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R
ec
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t
[
1
]
–
[
4
]
.
Fro
m
th
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p
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s
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tiv
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th
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ter
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[
5
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,
[
6
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.
Desp
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in
cr
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s
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t
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in
AI
-
ass
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lan
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k
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2
AI
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in
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d
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a
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(
X
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2701
s
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to
ac
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e
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icien
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ak
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ts
[
7
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–
[
9
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.
At
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s
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tim
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[
10
]
–
[
12
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.
Fro
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ay
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s
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[
5
]
.
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s
to
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ay
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e
n
cy
,
wh
ile
its
im
p
ac
t
o
n
ac
cu
r
ac
y
r
em
ain
s
an
o
p
en
em
p
ir
ical
q
u
esti
o
n
[
13
]
.
Alth
o
u
g
h
a
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
h
as
e
x
p
lo
r
e
d
th
e
ap
p
licatio
n
o
f
AI
tech
n
o
lo
g
ies
in
lan
g
u
a
g
e
ed
u
ca
tio
n
,
m
u
ch
o
f
th
e
e
x
is
tin
g
liter
atu
r
e
h
as
f
o
cu
s
ed
o
n
wr
itin
g
,
tr
an
s
latio
n
,
o
r
g
e
n
er
a
l
p
er
ce
p
tio
n
s
o
f
AI
u
s
e.
E
m
p
ir
ical
s
tu
d
ies
ex
am
i
n
in
g
th
e
ef
f
ec
ts
o
f
AI
-
ass
is
ted
in
s
tr
u
ctio
n
o
n
E
FL
o
r
al
p
e
r
f
o
r
m
a
n
ce
r
em
ain
r
elativ
ely
lim
ited
,
esp
ec
ially
in
v
o
ca
tio
n
al
an
d
ter
tiar
y
ed
u
ca
tio
n
co
n
te
x
ts
[
4
]
,
[
10
]
.
Mo
r
eo
v
er
,
p
r
ev
i
o
u
s
f
in
d
in
g
s
s
u
g
g
est
th
at
in
s
tr
u
cti
o
n
al
in
ter
v
e
n
tio
n
s
m
ay
d
if
f
er
en
tially
af
f
ec
t
d
im
en
s
io
n
s
o
f
o
r
al
p
er
f
o
r
m
an
ce
,
u
n
d
er
s
co
r
i
n
g
th
e
im
p
o
r
tan
ce
o
f
ex
am
in
in
g
ac
cu
r
ac
y
an
d
f
lu
en
cy
s
ep
ar
ately
r
ath
e
r
th
an
tr
ea
tin
g
o
r
al
p
r
o
f
icien
c
y
as a
u
n
itar
y
co
n
s
tr
u
ct
[
10
].
I
n
r
esp
o
n
s
e
to
t
h
ese
g
ap
s
,
th
e
p
r
esen
t
s
tu
d
y
in
v
esti
g
ates
th
e
ef
f
ec
ts
o
f
AI
-
ass
is
te
d
s
p
ea
k
in
g
in
s
tr
u
ctio
n
o
n
E
FL
lear
n
e
r
s
’
o
r
al
ac
cu
r
ac
y
an
d
f
lu
e
n
cy
in
a
C
h
in
ese
v
o
ca
tio
n
al
c
o
lleg
e
co
n
tex
t.
A
d
o
p
tin
g
a
q
u
asi
-
ex
p
er
im
e
n
tal
p
r
etest
-
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
,
th
e
s
tu
d
y
co
m
p
ar
es
lear
n
er
s
wh
o
en
g
ag
ed
in
AI
-
ass
is
ted
s
p
ea
k
in
g
ac
tiv
ities
m
ed
iated
b
y
a
Gen
AI
ch
atb
o
t
with
th
o
s
e
wh
o
r
ec
eiv
ed
co
n
v
en
tio
n
al
s
p
ea
k
in
g
in
s
tr
u
ctio
n
.
B
y
f
o
cu
s
in
g
o
n
a
cc
u
r
ac
y
an
d
f
lu
en
c
y
as
two
k
ey
o
u
tco
m
e
v
ar
iab
les,
th
is
s
tu
d
y
aim
s
to
p
r
o
v
i
d
e
em
p
ir
ical
ev
id
en
ce
o
n
h
o
w
AI
-
ass
is
ted
in
ter
ac
tio
n
in
f
lu
en
ce
s
d
if
f
er
e
n
t
asp
ec
ts
o
f
o
r
al
p
er
f
o
r
m
a
n
ce
.
Sp
ec
if
ically
,
th
e
s
tu
d
y
a
d
d
r
ess
es th
e
f
o
llo
win
g
r
esear
c
h
q
u
es
tio
n
s
:
−
R
Q1
:
d
o
es AI
-
ass
is
ted
s
p
ea
k
i
n
g
in
s
tr
u
ctio
n
s
ig
n
if
ican
tly
af
f
ec
t E
FL
lear
n
er
s
’
o
r
al
ac
c
u
r
ac
y
?
−
R
Q2
:
d
o
es AI
-
ass
is
ted
s
p
ea
k
i
n
g
in
s
tr
u
ctio
n
s
ig
n
if
ican
tly
af
f
ec
t E
FL
lear
n
er
s
’
o
r
al
f
lu
en
cy
?
B
y
ad
d
r
ess
in
g
th
ese
r
esear
ch
q
u
esti
o
n
s
,
th
e
p
r
esen
t
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
g
r
o
win
g
liter
atu
r
e
o
n
AI
-
ass
is
ted
lan
g
u
ag
e
lear
n
in
g
in
s
ev
er
al
m
ea
n
in
g
f
u
l
way
s
.
I
t
o
f
f
er
s
em
p
ir
ical
ev
id
en
ce
o
n
th
e
ef
f
ec
ts
o
f
Gen
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
in
a
v
o
ca
tio
n
al
co
lleg
e
co
n
tex
t,
a
s
ettin
g
th
at
r
e
m
ain
s
u
n
d
er
r
ep
r
esen
ted
in
ex
is
tin
g
E
FL
r
esear
ch
[
4
]
.
I
n
ad
d
itio
n
,
th
is
s
tu
d
y
d
o
es
n
o
t
tr
ea
t
o
r
al
p
er
f
o
r
m
an
ce
as
a
u
n
itar
y
co
n
s
tr
u
ct;
in
s
tead
,
o
r
al
ac
cu
r
ac
y
an
d
o
r
al
f
lu
en
cy
ar
e
e
x
am
in
ed
s
ep
ar
ately
,
allo
win
g
f
o
r
a
m
o
r
e
f
in
e
-
g
r
ain
ed
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
AI
-
m
e
d
iated
in
ter
ac
tio
n
in
f
lu
en
ce
s
d
if
f
er
en
t
d
im
en
s
io
n
s
o
f
o
r
al
p
er
f
o
r
m
an
ce
[
13
]
.
Fu
r
th
er
m
o
r
e
,
th
e
im
p
lem
e
n
ta
tio
n
o
f
a
wid
ely
ac
ce
s
s
ib
le
Gen
AI
ch
atb
o
t
in
an
au
th
e
n
tic
class
r
o
o
m
s
ettin
g
s
tr
en
g
th
en
s
th
e
ec
o
lo
g
ical
v
al
id
ity
o
f
p
r
ev
io
u
s
f
in
d
i
n
g
s
an
d
y
ield
s
p
ed
a
g
o
g
ically
r
elev
a
n
t
in
s
ig
h
ts
in
to
th
e
ef
f
ec
tiv
e
in
teg
r
atio
n
o
f
Gen
AI
to
o
ls
in
E
FL
s
p
ea
k
in
g
in
s
tr
u
c
tio
n
[
10
].
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
AI
-
a
s
s
is
t
ed
i
ns
t
ruct
io
n i
n E
F
L
c
o
nte
x
t
s
R
ec
e
n
t
a
d
v
a
n
ce
s
i
n
e
d
u
c
ati
o
n
al
te
c
h
n
o
l
o
g
y
h
a
v
e
d
r
a
wn
i
n
c
r
e
asi
n
g
at
te
n
ti
o
n
t
o
t
h
e
p
o
ten
tia
l
o
f
AI
-
m
ed
iat
ed
l
ea
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
ts
to
e
n
h
a
n
c
e
in
te
r
a
cti
o
n
i
n
E
F
L
class
r
o
o
m
s
.
