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In
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[
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2619
m
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ltip
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cu
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r
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b
ac
k
g
r
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s
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B
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ass
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1
1
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Nev
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,
[
1
3
]
.
E
v
id
en
tly
,
in
alig
n
m
en
t
with
th
e
C
E
FR
b
en
ch
m
ar
k
s
,
th
e
Vietn
am
ese
Min
is
tr
y
of
E
d
u
ca
tio
n
an
d
T
r
ain
i
n
g
is
s
u
ed
t
h
e
2
0
0
8
-
2
0
2
0
Natio
n
al
Fo
r
eig
n
L
a
n
g
u
a
g
e
h
ig
h
lig
h
ts
th
e
p
r
esen
ce
of
cu
ltu
r
al
c
o
n
ten
t
in
p
r
ep
ar
in
g
s
tu
d
e
n
ts
f
o
r
m
u
lticu
ltu
r
al
co
m
p
eten
ce
in
th
e
g
lo
b
alize
d
wo
r
ld
[
1
4
]
.
Nev
e
r
th
eless
,
m
an
y
Vietn
am
ese
u
n
iv
e
r
s
ities
h
av
e
en
co
u
n
ter
ed
v
is
ib
le
o
b
s
tacle
s
in
b
r
in
g
in
g
cu
ltu
r
al
less
o
n
s
in
to
E
FL
cla
s
s
r
o
o
m
s
,
s
u
ch
as
lim
ited
ac
c
ess
to
ap
p
r
o
p
r
iate
au
th
en
tic
cu
ltu
r
al
r
eso
u
r
ce
s
[
1
5
]
,
th
e
d
ilem
m
a
of
t
r
an
s
itio
n
in
g
f
r
o
m
tr
a
d
itio
n
al
te
s
tin
g
to
in
n
o
v
ativ
e
ass
es
s
m
en
t
m
eth
o
d
s
f
o
r
in
te
r
cu
ltu
r
al
u
n
d
er
s
tan
d
in
g
[
1
6
]
.
To
elab
o
r
ate,
Kar
a
b
in
ar
a
n
d
Gu
ler
[
1
7
]
h
ig
h
lig
h
t
th
at
cu
ltu
r
e
in
teg
r
atio
n
in
lan
g
u
ag
e
teac
h
in
g
is
cr
itical
y
et
co
m
p
licated
in
ter
m
s
of
d
eter
m
in
in
g
th
e
p
lace
of
cu
ltu
r
e
in
th
e
c
u
r
r
icu
lu
m
,
wh
a
t
is
tau
g
h
t
in
ter
m
s
of
c
u
ltu
r
e,
an
d
o
b
s
er
v
in
g
th
e
m
eth
o
d
s
an
d
s
tr
ateg
ies
u
s
ed
in
teac
h
in
g
cu
ltu
r
e
in
ELT
class
es.
On
e
n
o
tab
le
p
o
in
t
is
th
at
am
p
le
r
esear
ch
on
cu
ltu
r
al
in
teg
r
atio
n
in
to
E
FL
p
ed
a
g
o
g
y
h
as
b
ee
n
co
n
d
u
cte
d
in
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
with
in
th
e
V
ietn
am
ese
co
n
tex
t,
y
et
little
in
th
e
ter
tiar
y
lev
el
[
1
1
]
,
[
1
8
]
.
T
h
is
r
esear
ch
g
ap
is
p
ar
ticu
lar
ly
s
u
itab
le
f
o
r
s
p
ec
ialized
in
s
titu
tio
n
s
,
s
u
ch
as
th
e
cu
r
r
en
t
s
tu
d
y
’
s
s
ettin
g
,
wh
er
e
E
n
g
lis
h
in
s
tr
u
ct
io
n
is
g
ea
r
e
d
to
war
d
b
u
s
in
ess
an
d
ec
o
n
o
m
ics.
Fu
r
th
er
i
n
v
esti
g
atio
n
is
r
eq
u
ir
e
d
to
g
ain
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
of
t
h
e
d
is
tin
ct
lear
n
in
g
n
ee
d
s
of
th
ese
s
tu
d
e
n
ts
an
d
th
e
ch
allen
g
es
E
FL
in
s
tr
u
cto
r
s
f
ac
e
in
in
teg
r
atin
g
cu
ltu
r
ally
r
elev
an
t
c
o
n
ten
t.
In
a
d
d
itio
n
,
th
e
co
m
p
lex
in
ter
p
lay
of
in
s
titu
tio
n
al,
ed
u
ca
tio
n
al,
an
d
co
n
tex
tu
al
f
ac
to
r
s
th
at
s
h
ap
es
E
FL
in
s
tr
u
cto
r
s
’
s
p
ec
if
ic
class
r
o
o
m
p
r
ac
tices
h
as
b
ee
n
u
n
d
er
esti
m
ated
in
cu
r
r
e
n
t
r
eg
u
latio
n
s
.
T
h
e
cu
r
r
en
t
s
tu
d
y
in
v
esti
g
ates
th
e
ex
p
er
ien
ce
s
of
E
FL
lectu
r
er
s
at
a
p
u
b
lic
in
s
titu
tio
n
in
Ho
C
h
i
Min
h
C
ity
,
Vietn
am
,
in
r
elatio
n
to
cu
ltu
r
al
in
teg
r
atio
n
in
la
n
g
u
ag
e
in
s
tr
u
ctio
n
in
o
r
d
er
to
b
r
id
g
e
th
is
g
a
p
.
By
in
v
esti
g
atin
g
th
e
p
er
s
p
ec
tiv
es
of
Vietn
am
ese
E
FL
lectu
r
er
s
,
th
is
s
tu
d
y
aim
s
to
ad
v
an
ce
c
u
ltu
r
ally
r
esp
o
n
s
iv
e
ap
p
r
o
ac
h
es
to
E
FL
p
ed
a
g
o
g
y
in
cu
r
r
e
n
t
h
ig
h
er
ed
u
ca
tio
n
.
As
a
co
r
o
llar
y
,
th
e
f
in
d
in
g
s
ar
e
ex
p
ec
ted
to
s
u
p
p
o
r
t
cu
r
r
icu
l
u
m
im
p
r
o
v
em
e
n
t
an
d
p
ed
a
g
o
g
ical
in
n
o
v
atio
n
in
a
g
lo
b
alize
d
h
ig
h
er
ed
u
ca
tio
n
e
n
v
ir
o
n
m
en
t.
T
h
e
s
tu
d
y
u
s
es
B
r
o
n
f
en
b
r
en
n
e
r
’
s
[
1
9
]
ec
o
lo
g
ical
ap
p
r
o
ac
h
,
e
m
p
h
asizin
g
th
e
d
y
n
am
ic
an
d
r
ec
ip
r
o
ca
l
tr
aits
of
th
e
teac
h
er
-
en
v
ir
o
n
m
en
t
in
ter
ac
tio
n
,
to
o
b
tain
a
m
o
r
e
n
u
an
ce
d
an
d
d
ee
p
er
g
r
asp
of
th
ese
is
s
u
es.
T
h
is
ap
p
r
o
ac
h
em
p
h
asizes
th
e
in
ter
co
n
n
ec
ted
n
ess
of
m
u
ltip
le
en
v
ir
o
n
m
en
ts
em
b
e
d
d
ed
in
th
e
tea
ch
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
Sp
ec
if
ically
,
th
e
m
a
cr
o
s
y
s
tem
(
e.
g
.
,
n
atio
n
al
p
o
li
cies
an
d
cu
ltu
r
al
ex
p
ec
tatio
n
s
)
,
th
e
m
eso
s
y
s
tem
(
e.
g
.
,
teac
h
er
s
’
r
elatio
n
s
h
ip
s
w
ith
ad
m
in
is
tr
ato
r
s
an
d
co
llea
g
u
es),
th
e
c
h
r
o
n
o
s
y
s
tem
(
e.
g
.
,
s
h
if
tin
g
e
d
u
ca
tio
n
al
tr
en
d
s
)
,
an
d
th
e
m
icr
o
s
y
s
tem
(
e.
g
.
,
teac
h
er
s
’
in
ter
ac
tio
n
s
with
s
tu
d
en
ts
,
teac
h
in
g
m
ater
ials
,
an
d
r
eso
u
r
ce
s
)
ar
e
k
ey
lay
er
s
t
h
at
co
n
s
titu
te
th
es
e
en
v
ir
o
n
m
en
ts
in
th
e
co
n
tex
t
of
E
FL
i
n
s
tr
u
ctio
n
.
T
h
is
ap
p
r
o
ac
h
,
tec
h
n
ically
,
f
ac
ilit
ates
an
in
-
d
ep
th
an
aly
s
is
of
p
o
s
s
ib
le
in
f
lu
en
ce
s
of
in
ter
n
al
a
n
d
e
x
ter
n
al
wo
r
k
in
g
co
n
d
itio
n
s
on
Vietn
am
ese
E
FL
in
s
tr
u
cto
r
s
’
cu
ltu
r
al
in
teg
r
atio
n
p
r
ac
tices.
Fo
r
in
s
tan
ce
,
a
lectu
r
er
’
s
willin
g
n
ess
to
ad
ap
t
cu
ltu
r
al
r
eso
u
r
ce
s
is
s
teer
ed
not
o
n
ly
by
th
eir
p
er
s
o
n
al
m
o
tiv
atio
n
but
also
by
in
s
titu
tio
n
al
teac
h
in
g
p
h
ilo
s
o
p
h
y
,
co
lleg
ial
ass
is
tan
ce
,
an
d
p
r
ev
ailin
g
s
o
cieta
l
attitu
d
es
to
war
d
cu
ltu
r
al
i
n
clu
s
iv
ity
.
In
o
th
e
r
wo
r
d
s
,
how
a
teac
h
er
in
ter
ac
ts
with
t
h
e
s
u
r
r
o
u
n
d
in
g
co
n
tex
ts
an
d
h
o
w
th
ese
co
n
tex
ts
n
ec
ess
ar
ily
im
p
ac
t
th
em
ar
e
th
e
d
r
iv
in
g
f
o
r
ce
s
of
an
ec
o
lo
g
ical
ap
p
r
o
ac
h
[
2
0
]
.
T
h
eo
r
etica
lly
,
W
illi
s
et
a
l.
[
2
1
]
d
is
tin
g
u
is
h
th
r
ee
o
v
e
r
ar
ch
in
g
d
o
m
ain
s
,
in
clu
d
i
n
g
p
er
s
o
n
al,
s
tr
u
ctu
r
al,
an
d
cu
ltu
r
al,
th
at
o
f
f
er
v
alu
ab
le
i
n
s
ig
h
t
in
to
h
o
w
co
n
tex
t
u
al
elem
en
ts
,
in
d
iv
id
u
al
tr
aits
,
an
d
lar
g
e
r
cu
ltu
r
al
f
o
r
ce
s
in
f
lu
e
n
ce
teac
h
er
s
’
ag
en
cy
an
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies.
W
h
at
m
ak
es
th
is
s
tu
d
y
d
is
tin
ctiv
e
is
it
s
ap
p
licatio
n
of
B
r
o
n
f
e
n
b
r
en
n
e
r
’
s
ec
o
lo
g
ical
p
e
r
s
p
ec
tiv
e
s
p
ec
if
ically
with
in
E
n
g
lis
h
f
o
r
s
p
ec
if
ic
p
u
r
p
o
s
es
(
E
SP
)
(
e.
g
.
,
b
u
s
in
ess
E
n
g
lis
h
)
class
r
o
o
m
s
,
a
co
n
tex
t
r
ar
ely
e
x
am
in
ed
in
p
r
io
r
r
esear
ch
.
It
f
u
r
th
er
in
n
o
v
ates
by
an
aly
zin
g
how
d
ig
ital
tech
n
o
l
o
g
ies
an
d
ar
tific
ial
in
tellig
en
c
e
(
AI
)
t
o
o
ls
ar
e
m
o
b
ilized
by
t
ea
ch
er
s
to
in
te
g
r
ate
cu
ltu
r
al
co
n
ten
t,
th
er
eb
y
ex
te
n
d
in
g
ec
o
lo
g
ical
th
eo
r
y
in
to
t
h
e
d
ig
ital
er
a.
Fin
ally
,
th
e
s
tu
d
y
f
o
r
e
g
r
o
u
n
d
s
th
e
u
n
iq
u
e
ten
s
io
n
s
b
etwe
en
lo
ca
l
Vietn
am
ese
cu
ltu
r
al
id
en
tity
an
d
g
l
o
b
al
b
u
s
in
ess
co
m
m
u
n
icatio
n
d
em
a
n
d
s
,
o
f
f
er
in
g
f
r
esh
in
s
ig
h
ts
in
to
h
o
w
th
ese
f
r
ictio
n
s
s
h
ap
e
p
ed
a
g
o
g
ical
p
r
ac
tices.
Pu
r
p
o
s
ely
,
th
is
s
tu
d
y
aim
s
to
f
ill
r
esear
ch
g
ap
s
by
c
o
n
ce
n
tr
atin
g
on
th
e
r
elatio
n
s
h
i
p
s
b
et
wee
n
th
ese
elem
en
ts
an
d
o
f
f
er
in
g
in
s
ig
h
t
s
th
at
can
g
u
id
e
cu
r
r
icu
lu
m
d
esig
n
,
r
eso
u
r
ce
allo
ca
tio
n
,
an
d
p
o
licy
ch
an
g
es
to
im
p
r
o
v
e
cu
lt
u
r
al
in
teg
r
atio
n
in
E
FL
tr
ain
in
g
.
T
h
o
u
g
h
t
h
e
th
r
ee
co
n
s
tr
u
cts
ar
e
th
eo
r
etica
lly
r
elate
d
,
f
u
r
th
e
r
r
esear
ch
is
n
ec
ess
ar
y
to
u
n
d
er
s
tan
d
how
th
ey
i
n
ter
ac
t
an
d
im
p
ac
t
one
a
n
o
th
er
.
On
th
is
b
asis
,
th
e
s
tu
d
y
p
r
o
ce
ed
s
with
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
as
its
ce
n
tr
al
p
o
in
t
of
i
n
q
u
ir
y
:
h
o
w
do
p
e
r
s
o
n
al,
s
tr
u
ctu
r
al,
a
n
d
cu
ltu
r
al
f
ac
to
r
s
with
in
an
ec
o
lo
g
ical
p
e
r
s
p
ec
tiv
e
in
f
lu
en
c
e
teac
h
er
s
’
e
x
p
er
ie
n
ce
s
of
cu
ltu
r
al
in
teg
r
atio
n
in
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
26
:
2
6
1
8
-
2
6
3
1
2620
b
u
s
in
ess
E
n
g
lis
h
lan
g
u
ag
e
cl
ass
es?
By
f
o
cu
s
in
g
on
th
is
q
u
esti
o
n
,
th
e
s
tu
d
y
aim
s
to
co
n
tr
ib
u
te
to
a
b
etter
u
n
d
er
s
tan
d
i
n
g
of
th
e
co
m
p
le
x
ities
s
u
r
r
o
u
n
d
in
g
cu
ltu
r
al
in
teg
r
atio
n
in
Vietn
am
ese
h
i
g
h
er
ed
u
ca
tio
n
an
d
to
in
f
o
r
m
f
u
tu
r
e
im
p
r
o
v
em
en
ts
in
cu
r
r
ic
u
lu
m
d
esig
n
an
d
teac
h
in
g
p
r
ac
tices
in
a
g
lo
b
alize
d
c
o
n
tex
t.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
co
nte
x
t
a
nd
pa
rt
icipa
nts
T
h
e
s
ettin
g
of
th
is
s
tu
d
y
is
a
p
r
o
m
i
n
en
t
i
n
s
titu
tio
n
th
a
t
f
o
cu
s
es
on
f
in
an
ce
,
m
ar
k
e
tin
g
,
an
d
ec
o
n
o
m
ics,
attr
ac
tin
g
a
d
iv
er
s
e
s
tu
d
en
t
b
o
d
y
,
in
clu
d
in
g
b
o
th
lo
ca
l
a
n
d
L
ao
tian
s
tu
d
e
n
ts
.
