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Attitu
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CC B
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C
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C
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Hu
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Ph
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Facu
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Ho
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C
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Un
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m
ics an
d
Fin
an
ce
141
-
1
4
5
Dien
B
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Ph
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Gia
Din
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Ho
C
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Vietn
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cu
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v
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1.
I
NT
RO
D
UCT
I
O
N
Vo
ca
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is
wid
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lan
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d
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m
ess
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[
1
]
,
[
2
]
.
A
lear
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e
r
’
s
lex
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r
ep
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t
o
ir
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ca
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b
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icato
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well
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p
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ak
a
lan
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a
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[
3
]
.
T
h
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v
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ca
b
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lar
y
em
p
l
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ed
in
s
p
o
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n
d
wr
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E
n
g
lis
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co
n
s
titu
tes
a
cr
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cial
asp
ec
t
o
f
lan
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u
ag
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lear
n
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.
Ho
we
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r
,
m
o
s
t
E
n
g
lis
h
as
a
f
o
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eig
n
lan
g
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ag
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(
E
FL
)
lear
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s
f
in
d
it
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h
allen
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to
ac
q
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ir
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s
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to
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p
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p
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k
in
g
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v
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m
en
t
[
1
]
,
[
4
]
.
I
n
th
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co
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tex
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o
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Vietn
am
,
class
r
o
o
m
p
r
ac
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teac
h
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-
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n
ter
ed
a
n
d
ex
am
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o
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ted
[
5
]
.
L
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n
er
s
ten
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ely
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em
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v
o
ca
b
u
lar
y
r
ete
n
tio
n
[
6
]
,
[
7
]
.
T
h
ese
co
n
s
tr
ain
ts
r
esu
lt
in
m
in
im
al
co
n
tex
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alize
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lear
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d
af
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t
th
eir
lo
n
g
-
ter
m
v
o
ca
b
u
lar
y
r
eten
tio
n
[
2
]
.
T
h
e
last
f
ew
y
ea
r
s
h
av
e
w
itn
ess
ed
th
e
p
r
o
life
r
atio
n
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies,
p
ar
ticu
lar
ly
ar
tific
ial
in
tellig
en
ce
(
AI
)
-
p
o
wer
ed
p
latf
o
r
m
s
an
d
to
o
ls
f
o
r
lan
g
u
ag
e
lear
n
in
g
a
n
d
teac
h
in
g
[
8
]
,
[
9
]
.
C
h
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2709
in
p
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esti
g
ated
,
p
ar
ticu
lar
ly
co
n
s
id
er
in
g
t
h
eir
m
o
tiv
atio
n
a
n
d
attitu
d
es to
war
d
u
tili
zin
g
C
h
atGPT
f
o
r
v
o
ca
b
u
lar
y
p
r
ac
tic
e.
T
h
ese
p
ed
ag
o
g
ical
an
d
tech
n
o
lo
g
ical
co
n
s
tr
ain
ts
o
n
teac
h
in
g
an
d
lear
n
in
g
p
r
ac
tices
in
Vietn
am
m
ay
u
n
d
er
m
i
n
e
lear
n
er
s
’
m
o
tiv
atio
n
an
d
attitu
d
es
to
war
d
e
n
g
ag
in
g
in
v
o
ca
b
u
lar
y
d
e
v
el
o
p
m
en
t
[
1
3
]
,
[
1
4
]
.
Mo
tiv
atio
n
is
a
f
u
n
d
am
en
ta
l
p
s
y
ch
o
lo
g
ical
co
n
s
tr
u
ct
d
r
iv
in
g
lear
n
er
s
to
in
itiate,
s
u
s
tain
,
an
d
d
ir
ec
t
g
o
al
-
o
r
ie
n
ted
b
eh
av
io
r
s
an
d
b
o
o
s
tin
g
th
eir
en
g
ag
em
en
t
an
d
r
esil
ien
ce
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
esp
ec
ially
in
AI
-
m
ed
iated
s
ettin
g
s
[
1
5
]
,
[
1
6
]
.
T
h
er
e
h
av
e
b
ee
n
v
a
r
io
u
s
m
o
d
els an
d
class
if
icatio
n
s
o
f
m
o
t
iv
atio
n
d
r
awin
g
o
n
r
esear
ch
in
m
u
ltip
le
s
tr
an
d
s
an
d
co
n
te
x
ts
.
I
n
th
is
s
tu
d
y
,
m
o
t
iv
atio
n
en
tails
in
tr
in
s
ic
an
d
e
x
tr
in
s
ic
co
m
p
o
n
e
n
ts
[
1
7
]
,
with
th
e
f
o
r
m
er
r
ef
er
r
in
g
to
lear
n
er
s
’
s
en
s
e
o
f
id
en
tity
an
d
f
u
lf
illme
n
t
with
in
th
em
s
elv
es
an
d
th
e
latter
b
ein
g
in
s
tig
ated
b
y
ex
ter
n
al
r
ewa
r
d
s
,
s
u
ch
as
g
r
ad
es
o
r
p
r
aise,
r
ath
er
th
an
in
ter
n
al
v
alu
es
th
at
f
o
s
ter
th
eir
co
u
r
s
e
o
f
ac
tio
n
[
1
1
]
.
T
h
ese
t
wo
ty
p
es
o
f
m
o
tiv
atio
n
s
y
n
er
g
ically
in
f
lu
en
ce
lear
n
er
s
’
co
g
n
itiv
e
ap
p
r
aisal
o
f
th
eir
lear
n
in
g
cir
cu
m
s
tan
ce
s
,
d
ec
is
io
n
-
m
ak
in
g
,
an
d
lev
els
o
f
in
v
o
lv
em
en
t
in
th
eir
lear
n
in
g
[
1
5
]
,
[
1
7
]
.
Fu
r
th
e
r
,
lear
n
er
s
’
attitu
d
es
a
r
e
lar
g
ely
attr
ib
u
tab
le
to
th
eir
ac
h
iev
e
m
e
n
ts
an
d
s
u
cc
ess
in
lan
g
u
ag
e
le
ar
n
in
g
,
p
ar
tic
u
lar
ly
in
AI
-
m
ed
iated
co
n
tex
ts
[
1
8
]
,
[
1
9
]
.
Attitu
d
es
ar
e
u
s
u
ally
ex
am
in
ed
in
th
r
ee
in
ter
twin
e
d
asp
ec
ts
d
ep
ictin
g
lear
n
er
s
’
b
e
h
av
io
r
al,
co
g
n
itiv
e,
an
d
em
o
tio
n
al
r
e
g
u
latio
n
[
2
0
]
.
T
h
ese
d
im
en
s
io
n
s
f
o
cu
s
o
n
t
h
eir
s
p
ec
if
ic
lear
n
in
g
ac
tiv
ities
,
th
e
m
en
tal
p
r
o
ce
s
s
es
u
n
d
er
p
i
n
n
in
g
th
eir
d
ec
is
io
n
to
co
m
m
it
th
e
m
s
elv
es
to
s
u
ch
ac
tiv
ities
an
d
th
e
am
o
u
n
t
o
f
ef
f
o
r
t th
e
y
ex
p
en
d
,
an
d
th
eir
f
ee
lin
g
s
th
r
o
u
g
h
o
u
t th
eir
lear
n
in
g
e
n
d
ea
v
o
r
s
[
2
1
]
,
[
2
2
]
.