P
r
e
v
i
o
u
s
r
es
ea
r
c
h
o
n
tec
h
n
o
lo
g
y
-
s
u
p
p
o
r
t
e
d
la
n
g
u
ag
e
l
ea
r
n
i
n
g
s
u
g
g
ests
t
h
at
d
i
g
it
a
l
t
o
o
ls
ca
n
h
el
p
o
v
er
co
m
e
c
o
n
s
t
r
ai
n
ts
o
f
l
im
i
te
d
class
r
o
o
m
in
te
r
a
cti
o
n
b
y
p
r
o
v
id
i
n
g
le
ar
n
e
r
s
wit
h
a
d
d
iti
o
n
a
l
o
p
p
o
r
t
u
n
iti
es
f
o
r
p
r
ac
t
ic
e
b
e
y
o
n
d
t
ea
c
h
er
-
f
r
o
n
te
d
in
s
t
r
u
ct
io
n
.
I
n
p
a
r
t
ic
u
la
r
,
t
ec
h
n
o
l
o
g
y
-
en
h
an
ce
d
e
n
v
i
r
o
n
m
e
n
ts
h
a
v
e
b
ee
n
s
h
o
w
n
to
o
f
f
er
f
l
ex
ib
le
,
lea
r
n
e
r
-
co
n
t
r
o
ll
e
d
in
te
r
a
cti
o
n
al
s
p
ac
es,
all
o
wi
n
g
r
ep
ea
te
d
e
n
g
ag
em
en
t
wit
h
ta
r
g
e
t
la
n
g
u
ag
e
i
n
p
u
t
an
d
o
u
t
p
u
t
in
lo
w
-
a
n
x
i
et
y
c
o
n
d
iti
o
n
s
.
St
u
d
ies
ex
am
in
in
g
te
ch
n
o
l
o
g
y
-
s
u
p
p
o
r
t
ed
a
u
t
o
n
o
m
o
u
s
a
n
d
s
el
f
-
d
i
r
e
ct
ed
le
a
r
n
in
g
,
esp
ec
i
all
y
i
n
l
is
te
n
i
n
g
-
f
o
c
u
s
e
d
co
n
t
e
x
ts
,
i
n
d
i
ca
t
e
t
h
at
s
u
c
h
en
v
i
r
o
n
m
en
ts
ca
n
p
r
o
m
o
t
e
s
u
s
tai
n
e
d
le
a
r
n
er
en
g
a
g
em
en
t
a
n
d
en
c
o
u
r
a
g
e
a
cti
v
e
p
ar
tic
ip
ati
o
n
[
14
]
.
T
h
es
e
s
t
u
d
ies
p
r
i
m
a
r
il
y
a
d
d
r
ess
lis
ten
in
g
d
ev
el
o
p
m
en
t
an
d
le
ar
n
er
p
e
r
c
e
p
ti
o
n
s
.
H
o
wev
er
,
t
h
e
y
c
o
n
s
is
t
en
tl
y
s
h
o
w
t
h
at
tec
h
n
o
l
o
g
y
c
a
n
ex
p
a
n
d
in
te
r
a
cti
o
n
al
o
p
p
o
r
t
u
n
iti
es
an
d
f
ac
i
lit
ate
l
e
ar
n
e
r
i
n
v
o
l
v
e
m
e
n
t
.
T
h
is
e
n
g
a
g
e
m
e
n
t
is
als
o
ess
e
n
t
ial
f
o
r
d
e
v
e
lo
p
i
n
g
s
p
o
k
e
n
lan
g
u
a
g
e.
Fro
m
a
s
ec
o
n
d
lan
g
u
a
g
e
ac
q
u
is
itio
n
p
er
s
p
ec
tiv
e,
in
ter
ac
tio
n
h
as
lo
n
g
b
ee
n
r
ec
o
g
n
ize
d
as
a
cr
u
cial
m
ec
h
an
is
m
f
o
r
lan
g
u
ag
e
d
e
v
elo
p
m
en
t.
I
n
ter
ac
tio
n
-
b
ased
a
p
p
r
o
ac
h
es
em
p
h
asize
th
e
r
o
l
e
o
f
n
e
g
o
tiatio
n
o
f
m
ea
n
in
g
,
f
ee
d
b
ac
k
,
an
d
m
o
d
if
ied
o
u
tp
u
t
in
f
ac
ilit
atin
g
lear
n
er
s
’
atten
tio
n
to
lin
g
u
is
tic
f
o
r
m
an
d
co
m
m
u
n
icativ
e
e
f
f
ec
tiv
en
ess
[
1
5
]
.
W
h
en
lear
n
er
s
en
g
ag
e
i
n
m
ea
n
in
g
f
u
l
in
ter
ac
tio
n
,
th
e
y
ar
e
m
o
r
e
lik
ely
to
n
o
tice
g
ap
s
b
etwe
en
th
eir
in
ter
lan
g
u
ag
e
an
d
tar
g
et
lan
g
u
ag
e
f
o
r
m
s
,
p
r
o
m
p
tin
g
lin
g
u
is
tic
ad
ju
s
tm
en
t
an
d
d
ev
elo
p
m
e
n
t
[
1
6
]
.
AI
-
p
o
wer
e
d
ch
atb
o
ts
,
p
ar
ticu
la
r
ly
th
o
s
e
b
ased
o
n
lar
g
e
lan
g
u
ag
e
m
o
d
els,
ar
e
ca
p
a
b
le
o
f
s
u
s
tain
in
g
ex
ten
d
ed
d
ialo
g
u
e
an
d
p
r
o
v
id
in
g
im
m
ed
iate
f
ee
d
b
ac
k
.
Su
ch
f
ea
tu
r
es
alig
n
clo
s
ely
with
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
.
3
,
J
u
n
e
20
2
6
:
2
7
0
0
-
2
7
0
7
2702
in
ter
ac
tio
n
is
t
ac
co
u
n
ts
o
f
lan
g
u
ag
e
lear
n
i
n
g
,
s
u
g
g
esti
n
g
th
at
AI
-
m
ed
iated
s
p
ea
k
in
g
ac
tiv
ities
m
ay
cr
ea
te
in
ter
ac
tio
n
al
co
n
d
itio
n
s
co
n
d
u
civ
e
to
o
r
al
d
ev
elo
p
m
en
t [
1
7
]
,
[
1
8
]
.
2
.
2
.
O
ra
l
a
cc
ura
c
y
a
nd
f
luency
a
s
d
is
t
inct
d
im
ens
io
n
s
Or
al
p
er
f
o
r
m
an
ce
is
wid
ely
u
n
d
er
s
to
o
d
as
a
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
ct,
o
f
ten
an
aly
ze
d
t
h
r
o
u
g
h
th
e
co
m
p
lex
ity
,
ac
c
u
r
ac
y
,
a
n
d
f
lu
en
cy
(
C
AF)
f
r
am
ewo
r
k
[
1
9
]
.
Am
o
n
g
th
ese
d
im
en
s
io
n
s
,
ac
c
u
r
ac
y
an
d
f
lu
en
c
y
ar
e
co
m
m
o
n
ly
tr
ea
ted
as
co
r
e
in
d
icato
r
s
o
f
s
p
o
k
en
lan
g
u
ag
e
d
ev
elo
p
m
en
t
[
2
0
]
.
Acc
u
r
ac
y
r
ef
lects
lear
n
er
s
’
co
n
tr
o
l
o
v
er
g
r
am
m
atica
l
a
n
d
lex
ical
f
o
r
m
s
,
wh
e
r
ea
s
f
lu
en
c
y
r
elate
s
to
th
e
s
m
o
o
th
n
ess
,
s
p
ee
d
,
an
d
co
n
tin
u
ity
o
f
s
p
ee
ch
p
r
o
d
u
ctio
n
[
2
1
]
.
I
m
p
o
r
tan
tly
,
p
r
ev
i
o
u
s
r
esear
ch
s
u
g
g
ests
th
at
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
s
m
ay
a
f
f
ec
t
th
ese
d
im
en
s
io
n
s
d
if
f
er
e
n
tly
d
u
e
to
lim
ited
co
g
n
itiv
e
atten
tio
n
al
r
eso
u
r
ce
s
[
2
2
]
.
Stu
d
ies
o
n
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
lan
g
u
ag
e
lear
n
in
g
in
d
icate
th
at
in
cr
ea
s
ed
o
p
p
o
r
tu
n
ities
f
o
r
in
ter
ac
tio
n
o
f
ten
lead
to
g
ai
n
s
in
f
lu
en
cy
,
as
lear
n
er
s
b
ec
o
m
e
m
o
r
e
ef
f
icien
t
in
s
p
e
ec
h
p
la
n
n
in
g
[
2
3
]
.