T
h
is
s
tu
d
y
was
co
n
d
u
cte
d
at
th
e
Facu
lty
o
f
Fo
r
eig
n
L
an
g
u
ag
es
,
wh
ich
o
f
f
er
s
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
g
r
am
s
tailo
r
ed
f
o
r
ap
p
r
o
x
im
ately
6
0
0
b
u
s
in
ess
E
n
g
lis
h
m
ajo
r
s
a
n
d
s
tu
d
e
n
ts
f
r
o
m
16
o
th
e
r
b
u
s
in
ess
-
r
elate
d
d
ep
ar
tm
en
ts
.
Sin
ce
th
is
s
ettin
g
em
p
h
asizes
g
lo
b
al
r
ea
d
i
n
ess
,
in
co
r
p
o
r
atin
g
cu
ltu
r
al
elem
en
ts
in
t
o
lan
g
u
ag
e
in
s
tr
u
ctio
n
is
ess
en
tial.
T
h
e
s
am
p
le
s
ize
f
o
r
th
is
m
ix
ed
-
m
eth
o
d
s
s
tu
d
y
was
d
eter
m
in
ed
b
ased
on
b
o
th
m
eth
o
d
o
lo
g
ical
g
u
id
elin
es
an
d
p
r
ac
tical
co
n
s
i
d
er
atio
n
s
.
In
th
e
q
u
an
titativ
e
p
h
ase,
67
E
FL
teac
h
er
s
wer
e
r
ec
r
u
ited
u
s
in
g
co
n
v
en
ie
n
ce
s
am
p
lin
g
,
wh
ich
was
ap
p
r
o
p
r
iate
g
iv
en
th
e
e
x
p
lo
r
ato
r
y
n
atu
r
e
of
th
e
r
esear
ch
an
d
th
e
ac
ce
s
s
ib
ilit
y
of
p
ar
ticip
an
ts
[
2
2
]
.
Acc
o
r
d
i
n
g
to
Kwak
an
d
Kim
[
2
3
]
,
a
s
am
p
le
s
ize
ex
ce
ed
in
g
30
is
s
u
f
f
icien
t
f
o
r
ex
p
lo
r
ato
r
y
q
u
an
tit
ativ
e
an
aly
s
is
,
as
it
en
ab
les
s
tab
le
esti
m
atio
n
of
d
escr
ip
tiv
e
s
tatis
tics
an
d
s
u
p
p
o
r
ts
th
e
ass
u
m
p
tio
n
of
n
o
r
m
alit
y
u
n
d
er
th
e
ce
n
tr
al
lim
it
th
eo
r
em
.
T
h
e
p
ar
ticip
an
ts
wer
e
p
r
ed
o
m
in
an
tly
f
em
al
e
(
7
6
.
1
%),
with
m
o
s
t
ag
ed
31
-
40
an
d
h
o
ld
in
g
a
Ma
s
ter
o
f
Ar
ts
d
eg
r
ee
(
9
5
.
5
%).
Fu
r
th
er
m
o
r
e
,
6
7
.
2
%
h
ad
tr
av
eled
ab
r
o
a
d
,
an
d
5
2
.
2
%
h
ad
en
g
ag
e
d
in
in
ter
cu
ltu
r
al
tr
ai
n
in
g
;
s
u
ch
e
x
p
er
ien
ce
s
m
i
g
h
t
s
h
a
p
e
th
ei
r
p
er
s
p
ec
tiv
es
on
cu
ltu
r
al
in
te
g
r
atio
n
in
lan
g
u
ag
e
teac
h
in
g
.
In
th
e
q
u
alitativ
e
p
h
ase,
a
tar
g
eted
g
r
o
u
p
of
ten
p
ar
ticip
an
ts
r
ep
r
esen
tin
g
1
4
.
9
%
of
th
e
s
u
r
v
ey
s
am
p
le
was
in
ten
tio
n
ally
ch
o
s
en
to
r
ef
lect
v
ar
ied
teac
h
in
g
p
r
o
f
iles
an
d
in
ter
c
u
ltu
r
al
e
x
p
o
s
u
r
e.
T
h
is
n
u
m
b
er
is
co
n
s
is
ten
t
with
estab
li
s
h
ed
g
u
id
an
ce
f
o
r
q
u
alitativ
e
r
esear
ch
,
em
p
h
asizin
g
th
e
v
alu
e
of
s
m
aller
,
p
u
r
p
o
s
ef
u
lly
s
elec
ted
s
am
p
les
th
at
en
ab
le
r
ich
u
n
d
er
s
tan
d
in
g
of
i
n
d
iv
id
u
al
s
tan
ce
s
[
2
4
]
.
T
h
e
s
elec
tio
n
s
tr
ateg
y
was
d
esig
n
ed
to
b
alan
ce
d
i
v
er
s
ity
of
in
s
ig
h
t
with
th
e
p
r
ac
tical
f
ea
s
ib
ilit
y
of
co
n
d
u
ctin
g
m
eticu
lo
u
s
th
em
atic
an
aly
s
is
.
2
.
2
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
s
eq
u
e
n
tial
m
ix
ed
-
m
eth
o
d
s
d
esig
n
to
co
llect
co
m
p
r
eh
en
s
iv
e
d
ata
ad
d
r
ess
in
g
th
e
r
esear
ch
q
u
esti
o
n
.
Sp
ec
if
ically
,
q
u
an
titativ
e
d
ata
wer
e
g
ath
er
ed
f
r
o
m
r
esp
o
n
s
es
to
67
q
u
esti
o
n
n
air
es,
f
o
llo
wed
by
q
u
alitativ
e
in
s
ig
h
ts
o
b
tain
ed
f
r
o
m
ten
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews
to
co
m
p
le
m
en
t
an
d
en
r
ich
th
e
q
u
an
titativ
e
f
in
d
in
g
s
.
T
h
e
co
m
b
in
atio
n
of
b
o
th
d
ata
ty
p
es
en
ab
les
a
more
th
o
r
o
u
g
h
u
n
d
er
s
tan
d
in
g
of
th
e
r
esear
ch
p
r
o
b
lem
,
as
b
etter
u
n
d
er
s
tan
d
in
g
th
e
r
esear
ch
p
r
o
b
lem
an
d
q
u
esti
o
n
th
an
eith
e
r
m
eth
o
d
by
its
elf
[
2
5
]
.
T
h
e
two
-
p
h
ase
d
esig
n
a
llo
wed
th
e
r
esear
ch
g
r
o
u
p
to
m
ap
th
e
lan
d
s
ca
p
e
of
th
e
p
h
en
o
m
en
o
n
th
r
o
u
g
h
s
tatis
t
ical
an
aly
s
i
s
of
q
u
an
titativ
e
in
q
u
ir
y
in
th
e
f
ir
s
t
p
h
ase,
f
o
llo
wed
by
th
e
s
ec
o
n
d
p
h
a
s
e,
in
v
itin
g
f
u
r
th
er
in
v
esti
g
atio
n
of
t
h
e
p
ar
ticip
a
n
ts
’
in
ter
p
r
etatio
n
of
th
eir
liv
e
d
ex
p
er
ien
ce
.
2
.
3
.
Resea
rc
h
ins
t
rum
ent
s
T
h
e
r
esear
ch
g
r
o
u
p
d
ec
id
ed
to
u
tili
ze
a
q
u
esti
o
n
n
air
e,
k
n
o
wn
to
be
one
of
th
e
ea
s
iest
m
eth
o
d
s
to
ad
m
in
is
ter
[
2
5
]
,
ev
en
with
lar
g
e
n
u
m
b
er
s
of
p
ar
ticip
an
ts
.
T
h
e
q
u
esti
o
n
n
ai
r
e
co
llected
d
at
a
on
E
FL
teac
h
er
s
’
ex
p
er
ien
ce
s
with
cu
ltu
r
al
in
te
g
r
atio
n
in
E
n
g
lis
h
teac
h
in
g
an
d
in
clu
d
ed
two
s
ec
tio
n
s
.
T
h
e
f
ir
s
t
s
ec
tio
n
g
ath
er
ed
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
(
e
.
g
.
,
g
en
d
e
r
,
ag
e,
q
u
alif
icatio
n
s
,
an
d
teac
h
in
g
ex
p
er
ie
n
ce
)
.
T
h
e
s
ec
o
n
d
s
ec
tio
n
,
co
v
er
in
g
cu
ltu
r
al
in
teg
r
atio
n
p
r
ac
tices,
c
o
n
s
is
ted
of
16
item
s
on
teac
h
in
g
co
n
ten
t,
ac
tiv
ities
,
r
eso
u
r
ce
s
/tech
n
o
lo
g
y
,
ad
a
p
ted
f
r
o
m
s
ev
er
al
s
tu
d
ies
[
2
6
]
–
[
2
8
]
.
R
esp
o
n
s
es
wer
e
r
ated
on
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
=n
ev
er
to
5
=
alwa
y
s
.
T
h
ese
item
s
wer
e
v
alid
ated
by
th
r
ee
e
x
p
er
ie
n
ce
d
co
lleag
u
es
b
ef
o
r
e
f
in
alizin
g
th
e
q
u
esti
o
n
n
air
e
v
e
r
s
io
n
.
Ad
m
in
is
ter
ed
v
ia
Go
o
g
l
e
Fo
r
m
s
,
th
e
q
u
esti
o
n
n
ai
r
e
f
ac
ilit
ated
co
n
v
en
ien
t
o
n
lin
e
p
ar
ticip
atio
n
.
T
h
e
r
esear
ch
g
r
o
u
p
also
em
p
lo
y
ed
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iews
as
a
s
u
p
p
lem
en
tar
y
to
o
l,
en
ab
lin
g
a
more
in
-
d
ep
th
an
d
co
m
p
r
eh
en
s
iv
e
in
v
esti
g
atio
n
of
th
e
tar
g
et
p
h
en
o
m
e
n
o
n
[
2
9
]
.
Gu
id
i
n
g
q
u
esti
o
n
s
f
o
r
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
d
ev
el
o
p
ed
b
ased
on
two
s
o
u
r
ce
s
:
th
e
p
r
elim
in
ar
y
r
esu
lts
of
th
e
s
tu
d
en
t
q
u
esti
o
n
n
air
es
an
d
a
s
y
n
t
h
esis
of
th
e
liter
atu
r
e.
Sp
ec
if
ical
ly
,
th
e
in
ter
v
iews
wer
e
s
tr
u
c
tu
r
ed
ar
o
u
n
d
th
r
ee
th
em
atic
ca
teg
o
r
ies:
i
)
p
er
s
o
n
al,
s
tr
u
ctu
r
al,
an
d
cu
ltu
r
al
co
n
d
itio
n
s
d
y
n
am
ically
in
f
lu
e
n
ce
teac
h
er
s
’
p
r
ac
tices
r
eg
ar
d
in
g
cu
ltu
r
al
c
o
n
ten
t;
ii
)
p
er
s
o
n
al,
s
tr
u
ctu
r
al,
an
d
c
u
ltu
r
al
co
n
d
itio
n
s
d
y
n
a
m
ically
in
f
lu
en
ce
teac
h
e
r
s
’
p
r
ac
tices
r
eg
ar
d
in
g
cu
ltu
r
al
ac
tiv
ities
;
an
d
iii
)
p
er
s
o
n
al,
s
tr
u
ctu
r
al,
an
d
c
u
ltu
r
al
c
o
n
d
itio
n
s
d
y
n
a
m
ically
in
f
lu
en
ce
teac
h
e
r
s
’
p
r
ac
tices
r
eg
ar
d
in
g
cu
ltu
r
al
r
eso
u
r
ce
s
an
d
tech
n
o
l
o
g
y
.
T
h
e
r
eliab
ilit
y
an
d
v
alid
ity
of
th
e
r
esear
ch
in
s
tr
u
m
en
ts
wer
e
ca
r
ef
u
lly
estab
lis
h
ed
to
en
s
u
r
e
th
e
r
ig
o
r
an
d
tr
u
s
two
r
th
in
ess
of
th
e
f
i
n
d
in
g
s
[
3
0
]
.
In
th
e
q
u
a
n
titativ
e
p
h
ase,
th
e
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
q
u
esti
o
n
n
air
es
d
e
m
o
n
s
t
r
a
t
e
d
h
i
g
h
i
n
t
e
r
n
a
l
c
o
n
s
is
t
e
n
c
y
,
w
i
t
h
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
c
o
e
f
f
i
c
i
e
n
t
s
(
α
=
0
.
7
7
9
)
g
r
ea
ter
th
an
0
.
7
0
0
[
3
1
]
.
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
V
ietn
a
mese
E
F
L tea
ch
ers
’
cu
ltu
r
a
l in
teg
r
a
tio
n
in
b
u
s
in
ess
E
n
g
lis
h
cla
s
s
es:
a
n
… (
P
h
a
m
Th
i Min
h
Th
u
y
)
2621
T
h
is
m
ea
n
s
th
at
th
e
item
s
with
in
ea
c
h
s
ca
le
wer
e
m
ea
s
u
r
in
g
co
n
s
is
ten
t
co
n
s
tr
u
cts.
T
h
e
r
e
liab
ilit
y
was
f
u
r
th
e
r
s
u
p
p
o
r
ted
by
p
r
o
v
id
in
g
clea
r
in
s
tr
u
ctio
n
s
to
t
h
e
teac
h
e
r
s
on
h
o
w
to
co
m
p
lete
t
h
e
q
u
esti
o
n
n
air
es.
C
o
n
ten
t
v
alid
ity
was
en
s
u
r
e
d
by
alig
n
in
g
q
u
esti
o
n
n
air
e
item
s
with
t
h
e
s
tu
d
y
’
s
o
b
jectiv
es
a
n
d
t
h
e
s
h
ar
ed
ex
p
er
ien
ce
s
of
th
e
p
ar
ticip
a
n
ts
,
all
of
wh
o
m
h
ad
co
m
p
leted
th
e
s
am
e
tr
ain
in
g
p
r
o
g
r
am
a
n
d
m
ater
ials
.
C
o
n
s
tr
u
ct
v
alid
it
y
was
s
tr
en
g
th
en
ed
by
g
r
o
u
p
in
g
item
s
u
n
d
e
r
p
r
e
-
d
ef
i
n
ed
th
em
atic
ca
teg
o
r
ies
th
at
r
e
f
lecte
d
th
e
c
o
n
ce
p
tu
a
l
f
r
am
ewo
r
k
of
th
e
s
tu
d
y
.
Face
v
alid
ity
was
co
n
f
ir
m
ed
t
h
r
o
u
g
h
ex
p
er
t
r
ev
iew
by
two
ex
p
er
ien
ce
d
lectu
r
e
r
s
wh
o
ev
alu
ated
th
e
cla
r
ity
,
l
ay
o
u
t,
an
d
lin
g
u
is
tic
ac
cu
r
ac
y
of
b
o
th
th
e
E
n
g
lis
h
an
d
L1
v
er
s
io
n
s
of
th
e
in
s
tr
u
m
en
t.
T
h
e
in
ter
v
iew
q
u
e
s
tio
n
s
wer
e
d
esig
n
ed
to
m
ir
r
o
r
th
e
k
ey
co
n
s
tr
u
cts
of
th
e
q
u
es
tio
n
n
air
e,
allo
win
g
f
o
r
d
ee
p
er
e
x
p
lo
r
ati
o
n
of
em
e
r
g
in
g
p
atter
n
s
.
