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s.
K
ey
w
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s
:
Dig
ital liter
ac
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E
FL
lear
n
er
s
Fli
p
p
ed
lear
n
in
g
L
an
g
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ag
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ac
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T
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s
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rticle
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CC B
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SA
li
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se
.
C
o
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r
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s
p
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ing
A
uth
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r
:
Hae
r
az
i
Facu
lty
o
f
C
u
ltu
r
e,
Ma
n
ag
em
e
n
t,
an
d
B
u
s
in
ess
,
Un
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s
itas
Pen
d
id
ik
an
Ma
n
d
alik
a
5
9
A
Pem
u
d
a
Stre
et,
Ma
tar
am
C
ity
,
W
est Nu
s
a
T
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ar
a,
I
n
d
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E
m
ail: h
ae
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az
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u
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d
ik
m
a.
ac
.
i
d
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
im
p
lem
en
tatio
n
o
f
f
lip
p
ed
lear
n
in
g
in
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
a
g
e
(
E
FL)
class
r
o
o
m
s
h
as
g
ar
n
er
e
d
s
ig
n
if
ican
t
atten
tio
n
f
o
r
its
p
o
ten
tial
to
tr
a
n
s
f
o
r
m
tr
ad
itio
n
al
ed
u
ca
tio
n
al
p
r
a
ctice
s
an
d
en
h
an
c
e
lear
n
er
o
u
tco
m
es.
T
h
is
m
o
d
e
l
s
h
if
ts
th
e
in
s
tr
u
ctio
n
al
p
ar
a
d
ig
m
f
r
o
m
teac
h
er
-
ce
n
ter
ed
t
o
lear
n
er
-
ce
n
ter
ed
,
p
r
o
m
o
tin
g
g
r
ea
ter
lear
n
er
au
t
o
n
o
m
y
a
n
d
m
o
r
e
ac
tiv
e
en
g
a
g
em
en
t
with
lear
n
in
g
m
ater
ia
ls
.
Fli
p
p
ed
lear
n
in
g
allo
ws
lear
n
er
s
to
e
n
g
ag
e
with
co
n
te
n
t
o
u
ts
id
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o
f
th
e
class
r
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m
,
ty
p
ically
th
r
o
u
g
h
v
id
e
o
lectu
r
es
o
r
o
n
lin
e
m
ater
ials
,
wh
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f
r
ee
s
u
p
in
-
cl
ass
tim
e
f
o
r
in
ter
ac
tiv
e,
o
u
tp
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t
-
b
ased
ac
tiv
ities
.
T
h
is
ap
p
r
o
a
ch
h
as
b
ee
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s
h
o
wn
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s
u
p
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t
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ee
p
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co
g
n
itiv
e
p
r
o
ce
s
s
in
g
,
f
o
s
ter
cr
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th
i
n
k
in
g
,
a
n
d
im
p
r
o
v
e
o
v
er
all
l
an
g
u
ag
e
p
r
o
f
icie
n
cy
[
1
]
,
[
2
]
.
B
y
e
n
g
ag
i
n
g
in
s
elf
-
r
eg
u
lated
lear
n
in
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,
lear
n
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r
s
ca
n
p
r
o
g
r
ess
at
th
eir
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wn
p
ac
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allo
win
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f
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m
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p
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s
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n
alize
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lear
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ex
p
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s
an
d
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r
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p
ar
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i
n
m
ea
n
in
g
f
u
l la
n
g
u
ag
e
p
r
ac
tic
e
[
3
]
–
[
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
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d
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I
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N:
2252
-
8
8
2
2
Tech
n
o
lo
g
ica
l
a
n
d
d
ig
ita
l litera
cy
ch
a
llen
g
es in
imp
leme
n
tin
g
flip
p
ed
lea
r
n
in
g
:
in
s
ig
h
ts
fr
o
m
…
(
Ha
era
z
i
)
1777
Ho
wev
er
,
th
e
ef
f
e
ctiv
en
ess
o
f
f
lip
p
ed
lear
n
i
n
g
is
n
o
t
g
u
ar
an
t
ee
d
,
as
s
ev
er
al
ch
allen
g
es
ca
n
h
in
d
er
its
im
p
lem
en
tatio
n
an
d
th
e
r
ea
liz
atio
n
o
f
its
b
en
e
f
its
.
On
e
o
f
t
h
e
m
ajo
r
o
b
s
tacle
s
is
th
e
r
ea
d
in
ess
o
f
lear
n
er
s
to
en
g
ag
e
with
p
r
e
-
class
m
ater
ial
s
.
Ma
n
y
E
FL
lear
n
er
s
,
p
a
r
ticu
l
ar
ly
th
o
s
e
in
u
n
d
er
-
r
eso
u
r
ce
d
co
n
tex
ts
,
m
ay
lack
th
e
m
o
tiv
atio
n
o
r
r
eso
u
r
ce
s
to
p
r
ep
ar
e
ef
f
ec
tiv
ely
o
u
ts
id
e
o
f
class
.
Statis
tica
lly
,
2
7
.
6
4
%
o
f
I
n
d
o
n
esian
lear
n
er
s
ca
n
ac
ce
s
s
f
lip
p
ed
lear
n
in
g
[
6
]
.
Nam
az
ian
d
o
s
t
an
d
Ç
ak
m
ak
[
7
]
id
e
n
tify
s
elf
-
r
eg
u
latio
n
an
d
s
elf
-
ef
f
icac
y
as
cr
itical
f
ac
t
o
r
s
f
o
r
s
u
cc
ess
in
f
lip
p
e
d
cla
s
s
r
o
o
m
s
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
wh
o
a
r
e
less
s
elf
-
m
o
tiv
ated
m
a
y
s
tr
u
g
g
le
to
b
en
ef
it
f
r
o
m
t
h
is
m
o
d
el.
Ad
d
itio
n
ally
,
t
h
e
teac
h
e
r
’
s
r
o
le
in
a
f
lip
p
e
d
class
r
o
o
m
is
m
o
r
e
co
m
p
lex
t
h
an
in
tr
ad
itio
n
al
s
ettin
g
s
.
T
ea
ch
er
s
m
u
s
t
b
e
ad
ep
t
at
cr
e
atin
g
an
d
cu
r
atin
g
o
n
lin
e
m
ater
ials
,
as
well
as
p
r
o
v
id
in
g
e
f
f
ec
tiv
e
g
u
id
an
ce
an
d
s
u
p
p
o
r
t
d
u
r
in
g
in
-
class
ac
ti
v
ities
.
T
h
is
r
eq
u
ir
es
s
ig
n
if
ican
t p
ed
ag
o
g
ical
s
k
ill a
n
d
tech
n
o
lo
g
ical
p
r
o
f
icien
c
y
[
8
]
–
[
1
0
]
.
I
n
ad
d
itio
n
to
th
ese
p
ed
a
g
o
g
ic
al
ch
allen
g
es,
is
s
u
es r
elate
d
to
tech
n
o
lo
g
ical
ac
ce
s
s
an
d
d
i
g
ital liter
ac
y
ar
e
cr
itical
in
d
eter
m
in
in
g
th
e
s
u
cc
ess
o
f
f
lip
p
ed
lear
n
in
g
,
esp
ec
ially
in
d
ev
elo
p
in
g
r
eg
io
n
s
.
Fo
r
E
FL
lear
n
er
s
in
E
aster
n
I
n
d
o
n
esia,
th
e
in
f
r
astru
ctu
r
e
r
eq
u
ir
ed
f
o
r
e
f
f
ec
tiv
e
f
lip
p
ed
lear
n
in
g
—
s
u
ch
as
r
eliab
le
in
ter
n
et
ac
ce
s
s
an
d
d
ig
ital
d
ev
ices
—
r
em
ain
s
a
s
ig
n
if
ican
t
b
ar
r
ier
.
I
n
d
o
n
esia
’
s
E
aster
n
r
e
g
io
n
s
,
c
h
a
r
ac
ter
ized
b
y
th
eir
ar
ch
ip
elag
ic
g
eo
g
r
ap
h
y
,
o
f
ten
s
u
f
f
er
f
r
o
m
p
o
o
r
in
ter
n
et
co
n
n
ec
tiv
ity
,
wh
ich
h
in
d
er
s
s
tu
d
en
ts
’
ab
ilit
y
to
ac
ce
s
s
p
r
e
-
class
m
ater
ials
an
d
p
ar
ticip
ate
in
o
n
lin
e
lear
n
i
n
g
[
1
1
]
–
[
1
3
]
.
Mo
r
eo
v
er
,
d
is
p
ar
ities
in
ac
ce
s
s
to
d
ig
ital
d
ev
ices
ex
ac
er
b
ate
th
ese
ch
all
en
g
es,
as
s
tu
d
en
ts
m
ay
n
o
t
h
a
v
e
p
er
s
o
n
al
co
m
p
u
ter
s
,
o
r
r
eli
ab
le
s
m
ar
tp
h
o
n
es,
wh
ich
also
r
e
f
lects
th
e
b
i
g
g
er
p
ictu
r
e
in
s
im
ilar
lo
w
-
s
o
u
r
ce
d
co
u
n
tr
ies
in
t
h
e
r
e
g
i
o
n
s
(
f
o
r
e
x
am
p
le
,
Ph
u
o
n
g
[
1
4
]
,
[
1
5
]
)
,
m
ak
es it d
if
f
icu
lt f
o
r
t
h
em
to
p
ar
ticip
ate
in
f
lip
p
ed
lea
r
n
in
g
en
v
ir
o
n
m
e
n
ts
[
1
6
]
,
[
1
7
]
.
B
ey
o
n
d
th
e
p
h
y
s
ical
b
ar
r
ier
s
o
f
ac
ce
s
s
to
tech
n
o
l
o
g
y
,
th
er
e
ar
e
also
s
ig
n
if
ican
t
ch
alle
n
g
e
s
r
elate
d
to
d
ig
ital
liter
ac
y
.
R
esear
ch
s
h
o
ws
th
at
m
an
y
s
tu
d
e
n
ts
an
d
tea
ch
er
s
in
E
aster
n
I
n
d
o
n
esia
p
o
s
s
es
s
o
n
ly
m
o
d
e
r
ate
lev
els
o
f
d
ig
ital
liter
ac
y
,
wh
ich
im
p
ac
ts
th
eir
ab
ilit
y
to
n
av
ig
ate
o
n
lin
e
p
latf
o
r
m
s
,
ac
ce
s
s
d
ig
ital
co
n
ten
t,
an
d
en
g
ag
e
in
s
elf
-
r
eg
u
lated
lear
n
in
g
.
L
aily
et
a
l
.
[
6
]
f
o
u
n
d
th
at
m
an
y
I
n
d
o
n
esian
E
FL
teac
h
er
s
s
tr
u
g
g
le
with
ess
en
tial
d
ig
ital
liter
ac
y
s
k
ill
s
,
in
clu
d
in
g
n
av
ig
atin
g
o
n
lin
e
r
eso
u
r
ce
s
an
d
en
s
u
r
in
g
in
te
r
n
et
s
af
ety
,
f
u
r
th
e
r
co
m
p
licatin
g
th
e
a
d
o
p
tio
n
o
f
f
lip
p
e
d
lear
n
in
g
in
cla
s
s
r
o
o
m
s
wh
er
e
tech
n
o
lo
g
ic
al
co
m
p
eten
ce
is
a
p
r
er
eq
u
is
ite.
T
h
is
lack
o
f
d
i
g
ital
p
r
o
f
icien
cy
ca
n
h
in
d
er
t
h
e
s
m
o
o
th
im
p
lem
en
tatio
n
o
f
f
lip
p
ed
class
r
o
o
m
s
,
p
r
ev
en
tin
g
s
tu
d
en
ts
f
r
o
m
f
u
lly
b
en
ef
itin
g
f
r
o
m
th
e
f
lex
ib
le
l
ea
r
n
in
g
o
p
p
o
r
tu
n
ities
th
ey
p
r
o
v
id
e.
Fu
r
th
er
m
o
r
e,
th
e
tr
ad
itio
n
al
p
ed
ag
o
g
ical
p
r
ac
tices
in
m
an
y
E
aster
n
I
n
d
o
n
esian
class
r
o
o
m
s
,
s
u
c
h
a
s
lectu
r
e
-
b
ased
an
d
g
r
am
m
ar
-
t
r
an
s
latio
n
m
et
h
o
d
s
,
ar
e
n
o
t
alig
n
ed
with
th
e
ac
tiv
e,
lear
n
e
r
-
ce
n
ter
e
d
a
p
p
r
o
ac
h
r
eq
u
i
r
ed
i
n
f
lip
p
ed
lear
n
in
g
m
o
d
els
[
1
8
]
–
[
2
0
]
.
L
ec
tu
r
e
-
b
ased
an
d
g
r
am
m
ar
tr
an
s
latio
n
ap
p
r
o
ac
h
es
p
o
s
itio
n
th
e
teac
h
er
as
th
e
p
r
im
ar
y
s
o
u
r
ce
o
f
k
n
o
wled
g
e
,
wh
ile
s
tu
d
en
ts
m
ain
ly
lis
ten
,
co
p
y
n
o
tes,
a
n
d
f
o
llo
w
ex
p
lan
atio
n
s
.
Fli
p
p
ed
lear
n
in
g
r
eq
u
ir
es
s
tu
d
en
ts
to
ac
tiv
ely
p
r
o
ce
s
s
co
n
ten
t,
ask
q
u
esti
o
n
s
,
co
llab
o
r
ate,
an
d
co
n
s
tr
u
ct
u
n
d
er
s
tan
d
in
g
d
u
r
in
g
class
tim
e.