Ho
wev
er
,
im
p
r
o
v
em
en
ts
in
f
lu
en
cy
d
o
n
o
t n
ec
ess
ar
ily
co
in
cid
e
with
p
ar
allel
g
ain
s
in
ac
c
u
r
ac
y
,
p
ar
ticu
la
r
ly
in
s
h
o
r
t
-
ter
m
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
s
[
2
4
]
.
T
h
is
d
iv
er
g
e
n
ce
h
ig
h
lig
h
ts
th
e
n
ee
d
to
ex
am
in
e
ac
cu
r
ac
y
an
d
f
lu
en
cy
s
ep
ar
ately
wh
en
e
v
alu
atin
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
in
s
tr
u
ctio
n
al
in
n
o
v
atio
n
s
lik
e
Gen
AI
.
2
.
3
.
Resea
rc
h g
a
ps
a
nd
t
heo
re
t
ica
l f
ra
m
ewo
rk
Alth
o
u
g
h
g
r
o
win
g
atten
tio
n
h
as
b
ee
n
p
ai
d
to
th
e
a
p
p
licatio
n
o
f
Gen
AI
i
n
E
n
g
lis
h
lan
g
u
a
g
e
teac
h
in
g
(
ELT
)
,
ex
is
tin
g
r
esear
c
h
h
as
p
r
ed
o
m
i
n
an
tly
f
o
cu
s
ed
o
n
wr
itin
g
,
tr
an
s
latio
n
,
o
r
lear
n
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
u
s
e,
with
co
m
p
ar
ativ
ely
lim
ited
atten
tio
n
to
E
FL
s
p
ea
k
in
g
i
n
s
tr
u
ctio
n
.
C
u
r
r
en
t
s
tu
d
ies
o
n
Gen
AI
in
E
L
T
ca
n
b
e
b
r
o
a
d
ly
class
if
ied
in
to
two
s
tr
an
d
s
.
On
e
s
tr
an
d
ex
am
i
n
es
th
e
p
ed
ag
o
g
ical
a
p
p
licatio
n
o
f
lar
g
e
la
n
g
u
a
g
e
m
o
d
el
-
b
ased
to
o
ls
,
s
u
c
h
as
C
h
atGPT
,
in
lan
g
u
ag
e
teac
h
in
g
,
with
an
em
p
h
asis
o
n
te
x
t
p
r
o
d
u
ctio
n
,
f
ee
d
b
ac
k
p
r
o
v
is
io
n
,
a
n
d
in
s
tr
u
ctio
n
al
d
esig
n
.
W
h
ile
th
is
l
in
e
o
f
r
esear
ch
h
as
estab
lis
h
ed
th
e
in
s
tr
u
ctio
n
al
p
o
ten
tial
o
f
Gen
AI
,
its
f
o
cu
s
h
as
lar
g
ely
r
em
ain
ed
o
n
wr
itten
la
n
g
u
a
g
e
s
k
ills
r
ath
er
th
an
s
p
o
k
en
p
er
f
o
r
m
an
ce
.
T
h
e
o
th
e
r
s
tr
an
d
ap
p
r
o
ac
h
es
Ge
n
AI
f
r
o
m
a
s
ec
o
n
d
lan
g
u
a
g
e
ac
q
u
i
s
itio
n
p
er
s
p
ec
tiv
e,
h
ig
h
lig
h
tin
g
its
in
ter
ac
tio
n
al
af
f
o
r
d
a
n
ce
s
.
Dr
awin
g
o
n
th
e
i
n
ter
ac
tio
n
h
y
p
o
th
esis
,
th
ese
s
tu
d
ies
s
u
g
g
est
th
at
Gen
AI
-
p
o
wer
ed
ch
atb
o
ts
ca
n
f
ac
ilit
ate
n
eg
o
tiatio
n
o
f
m
ea
n
in
g
an
d
e
n
co
u
r
a
g
e
s
u
s
tain
ed
lan
g
u
ag
e
o
u
tp
u
t
[
5
]
,
[
2
5
]
.
Ho
wev
er
,
em
p
ir
ical
ev
id
en
ce
f
r
o
m
class
r
o
o
m
-
b
ased
s
p
ea
k
in
g
i
n
s
tr
u
ctio
n
r
e
m
ain
s
lim
ited
.
Mo
r
e
im
p
o
r
tan
tly
,
ex
is
tin
g
q
u
an
titativ
e
f
in
d
in
g
s
in
d
icate
th
at
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
m
ay
ex
er
t
d
if
f
er
en
tial
ef
f
ec
ts
o
n
o
r
al
p
er
f
o
r
m
a
n
ce
.
Gain
s
in
o
r
al
f
lu
en
cy
ar
e
r
e
p
o
r
ted
m
o
r
e
co
n
s
is
ten
tly
,
wh
er
ea
s
im
p
r
o
v
em
e
n
ts
in
o
r
al
ac
cu
r
ac
y
ar
e
less
s
tab
le
[
1
7
]
.
Fu
r
th
er
m
o
r
e,
p
r
i
o
r
s
tu
d
ies h
av
e
b
ee
n
co
n
d
u
cte
d
in
g
en
e
r
al
u
n
iv
er
s
ity
E
FL
co
n
tex
ts
,
leav
in
g
v
o
ca
tio
n
al
e
d
u
ca
tio
n
s
ettin
g
s
u
n
d
er
e
x
p
lo
r
e
d
.
T
h
is
is
d
esp
ite
th
e
f
ac
t
th
at
v
o
ca
tio
n
al
ed
u
ca
tio
n
p
r
io
r
itize
s
p
r
ac
tical
co
m
m
u
n
icativ
e
e
f
f
i
cien
cy
o
v
e
r
ac
ad
em
ic
lin
g
u
is
tic
co
n
tr
o
l
[
1
8
]
.
T
h
e
p
r
esen
t
s
tu
d
y
is
g
r
o
u
n
d
ed
in
th
e
in
ter
ac
tio
n
h
y
p
o
th
esis
,
a
ce
n
tr
al
f
r
am
ewo
r
k
i
n
s
ec
o
n
d
lan
g
u
a
g
e
ac
q
u
is
itio
n
r
esear
ch
[
1
5
]
.
B
u
ild
in
g
o
n
K
r
ash
en
’
s
in
p
u
t
h
y
p
o
th
esis
,
L
o
n
g
’
s
in
ter
ac
tio
n
h
y
p
o
th
esis
em
p
h
asizes
th
at
lan
g
u
a
g
e
d
ev
elo
p
m
en
t
i
s
f
ac
ilit
ated
n
o
t
o
n
ly
th
r
o
u
g
h
ex
p
o
s
u
r
e
t
o
co
m
p
r
e
h
en
s
ib
le
in
p
u
t,
b
u
t
m
o
r
e
im
p
o
r
tan
tly
t
h
r
o
u
g
h
in
te
r
ac
tio
n
th
at
en
a
b
les
lear
n
er
s
to
n
eg
o
tiate
m
ea
n
in
g
,
r
ec
eiv
e
f
ee
d
b
ac
k
,
a
n
d
m
o
d
if
y
th
eir
o
u
tp
u
t.
I
n
ter
ac
tio
n
th
er
ef
o
r
e
s
er
v
es
as
a
k
ey
m
ec
h
an
is
m
lin
k
in
g
in
p
u
t,
atten
tio
n
,
an
d
o
u
tp
u
t
in
th
e
lan
g
u
ag
e
lear
n
in
g
p
r
o
ce
s
s
.
Fro
m
an
in
ter
ac
tio
n
is
t p
er
s
p
ec
ti
v
e,
co
m
m
u
n
icatio
n
b
r
ea
k
d
o
w
n
s
p
r
o
m
p
t le
ar
n
e
r
s
to
en
g
ag
e
in
n
e
g
o
tiatio
n
o
f
m
ea
n
in
g
th
r
o
u
g
h
clar
i
f
icatio
n
r
eq
u
ests
,
co
n
f
ir
m
atio
n
ch
ec
k
s
,
an
d
r
ef
o
r
m
u
latio
n
s
.