W
h
ile
ab
u
n
d
an
t
r
esear
ch
h
a
s
b
r
o
u
g
h
t
to
th
e
f
o
r
e
th
e
a
f
f
o
r
d
a
n
ce
s
an
d
ch
allen
g
es
co
n
f
r
o
n
tin
g
lan
g
u
ag
e
lear
n
e
r
s
in
u
tili
zin
g
AI
to
o
ls
to
en
h
an
ce
th
eir
lear
n
in
g
ef
f
icien
c
y
an
d
o
u
tco
m
e
s
,
th
eir
b
eh
av
io
r
al
,
co
g
n
itiv
e,
an
d
em
o
tio
n
al
r
esp
o
n
s
es
to
th
e
s
h
if
ts
in
th
eir
lear
n
in
g
co
n
d
itio
n
s
an
d
th
eir
m
o
tiv
atio
n
to
in
d
u
l
g
e
th
em
s
elv
es
in
th
e
lear
n
in
g
p
r
o
ce
s
s
r
em
ain
r
elativ
ely
u
n
d
er
ex
p
lo
r
ed
[
1
6
]
,
[
2
3
]
.
I
n
ad
d
r
e
s
s
in
g
th
is
r
esear
ch
g
ap
,
t
h
e
p
r
esen
t
s
tu
d
y
e
x
am
in
es
s
ec
o
n
d
ar
y
s
ch
o
o
l
E
FL
lear
n
er
s
’
m
o
tiv
atio
n
an
d
attitu
d
es
to
war
d
u
s
in
g
C
h
atGPT
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
.
I
t is g
u
i
d
ed
b
y
th
e
f
o
llo
win
g
two
r
esear
ch
q
u
esti
o
n
s
:
−
T
o
wh
at
ex
ten
t
d
o
es u
s
in
g
C
h
atGPT
m
o
tiv
ate
n
in
th
-
g
r
ad
e
s
t
u
d
en
ts
in
v
o
ca
b
u
lar
y
lear
n
in
g
?
(
R
Q1
)
−
W
h
at
ar
e
n
in
th
-
g
r
ad
e
s
tu
d
e
n
ts
’
attitu
d
es to
war
d
lear
n
i
n
g
v
o
c
ab
u
lar
y
th
r
o
u
g
h
C
h
atGPT
?
(
R
Q2
)
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
d
r
aws
o
n
th
e
f
ir
s
t
a
u
th
o
r
’
s
g
r
ad
u
ate
r
esear
c
h
p
r
o
j
ec
t.
I
t
a
d
o
p
ted
an
ex
p
lan
ato
r
y
s
eq
u
en
tial
m
ix
ed
m
eth
o
d
s
d
esig
n
[
2
4
]
t
o
in
v
esti
g
ate
s
ec
o
n
d
ar
y
s
ch
o
o
l
E
FL
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
attitu
d
es
to
war
d
u
s
in
g
C
h
atGPT
in
v
o
ca
b
u
lar
y
lear
n
in
g
.
T
h
e
ch
o
ice
o
f
s
ch
o
o
l
was
d
eter
m
in
ed
th
r
o
u
g
h
co
n
v
en
ien
ce
s
am
p
lin
g
,
as
th
e
f
ir
s
t
au
t
h
o
r
wo
r
k
e
d
f
u
ll
-
tim
e
th
er
e.
T
wo
p
h
ases
o
f
d
a
ta
co
llectio
n
wer
e
u
n
d
er
tak
e
n
,
in
clu
d
in
g
a
s
u
r
v
e
y
with
2
0
8
r
esp
o
n
d
e
n
ts
in
p
h
ase
1
,
as
in
T
ab
le
1
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
with
eig
h
t
s
t
u
d
en
ts
(
lab
eled
as
S1
to
S8
)
wh
o
p
ar
ticip
ated
in
th
e
s
u
r
v
ey
an
d
v
o
l
u
n
teer
ed
to
p
r
o
v
id
e
m
o
r
e
in
p
u
t
in
p
h
ase
2
.
Prio
r
co
n
s
en
t
was
elicited
f
r
o
m
all
s
tak
eh
o
ld
er
s
,
with
th
e
au
th
o
r
s
’
co
m
m
itm
e
n
t
to
co
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
.
B
ef
o
r
e
th
e
d
ata
co
llectio
n
,
s
tu
d
en
ts
wer
e
g
iv
en
a
f
o
u
r
-
wee
k
f
am
iliar
iz
atio
n
p
er
io
d
d
u
r
in
g
wh
ich
th
e
y
u
s
ed
C
h
atGPT
to
en
g
ag
e
in
s
tr
u
ctu
r
e
d
an
d
g
r
a
d
u
ally
s
ca
f
f
o
ld
e
d
v
o
ca
b
u
lar
y
ac
tiv
ities
.
T
h
ey
u
s
ed
th
is
AI
to
o
l
b
o
th
in
class
,
u
n
d
er
teac
h
er
g
u
id
a
n
ce
,
f
o
r
5
-
1
0
m
in
u
tes
p
e
r
s
ess
io
n
an
d
o
u
ts
id
e
class
r
o
o
m
s
f
o
r
i
n
d
ep
en
d
en
t
p
r
ac
tice.
L
ea
r
n
in
g
ac
tiv
ities
p
r
o
g
r
ess
ed
f
r
o
m
r
elativ
ely
s
im
p
le
task
s
,
s
u
ch
as
wr
i
tin
g
wo
r
d
d
ef
in
itio
n
s
an
d
ex
am
p
le
s
en
ten
ce
s
,
to
m
o
r
e
co
g
n
itiv
el
y
d
em
a
n
d
in
g
o
n
es,
in
clu
d
in
g
g
en
er
atin
g
s
y
n
o
n
y
m
s
an
d
co
ll
o
ca
tio
n
s
.
Stu
d
en
ts
’
C
h
atGPT
u
s
e
was
m
o
n
ito
r
ed
th
r
o
u
g
h
lear
n
in
g
lo
g
s
,
en
s
u
r
in
g
th
at
th
ey
h
ad
c
o
m
p
ar
ab
l
e
ex
p
er
ien
ce
u
s
in
g
C
h
atGPT
p
r
io
r
to
an
s
wer
in
g
t
h
e
q
u
esti
o
n
n
ai
r
e
an
d
p
ar
ticip
a
tin
g
in
in
ter
v
iews.
T
h
e
q
u
esti
o
n
n
air
e,
co
n
s
is
tin
g
o
f
2
5
item
s
,
aim
ed
to
o
b
tai
n
d
ata
r
elate
d
t
o
p
a
r
ticip
an
ts
’
lev
els
o
f
in
tr
in
s
ic
(
5
item
s
)
an
d
ex
tr
i
n
s
ic
(
5
item
s
)
m
o
tiv
atio
n
a
n
d
th
r
ee
d
im
en
s
io
n
s
o
f
attitu
d
e
(
5
it
em
s
p
er
d
im
e
n
s
io
n
)
to
war
d
u
tili
zin
g
C
h
atGPT
in
lear
n
in
g
v
o
ca
b
u
lar
y
b
ased
o
n
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
A
p
ilo
t
s
tu
d
y
was
in
itially
co
n
d
u
cted
with
2
0
s
tu
d
en
ts
wh
o
wer
e
n
o
t
in
clu
d
e
d
in
th
e
m
ain
s
tu
d
y
.