T
h
is
tr
ian
g
u
lati
o
n
en
h
an
ce
d
th
e
cr
e
d
ib
ilit
y
an
d
co
n
f
ir
m
ab
ilit
y
of
th
e
f
in
d
in
g
s
[
2
5
]
.
2
.
4
.
Da
t
a
c
o
llect
io
n
a
nd
a
na
ly
s
is
Usi
n
g
Go
o
g
le
Fo
r
m
s
,
th
e
s
u
r
v
ey
was
d
is
tr
ib
u
ted
to
67
E
FL
teac
h
er
s
at
th
e
s
tu
d
y
lo
ca
tio
n
,
allo
win
g
f
o
r
ea
s
y
ac
ce
s
s
f
r
o
m
d
esk
to
p
,
lap
to
p
,
or
s
m
ar
t
p
h
o
n
e
d
ev
ices
.
Par
ticip
an
ts
r
ec
eiv
ed
a
lin
k
to
th
e
q
u
esti
o
n
n
air
e
alo
n
g
with
i
n
s
tr
u
ctio
n
s
on
how
to
co
m
p
lete
it
an
d
a
b
r
ief
o
v
er
v
iew
of
th
e
s
tu
d
y
.
Prio
r
to
th
e
p
r
im
ar
y
d
ata
co
llectio
n
,
a
p
ilo
t
s
tu
d
y
with
f
iv
e
teac
h
er
s
was
ca
r
r
ied
out
to
en
s
u
r
e
th
e
q
u
esti
o
n
n
air
e
it
em
s
wer
e
p
er
tin
en
t
an
d
clea
r
.
Sm
all
ch
a
n
g
es
we
r
e
m
ad
e
to
i
n
cr
ea
s
e
co
h
e
r
en
ce
in
r
esp
o
n
s
e
to
t
h
eir
in
p
u
t
.
Af
ter
a
week
f
o
r
p
ar
ticip
an
ts
to
f
in
is
h
th
e
q
u
esti
o
n
n
air
e,
th
eir
a
n
s
wer
s
wer
e
g
ath
er
ed
a
n
d
ex
am
i
n
ed
.
A
to
t
al
1
0
teac
h
er
s
wh
o
wer
e
p
u
r
p
o
s
ef
u
lly
ch
o
s
en
to
r
ep
r
esen
t
a
r
an
g
e
of
ag
es,
g
e
n
d
er
s
,
an
d
teac
h
in
g
e
x
p
er
ie
n
ce
p
ar
ticip
ated
in
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
af
ter
t
h
e
q
u
esti
o
n
n
air
e
p
h
ase.
To
g
u
ar
an
tee
clar
ity
an
d
s
im
p
licity
of
ex
p
r
ess
io
n
,
th
e
in
ter
v
iews
wer
e
done
in
Vietn
am
ese
an
d
s
ch
ed
u
led
at
tim
es
an
d
p
lace
s
th
at
wo
r
k
ed
f
o
r
ea
c
h
p
ar
ticip
an
t.
W
ith
th
e
p
ar
ticip
an
t’
s
p
er
m
is
s
io
n
,
e
ac
h
in
ter
v
iew
was
au
d
io
r
ec
o
r
d
ed
an
d
last
ed
r
o
u
g
h
ly
30
-
40
m
in
u
tes.
Fo
llo
win
g
th
e
in
ter
v
iews,
v
er
b
atim
tr
an
s
cr
ip
tio
n
s
of
th
e
au
d
io
r
ec
o
r
d
i
n
g
s
wer
e
m
ad
e
an
d
d
is
tr
ib
u
te
d
to
p
ar
ticip
an
ts
f
o
r
m
em
b
er
v
e
r
if
icatio
n
.
T
h
ey
we
r
e
ab
le
to
co
n
f
ir
m
t
h
e
co
r
r
ec
tn
ess
of
th
eir
an
s
wer
s
an
d
o
f
f
er
an
y
clar
if
icatio
n
s
.
T
h
e
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es
f
r
o
m
th
e
teac
h
er
s
ab
o
u
t
c
u
ltu
r
al
in
teg
r
atio
n
in
E
FL
cla
s
s
es
wer
e
ex
am
in
ed
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
.
B
esid
e
s
,
th
e
in
ter
v
iew
d
ata
wer
e
ex
am
in
ed
th
r
o
u
g
h
th
em
atic
an
aly
s
is
f
o
llo
win
g
s
ix
-
s
tep
f
r
am
ewo
r
k
[
3
0
]
:
i
)
f
am
iliar
izatio
n
with
th
e
d
ata,
ii
)
g
en
er
atin
g
in
itial
c
o
d
es,
iii
)
s
ea
r
ch
in
g
f
o
r
th
em
es,
iv
)
r
ev
iewin
g
th
e
m
es,
v
)
d
ef
in
in
g
an
d
n
a
m
in
g
t
h
em
es,
an
d
vi
)
p
r
o
d
u
cin
g
th
e
r
ep
o
r
t.
To
b
e
g
in
,
all
tr
an
s
cr
ip
ts
wer
e
r
ea
d
s
ev
er
al
tim
es
to
en
s
u
r
e
d
ee
p
e
n
g
a
g
em
en
t
with
th
e
d
ata.
Ke
y
wo
r
d
s
,
p
h
r
ases
,
an
d
s
en
ten
ce
s
with
r
elate
d
m
ea
n
i
n
g
s
wer
e
co
d
e
d
an
d
g
r
o
u
p
ed
in
to
p
r
elim
in
a
r
y
ca
teg
o
r
ies
r
ef
lectin
g
teac
h
er
s
’
p
r
ac
tices
of
:
i
)
cu
ltu
r
al
co
n
ten
t,
ii
)
cu
ltu
r
al
ac
tiv
ities
,
an
d
iii
)
cu
ltu
r
al
r
eso
u
r
ce
s
an
d
tech
n
o
lo
g
y
.
T
h
ese
in
itial
co
d
es
wer
e
iter
ativ
el
y
r
e
f
in
ed
to
id
en
tif
y
b
r
o
ad
e
r
p
atter
n
s
ac
r
o
s
s
th
e
d
ataset.
T
h
em
es
wer
e
th
en
r
ev
iewe
d
an
d
r
ef
in
ed
c
o
llab
o
r
ativ
ely
to
en
h
a
n
ce
co
n
s
is
ten
cy
an
d
en
s
u
r
e
th
at
th
ey
ac
cu
r
atel
y
r
ep
r
esen
ted
th
e
d
ata.
T
h
is
two
-
m
o
n
th
p
r
o
ce
d
u
r
e
was
r
ep
ea
te
d
u
n
til
th
e
p
o
in
t
of
s
atu
r
atio
n
,
wh
ich
m
ea
n
s
no
n
ew
lin
es
of
th
in
k
in
g
or
c
o
d
es
co
u
ld
be
ap
p
lied
.
To
g
u
ar
an
te
e
th
e
h
ig
h
lev
el
of
tr
an
s
p
a
r
en
cy
an
d
tr
ac
ea
b
ilit
y
,
all
ex
ce
r
p
ts
ar
e
co
d
ed
u
s
in
g
th
e
f
o
r
m
at
teac
h
er
-
q
u
esti
o
n
-
s
u
b
th
em
e
(
e.
g
.
,
T1
-
Q1
-
S1
.
1
)
,
wh
er
e
“T
”
r
ef
er
s
to
th
e
teac
h
er
p
ar
ticip
an
t,
“Q”
co
r
r
esp
o
n
d
s
to
th
e
in
ter
v
iew
q
u
esti
o
n
,
an
d
th
e
“S”
n
a
m
es
th
e
th
em
atic
s
u
b
ca
teg
o
r
y
(
S1
.
1
:
e
m
p
l
o
y
m
en
t
r
elev
an
ce
)
.
T
h
ese
co
d
e
d
ex
ce
r
p
ts
ar
e
in
teg
r
ated
in
to
th
e
n
ar
r
ativ
e
to
illu
s
tr
ate
k
ey
p
atter
n
s
an
d
v
ar
iatio
n
s
ac
r
o
s
s
p
ar
ticip
an
ts
.
T
h
e
d
ata
ar
e
in
ter
p
r
eted
with
in
th
e
e
co
lo
g
ical
co
n
tex
t,
lin
k
in
g
m
icr
o
-
lev
el
class
r
o
o
m
p
r
ac
tices
with
m
eso
-
an
d
m
a
cr
o
-
lev
el
in
f
lu
en
ce
s
s
u
ch
as
in
s
titu
tio
n
al
p
o
licy
,
tec
h
n
o
lo
g
i
ca
l
m
ed
iatio
n
,
a
n
d
g
lo
b
al
cu
lt
u
r
al
tr
en
d
s
.
T
h
is
a
p
p
r
o
ac
h
en
ab
les
a
co
h
e
r
en
t,
e
v
id
en
ce
-
b
ased
ac
co
u
n
t
of
how
teac
h
er
s
s
elec
t
an
d
im
p
lem
en
t
cu
ltu
r
al
c
o
n
ten
t
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
E
co
lo
g
ica
l
dy
na
m
ics
of
s
elec
t
ing
cult
ura
l
co
nte
nt
in
E
F
L
cla
s
s
ro
o
ms
T
h
e
d
ata
f
r
o
m
th
e
q
u
esti
o
n
n
a
ir
es
an
d
in
ter
v
iews
in
d
icate
d
th
at
th
e
teac
h
er
s
’
p
er
s
o
n
al
f
ac
to
r
s
,
lik
e
p
ed
ag
o
g
ical
b
elief
s
an
d
p
r
io
r
k
n
o
wled
g
e,
d
ir
ec
tly
d
eter
m
in
e
d
th
eir
p
r
e
f
er
en
ce
s
f
o
r
s
elec
tin
g
cu
ltu
r
al
co
n
ce
p
ts
in
th
eir
ac
tu
al
class
r
o
o
m
p
r
ac
tices.
Fo
r
ex
am
p
le,
a
m
ajo
r
ity
of
teac
h
er
s
d
is
p
lay
ed
a
s
tr
o
n
g
ten
d
en
cy
to
u
tili
ze
m
ater
ials
f
ea
tu
r
in
g
tar
g
et
cu
l
tu
r
e
co
n
ten
t
(
I
te
m
1,
M=
4
.
1
8
,
S.D.
=0
.
5
3
)
an
d
a
b
ala
n
ce
d
r
ep
r
esen
tatio
n
of
in
ter
n
atio
n
al
tar
g
et
cu
ltu
r
es
(
I
tem
3,
M=
3
.
9
0
,
S.D.
=0
.
5
8
)
r
ath
er
th
an
m
ater
ials
f
ea
tu
r
in
g
s
o
u
r
ce
cu
ltu
r
e
co
n
ten
t
(
I
tem
2,
M=
2
.
4
8
,
S.D.
=1
.
1
2
)
.
Qu
alitativ
ely
,
m
o
s
t
of
th
e
in
ter
v
iewe
d
teac
h
e
r
s
(
ex
c
lu
d
in
g
T
1
,
T
4
,
T
7
,
an
d
T
1
0
)
in
d
icate
d
th
at
th
e
y
co
n
s
is
ten
tly
in
teg
r
ated
cu
l
tu
r
al
elem
en
ts
f
r
o
m
E
n
g
lis
h
-
s
p
ea
k
in
g
co
u
n
tr
ies
(
e.
g
.
,
Am
er
ican
,
B
r
itis
h
,
or
Au
s
tr
alian
cu
ltu
r
e)
in
to
t
h
eir
teac
h
in
g
.
To
illu
s
tr
ate,
T5
t
h
e
in
te
g
r
atio
n
of
E
n
g
lis
h
-
s
p
ea
k
in
g
cu
ltu
r
es
in
to
th
eir
tea
ch
in
g
:
“
F
r
o
m
w
h
a
t
I
o
b
s
erve
and
g
r
a
s
p
,
I
ten
d
to
fo
c
u
s
mo
r
e
on
cu
l
tu
r
a
l
a
s
p
ec
ts
fr
o
m
E
n
g
lis
h
-
s
p
ea
kin
g
co
u
n
tr
ies
like
th
e
US
,
UK
,
a
n
d
A
u
s
tr
a
lia
,
as
s
tu
d
en
ts
w
ill
co
mmu
n
ica
te
b
etter
in
fu
tu
r
e
jo
b
s
.
”
(T5
-
Q1
-
S1
.
1
)
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
26
:
2
6
1
8
-
2
6
3
1
2622
T
h
ese
v
er
b
al
r
esp
o
n
s
es
d
er
i
v
ed
f
r
o
m
th
e
teac
h
er
s
’
k
n
o
wled
g
e
an
d
ass
u
m
p
tio
n
s
d
e
m
o
n
s
tr
ate
a
p
er
s
o
n
al
co
m
m
itm
en
t
to
th
e
tar
g
et
cu
ltu
r
e,
p
ar
ticu
lar
l
y
W
ester
n
cu
ltu
r
es,
b
ec
au
s
e
th
ey
ar
e
p
er
ce
iv
ed
as
in
s
tr
u
m
en
tal
f
o
r
b
u
s
in
ess
E
n
g
lis
h
lan
g
u
ag
e
s
tu
d
en
ts
to
en
g
a
g
e
with
th
e
in
ter
n
atio
n
al
co
m
m
u
n
ity
.
I
n
ter
esti
n
g
ly
,
T6
an
d
T9
ex
p
r
ess
ed
a
s
tr
o
n
g
d
esire
to
in
c
o
r
p
o
r
ate
m
o
r
e
s
o
u
r
ce
c
u
ltu
r
e
(
Vietn
am
ese
cu
ltu
r
e)
,
wh
ich
r
ef
lects
th
eir
p
er
s
o
n
al
b
elief
in
th
e
ex
tr
in
s
ic
v
alu
e
of
h
o
m
elan
d
cu
ltu
r
e
in
p
r
ep
ar
i
n
g
th
eir
b
u
s
in
ess
E
FL
s
tu
d
en
ts
to
be
g
lo
b
al
citizen
s
:
“
I
tr
y
to
,
in
fa
ct,
in
co
r
p
o
r
a
t
e
a
mix
of
ta
r
g
et
cu
ltu
r
e,
in
tern
a
tio
n
a
l
cu
ltu
r
e,
a
n
d
V
iet
n
a
mese
cu
ltu
r
e
in
my
less
o
n
s
.
[
.
.
.
]
Ha
vin
g
g
o
o
d
V
ietn
a
mese
cu
ltu
r
a
l
kn
o
w
led
g
e
ma
ke
s
my
s
tu
d
e
n
ts
mo
r
e
co
n
fid
en
t
of
t
h
eir
o
w
n
cu
ltu
r
e
w
h
en
w
o
r
kin
g
w
ith
o
th
er
p
eo
p
le.
”
(T6
-
Q1
-
S1
.
2
)
I
n
f
er
en
tially
,
t
h
e
p
er
s
o
n
al
in
te
n
tio
n
to
d
eliv
er
m
o
r
e
Vietn
a
m
ese
cu
ltu
r
e
r
ev
ea
ls
a
teac
h
e
r
’
s
in
tr
in
s
ic
m
o
tiv
atio
n
to
s
h
ar
p
en
l
o
ca
l
i
d
en
tity
,
alb
eit
th
e
r
eso
u
r
ce
-
b
ased
ch
allen
g
es
c
o
n
s
tr
ain
in
g
th
ese
ef
f
o
r
ts
.