T
h
ese
co
n
tex
tu
al
ch
allen
g
es
h
av
e
b
ee
n
lin
k
ed
t
o
lo
wer
ac
ad
em
ic
ac
h
iev
e
m
en
t
an
d
u
n
d
er
p
er
f
o
r
m
an
ce
in
la
n
g
u
a
g
e
lear
n
in
g
am
o
n
g
E
FL
s
tu
d
e
n
ts
in
E
aster
n
I
n
d
o
n
esia.
T
h
e
lack
o
f
ac
ce
s
s
to
r
eliab
le
in
ter
n
et
a
n
d
d
ig
ital
d
ev
ices
p
r
ev
e
n
ts
s
tu
d
en
ts
f
r
o
m
co
m
p
letin
g
p
r
e
-
class
ass
ig
n
m
en
ts
,
wh
ich
a
r
e
in
teg
r
al
to
th
e
f
lip
p
ed
lear
n
in
g
m
o
d
el.
T
h
is
leav
es
s
tu
d
en
ts
u
n
p
r
ep
ar
ed
f
o
r
th
e
in
ter
ac
ti
v
e
task
s
co
n
d
u
cted
d
u
r
in
g
f
ac
e
-
to
-
f
ac
e
s
ess
io
n
s
,
r
ed
u
cin
g
th
e
o
v
e
r
all
ef
f
ec
tiv
e
n
ess
o
f
th
e
lear
n
in
g
e
x
p
er
ie
n
ce
.
Fu
r
th
er
m
o
r
e,
lo
w
lev
els
o
f
d
ig
ital
liter
ac
y
h
in
d
er
s
tu
d
en
ts
’
ab
ilit
y
to
n
av
ig
ate
o
n
lin
e
m
ater
ials
ef
f
ec
tiv
ely
,
r
esu
ltin
g
in
m
is
s
ed
lear
n
in
g
o
p
p
o
r
tu
n
ities
an
d
d
if
f
icu
lties
with
s
elf
-
r
eg
u
latio
n
[
2
1
]
–
[
2
3
]
.
T
h
ese
lim
itatio
n
s
ar
e
co
m
p
o
u
n
d
ed
b
y
lear
n
er
s
’
p
s
y
c
h
o
lo
g
ical
f
ac
to
r
s
,
s
u
ch
as
lan
g
u
ag
e
an
x
iety
,
w
h
ich
f
u
r
th
er
im
p
ed
es
t
h
eir
ab
il
ity
to
p
a
r
ticip
ate
in
s
p
ea
k
in
g
a
n
d
lis
ten
in
g
ac
tiv
ities
[
1
1
]
,
[
2
4
]
,
[
2
5
]
.
T
h
u
s
,
wh
ile
f
lip
p
ed
lear
n
i
n
g
o
f
f
er
s
a
p
o
ten
tially
tr
an
s
f
o
r
m
ativ
e
ap
p
r
o
ac
h
to
la
n
g
u
ag
e
teac
h
in
g
,
its
s
u
cc
ess
d
ep
en
d
s
h
ea
v
ily
o
n
o
v
er
c
o
m
i
n
g
th
e
s
ig
n
if
ican
t
ch
allen
g
es p
o
s
ed
b
y
tech
n
o
lo
g
ical
ac
ce
s
s
,
d
ig
ital liter
ac
y
,
an
d
tr
ad
itio
n
al
teac
h
i
n
g
cu
ltu
r
es.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
d
ee
p
in
v
esti
g
atio
n
o
f
h
o
w
c
o
n
tex
t
-
s
p
ec
if
ic
ch
allen
g
es
ex
p
er
ien
ce
d
b
y
E
FL
lear
n
e
r
s
in
E
aster
n
I
n
d
o
n
esia
in
f
lu
en
c
e
th
e
ef
f
ec
tiv
en
ess
o
f
f
lip
p
e
d
lear
n
in
g
.
Alth
o
u
g
h
f
lip
p
ed
lear
n
in
g
h
as
b
ee
n
wi
d
ely
s
tu
d
ied
,
m
o
s
t
r
esear
ch
d
is
cu
s
s
es
g
en
er
al
b
en
ef
its
an
d
o
b
s
tacle
s
with
o
u
t
d
ee
p
ly
ad
d
r
ess
in
g
r
eg
io
n
s
wh
er
e
tech
n
o
lo
g
ical
co
n
d
itio
n
s
an
d
lear
n
in
g
cu
ltu
r
es
d
if
f
er
m
ar
k
ed
l
y
f
r
o
m
m
ain
s
tr
ea
m
s
ettin
g
s
.
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
co
m
b
i
n
ed
i
n
f
lu
en
ce
o
f
u
n
e
q
u
al
ac
ce
s
s
to
d
ev
ices
an
d
s
tab
le
in
ter
n
et,
m
o
d
er
ate
lev
els
o
f
d
ig
ital
liter
ac
y
am
o
n
g
s
tu
d
en
ts
an
d
teac
h
er
s
,
an
d
class
r
o
o
m
tr
a
d
itio
n
s
th
at
r
em
ai
n
s
tr
o
n
g
ly
teac
h
e
r
-
ce
n
ter
e
d
.
I
n
E
aster
n
I
n
d
o
n
esia,
th
ese
f
ac
t
o
r
s
ca
n
s
h
ap
e
s
tu
d
en
ts
’
a
b
ilit
y
to
ac
ce
s
s
o
n
li
n
e
m
ater
ials
,
p
ar
ticip
ate
in
s
elf
-
r
eg
u
lated
p
r
e
-
class
lear
n
in
g
,
an
d
en
g
a
g
e
ac
tiv
ely
d
u
r
in
g
in
-
class
ac
tiv
ities
.
B
y
an
aly
zin
g
t
h
e
in
ter
ac
tio
n
am
o
n
g
tech
n
o
l
o
g
ical,
d
i
g
ital,
an
d
c
u
ltu
r
al
d
im
en
s
io
n
s
,
th
i
s
r
esear
ch
p
r
o
v
id
es
a
m
o
r
e
g
r
o
u
n
d
ed
ex
p
la
n
atio
n
o
f
wh
y
f
lip
p
e
d
lea
r
n
in
g
m
a
y
s
u
cc
ee
d
o
r
f
ail
in
th
is
s
ettin
g
.
T
h
e
s
tu
d
y
also
o
f
f
er
s
p
r
ac
tical
r
ec
o
m
m
en
d
at
io
n
s
to
h
elp
s
ch
o
o
ls
an
d
teac
h
er
s
ad
ap
t
f
lip
p
e
d
m
o
d
els
to
lo
ca
l
r
ea
liti
es
an
d
co
n
s
tr
ain
ts
.
T
h
e
o
b
jectiv
es
o
f
th
is
r
esear
ch
ar
e
to
e
x
p
lo
r
e
th
e
ch
allen
g
es
f
ac
ed
b
y
E
FL
lear
n
er
s
in
E
aster
n
I
n
d
o
n
esia
in
im
p
lem
en
tin
g
f
li
p
p
ed
lear
n
in
g
;
ev
alu
ate
th
e
i
m
p
ac
t
o
f
th
ese
c
h
allen
g
es
o
n
lan
g
u
a
g
e
lear
n
in
g
o
u
tco
m
es
;
an
d
p
r
o
p
o
s
e
s
tr
ateg
ies
f
o
r
o
v
e
r
co
m
in
g
th
ese
b
ar
r
ier
s
to
en
h
a
n
ce
th
e
ef
f
ec
tiv
en
ess
o
f
f
lip
p
ed
class
r
o
o
m
s
.
T
h
e
r
esear
ch
q
u
esti
o
n
s
g
u
id
in
g
th
is
s
tu
d
y
ar
e:
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2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
7
7
6
-
1
7
8
6
1778
i)
W
h
at
ar
e
th
e
tech
n
o
lo
g
ical
a
n
d
d
ig
ital
liter
ac
y
ch
allen
g
es
f
ac
ed
b
y
E
FL
lear
n
e
r
s
in
E
as
ter
n
I
n
d
o
n
esia
wh
en
p
ar
ticip
atin
g
in
f
lip
p
ed
l
ea
r
n
in
g
?
ii)
Ho
w
d
o
th
ese
ch
allen
g
es a
f
f
ec
t stu
d
en
ts
’
lan
g
u
ag
e
lear
n
in
g
o
u
tco
m
es?
iii)
W
h
at
s
tr
ateg
ies
ca
n
b
e
im
p
le
m
en
ted
to
o
v
er
co
m
e
th
ese
ch
allen
g
es
an
d
im
p
r
o
v
e
th
e
ef
f
i
ca
cy
o
f
f
lip
p
ed
lear
n
in
g
in
t
h
is
co
n
tex
t?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
s
a
q
u
alitativ
e
r
esear
ch
d
esig
n
to
ex
p
lo
r
e
th
e
ch
allen
g
es
f
ac
ed
b
y
E
FL
lear
n
er
s
an
d
teac
h
e
r
s
in
im
p
lem
en
tin
g
f
lip
p
ed
lear
n
i
n
g
in
W
est
an
d
E
ast
Nu
s
a
T
e
n
g
g
a
r
a
,
I
n
d
o
n
esia
.
A
q
u
alitativ
e
ap
p
r
o
ac
h
is
s
u
itab
le
f
o
r
th
i
s
r
esear
ch
as
it
allo
ws
f
o
r
an
in
-
d
e
p
th
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
p
a
r
ticip
an
ts
’
ex
p
er
ien
ce
s
,
p
er
ce
p
tio
n
s
,
an
d
ch
allen
g
es
[
2
6
]
.
T
h
e
f
o
cu
s
o
f
th
is
s
tu
d
y
is
o
n
u
n
co
v
er
in
g
th
e
n
u
an
ce
d
p
er
s
p
ec
tiv
es
o
f
E
FL
lear
n
e
r
s
an
d
teac
h
er
s
r
e
g
ar
d
i
n
g
th
e
e
f
f
ec
tiv
en
ess
o
f
f
lip
p
ed
lear
n
in
g
an
d
th
e
s
p
ec
if
i
c
b
ar
r
ier
s
th
ey
en
c
o
u
n
ter
in
r
eg
i
o
n
s
with
v
ar
y
in
g
lev
els
o
f
d
ig
ital
ac
ce
s
s
.
T
h
r
o
u
g
h
q
u
alitativ
e
m
eth
o
d
s
s
u
c
h
as
in
ter
v
iews
an
d
q
u
esti
o
n
n
air
es,
th
e
s
tu
d
y
s
ee
k
s
to
p
r
o
v
id
e
r
ic
h
,
co
n
tex
t
-
s
p
ec
if
ic
in
s
ig
h
ts
i
n
to
th
e
p
h
en
o
m
en
o
n
o
f
f
lip
p
e
d
lear
n
in
g
with
in
th
e
I
n
d
o
n
esian
E
FL
co
n
tex
t.
A
q
u
alitativ
e
d
esig
n
is
p
ar
ticu
lar
ly
ap
p
r
o
p
r
iate
f
o
r
th
is
r
esear
ch
b
ec
au
s
e
it
allo
ws
f
o
r
th
e
e
x
p
lo
r
atio
n
o
f
s
u
b
jectiv
e
ex
p
e
r
ien
ce
s
,
wh
ich
q
u
an
titativ
e
ap
p
r
o
ac
h
es
m
ay
n
o
t
f
u
lly
ca
p
tu
r
e.
B
y
u
s
in
g
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
in
in
te
r
v
iews
an
d
q
u
esti
o
n
n
air
es,
th
is
s
tu
d
y
ca
n
g
ath
e
r
d
etailed
an
d
m
ea
n
i
n
g
f
u
l
r
esp
o
n
s
es
th
at
h
ig
h
lig
h
t
th
e
c
o
m
p
lex
ities
o
f
im
p
lem
en
tin
g
f
lip
p
e
d
class
r
o
o
m
s
in
u
n
d
er
-
r
eso
u
r
ce
d
ar
ea
s
.
Ho
wev
er
,
lim
itatio
n
s
o
f
th
is
ap
p
r
o
ac
h
in
clu
d
e
th
e
p
o
te
n
tial
f
o
r
r
esear
ch
er
b
ias
in
d
ata
in
ter
p
r
etati
o
n
an
d
th
e
lack
o
f
g
en
er
aliza
b
ilit
y
d
u
e
to
th
e
s
m
all,
n
o
n
-
r
a
n
d
o
m
s
am
p
le
s
ize.
T
o
m
itig
ate
th
ese
b
iases
,
tr
ia
n
g
u
latio
n
m
eth
o
d
s
ar
e
em
p
lo
y
e
d
,
co
m
b
in
in
g
d
ata
f
r
o
m
m
u
ltip
le
s
o
u
r
ce
s
(
q
u
esti
o
n
n
air
es
an
d
in
te
r
v
iews)
to
v
a
lid
ate
f
in
d
in
g
s
an
d
en
s
u
r
e
th
e
r
eliab
ilit
y
o
f
th
e
d
ata.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
v
o
lv
es
1
9
9
E
FL
lear
n
er
s
f
r
o
m
W
est
Nu
s
a
T
en
g
g
ar
a
a
n
d
7
9
E
FL
lear
n
er
s
f
r
o
m
E
ast
Nu
s
a
T
en
g
g
a
r
a,
al
o
n
g
with
1
0
ce
r
tifie
d
E
FL
teac
h
er
s
f
r
o
m
b
o
th
r
e
g
io
n
s
.
T
h
e
lear
n
er
s
c
o
m
e
f
r
o
m
d
if
f
e
r
en
t
s
ch
o
o
l
lev
els.
So
m
e
ar
e
ju
n
i
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
an
d
o
th
er
s
ar
e
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
is
m
ix
allo
ws
th
e
s
tu
d
y
to
ca
p
tu
r
e
d
if
f
er
en
ce
s
in
lea
r
n
in
g
n
ee
d
s
an
d
class
r
o
o
m
r
ea
d
in
ess
ac
r
o
s
s
ag
e
g
r
o
u
p
s
.