Feed
b
ac
k
f
r
o
m
t
h
e
p
ilo
t
p
a
r
ticip
an
ts
was
u
s
ed
t
o
r
e
f
in
e
an
d
ad
ju
s
t
t
h
e
wo
r
d
in
g
f
o
r
b
etter
co
m
p
r
eh
e
n
s
ib
ilit
y
an
d
clar
ity
,
en
s
u
r
in
g
th
e
v
alid
ity
o
f
all
q
u
esti
o
n
n
air
e
item
s
.
T
o
au
g
m
e
n
t
th
e
q
u
an
titativ
e
r
esu
lts
,
th
e
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews
elicited
f
u
r
th
er
d
ata
o
n
s
tu
d
en
ts
’
em
p
lo
y
m
e
n
t
o
f
AI
to
o
ls
in
th
eir
v
o
ca
b
u
lar
y
p
r
ac
tice.
T
h
e
q
u
es
tio
n
n
air
e
a
n
d
all
in
ter
v
iews
wer
e
in
th
e
p
ar
ticip
an
ts
’
m
o
th
er
to
n
g
u
e
t
o
f
ac
ilit
ate
th
eir
u
n
d
er
s
tan
d
in
g
an
d
e
x
p
r
e
s
s
io
n
o
f
id
ea
s
.
B
ef
o
r
e
ea
c
h
in
ter
v
iew,
th
e
f
ir
s
t
au
th
o
r
e
x
p
la
in
ed
th
e
n
atu
r
e
o
f
d
ata
g
ath
er
in
g
f
o
r
th
e
p
r
o
ject,
wh
ich
wo
u
ld
n
o
t c
au
s
e
an
y
p
o
ten
tial h
ar
m
to
th
e
s
tu
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
7
0
8
-
2
7
1
5
2710
T
h
e
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es
wer
e
lo
ad
ed
in
to
SP
SS
f
o
r
d
escr
ip
tiv
e
an
d
in
f
er
e
n
tial
s
tati
s
tical
an
aly
s
is
.
T
h
e
s
tu
d
en
ts
’
m
o
tiv
a
tio
n
lev
els
an
d
attitu
d
es
wer
e
p
r
esen
ted
in
m
ea
n
s
co
r
es
an
d
s
tan
d
ar
d
d
e
v
iatio
n
.
T
h
e
m
ea
n
v
alu
es
wer
e
in
ter
p
r
eted
ac
co
r
d
in
g
to
f
iv
e
r
an
g
es,
in
clu
d
in
g
1
.
0
-
1
.
8
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
,
1
.
8
1
-
2
.
6
0
(
d
is
ag
r
ee
)
,
2
.
6
1
-
3
.
4
0
(
m
o
d
e
r
at
ely
ag
r
ee
)
,
3
.
4
1
-
4
.
2
0
(
ag
r
ee
)
,
an
d
4
.
2
1
-
5
.
0
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
h
e
r
eliab
ilit
y
test
was
ap
p
lied
to
th
e
en
tire
q
u
es
tio
n
n
air
e
with
a
C
r
o
n
b
ac
h
’
s
a
lp
h
a
o
f
0
.
8
7
3
,
i
n
d
icatin
g
a
h
ig
h
lev
el
o
f
in
ter
n
al
co
n
s
is
ten
cy
.
C
o
n
s
tr
u
ct
v
alid
it
y
was
s
ec
u
r
ed
th
r
o
u
g
h
t
h
e
au
t
h
o
r
s
’
ad
h
e
r
en
ce
to
e
x
is
tin
g
liter
atu
r
e,
ad
d
r
ess
in
g
th
e
in
tr
in
s
ic
an
d
ex
tr
i
n
s
ic
p
r
o
p
er
ties
o
f
m
o
tiv
atio
n
[
1
7
]
an
d
th
e
th
r
ee
co
m
p
o
n
en
ts
o
f
attitu
d
es,
n
am
ely
af
f
ec
tiv
e,
b
eh
av
i
o
r
al,
a
n
d
co
g
n
itiv
e
[
2
0
]
.
Ded
u
ctiv
e
th
em
at
ic
an
aly
s
is
was
ap
p
lied
to
in
t
er
v
iew
d
ata
g
u
i
d
ed
b
y
B
r
au
n
a
n
d
C
lar
k
e
[
2
5
]
.
T
h
is
in
v
o
lv
e
d
d
ev
el
o
p
in
g
f
am
iliar
ity
with
th
e
d
ata,
al
ig
n
in
g
it
with
th
e
p
r
e
-
ass
ig
n
ed
th
e
o
r
etica
l th
em
e
s
,
an
d
r
ep
o
r
tin
g
f
in
d
in
g
s
with
r
elev
an
t e
x
ce
r
p
ts
o
f
q
u
alitativ
e
d
ata.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
th
e
s
u
r
v
ey
r
esp
o
n
d
en
t
s
(
N=
2
0
8
,
ag
e
d
1
5
)
V
a
r
i
a
b
l
e
s
C
a
t
e
g
o
r
y
N
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
90
4
3
.
3
F
e
mal
e
1
1
8
5
6
.
7
C
h
a
t
G
P
T
u
s
e
N
e
v
e
r
11
5
.
4
R
a
r
e
l
y
12
5
.
7
S
o
me
t
i
m
e
s
16
7
.
7
S
e
v
e
r
a
l
t
i
mes
a
w
e
e
k
78
3
7
.
5
D
a
i
l
y
91
4
3
.
7
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Student
s
’
m
o
t
iv
a
t
io
na
l
re
s
po
ns
e
s
t
o
v
o
ca
bu
la
ry
lea
r
nin
g
wit
h Cha
t
G
P
T
T
ab
le
2
s
h
o
ws
s
tu
d
en
ts
’
lev
e
ls
o
f
m
o
ti
v
atio
n
t
o
u
s
e
C
h
at
GPT
as
a
to
o
l
f
o
r
v
o
ca
b
u
lar
y
p
r
ac
tice
.
T
h
e
o
v
er
all
av
e
r
ag
e
s
co
r
e
w
as
3
.
3
4
,
m
ea
n
in
g
th
at
s
tu
d
e
n
ts
wer
e
m
o
d
er
ately
m
o
tiv
at
ed
.
T
h
eir
in
tr
in
s
ic
m
o
tiv
atio
n
was
at
a
m
o
d
er
ate
lev
el,
with
a
m
ea
n
s
co
r
e
o
f
3
.
2
4
(
SD=0
.
7
8
9
)
,
wh
ile
th
e
e
x
tr
in
s
ic
m
o
tiv
atio
n
h
ad
a
h
i
g
h
er
m
ea
n
s
co
r
e
o
f
3
.
4
3
(
SD=0
.
8
0
7
)
.
R
eg
ar
d
in
g
s
tu
d
en
ts
’
in
tr
in
s
ic
m
o
tiv
atio
n
in
T
ab
le
3
,
th
e
o
v
er
all
m
ea
n
s
co
r
e
was
3
.
2
4
(
SD=0
.
7
8
9
)
,
im
p
ly
in
g
th
at
th
e
y
v
alu
ed
th
e
m
o
tiv
atio
n
al
f
ea
t
u
r
es
o
f
C
h
atGPT
in
v
o
ca
b
u
lar
y
le
ar
n
in
g
b
u
t
d
id
n
o
t
n
ec
ess
ar
ily
v
iew
th
is
as
a
n
i
n
ter
n
al
d
r
iv
er
.