T
h
ese
in
ter
ac
tio
n
al
p
r
o
ce
s
s
es
d
ir
ec
t
lear
n
er
s
’
atten
tio
n
t
o
lin
g
u
is
tic
f
o
r
m
a
n
d
m
ea
n
in
g
a
n
d
cr
ea
te
f
a
v
o
r
ab
l
e
co
n
d
itio
n
s
f
o
r
in
ter
la
n
g
u
a
g
e
d
ev
elo
p
m
e
n
t.
Op
p
o
r
t
u
n
ities
f
o
r
m
o
d
if
ied
o
u
tp
u
t
f
u
r
th
er
all
o
w
lear
n
er
s
to
test
h
y
p
o
th
eses
ab
o
u
t
th
e
tar
g
et
la
n
g
u
ag
e
a
n
d
r
ef
i
n
e
th
eir
lin
g
u
is
tic
r
ep
r
esen
tatio
n
s
th
r
o
u
g
h
u
s
e
[
1
5
]
.
W
ith
in
th
is
f
r
am
ewo
r
k
,
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
m
ed
iate
d
b
y
Gen
AI
ch
atb
o
ts
ca
n
b
e
co
n
ce
p
tu
alize
d
as
an
in
ter
ac
tio
n
-
r
ich
lear
n
in
g
en
v
ir
o
n
m
en
t.
B
y
s
u
s
tain
in
g
ex
ten
d
ed
d
ialo
g
u
e
an
d
p
r
o
v
id
i
n
g
im
m
ed
iate,
r
esp
o
n
s
iv
e
f
ee
d
b
ac
k
,
AI
c
h
atb
o
ts
en
h
an
c
e
o
p
p
o
r
t
u
n
ities
f
o
r
co
m
p
r
eh
e
n
s
ib
le
in
p
u
t,
m
ea
n
in
g
f
u
l
in
ter
ac
tio
n
,
an
d
p
u
s
h
ed
o
u
tp
u
t
b
ey
o
n
d
wh
at
is
ty
p
icall
y
av
ailab
le
in
teac
h
e
r
-
f
r
o
n
ted
class
r
o
o
m
s
.
T
h
e
in
ter
ac
tio
n
h
y
p
o
t
h
esis
al
s
o
p
r
o
v
id
es
a
p
r
i
n
cip
led
ex
p
lan
atio
n
f
o
r
d
if
f
er
e
n
tial
ef
f
ec
ts
o
n
o
r
al
f
lu
en
cy
a
n
d
ac
cu
r
ac
y
.
Fre
q
u
e
n
t
in
ter
ac
tio
n
an
d
r
ep
ea
te
d
o
u
tp
u
t
p
r
ac
tice
ar
e
ex
p
ec
ted
t
o
r
ed
u
ce
p
r
o
ce
s
s
in
g
lo
ad
an
d
p
r
o
m
o
te
au
to
m
atiza
t
io
n
,
th
er
eb
y
f
ac
ilit
atin
g
g
ain
s
in
f
lu
en
cy
,
wh
er
ea
s
ac
cu
r
ac
y
d
ev
elo
p
m
en
t
m
a
y
r
eq
u
ir
e
s
u
s
tain
ed
atten
tio
n
to
f
o
r
m
an
d
l
o
n
g
e
r
p
er
i
o
d
s
o
f
in
ter
n
aliza
tio
n
[
2
4
]
.
Acc
o
r
d
in
g
ly
,
th
e
i
n
ter
ac
tio
n
h
y
p
o
th
esis
o
f
f
er
s
a
co
h
e
r
en
t
t
h
eo
r
etica
l
b
asis
f
o
r
ex
a
m
in
in
g
h
o
w
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
in
f
lu
en
ce
s
E
FL
lear
n
er
s
’
o
r
al
p
er
f
o
r
m
an
c
e
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
ad
o
p
ted
a
q
u
an
t
itativ
e
q
u
asi
-
ex
p
er
im
en
tal
p
r
etest
-
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
to
in
v
esti
g
ate
th
e
ef
f
ec
ts
o
f
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
[
26
]
.
T
h
e
d
esig
n
in
v
o
lv
ed
as
s
ig
n
in
g
two
in
tact
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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I
SS
N:
2252
-
8
8
2
2
AI
-
a
s
s
is
ted
s
p
ea
kin
g
in
s
tr
u
ctio
n
a
n
d
E
n
g
lis
h
a
s
a
fo
r
eig
n
l
a
n
g
u
a
g
e
lea
r
n
ers
’
o
r
a
l
…
(
X
ia
o
lin
Wa
n
g
)
2703
class
es
a
s
ex
p
er
im
en
tal
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
,
with
p
r
etest
an
d
p
o
s
ttes
t
ass
es
s
m
en
ts
o
f
th
e
t
ar
g
et
v
ar
iab
les,
a
n
d
s
tatis
t
ical
co
n
tr
o
l
f
o
r
b
aselin
e
d
if
f
er
en
ce
s
v
ia
an
aly
s
es
o
f
co
v
ar
ian
ce
(
ANCOVA
)
[
27
]
.
T
h
is
ap
p
r
o
ac
h
f
ac
ilit
ated
ca
u
s
al
in
f
er
en
ce
s
ab
o
u
t
t
h
e
in
ter
v
e
n
tio
n
’
s
i
m
p
ac
t
wh
ile
ad
d
r
ess
in
g
p
r
a
ctica
l
co
n
s
tr
ain
ts
in
class
r
o
o
m
-
b
ased
v
o
ca
tio
n
al
co
lleg
e
r
esear
ch
[
28
].
3
.
2
.
P
a
rt
icipa
nts
T
h
e
p
a
r
ticip
an
ts
wer
e
8
0
f
ir
s
t
-
y
ea
r
s
tu
d
e
n
ts
f
r
o
m
a
v
o
ca
tio
n
al
co
lle
g
e
in
C
h
in
a,
d
r
awn
f
r
o
m
tw
o
in
tact
class
es
o
f
n
o
n
-
E
n
g
lis
h
m
ajo
r
s
en
r
o
lled
in
a
co
m
p
u
ls
o
r
y
C
o
lleg
e
E
n
g
lis
h
co
u
r
s
e.
T
h
ey
wer
e
ap
p
r
o
x
im
ately
1
9
y
ea
r
s
o
l
d
o
n
a
v
er
ag
e
an
d
s
h
ar
ed
s
im
ilar
ed
u
c
atio
n
al
b
ac
k
g
r
o
u
n
d
s
as
n
ativ
e
C
h
in
ese
s
p
ea
k
er
s
.
T
h
e
two
class
es
we
r
e
ass
ig
n
ed
as
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
(
n
=4
0
)
an
d
th
e
c
o
n
tr
o
l
g
r
o
u
p
(
n
=4
0
)
.
Prio
r
to
th
e
in
ter
v
e
n
tio
n
,
th
e
g
r
o
u
p
s
s
h
o
wed
co
m
p
a
r
ab
le
E
n
g
lis
h
p
r
o
f
icien
c
y
lev
els
b
ased
o
n
th
eir
p
r
ev
io
u
s
s
em
ester
’
s
f
in
al
ex
am
in
atio
n
r
esu
lts
,
with
n
o
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
.
B
o
th
g
r
o
u
p
s
wer
e
tau
g
h
t
b
y
th
e
s
am
e
E
n
g
lis
h
in
s
tr
u
cto
r
an
d
f
o
llo
wed
th
e
s
am
e
co
u
r
s
e
s
y
llab
u
s
.
No
n
e
o
f
th
e
p
ar
ticip
an
ts
h
ad
p
r
io
r
ex
p
er
ien
ce
u
s
in
g
AI
c
h
atb
o
t
s
f
o
r
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
in
g
,
e
n
s
u
r
in
g
th
at
o
b
s
er
v
e
d
o
u
tco
m
es
c
o
u
ld
b
e
attr
ib
u
ted
p
r
im
ar
ily
t
o
th
e
in
t
er
v
en
tio
n
[
29
].
A
co
n
v
e
n
ien
c
e
s
am
p
lin
g
s
tr
ateg
y
was
em
p
lo
y
ed
.
Par
ticip
an
ts
wer
e
d
r
awn
f
r
o
m
two
in
tact
class
es
r
ea
d
ily
av
ailab
le
with
in
th
e
in
s
titu
tio
n
al
s
et
tin
g
,
a
p
r
ac
tical
an
d
co
m
m
o
n
ap
p
r
o
ac
h
in
q
u
asi
-
ex
p
er
im
e
n
t
al
class
r
o
o
m
r
esear
ch
[
30
]
.
3
.
3
.