T
h
e
lear
n
er
s
also
d
if
f
er
in
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
So
m
e
s
tu
d
en
ts
co
n
s
is
ten
tly
ac
h
iev
e
h
ig
h
s
co
r
es
in
E
n
g
lis
h
an
d
co
m
p
lete
task
s
o
n
tim
e.
Oth
er
s
s
h
o
w
av
er
ag
e
ac
h
iev
em
en
t
an
d
n
ee
d
m
o
r
e
g
u
id
an
ce
to
u
n
d
er
s
tan
d
m
ater
ials
.
T
h
e
lea
r
n
er
s
’
d
ig
i
tal
liter
ac
y
lev
els
a
r
e
also
v
ar
ied
.
So
m
e
s
tu
d
e
n
ts
ca
n
ea
s
ily
u
s
e
lear
n
in
g
p
latf
o
r
m
s
,
s
ea
r
ch
f
o
r
o
n
lin
e
m
ater
ials
,
an
d
s
u
b
m
it
ass
ig
n
m
en
ts
d
ig
itally
.
Oth
er
s
ca
n
o
n
ly
p
er
f
o
r
m
b
asic
ac
tio
n
s
,
s
u
ch
as
o
p
e
n
in
g
f
iles
an
d
u
s
in
g
m
ess
ag
in
g
ap
p
s
.
Ac
ce
s
s
to
tech
n
o
l
o
g
y
is
u
n
e
q
u
al
ac
r
o
s
s
p
ar
ticip
an
ts
.
So
m
e
s
tu
d
en
ts
o
wn
s
m
ar
tp
h
o
n
es
an
d
h
av
e
r
eg
u
lar
in
ter
n
et
ac
ce
s
s
at
h
o
m
e.
Oth
er
s
s
h
ar
e
o
n
e
d
ev
ice
with
f
am
ily
m
em
b
er
s
,
wh
ich
lim
its
s
tu
d
y
tim
e.
So
m
e
r
ely
o
n
p
r
ep
aid
d
ata
with
lim
ited
q
u
o
tas,
m
ak
in
g
v
id
eo
-
b
ased
lear
n
in
g
d
i
f
f
icu
lt.
T
h
ese
co
n
d
itio
n
s
s
h
ap
e
h
o
w
o
f
ten
s
tu
d
en
ts
ca
n
ac
ce
s
s
f
lip
p
ed
lear
n
in
g
m
ater
ials
an
d
h
o
w
co
n
s
is
ten
tly
th
ey
ca
n
p
ar
t
icip
ate
in
o
n
lin
e
ac
tiv
ities
.
T
h
e
in
clu
s
io
n
o
f
lear
n
er
s
f
r
o
m
b
o
th
u
r
b
an
a
n
d
r
u
r
al
a
r
ea
s
allo
ws
f
o
r
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
eg
io
n
al
d
is
p
ar
ities
in
th
e
im
p
lem
en
tatio
n
o
f
f
lip
p
ed
lear
n
in
g
.
T
h
e
teac
h
er
s
s
elec
ted
h
av
e
at
least
1
0
y
ea
r
s
o
f
teac
h
in
g
ex
p
e
r
ie
n
ce
,
with
ce
r
tific
atio
n
s
f
r
o
m
th
e
I
n
d
o
n
esian
g
o
v
er
n
m
en
t
th
at
attest
to
th
eir
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
.
T
h
ese
teac
h
er
s
ar
e
f
r
o
m
b
o
th
W
est
an
d
E
ast
Nu
s
a
T
en
g
g
ar
a
an
d
ar
e
ex
p
e
r
ien
ce
d
in
teac
h
in
g
E
n
g
lis
h
u
s
in
g
a
v
ar
iety
o
f
in
s
tr
u
ctio
n
al
m
eth
o
d
s
,
in
clu
d
i
n
g
tr
a
d
itio
n
al
f
ac
e
-
to
-
f
ac
e
teac
h
in
g
,
o
n
lin
e
lear
n
in
g
,
an
d
s
o
m
e
ex
p
er
ien
ce
with
f
lip
p
e
d
class
r
o
o
m
s
.
T
h
e
teac
h
er
s
’
ex
p
e
r
ien
c
e
an
d
ce
r
tific
atio
n
en
s
u
r
e
th
at
th
e
y
h
a
v
e
th
e
k
n
o
wled
g
e
an
d
ex
p
er
tis
e
to
p
r
o
v
id
e
v
al
u
ab
le
in
s
ig
h
ts
in
to
th
e
ch
allen
g
es
an
d
b
en
ef
its
o
f
im
p
lem
e
n
tin
g
f
lip
p
ed
lear
n
in
g
in
th
eir
class
r
o
o
m
s
.
2
.
3
.
I
ns
t
rum
ent
s
T
h
e
p
r
im
a
r
y
i
n
s
tr
u
m
en
ts
f
o
r
d
ata
co
llectio
n
i
n
th
is
s
tu
d
y
ar
e
q
u
esti
o
n
n
air
es
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews.
T
h
e
q
u
esti
o
n
n
air
e
s
ar
e
ad
m
in
is
ter
ed
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
an
d
ar
e
co
m
p
leted
b
y
b
o
th
E
FL
lear
n
er
s
an
d
ce
r
tifie
d
E
FL
teac
h
er
s
.
T
h
ey
co
n
tain
a
c
o
m
b
in
atio
n
o
f
clo
s
ed
-
en
d
ed
item
s
an
d
o
p
en
-
e
n
d
e
d
p
r
o
m
p
ts
to
c
ap
tu
r
e
n
o
t
o
n
ly
t
h
e
f
r
eq
u
en
cy
o
f
s
p
ec
if
ic
ex
p
e
r
ien
ce
s
b
u
t
also
th
e
r
ea
s
o
n
s
b
eh
in
d
p
a
r
ticip
an
ts
’
r
esp
o
n
s
es.
T
h
e
clo
s
ed
-
en
d
e
d
i
tem
s
ask
p
ar
ticip
an
ts
to
r
ate
th
eir
lev
el
o
f
ag
r
ee
m
e
n
t o
r
r
e
p
o
r
t h
o
w
o
f
ten
ce
r
tain
s
itu
atio
n
s
o
cc
u
r
d
u
r
i
n
g
f
lip
p
ed
lear
n
in
g
.
Fo
r
ex
am
p
le,
lear
n
e
r
s
ar
e
ask
ed
:
“
I
ca
n
ac
ce
s
s
th
e
ass
ig
n
ed
v
id
eo
s
o
r
o
n
lin
e
m
ate
r
ials
b
ef
o
r
e
class
with
o
u
t
d
if
f
icu
lty
,
”
an
d
“
h
o
w
o
f
ten
d
o
y
o
u
co
m
p
lete
p
r
e
-
class
task
s
o
n
tim
e?
”
T
h
e
o
p
e
n
-
en
d
ed
q
u
esti
o
n
s
ar
e
in
clu
d
ed
to
elicit
d
etailed
d
escr
ip
tio
n
s
o
f
p
ar
ticip
an
ts
’
liv
ed
ex
p
e
r
ien
ce
s
.
Sam
p
le
p
r
o
m
p
ts
f
o
r
lear
n
e
r
s
in
clu
d
e:
“
d
escr
ib
e
th
e
m
ai
n
d
if
f
ic
u
lties
y
o
u
f
ac
e
wh
e
n
s
tu
d
y
in
g
E
n
g
lis
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
-
8
8
2
2
Tech
n
o
lo
g
ica
l
a
n
d
d
ig
ita
l litera
cy
ch
a
llen
g
es in
imp
leme
n
tin
g
flip
p
ed
lea
r
n
in
g
:
in
s
ig
h
ts
fr
o
m
…
(
Ha
era
z
i
)
1779
m
ater
ials
o
n
lin
e
b
ef
o
r
e
class
,
”
an
d
“
wh
at
h
elp
s
y
o
u
s
tay
m
o
tiv
ated
wh
e
n
lear
n
in
g
in
d
e
p
en
d
en
tly
at
h
o
m
e?
”
Fo
r
teac
h
er
s
,
s
am
p
le
p
r
o
m
p
t
s
in
clu
d
e:
“
wh
at
ch
allen
g
es
d
o
y
o
u
f
ac
e
wh
e
n
p
r
ep
ar
i
n
g
f
lip
p
ed
lear
n
in
g
m
ater
ials
f
o
r
y
o
u
r
s
tu
d
e
n
ts
?”
T
h
ese
r
esp
o
n
s
es
p
r
o
v
id
e
r
ich
q
u
alitativ
e
d
ata
an
d
h
elp
e
x
p
lain
p
atter
n
s
f
o
u
n
d
in
th
e
cl
o
s
ed
-
en
d
ed
item
s
.
I
n
ter
v
iews
ar
e
co
n
d
u
cte
d
o
n
lin
e
v
ia
Z
o
o
m
o
r
Go
o
g
le
Me
et,
d
ep
en
d
i
n
g
o
n
p
ar
ticip
a
n
ts
’
av
ailab
ilit
y
an
d
p
r
ef
er
en
ce
.
T
h
e
in
ter
v
iews
ar
e
s
em
i
-
s
tr
u
ctu
r
ed
,
m
ea
n
in
g
th
e
r
esear
ch
er
u
s
es
a
g
u
id
in
g
s
et
o
f
q
u
esti
o
n
s
wh
ile
s
till
allo
win
g
f
o
llo
w
-
u
p
q
u
esti
o
n
s
to
ex
p
l
o
r
e
u
n
ex
p
ec
ted
b
u
t
r
elev
an
t iss
u
es.
T
h
is
f
o
r
m
at
s
u
p
p
o
r
ts
co
n
s
is
ten
cy
ac
r
o
s
s
p
ar
ticip
an
ts
wh
ile
also
ca
p
tu
r
in
g
in
d
iv
id
u
al
v
a
r
iatio
n
in
ex
p
er
ien
ce
s
.
I
n
ter
v
iews
ar
e
co
n
d
u
cte
d
with
a
s
u
b
s
et
o
f
lea
r
n
er
s
an
d
teac
h
er
s
to
o
b
tai
n
d
ee
p
er
in
s
ig
h
ts
in
to
attitu
d
es,
co
n
s
tr
ain
ts
,
an
d
class
r
o
o
m
r
ea
liti
es
th
at
m
ay
n
o
t b
e
f
u
lly
ca
p
tu
r
ed
in
s
u
r
v
ey
r
esp
o
n
s
es.
T
h
e
in
ter
v
iew
p
r
o
t
o
co
l
f
o
cu
s
es
o
n
k
e
y
th
em
es,
i
n
clu
d
in
g
p
er
ce
iv
ed
b
en
ef
its
o
f
f
lip
p
ed
lear
n
in
g
,
p
r
ac
tical
an
d
tech
n
o
l
o
g
ical
b
a
r
r
ier
s
,
lear
n
er
en
g
ag
em
en
t
an
d
s
elf
-
r
eg
u
latio
n
,
an
d
p
er
ce
iv
e
d
ef
f
ec
ts
o
n
E
n
g
lis
h
lan
g
u
ag
e
d
ev
elo
p
m
en
t.
Sam
p
l
e
lear
n
er
in
ter
v
iew
q
u
esti
o
n
s
i
n
clu
d
e:
−
“Can
y
o
u
walk
m
e
th
r
o
u
g
h
wh
at
y
o
u
d
o
wh
e
n
a
teac
h
e
r
ass
ig
n
s
a
v
id
eo
o
r
o
n
lin
e
task
b
e
f
o
r
e
class
?”
−
“Wh
at
u
s
u
ally
p
r
ev
en
ts
y
o
u
f
r
o
m
co
m
p
letin
g
th
e
p
r
e
-
class
ac
tiv
ities
?”
−
“I
n
wh
at
way
s
d
o
es
f
lip
lear
n
i
n
g
h
elp
o
r
n
o
t h
elp
y
o
u
im
p
r
o
v
e
s
p
ea
k
in
g
,
lis
ten
in
g
,
r
ea
d
i
n
g
,
o
r
wr
itin
g
?”
I
n
ad
d
itio
n
,
s
am
p
le
teac
h
e
r
in
t
er
v
iew
q
u
esti
o
n
s
in
clu
d
e:
−
“Ho
w
d
o
y
o
u
d
ec
i
d
e
wh
at
co
n
ten
t sh
o
u
ld
b
e
lear
n
ed
at
h
o
m
e
v
er
s
u
s
in
class
?”
−
“Wh
at
h
ap
p
en
s
in
y
o
u
r
class
r
o
o
m
wh
en
s
tu
d
e
n
ts
ar
r
iv
e
u
n
p
r
ep
ar
ed
?”
−
“Wh
at
s
u
p
p
o
r
t o
r
tr
ain
in
g
wo
u
ld
h
elp
y
o
u
im
p
lem
en
t f
lip
p
ed
lear
n
in
g
m
o
r
e
ef
f
ec
tiv
ely
?”
T
o
g
eth
er
,
th
e
q
u
esti
o
n
n
air
e
a
n
d
in
ter
v
iew
d
ata
ar
e
d
esig
n
ed
to
p
r
o
v
id
e
a
d
etailed
p
ict
u
r
e
o
f
p
ar
ticip
an
ts
’
ex
p
er
ien
ce
s
an
d
th
e
co
n
tex
tu
a
l f
ac
to
r
s
s
h
ap
in
g
f
lip
p
ed
lea
r
n
i
n
g
im
p
lem
e
n
tatio
n
.
B
o
th
th
e
q
u
esti
o
n
n
air
es
an
d
i
n
ter
v
iew
q
u
esti
o
n
s
h
av
e
b
ee
n
ad
ap
ted
f
r
o
m
ex
is
tin
g
in
s
tr
u
m
en
ts
u
s
ed
in
p
r
ev
i
o
u
s
s
tu
d
ies
o
n
f
lip
p
e
d
lear
n
in
g
,
with
ad
j
u
s
tm
en
ts
m
ad
e
to
e
n
s
u
r
e
r
elev
a
n
ce
to
th
e
co
n
tex
t
o
f
E
FL
ed
u
ca
tio
n
in
I
n
d
o
n
esia.