T
h
e
f
iv
e
item
s
(
1
-
5
)
f
o
cu
s
o
n
s
tu
d
en
ts
’
e
n
jo
y
m
en
t,
p
e
r
s
o
n
al
in
ter
est,
in
s
p
ir
atio
n
,
co
n
ce
n
tr
atio
n
,
an
d
co
n
f
i
d
en
ce
in
u
s
in
g
C
h
atGPT
f
o
r
v
o
ca
b
u
lar
y
p
r
ac
tice,
r
esp
ec
tiv
ely
.
I
tem
2
h
ad
th
e
h
ig
h
est
m
ea
n
s
co
r
e,
s
h
o
win
g
th
ei
r
p
er
s
o
n
al
i
n
ter
est
in
u
s
in
g
C
h
atGPT
f
o
r
v
o
ca
b
u
lar
y
p
r
ac
tice.
Ho
wev
er
,
C
h
atGPT
m
ig
h
t d
is
tr
ac
t th
em
f
r
o
m
lear
n
i
n
g
,
with
i
tem
4
h
av
i
n
g
th
e
l
o
west m
ea
n
s
co
r
e.
T
ab
le
2
.
Descr
ip
tiv
e
s
tatis
tics
o
f
m
o
tiv
atio
n
s
u
b
s
ca
les
M
o
t
i
v
a
t
i
o
n
s
u
b
s
c
a
l
e
s
M
e
a
n
SD
Le
v
e
l
s
I
n
t
r
i
n
si
c
3
.
2
4
0
.
7
8
9
M
o
d
e
r
a
t
e
Ex
t
r
i
n
s
i
c
3
.
4
3
0
.
8
0
7
H
i
g
h
To
t
a
l
(
N
=
2
0
8
)
3
.
3
4
0
.
7
4
4
M
o
d
e
r
a
t
e
T
ab
le
3
.
Stu
d
e
n
ts
’
in
tr
in
s
ic
m
o
tiv
atio
n
to
lear
n
v
o
c
ab
u
lar
y
with
C
h
atGPT
I
t
e
ms
S
t
a
t
e
me
n
t
s
N
=
2
0
8
M
SD
1
I
e
n
j
o
y
l
e
a
r
n
i
n
g
v
o
c
a
b
u
l
a
r
y
u
s
i
n
g
C
h
a
t
G
P
T.
3
.
3
1
0
.
9
3
4
2
U
si
n
g
C
h
a
t
G
P
T
ma
k
e
s
v
o
c
a
b
u
l
a
r
y
l
e
a
r
n
i
n
g
mo
r
e
i
n
t
e
r
e
s
t
i
n
g
.
3
.
4
1
0
.
9
5
4
3
I
f
e
e
l
mo
r
e
i
n
s
p
i
r
e
d
w
h
e
n
I
u
s
e
C
h
a
t
G
P
T
t
o
l
e
a
r
n
v
o
c
a
b
u
l
a
r
y
.
3
.
1
2
1
.
0
3
4
4
C
h
a
t
G
P
T
h
e
l
p
s m
e
st
a
y
f
o
c
u
s
e
d
w
h
e
n
l
e
a
r
n
i
n
g
n
e
w
w
o
r
d
s.
3
.
0
9
1
.
0
0
5
5
Le
a
r
n
i
n
g
v
o
c
a
b
u
l
a
r
y
w
i
t
h
C
h
a
t
G
P
T
h
e
l
p
s me
f
e
e
l
m
o
r
e
c
o
n
f
i
d
e
n
t
.
3
.
2
5
0
.
9
8
0
To
t
a
l
(
N
=
2
0
8
)
3
.
2
4
0
.
7
8
9
T
h
e
in
ter
v
iew
d
ata
s
h
o
w
th
e
ex
ten
t
to
wh
ic
h
C
h
atGPT
tr
an
s
f
o
r
m
ed
s
tu
d
en
ts
’
lear
n
i
n
g
e
x
p
er
ien
ce
s
in
to
s
o
m
eth
in
g
m
o
r
e
in
ter
ac
ti
v
e
an
d
p
lay
f
u
l.
S1
s
tated
,
“
I
fe
el
ex
cited
a
n
d
co
mfo
r
ta
b
le
b
e
ca
u
s
e
it
h
elp
s
me
t
o
lea
r
n
vo
ca
b
u
la
r
y
ea
s
ily.
B
esi
d
es,
it’s
flexib
le
a
n
d
in
tera
cti
ve
.
”
S3
ec
h
o
ed
t
h
is
b
y
h
ig
h
li
g
h
tin
g
t
h
e
p
la
y
f
u
l
d
im
en
s
io
n
o
f
C
h
atGPT
,
“
C
h
a
t
GP
T c
a
n
ma
ke
va
r
io
u
s
g
a
mes
th
a
t a
r
e
s
o
a
llu
r
in
g
to
me.
I
n
s
tea
d
o
f le
a
r
n
in
g
b
y
h
ea
r
t
b
o
r
in
g
ly,
ch
o
o
s
in
g
b
o
t
h
p
la
yi
n
g
a
n
d
s
tu
d
yin
g
is
b
etter
.
”
T
h
ese
p
er
s
p
ec
tiv
es
r
e
v
ea
led
th
e
in
tr
in
s
ic
en
jo
y
m
en
t
th
at
C
h
atGPT
in
tr
o
d
u
ce
d
to
v
o
ca
b
u
lar
y
lear
n
in
g
.
C
o
n
v
er
s
ely
,
S5
m
en
tio
n
ed
th
at
C
h
atGPT
was
h
elp
f
u
l,
b
u
t
its
lack
o
f
r
ea
l
-
life
in
ter
ac
tio
n
u
n
d
er
m
in
ed
h
is
m
o
tiv
atio
n
:
“
On
e
o
f
th
e
d
iff
icu
lties
I
’
ve
fa
ce
d
w
h
en
u
s
in
g
C
h
a
tGP
T
to
lea
r
n
vo
ca
b
u
la
r
y
is
it
d
o
esn
’
t
p
r
o
v
id
e
r
ea
l
-
life
in
tera
ctio
n
.
”
I
n
s
o
m
e
in
s
tan
ce
s
,
th
is
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
s
ec
o
n
d
a
r
y
s
ch
o
o
l
E
F
L st
u
d
en
ts
’
mo
tiva
tio
n
a
n
d
a
ttit
u
d
es to
w
a
r
d
u
s
in
g
…
(
Th
u
a
n
A
n
h
P
h
a
m
)
2711
AI
to
o
l
m
ig
h
t
f
ail
to
r
esp
o
n
d
to
s
tu
d
en
ts
’
s
p
ec
if
ic
n
ee
d
s
,
as
co
m
p
lain
ed
b
y
th
e
s
tu
d
en
t
s
:
“
S
o
metime
s
th
e
a
n
s
w
ers
a
r
e
to
o
g
en
era
l
o
r
n
o
t
ex
a
ctly
w
h
a
t
I
n
ee
d
”
(
S7
)
o
r
“
I
t
a
lw
a
ys
g
ives
a
lo
t
o
f
g
en
era
l
in
fo
r
ma
tio
n
,
w
h
ich
is
a
b
it
o
ve
r
w
h
elmin
g
f
o
r
me
”
(
S8
)
.