T
he
AI cha
t
bo
t
f
o
r
t
his
s
t
ud
y
T
h
is
s
tu
d
y
em
p
lo
y
ed
Do
u
b
ao
AI
,
a
Gen
AI
ch
atb
o
t
d
ev
elo
p
ed
b
y
B
y
teDa
n
ce
,
as
th
e
in
s
tr
u
ctio
n
al
to
o
l
f
o
r
AI
-
ass
is
ted
s
p
ea
k
in
g
p
r
ac
tice
[
10
]
.
W
id
ely
ac
ce
s
s
ib
le
v
ia
s
m
ar
tp
h
o
n
es
an
d
c
o
m
p
u
ter
s
in
C
h
in
a,
Do
u
b
ao
AI
’
s
co
n
v
e
r
s
atio
n
al
in
ter
f
ac
e
en
ab
les
ex
ten
d
ed
d
i
alo
g
u
e
an
d
n
atu
r
al
lan
g
u
ag
e
r
esp
o
n
s
es.
I
n
th
is
s
tu
d
y
,
th
e
ch
atb
o
t
s
er
v
ed
as
a
n
in
ter
ac
tiv
e
s
p
ea
k
in
g
p
a
r
tn
er
,
with
s
tu
d
en
ts
en
g
ag
in
g
in
to
p
ic
-
b
ased
p
r
o
m
p
ts
an
d
r
o
le
-
p
lay
task
s
to
elicit
s
u
s
tain
ed
s
p
o
k
en
o
u
tp
u
t.
T
h
e
ch
atb
o
t
g
en
e
r
ated
f
o
llo
w
-
u
p
q
u
esti
o
n
s
an
d
co
n
tex
tu
al
r
esp
o
n
s
es,
p
r
o
m
o
tin
g
elab
o
r
atio
n
an
d
ex
te
n
d
ed
in
ter
ac
tio
n
.
B
y
o
f
f
er
i
n
g
an
o
n
-
d
e
m
an
d
,
lo
w
-
an
x
iety
en
v
ir
o
n
m
e
n
t,
it
p
r
o
v
id
ed
ad
d
itio
n
al
s
p
ea
k
i
n
g
p
r
ac
tice
b
ey
o
n
d
class
r
o
o
m
c
o
n
s
tr
ain
ts
[
20
]
.
D
u
r
in
g
th
e
in
ter
v
e
n
tio
n
,
ac
tiv
ities
wer
e
p
r
im
a
r
ily
m
ea
n
in
g
-
f
o
cu
s
ed
o
r
al
task
s
,
in
clu
d
in
g
to
p
ic
-
b
a
s
ed
co
n
v
e
r
s
atio
n
s
,
r
o
le
-
p
lay
s
,
a
n
d
o
p
in
io
n
-
s
h
ar
in
g
r
elev
an
t
to
v
o
ca
tio
n
al
c
o
n
te
x
ts
.
T
h
e
ch
at
b
o
t
o
cc
asio
n
ally
p
r
o
v
id
e
d
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
an
d
alter
n
ativ
e
ex
p
r
ess
io
n
s
.
E
x
p
er
im
en
tal
g
r
o
u
p
s
tu
d
en
ts
u
s
ed
it
d
u
r
in
g
class
r
o
o
m
s
ess
io
n
s
an
d
f
o
r
out
-
of
-
class
p
r
ac
tice,
av
er
ag
in
g
2
0
-
3
0
m
i
n
u
tes p
er
s
ess
io
n
,
t
wo
to
th
r
ee
tim
es we
ek
ly
.
3
.
4
.
I
ns
t
rum
ent
s
T
h
e
p
r
im
ar
y
in
s
tr
u
m
en
t
was
a
class
r
o
o
m
-
b
ased
s
p
ea
k
in
g
t
est
ad
m
in
is
ter
ed
as
p
r
etest
an
d
p
o
s
ttes
t,
alig
n
ed
with
th
e
C
o
lleg
e
E
n
g
lis
h
co
u
r
s
e
co
n
te
n
t.
Stu
d
e
n
ts
p
er
f
o
r
m
ed
s
h
o
r
t
s
p
ea
k
in
g
task
s
o
n
f
am
iliar
,
v
o
ca
tio
n
ally
r
elev
an
t
to
p
ics.
Per
f
o
r
m
an
ce
s
we
r
e
ev
al
u
ated
u
s
in
g
an
an
aly
tic
r
atin
g
r
u
b
r
ic
ad
a
p
ted
f
r
o
m
in
t
er
n
atio
n
al
E
n
g
lis
h
lan
g
u
ag
e
test
in
g
s
y
s
tem
(
I
E
L
T
S
)
Sp
ea
k
in
g
c
r
iter
ia,
f
o
cu
s
in
g
o
n
o
r
al
f
lu
en
c
y
(
s
p
ee
c
h
co
n
tin
u
ity
an
d
s
m
o
o
th
n
ess
)
an
d
o
r
al
ac
cu
r
ac
y
(
g
r
am
m
atica
l
an
d
le
x
ical
co
r
r
ec
tn
ess
)
[
30
]
.
E
ac
h
d
im
e
n
s
io
n
was
r
ated
o
n
a
f
iv
e
-
p
o
in
t
s
ca
le,
with
h
ig
h
er
s
co
r
es
in
d
icatin
g
b
etter
p
er
f
o
r
m
an
ce
.
Sp
ea
k
i
n
g
was
ass
e
s
s
ed
in
r
ea
l
tim
e
b
y
two
ex
p
er
ien
ce
d
E
FL
teac
h
er
s
.
A
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
to
ca
lib
r
ate
th
e
r
ater
s
an
d
ex
am
in
e
in
ter
-
r
ater
r
eliab
ilit
y
.
T
h
e
r
e
s
u
lts
in
d
icate
d
s
atis
f
ac
to
r
y
a
g
r
ee
m
en
t
f
o
r
b
o
th
r
atin
g
d
i
m
en
s
io
n
s
,
with
a
n
in
tr
ac
lass
co
r
r
elatio
n
co
ef
f
icie
n
t
(
I
C
C
)
o
f
0
.
9
0
f
o
r
o
r
al
ac
c
u
r
ac
y
a
n
d
0
.
8
3
f
o
r
o
r
al
f
lu
en
c
y
.
T
h
e
s
am
e
r
atin
g
p
r
o
ce
d
u
r
es we
r
e
s
u
b
s
eq
u
e
n
tly
ad
o
p
ted
in
th
e
m
ai
n
s
tu
d
y
.
3
.
5
.
E
x
perim
ent
pro
ce
du
re
a
nd
d
a
t
a
a
na
ly
s
is
T
h
e
in
ter
v
e
n
tio
n
last
ed
1
6
wee
k
s
.
I
n
wee
k
1
,
all
p
a
r
ticip
an
t
s
co
m
p
leted
a
s
p
ea
k
in
g
p
r
etes
t
ass
ess
in
g
b
aselin
e.
T
h
e
ex
p
er
im
e
n
tal
g
r
o
u
p
r
ec
eiv
e
d
an
in
tr
o
d
u
ctio
n
to
Do
u
b
ao
AI
a
n
d
g
u
id
an
ce
o
n
its
u
s
e
f
o
r
s
p
ea
k
in
g
p
r
ac
tice;
th
e
co
n
tr
o
l
g
r
o
u
p
d
id
n
o
t.
Fro
m
wee
k
s
2
to
1
5
,
th
e
ex
p
er
im
en
tal
g
r
o
u
p
in
te
g
r
ated
AI
-
ass
is
ted
s
p
ea
k
in
g
ac
tiv
ities
in
to
class
r
o
o
m
a
n
d
o
u
t
-
of
-
class
s
ess
io
n
s
,
in
v
o
lv
in
g
to
p
ic
-
b
ased
task
s
an
d
r
o
le
-
p
lay
s
with
th
e
ch
atb
o
t
f
o
r
ex
ten
d
e
d
i
n
ter
ac
tio
n
.
T
h
e
c
o
n
tr
o
l
g
r
o
u
p
r
ec
e
iv
ed
tr
a
d
itio
n
al
in
s
tr
u
ctio
n
,
in
clu
d
in
g
teac
h
er
-
le
d
ex
p
lan
atio
n
s
,
class
r
o
o
m
p
r
ac
t
ice,
an
d
p
ee
r
in
ter
ac
tio
n
with
o
u
t
AI
.