I
n
ter
m
s
o
f
ad
ap
tatio
n
,
th
e
s
tu
d
y
r
etain
ed
th
e
co
r
e
co
n
s
tr
u
cts
an
d
r
esp
o
n
s
e
f
o
r
m
ats
(
e.
g
.
,
L
ik
er
t
s
ca
le
a
g
r
ee
m
en
t
o
r
f
r
e
q
u
en
c
y
item
s
)
b
u
t
m
o
d
if
i
ed
item
wo
r
d
in
g
to
f
it
E
FL
le
ar
n
in
g
task
s
an
d
th
e
I
n
d
o
n
esian
s
ch
o
o
l
co
n
tex
t
(
f
o
r
ex
am
p
le,
r
ef
er
e
n
ce
s
to
“lec
tu
r
es”
o
r
“u
n
iv
er
s
ity
co
u
r
s
es”
wer
e
r
ev
is
ed
in
to
“E
n
g
lis
h
less
o
n
s
”
an
d
“sch
o
o
l
ass
ig
n
m
en
ts
,
”
an
d
p
latf
o
r
m
e
x
am
p
les
wer
e
alig
n
ed
with
t
o
o
ls
co
m
m
o
n
ly
u
s
ed
in
lo
ca
l
class
r
o
o
m
s
s
u
ch
as
Go
o
g
le
C
lass
r
o
o
m
,
W
h
atsAp
p
,
o
r
s
h
ar
e
d
lin
k
s
)
.
T
h
e
q
u
est
io
n
n
air
e
also
ad
d
e
d
co
n
tex
t
-
s
p
ec
if
ic
item
s
to
ca
p
tu
r
e
b
ar
r
ier
s
th
at
ar
e
h
ig
h
ly
r
elev
an
t
in
E
aster
n
I
n
d
o
n
esia,
s
u
ch
as
u
n
s
tab
le
in
ter
n
et
s
ig
n
als,
lim
ited
d
ata
q
u
o
tas,
d
ev
ice
s
h
ar
in
g
with
in
h
o
u
s
eh
o
ld
s
,
an
d
d
i
f
f
icu
lties
ac
ce
s
s
in
g
o
r
n
av
ig
atin
g
o
n
lin
e
lear
n
in
g
m
ater
ials
.
T
h
e
in
ter
v
iew
q
u
esti
o
n
s
wer
e
ad
ap
ted
i
n
a
s
im
il
ar
way
:
th
e
g
u
i
d
e
f
o
llo
wed
th
e
m
ain
to
p
ic
s
tr
u
ctu
r
e
o
f
ea
r
lier
f
lip
p
ed
lear
n
i
n
g
in
ter
v
iew
p
r
o
to
co
ls
b
u
t
w
as
ex
p
an
d
ed
with
p
r
o
b
es
o
n
d
ig
ital
liter
ac
y
p
r
a
ctice
s
(
h
o
w
p
ar
ticip
an
ts
f
in
d
,
o
p
en
,
a
n
d
u
s
e
o
n
lin
e
m
ater
i
als
s
af
ely
)
an
d
o
n
class
r
o
o
m
n
o
r
m
s
th
at
m
ay
af
f
ec
t
lear
n
er
p
ar
ticip
atio
n
.
T
o
s
tr
en
g
th
en
v
ali
d
ity
an
d
r
eliab
il
ity
,
all
in
s
tr
u
m
en
ts
wer
e
r
ev
iewe
d
b
y
E
FL
an
d
f
li
p
p
ed
lear
n
in
g
ex
p
er
ts
,
th
en
p
ilo
ted
with
a
s
m
all
g
r
o
u
p
o
f
p
ar
ticip
an
ts
;
f
ee
d
b
ac
k
f
r
o
m
th
e
p
ilo
t
was
u
s
ed
to
r
ef
in
e
u
n
clea
r
wo
r
d
in
g
,
ad
j
u
s
t
th
e
s
eq
u
en
ce
o
f
q
u
esti
o
n
s
,
an
d
en
s
u
r
e
th
e
in
s
tr
u
m
en
ts
ca
p
tu
r
ed
p
ar
ticip
a
n
ts
’
ex
p
er
ien
ce
s
ac
cu
r
ately
b
e
f
o
r
e
f
u
ll a
d
m
in
is
tr
atio
n
.
2
.
4
.
Da
t
a
a
na
ly
s
is
t
ec
hn
iqu
e
T
h
e
d
ata
co
llected
f
r
o
m
th
e
q
u
esti
o
n
n
air
es
an
d
i
n
ter
v
iews
ar
e
a
n
aly
ze
d
u
s
in
g
th
em
atic
an
aly
s
is
,
a
wid
ely
u
s
ed
tech
n
iq
u
e
i
n
q
u
alitativ
e
r
esear
ch
.
T
h
em
ati
c
an
aly
s
is
in
v
o
lv
es
id
en
tif
y
in
g
,
an
al
y
zin
g
,
an
d
r
ep
o
r
tin
g
p
atter
n
s
(
th
em
es)
wi
th
in
th
e
d
ata.
T
h
e
f
ir
s
t
s
tep
in
th
e
an
aly
s
is
in
v
o
l
v
es
co
d
in
g
th
e
d
ata
to
id
en
tify
k
ey
th
em
es
r
elate
d
to
th
e
r
esear
ch
q
u
esti
o
n
s
,
s
u
ch
as
ch
allen
g
es
in
ac
ce
s
s
in
g
tech
n
o
lo
g
y
,
p
er
ce
p
tio
n
s
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
f
lip
p
ed
lear
n
in
g
,
an
d
th
e
im
p
ac
t
o
n
lan
g
u
ag
e
lear
n
in
g
o
u
tco
m
es.
T
h
e
co
d
in
g
p
r
o
ce
s
s
is
iter
ativ
e,
with
co
d
es b
ein
g
r
ef
i
n
ed
as th
e
d
ata
a
n
aly
s
is
p
r
o
g
r
e
s
s
es.
On
ce
th
e
d
ata
h
as
b
ee
n
co
d
ed
,
th
e
th
em
es
ar
e
o
r
g
an
ized
in
t
o
ca
teg
o
r
ies
th
at
alig
n
with
th
e
r
esear
ch
o
b
jectiv
es.
Fo
r
ex
am
p
le,
th
e
m
es
r
elate
d
to
tech
n
o
lo
g
ical
b
ar
r
ier
s
m
ay
b
e
g
r
o
u
p
ed
to
g
eth
er
,
wh
ile
th
em
es
r
elate
d
to
lear
n
e
r
en
g
ag
em
e
n
t
o
r
teac
h
e
r
p
r
e
p
ar
ed
n
ess
ar
e
c
ateg
o
r
ized
s
ep
ar
ately
.
T
h
e
an
aly
s
is
was
f
o
cu
s
ed
o
n
u
n
d
er
s
tan
d
i
n
g
h
o
w
th
e
id
en
tifie
d
th
em
es
r
elate
to
th
e
r
esear
ch
q
u
esti
o
n
s
,
p
r
o
v
id
i
n
g
in
s
ig
h
ts
in
to
th
e
ex
p
er
ien
ce
s
o
f
E
FL
lear
n
er
s
a
n
d
teac
h
er
s
in
th
e
co
n
tex
t o
f
f
lip
p
ed
lear
n
in
g
.
T
h
e
d
ata
f
r
o
m
in
ter
v
iews a
r
e
th
en
cr
o
s
s
-
r
ef
er
en
ce
d
with
th
e
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es
to
id
en
tify
co
n
s
is
ten
cies
an
d
d
is
cr
ep
an
cies,
f
u
r
th
er
s
tr
en
g
th
en
in
g
th
e
f
in
d
in
g
s
.
T
r
ian
g
u
latio
n
was
u
s
ed
to
s
tr
en
g
th
en
th
e
v
alid
ity
o
f
th
e
f
in
d
i
n
g
s
b
y
s
y
s
tem
atica
lly
co
m
p
ar
in
g
ev
id
en
ce
f
r
o
m
m
u
ltip
le
s
o
u
r
ce
s
an
d
p
ar
ticip
an
t
g
r
o
u
p
s
.
First,
th
e
r
esear
ch
er
s
co
n
d
u
cted
d
ata
s
o
u
r
ce
tr
ian
g
u
latio
n
b
y
c
r
o
s
s
-
ch
ec
k
i
n
g
lear
n
e
r
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es
with
teac
h
er
q
u
esti
o
n
n
a
ir
e
r
esp
o
n
s
es
to
s
ee
wh
eth
er
r
e
p
o
r
ted
ch
allen
g
es
an
d
b
en
e
f
its
wer
e
co
n
s
is
te
n
t
ac
r
o
s
s
p
er
s
p
ec
tiv
es.
Fo
r
ex
am
p
le,
if
lear
n
e
r
s
r
ep
o
r
ted
d
if
f
icu
lty
c
o
m
p
letin
g
p
r
e
-
class
task
s
d
u
e
to
lim
ited
in
ter
n
et
ac
ce
s
s
o
r
lo
w
d
ig
ital
s
k
ills
,
th
e
an
aly
s
is
ex
am
in
ed
wh
eth
er
teac
h
e
r
s
also
o
b
s
er
v
ed
lo
w
p
r
ep
ar
ati
o
n
r
ates,
in
co
m
p
lete
o
n
lin
e
task
s
,
o
r
u
n
ev
en
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
7
7
6
-
1
7
8
6
1780
p
ar
ticip
atio
n
d
u
r
in
g
i
n
-
class
ac
tiv
ities
.
Seco
n
d
,
m
eth
o
d
tr
ia
n
g
u
latio
n
was
ap
p
lied
b
y
co
m
p
ar
in
g
q
u
esti
o
n
n
air
e
r
esu
lts
with
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
tr
an
s
cr
ip
ts
.
Su
r
v
ey
tr
en
d
s
wer
e
tr
ea
ted
as
in
iti
al
in
d
icato
r
s
,
t
h
en
co
n
f
ir
m
e
d
,
r
ef
in
ed
,
o
r
c
h
allen
g
ed
th
r
o
u
g
h
in
ter
v
iew
n
a
r
r
ativ
es
th
at
p
r
o
v
id
ed
co
n
te
x
t,
ex
am
p
les,
an
d
ex
p
lan
atio
n
s
.
T
h
ir
d
,
t
h
e
s
tu
d
y
u
s
ed
cr
o
s
s
-
ca
s
e
co
m
p
ar
is
o
n
b
etwe
en
W
est
Nu
s
a
T
en
g
g
ar
a
an
d
E
ast
Nu
s
a
T
en
g
g
ar
a
to
ch
ec
k
wh
eth
e
r
th
em
es
wer
e
s
tab
le
ac
r
o
s
s
s
ettin
g
s
o
r
co
n
tex
t
-
s
p
ec
if
ic
.
T
h
e
f
in
d
in
g
s
we
r
e
co
n
s
id
er
ed
v
alid
w
h
en
k
ey
th
em
es
wer
e
s
u
p
p
o
r
te
d
b
y
at
least
two
d
ata
s
o
u
r
ce
s
(
e.
g
.
,
lear
n
er
s
u
r
v
ey
p
lu
s
teac
h
er
in
ter
v
iew)
,
an
d
wh
en
d
is
cr
ep
an
cies
co
u
l
d
b
e
lo
g
ic
ally
ex
p
lain
ed
b
y
d
if
f
e
r
en
ce
s
in
ac
ce
s
s
,
d
ig
ital
liter
ac
y
,
o
r
class
r
o
o
m
p
r
ac
tice
r
ath
er
th
a
n
ig
n
o
r
ed
.
E
th
ical
co
n
s
id
er
atio
n
s
ar
e
p
ar
am
o
u
n
t
in
th
is
s
tu
d
y
,
as
h
u
m
an
p
ar
ticip
an
ts
ar
e
in
v
o
lv
ed
.
T
o
en
s
u
r
e
eth
ical
in
teg
r
ity
,
th
e
s
tu
d
y
ad
h
er
es
to
eth
ical
g
u
id
elin
es
s
e
t
f
o
r
th
b
y
t
h
e
in
s
titu
tio
n
al
r
e
v
iew
b
o
a
r
d
(
I
R
B
)
.
I
n
f
o
r
m
ed
co
n
s
en
t
will
b
e
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
b
ef
o
r
e
d
ata
co
llectio
n
b
eg
in
s
.
Par
ticip
an
ts
ar
e
f
u
lly
in
f
o
r
m
e
d
o
f
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
th
e
v
o
lu
n
tar
y
n
atu
r
e
o
f
t
h
e
ir
p
ar
ticip
atio
n
,
an
d
th
eir
r
ig
h
t
to
with
d
r
aw
at
an
y
tim
e
with
o
u
t
co
n
s
eq
u
en
ce
.
C
o
n
s
en
t
f
o
r
m
s
ar
e
p
r
o
v
id
ed
to
b
o
th
lear
n
er
s
an
d
teac
h
er
s
,
an
d
th
ey
ar
e
ask
ed
to
s
ig
n
th
em
elec
tr
o
n
ically
b
ef
o
r
e
p
ar
ticip
atin
g
in
th
e
s
tu
d
y
.
C
o
n
f
id
en
tiality
is
m
ain
tai
n
ed
th
r
o
u
g
h
o
u
t
th
e
r
esear
ch
p
r
o
ce
s
s
.