T
h
e
teac
h
er
s
’
p
er
s
o
n
al
p
r
e
f
er
en
c
e
f
o
r
b
len
d
i
n
g
lo
ca
l
cu
ltu
r
e
with
g
lo
b
al
p
er
s
p
ec
tiv
es
d
em
o
n
s
tr
ates
th
eir
u
n
d
er
s
tan
d
i
n
g
of
th
e
im
p
o
r
ta
n
ce
of
c
u
ltu
r
al
d
iv
er
s
ity
in
ed
u
ca
tio
n
,
u
n
d
er
t
h
eir
s
o
lid
p
ed
a
g
o
g
ical
an
d
co
n
ten
t
k
n
o
wled
g
e,
r
eg
ar
d
less
of
o
th
er
co
n
tex
tu
al
f
ac
t
o
r
s
.
C
o
n
s
is
ten
t
with
th
e
q
u
an
titativ
e
d
ata
,
a
lar
g
e
n
u
m
b
er
of
teac
h
er
s
ex
h
ib
ited
a
p
r
ef
e
r
en
c
e
f
o
r
tar
g
et
cu
ltu
r
e
asp
ec
ts
(
I
te
m
4,
M=
3
.
6
7
,
S.D.
=
0
.
9
3
)
a
n
d
in
ter
n
atio
n
al
tar
g
et
cu
ltu
r
e
asp
ec
ts
(
I
tem
6,
M=
3
.
8
1
,
S.D.
=0
.
7
4
)
in
class
r
o
o
m
a
ctiv
ities
wh
ile
b
alan
ce
d
tar
g
et,
in
ter
n
atio
n
al,
an
d
s
o
u
r
ce
cu
ltu
r
al
co
n
ten
t
(
I
tem
7,
M=
3
.
3
8
,
S.D.
=0
.
7
6
)
was
p
r
ef
er
r
ed
to
s
o
m
e
e
x
ten
t.
Nev
er
th
eless
,
th
es
e
p
r
ef
er
en
ce
s
s
h
ap
ed
by
th
eir
u
p
d
ated
k
n
o
wled
g
e
an
d
id
e
o
lo
g
ies
wer
e
not
f
u
lly
m
an
if
este
d
in
t
h
eir
class
r
o
o
m
p
r
ac
tices,
ca
u
s
ed
by
s
tr
u
ctu
r
al
f
ac
to
r
s
in
clu
d
in
g
in
s
titu
tio
n
al
in
f
lu
en
ce
s
an
d
th
e
av
ailab
ilit
y
of
r
eso
u
r
ce
s
an
d
m
ater
ials
.
Firstl
y
,
th
e
s
ca
r
city
of
Vietn
am
ese
cu
ltu
r
al
r
eso
u
r
ce
s
is
a
k
ey
s
tr
u
ctu
r
al
lim
ita
tio
n
m
en
tio
n
e
d
by
T2
an
d
T
6
:
“
To
be
h
o
n
est,
I
f
o
u
n
d
it
h
a
r
d
to
s
ee
k
a
p
p
r
o
p
r
ia
te
a
n
d
r
ich
V
ietn
a
mese
cu
ltu
r
a
l
c
o
n
ten
t
to
in
co
r
p
o
r
a
te
in
my
E
n
g
lis
h
less
o
n
s
as
its
th
eme
s
a
r
e
not
r
elev
a
n
t
to
th
e
textb
o
o
k
u
n
its
,
or
it
is
not
w
r
itten
in
E
n
g
lis
h
,
and
so
on.
”
(T2
-
Q1
-
S1
.
3
)
“
[
.
.
.
]
I
s
ee
th
a
t
fin
d
in
g
ma
teri
a
ls
of
V
ietn
a
mese
cu
ltu
r
a
l
c
o
n
ten
t
is
time
-
co
n
s
u
min
g
and
a
r
d
u
o
u
s
,
w
h
ile
I
h
a
ve
to
ma
n
a
g
e
a
ll
th
in
g
s
of
a
less
o
n
,
like
ma
teri
a
ls
,
time,
tea
ch
in
g
and
lea
r
n
in
g
a
ctivities,
and
s
co
r
in
g
b
efo
r
e
a
tten
d
in
g
t
h
e
cla
s
s
.
”
(T6
-
Q1
-
S1
.
3
)
I
n
d
ee
d
,
b
o
t
h
teac
h
er
s
r
ec
o
g
n
i
ze
d
a
g
a
p
in
a
v
ailab
le
m
ater
i
als
co
v
er
in
g
Vietn
am
ese
c
u
ltu
r
e
an
d
th
e
tim
e
f
u
n
d
,
wh
ich
led
to
th
eir
lim
ited
ab
ilit
y
to
f
u
lly
i
n
teg
r
a
te
Vietn
am
ese
cu
ltu
r
e
in
th
eir
E
n
g
lis
h
less
o
n
s
to
b
u
s
in
ess
E
FL
s
tu
d
en
ts
,
n
o
twit
h
s
tan
d
in
g
th
eir
s
tr
o
n
g
d
esire
f
o
r
th
at.
Ap
p
ar
e
n
tly
,
th
ese
co
n
s
tr
ain
ts
u
r
g
ed
th
em
to
r
ely
on
r
ea
d
ily
av
ailab
le
W
ester
n
-
ce
n
tr
ic
r
eso
u
r
ce
s
in
th
e
cu
r
r
en
t
te
x
tb
o
o
k
s
.
Nev
e
r
th
eless
,
T4
f
o
u
n
d
s
u
cc
ess
in
in
teg
r
atin
g
a
v
ar
iet
y
of
c
u
ltu
r
es
th
r
o
u
g
h
tec
h
n
o
l
o
g
y
d
ep
l
o
y
m
e
n
t.
“
A
lth
o
u
g
h
th
e
a
va
ila
b
ilit
y
of
h
ig
h
-
q
u
a
lity
V
ietn
a
mese
cu
ltu
r
a
l
ma
teri
a
ls
s
u
ita
b
le
fo
r
th
e
te
xtb
o
o
k
u
n
its
is
s
ca
r
ce
,
I
ca
n
s
ti
ll
ma
k
e
s
o
meth
in
g
w
ith
th
e
a
id
of
AI
to
o
ls
to
g
en
era
te
th
e
co
n
ten
t.
I
fin
d
th
a
t
it
is
co
n
ve
n
ien
t
fo
r
b
u
s
y
la
n
g
u
a
g
e
tea
c
h
ers
like
me.
”
(T4
-
Q1
-
S1
.
4
)
It
is
clea
r
th
at
d
ig
ital
liter
ac
y
in
th
e
2
1
s
t
ce
n
tu
r
y
a
n
d
ac
ce
s
s
ib
ilit
y
of
AI
-
g
en
e
r
ated
lo
ca
lize
d
cu
ltu
r
a
l
r
eso
u
r
ce
s
m
ig
h
t
m
itig
ate
th
e
s
tr
u
ctu
r
al
co
n
s
tr
ain
ts
an
d
f
o
s
ter
th
eir
a
g
en
cy
in
d
iv
er
s
if
y
in
g
cu
ltu
r
al
in
teg
r
atio
n
with
in
b
u
s
in
ess
E
FL
class
r
o
o
m
s
.
E
v
en
th
o
u
g
h
teac
h
er
s
’
p
er
s
o
n
al
b
elief
s
an
d
k
n
o
wled
g
e,
alo
n
g
with
th
e
s
tr
u
ctu
r
al
lim
itatio
n
s
,
s
h
ap
ed
m
u
ch
of
th
ei
r
p
r
ac
tice,
th
ese
f
ac
to
r
s
m
ig
h
t
not
be
i
n
d
ep
e
n
d
en
t
of
th
e
cu
ltu
r
al
d
o
m
ain
em
b
o
d
ied
in
wid
er
s
o
cieta
l
attitu
d
es.
In
lin
e
wi
th
th
e
ev
o
lu
tio
n
of
cu
ltu
r
al
k
n
o
wle
d
g
e
an
d
in
d
iv
i
d
u
al
id
en
tity
p
o
s
itio
n
in
g
,
th
e
teac
h
er
s
at
th
is
u
n
iv
er
s
ity
also
ca
p
tu
r
ed
e
v
o
lv
in
g
s
o
cieta
l
attitu
d
es
an
d
g
lo
b
al
d
is
co
u
r
s
es
ab
o
u
t
E
n
g
lis
h
,
s
u
ch
as
in
clu
s
iv
ity
an
d
d
iv
er
s
ity
in
th
is
ca
s
e.
I
n
s
p
ir
ed
by
th
e
s
e
id
eo
lo
g
ies,
th
ey
wer
e
not
o
n
ly
awa
r
e
of
th
e
li
m
itatio
n
s
of
ex
is
tin
g
m
ater
ial
s
but
also
ac
tiv
ely
ad
ap
te
d
th
eir
cu
r
r
en
t
teac
h
in
g
p
r
ac
tices.
T
h
ey
em
p
h
asized
th
at
th
e
cu
ltu
r
al
f
ac
to
r
s
also
f
u
n
ctio
n
as
a
p
o
wer
f
u
l
lay
e
r
with
in
th
e
ec
o
lo
g
ical
s
y
s
tem
,
in
f
lu
en
cin
g
th
e
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
an
d
d
ec
is
io
n
s
ab
o
u
t
wh
at
a
n
d
how
cu
lt
u
r
e
s
h
o
u
ld
be
m
a
n
if
ested
in
th
eir
class
r
o
o
m
p
r
ac
tices
in
th
e
co
n
tex
t
of
s
ca
r
ce
m
ar
g
in
a
lized
cu
ltu
r
al
m
ater
ials
an
d
p
r
ep
ar
atio
n
tim
e.
To
illu
s
tr
ate,
T1
v
o
iced
:
“
P
r
ev
io
u
s
ly,
Wes
tern
cu
ltu
r
es
in
A
merica
or
B
r
ita
in
w
ere
th
e
m
o
s
t
p
r
o
min
en
t
in
l
a
n
g
u
a
g
e
ma
teri
a
ls
,
a
lmo
s
t
to
th
e
ex
clu
s
io
n
of
o
th
ers
.
Ho
w
ev
er,
cu
lt
u
r
a
l
co
n
ten
t
a
b
o
u
t
o
th
er
p
a
r
ts
of
th
e
w
o
r
ld
,
s
u
ch
as
A
s
ia
or
A
f
r
ica
,
has
b
ec
o
me
mo
r
e
a
tten
tive
th
ese
d
a
ys.
Th
is
mo
tiva
tes
me
a
lo
t
to
fin
d
a
b
etter
b
a
la
n
ce
b
etw
ee
n
Wes
tern
and
n
o
n
-
Wes
tern
cu
lt
u
r
es,
like
V
ietn
a
mese,
in
my
E
n
g
lis
h
less
o
n
s
.
”
(T1
-
Q1
-
S1
.
5
)
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
V
ietn
a
mese
E
F
L tea
ch
ers
’
cu
ltu
r
a
l in
teg
r
a
tio
n
in
b
u
s
in
ess
E
n
g
lis
h
cla
s
s
es:
a
n
… (
P
h
a
m
Th
i Min
h
Th
u
y
)
2623
In
g
e
n
er
al,
th
e
f
ir
s
t
th
em
e
ca
p
tu
r
es
how
teac
h
er
s
s
elec
t
an
d
f
r
am
e
c
u
ltu
r
al
c
o
n
ten
t
with
in
a
co
m
p
le
x
ec
o
s
y
s
tem
of
in
s
titu
tio
n
al
ex
p
ec
tatio
n
s
,
m
ater
ial
ac
ce
s
s
,
an
d
s
o
cio
cu
ltu
r
al
o
r
ien
tatio
n
.
I
n
d
ee
d
,
m
an
y
teac
h
e
r
s
s
h
o
wed
a
s
tr
o
n
g
p
r
ef
er
en
ce
f
o
r
W
ester
n
cu
ltu
r
al
m
ater
ials
,
in
p
ar
ticu
lar
Am
er
ican
an
d
B
r
iti
s
h
ex
am
p
les,
as
th
ese
wer
e
p
er
ce
iv
ed
to
en
h
an
ce
s
tu
d
en
ts
’
em
p
lo
y
a
b
ilit
y
an
d
g
lo
b
al
co
m
p
ete
n
ce
.
T
h
is
p
r
ef
er
en
ce
r
ef
lects
th
e
lo
n
g
-
s
tan
d
in
g
h
eg
em
o
n
y
of
W
ester
n
n
o
r
m
s
in
ELT,
wh
er
e
g
lo
b
al
E
n
g
lis
h
is
o
f
ten
eq
u
ated
with
An
g
lo
-
ce
n
tr
ic
co
m
m
u
n
icativ
e
p
r
ac
tic
es
[
9
]
.
In
th
e
co
n
tex
t
of
b
u
s
in
ess
E
n
g
lis
h
,
th
is
o
r
ien
tatio
n
al
ig
n
s
with
s
tu
d
en
ts
’
in
s
tr
u
m
en
tal
m
o
tiv
atio
n
s
to
p
r
ep
a
r
e
f
o
r
i
n
ter
n
atio
n
al
b
u
s
in
ess
co
m
m
u
n
icatio
n
d
o
m
in
ated
by
W
ester
n
co
r
p
o
r
ate
v
alu
es,
esp
ec
ially
s
in
ce
Vietn
am
h
as
o
p
e
n
ed
its
d
o
o
r
s
to
th
e
wo
r
ld
by
p
ar
ticip
atin
g
in
wo
r
ld
an
d
r
eg
io
n
al
o
r
g
an
izatio
n
s
.
Ho
wev
er
,
it
also
d
o
c
u
m
en
ted
an
e
m
er
g
en
t
awa
r
e
n
ess
f
r
o
m
teac
h
er
s
of
th
e
n
ee
d
to
eq
u
alize
g
lo
b
al
an
d
lo
ca
l
cu
l
tu
r
al
r
ep
r
esen
tatio
n
.
So
m
e
p
ar
ticip
an
ts
h
ig
h
lig
h
ted
th
e
n
e
ce
s
s
ity
to
p
r
o
m
o
te
cu
ltu
r
al
id
en
tity
with
in
th
e
c
o
u
n
tr
y
wh
ile
k
ee
p
in
g
up
with
g
lo
b
al
r
ea
d
i
n
ess
,
a
f
u
n
ctio
n
th
at
is
d
u
alis
tic
in
n
atu
r
e
an
d
ag
ai
n
r
eso
n
ates
wi
th
th
e
g
l
o
ca
lizatio
n
co
n
ce
p
t
in
lan
g
u
ag
e
e
d
u
ca
tio
n
[
32
].
T
h
is
d
u
al
o
r
ie
n
tatio
n
r
ep
r
esen
ts
an
ad
ap
tiv
e
af
f
o
r
d
an
ce
with
in
th
e
ec
o
lo
g
ical
s
y
s
tem
,
with
teac
h
er
s
m
ed
iatin
g
b
etwe
en
ex
ter
n
al
ex
p
ec
tatio
n
s
ab
o
u
t
g
lo
b
al
co
m
p
eten
ce
an
d
in
ter
n
al
c
o
m
m
itm
en
ts
to
n
atio
n
al
id
en
tity
an
d
p
r
id
e
.
As
a
m
atter
of
f
ac
t,
s
er
io
u
s
o
b
s
tacle
s
wer
e
also
h
ig
h
lig
h
ted
in
th
e
s
tu
d
y
.
So
m
e
of
th
e
m
o
s
t
f
r
eq
u
e
n
tly
r
e
p
o
r
ted
ch
allen
g
es
am
o
n
g
teac
h
er
s
ar
e
th
e
lack
of
lo
ca
lized
E
n
g
lis
h
-
lan
g
u
ag
e
teac
h
in
g
m
ater
ials
an
d
tim
e
co
n
s
tr
ain
ts
r
esu
ltin
g
f
r
o
m
h
ea
v
y
teac
h
in
g
wo
r
k
l
o
a
d
s
.