I
n
wee
k
1
6
,
all
p
ar
ticip
an
ts
co
m
p
leted
a
p
ar
allel
s
p
ea
k
in
g
p
o
s
ttes
t
to
m
ea
s
u
r
e
ch
an
g
es.
T
h
e
e
x
p
er
i
m
en
tal
p
r
o
ce
d
u
r
e
o
f
th
e
p
r
ese
n
t
s
tu
d
y
is
illu
s
tr
ated
in
Fig
u
r
e
1
.
Sp
ea
k
in
g
s
co
r
es
o
n
o
r
al
ac
c
u
r
ac
y
an
d
o
r
al
f
lu
en
c
y
f
r
o
m
th
e
p
r
etest
an
d
p
o
s
ttes
t
wer
e
an
aly
ze
d
q
u
an
titativ
ely
u
s
in
g
s
tatis
tical
p
ac
k
ag
e
f
o
r
th
e
s
o
cial
s
cien
ce
s
v
er
s
io
n
2
6
.
0
.
(
SP
SS
2
6
.
0
.
)
D
escr
ip
tiv
e
s
tatis
t
ics
wer
e
f
ir
s
t
ca
lcu
lated
f
o
r
b
o
th
t
h
e
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
.
T
o
ex
am
in
e
wh
eth
e
r
A
I
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
h
a
d
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
p
o
s
ttes
t
p
er
f
o
r
m
a
n
ce
b
etwe
en
g
r
o
u
p
s
wh
ile
c
o
n
tr
o
llin
g
f
o
r
in
itial
d
if
f
er
en
ce
s
,
ANCOVA
wer
e
co
n
d
u
cte
d
s
ep
ar
ately
f
o
r
o
r
al
a
cc
u
r
ac
y
an
d
o
r
al
f
lu
en
c
y
,
with
p
o
s
ttes
t
s
co
r
es
as
th
e
d
ep
en
d
en
t
v
ar
iab
les,
g
r
o
u
p
as
th
e
f
ix
e
d
f
ac
t
o
r
,
a
n
d
c
o
r
r
esp
o
n
d
in
g
p
r
etest
s
co
r
es
as
c
o
v
ar
iates.
Statis
tical
s
ig
n
if
ican
ce
was set a
t p
<.
0
5
f
o
r
all
an
aly
s
es.
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
.
3
,
J
u
n
e
20
2
6
:
2
7
0
0
-
2
7
0
7
2704
Fig
u
r
e
1
.
E
x
p
er
im
e
n
t p
r
o
ce
d
u
r
e
o
f
th
e
s
tu
d
y
4.
RE
SU
L
T
S
T
h
is
s
ec
tio
n
r
ep
o
r
ts
th
e
q
u
an
titativ
e
f
in
d
in
g
s
r
eg
a
r
d
in
g
th
e
ef
f
ec
ts
o
f
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
o
n
E
FL
lear
n
er
s
’
o
r
al
ac
cu
r
ac
y
an
d
o
r
al
f
lu
e
n
cy
.
Descr
ip
tiv
e
s
tatis
tics
ar
e
f
ir
s
t
p
r
esen
ted
to
illu
s
tr
ate
o
v
er
all
tr
en
d
s
in
p
r
e
-
test
an
d
p
o
s
t
-
test
p
er
f
o
r
m
a
n
ce
.
T
o
ex
am
i
n
e
wh
eth
er
p
o
s
t
-
test
d
if
f
er
en
ce
s
b
etwe
en
th
e
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
r
em
ain
ed
s
ig
n
if
ican
t
af
ter
co
n
tr
o
llin
g
f
o
r
p
r
e
-
test
s
co
r
es,
ANCOV
A
was c
o
n
d
u
cted
s
ep
ar
ately
f
o
r
o
r
al
ac
cu
r
ac
y
a
n
d
o
r
al
f
lu
en
cy
[1
0
]
.
4
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics
T
ab
le
1
p
r
esen
ts
th
e
d
escr
ip
tiv
e
s
tatis
t
ics
f
o
r
o
r
al
ac
cu
r
ac
y
an
d
o
r
al
f
lu
e
n
cy
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
at
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
s
tag
es.
As
s
h
o
wn
in
th
e
ta
b
le,
th
e
two
g
r
o
u
p
s
d
em
o
n
s
tr
ated
co
m
p
ar
ab
le
lev
els
o
f
o
r
al
ac
c
u
r
ac
y
an
d
o
r
al
f
lu
en
cy
at
th
e
p
r
e
-
test
.
Fo
llo
win
g
th
e
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
,
th
e
ex
p
er
im
en
t
al
g
r
o
u
p
d
em
o
n
s
tr
ated
a
s
u
b
s
tan
tial
im
p
r
o
v
em
e
n
t
in
o
r
al
f
lu
en
cy
,
w
h
er
ea
s
ch
an
g
es
in
o
r
al
ac
cu
r
ac
y
wer
e
r
elativ
ely
s
m
all.
T
h
e
co
n
tr
o
l
g
r
o
u
p
d
em
o
n
s
tr
ated
o
n
ly
s
lig
h
t
im
p
r
o
v
em
e
n
ts
in
o
r
al
f
lu
en
c
y
an
d
a
s
lig
h
t d
ec
r
e
ase
in
o
r
al
ac
cu
r
ac
y
at
th
e
p
o
s
t
-
test
s
tag
e
[
2
6]
.
T
ab
le
1
.
Descr
ip
tiv
e
s
tatis
tics
o
f
o
r
al
ac
c
u
r
ac
y
a
n
d
o
r
al
f
lu
e
n
cy
in
th
e
e
x
p
er
im
en
tal
a
n
d
c
o
n
tr
o
l g
r
o
u
p
s
G
r
o
u
p
M
e
a
su
r
e
Pre
-
t
e
st
P
o
st
-
t
e
st
M
e
a
n
S
.
D
.
M
e
a
n
S
.
D
.
EG
A
c
c
u
r
a
c
y
3
.
7
5
1
.
1
0
3
.
7
8
1
.
1
7
F
l
u
e
n
c
y
3
.
2
3
0
.
8
6
4
.
3
0
0
.
9
4
CG
A
c
c
u
r
a
c
y
3
.
4
8
1
.
1
5
3
.
3
3
1
.
1
6
F
l
u
e
n
c
y
3
.
0
3
0
.
8
6
3
.
5
0
1
.
1
3
4
.
2
.
I
nfe
re
ntia
l
s
t
a
t
is
t
ics
W
ith
r
eg
ar
d
to
o
r
al
ac
cu
r
a
cy
,
th
e
ANCOVA
r
esu
lts
in
d
ic
ated
th
at,
af
ter
c
o
n
tr
o
llin
g
f
o
r
p
r
e
-
test
ac
cu
r
ac
y
s
co
r
es,
th
er
e
was
n
o
s
tatis
tica
lly
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
ex
p
e
r
im
e
n
tal
g
r
o
u
p
a
n
d
th
e
co
n
tr
o
l
g
r
o
u
p
o
n
t
h
e
p
o
s
t
-
test
,
F=2
.
7
4
,
p
=
0
.
1
0
2
,
p
ar
tial
η
²=
0
.
0
3
4
,
as
s
h
o
wn
in
T
ab
le
2
.
T
h
e
ad
ju
s
ted
m
ea
n
ac
cu
r
ac
y
s
co
r
e
o
f
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
was
s
lig
h
tly
h
ig
h
er
th
a
n
th
at
o
f
th
e
co
n
tr
o
l
g
r
o
u
p
;
h
o
we
v
er
,
th
is
d
if
f
er
en
ce
d
id
n
o
t r
ea
ch
s
tatis
t
ical
s
ig
n
if
ican
ce
.
I
n
co
n
tr
ast,
th
e
ANCOVA
r
esu
lts
f
o
r
o
r
al
f
lu
en
c
y
r
ev
ea
led
a
s
ig
n
if
ican
t
m
ain
ef
f
e
ct
o
f
g
r
o
u
p
o
n
p
o
s
t
-
test
p
er
f
o
r
m
an
ce
a
f
ter
c
o
n
tr
o
llin
g
f
o
r
p
r
e
-
test
f
lu
en
c
y
s
co
r
es,
F=1
3
.
2
9
,
p
<0
.
0
0
1
,
p
ar
tial
η
²=
0
.