All
p
er
s
o
n
al
id
en
tify
in
g
in
f
o
r
m
atio
n
is
r
e
m
o
v
ed
f
r
o
m
th
e
d
ata,
a
n
d
p
s
eu
d
o
n
y
m
s
ar
e
u
s
ed
in
th
e
f
in
al
r
ep
o
r
t
to
en
s
u
r
e
p
a
r
ticip
an
ts
’
an
o
n
y
m
ity
.
Data
ar
e
s
to
r
ed
s
ec
u
r
ely
in
p
ass
w
o
r
d
-
p
r
o
tecte
d
f
iles
,
ac
ce
s
s
ib
le
o
n
ly
to
th
e
r
esear
ch
er
an
d
a
u
th
o
r
ize
d
p
er
s
o
n
n
el.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
T
ec
hn
o
lo
g
ica
l a
nd
dig
it
a
l lit
er
a
cy
cha
lleng
es f
a
ce
d
by
E
F
L
lea
rner
s
i
n E
a
s
t
er
n
I
nd
o
ne
s
ia
E
FL
lear
n
er
s
in
E
aster
n
I
n
d
o
n
esia
f
ac
e
s
ev
er
al
tech
n
o
lo
g
i
ca
l
an
d
d
ig
ital
liter
ac
y
ch
alle
n
g
es
wh
en
p
ar
ticip
atin
g
in
f
lip
p
e
d
lear
n
in
g
.
B
ased
o
n
th
e
d
ata
co
llected
th
r
o
u
g
h
in
ter
v
iews
an
d
q
u
esti
o
n
n
air
es,
th
e
m
o
s
t
p
r
o
m
in
e
n
t c
h
allen
g
es in
clu
d
e:
−
L
im
ited
in
ter
n
et
ac
ce
s
s
A
s
ig
n
if
ican
t
n
u
m
b
er
o
f
s
tu
d
en
ts
r
ep
o
r
ted
ex
p
e
r
ien
cin
g
p
o
o
r
o
r
in
co
n
s
is
ten
t
in
ter
n
et
co
n
n
ec
tiv
ity
,
esp
ec
ially
in
r
u
r
al
an
d
r
em
o
te
ar
ea
s
.
T
h
is
lack
o
f
r
eliab
le
in
ter
n
et
ac
ce
s
s
h
in
d
er
s
th
eir
ab
ilit
y
to
en
g
ag
e
with
p
r
e
-
class
m
ater
ials
s
u
ch
as v
id
eo
lectu
r
es a
n
d
r
ea
d
in
g
m
ater
i
als.
“
I
h
a
ve
a
h
a
r
d
time
w
a
tch
in
g
vid
eo
s
fo
r
th
e
flip
p
ed
cla
s
s
r
o
o
m
b
ec
a
u
s
e
th
e
in
tern
et
is
ve
r
y
s
lo
w
.
S
o
metime
s
I
h
a
ve
to
w
a
it fo
r
h
o
u
r
s
to
lo
a
d
a
1
0
-
min
u
te
vid
e
o
.
”
−
L
ac
k
o
f
d
ig
ital d
ev
ices
Ma
n
y
s
tu
d
en
ts
d
o
n
o
t
o
wn
p
er
s
o
n
al
d
ig
ital
d
ev
ices
s
u
ch
a
s
lap
to
p
s
o
r
tab
lets
.
I
n
s
tead
,
t
h
ey
s
h
ar
e
d
ev
ices
with
f
am
ily
m
e
m
b
er
s
o
r
r
ely
o
n
m
o
b
ile
p
h
o
n
es
with
lim
ited
f
u
n
ctio
n
ality
,
wh
ich
m
ak
es
it
d
if
f
icu
lt
to
co
m
p
lete
ass
ig
n
m
en
ts
an
d
p
ar
ticip
ate
in
o
n
lin
e
ac
tiv
ities
ef
f
ec
tiv
ely
.
“
I
d
o
n
’
t
h
a
ve
my
o
w
n
la
p
to
p
,
s
o
I
h
a
ve
to
u
s
e
my
p
h
o
n
e.
B
u
t
my
p
h
o
n
e
b
a
tter
y
r
u
n
s
o
u
t
fa
s
t,
a
n
d
it
’
s
h
a
r
d
to
u
s
e
a
p
p
s
fo
r
s
tu
d
yin
g
.
”
−
L
o
w
d
ig
ital liter
ac
y
So
m
e
s
tu
d
en
ts
r
ep
o
r
ted
h
a
v
in
g
in
s
u
f
f
icien
t
s
k
ills
to
n
av
i
g
ate
o
n
lin
e
p
latf
o
r
m
s
,
s
ea
r
ch
f
o
r
r
eso
u
r
ce
s
,
an
d
co
m
p
lete
task
s
th
at
r
eq
u
ir
e
ad
v
an
ce
d
d
ig
ital
to
o
ls
.
T
h
is
in
clu
d
es
s
tr
u
g
g
les
with
n
av
ig
atin
g
lear
n
in
g
m
an
ag
em
en
t sy
s
tem
s
(
L
MS)
o
r
u
s
in
g
co
llab
o
r
ativ
e
to
o
ls
lik
e
Go
o
g
le
Do
cs.
“
I
kn
o
w
h
o
w
to
u
s
e
s
o
cia
l
me
d
ia
,
b
u
t
u
s
in
g
ed
u
ca
tio
n
a
l
w
eb
s
ites
a
n
d
u
p
lo
a
d
in
g
a
s
s
ig
n
men
ts
is
co
n
fu
s
in
g
fo
r
me
.
”
3
.
1
.
2
.
H
o
w
t
hes
e
cha
lleng
es a
f
f
ec
t
s
t
ud
ent
s
’
la
ng
ua
g
e
lea
rning
o
utc
o
m
es
T
h
e
tech
n
o
lo
g
ical
an
d
d
ig
ital
liter
ac
y
ch
allen
g
es
s
ig
n
if
ica
n
tly
af
f
ec
t
s
tu
d
e
n
ts
’
lan
g
u
a
g
e
lear
n
in
g
o
u
tco
m
es in
s
ev
er
al
way
s
.
−
I
n
co
m
p
lete
p
r
e
-
class
p
r
ep
ar
ati
o
n
D
u
e
to
p
o
o
r
i
n
ter
n
et
ac
ce
s
s
an
d
lim
ited
d
ev
ices,
m
an
y
s
tu
d
e
n
ts
ar
e
u
n
ab
le
to
co
m
p
lete
th
e
p
r
e
-
class
ass
ig
n
m
en
ts
ess
en
tial
to
th
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el.
As
a
r
esu
lt,
th
ey
en
te
r
class
u
n
p
r
e
p
ar
ed
,
wh
ich
lim
its
th
eir
p
ar
ticip
atio
n
i
n
in
ter
ac
tiv
e
lear
n
in
g
ac
tiv
ities
d
esig
n
ed
to
im
p
r
o
v
e
th
eir
la
n
g
u
a
g
e
s
k
ills
.
“
I
co
u
ld
n
’
t
w
a
tch
th
e
vid
eo
la
s
t
n
ig
h
t
b
ec
a
u
s
e
o
f
th
e
in
tern
et.
S
o
,
in
cla
s
s
to
d
a
y,
I
co
u
l
d
n
’
t
fo
llo
w
th
e
d
is
cu
s
s
io
n
w
ell
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tech
n
o
lo
g
ica
l
a
n
d
d
ig
ita
l litera
cy
ch
a
llen
g
es in
imp
leme
n
tin
g
flip
p
ed
lea
r
n
in
g
:
in
s
ig
h
ts
fr
o
m
…
(
Ha
era
z
i
)
1781
−
I
n
cr
ea
s
ed
f
r
u
s
tr
atio
n
an
d
r
ed
u
ce
d
en
g
a
g
em
en
t
Stru
g
g
lin
g
with
d
ig
ital
to
o
ls
an
d
s
lo
w
in
ter
n
et
co
n
n
ec
tio
n
s
lead
s
to
f
r
u
s
tr
atio
n
,
wh
ich
in
tu
r
n
d
ec
r
ea
s
es
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
p
ar
ticip
ate
in
f
lip
p
ed
lear
n
in
g
ac
tiv
ities
.
So
m
e
s
tu
d
e
n
ts
r
ep
o
r
ted
th
at
t
h
ey
f
elt
o
v
er
wh
elm
e
d
b
y
th
e
tech
n
o
lo
g
ical
d
em
a
n
d
s
,
wh
ich
n
eg
a
tiv
ely
im
p
ac
ted
th
eir
lear
n
in
g
ex
p
er
ien
ce
.
“
Wh
en
I
ca
n
’
t
g
et
t
h
e
vid
e
o
t
o
p
la
y
o
r
c
a
n
’
t
fi
n
d
t
h
e
ma
ter
ia
ls
,
I
feel
s
tr
ess
ed
,
a
n
d
th
en
I
d
o
n
’
t
w
a
n
t to
co
n
tin
u
e
s
tu
d
yin
g
.
”
−
L
im
ited
in
ter
ac
tio
n
with
teac
h
er
s
an
d
p
ee
r
s
Du
e
to
tech
n
o
lo
g
ical
b
a
r
r
ier
s
,
s
tu
d
en
ts
m
is
s
o
u
t
o
n
co
llab
o
r
ativ
e
ac
tiv
ities
,
d
is
cu
s
s
i
o
n
s
,
an
d
f
ee
d
b
ac
k
s
ess
io
n
s
th
at
ar
e
cr
u
cial
f
o
r
la
n
g
u
a
g
e
d
e
v
elo
p
m
e
n
t,
p
ar
ticu
lar
ly
s
p
ea
k
in
g
an
d
li
s
ten
in
g
s
k
ills
.
T
h
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el
r
eq
u
ir
es
in
ter
ac
tio
n
,
b
u
t
th
e
ch
allen
g
es
f
ac
ed
b
y
s
tu
d
e
n
ts
in
h
ib
it
th
eir
ac
tiv
e
p
ar
ticip
atio
n
.
“
I
co
u
ld
n
’
t
jo
in
th
e
g
r
o
u
p
d
is
cu
s
s
io
n
b
ec
a
u
s
e
I
d
id
n
’
t
h
a
ve
en
o
u
g
h
time
to
p
r
ep
a
r
e
my
p
a
r
t
d
u
e
to
s
lo
w
in
tern
et
.
”
3
.
1
.
3
.
Str
a
t
eg
ies t
o
o
v
er
c
o
m
e
t
hes
e
cha
lleng
es
B
ased
o
n
th
e
f
in
d
in
g
s
f
r
o
m
th
e
in
ter
v
iews
an
d
q
u
esti
o
n
n
air
e
s
,
s
ev
er
al
s
tr
ateg
ies
ca
n
b
e
im
p
lem
en
ted
to
o
v
er
c
o
m
e
th
e
tech
n
o
l
o
g
ical
an
d
d
i
g
ital
liter
ac
y
ch
allen
g
e
s
an
d
im
p
r
o
v
e
th
e
ef
f
icac
y
o
f
f
lip
p
ed
lear
n
in
g
i
n
E
aster
n
I
n
d
o
n
esia
.
−
I
m
p
r
o
v
in
g
i
n
ter
n
et
ac
ce
s
s
an
d
d
ev
ice
av
ailab
ilit
y
Pro
v
id
in
g
s
tu
d
en
ts
with
ac
ce
s
s
to
r
eliab
le
in
ter
n
et
an
d
d
ig
ital
d
ev
ices
is
a
f
u
n
d
am
en
t
al
s
tep
to
en
s
u
r
in
g
th
at
th
ey
c
an
f
u
lly
e
n
g
ag
e
with
f
lip
p
ed
lear
n
in
g
.
Go
v
er
n
m
e
n
t
in
itiativ
es
o
r
s
ch
o
o
l
p
ar
t
n
er
s
h
ip
s
with
tech
co
m
p
a
n
ies co
u
ld
p
la
y
a
r
o
le
in
b
r
id
g
in
g
t
h
e
d
ig
ital d
i
v
id
e
in
r
em
o
te
ar
ea
s
.
“
I
th
in
k
th
e
mo
s
t
immed
ia
te
s
o
lu
tio
n
is
to
p
r
o
vid
e
s
tu
d
en
ts
w
ith
a
ffo
r
d
a
b
le
o
r
s
u
b
s
id
iz
ed
d
ev
ices
a
n
d
in
tern
et
a
cc
ess
to
en
s
u
r
e
t
h
ey
ca
n
a
cc
ess
th
e
ma
teri
a
ls
.
”
−
Dig
ital liter
ac
y
tr
a
in
in
g
f
o
r
s
tu
d
en
ts
Of
f
er
in
g
wo
r
k
s
h
o
p
s
o
r
s
h
o
r
t
c
o
u
r
s
es
o
n
d
ig
ital
liter
ac
y
ca
n
eq
u
ip
s
tu
d
en
ts
with
t
h
e
s
k
ills
th
ey
n
ee
d
to
n
av
i
g
ate
o
n
lin
e
lear
n
in
g
p
l
atf
o
r
m
s
ef
f
ec
tiv
el
y
.
T
h
is
ca
n
in
clu
d
e
b
asic
s
k
ills
s
u
ch
as
u
s
i
n
g
L
MS,
u
p
lo
a
d
in
g
ass
ig
n
m
en
ts
,
an
d
co
n
d
u
ctin
g
r
esear
ch
.
“
We
n
ee
d
t
o
h
a
ve
w
o
r
ksh
o
p
s
o
r
tr
a
in
in
g
fo
r
s
tu
d
e
n
ts
o
n
h
o
w
to
u
s
e
t
h
ese
to
o
ls
,
esp
ec
i
a
lly
fo
r
th
o
s
e
w
h
o
a
r
e
n
o
t fa
milia
r
w
ith
d
ig
ita
l te
ch
n
o
lo
g
y
.
