s
on
a
ppl
i
c
a
t
i
on
of
a
r
t
i
f
i
c
i
a
l
i
nt
e
l
l
i
ge
nc
e
t
e
c
hnol
ogy
t
ool
R
e
a
di
ng
P
r
ogr
e
s
s
i
n
l
e
a
r
ni
ng
E
ngl
i
s
h
pr
onunc
i
a
t
i
on,”
E
duc
at
i
onal
A
dm
i
n
i
s
t
r
at
i
on:
T
he
or
y
and P
r
ac
t
i
c
e
, 2024, doi
:
10.53555/
kue
y.v30i
5.4597.
[
29]
L
.
K
.
V
a
n,
T
.
A
.
D
a
ng,
D
.
B
.
T
.
P
ha
m
,
T
.
T
.
N
.
V
o,
a
nd
V
.
P
.
H
.
P
ha
m
,
“
T
he
e
f
f
e
c
t
i
ve
ne
s
s
of
us
i
ng
t
e
c
hnol
ogy
i
n
l
e
a
r
ni
ng
E
ngl
i
s
h
,”
A
s
i
aC
A
L
L
O
nl
i
ne
J
our
nal
, vol
. 12, no. 2, pp. 24
–
40, 2021.
[
30]
W
.
H
ongna
pha
dol
a
nd
A
.
A
t
t
a
na
k,
“
R
e
duc
i
ng
T
ha
i
E
F
L
s
t
ude
nt
s
’
pr
onunc
i
a
t
i
on
a
nxi
e
t
y
t
hr
ough
a
C
A
P
T
-
ba
s
e
d
r
e
a
di
ng
pr
ogr
e
s
s
a
ppl
i
c
a
t
i
on,”
J
our
nal
of
L
i
be
r
al
A
r
t
s
, P
r
i
nc
e
of
Songk
l
a U
ni
v
e
r
s
i
t
y
, vol
. 14, no.
1, pp. 83
–
122, 2022.
[
31]
R
.
E
.
P
r
a
s
e
t
ya
,
“
U
t
i
l
i
z
i
ng
r
e
a
di
ng
pr
og
r
e
s
s
f
e
a
t
ur
e
i
n
M
i
c
r
os
of
t
T
e
a
m
s
t
o
i
m
p
r
ove
s
pe
a
ki
ng
a
nd
l
i
s
t
e
ni
ng
c
om
pe
t
e
nc
e
of
E
ngl
i
s
h
f
or
e
i
gn
l
a
ngua
ge
l
e
a
r
ne
r
s
,”
C
hanni
ng:
J
our
nal
of
E
ngl
i
s
h
L
anguage
E
duc
at
i
on
and
L
i
t
e
r
at
ur
e
,
vol
.
7,
no.
1,
pp.
21
–
29,
A
pr
.
2022, doi
:
10.30599/
c
ha
nni
ng.v7i
1.1564.
[
32]
P
.
S
i
r
i
c
hot
e
a
nd
M
.
K
a
nokpe
r
m
poon,
“
I
nve
s
t
i
ga
t
i
on
i
nt
o
T
ha
i
E
F
L
l
e
a
r
ne
r
s
’
E
ngl
i
s
h
pr
onunc
i
a
t
i
on
us
i
ng
M
i
c
r
os
of
t
R
e
a
di
ng
P
r
ogr
e
s
s
,”
12t
h L
I
T
U
I
nt
e
r
nat
i
onal
G
r
aduat
e
C
onf
e
r
e
n
c
e
X
F
L
L
T
2023
, pp. 12
3
–
137, 2023.
[
33]
P
.
T
a
yl
or
,
K
.
A
r
ga
s
vi
pa
r
t
,
M
.
K
a
nokpe
r
m
poon,
N
.
R
a
t
t
a
na
w
i
s
a
dr
a
t
,
B
.
J
.
D
ya
m
ond,
a
nd
A
.
H
r
yl
yt
s
kyy,
“
S
t
a
ke
hol
de
r
s
’
pe
r
c
e
pt
i
ons
r
e
l
a
t
e
d
t
o
t
e
c
hnol
ogy
a
c
c
e
pt
a
n
c
e
of
R
e
a
di
ng
P
r
ogr
e
s
s
i
n
M
i
c
r
os
of
t
T
e
a
m
s
:
a
c
a
s
e
s
t
udy
of
a
t
r
i
l
i
ngua
l
pr
ogr
a
m
a
t
a
s
e
c
onda
r
y
s
c
hool
i
n
T
ha
i
l
a
nd,”
L
E
A
R
N
J
our
nal
:
L
anguage
E
duc
at
i
on
and
A
c
qui
s
i
t
i
on
R
e
s
e
ar
c
h
N
e
t
w
o
r
k
,
vol
.
16,
no.
2,
pp. 718
–
736, 2023.
[
34]
T
. L
. W
hi
t
e
a
nd D
. M
c
B
ur
ne
y,
R
e
s
e
ar
c
h m
e
t
hods
. W
a
ds
w
or
t
h C
e
nga
g
e
L
e
a
r
ni
ng, 2021.
B
I
O
G
R
A
P
H
I
E
S
O
F
A
U
T
H
O
R
S
Pham
Duc
Thuan
is
a
senior
English
teacher
at
Hoa
Lu
Univers
ity,
Ninh
Binh
Provinc
e,
Vietna
m.
He
works
in
the
Depar
tment
of
Foreign
Lan
guage
s
and
Infor
mation
Technology.
He
received
his
Ph.D.
in
TESOL
at
Vietnam
National
U
niversity'
s
University
of
Languages
and
International
Studies
(ULIS).
He
has
more
than
t
en
years
of
experience
teaching
English
at the
tertiary level. He
is interested
in
English
teachi
ng methodology, learner
autonom
y,
professio
nal
developm
ent,
CAL
L,
and
MALL
in
the
EF
L
classroom
.
He
can
be
contacted
at email
:
pdthuan@
hluv.edu.vn.
Pham
Thi
Tam
is
a
senior
English
lecturer
at
the
Departme
nt
of
Foreign
L
anguages,
Academy of
Finance,
Ha Noi,
Vietnam
,
with more
than fif
teen
years of
experience
at the t
ertiary l
evel. Sh
e received h
er Ph.D.
degree in
English
linguisti
cs from
the
University of
Languages
and
International
Studies,
Vietnam
National
University,
Hanoi
,
in
2023.
She
has
a
passion
for
teaching
students
English
for
their
future
career
s
.
She
is
particularly
interested
in
professional
development,
CALL,
cultural
studies
,
and
interdisciplinary
research
(culture
and
finance)
.
She ca
n be c
ontact
ed at
email:
phamthitam@
hvtc.edu.vn
.
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