1
4
7
,
as
s
ee
n
in
T
ab
le
3
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
o
b
tain
ed
a
s
u
b
s
tan
tially
h
ig
h
er
ad
ju
s
ted
m
ea
n
s
co
r
e
in
o
r
al
f
lu
e
n
cy
th
an
th
e
co
n
tr
o
l
g
r
o
u
p
,
in
d
ica
tin
g
th
at
lear
n
er
s
wh
o
r
ec
eiv
e
d
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
o
u
tp
er
f
o
r
m
e
d
th
o
s
e
wh
o
r
ec
eiv
e
d
co
n
v
en
tio
n
al
in
s
tr
u
ctio
n
in
ter
m
s
o
f
o
r
al
f
lu
en
cy
.
T
ab
le
2
.
ANCOVA
r
esu
lts
f
o
r
o
r
al
ac
cu
r
ac
y
G
r
o
u
p
N
A
d
j
u
st
e
d
m
e
a
n
F
p
p
a
r
t
i
a
l
η²
E
G
40
3
.
4
1
2
.
7
4
0
.
1
0
2
0
.
0
3
4
C
G
40
3
.
2
6
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
AI
-
a
s
s
is
ted
s
p
ea
kin
g
in
s
tr
u
ctio
n
a
n
d
E
n
g
lis
h
a
s
a
fo
r
eig
n
l
a
n
g
u
a
g
e
lea
r
n
ers
’
o
r
a
l
…
(
X
ia
o
lin
Wa
n
g
)
2705
T
ab
le
3
.
ANCOVA
r
esu
lts
f
o
r
o
r
al
f
lu
e
n
cy
G
r
o
u
p
N
A
d
j
u
st
e
d
m
e
a
n
F
p
p
a
r
t
i
a
l
η²
E
G
40
4
.
2
2
1
3
.
2
9
<
0
.
0
0
1
0
.
1
4
7
C
G
40
3
.
5
8
5.
DIS
CU
SS
I
O
N
T
h
e
p
r
esen
t
s
tu
d
y
ex
a
m
in
ed
t
h
e
ef
f
ec
ts
o
f
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
th
at
AI
-
ass
is
ted
in
s
tr
u
ctio
n
s
ig
n
if
ican
tly
en
h
an
ce
d
lear
n
er
s
’
o
r
al
f
lu
e
n
cy
,
wh
e
r
ea
s
its
im
p
a
ct
o
n
o
r
al
ac
cu
r
ac
y
was
n
o
t
s
tati
s
tically
s
ig
n
if
ican
t
[
1
0
]
.
Fro
m
th
e
p
e
r
s
p
ec
tiv
e
o
f
th
e
in
ter
ac
tio
n
h
y
p
o
th
esis
,
th
e
s
ig
n
if
ican
t
g
ain
s
in
o
r
al
f
lu
en
cy
m
a
y
b
e
ex
p
l
ain
ed
b
y
th
e
in
ter
ac
tio
n
-
r
ich
en
v
ir
o
n
m
e
n
t
af
f
o
r
d
ed
b
y
th
e
Gen
AI
ch
atb
o
t.
AI
-
m
ed
iated
s
p
ea
k
in
g
ac
ti
v
ities
p
r
o
v
id
e
d
lear
n
e
r
s
with
a
b
u
n
d
a
n
t
o
p
p
o
r
t
u
n
ities
f
o
r
s
u
s
tain
ed
in
ter
ac
tio
n
,
n
eg
o
tiatio
n
o
f
m
ea
n
i
n
g
,
a
n
d
r
ep
ea
ted
o
r
al
o
u
tp
u
t
[
5
]
,
[
1
5
]
.
Mo
r
eo
v
e
r
,
th
e
r
elativ
el
y
lo
w
-
p
r
ess
u
r
e
an
d
non
-
e
v
alu
ativ
e
n
atu
r
e
o
f
AI
-
m
ed
iated
in
ter
ac
tio
n
m
ay
h
a
v
e
r
ed
u
ce
d
lear
n
e
r
s
’
s
p
ea
k
in
g
an
x
iety
,
th
er
eb
y
en
co
u
r
a
g
in
g
g
r
ea
ter
s
p
ee
ch
c
o
n
tin
u
ity
an
d
willin
g
n
ess
to
co
m
m
u
n
icate
[
7
]
.
I
n
lin
e
with
th
e
af
f
ec
tiv
e
f
ilter
h
y
p
o
th
esis
,
s
u
ch
af
f
ec
tiv
e
co
n
d
itio
n
s
ar
e
co
n
d
u
civ
e
t
o
f
lu
en
t
lan
g
u
ag
e
p
r
o
d
u
ctio
n
[
3
1
]
.
I
n
co
n
tr
ast,
th
e
a
b
s
en
ce
o
f
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
in
o
r
al
ac
cu
r
ac
y
m
ay
b
e
ex
p
lain
e
d
b
y
th
e
co
g
n
itiv
e
d
em
an
d
s
ass
o
ciate
d
with
ac
cu
r
ac
y
d
ev
elo
p
m
e
n
t.
Acc
u
r
ac
y
-
o
r
ien
ted
g
ain
s
ty
p
ically
r
eq
u
ir
e
s
u
s
tain
ed
atten
tio
n
to
lin
g
u
is
tic
f
o
r
m
,
e
x
p
licit
f
ee
d
b
ac
k
,
an
d
ex
te
n
d
ed
o
p
p
o
r
tu
n
ities
f
o
r
n
o
ticin
g
f
o
r
m
-
m
ea
n
in
g
r
elatio
n
s
h
ip
s
[
2
0
]
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
A
I
-
ass
is
ted
s
p
ea
k
in
g
task
s
p
r
im
ar
ily
em
p
h
asized
m
ea
n
in
g
-
f
o
cu
s
ed
in
ter
ac
tio
n
,
wh
ich
m
ay
h
a
v
e
le
d
lear
n
er
s
to
p
r
io
r
ities
co
m
m
u
n
icativ
e
ef
f
ec
tiv
en
ess
o
v
e
r
f
o
r
m
m
o
n
ito
r
in
g
[
1
9
]
.
T
h
is
f
i
n
d
in
g
is
co
n
s
is
ten
t
with
th
e
tr
ad
e
-
o
f
f
h
y
p
o
th
esis
,
wh
ich
s
u
g
g
ests
th
at
lear
n
er
s
’
lim
ited
atten
tio
n
al
r
eso
u
r
ce
s
d
u
r
in
g
lan
g
u
ag
e
p
r
o
d
u
ctio
n
m
ay
r
esu
lt
in
im
p
r
o
v
em
en
ts
in
f
lu
en
cy
o
cc
u
r
r
in
g
with
o
u
t
p
a
r
allel
g
ain
s
i
n
ac
c
u
r
ac
y
[
1
9
]
.
Ov
e
r
all,
th
ese
f
in
d
i
n
g
s
s
u
g
g
est
t
h
at
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
m
ay
d
if
f
e
r
en
tially
s
u
p
p
o
r
t
d
i
m
en
s
io
n
s
o
f
o
r
al
p
er
f
o
r
m
an
c
e,
with
p
ar
ticu
lar
s
tr
en
g
t
h
s
in
p
r
o
m
o
tin
g
f
lu
e
n
c
y
d
ev
elo
p
m
e
n
t
[
3
0
]
.
T
o
f
ac
ilit
ate
im
p
r
o
v
em
e
n
ts
in
o
r
al
ac
cu
r
ac
y
,
AI
-
m
ed
iated
s
p
ea
k
in
g
p
r
ac
tice
m
ay
n
ee
d
to
b
e
p
ed
a
g
o
g
ically
c
o
m
p
lem
en
t
ed
b
y
m
o
r
e
e
x
p
licit f
o
r
m
-
f
o
c
u
s
ed
s
u
p
p
o
r
t a
n
d
g
u
id
ed
f
ee
d
b
a
ck
.
6.
CO
NCLU
SI
O
N
Fro
m
a
p
ed
ag
o
g
ical
s
tan
d
p
o
in
t,
s
ev
er
al
im
p
licatio
n
s
ca
n
b
e
d
r
awn
f
o
r
E
FL
in
s
tr
u
ctio
n
in
v
o
ca
tio
n
al
co
lleg
e
s
ettin
g
s
.
First,
AI
-
ass
is
ted
s
p
ea
k
in
g
ac
tiv
ities
ca
n
b
e
in
teg
r
ated
in
t
o
r
e
g
u
lar
cla
s
s
r
o
o
m
teac
h
in
g
to
p
r
o
v
id
e
lear
n
er
s
with
ad
d
itio
n
al
o
p
p
o
r
tu
n
ities
f
o
r
m
ea
n
i
n
g
f
u
l
o
r
al
in
ter
ac
tio
n
.