”
−
B
len
d
ed
lear
n
in
g
ap
p
r
o
ac
h
T
ea
ch
er
s
ca
n
co
n
s
id
er
in
co
r
p
o
r
atin
g
a
b
len
d
e
d
lear
n
in
g
m
o
d
el,
wh
er
e
s
tu
d
e
n
ts
h
av
e
a
m
ix
o
f
o
n
lin
e
an
d
f
ac
e
-
to
-
f
ac
e
lear
n
i
n
g
ex
p
er
ien
ce
s
.
T
h
is
wo
u
ld
r
ed
u
ce
th
e
r
elian
ce
o
n
tech
n
o
lo
g
y
f
o
r
ev
er
y
less
o
n
an
d
allo
w
s
tu
d
en
ts
to
en
g
ag
e
in
la
n
g
u
ag
e
ac
tiv
ities
in
b
o
th
d
i
g
ital a
n
d
tr
ad
itio
n
al
f
o
r
m
ats.
“
We
ca
n
ma
ke
u
s
e
o
f
o
ffli
n
e
ma
teri
a
ls
a
n
d
in
-
cla
s
s
a
ctiviti
es
to
co
mp
leme
n
t
th
e
o
n
lin
e
less
o
n
s
.
Th
is
co
u
ld
h
elp
s
tu
d
e
n
ts
w
h
o
s
tr
u
g
g
le
w
ith
tech
n
o
lo
g
y
.
”
T
ab
le
1
p
r
o
v
id
es
th
e
in
ter
v
ie
w
q
u
esti
o
n
s
u
s
ed
to
g
ath
er
d
a
ta
f
r
o
m
b
o
th
E
FL
lear
n
er
s
an
d
teac
h
er
s
r
eg
a
r
d
in
g
th
e
ch
allen
g
es a
n
d
s
tr
ateg
ies r
elate
d
to
f
lip
p
ed
lear
n
in
g
.
T
o
p
r
o
v
id
e
a
clea
r
er
r
e
p
r
esen
tatio
n
o
f
th
e
f
in
d
in
g
s
,
T
ab
le
2
v
is
u
alize
s
th
e
tech
n
o
lo
g
ical
ch
allen
g
es
f
ac
ed
b
y
E
FL
lear
n
er
s
b
ased
o
n
in
ter
v
iew
r
esp
o
n
s
es.
T
h
e
t
ab
le
h
ig
h
lig
h
ts
th
at
th
e
m
o
s
t
co
m
m
o
n
ch
allen
g
e
r
ep
o
r
ted
b
y
lear
n
er
s
is
lim
ite
d
in
ter
n
et
ac
ce
s
s
(
4
5
%),
f
o
llo
wed
b
y
a
lack
o
f
p
er
s
o
n
al
d
i
g
ital
d
ev
ices
(
3
0
%)
an
d
lo
w
d
ig
ital
liter
ac
y
(
2
5
%).
T
h
e
f
in
d
in
g
s
f
r
o
m
b
o
th
th
e
lear
n
er
an
d
teac
h
er
in
t
er
v
iews
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
v
iew
o
f
t
h
e
cu
r
r
en
t state
o
f
f
lip
p
e
d
lear
n
i
n
g
i
n
E
aster
n
I
n
d
o
n
esia a
n
d
s
u
g
g
e
s
t c
o
n
cr
ete
s
tep
s
to
m
itig
ate
th
e
b
ar
r
ie
r
s
p
o
s
ed
b
y
tech
n
o
lo
g
ical
an
d
d
ig
ital
liter
ac
y
ch
allen
g
es.
B
y
im
p
lem
e
n
tin
g
th
e
s
tr
ateg
ies
d
is
cu
s
s
ed
,
it
i
s
p
o
s
s
ib
le
to
en
h
an
ce
th
e
ef
f
ec
tiv
en
ess
o
f
f
lip
p
ed
lear
n
in
g
an
d
cr
ea
te
m
o
r
e
eq
u
itab
le
lear
n
in
g
o
p
p
o
r
tu
n
ities
f
o
r
all
s
tu
d
e
n
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
7
7
6
-
1
7
8
6
1782
T
ab
le
1
.
E
FL
lear
n
er
s
an
d
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
t
h
e
ch
alle
n
g
es a
n
d
s
tr
ateg
ies r
elate
d
to
f
lip
p
ed
lear
n
in
g
I
n
t
e
r
v
i
e
w
q
u
e
st
i
o
n
s
F
o
r
EFL
l
e
a
r
n
e
r
s
F
o
r
EFL
t
e
a
c
h
e
r
s
1
.
W
h
a
t
c
h
a
l
l
e
n
g
e
s d
o
y
o
u
f
a
c
e
i
n
a
c
c
e
ssi
n
g
t
h
e
ma
t
e
r
i
a
l
s
f
o
r
t
h
e
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
?
“
I
h
a
v
e
s
l
o
w
i
n
t
e
rn
e
t
,
a
n
d
s
o
m
e
t
i
m
e
s
I
c
a
n
’
t
l
o
a
d
v
i
d
e
o
s
o
r
a
c
c
e
ss
t
h
e
m
a
t
e
ri
a
l
s
.
”
“
M
a
n
y
o
f
m
y
s
t
u
d
e
n
t
s
st
ru
g
g
l
e
w
i
t
h
s
l
o
w
i
n
t
e
r
n
e
t
a
n
d
n
o
t
h
a
v
i
n
g
p
e
rso
n
a
l
d
e
v
i
c
e
s
t
o
a
c
c
e
ss
m
a
t
e
r
i
a
l
s
.
”
2
.
H
o
w
d
o
e
s
t
h
i
s
i
mp
a
c
t
y
o
u
r
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
f
l
i
p
p
e
d
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
?
“
I
f
e
e
l
st
r
e
sse
d
a
n
d
u
n
a
b
l
e
t
o
p
a
rt
i
c
i
p
a
t
e
i
n
d
i
s
c
u
ss
i
o
n
s
b
e
c
a
u
s
e
I
d
i
d
n
’
t
w
a
t
c
h
t
h
e
v
i
d
e
o
s
.
”
“
S
t
u
d
e
n
t
s
w
h
o
a
r
e
u
n
a
b
l
e
t
o
p
re
p
a
re
b
e
f
o
re
h
a
n
d
t
e
n
d
t
o
l
a
g
b
e
h
i
n
d
d
u
r
i
n
g
i
n
-
c
l
a
ss
a
c
t
i
v
i
t
i
e
s
.
”
3
.
D
o
y
o
u
h
a
v
e
a
c
c
e
ss
t
o
t
h
e
n
e
c
e
ssar
y
t
e
c
h
n
o
l
o
g
y
o
r
d
e
v
i
c
e
s
?
“
I
d
o
n
’
t
h
a
v
e
a
l
a
p
t
o
p
,
s
o
I
u
se
m
y
p
h
o
n
e
,
b
u
t
it
’
s
n
o
t
i
d
e
a
l
f
o
r
st
u
d
y
i
n
g
.
”
“
S
o
m
e
s
t
u
d
e
n
t
s
h
a
v
e
p
e
rs
o
n
a
l
d
e
v
i
c
e
s,
b
u
t
m
a
n
y
h
a
v
e
t
o
sh
a
re
w
i
t
h
t
h
e
i
r
f
a
m
i
l
i
e
s,
w
h
i
c
h
l
i
m
i
t
s
t
h
e
i
r
t
i
m
e
.
”
4
.
H
o
w
c
o
n
f
i
d
e
n
t
a
r
e
y
o
u
i
n
u
si
n
g
d
i
g
i
t
a
l
t
o
o
l
s
f
o
r
l
e
a
r
n
i
n
g
?
“
I
a
m
n
o
t
c
o
n
f
i
d
e
n
t
i
n
u
s
i
n
g
n
e
w
l
e
a
r
n
i
n
g
p
l
a
t
f
o
rm
s
l
i
k
e
G
o
o
g
l
e
C
l
a
ssro
o
m
o
r
Mo
o
d
l
e
."
“
I
n
o
t
i
c
e
t
h
a
t
m
a
n
y
s
t
u
d
e
n
t
s
n
e
e
d
h
e
l
p
n
a
v
i
g
a
t
i
n
g
o
n
l
i
n
e
t
o
o
l
s,
a
n
d
t
h
a
t
a
f
f
e
c
t
s t
h
e
i
r
e
n
g
a
g
e
m
e
n
t
.
”
5
.
W
h
a
t
st
r
a
t
e
g
i
e
s
d
o
y
o
u
t
h
i
n
k
c
a
n
h
e
l
p
i
m
p
r
o
v
e
y
o
u
r
e
x
p
e
r
i
e
n
c
e
w
i
t
h
f
l
i
p
p
e
d
l
e
a
r
n
i
n
g
?
“
I
f
w
e
h
a
d
b
e
t
t
e
r
i
n
t
e
rn
e
t
a
n
d
m
o
r
e
d
e
v
i
c
e
s,
I
c
o
u
l
d
f
o
l
l
o
w
t
h
e
l
e
sso
n
s m
o
re
e
a
si
l
y
.
”
“
We
c
o
u
l
d
p
r
o
v
i
d
e
t
r
a
i
n
i
n
g
o
n
d
i
g
i
t
a
l
t
o
o
l
s
,
a
n
d
m
o
re
o
f
f
l
i
n
e
a
c
t
i
v
i
t
i
e
s
t
o
s
u
p
p
o
rt
t
h
o
se
w
i
t
h
l
o
w
-
t
e
c
h
a
c
c
e
ss
.
”
6
.
H
o
w
d
o
y
o
u
f
e
e
l
a
b
o
u
t
u
si
n
g
f
l
i
p
p
e
d
l
e
a
r
n
i
n
g
i
n
t
h
e
f
u
t
u
r
e
?
“
I
t
h
i
n
k
i
t
’
s
a
g
o
o
d
m
e
t
h
o
d
,
b
u
t
o
n
l
y
i
f
w
e
h
a
v
e
b
e
t
t
e
r
a
c
c
e
ss
t
o
t
e
c
h
n
o
l
o
g
y
.
”
“
I
b
e
l
i
e
v
e
f
l
i
p
p
e
d
l
e
a
r
n
i
n
g
h
a
s
g
re
a
t
p
o
t
e
n
t
i
a
l
,
b
u
t
i
t
n
e
e
d
s
t
o
b
e
a
d
a
p
t
e
d
t
o
s
t
u
d
e
n
t
s
’
t
e
c
h
n
o
l
o
g
i
c
a
l
a
b
i
l
i
t
i
e
s
.
”
T
ab
le
2
.
T
ec
h
n
o
lo
g
ical
ch
alle
n
g
es
in
f
lip
p
e
d
lear
n
in
g
C
h
a
l
l
e
n
g
e
P
e
r
c
e
n
t
a
g
e
o
f
l
e
a
r
n
e
r
s (%)
Li
mi
t
e
d
i
n
t
e
r
n
e
t
a
c
c
e
ss
45
La
c
k
o
f
p
e
r
so
n
a
l
d
i
g
i
t
a
l
d
e
v
i
c
e
s
30
Lo
w
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
25
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
aim
ed
to
e
x
p
lo
r
e
t
h
e
ch
allen
g
es
f
ac
ed
b
y
E
FL
le
ar
n
er
s
an
d
teac
h
er
s
i
n
E
aster
n
I
n
d
o
n
esia
wh
en
p
ar
ticip
atin
g
in
f
lip
p
ed
lear
n
in
g
,
f
o
cu
s
in
g
o
n
tech
n
o
lo
g
ical
b
ar
r
ier
s
,
d
ig
ital
liter
ac
y
,
an
d
th
eir
im
p
ac
t
o
n
lan
g
u
ag
e
lear
n
in
g
o
u
tco
m
es.
T
h
e
f
in
d
in
g
s
h
i
g
h
lig
h
t
s
ev
e
r
al
cr
itical
ch
allen
g
es
th
at
h
in
d
e
r
th
e
ef
f
ec
tiv
en
ess
o
f
f
lip
p
ed
class
r
o
o
m
s
in
th
is
r
eg
io
n
an
d
s
u
g
g
est
s
tr
ateg
ies
f
o
r
o
v
e
r
co
m
in
g
th
ese
b
ar
r
ier
s
.
T
h
is
d
is
cu
s
s
io
n
co
m
p
ar
es
th
ese
f
in
d
in
g
s
with
p
r
ev
io
u
s
s
tu
d
ies,
p
r
o
v
id
i
n
g
in
s
ig
h
ts
in
to
th
e
im
p
licatio
n
s
o
f
th
ese
ch
allen
g
es
in
th
e
co
n
tex
t
o
f
E
FL
ed
u
ca
tio
n
i
n
I
n
d
o
n
esia.
T
h
e
m
o
s
t
s
ig
n
if
ican
t
tech
n
o
l
o
g
ical
ch
allen
g
e
i
d
en
tifie
d
i
n
th
is
s
tu
d
y
is
lim
ited
in
ter
n
et
ac
c
ess
,
wh
ich
is
co
n
s
is
ten
t
wi
th
th
e
f
in
d
in
g
s
o
f
Ad
h
ik
ar
i
[
1
3
]
a
n
d
C
h
asan
ah
an
d
Pu
r
wan
ti
[
1
1
]
,
wh
o
r
e
p
o
r
ted
th
at
s
tu
d
en
ts
in
r
u
r
al
ar
ea
s
o
f
I
n
d
o
n
esia,
p
ar
ticu
lar
ly
in
r
em
o
te
d
is
tr
icts
,
o
f
ten
f
ac
e
u
n
r
eliab
le
o
r
s
lo
w
in
ter
n
et
co
n
n
ec
tio
n
s
.
T
h
is
f
in
d
in
g
m
ir
r
o
r
s
th
e
ex
p
er
ien
ce
s
o
f
lear
n
er
s
in
o
th
er
p
ar
t
s
o
f
th
e
wo
r
ld
,
s
u
ch
as
in
r
u
r
al
Sau
d
i
Ar
ab
ia
[
2
7
]
an
d
I
n
d
ia
[
2
8
]
,
w
h
er
e
p
o
o
r
in
ter
n
et
in
f
r
astru
ctu
r
e
d
is
r
u
p
ts
ac
ce
s
s
to
d
ig
ital
lear
n
in
g
m
at
er
ials
.