T
h
ese
in
s
ig
h
ts
il
lu
s
tr
ate
th
at
wh
ile
C
h
atGPT
c
o
u
ld
s
p
ar
k
in
ter
est,
s
u
s
tain
ed
m
o
tiv
atio
n
d
e
p
en
d
e
d
o
n
th
e
r
elev
an
ce
an
d
a
u
th
en
t
icity
o
f
th
e
co
n
ten
t p
r
o
v
id
e
d
.
T
h
e
an
aly
s
is
o
f
ex
tr
in
s
ic
m
o
tiv
atio
n
in
T
ab
le
4
in
d
icate
d
th
at
s
tu
d
en
ts
ex
h
ib
ited
a
p
r
im
ar
ily
p
o
s
itiv
e
d
is
p
o
s
itio
n
to
war
d
v
o
ca
b
u
lar
y
lear
n
in
g
,
with
a
n
o
v
er
all
m
ea
n
s
co
r
e
o
f
3
.
4
3
(
SD=0
.
8
0
7
)
.
T
h
e
f
i
v
e
item
s
(6
-
1
0
)
f
o
cu
s
o
n
e
x
ter
n
al
m
o
ti
v
ato
r
s
s
u
ch
as
s
co
r
es,
v
o
ca
b
u
lar
y
im
p
r
o
v
em
e
n
t,
lear
n
in
g
ef
f
ec
tiv
en
ess
,
p
r
aise,
an
d
co
n
v
en
ien
ce
,
r
esp
ec
tiv
e
ly
.
Pro
m
in
en
t
co
n
tr
ib
u
t
o
r
s
to
s
tu
d
en
ts
’
ex
tr
in
s
ic
m
o
tiv
atio
n
in
clu
d
e
th
e
co
n
v
en
ie
n
ce
o
f
C
h
atGPT
(
ite
m
1
0
,
m
ea
n
=
3
.
6
5
,
SD=1
.
0
2
4
)
,
its
ef
f
ec
tiv
en
ess
(
item
8
,
m
ea
n
=3
.
5
7
,
SD=0
.
9
5
1
)
an
d
th
e
d
esire
to
g
et
b
etter
ac
a
d
em
ic
r
esu
lts
(
item
6
,
m
ea
n
=3
.
4
3
,
SD=1
.
1
2
7
)
.
T
h
ese
in
d
icato
r
s
o
f
ex
tr
in
s
ic
m
o
tiv
atio
n
wer
e
h
ig
h
lig
h
te
d
i
n
th
e
in
ter
v
iewe
es’
r
em
ar
k
s
.
S2
n
o
ted
,
“
C
h
a
tGP
T
h
a
s
h
elp
ed
me
a
l
o
t
in
lea
r
n
in
g
vo
ca
b
u
la
r
y
b
y
s
u
g
g
esti
n
g
n
ew
w
o
r
d
s
b
a
s
ed
o
n
to
p
ics
th
a
t
I
’
m
in
teres
ted
in
,
g
en
era
tin
g
q
u
i
z
z
es,
a
n
d
h
elp
in
g
me
u
s
e
th
em
in
r
ea
l
-
life
co
n
texts.
”
Similar
ly
,
S5
s
aw
th
e
co
m
b
in
ed
v
al
u
e
o
f
C
h
atGPT
as
a
s
o
u
r
ce
o
f
ex
citem
en
t
an
d
co
n
v
en
ien
ce
,
s
tatin
g
th
at
“
I
feel
ex
cited
a
n
d
fin
d
it’s
co
n
ve
n
ien
t.
B
ec
a
u
s
e
I
c
a
n
d
is
co
ve
r
n
ew
w
o
r
d
s
w
ith
o
u
t
s
p
en
d
in
g
a
n
y
mo
n
ey
.
”
T
h
e
p
r
ac
ticality
o
f
C
h
atGPT
as
a
v
o
ca
b
u
lar
y
l
ea
r
n
in
g
to
o
l
was
co
n
s
is
ten
tly
em
p
h
asized
,
as
“
it
ex
p
la
i
n
s
mea
n
in
g
s
,
g
ives
s
yn
o
n
yms
a
n
d
a
n
to
n
yms,
a
n
d
s
h
o
w
s
h
o
w
to
u
s
e
w
o
r
d
s
i
n
s
en
ten
ce
s
”
(
S1
)
,
“
C
h
a
tGP
T
s
u
p
p
o
r
ts
me
w
i
th
s
yn
o
n
yms
a
n
d
a
n
to
n
yms,
w
it
h
r
ea
l
-
life
ex
a
mp
les,
s
o
it’s
ve
r
y
p
r
a
ctica
l
”
(
S4
)
,
an
d
“
I
p
r
efer
co
mb
in
in
g
C
h
a
tGP
T
a
n
d
tr
a
d
itio
n
a
l
meth
o
d
s
to
g
et
h
er,
b
ec
a
u
s
e
th
is
co
mb
in
a
tio
n
is
mo
r
e
efficien
t
th
a
n
in
d
ivid
u
a
l
meth
o
d
s
”
(
S5
)
.
T
h
ese
r
ef
lectio
n
s
in
d
icate
th
at
C
h
atGPT
’
s
ef
f
ec
tiv
en
ess
was w
id
ely
ac
k
n
o
wled
g
ed
.
T
ab
le
4
.
Stu
d
e
n
ts
’
ex
tr
in
s
ic
m
o
tiv
atio
n
to
lear
n
v
o
c
ab
u
lar
y
with
C
h
atGPT
I
t
e
ms
S
t
a
t
e
me
n
t
s
N
=
2
0
8
M
SD
6
I
u
se
C
h
a
t
G
P
T
b
e
c
a
u
se
I
w
a
n
t
t
o
g
e
t
b
e
t
t
e
r
sc
o
r
e
s
i
n
E
n
g
l
i
s
h
.
3
.
4
3
1
.
1
2
7
7
I
c
a
n
i
mp
r
o
v
e
m
y
v
o
c
a
b
u
l
a
r
y
w
i
t
h
t
h
e
su
p
p
o
r
t
o
f
C
h
a
t
G
P
T.
3
.
2
6
1
.
0
7
3
8
I
f
e
e
l
t
h
a
t
C
h
a
t
G
P
T
s
u
p
p
o
r
t
s
m
y
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
l
y
.
3
.
5
7
0
.
9
5
1
9
W
h
e
n
I
c
a
n
a
n
sw
e
r
v
o
c
a
b
u
l
a
r
y
q
u
e
st
i
o
n
s
u
s
i
n
g
C
h
a
t
G
P
T,
I
g
e
t
p
r
a
i
se
.
3
.
2
4
1
.
2
0
7
10
I
t
h
i
n
k
C
h
a
t
G
P
T
ma
k
e
s
v
o
c
a
b
u
l
a
r
y
l
e
a
r
n
i
n
g
m
o
r
e
c
o
n
v
e
n
i
e
n
t
.
3
.
6
5
1
.
0
2
4
To
t
a
l
(
N
=
2
0
8
)
3
.
4
3
0
.
8
0
7
3
.
2
.
Student
s
’
a
t
t
it
ud
es t
o
w
a
rd
utilizing
Cha
t
G
P
T
in v
o
ca
bu
la
ry
lea
rning
T
ab
le
5
p
r
esen
ts
th
e
d
escr
i
p
tiv
e
s
tatis
tics
o
f
s
tu
d
en
ts
’
attitu
d
es
to
war
d
u
tili
zin
g
C
h
atGPT
in
v
o
ca
b
u
lar
y
lear
n
in
g
.