Acc
o
r
d
i
n
g
to
B
aşar
et
a
l.
[
33
],
s
u
ch
s
tr
u
ctu
r
al
lim
itatio
n
s
act
as
en
v
ir
o
n
m
en
t
al
s
tr
ess
o
r
s
th
at
r
estrict
in
d
iv
i
d
u
al
ag
e
n
cy
with
in
an
ed
u
ca
ti
o
n
al
ec
o
lo
g
y
.
T
h
ese
f
in
d
in
g
s
alig
n
with
r
esear
ch
in
I
n
d
o
n
esia
[
34
]
an
d
I
r
an
[
35
],
wh
er
e
teac
h
er
s
s
im
ilar
ly
s
tr
u
g
g
led
to
in
c
o
r
p
o
r
ate
lo
ca
l
cu
ltu
r
e
d
u
e
to
in
s
u
f
f
icien
t
r
eso
u
r
ce
s
,
ec
h
o
in
g
ea
r
lier
ev
id
en
ce
f
r
o
m
Vietn
am
[
7
]
,
[
36
].
I
n
s
titu
tio
n
a
l
d
em
an
d
s
an
d
cu
r
r
icu
la
o
f
ten
p
r
io
r
itize
lan
g
u
ag
e
c
o
m
p
eten
c
y
o
v
e
r
in
ter
cu
ltu
r
al
co
n
ten
t;
t
h
er
ef
o
r
e
,
in
clu
s
iv
ity
of
lo
ca
lly
a
n
d
g
lo
b
ally
cu
ltu
r
al
b
alan
ce
in
ac
tu
al
class
r
o
o
m
p
r
ac
tices
ex
p
e
r
ien
ce
s
n
eg
li
g
en
ce
.
T
h
is
s
u
g
g
ests
p
r
ac
tical
im
p
licatio
n
s
f
o
r
cu
r
r
icu
lu
m
d
esig
n
:
in
s
titu
tio
n
s
s
h
o
u
ld
allo
ca
te
s
p
ac
e
f
o
r
i
n
ter
cu
ltu
r
al
co
n
ten
t
alo
n
g
s
id
e
lin
g
u
is
tic
p
r
o
f
icien
cy
,
an
d
p
o
licy
m
a
k
er
s
co
u
l
d
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
of
l
o
ca
lized
,
b
u
s
in
ess
-
r
elev
an
t
r
eso
u
r
ce
s
to
r
ed
u
ce
te
ac
h
er
s
’
r
elian
ce
on
W
ester
n
m
ater
ials
.
No
n
eth
eless
,
s
o
m
e
teac
h
er
s
s
h
o
wed
cr
ea
tiv
e
r
esil
ien
ce
an
d
tech
n
o
lo
g
ical
ad
ap
tab
ilit
y
in
o
v
er
co
m
in
g
th
ese
ch
allen
g
es.
Su
c
h
p
r
ac
tices
p
o
in
t
to
th
e
p
o
ten
tial
of
d
i
g
ital
tech
n
o
lo
g
ies
an
d
AI
as
m
ed
iatin
g
to
o
ls
th
at
can
be
f
o
r
m
ally
in
teg
r
ate
d
in
to
teac
h
er
tr
ain
in
g
an
d
r
eso
u
r
ce
d
ev
elo
p
m
e
n
t
s
tr
ateg
ies.
A
s
m
aller
g
r
o
u
p
of
teac
h
er
s
also
em
p
h
asized
th
e
n
ee
d
to
b
r
o
a
d
en
c
u
ltu
r
al
p
a
r
ad
ig
m
s
b
ey
o
n
d
W
ester
n
d
o
m
in
a
n
ce
,
ad
v
o
ca
tin
g
f
o
r
th
e
in
clu
s
io
n
of
r
e
g
io
n
al
a
n
d
g
lo
b
al
p
er
s
p
ec
tiv
es.
C
o
n
cu
r
r
e
n
tly
,
teac
h
er
s
’
p
er
s
o
n
al
v
alu
es,
teac
h
in
g
ex
p
er
ien
ce
s
,
a
n
d
i
n
ter
cu
ltu
r
al
u
n
d
er
s
tan
d
i
n
g
in
f
lu
en
ce
d
th
e
k
in
d
s
of
cu
ltu
r
al
m
ater
ials
th
e
y
r
eso
r
ted
to
u
s
in
g
.
Alig
n
in
g
with
th
e
g
lo
b
al
p
r
o
m
in
en
ce
of
E
n
g
lis
h
-
s
p
ea
k
in
g
co
u
n
tr
ies
in
E
FL
in
s
tr
u
cti
o
n
,
m
a
n
y
teac
h
er
s
co
n
tin
u
ed
to
f
a
v
o
r
W
ester
n
cu
ltu
r
al
th
em
es,
wh
ile
o
th
e
r
s
s
o
u
g
h
t
to
i
n
teg
r
ate
Vietn
am
ese
elem
en
ts
to
m
ain
tain
cu
ltu
r
al
r
elev
an
ce
.
T
h
is
im
b
alan
ce
in
r
ep
r
esen
tatio
n
,
d
r
i
v
en
by
t
h
e
d
o
m
in
an
ce
of
W
ester
n
r
eso
u
r
ce
s
,
th
e
p
r
im
ac
y
of
lin
g
u
is
tic
p
r
o
f
i
cien
cy
,
an
d
teac
h
er
s
’
g
r
ea
ter
f
am
iliar
ity
with
tar
g
et
-
lan
g
u
ag
e
cu
ltu
r
es,
ex
p
an
d
s
f
in
d
in
g
s
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies
[
37
]
–
[
39
].
3
.
2
.
E
co
lo
g
ica
l
dy
na
m
ics
of
i
m
plem
ent
ing
cult
ura
l
t
ea
ching
a
ct
iv
it
ies
in
bu
s
ines
s
E
F
L
cla
s
s
r
o
o
m
s
Qu
esti
o
n
n
air
e
d
ata
d
e
p
icted
t
h
at
th
e
lear
n
er
-
ce
n
ter
ed
ac
tiv
ity
th
at
m
o
s
t
of
th
e
teac
h
er
s
f
av
o
r
e
d
is
en
co
u
r
a
g
in
g
s
tu
d
e
n
ts
to
s
h
a
r
e
ex
p
er
ie
n
ce
s
of
tr
av
el
or
in
ter
cu
ltu
r
al
in
ter
ac
tio
n
s
(
I
tem
12,
M=
3
.
6
5
,
S.D.
=0
.
7
9
)
.
As
d
o
cu
m
e
n
ted
in
in
ter
v
iews,
th
is
m
o
s
t
p
r
ef
er
r
ed
teac
h
in
g
ac
tiv
ity
was
s
teer
ed
by
b
o
th
p
e
r
s
o
n
al
b
elief
s
an
d
s
tr
u
ct
u
r
al
a
f
f
o
r
d
an
ce
s
;
s
p
ec
if
ically
,
th
e
teac
h
er
s
p
er
ce
iv
e
d
it
as
p
ed
a
g
o
g
ically
u
s
ef
u
l
an
d
m
an
ag
ea
b
le
with
in
t
h
e
lim
ited
class
tim
e.
Fo
r
ex
am
p
le,
T
1
0
s
tated
th
at
:
“
Du
r
in
g
th
e
less
o
n
s
,
I
o
ften
a
s
k
my
vo
lu
n
teer
s
tu
d
en
ts
to
s
h
a
r
e
th
eir
ex
p
erien
ce
s
in
V
iet
n
a
m
or
o
th
er
co
u
n
tr
ies,
if
a
n
y.
Th
is
a
ctivity
d
o
es
not
co
n
s
u
me
to
o
mu
ch
cla
s
s
time.
It
is
a
ls
o
an
in
teres
tin
g
a
ctivity
fo
r
s
tu
d
en
ts
to
in
tern
a
liz
e
th
e
la
n
g
u
a
g
e
f
o
r
ms.
”
(
T
1
0
-
Q2
-
S2
.
1
)
In
a
d
d
itio
n
,
a
v
ar
iety
of
cu
l
tu
r
al
teac
h
in
g
ac
tiv
ities
wer
e
co
n
d
u
cted
in
t
h
eir
ac
t
u
al
class
r
o
o
m
p
r
ac
tices,
in
clu
d
in
g
:
i
)
an
al
y
zin
g
cu
ltu
r
al
r
ef
er
e
n
ce
s
in
f
ilm
s
/TV
/n
ews
(
I
tem
9,
M
=3
.
1
0
,
S.D.
=0
.
9
1
)
;
ii
)
ass
ig
n
in
g
ac
tiv
ities
to
c
o
m
p
ar
e
in
f
o
r
m
atio
n
b
etwe
e
n
cu
ltu
r
es
(
I
tem
8,
M=
3
.
0
2
,
S.D.
=0
.
7
5
)
;
a
n
d
iii
)
in
tr
o
d
u
cin
g
ed
u
ca
tio
n
al
d
o
cu
m
en
tar
ies
on
cu
ltu
r
es
(
I
te
m
10,
M=
3
.
0
2
,
S.D.
=0
.
8
4
)
.
T
h
e
p
r
ac
tices
of
th
ese
ac
tiv
ities
wer
e
co
n
d
itio
n
ed
by
th
e
r
ec
ip
r
o
ca
l
an
d
s
y
n
er
g
is
tic
in
ter
ac
tio
n
of
p
er
s
o
n
a
l
b
elief
s
,
s
tr
u
ctu
r
al
s
u
p
p
o
r
ts
or
co
n
s
tr
ain
ts
,
an
d
b
r
o
a
d
er
cu
ltu
r
al
i
n
f
lu
en
ce
s
,
ev
id
en
ce
d
by
i
n
ter
v
iew
d
at
a.
First,
th
e
o
f
ten
-
p
r
ac
ticed
ac
tiv
ity
of
cr
o
s
s
-
cu
l
tu
r
al
co
m
p
ar
is
o
n
by
wh
ich
s
t
u
d
en
ts
id
en
tif
y
s
im
ilar
ities
an
d
d
if
f
e
r
en
ce
s
ac
r
o
s
s
cu
ltu
r
es
was
s
tim
u
lated
by
th
e
teac
h
er
s
’
p
er
s
o
n
al
b
elief
s
f
o
u
n
d
in
f
i
v
e
in
ter
v
iews
(
T
3
,
T
4
,
T
7
,
T
8
,
an
d
T9
)
.
“
F
o
r
me,
th
is
a
ctivity
is
u
s
efu
l
to
ma
ke
s
tu
d
en
ts
en
g
a
g
e
in
t
h
e
less
o
n
s
,
but
a
ls
o
to
d
ev
elo
p
th
eir
crit
ica
l
th
in
kin
g
s
kills
imp
o
r
ta
n
t
to
mo
d
ern
life.
I
b
eliev
e
it
d
o
es
not
s
ta
n
d
at
le
a
r
n
in
g
la
n
g
u
a
g
e
and
cu
lt
u
r
e
but
s
h
a
r
p
en
s
s
tu
d
en
ts
’
s
o
ft
s
kills
.
”
(T3
-
Q2
-
S2
.
2
)
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
26
:
2
6
1
8
-
2
6
3
1
2624
T
7
,
ad
d
itio
n
ally
,
p
in
p
o
i
n
ted
th
at
th
eir
f
a
v
o
r
of
t
h
is
ac
tiv
ity
was
en
ab
led
by
th
e
in
s
titu
tio
n
al
teac
h
in
g
g
u
id
elin
es:
“
I
n
clu
s
ivity
and
crit
ica
l
th
in
kin
g
a
r
e
w
h
a
t
a
r
e
d
escr
ib
ed
in
our
u
n
ivers
ity’
s
key
ed
u
ca
tio
n
a
l
p
o
licy,
w
h
ich
e
q
u
ip
s
B
u
s
in
ess
-
ma
jo
r
ed
s
tu
d
en
ts
to
be
effec
tive
emp
lo
ye
es
in
t
h
e
g
l
o
b
a
liz
ed
a
n
d
co
mp
etitive
jo
b
ma
r
ke
t.
”
(T7
-
Q2
-
S2
.
2
)
Me
an
wh
ile,
9
out
of
10
teac
h
er
s
(
ex
clu
s
iv
e
of
T
6
)
also
el
u
c
id
ated
th
at
th
eir
u
s
e
of
s
u
ch
c
o
m
p
ar
ativ
e
cu
ltu
r
al
ac
tiv
ities
was
r
ein
f
o
r
c
ed
by
t
h
e
cu
ltu
r
al
c
o
n
d
itio
n
s
.
Fo
r
ex
am
p
le,
T5
s
tated
th
at
:
“
Th
is
a
ctivity,
mo
r
eo
ve
r
,
is
a
l
s
o
n
ec
ess
a
r
y
in
c
u
ltu
r
a
l
tea
c
h
in
g
b
ec
a
u
s
e
if
my
s
tu
d
e
n
ts
a
r
e
o
n
ly
ex
p
o
s
ed
to
US
-
UK
cu
ltu
r
e,
b
ia
s
es
ca
n
o
cc
u
r
,
and
th
eir
limited
cu
ltu
r
a
l
kn
o
w
led
g
e
ca
n
ca
u
s
e
mis
u
n
d
ers
ta
n
d
in
g
s
w
h
en
th
ey
w
o
r
k
w
ith
mu
ltin
a
tio
n
a
l
co
m
p
a
n
ies
u
s
in
g
E
n
g
lis
h
in
s
o
me
A
s
ia
n
r
eg
io
n
s
,
fo
r
ex
a
mp
le.
”
(
T
5
-
Q2
-
S2
.
3
)
T9
co
n
s
id
er
e
d
m
u
lticu
ltu
r
alis
m
an
d
i
n
ter
cu
ltu
r
alis
m
,
a
n
d
th
e
p
lu
r
alis
m
of
cu
ltu
r
e
in
th
e
E
L
T
cu
r
r
ic
u
lu
m
a
n
d
teac
h
in
g
in
m
o
d
er
n
s
o
ciety
.
T
h
is
s
y
n
er
g
is
tic
in
ter
ac
tio
n
of
t
h
r
ee
ec
o
lo
g
ical
d
o
m
ai
n
s
m
ay
cr
ea
te
a
co
h
er
en
t
m
o
m
en
tu
m
f
o
r
em
b
ed
d
in
g
c
r
o
s
s
-
cu
ltu
r
al
p
er
s
p
ec
tiv
es
in
E
FL
class
r
o
o
m
s
.
“
Wit
h
o
u
t
th
ese
cro
s
s
-
cu
ltu
r
a
l
a
ctivities,
s
tu
d
en
ts
ca
n
ea
s
ily
fa
ll
in
to
a
n
a
r
r
o
w
cu
ltu
r
a
l
view,
w
h
ich
r
u
n
s
co
u
n
ter
to
c
o
n
te
mp
o
r
a
r
y
cu
ltu
r
a
l
tr
en
d
s
th
a
t
r
ec
o
g
n
iz
e
E
n
g
lis
h
as
b
elo
n
g
in
g
to
mu
ltip
le
cu
ltu
r
es,
not
o
n
ly
th
e
n
a
tive
s
p
ea
kin
g
c
o
u
n
tr
ies.
”
(
T
9
-
Q2
-
S2
.
3
)
Seco
n
d
ly
,
at
a
m
o
d
er
ate
f
r
e
q
u
en
cy
s
o
u
g
h
t
in
q
u
esti
o
n
n
a
ir
es,
th
e
p
r
ac
tice
of
a
n
aly
zin
g
cu
ltu
r
al
r
ef
er
en
ce
s
in
au
t
h
en
tic
m
ed
i
a
was
s
y
n
er
g
is
tically
f
o
r
m
e
d
by
p
er
s
o
n
al
b
elief
s
,
s
tr
u
c
tu
r
al
s
u
p
p
o
r
t,
an
d
co
n
tem
p
o
r
ar
y
cu
ltu
r
al
co
n
d
iti
o
n
s
,
wh
ich
em
er
g
e
d
f
r
o
m
f
i
v
e
in
ter
v
iews.