T
h
e
is
s
u
e
o
f
a
lack
o
f
d
ig
ital
d
ev
ices
also
e
m
er
g
ed
as
a
k
ey
ch
allen
g
e,
with
m
an
y
s
tu
d
en
ts
in
E
aster
n
I
n
d
o
n
esia
r
ely
in
g
o
n
s
h
ar
ed
d
e
v
ices
o
r
m
o
b
ile
p
h
o
n
es.
T
h
is
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
Ma
in
ak
e
a
n
d
Mc
C
r
o
c
k
lin
[
1
6
]
,
wh
o
n
o
ted
th
at
th
e
lack
o
f
p
er
s
o
n
al
d
ev
i
ce
s
s
ig
n
if
ican
tly
h
in
d
er
s
s
tu
d
en
t
p
ar
ticip
atio
n
in
f
lip
p
ed
lear
n
in
g
a
n
d
in
o
n
lin
e
co
m
p
o
n
en
ts
o
f
lear
n
in
g
in
g
e
n
er
al
[
2
9
]
.
T
h
e
in
ab
ilit
y
to
en
g
ag
e
with
o
n
lin
e
lear
n
in
g
m
a
ter
ials
d
u
e
to
s
u
ch
lim
itatio
n
s
ex
ac
er
b
ates
th
e
d
i
g
ital
d
iv
id
e,
a
th
e
m
e
also
o
b
s
e
r
v
ed
i
n
s
tu
d
ies
[
5
]
,
[
2
2
]
wh
o
e
m
p
h
asized
th
e
r
o
le
o
f
tech
n
o
lo
g
y
ac
ce
s
s
in
s
h
ap
in
g
ed
u
ca
tio
n
al
o
u
tco
m
es.
I
n
ad
d
itio
n
to
ac
ce
s
s
-
r
elate
d
c
h
allen
g
es,
lo
w
d
ig
ital
liter
ac
y
was
an
o
th
er
p
r
o
m
in
en
t
b
a
r
r
ie
r
f
o
r
b
o
th
lear
n
er
s
an
d
teac
h
er
s
in
E
aster
n
I
n
d
o
n
esia.
T
h
is
is
s
u
e
h
as
b
ee
n
wid
ely
ac
k
n
o
wled
g
ed
in
r
esear
ch
o
n
f
lip
p
ed
lear
n
in
g
[
1
9
]
,
wh
er
e
lo
w
lev
e
ls
o
f
d
ig
ital
p
r
o
f
icien
cy
am
o
n
g
s
tu
d
en
ts
im
p
ed
e
th
eir
ab
ilit
y
to
n
av
ig
ate
L
MS,
u
s
e
ed
u
ca
tio
n
al
ap
p
s
ef
f
ec
tiv
e
ly
,
an
d
en
g
a
g
e
in
s
elf
-
r
eg
u
late
d
lear
n
in
g
.
T
h
e
r
esu
lts
ec
h
o
th
e
p
r
ev
io
u
s
f
in
d
in
g
s
[
6
]
,
[
3
0
]
,
wh
ich
r
e
p
o
r
ted
th
at
in
ad
eq
u
ate
d
ig
ital
liter
ac
y
am
o
n
g
s
tu
d
e
n
ts
h
in
d
er
s
th
e
s
u
cc
ess
o
f
tech
n
o
lo
g
y
-
en
h
an
ce
d
p
ed
a
g
o
g
ies.
I
n
lin
e
with
th
ese
s
tu
d
ies,
th
e
lear
n
er
s
in
th
is
r
esear
ch
ex
p
r
ess
ed
f
r
u
s
tr
atio
n
s
with
n
av
ig
atin
g
d
ig
ital p
latf
o
r
m
s
,
wh
ich
,
in
tu
r
n
,
af
f
ec
ted
t
h
eir
a
b
ilit
y
to
c
o
m
p
lete
ass
ig
n
m
en
ts
an
d
en
g
a
g
e
f
u
lly
i
n
th
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el.
T
h
is
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
in
te
g
r
atin
g
d
ig
ital
liter
ac
y
tr
ain
in
g
in
to
E
FL
cu
r
r
icu
la
.
D
ig
ital sk
ills
ar
e
f
o
u
n
d
atio
n
al
f
o
r
th
e
s
u
cc
ess
f
u
l im
p
lem
en
tatio
n
o
f
f
lip
p
e
d
lear
n
i
n
g
[
1
]
,
[
3
1
]
.
T
h
e
ch
allen
g
es
r
elate
d
to
tech
n
o
lo
g
y
an
d
d
ig
ital
liter
ac
y
in
ev
itab
ly
im
p
ac
t
th
e
lan
g
u
ag
e
lear
n
in
g
o
u
tco
m
es
o
f
s
tu
d
e
n
ts
.
T
h
e
in
co
m
p
lete
p
r
e
-
class
p
r
ep
a
r
atio
n
d
u
e
to
lim
ited
ac
ce
s
s
to
te
ch
n
o
lo
g
y
an
d
p
o
o
r
in
ter
n
et
co
n
n
ec
tiv
ity
p
r
ev
en
ts
lear
n
er
s
f
r
o
m
en
g
ag
in
g
with
th
e
m
ater
ials
n
ee
d
e
d
f
o
r
s
u
cc
ess
f
u
l
p
ar
ticip
atio
n
in
class
ac
tiv
ities
[
2
]
,
[
5
]
.
T
h
e
s
tu
d
y
’
s
p
ar
ticip
an
ts
r
ep
o
r
ted
en
ter
i
n
g
class
u
n
p
r
e
p
ar
ed
,
wh
ich
h
in
d
er
ed
th
eir
ab
ilit
y
to
e
n
g
ag
e
in
th
e
in
ter
a
ctiv
e,
lan
g
u
ag
e
-
f
o
cu
s
ed
task
s
th
at
ar
e
ce
n
tr
al
to
f
lip
p
e
d
lear
n
in
g
.
T
h
is
m
ir
r
o
r
s
th
e
f
in
d
in
g
s
o
f
Z
h
e
n
g
an
d
L
ee
[
2
1
]
,
w
h
o
em
p
h
asized
th
a
t
lack
o
f
p
r
e
p
ar
atio
n
a
f
f
ec
ts
lear
n
er
s
’
ab
ilit
y
to
p
ar
ticip
ate
in
ac
tiv
ities
d
esig
n
ed
to
im
p
r
o
v
e
s
p
ea
k
in
g
,
lis
ten
in
g
,
r
ea
d
i
n
g
,
a
n
d
wr
itin
g
s
k
ills
.
Mo
r
eo
v
er
,
th
e
f
r
u
s
tr
atio
n
a
n
d
d
is
en
g
ag
em
en
t
ca
u
s
ed
b
y
tech
n
o
lo
g
ical
d
if
f
icu
lties
f
u
r
th
e
r
im
p
ac
ted
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
p
a
r
ticip
ate
in
f
lip
p
e
d
lear
n
in
g
.
Sev
er
al
lear
n
er
s
r
e
p
o
r
ted
f
ee
lin
g
o
v
er
wh
elm
e
d
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tech
n
o
lo
g
ica
l
a
n
d
d
ig
ita
l litera
cy
ch
a
llen
g
es in
imp
leme
n
tin
g
flip
p
ed
lea
r
n
in
g
:
in
s
ig
h
ts
fr
o
m
…
(
Ha
era
z
i
)
1783
s
tr
ess
ed
b
y
th
e
tech
n
ical
b
ar
r
i
er
s
,
wh
ich
led
to
d
ec
r
ea
s
ed
en
g
ag
em
en
t a
n
d
a
lack
o
f
in
ter
es
t in
co
n
tin
u
in
g
with
th
e
lear
n
in
g
ac
tiv
ities
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
w
o
r
k
o
f
Yin
g
et
a
l
.
[
2
5
]
,
wh
o
n
o
ted
th
at
tech
n
ical
d
if
f
icu
lties
in
f
lip
p
e
d
class
r
o
o
m
s
co
u
ld
lead
to
n
e
g
ativ
e
em
o
tio
n
al
r
esp
o
n
s
es,
wh
ich
,
in
tu
r
n
,
a
f
f
ec
t
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
T
h
e
f
r
u
s
tr
atio
n
ca
u
s
ed
b
y
s
lo
w
in
ter
n
et
an
d
th
e
in
ab
ilit
y
to
ac
ce
s
s
m
ater
ial
s
as
p
lan
n
ed
f
u
r
th
er
d
em
o
tiv
ates stu
d
en
ts
,
wh
ich
e
x
ac
er
b
ates th
e
ch
allen
g
es in
la
n
g
u
ag
e
ac
q
u
is
itio
n
.
T
o
m
itig
ate
th
ese
b
ar
r
ier
s
,
s
ev
er
al
s
tr
ateg
ies
wer
e
id
en
tifie
d
b
y
b
o
th
E
FL
lear
n
er
s
a
n
d
t
ea
ch
er
s
in
th
is
s
tu
d
y
.
T
h
e
p
r
o
v
is
io
n
o
f
r
eliab
le
in
ter
n
et
ac
ce
s
s
an
d
d
ig
ital
d
ev
ices
em
er
g
ed
as
th
e
m
o
s
t
im
m
ed
iate
an
d
n
ec
ess
ar
y
s
o
lu
tio
n
.
T
h
is
ali
g
n
s
with
th
e
r
ec
o
m
m
en
d
ati
o
n
s
o
f
Fau
d
i
et
a
l
.
[
2
2
]
,
wh
o
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
a
d
d
r
ess
in
g
th
e
d
ig
ital
d
iv
id
e
to
en
s
u
r
e
eq
u
itab
le
ac
ce
s
s
to
f
lip
p
ed
lea
r
n
in
g
o
p
p
o
r
t
u
n
ities
.
Pre
v
io
u
s
s
tu
d
ies
[
5
]
,
[
2
7
]
also
s
u
g
g
ested
th
at
e
n
s
u
r
in
g
s
tu
d
en
ts
h
av
e
ad
eq
u
ate
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
is
ess
en
tial
f
o
r
th
e
s
u
cc
ess
o
f
f
li
p
p
ed
class
r
o
o
m
s
.
T
ea
c
h
er
s
in
th
is
s
tu
d
y
ec
h
o
ed
th
ese
co
n
ce
r
n
s
,
s
u
g
g
esti
n
g
th
at
p
ar
tn
er
s
h
ip
s
with
tech
n
o
l
o
g
y
co
m
p
an
ies
o
r
g
o
v
er
n
m
en
t
in
it
iativ
es
co
u
ld
h
elp
p
r
o
v
id
e
a
f
f
o
r
d
ab
le
d
e
v
ices
an
d
r
eliab
le
in
ter
n
et
ac
ce
s
s
in
u
n
d
er
-
r
eso
u
r
ce
d
ar
ea
s
.
I
n
ad
d
itio
n
to
im
p
r
o
v
in
g
ac
c
ess
to
tech
n
o
lo
g
y
,
th
e
s
tu
d
y
em
p
h
asized
th
e
n
ee
d
f
o
r
d
ig
i
tal
liter
ac
y
tr
ain
in
g
.
B
o
th
lear
n
er
s
an
d
tea
ch
er
s
s
u
g
g
ested
th
at
wo
r
k
s
h
o
p
s
o
r
s
h
o
r
t
co
u
r
s
es
o
n
d
ig
ital
liter
ac
y
wo
u
ld
h
elp
b
r
id
g
e
th
e
g
ap
in
tec
h
n
o
lo
g
ic
al
s
k
ills
.
T
h
is
r
ec
o
m
m
en
d
atio
n
is
in
lin
e
with
p
r
ev
io
u
s
s
tu
d
ies
[
6
]
,
[
3
0
]
,
wh
ich
ad
v
o
ca
te
f
o
r
i
n
co
r
p
o
r
atin
g
d
ig
ital
liter
ac
y
tr
ain
in
g
in
to
teac
h
er
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
s
to
eq
u
ip
b
o
t
h
ed
u
ca
to
r
s
an
d
s
tu
d
e
n
ts
with
t
h
e
n
ec
ess
ar
y
s
k
ills
to
n
av
ig
at
e
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
s
ef
f
ec
tiv
ely
.
Pro
v
id
in
g
s
u
ch
tr
ain
in
g
wo
u
ld
h
elp
s
tu
d
en
ts
u
s
e
L
MS
an
d
d
ig
ital
to
o
ls
ef
f
icien
tly
,
en
h
an
cin
g
th
e
ir
en
g
ag
em
en
t
an
d
p
ar
ticip
atio
n
in
f
lip
p
ed
lea
r
n
in
g
ac
tiv
ities
.
An
o
th
er
s
tr
ateg
y
s
u
g
g
ested
b
y
teac
h
er
s
was
th
e
im
p
lem
en
tatio
n
o
f
a
b
len
d
ed
lear
n
in
g
ap
p
r
o
ac
h
,
wh
ich
wo
u
ld
co
m
b
i
n
e
b
o
th
o
n
lin
e
an
d
o
f
f
lin
e
lea
r
n
in
g
m
eth
o
d
s
.
T
h
is
ap
p
r
o
ac
h
wo
u
ld
r
ed
u
ce
th
e
d
e
p
en
d
e
n
cy
o
n
tech
n
o
lo
g
y
f
o
r
ev
e
r
y
less
o
n
,
m
a
k
in
g
it
m
o
r
e
ac
ce
s
s
ib
le
to
s
tu
d
en
ts
with
lim
ited
d
i
g
ital
r
eso
u
r
ce
s
.