T
h
e
o
v
er
all
m
ea
n
s
co
r
e
o
f
3
.
4
5
in
d
icat
es
s
tu
d
en
ts
’
p
o
s
itiv
e
attitu
d
es.
T
h
e
two
s
u
b
s
ca
les
o
f
co
g
n
itiv
e
an
d
em
o
tio
n
al
a
ttit
u
d
es
wer
e
at
h
ig
h
lev
els,
wh
er
ea
s
th
e
b
eh
av
io
r
al
d
im
e
n
s
io
n
f
ell
in
to
th
e
m
o
d
er
ate
lev
el.
T
h
e
s
u
r
v
ey
r
esu
lts
s
h
o
w
th
at
s
tu
d
en
ts
’
b
eh
av
io
r
al
attitu
d
es
wer
e
at
a
m
o
d
er
ate
lev
el
(
M=
3
.
3
9
,
SD=0
.
8
3
0
)
,
s
u
g
g
esti
n
g
a
r
el
ativ
ely
p
o
s
itiv
e
o
r
ien
tatio
n
i
n
th
eir
ac
tu
al
u
s
e
o
f
C
h
atGPT
f
o
r
v
o
ca
b
u
lar
y
p
r
ac
tice,
as
s
ee
n
in
T
ab
le
6
.
Fiv
e
item
s
(
1
1
-
1
5
)
in
t
h
e
b
eh
av
io
r
al
s
u
b
s
ca
le
co
n
ce
r
n
s
tu
d
en
ts
’
co
n
tin
u
ed
u
tili
za
tio
n
,
r
ec
o
m
m
e
n
d
atio
n
s
to
p
ee
r
s
,
au
to
n
o
m
o
u
s
p
r
ac
tice
with
C
h
atGPT
,
th
eir
ac
ti
o
n
p
lan
s
,
an
d
th
eir
p
r
o
ac
tiv
e
p
ar
ticip
atio
n
i
n
C
h
at
GPT
-
m
ed
iated
ac
tiv
ities
.
I
tem
s
1
1
an
d
1
4
h
a
d
m
ea
n
s
co
r
es
o
f
3
.
5
6
(
SD=0
.
9
5
8
)
an
d
3
.
4
3
(
SD=1
.
0
2
7
)
,
r
esp
ec
ti
v
ely
,
in
d
icatin
g
s
tu
d
en
ts
’
d
ec
i
s
io
n
an
d
co
m
m
itm
en
t
to
f
u
tu
r
e
u
s
e
o
f
th
is
to
o
l
t
o
s
u
p
p
o
r
t th
eir
v
o
ca
b
u
lar
y
d
ev
el
o
p
m
en
t.
T
ab
le
5
.
Descr
ip
tiv
e
s
tatis
tics
o
f
s
tu
d
en
ts
’
r
esp
o
n
s
es to
attitu
d
e
s
u
b
s
ca
les
A
t
t
i
t
u
d
e
s
u
b
s
c
a
l
e
s
M
e
a
n
SD
Le
v
e
l
s
B
e
h
a
v
i
o
r
a
l
3
.
3
9
0
.
8
3
0
M
o
d
e
r
a
t
e
C
o
g
n
i
t
i
v
e
3
.
5
6
0
.
8
0
3
H
i
g
h
Emo
t
i
o
n
a
l
3
.
4
1
0
.
8
4
7
H
i
g
h
To
t
a
l
(
N
=
2
0
8
)
3
.
4
5
0
.
7
5
3
H
i
g
h
T
ab
le
6
.
Stu
d
e
n
ts
’
b
eh
av
i
o
r
al
attitu
d
es to
war
d
v
o
ca
b
u
lar
y
le
ar
n
in
g
with
C
h
atGPT
I
t
e
ms
S
t
a
t
e
me
n
t
s
M
SD
11
I
w
i
l
l
c
o
n
t
i
n
u
e
u
s
i
n
g
C
h
a
t
G
P
T
t
o
s
u
p
p
o
r
t
m
y
v
o
c
a
b
u
l
a
r
y
l
e
a
r
n
i
n
g
.
3
.
5
6
0
.
9
5
8
12
I
w
o
u
l
d
r
e
c
o
mm
e
n
d
C
h
a
t
G
P
T
t
o
m
y
f
r
i
e
n
d
s f
o
r
i
mp
r
o
v
i
n
g
t
h
e
i
r
E
n
g
l
i
s
h
v
o
c
a
b
u
l
a
r
y
.
3
.
3
8
1
.
0
3
7
13
I
o
f
t
e
n
t
r
y
t
o
u
se
C
h
a
t
G
P
T
w
h
e
n
I
st
u
d
y
v
o
c
a
b
u
l
a
r
y
o
n
my
o
w
n
.
3
.
3
0
1
.
0
2
6
14
I
p
l
a
n
t
o
u
se
C
h
a
t
G
P
T
m
o
r
e
f
r
e
q
u
e
n
t
l
y
i
n
t
h
e
f
u
t
u
r
e
.
3
.
4
3
1
.
0
2
7
15
I
p
a
r
t
i
c
i
p
a
t
e
m
o
r
e
a
c
t
i
v
e
l
y
i
n
v
o
c
a
b
u
l
a
r
y
a
c
t
i
v
i
t
i
e
s i
n
c
l
a
ss w
h
e
n
C
h
a
t
G
P
T
i
s i
n
v
o
l
v
e
d
.
3
.
2
6
1
.
0
3
3
To
t
a
l
(
N
=
2
0
8
)
3
.
3
9
0
.
8
3
0
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
8
-
2
7
1
5
2712
T
h
e
in
ter
v
iew
d
ata
co
n
f
ir
m
e
d
s
tu
d
en
ts
’
r
eg
u
lar
u
tili
za
tio
n
o
f
th
is
to
o
l
f
o
r
v
o
ca
b
u
lar
y
le
ar
n
in
g
,
as
n
o
ted
b
y
S2
,
“
I
u
s
e
it
a
lmo
s
t
ev
ery
d
a
y,
esp
ec
ia
lly
w
h
en
I
r
ea
d
texts
a
n
d
fin
d
n
ew
w
o
r
d
s
.
”
T
h
e
v
e
r
s
atility
o
f
C
h
atGPT
is
an
ad
v
an
tag
e,
as
S5
s
tated
,
“
I
w
o
u
ld
r
ec
o
mme
n
d
C
h
a
tGP
T
to
my
cla
s
s
ma
tes
fo
r
vo
ca
b
u
la
r
y
lea
r
n
in
g
,
b
ec
a
u
s
e
it
s
a
ve
s
ti
me
a
n
d
ma
ke
s
lea
r
n
in
g
mo
r
e
in
teres
tin
g
.
”
T
h
is
en
d
o
r
s
em
en
t
in
d
icate
s
th
at
s
tu
d
en
ts
v
iewe
d
C
h
atGPT
a
s
s
o
cially
ac
ce
p
tab
le
an
d
b
en
ef
i
cial,
r
ein
f
o
r
cin
g
its
leg
itima
cy
as
a
lear
n
in
g
aid
.