Fro
m
th
eir
p
e
r
s
o
n
al
p
ed
ag
o
g
ical
b
elief
s
an
d
ass
u
m
p
tio
n
s
,
th
e
teac
h
er
s
b
eliev
ed
th
at
u
s
in
g
th
ese
ac
tiv
ities
is
co
n
d
u
civ
e
to
m
o
tiv
atin
g
an
d
s
ca
f
f
o
ld
in
g
th
ei
r
s
tu
d
en
ts
in
c
u
ltu
r
al
in
ter
p
r
etatio
n
.
In
th
is
c
ase,
T1
em
p
h
asized
th
at
:
“
[
.
.
.
]
I
a
ls
o
th
i
n
k
th
a
t
w
h
en
I
p
r
esen
t
c
u
ltu
r
a
l
elem
en
ts
th
r
o
u
g
h
mu
ltimed
ia
like
Yo
u
Tu
b
e,
I
n
s
ta
g
r
a
m,
my
s
tu
d
en
ts
ca
n
n
o
tice
b
o
th
ve
r
b
a
l,
like
id
io
ms,
a
n
d
non
-
ve
r
b
a
l,
like
h
u
mo
r
,
g
e
s
tu
r
es,
or
fa
cia
l
ex
p
r
ess
io
n
s
,
vivid
ly,
th
en
th
ey
w
ill
g
et
mo
r
e
mo
tiva
t
ed
in
th
e
less
o
n
s
.
”
(T1
-
Q2
-
S2
.
4
)
T
h
is
p
r
ac
tice
was
lar
g
ely
s
tr
en
g
th
en
e
d
by
e
n
ab
lin
g
s
tr
u
ctu
r
al
co
n
d
itio
n
s
s
u
ch
as
h
ig
h
ac
ce
s
s
ib
ilit
y
to
m
ed
i
a
r
eso
u
r
ce
s
,
I
n
ter
n
et,
an
d
tech
n
o
lo
g
ical
eq
u
ip
m
e
n
t
lik
e
in
ter
ac
tiv
e
wh
iteb
o
ar
d
,
T
V,
an
d
p
r
o
jecto
r
in
class
r
o
o
m
s
ettin
g
s
.
T5
ex
em
p
lifie
d
t
h
at
:
“
Lu
ck
ily,
our
s
ch
o
o
l
ca
mp
u
s
is
w
e
ll
eq
u
ip
p
ed
w
ith
fa
cilitie
s
like
th
e
I
n
tern
et,
p
r
o
jecto
r
s
,
TVs,
and
even
I
n
tera
ctive
Wh
iteb
o
a
r
d
s
.
Th
a
n
ks
to
th
ese,
I
ca
n
co
n
ve
n
ien
tly
u
s
e
med
ia
r
eso
u
r
ce
s
to
in
tr
o
d
u
ce
cu
ltu
r
a
l
co
n
ten
t
in
my
E
n
g
lis
h
cla
s
s
es.
”
(T5
-
Q2
-
S2
.
4
)
Ho
wev
er
,
T
1
0
also
ad
m
itted
t
h
at
th
e
af
f
o
r
d
an
ce
s
of
tech
n
o
l
o
g
y
d
e
p
en
d
on
teac
h
er
s
’
ab
ilit
y
to
m
an
i
p
u
late:
“
Usi
n
g
th
ese
tech
n
o
lo
g
ies
fo
r
cu
ltu
r
a
l
a
ctivities
a
ls
o
r
eq
u
ir
es
tea
ch
ers
’
d
ig
ita
l
liter
a
cy
,
w
h
ich
is
ch
a
llen
g
in
g
fo
r
me.
I
am
kin
d
of
lo
w
-
tech
.
”
(
T
1
0
-
Q2
-
S2
.
5
)
Fro
m
a
cu
ltu
r
al
p
er
s
p
ec
tiv
e,
th
e
in
cr
ea
s
in
g
p
r
esen
ce
of
g
lo
b
al
m
u
ltime
d
ia
m
ad
e
th
is
p
r
ac
tic
e
p
ar
ticu
lar
ly
m
ea
n
in
g
f
u
l.
Mo
s
t
teac
h
er
s
r
ec
o
g
n
ize
d
th
at
th
eir
s
tu
d
en
ts
h
a
v
e
b
ee
n
c
o
n
s
u
m
in
g
p
o
p
c
u
ltu
r
e
f
r
o
m
ar
o
u
n
d
th
e
wo
r
l
d
o
u
ts
id
e
th
ei
r
f
o
r
m
al
c
o
u
r
s
eb
o
o
k
s
.
Acc
o
r
d
in
g
ly
,
T4
s
p
ec
if
ied
an
ex
am
p
le
:
“
My
s
tu
d
en
ts
s
h
o
u
ld
h
a
ve
w
a
tch
ed
A
merica
n
or
B
r
itis
h
d
r
a
ma
s
or
TV
s
h
o
w
s
,
or
even
K
o
r
ea
n
mo
vies,
Ja
p
a
n
ese
a
n
ime,
or
Th
a
i
mu
kb
a
n
g
vid
e
o
s
.
So,
b
r
in
g
in
g
th
ese
cu
ltu
r
a
l
elem
en
ts
in
to
E
n
g
lis
h
cla
s
s
es
is
u
s
efu
l
to
p
r
ep
a
r
e
b
u
s
in
ess
-
ma
jo
r
ed
s
tu
d
en
ts
fo
r
r
ea
l
-
life
in
tercu
ltu
r
a
l
emp
lo
yme
n
t.
”
(T4
-
Q2
-
S2
.
6
)
T7
lin
k
e
d
t
h
e
ac
tiv
ity
to
co
n
tem
p
o
r
ar
y
s
o
cial
v
alu
es,
p
ar
tic
u
lar
ly
th
e
m
o
m
en
tu
m
of
i
n
clu
s
iv
ity
an
d
d
iv
e
r
s
ity
in
to
d
ay
’
s
c
u
ltu
r
al
lan
d
s
ca
p
e:
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
V
ietn
a
mese
E
F
L tea
ch
ers
’
cu
ltu
r
a
l in
teg
r
a
tio
n
in
b
u
s
in
ess
E
n
g
lis
h
cla
s
s
es:
a
n
… (
P
h
a
m
Th
i Min
h
Th
u
y
)
2625
“
Wh
en
s
tu
d
en
ts
a
r
e
ex
p
o
s
ed
to
r
eferen
ce
s
f
r
o
m
d
iffer
en
t
me
d
ia
,
th
ey
ca
n
u
n
d
ers
ta
n
d
th
a
t
E
n
g
lis
h
b
elo
n
g
s
to
th
e
g
lo
b
a
liz
ed
w
o
r
ld
.
A
ls
o
,
th
ese
s
tu
d
e
n
ts
ca
n
a
vo
id
th
e
mis
co
n
ce
p
tio
n
t
h
a
t
le
a
r
n
in
g
E
n
g
lis
h
merely
mea
n
s
lea
r
n
in
g
a
b
o
u
t
th
e
US
or
th
e
UK
.
”
(
T
7
-
Q2
-
S2
.
6
)
Alth
o
u
g
h
s
o
m
e
teac
h
er
s
(
I
tem
11,
M=
3
.
0
1
,
S.D.
=0
.
8
8
)
p
r
ef
er
r
ed
ass
ig
n
in
g
r
o
le
-
p
lay
f
o
r
s
p
ea
k
in
g
in
cu
ltu
r
es,
th
is
ac
tiv
ity
was
s
h
ap
ed
by
th
e
teac
h
er
s
’
p
er
s
o
n
al
co
n
v
ictio
n
s
an
d
cu
ltu
r
al
o
r
ien
tatio
n
s
,
but
b
lo
c
k
ed
by
th
e
s
tr
u
ctu
r
al
c
o
n
d
itio
n
s
.
Qu
alitativ
ely
,
as
r
ev
ea
led
by
T
1
,
T
4
,
T
6
,
a
n
d
T
9
,
th
e
teac
h
er
s
’
p
er
s
o
n
al
p
r
ef
er
en
ce
s
o
r
ig
in
ated
f
r
o
m
t
h
eir
in
ter
ac
tiv
e
a
n
d
h
an
d
s
-
on
teac
h
in
g
m
eth
o
d
s
,
lik
e
r
o
le
-
p
l
ay
in
g
or
s
im
u
latio
n
task
s
.
Fo
r
ex
am
p
le,
T4
g
av
e
a
ty
p
ical
ex
am
p
le.
“
I
do
like
to
a
s
k
my
s
tu
d
e
n
ts
to
a
ct
out
a
s
imp
le
cu
ltu
r
a
l
s
ce
n
a
r
io
,
fo
r
ex
a
mp
le,
an
A
meric
a
n
h
o
s
t
fa
mily
and
a
V
ietn
a
mese
ex
ch
a
n
g
e
s
tu
d
en
t.
C
lea
r
ly,
th
is
ta
s
k
not
o
n
ly
h
elp
s
my
s
tu
d
e
n
ts
to
p
r
a
ctice
E
n
g
lis
h
but
a
ls
o
ma
k
es
th
em
a
w
a
r
e
of
how
d
iffer
en
t
b
etw
ee
n
tw
o
cu
ltu
r
a
l
b
a
ck
g
r
o
u
n
d
s
a
r
e.
”
(T4
-
Q2
-
S2
.
7
)
Ho
wev
er
,
T9
a
d
v
o
ca
te
d
th
at
th
ese
ac
tiv
ities
wer
e
not
f
r
eq
u
en
tly
d
o
n
e
in
th
eir
class
es
b
ec
au
s
e
of
two
s
tr
u
ctu
r
al
b
lo
ck
e
r
s
,
i.e
.
,
tim
e
s
ca
r
city
an
d
r
ig
id
cu
r
r
icu
lar
d
e
m
an
d
s
on
g
r
am
m
a
r
an
d
v
o
ca
b
u
lar
y
,
r
esp
ec
tiv
ely
.
“
A
lth
o
u
g
h
r
o
le
-
p
la
ys
or
s
i
mu
la
tio
n
ta
s
ks
a
r
e
h
elp
fu
l
fo
r
s
tu
d
en
ts
’
cu
ltu
r
e
and
la
n
g
u
a
g
e
a
cq
u
is
itio
n
,
I
a
ctu
a
lly
n
ee
d
to
c
o
mp
lete
th
e
cu
r
r
icu
lu
m
d
ema
n
d
s
fu
lly.
F
o
r
i
n
s
ta
n
ce
,
I
co
n
ce
n
tr
a
te
on
test
in
g
s
tu
d
e
n
ts
’
lin
g
u
is
tic
kn
o
w
led
g
e
a
n
d
s
kills
,
if
p
o
s
s
ib
le.
Th
u
s
,
cu
ltu
r
a
l
ta
s
ks
a
r
e
th
e
o
n
ly
mea
n
s
of
co
n
textu
a
liz
in
g
vo
ca
b
u
la
r
y
a
n
d
g
r
a
m
ma
r
.
”
(T9
-
Q2
-
S2
.
8
)
It
is
ev
id
en
t
th
at
alth
o
u
g
h
th
ey
h
ig
h
ly
v
alu
ed
th
ese
in
ter
a
ctiv
e
cu
ltu
r
al
ac
tiv
ities
,
r
eg
ar
d
in
g
r
o
le
-
p
lay
in
g
,
s
u
ch
s
tr
u
ct
u
r
al
c
o
n
s
tr
ain
ts
m
ig
h
t
p
r
ev
en
t
th
em
f
r
o
m
in
co
r
p
o
r
atin
g
th
ese
teac
h
in
g
ac
tiv
ities
r
eg
u
la
r
ly
.
Ho
wev
er
,
T7
p
r
o
p
o
s
ed
an
a
lter
n
ativ
e
th
at
if
th
e
teac
h
er
s
to
o
k
a
d
v
an
ta
g
e
of
th
e
f
le
x
ib
ilit
y
of
th
e
ELT
cu
r
r
icu
lu
m
,
th
ey
wo
u
l
d
be
ab
le
to
im
p
lem
e
n
t
th
ese
cu
ltu
r
al
ac
tiv
ities
m
ea
n
in
g
f
u
lly
.
Un
li
k
e
T1
an
d
T
9
,
wh
o
o
f
ten
r
ep
o
r
ted
b
ein
g
h
in
d
er
e
d
by
s
tr
u
ctu
r
al
f
ac
to
r
s
,
T
7
’
s
s
u
g
g
esti
o
n
in
d
icate
s
th
at
in
n
o
v
ativ
e
p
r
ac
tices
f
o
r
in
ter
ac
tiv
e
an
d
en
g
ag
in
g
cu
lt
u
r
al
ac
tiv
ities
can
be
tak
e
n
w
ith
in
th
e
c
u
r
r
icu
lu
m
f
r
am
ewo
r
k
,
p
r
o
v
i
d
ed
t
h
at
all
o
b
jectiv
es
ar
e
f
u
lf
illed
.
“
Wh
y
d
o
n
’
t
we
ca
r
r
y
out
r
o
le
-
p
la
ys
or
d
r
a
ma
a
ctivities
r
ig
h
t
in
th
e
cla
s
s
r
o
o
ms?
A
cc
o
mp
lis
h
tw
o
o
b
jective
s
in
one
a
ctio
n
.
On
e
is
to
en
h
a
n
ce
th
eir
cu
ltu
r
a
l
u
n
d
ers
ta
n
d
in
g
.
Th
e
o
th
er
is
to
a
s
s
es
s
th
eir
u
s
e
of
la
n
g
u
a
g
e
in
co
n
te
xt.
”
(T7
-
Q2
-
S2
.
9
)
To
th
e
s
ec
o
n
d
th
em
e,
how
tea
ch
er
s
o
p
er
atio
n
alize
d
cu
ltu
r
al
in
teg
r
atio
n
in
t
h
eir
class
r
o
o
m
s
r
ef
lecte
d
a
b
alan
ce
of
p
e
r
s
o
n
al
ag
en
c
y
,
p
ed
ag
o
g
ical
b
elief
s
,
an
d
in
s
titu
tio
n
al
co
n
s
tr
ain
ts
.
R
es
u
lts
in
d
icate
d
th
at
teac
h
er
s
d
id
not
co
n
s
id
er
cu
lt
u
r
e
an
is
o
lated
co
m
p
o
n
e
n
t
of
b
u
s
in
ess
E
n
g
lis
h
but
r
ath
er
an
em
b
ed
d
ed
f
ea
tu
r
e
of
co
m
m
u
n
icatio
n
,
p
r
o
f
ess
io
n
al
b
eh
av
i
o
r
,
a
n
d
id
e
n
tity
f
o
r
m
atio
n
.
C
u
ltu
r
al
i
n
teg
r
atio
n
was
m
an
if
ested
in
a
r
an
g
e
of
ac
tiv
ities
p
er
tain
in
g
to
s
h
ar
in
g
s
tu
d
e
n
t
ex
p
er
ien
c
es,
r
o
le
-
p
lay
s
,
ca
s
e
s
tu
d
ies,
an
d
th
e
d
ev
elo
p
m
en
t
of
s
o
f
t
s
k
ills
,
in
clu
d
in
g
n
eg
o
tiatio
n
,
cr
itical
th
in
k
in
g
,
a
n
d
cr
o
s
s
-
cu
ltu
r
al
co
m
m
u
n
icatio
n
.