T
h
e
b
len
d
ed
ap
p
r
o
ac
h
h
as
b
ee
n
s
u
g
g
ested
in
v
ar
io
u
s
s
tu
d
ies
;
a
m
ix
ed
m
o
d
el
o
f
o
n
lin
e
an
d
in
-
class
lear
n
in
g
ca
n
h
elp
o
v
e
r
co
m
e
tech
n
o
lo
g
ical
b
ar
r
ier
s
wh
ile
s
till
lev
er
ag
in
g
t
h
e
b
en
ef
its
o
f
f
lip
p
e
d
lear
n
in
g
[
1
8
]
,
[
3
2
]
.
T
h
e
f
in
d
i
n
g
s
also
p
r
o
v
id
e
im
p
o
r
tan
t
th
e
o
r
etica
l
im
p
licatio
n
s
f
o
r
th
e
f
ield
o
f
E
FL
ed
u
c
atio
n
.
T
h
e
r
esu
lts
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
in
ter
s
ec
tio
n
b
etwe
en
tech
n
o
lo
g
y
,
d
ig
ital
liter
ac
y
,
an
d
cu
ltu
r
al
f
ac
to
r
s
in
s
h
ap
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
f
lip
p
ed
lear
n
in
g
in
u
n
d
e
r
-
r
es
o
u
r
ce
d
co
n
tex
ts
.
As
s
u
g
g
ested
b
y
p
r
e
v
io
u
s
s
tu
d
ie
s
[
7
]
,
[
3
3
]
,
[
3
4
]
,
th
e
s
u
cc
ess
o
f
f
lip
p
ed
class
r
o
o
m
s
d
ep
e
n
d
s
n
o
t
o
n
ly
o
n
th
e
s
tu
d
en
ts
’
ac
ce
s
s
to
tech
n
o
lo
g
y
b
u
t
also
o
n
th
eir
r
ea
d
in
ess
to
en
g
ag
e
with
it.
T
h
is
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
in
co
r
p
o
r
atin
g
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
p
r
o
m
o
te
b
o
t
h
th
e
tech
n
ic
al
an
d
em
o
tio
n
al
r
ea
d
i
n
ess
o
f
s
tu
d
en
ts
to
b
e
n
ef
it
f
r
o
m
f
lip
p
ed
lear
n
in
g
.
Fro
m
a
p
r
ac
tical
p
er
s
p
ec
tiv
e
,
t
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
ed
u
ca
tio
n
al
p
o
lic
y
m
ak
er
s
,
ad
m
in
is
tr
ato
r
s
,
an
d
teac
h
er
s
m
u
s
t
wo
r
k
to
g
eth
er
to
en
s
u
r
e
th
at
th
e
tech
n
o
lo
g
ica
l
an
d
p
ed
ag
o
g
ical
c
h
allen
g
es
o
f
f
lip
p
ed
lea
r
n
in
g
ar
e
ad
d
r
ess
ed
.
T
h
is
in
clu
d
es
p
r
o
v
id
i
n
g
b
etter
in
f
r
astru
ctu
r
e
,
o
f
f
er
in
g
d
i
g
ital
liter
ac
y
tr
ain
in
g
,
an
d
ad
ju
s
tin
g
th
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
to
m
ee
t
th
e
n
ee
d
s
o
f
lear
n
e
r
s
with
v
ar
y
in
g
lev
els
o
f
d
ig
ital
ac
c
ess
.
T
h
ese
s
tr
ateg
ie
s
,
if
im
p
lem
en
te
d
ef
f
ec
tiv
ely
,
ca
n
en
h
an
ce
th
e
e
f
f
icac
y
o
f
f
lip
p
e
d
lear
n
in
g
an
d
en
s
u
r
e
th
at
all
s
tu
d
en
ts
,
r
eg
ar
d
less
o
f
th
eir
s
o
cio
-
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
,
ca
n
b
e
n
ef
it
f
r
o
m
th
is
in
n
o
v
ativ
e
teac
h
i
n
g
m
eth
o
d
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
aim
e
d
to
in
v
esti
g
ate
th
e
ch
alle
n
g
es
f
ac
e
d
b
y
E
FL
lear
n
er
s
a
n
d
teac
h
er
s
i
n
E
aster
n
I
n
d
o
n
esia
wh
en
p
ar
ticip
atin
g
in
f
lip
p
ed
lear
n
in
g
a
n
d
to
e
x
p
lo
r
e
p
o
ten
tial
s
tr
ateg
ies
f
o
r
o
v
er
co
m
i
n
g
th
ese
ch
allen
g
es.
T
h
e
f
in
d
in
g
s
r
ev
e
al
th
at
lim
ited
in
ter
n
et
ac
ce
s
s
,
a
lack
o
f
p
er
s
o
n
al
d
ig
ital
d
ev
i
ce
s
,
an
d
lo
w
d
i
g
ital
liter
ac
y
wer
e
th
e
p
r
im
ar
y
o
b
s
t
ac
les
h
in
d
er
in
g
th
e
ef
f
ec
tiv
e
i
m
p
lem
en
tatio
n
o
f
f
lip
p
ed
lea
r
n
in
g
in
th
is
r
eg
io
n
.
T
h
ese
ch
allen
g
es
s
ig
n
if
ican
tl
y
im
p
ac
ted
s
tu
d
en
ts
’
ab
ilit
y
to
p
r
ep
a
r
e
ad
e
q
u
ately
f
o
r
cl
ass
,
r
ed
u
cin
g
th
eir
p
ar
ticip
atio
n
in
in
ter
ac
tiv
e
ac
tiv
ities
d
esig
n
ed
to
im
p
r
o
v
e
th
eir
lan
g
u
ag
e
s
k
ills
.
Mo
r
eo
v
er
,
th
e
f
r
u
s
tr
atio
n
an
d
d
is
en
g
ag
em
en
t
ca
u
s
ed
b
y
th
ese
tech
n
o
lo
g
ical
b
ar
r
ie
r
s
f
u
r
th
er
ex
ac
er
b
ate
d
th
e
ch
all
en
g
es
in
la
n
g
u
a
g
e
ac
q
u
is
itio
n
.
T
h
e
r
esu
lts
o
f
th
i
s
s
tu
d
y
u
n
d
er
s
co
r
e
t
h
e
im
p
o
r
t
an
ce
o
f
ad
d
r
ess
in
g
th
ese
is
s
u
es
to
en
s
u
r
e
th
at
th
e
p
o
ten
tial
b
en
e
f
its
o
f
f
lip
p
e
d
lear
n
in
g
—
s
u
ch
as
in
cr
ea
s
ed
lear
n
er
au
t
o
n
o
m
y
an
d
d
ee
p
er
c
o
g
n
itiv
e
en
g
ag
em
e
n
t
—
ca
n
b
e
r
ea
lize
d
,
p
ar
ticu
lar
ly
i
n
u
n
d
er
-
r
eso
u
r
c
ed
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
ex
is
tin
g
b
o
d
y
o
f
liter
atu
r
e
b
y
h
ig
h
lig
h
tin
g
t
h
e
s
p
ec
if
ic
te
ch
n
o
lo
g
ical
an
d
p
e
d
ag
o
g
ical
c
h
allen
g
es
f
ac
ed
b
y
E
FL
lear
n
er
s
in
E
aster
n
I
n
d
o
n
esia a
n
d
o
f
f
e
r
in
g
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
f
o
r
o
v
er
c
o
m
in
g
th
ese
b
ar
r
ier
s
.
T
o
e
n
h
a
n
ce
t
h
e
ef
f
e
cti
v
en
ess
o
f
f
li
p
p
ed
le
ar
n
i
n
g
i
n
th
is
c
o
n
te
x
t
,
s
ev
er
al
s
tr
ate
g
i
es
w
er
e
id
e
n
t
if
ie
d
,
in
c
lu
d
i
n
g
i
m
p
r
o
v
i
n
g
a
cc
ess
t
o
r
eli
a
b
le
in
te
r
n
et
a
n
d
d
i
g
i
tal
d
e
v
i
ce
s
,
p
r
o
v
i
d
i
n
g
d
ig
ita
l
lit
er
ac
y
t
r
ai
n
i
n
g
,
a
n
d
ad
o
p
ti
n
g
a
b
l
e
n
d
ed
le
ar
n
i
n
g
a
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ic
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
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Ap
r
il
20
2
6
:
1
7
7
6
-
1
7
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6
1784
r
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o
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s
,
d
i
g
it
al
lit
e
r
ac
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,
an
d
p
e
d
ag
o
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ca
l
s
u
p
p
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t,
f
li
p
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lea
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g
c
a
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i
m
p
le
m
e
n
t
ed
m
o
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e
f
f
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ti
v
el
y
,
lea
d
i
n
g
t
o
im
p
r
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la
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a
g
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ar
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o
u
tc
o
m
es
f
o
r
a
ll
s
t
u
d
e
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ts
.
I
n
c
o
n
c
lu
s
io
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,
a
d
d
r
ess
i
n
g
t
h
e
te
c
h
n
o
l
o
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ca
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d
d
i
g
i
tal
l
ite
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c
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en
g
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f
ac
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y
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ar
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a
s
ter
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d
o
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f
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zi
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ll
p
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te
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al
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ag
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tu
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ies
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ld
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f
in
d
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g
s
b
y
test
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o
m
m
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e
d
s
tr
ateg
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th
r
o
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g
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ter
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ased
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ix
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eth
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s
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ies
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h
at
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m
p
ar
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ee
m
o
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els
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e
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a
s
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ester
:
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u
lly
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lip
p
e
d
lear
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le
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ed
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lip
p
ed
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th
at
co
m
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es
o
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lin
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o
f
f
lin
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m
ater
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,
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d
tr
ad
itio
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tr
u
ctio
n
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e
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ter
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s
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clea
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m
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ain
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en
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teac
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o
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les
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wo
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k
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ld
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with
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ilar
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ase
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ex
a
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i
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ac
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o
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s
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u
r
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d
u
r
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ad
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p
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licy
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ies
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o
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ad
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i
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ativ
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o
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h
e
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u
s
tain
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o
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lip
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ed
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n
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elp
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is
io
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ak
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r
s
p
r
io
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itize
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r
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ctu
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s
k
ills
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ain
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p
ed
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o
g
ical
g
u
id
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ce
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u
n
d
er
s
er
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ed
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te
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ts
.
ACK
NO
WL
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DG
M
E
N
T
S
T
h
e
au
th
o
r
s
wo
u
l
d
lik
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to
ex
p
r
ess
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eir
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ce
r
e
g
r
atitu
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e
to
all
th
e
p
ar
ticip
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ts
in
v
o
lv
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in
t
h
is
s
tu
d
y
,
in
clu
d
in
g
th
e
E
FL
lear
n
er
s
an
d
teac
h
er
s
f
r
o
m
W
est
an
d
E
a
s
t
Nu
s
a
T
en
g
g
ar
a.
W
e
also
ex
ten
d
o
u
r
t
h
an
k
s
t
o
Un
iv
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s
itas
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id
ik
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Ma
n
d
alik
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f
o
r
p
r
o
v
id
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g
th
e
r
eso
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r
ce
s
an
d
en
v
ir
o
n
m
en
t
n
ec
ess
ar
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f
o
r
co
n
d
u
ctin
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th
is
s
tu
d
y
.
Sp
ec
ial
ap
p
r
ec
iatio
n
g
o
es to
th
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c
o
lleag
u
es a
n
d
e
x
p
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ts
wh
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v
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th
e
r
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r
ch
in
s
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u
m
en
ts
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p
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b
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k
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r
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h
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t th
e
r
esear
ch
p
r
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ce
s
s
.
F
UNDING
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NF
O
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M
A
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I
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h
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s
tu
d
y
was
s
u
p
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ted
b
y
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e
r
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ch
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th
em
s
elv
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ar
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in
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r
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r
ch
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r
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p
,
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r
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ed
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r
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th
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llab
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ter
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ash
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ek
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r
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r
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ts
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e
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o
r
th
is
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tu
d
y
.
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h
is
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u
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o
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r
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ip
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ata.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
s
u
p
p
o
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tin
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th
e
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d
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o
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tu
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y
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p
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o
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ab
le
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eq
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est
f
r
o
m
th
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co
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u
th
o
r
,
[
H]
.
T
h
e
d
ata
ar
e
s
to
r
ed
s
ec
u
r
el
y
in
ac
co
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d
a
n
ce
with
in
s
titu
tio
n
al
g
u
id
elin
es,
an
d
ac
ce
s
s
will
b
e
g
r
an
ted
to
r
esear
ch
er
s
wh
o
wis
h
to
v
er
if
y
th
e
s
tu
d
y
’
s
r
esu
lts
o
r
c
o
n
d
u
ct
f
u
r
th
er
an
aly
s
is
.
T
o
en
s
u
r
e
p
ar
ticip
an
t
c
o
n
f
i
d
en
tiality
,
all
p
er
s
o
n
al
id
en
tif
y
in
g
i
n
f
o
r
m
atio
n
h
as
b
ee
n
a
n
o
n
y
m
iz
ed
,
an
d
t
h
e
d
ata
ar
e
s
h
ar
ed
in
ag
g
r
eg
ated
f
o
r
m
.
Fo
r
ac
ce
s
s
to
th
e
f
u
ll d
ataset,
p
le
ase
co
n
tact
th
e
co
r
r
esp
o
n
d
i
n
g
au
th
o
r
v
ia
em
ail.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tech
n
o
lo
g
ica
l
a
n
d
d
ig
ita
l litera
cy
ch
a
llen
g
es in
imp
leme
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flip
p
ed
lea
r
n
in
g
:
in
s
ig
h
ts
fr
o
m
…
(
Ha
era
z
i
)
1785
RE
F
E
R
E
NC
E
S
[
1
]
Y
.
A
l
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n
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.
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l
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[
2
7
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