Ho
wev
er
,
n
o
t
all
s
tu
d
en
ts
ag
r
ee
d
o
n
th
e
r
ewa
r
d
in
g
ef
f
ec
ts
o
f
C
h
atGPT
,
n
o
tin
g
th
at
“
Usi
n
g
C
h
a
tGP
T
u
s
u
a
lly
ma
ke
s
me
la
z
ier,
b
ec
o
min
g
p
a
s
s
ive
a
n
d
n
o
mo
r
e
crea
tive
in
th
in
kin
g
”
(
S6
)
.
T
h
is
p
r
o
v
o
k
es
a
ten
s
io
n
in
wh
ich
C
h
atGPT
f
ac
ili
tated
im
m
ed
iate
ac
ce
s
s
to
k
n
o
wled
g
e
b
u
t
d
i
d
n
o
t
alwa
y
s
p
r
o
m
o
te
ac
tiv
e
lear
n
in
g
b
eh
a
v
io
r
s
an
d
cr
ea
tiv
ity
.
On
th
e
co
g
n
itiv
e
s
u
b
s
ca
le
in
T
ab
le
7
,
item
s
1
6
-
2
0
r
ev
o
l
v
e
ar
o
u
n
d
s
tu
d
en
ts
’
b
elief
an
d
ev
alu
atio
n
o
f
th
e
ef
f
ec
tiv
e
n
ess
o
f
C
h
atGPT
in
th
eir
v
o
ca
b
u
lar
y
lear
n
in
g
.
T
h
e
o
v
er
all
m
ea
n
s
co
r
e
o
f
co
g
n
itiv
e
attitu
d
es
was
3
.
5
6
(
SD=0
.
8
0
3
)
,
r
ev
ea
lin
g
s
tu
d
en
ts
’
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
.
I
tem
1
8
h
ad
th
e
h
ig
h
est
m
ea
n
s
co
r
e
o
f
3
.
7
9
(
SD=0
.
9
2
5
)
,
f
o
llo
we
d
b
y
item
1
7
(
M=
3
.
6
9
,
SD=0
.
9
7
5
)
an
d
item
1
6
(
M=
3
.
5
9
,
SD=0
.
9
6
2
)
,
all
d
en
o
tin
g
s
tu
d
en
ts
’
ac
k
n
o
wled
g
em
en
t o
f
th
e
s
u
p
p
o
r
tin
g
r
o
le
o
f
C
h
atGPT
in
th
eir
v
o
ca
b
u
lar
y
p
r
ac
tic
e.
T
ab
le
7
.
Stu
d
e
n
ts
’
co
g
n
itiv
e
at
titu
d
es to
war
d
v
o
ca
b
u
lar
y
lear
n
in
g
with
C
h
atGPT
I
t
e
ms
S
t
a
t
e
me
n
t
s
M
SD
16
I
b
e
l
i
e
v
e
C
h
a
t
G
P
T
i
s
a
n
e
f
f
e
c
t
i
v
e
t
o
o
l
f
o
r
l
e
a
r
n
i
n
g
v
o
c
a
b
u
l
a
r
y
.
3
.
5
9
0
.
9
6
2
17
I
t
h
i
n
k
u
s
i
n
g
C
h
a
t
G
P
T
h
e
l
p
s m
e
u
n
d
e
r
st
a
n
d
v
o
c
a
b
u
l
a
r
y
b
e
t
t
e
r
.
3
.
6
9
0
.
9
7
5
18
C
h
a
t
G
P
T
p
r
o
v
i
d
e
s
u
sef
u
l
e
x
p
l
a
n
a
t
i
o
n
s a
n
d
e
x
a
m
p
l
e
s fo
r
v
o
c
a
b
u
l
a
r
y
l
e
a
r
n
i
n
g
.
3
.
7
9
0
.
9
2
5
19
I
b
e
l
i
e
v
e
C
h
a
t
G
P
T
s
u
p
p
o
r
t
s
i
n
d
e
p
e
n
d
e
n
t
v
o
c
a
b
u
l
a
r
y
l
e
a
r
n
i
n
g
b
e
t
t
e
r
t
h
a
n
t
r
a
d
i
t
i
o
n
a
l
me
t
h
o
d
s.
3
.
3
7
1
.
0
5
2
20
I
t
h
i
n
k
C
h
a
t
G
P
T
c
a
n
i
m
p
r
o
v
e
m
y
l
o
n
g
-
t
e
r
m
v
o
c
a
b
u
l
a
r
y
r
e
t
e
n
t
i
o
n
.
3
.
3
7
1
.
0
0
6
To
t
a
l
(
N
=
2
0
8
)
3
.
5
6
0
.
8
0
3
T
h
e
in
ter
v
iew
d
ata
r
ein
f
o
r
ce
d
th
e
s
u
r
v
ey
r
esu
lts
,
with
s
tu
d
en
ts
co
n
s
is
ten
tly
r
ep
o
r
tin
g
th
at
“
C
h
a
tGP
T
h
elp
s
me
b
y
ex
p
la
in
in
g
mea
n
in
g
s
,
g
ivin
g
s
yn
o
n
yms
a
n
d
a
n
to
n
yms,
a
n
d
s
h
o
w
in
g
h
o
w
to
u
s
e
th
e
w
o
r
d
co
r
r
ec
tly
”
(
S1
)
,
“
I
t
s
h
o
w
s
d
iff
eren
t
co
n
texts
o
f
a
w
o
r
d
,
w
h
ic
h
ma
ke
s
it
ea
s
ier
to
r
eme
mb
er
a
n
d
u
s
e
co
r
r
ec
tly
”
(
S8
)
o
r
“
C
h
a
tGP
T
s
u
p
p
o
r
ts
me
w
ith
s
yn
o
n
yms
a
n
d
a
n
to
n
ym
s
,
w
ith
r
ea
l
-
life
ex
a
mp
les,
s
o
it’s
ve
r
y
p
r
a
ctica
l
”
(
S4
)
.
C
o
n
v
er
s
ely
,
t
h
e
r
elativ
el
y
lo
w
m
ea
n
s
co
r
es
o
f
item
s
1
9
an
d
2
0
s
u
g
g
est
th
at
wh
ile
s
tu
d
en
ts
r
ec
o
g
n
ized
C
h
atGPT
’
s
im
m
ed
iate
b
en
ef
its
,
th
ey
wer
e
h
esit
an
t
ab
o
u
t
its
r
o
le
in
f
o
s
ter
in
g
in
d
ep
e
n
d
en
t
lear
n
i
n
g
an
d
v
o
ca
b
u
lar
y
r
eten
tio
n
.
T
h
e
s
u
r
v
ey
r
esu
lts
f
o
r
th
e
em
o
tio
n
al
s
u
b
s
ca
le
in
T
ab
le
8
wer
e
also
p
o
s
itiv
e,
with
an
o
v
e
r
all
m
ea
n
s
co
r
e
o
f
3
.
4
1
(
SD=0
.
8
4
7
)
.
Stu
d
en
ts
’
em
o
tio
n
al
r
esp
o
n
s
es
co
n
ce
r
n
th
eir
d
e
g
r
ee
o
f
co
m
f
o
r
t,
e
n
jo
y
m
e
n
t,
an
x
iety
,
c
o
m
p
ar
is
o
n
with
tr
a
d
itio
n
al
lear
n
in
g
m
eth
o
d
s
,
an
d
co
n
f
id
en
ce
.
Stu
d
e
n
ts
’
co
m
f
o
r
t
(
item
2
1
)
,
r
ed
u
ce
d
an
x
iety
(
item
2
3
)
,
an
d
en
j
o
y
m
en
t
(
item
2
2
)
in
in
ter
ac
tin
g
with
C
h
atGPT
wer
e
r
ep
o
r
ted
at
h
ig
h
lev
els,
with
m
ea
n
s
co
r
es o
f
3
.