T
h
ese
ac
tiv
ities
d
em
o
n
s
tr
ate
ec
o
lo
g
ical
s
y
n
er
g
y
b
etwe
en
p
ed
a
g
o
g
ical
aim
s
an
d
p
r
o
f
ess
io
n
al
r
ea
liti
es
wh
er
eb
y
lan
g
u
ag
e
lear
n
in
g
an
d
cu
ltu
r
al
u
n
d
er
s
tan
d
in
g
ar
e
in
ter
r
elate
d
in
th
e
p
r
ep
ar
atio
n
of
lear
n
er
s
f
o
r
r
ea
l
-
life
g
lo
b
al
in
ter
ac
tio
n
.
Seco
n
d
,
th
e
r
an
g
e
an
d
n
u
m
b
er
of
cu
ltu
r
al
ac
tiv
iti
es
ex
p
lo
ited
by
th
e
teac
h
er
s
d
ep
en
d
ed
g
r
ea
tly
on
in
d
iv
id
u
al
f
ac
to
r
s
:
p
ed
ag
o
g
i
ca
l
ex
p
er
ien
ce
,
in
ter
c
u
ltu
r
al
teac
h
in
g
ap
p
r
o
ac
h
es,
or
th
e
n
o
tio
n
of
th
e
s
ig
n
if
ican
ce
of
cu
ltu
r
al
lear
n
in
g
.
Acc
o
r
d
in
g
ly
,
teac
h
e
r
s
with
s
tr
o
n
g
in
ter
cu
ltu
r
al
awa
r
en
ess
co
n
d
u
cted
d
is
cu
s
s
io
n
s
,
co
m
p
ar
ativ
e
cu
ltu
r
al
an
aly
s
es,
an
d
r
o
le
-
p
lay
s
i
m
u
latio
n
s
,
wh
er
ea
s
less
co
n
f
i
d
en
t
or
less
tr
ain
ed
teac
h
er
s
p
r
ef
er
r
ed
ac
tiv
ities
f
o
cu
s
ed
on
lan
g
u
a
g
e
p
r
ec
is
io
n
an
d
test
p
r
ep
ar
atio
n
.
T
h
is
alig
n
s
with
T
r
an
an
d
Dan
g
[
7
]
th
at
th
er
e
a
r
e
d
if
f
er
e
n
t
way
s
of
ap
p
r
o
ac
h
in
g
c
u
ltu
r
al
ed
u
ca
tio
n
am
o
n
g
Vietn
am
e
s
e
E
FL
teac
h
er
s
.
C
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
in
Sau
d
i
Ar
ab
ia
[
40
],
Y
em
en
[
37
],
an
d
T
u
r
k
e
y
[
38
],
th
is
s
tu
d
y
in
d
icate
d
th
at
tim
e
p
r
ess
u
r
e,
c
u
r
r
icu
lar
im
p
er
ativ
es,
an
d
ass
e
s
s
m
en
t
s
y
s
tem
s
g
ea
r
ed
to
war
d
h
ig
h
-
s
tak
es
ex
am
s
o
f
ten
cir
c
u
m
s
cr
ib
ed
teac
h
er
s
’
im
p
lem
en
tatio
n
of
c
u
ltu
r
e
-
r
i
ch
less
o
n
s
.
T
h
e
teac
h
er
s
w
o
r
k
in
g
u
n
d
er
more
s
tr
in
g
en
t
in
s
titu
tio
n
al
c
o
n
tr
o
ls
ten
d
ed
to
g
iv
e
more
em
p
h
asis
to
lin
g
u
is
tic
r
ath
e
r
th
a
n
in
te
r
cu
ltu
r
al
o
u
tco
m
es,
lead
in
g
to
in
co
n
s
is
ten
t
im
p
lem
en
tatio
n
of
c
u
ltu
r
al
c
o
n
te
n
t
ac
r
o
s
s
class
r
o
o
m
s
.
T
h
is
s
u
g
g
ests
p
r
ac
tical
im
p
licatio
n
s
f
o
r
cu
r
r
icu
lu
m
d
esig
n
an
d
ass
ess
m
en
t
r
ef
o
r
m
:
in
s
titu
tio
n
s
s
h
o
u
l
d
c
o
n
s
id
er
b
alan
ci
n
g
ex
am
-
o
r
ien
ted
r
eq
u
ir
e
m
en
ts
with
in
ter
cu
ltu
r
al
lear
n
i
n
g
o
b
jectiv
es
,
th
er
eb
y
e
n
ab
lin
g
teac
h
er
s
to
in
teg
r
ate
cu
ltu
r
e
more
c
o
n
s
is
ten
tly
in
to
b
u
s
in
ess
E
n
g
lis
h
in
s
tr
u
ctio
n
.
T
h
e
p
r
a
ctice
of
cu
ltu
r
al
in
teg
r
atio
n
i
n
to
b
u
s
in
ess
E
n
g
lis
h
class
es
wa
s
in
f
lu
en
ce
d
by
th
e
en
v
ir
o
n
m
en
t
in
wh
ic
h
it
is
s
itu
ated
[
41
].
Mo
r
e
b
r
o
ad
ly
,
s
tr
u
ctu
r
al
an
d
cu
ltu
r
al
f
ac
to
r
s
f
u
r
th
er
s
o
lid
if
i
ed
th
ese
lim
itatio
n
s
.
In
th
e
E
FL
co
n
tex
t
of
Vietn
am
,
co
m
m
u
n
icativ
e
la
n
g
u
ag
e
teac
h
in
g
a
n
d
ex
a
m
-
o
r
i
en
ted
in
s
tr
u
ctio
n
c
o
n
tin
u
e
to
d
o
m
in
ate
class
r
o
o
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
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n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
26
:
2
6
1
8
-
2
6
3
1
2626
p
r
ac
tices,
leav
in
g
little
r
o
o
m
f
o
r
m
o
r
e
p
r
o
f
o
u
n
d
e
x
p
lo
r
atio
n
of
c
u
ltu
r
al
to
p
ics.
Fo
r
te
ac
h
er
s
,
th
is
m
ea
n
s
b
alan
cin
g
co
m
p
etin
g
d
em
an
d
s
,
n
am
ely
m
ee
tin
g
th
e
lan
g
u
ag
e
p
r
o
f
icien
c
y
tar
g
ets
an
d
c
u
r
r
ic
u
lu
m
r
eq
u
ir
em
en
ts
of
th
e
in
s
titu
tio
n
,
wh
ile
also
m
ain
tain
in
g
th
e
d
ev
elo
p
m
en
t
of
E
SP
s
tu
d
e
n
ts
’
in
ter
c
u
ltu
r
al
co
m
p
eten
ce
f
o
r
th
eir
f
u
tu
r
e
ca
r
ee
r
s
.
T
ea
ch
er
s
h
av
e
d
esig
n
ed
m
an
y
v
er
s
atile
teac
h
in
g
ac
tiv
ities
,
in
teg
r
atin
g
cu
l
tu
r
al
elem
en
ts
in
to
ac
tiv
ities
wh
ile
s
ca
f
f
o
ld
in
g
t
h
ese
b
u
s
in
ess
-
m
ajo
r
ed
s
tu
d
e
n
ts
’
lan
g
u
ag
e
p
r
o
f
icien
cy
a
n
d
ex
am
r
esu
lts
.
Su
ch
ad
ap
tatio
n
s
d
em
o
n
s
tr
ate
teac
h
er
s
’
ad
ap
tiv
e
s
tr
ateg
ies
with
in
th
e
ed
u
ca
tio
n
al
ec
o
s
y
s
tem
,
s
h
ap
ed
th
r
o
u
g
h
n
eg
o
tiatio
n
s
b
etwe
en
lar
g
er
s
t
r
u
ctu
r
al
f
o
r
ce
s
an
d
i
n
d
iv
id
u
al
p
ed
ag
o
g
ical
b
elief
s
.
Fro
m
a
p
o
licy
p
er
s
p
ec
tiv
e
,
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
i
m
p
o
r
tan
ce
of
p
r
o
v
id
in
g
in
s
titu
tio
n
al
s
u
p
p
o
r
t
(
e.
g
.
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
in
ter
cu
ltu
r
al
p
ed
a
g
o
g
y
an
d
i
n
v
estme
n
t
in
lo
ca
lized
teac
h
in
g
r
eso
u
r
ce
s
)
to
r
ed
u
ce
r
elian
ce
on
W
ester
n
m
ater
ials
an
d
e
m
p
o
wer
teac
h
e
r
s
to
s
u
s
tain
c
u
ltu
r
al
i
n
teg
r
atio
n
.
T
ea
c
h
er
s
also
ta
p
in
to
m
u
ltime
d
ia
an
d
p
o
p
u
lar
cu
ltu
r
e
r
eso
u
r
ce
s
s
u
ch
as
f
ilm
s
,
ad
v
er
tis
em
en
ts
,
an
d
s
o
cial
m
ed
ia
co
n
ten
t
to
en
r
ich
class
r
o
o
m
in
ter
ac
tio
n
s
an
d
m
ak
e
in
ter
cu
ltu
r
al
lear
n
in
g
m
o
r
e
tan
g
ib
le
a
n
d
r
ea
l.
T
h
ese
r
e
s
o
u
r
ce
s
ac
ted
as
cu
ltu
r
al
b
r
id
g
es,
lin
k
in
g
s
tu
d
en
ts
to
g
lo
b
alize
d
c
o
m
m
u
n
icatio
n
co
n
tex
ts
b
ey
o
n
d
tr
a
d
itio
n
al
W
ester
n
m
o
d
els,
p
ar
ticu
lar
l
y
with
r
eg
ar
d
to
th
e
E
ast
Asi
an
cu
ltu
r
al
n
ar
r
ativ
es.
T
h
is
f
o
r
m
s
a
g
r
o
win
g
tr
e
n
d
to
war
d
p
l
u
r
alis
tic
an
d
d
iv
er
s
if
ied
cu
ltu
r
al
r
ep
r
esen
tatio
n
,
wh
ich
r
ein
f
o
r
c
es
in
ter
cu
ltu
r
al
s
en
s
itiv
ity
an
d
an
awa
r
en
ess
of
cu
ltu
r
al
d
iv
er
s
ity
am
o
n
g
E
F
L
u
n
iv
er
s
ity
s
tu
d
en
ts
o
p
er
atin
g
in
g
lo
b
al
b
u
s
in
ess
en
v
ir
o
n
m
en
t
s
.
3
.
3
.
E
co
lo
g
ica
l
dy
na
m
ics
of
e
mp
lo
y
ing
cult
ura
l
t
ea
ching
re
s
o
urce
s
a
nd
t
ec
hn
o
lo
g
y
in
bu
s
i
nes
s
E
F
L
cla
s
s
ro
o
m
s
Fo
r
cu
ltu
r
e
teac
h
in
g
,
th
e
t
ea
ch
er
s
s
lig
h
tly
p
r
ef
er
r
ed
a
u
th
en
tic
m
ater
ials
(
I
tem
14,
M=
3
.
3
8
,
S.D.
=0
.
9
1
)
to
tex
tb
o
o
k
s
(
I
tem
13,
M=
3
.
2
6
,
S.D.
=0
.
8
3
)
.
T
h
i
s
tr
en
d
was
clea
r
ly
ex
p
lain
ed
th
r
o
u
g
h
in
ter
v
iews,
in
d
icatin
g
th
at
b
o
t
h
p
er
s
o
n
al
an
d
cu
ltu
r
al
d
o
m
ain
s
allev
iated
th
e
im
p
ac
t
of
t
h
e
s
tr
u
ctu
r
al
b
ar
r
ier
s
,
s
u
ch
as
lim
ited
in
s
tr
u
ctio
n
al
m
ater
ial
s
or
th
e
r
i
g
id
d
e
p
en
d
e
n
ce
on
m
ar
k
et
-
d
eter
m
i
n
ed
lan
g
u
ag
e
tex
tb
o
o
k
s
.
Fo
r
in
s
tan
ce
,
s
ix
teac
h
er
s
(
i.e
.
,
T
1
,
T
2
,
T
4
,
T
5
,
T
8
,
an
d
T
1
0
)
allu
d
ed
to
th
e
r
ea
lity
of
g
lo
b
aliza
t
io
n
an
d
ev
er
last
in
g
ch
an
g
es
in
h
u
m
an
s
o
cieties.
Sp
ec
if
ically
,
T1
u
tter
ed
th
at:
“
As
fa
r
as
we
kn
o
w
,
our
w
o
r
ld
is
ch
a
n
g
in
g
co
n
s
ta
n
tly,
so
c
u
ltu
r
a
l
and
s
o
cieta
l
kn
o
w
led
g
e
is
no
lo
n
g
er
circu
mscr
ib
ed
as
in
th
e
co
u
r
s
eb
o
o
ks.
It
d
o
es,
to
o
.
Th
u
s
,
I
u
s
e
s
u
p
p
leme
n
ta
r
y
a
u
th
en
tic
ma
teri
a
ls
in
ca
s
e
I
in
tr
o
d
u
ce
c
u
ltu
r
a
l
a
s
p
ec
ts
to
my
s
tu
d
en
ts
.
(T1
-
Q3
-
S3
.
1
)
In
th
e
s
am
e
v
ein
,
T
1
0
ap
p
r
aised
th
e
attr
ac
tiv
en
ess
an
d
au
th
en
ticity
of
r
ea
l
-
life
m
ater
ials
in
d
eliv
e
r
in
g
cu
ltu
r
al
s
u
b
s
tan
ce
s
to
b
u
s
in
ess
E
FL
s
t
u
d
en
ts
:
“
It
is
u
n
d
en
ia
b
le
th
a
t
s
o
cia
l
med
ia
p
o
s
ts
or
Yo
u
Tu
b
e
vl
o
g
s
p
r
o
vid
e
vivid
ev
id
en
ce
of
how
cu
ltu
r
a
l
n
o
r
ms
o
p
era
te
in
ev
eryd
a
y
co
n
texts
fr
o
m
d
iffer
en
t
cu
ltu
r
a
l
b
a
ck
g
r
o
u
n
d
s
,
fr
o
m
Wes
tern
to
E
a
s
tern
r
eg
io
n
s
.
Th
u
s
,
less
o
n
s
fo
r
cu
ltu
r
e
b
ec
o
me
mo
r
e
g
en
u
in
e.
”
(
T
1
0
-
Q3
-
S3
.
1
)
T4
d
is
cu
s
s
ed
th
e
lim
itatio
n
s
of
co
u
r
s
eb
o
o
k
s
to
c
u
ltu
r
e
tea
ch
in
g
in
E
FL
class
r
o
o
m
s
,
w
h
ich
o
f
ten
c
o
n
tain
lin
g
u
is
tic
p
r
ac
tice
wh
ile
p
ay
in
g
m
in
im
al
atten
tio
n
to
cu
ltu
r
al
co
n
ten
t
or
ad
d
i
n
g
s
o
m
e
elem
e
n
ts
p
er
f
u
n
ct
o
r
ily
:
“
I
h
a
ve
to
a
d
mit
th
a
t
th
e
cu
r
r
en
tly
u
s
ed
textb
o
o
ks
in
my
tea
ch
in
g
p
r
ima
r
ily
fo
cu
s
on
la
n
g
u
a
g
e
s
kills
in
s
tea
d
of
cu
ltu
r
a
l
co
n
t
en
t.
I
r
ec
ko
n
th
is
is
a
b
ig
g
a
p
.
I
s
ee
o
n
e
huge
effo
r
t
to
m
a
ke
th
e
la
n
g
u
a
g
e
co
n
textu
a
liz
ed
in
t
h
em,
but
I
r
ea
liz
e
th
a
t
th
is
in
clu
s
io
n
is
r
a
th
er
mec
h
a
n
ica
l
and
s
u
p
erfi
cia
l.