Seco
n
d
,
g
iv
en
th
e
o
b
s
er
v
ed
lim
itatio
n
s
in
ac
cu
r
ac
y
d
ev
elo
p
m
en
t,
AI
-
m
e
d
iated
s
p
ea
k
in
g
p
r
ac
tice
s
h
o
u
ld
b
e
c
o
m
p
lem
en
ted
with
f
o
r
m
-
f
o
cu
s
ed
i
n
s
tr
u
ctio
n
al
s
u
p
p
o
r
t.
T
h
ir
d
,
E
n
g
lis
h
teac
h
er
s
ar
e
en
c
o
u
r
a
g
ed
t
o
d
esig
n
task
s
th
at
p
r
o
g
r
ess
iv
ely
d
ir
ec
t
lear
n
e
r
s
’
atten
tio
n
to
b
o
th
f
lu
e
n
cy
an
d
ac
cu
r
ac
y
,
th
e
r
eb
y
p
r
o
m
o
tin
g
m
o
r
e
b
ala
n
ce
d
o
r
al
d
e
v
elo
p
m
e
n
t.
Fin
ally
,
v
o
ca
tio
n
al
in
s
titu
tio
n
s
m
ay
c
o
n
s
id
er
d
ev
elo
p
in
g
b
len
d
ed
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
th
at
co
m
b
in
e
AI
ch
atb
o
ts
with
teac
h
er
-
led
i
n
s
tr
u
ctio
n
to
cr
ea
te
o
p
tim
al
co
n
d
it
io
n
s
f
o
r
s
p
ea
k
i
n
g
p
r
ac
tice.
Sev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
T
h
e
in
s
tr
u
cti
o
n
al
in
ter
v
en
tio
n
was
co
n
d
u
c
ted
o
v
e
r
a
r
elativ
ely
s
h
o
r
t
p
er
io
d
a
n
d
in
v
o
lv
ed
lear
n
e
r
s
f
r
o
m
a
s
in
g
le
v
o
ca
tio
n
al
c
o
lleg
e,
w
h
ich
m
ay
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
I
n
ad
d
itio
n
,
o
r
al
ac
cu
r
ac
y
was
as
s
es
s
ed
u
s
in
g
g
lo
b
al
m
ea
s
u
r
es,
wh
ich
m
ay
n
o
t
ca
p
tu
r
e
f
in
e
-
g
r
ain
e
d
ch
a
n
g
es
in
s
p
ec
if
ic
lin
g
u
is
tic
f
ea
tu
r
es.
Fu
tu
r
e
r
esear
ch
m
ay
ad
o
p
t
lo
n
g
itu
d
in
a
l
d
esig
n
s
,
in
co
r
p
o
r
ate
m
o
r
e
d
e
tailed
ac
cu
r
ac
y
m
ea
s
u
r
es,
an
d
ex
p
l
o
r
e
h
o
w
d
if
f
er
en
t
ty
p
es
o
f
AI
f
ee
d
b
ac
k
in
f
lu
en
ce
lear
n
er
s
’
atten
tio
n
to
lin
g
u
is
tic
f
o
r
m
.
Fu
r
th
e
r
m
o
r
e
,
ad
d
itio
n
al
v
a
r
iab
les
s
u
ch
as
m
o
tiv
atio
n
,
an
x
iety
,
an
d
lear
n
er
b
elief
s
co
u
ld
b
e
ex
am
in
ed
to
p
r
o
v
id
e
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
in
d
i
v
id
u
al
d
if
f
er
en
ce
s
in
AI
-
ass
is
ted
s
p
ea
k
in
g
in
s
tr
u
ctio
n
.
T
o
s
u
m
u
p
,
th
is
s
tu
d
y
c
o
n
tr
ib
u
tes
to
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
Gen
AI
in
lan
g
u
ag
e
ed
u
ca
tio
n
b
y
p
r
o
v
i
d
in
g
em
p
ir
ical
e
v
id
e
n
ce
o
f
its
d
if
f
er
en
tiated
ef
f
ec
t
s
o
n
o
r
al
ac
cu
r
ac
y
a
n
d
f
lu
en
c
y
am
o
n
g
v
o
ca
tio
n
al
co
lleg
e
E
FL
lea
r
n
er
s
.
T
h
e
f
in
d
in
g
s
o
f
f
er
p
r
ac
tical
in
s
ig
h
ts
f
o
r
e
d
u
ca
to
r
s
s
ee
k
in
g
to
in
te
g
r
ate
AI
to
o
ls
in
t
o
s
p
ea
k
in
g
in
s
tr
u
ctio
n
wh
ile
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
p
ed
ag
o
g
ical
s
ca
f
f
o
ld
in
g
to
s
u
p
p
o
r
t
ac
cu
r
ac
y
d
ev
elo
p
m
e
n
t.
T
h
e
r
esear
ch
f
r
am
ewo
r
k
an
d
m
eth
o
d
o
lo
g
y
m
ay
also
in
f
o
r
m
f
u
tu
r
e
s
tu
d
ies
in
v
esti
g
atin
g
tech
n
o
lo
g
y
-
m
ed
iated
L
2
o
r
al
d
ev
elo
p
m
e
n
t in
s
im
ilar
ed
u
ca
t
io
n
al
co
n
tex
ts
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
was
s
u
p
p
o
r
ted
b
y
th
e
Gu
an
g
d
o
n
g
Vo
ca
tio
n
al
an
d
T
ec
h
n
ical
E
d
u
ca
tio
n
A
s
s
o
ciatio
n
R
esear
ch
Pro
ject
(
2
0
2
5
-
2
0
2
6
)
,
titl
ed
“Co
n
s
tr
u
ctio
n
a
n
d
Ap
p
licatio
n
o
f
a
n
AI
-
E
n
h
a
n
ce
d
Mu
ltimo
d
al
E
n
g
lis
h
T
ea
ch
in
g
Mo
d
el
in
Vo
ca
tio
n
al
C
o
lleg
es”
(
Gr
an
t N
o
.
2
0
2
5
0
9
G3
0
4
)
.
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
.
3
,
J
u
n
e
20
2
6
:
2
7
0
0
-
2
7
0
7
2706
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
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So
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Vi
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Xiao
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W
an
g
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Ma
lin
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C
:
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M
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f
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R
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so
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D
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r
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R
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M
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e
au
th
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r
s
d
ec
lar
e
th
at
th
ey
h
av
e
n
o
k
n
o
w
n
co
m
p
etin
g
f
in
an
cial
in
ter
ests
o
r
p
er
s
o
n
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r
el
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s
h
ip
s
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at
co
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av
e
ap
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t
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k
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f
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co
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as o
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tain
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d
f
r
o
m
all
p
ar
ticip
an
ts
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an
d
th
e
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p
r
iv
ac
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r
ig
h
ts
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e
s
tr
ictly
o
b
s
er
v
ed
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
s
tu
d
y
was c
o
n
d
u
cted
i
n
a
cc
o
r
d
an
ce
with
r
elev
an
t in
s
tit
u
tio
n
al
p
o
licies an
d
et
h
ical
g
u
i
d
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es.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
ar
e
a
v
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
MG
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
L.
H
e
,
X
.
G
u
a
n
,
X
.
Y
i
,
M
.
C
u
k
u
r
o
v
a
,
K
.
S
a
i
t
o
,
a
n
d
M
.
M
a
v
r
i
k
i
s,
“
S
u
p
p
o
r
t
i
n
g
L
2
l
e
a
r
n
e
r
s’
En
g
l
i
s
h
o
r
a
l
p
r
o
f
i
c
i
e
n
c
y
d
e
v
e
l
o
p
me
n
t
w
i
t
h
a
G
e
n
A
I
v
o
i
c
e
c
h
a
t
b
o
t
:
t
h
e
c
a
s
e
o
f
K
ELLY,
”
i
n
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
Art
i
f
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c
i
a
l
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n
t
e
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g
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n
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e
i
n
Ed
u
c
a
t
i
o
n
,
2
0
2
5
,
p
p
.
3
3
3
–
346
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1
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7
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0
]
J.
A
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2
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4
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[
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5
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.
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[
2
6
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A
.
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a
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[
2
7
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Z.
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Re
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8
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.
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[
2
9
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J.
C
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“
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tac
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a
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m
a
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:
m
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@u
sm
.
m
y
.
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