[
…]
”
(T4
-
Q3
-
S3
.
1
)
Fro
m
th
ese
r
esp
o
n
s
es,
we
ca
n
co
n
clu
d
e
th
at
th
e
teac
h
er
s
’
p
er
s
o
n
al
co
n
v
ictio
n
s
an
d
co
n
tem
p
o
r
a
r
y
cu
ltu
r
al
d
em
a
n
d
s
in
ter
ac
te
d
to
o
f
f
s
et
s
tr
u
ctu
r
al
co
n
s
tr
ain
ts
,
ca
llin
g
f
o
r
th
e
teac
h
er
s
’
ag
e
n
cy
,
in
itiativ
e,
an
d
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
in
s
elec
tin
g
,
ad
ap
tin
g
,
a
n
d
u
s
in
g
r
eso
u
r
ce
s
in
th
eir
E
FL
cl
ass
r
o
o
m
co
n
tex
ts
.
In
ad
d
itio
n
,
p
h
y
s
ical
cu
ltu
r
al
o
b
jects,
s
u
ch
as
s
tatu
ettes,
to
o
ls
,
an
d
jewe
lr
y
(
I
tem
15,
M=
2
.
5
4
,
S.D.
=1
.
0
4
)
,
wer
e
less
f
r
eq
u
en
tly
in
c
o
r
p
o
r
a
ted
in
to
E
FL
class
r
o
o
m
p
r
ac
tices.
C
o
n
s
is
ten
tly
,
o
n
ly
two
teac
h
er
s
(T2
an
d
T
8
)
r
ef
er
r
ed
to
th
is
ac
tiv
ity
in
th
ei
r
in
ter
v
iews.
T
h
eir
ac
c
o
u
n
ts
d
i
s
p
lay
ed
how
p
er
s
o
n
al
an
d
cu
lt
u
r
al
d
o
m
ai
n
s
ac
ted
as
en
ab
ler
s
,
em
p
o
wer
in
g
tea
ch
er
s
’
in
tr
in
s
ic
m
o
tiv
atio
n
a
n
d
cr
ea
tiv
ity
,
wh
ile
s
tr
u
ct
u
r
al
co
n
s
tr
ain
ts
lik
e
av
ailab
ilit
y
,
tim
e
lim
its
,
an
d
lan
g
u
ag
e
-
f
o
cu
s
ed
o
b
jectiv
es
h
in
d
er
ed
th
eir
s
u
s
tain
ed
i
n
te
g
r
atio
n
of
m
ater
ial
cu
ltu
r
e
in
th
e
class
r
o
o
m
.
“
S
o
metime
s
,
I
p
r
ep
a
r
ed
and
b
r
o
u
g
h
t
s
o
me
h
a
n
d
icra
fts
and
s
o
u
ve
n
ir
s
fr
o
m
my
p
r
ev
io
u
s
tr
ip
s
a
b
r
o
a
d
to
p
r
esen
t
th
e
h
is
to
r
y
and
cu
ltu
r
e
of
th
ese
items.
My
s
tu
d
en
ts
w
ere
r
ea
lly
ex
cit
ed
a
n
d
co
n
ce
n
tr
a
ted
,
b
u
t
th
ese
o
b
je
cts
a
r
e
not
a
lw
a
ys
a
va
ila
b
le
and
ea
s
y
to
c
a
r
r
y.
I
th
in
k
th
a
t
th
e
fa
cu
lty
s
h
o
u
ld
b
u
ild
a
co
llectio
n
of
th
ese.
”
(T2
-
Q3
-
S3
.
2
)
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
V
ietn
a
mese
E
F
L tea
ch
ers
’
cu
ltu
r
a
l in
teg
r
a
tio
n
in
b
u
s
in
ess
E
n
g
lis
h
cla
s
s
es:
a
n
… (
P
h
a
m
Th
i Min
h
Th
u
y
)
2627
T
h
u
s
,
th
er
e
is
no
d
o
u
b
t
th
a
t
d
ig
ital
r
eso
u
r
ce
s
lik
e
s
o
cia
l
m
ed
ia
p
latf
o
r
m
s
(
I
tem
16,
M=
3
.
7
6
,
S.D.
=0
.
9
1
)
ex
p
e
r
ien
ce
d
th
e
m
o
s
t
wid
esp
r
ea
d
u
s
e,
r
esp
ec
t
iv
ely
.
Ov
er
all,
th
e
in
ter
v
iew
d
ata
illu
s
tr
ate
th
at
wh
ile
p
er
s
o
n
al
an
d
cu
lt
u
r
al
c
o
n
d
itio
n
s
en
c
o
u
r
a
g
ed
t
h
e
teac
h
er
s
to
r
eso
r
t
to
d
i
g
ital
r
eso
u
r
ce
s
f
o
r
th
eir
cu
ltu
r
e
teac
h
in
g
,
c
o
n
s
is
ten
tly
ag
r
ee
d
by
all
th
e
in
ter
v
iewe
d
teac
h
er
s
,
th
eir
p
r
ac
tices
wer
e
u
ltima
t
ely
eith
er
e
n
ab
led
or
b
lo
ck
ed
by
s
tr
u
ctu
r
al
co
n
d
itio
n
s
.
First,
d
r
iv
en
by
th
eir
o
wn
cr
ea
tiv
ity
an
d
d
ig
ital
liter
ac
y
an
d
th
e
g
lo
b
al
b
u
s
in
ess
n
o
r
m
s
,
s
o
m
e
teac
h
e
r
s
ten
d
to
u
s
e
o
n
lin
e
p
latf
o
r
m
s
to
ex
p
o
s
e
th
eir
E
FL
s
tu
d
en
ts
to
th
e
au
th
en
tic
in
ter
n
atio
n
al
b
u
s
in
ess
co
n
tex
t.
T
h
is
ten
d
en
cy
was
s
tr
o
n
g
l
y
s
u
p
p
o
r
ted
by
th
e
u
b
iq
u
ity
of
o
n
lin
e
p
latf
o
r
m
s
at
no
co
s
t,
s
er
v
in
g
as
en
ab
lin
g
s
tr
u
ctu
r
al
co
n
d
itio
n
s
.
Fo
r
ex
am
p
le,
T4
v
o
iced
th
at
:
“
I
o
ften
o
p
en
TikTo
k
vid
eo
s
a
n
d
Yo
u
Tu
b
e
vlo
g
s
to
let
my
s
t
u
d
en
ts
kn
o
w
how
yo
u
n
g
p
r
o
fess
io
n
a
ls
or
en
tr
ep
r
en
eu
r
s
fr
o
m
d
iffer
e
n
t
co
u
n
tr
ies
a
ctu
a
lly
co
mmu
n
i
ca
te.
Th
ese
o
n
lin
e
ma
teri
a
ls
a
r
e
ve
r
y
u
s
efu
l
a
n
d
r
ea
l
-
w
o
r
ld
.
In
fa
c
t,
I
a
ls
o
h
ig
h
lig
h
t
key
vo
ca
b
u
la
r
y
a
n
d
g
r
a
mma
r
th
r
o
u
g
h
th
em.
”
(T4
-
Q3
-
S3
.
3
)
In
th
e
s
am
e
v
ein
,
T1
h
i
g
h
li
g
h
ted
h
o
w
s
tr
u
ctu
r
al
af
f
o
r
d
a
n
ce
s
s
u
ch
as
class
r
o
o
m
tech
n
o
lo
g
y
an
d
i
n
ter
n
et
ac
ce
s
s
ib
ilit
y
s
u
p
p
o
r
ted
th
is
p
r
ac
tice:
“
E
a
ch
cla
s
s
r
o
o
m
in
our
c
a
mp
u
s
es
A,
B,
and
C
has
a
h
ig
h
-
e
n
d
p
r
o
jecto
r
and
s
tr
ea
mlin
ed
I
n
tern
et
a
cc
ess
;
th
erefo
r
e,
I
fin
d
it
co
n
ve
n
ien
t
to
s
h
o
w
vid
eo
s
or
b
r
o
w
s
e
w
eb
s
ite
s
d
ir
ec
tly.
It
s
a
ve
s
time
and
h
el
p
s
me
lin
k
less
o
n
s
w
ith
r
ea
l
b
u
s
in
ess
s
ce
n
a
r
io
s
.
”
(T1
-
Q3
-
S3
.
3
)
Seco
n
d
,
T
1
,
T
3
,
T
7
,
an
d
T8
claim
ed
th
at
th
eir
u
s
e
of
tech
n
o
lo
g
y
in
lan
g
u
a
g
e
teac
h
in
g
,
in
clu
d
in
g
cu
ltu
r
e
less
o
n
s
,
was
alig
n
ed
with
th
e
i
n
s
titu
tio
n
al
ex
p
ec
tatio
n
s
an
d
cu
r
r
icu
lu
m
r
e
q
u
ir
em
en
ts
to
in
c
o
r
p
o
r
ate
d
ig
ital
r
eso
u
r
ce
s
in
to
th
eir
tea
ch
in
g
p
r
ac
tices.
Fo
r
ex
am
p
le,
T7
s
tated
th
at
:
“
We
a
r
e
o
ften
in
fo
r
med
of
i
n
teg
r
a
tin
g
tech
n
o
lo
g
y
i
n
to
te
a
ch
in
g
p
r
a
ctice
s
r
eg
a
r
d
less
of
any
d
is
cip
lin
es
in
r
ec
en
t
s
ch
o
o
l
-
l
ev
el
and
d
ep
a
r
tmen
t
-
leve
l
m
ee
tin
g
s
.
Ou
r
s
ch
o
o
l
a
d
min
is
tr
a
to
r
s
a
lw
a
ys
en
co
u
r
a
g
e
us
to
be
te
a
ch
ers
w
ith
good
d
ig
ita
l
liter
a
cy
,
b
esid
es
p
ed
a
g
o
g
ica
l
a
n
d
co
n
ten
t
kn
o
w
led
g
e.
”
(
T
7
-
Q3
-
S3
.
4
)
T8
ad
d
ed
h
is
v
o
ice
to
T
7
’
s
u
tt
er
an
ce
s
,
s
tr
ess
in
g
th
at
t
h
is
in
s
titu
tio
n
al
em
p
h
asis
on
d
ig
ital
li
ter
ac
y
is
n
o
t
s
o
lely
a
d
ir
ec
tiv
e
but
a
r
ef
lectio
n
of
a
g
lo
b
al
tr
en
d
to
war
d
tech
n
o
lo
g
ically
m
ed
iated
lear
n
in
g
an
d
t
ea
ch
in
g
:
“
Usi
n
g
tech
n
o
lo
g
y
in
e
d
u
ca
tio
n
is
not
o
p
tio
n
a
l
but
co
mp
u
ls
o
r
y
in
a
cc
o
r
d
a
n
ce
w
ith
my
u
n
ivers
ity’
s
cu
r
r
icu
lu
m
ma
n
d
a
tes
and
p
o
licies.
Mo
r
e
b
r
o
a
d
ly,
tech
n
o
lo
g
y
u
s
e
is
p
r
o
min
en
t
ev
eryw
h
ere,
even
in
p
r
ima
r
y
s
ch
o
o
ls
in
V
ietn
a
m,
let
a
lo
n
e
u
n
ivers
ity
co
n
texts.
”
(T8
-
Q3
-
S3
.
4
)
I
n
ter
esti
n
g
ly
,
th
e
teac
h
er
s
co
m
p
en
s
ated
f
o
r
th
e
r
i
g
id
ity
of
tex
tb
o
o
k
co
n
ten
t
an
d
cu
r
r
i
cu
lu
m
by
r
eso
r
tin
g
to
t
h
e
av
ailab
ilit
y
of
tech
n
o
lo
g
y
an
d
th
e
in
ter
n
et
.
Sp
ec
if
ically
,
th
r
ee
teac
h
er
s
m
en
tio
n
ed
t
h
is
s
o
lu
tio
n
to
en
r
ich
c
u
ltu
r
e
less
o
n
s
an
d
m
ak
e
lan
g
u
ag
e
lea
r
n
i
n
g
more
r
elev
an
t
to
r
ea
l
-
w
o
r
ld
co
n
tex
ts
,
in
clu
d
in
g
T
4
,
T
9
,
an
d
T
1
0
.
Fo
r
ex
am
p
le
,
T9
ad
v
o
ca
ted
th
at
:
“
Wh
y
d
o
n
’
t
we
leve
r
a
g
e
tech
n
o
lo
g
y
fo
r
o
u
r
cu
ltu
r
a
l
tea
ch
i
n
g
in
E
n
g
lis
h
cla
s
s
es?
We
a
r
e
ea
s
ily
ex
p
o
s
ed
to
a
b
u
n
d
a
n
t
o
n
lin
e
r
eso
u
r
ce
s
like
n
e
w
w
eb
s
ites
,
c
o
mp
a
n
y
b
lo
g
s
or
Yo
u
Tu
b
e
clip
s
,
or
even
I
n
s
ta
g
r
a
m
p
o
s
ts
.
To
be
h
o
n
est,
th
e
I
n
tern
et
h
el
p
s
me
a
lo
t.
”
(T9
-
Q3
-
S3
.
5
)
T4
em
p
h
asized
h
is
in
itiativ
es
in
tech
n
o
lo
g
y
ex
p
l
o
itatio
n
wh
en
in
teg
r
atin
g
c
u
ltu
r
al
co
n
ten
t
in
th
e
E
FL
less
o
n
s
ca
m
e
f
r
o
m
h
is
o
wn
au
t
o
n
o
m
y
an
d
ag
e
n
cy
:
“
I
s
a
w
th
a
t
th
ere
w
ere
limita
tio
n
s
in
tea
c
h
in
g
ma
teri
a
ls
,
so
I
to
o
k
th
e
in
itia
tive
to
le
a
r
n
about
n
ew
tea
ch
in
g
meth
o
d
s
.
In
th
e
2
1
s
t
ce
n
tu
r
y,
b
ein
g
p
r
o
ficien
t
in
tech
n
o
lo
g
y
is
a
s
tr
o
n
g
p
o
in
t.
Lu
ck
ily,
I
kn
ew
a
litt
le,
so
I
to
o
k
th
e
in
itia
tive
to
t
a
ke
a
d
va
n
ta
g
e
of
s
o
me
o
n
lin
e
r
eso
u
r
ce
s
to
in
clu
d
e
in
my
less
o
n
s
.
It
w
a
s
ju
s
t
en
o
u
g
h
,
b
u
t
I
felt
it
w
a
s
ex
tr
eme
ly
u
s
efu
l.
”
(T4
-
Q3
-
S3
.
5
)
It
is
in
d
icate
d
th
at
th
e
teac
h
er
s
r
ec
o
g
n
ized
th
e
p
o
s
itiv
e
s
id
e
of
s
tr
u
ctu
r
al
b
lo
ck
s
an
d
tu
r
n
ed
th
em
in
to
a
k
ey
m
o
tiv
ato
r
f
o
r
th
eir
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
.
In
ad
d
itio
n
,
th
e
teac
h
er
s
’
(
i.e
.
,
T
2
’
s
an
d
T
5
’
s
)
liv
ed
ex
p
er
ien
ce
s
an
d
tech
n
o
lo
g
y
-
d
r
iv
en
b
elief
s
also
tr
ig
g
e
r
ed
th
e
m
to
u
tili
ze
au
th
en
tic
o
n
lin
e
s
o
u
r
ce
s
to
in
tr
o
d
u
ce
g
lo
b
al
cu
ltu
r
e
to
th
eir
E
FL
s
tu
d
en
ts
.
Fo
r
ex
am
p
le,
T2
n
ar
r
ate
d
th
at
:
Evaluation Warning : The document was created with Spire.PDF for Python.