5
3
(
SD=1
.
0
2
1
)
,
3
.
5
1
(
SD=0
.
9
6
8
)
an
d
3
.
4
1
(
SD=1
.
0
0
8
)
,
r
esp
ec
tiv
ely
.
T
h
e
in
ter
v
iews
p
r
o
v
id
ed
co
r
r
o
b
o
r
atin
g
d
ata
f
o
r
th
ese
f
in
d
in
g
s
.
W
h
ile
S2
co
n
f
id
ed
t
h
at
“
s
in
ce
I
’
m
a
n
in
tr
o
ve
r
t,
a
s
kin
g
C
h
a
tGP
T
is
less
emb
a
r
r
a
s
s
in
g
th
a
n
a
s
ki
n
g
my
tea
c
h
ers
,
”
S8
r
ep
o
r
ted
th
at
“
I
feel
r
ela
xe
d
a
n
d
co
n
fid
e
n
t
b
ec
a
u
s
e
it
h
elp
s
me
u
n
d
ers
ta
n
d
d
iffi
cu
lt
w
o
r
d
s
.
”
T
h
ese
r
ef
lectio
n
s
s
u
g
g
est
h
o
w
C
h
atGPT
m
itig
ated
th
e
s
o
cial
an
x
iety
o
f
ten
ass
o
ciate
d
with
lear
n
in
g
in
class
r
o
o
m
s
with
o
u
t A
I
m
ed
iat
io
n
.
T
ab
le
8
.
Stu
d
e
n
ts
’
em
o
tio
n
al
a
ttit
u
d
es to
war
d
v
o
ca
b
u
lar
y
lea
r
n
in
g
with
C
h
atGPT
I
t
e
ms
S
t
a
t
e
me
n
t
s
M
SD
21
I
f
e
e
l
c
o
mf
o
r
t
a
b
l
e
u
si
n
g
C
h
a
t
G
P
T
t
o
l
e
a
r
n
E
n
g
l
i
s
h
v
o
c
a
b
u
l
a
r
y
.
3
.
5
3
1
.
0
2
1
22
I
e
n
j
o
y
i
n
t
e
r
a
c
t
i
n
g
w
i
t
h
C
h
a
t
G
P
T
w
h
e
n
l
e
a
r
n
i
n
g
n
e
w
w
o
r
d
s
.
3
.
4
1
1
.
0
0
8
23
C
h
a
t
G
P
T
r
e
d
u
c
e
s m
y
a
n
x
i
e
t
y
w
h
e
n
l
e
a
r
n
i
n
g
d
i
f
f
i
c
u
l
t
v
o
c
a
b
u
l
a
r
y
.
3
.
5
1
0
.
9
6
8
24
U
si
n
g
C
h
a
t
G
P
T
ma
k
e
s
v
o
c
a
b
u
l
a
r
y
l
e
a
r
n
i
n
g
mo
r
e
e
n
j
o
y
a
b
l
e
t
h
a
n
u
s
i
n
g
t
r
a
d
i
t
i
o
n
a
l
m
e
t
h
o
d
s.
3
.
3
2
1
.
0
0
1
25
I
f
e
e
l
mo
r
e
c
o
n
f
i
d
e
n
t
a
b
o
u
t
my
v
o
c
a
b
u
l
a
r
y
l
e
a
r
n
i
n
g
w
h
e
n
I
u
se
C
h
a
t
G
P
T
r
e
g
u
l
a
r
l
y
.
3
.
2
8
0
.
9
7
3
To
t
a
l
(
N
=
2
0
8
)
3
.
4
1
0
.
8
4
7
3
.
3
.
Dis
cus
s
io
n
R
eg
ar
d
in
g
th
e
f
ir
s
t
r
esear
c
h
q
u
esti
o
n
,
s
tu
d
en
ts
’
m
o
tiv
atio
n
was
q
u
an
titativ
ely
s
tr
o
n
g
er
w
h
en
it
was
s
h
ap
ed
b
y
e
x
ter
n
al
f
ac
to
r
s
s
u
ch
as
ac
ad
em
ic
ac
h
iev
em
e
n
t,
r
ec
o
g
n
itio
n
,
an
d
c
o
n
v
e
n
ien
ce
,
r
ath
er
th
an
b
y
p
u
r
ely
in
ter
n
al
en
jo
y
m
en
t
o
r
p
er
s
o
n
al
in
ter
est.
T
h
e
in
ter
v
i
ew
d
ata
co
r
r
o
b
o
r
ated
th
is
p
at
ter
n
,
with
s
tu
d
en
ts
co
n
s
is
ten
tly
em
p
h
asizin
g
th
e
p
r
ac
tical
b
en
ef
its
o
f
C
h
atGPT
,
wh
ile
f
ewe
r
s
tu
d
en
ts
h
i
g
h
lig
h
ted
p
e
r
s
o
n
al
en
jo
y
m
en
t
as
th
e
d
r
iv
in
g
f
o
r
c
e
b
eh
in
d
th
eir
lear
n
in
g
.
T
h
ese
f
in
d
in
g
s
alig
n
with
th
e
r
ec
o
g
n
itio
n
o
f
e
x
tr
in
s
ic
m
o
tiv
ato
r
s
s
u
ch
as
th
e
co
n
v
en
ien
ce
,
ac
ce
s
s
ib
ilit
y
,
an
d
f
l
ex
ib
ilit
y
af
f
o
r
d
ed
b
y
C
h
atGPT
[
1
0
]
,
[
26
]
,
[
2
7
]
.
R
esear
ch
in
th
e
co
n
tex
t
o
f
Vietn
am
s
im
ilar
ly
af
f
ir
m
ed
th
at
s
tu
d
en
ts
u
tili
ze
d
C
h
atGP
T
m
ain
ly
f
o
r
e
x
am
p
r
ep
ar
atio
n
an
d
v
o
ca
b
u
lar
y
en
h
an
ce
m
en
t
d
u
e
to
its
co
s
t
-
ef
f
e
ctiv
en
ess
an
d
e
f
f
icien
cy
[
1
2
]
,
[
2
8
]
.
Acc
o
r
d
in
g
ly
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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2
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V
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mese
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o
n
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a
r
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s
ch
o
o
l
E
F
L st
u
d
en
ts
’
mo
tiva
tio
n
a
n
d
a
ttit
u
d
es to
w
a
r
d
u
s
in
g
…
(
Th
u
a
n
A
n
h
P
h
a
m
)
2713
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
Vietn
am
s
h
o
u
ld
p
a
y
m
o
r
e
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tio
n
to
f
o
s
ter
in
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in
t
r
in
s
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m
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ev
elo
p
in
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a
p
o
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itiv
e
lear
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in
g
en
v
ir
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en
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class
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o
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in
ter
est
in
lear
n
in
g
E
n
g
lis
h
,
p
ar
ticu
lar
l
y
v
o
ca
b
u
l
ar
y
,
d
r
awin
g
o
n
lo
ca
l
r
eso
u
r
c
es
s
u
ch
as
b
ilin
g
u
al
n
ewsp
ap
er
s
,
s
to
r
y
b
o
o
k
s
,
o
r
ca
p
tio
n
ed
m
o
v
ies,
an
d
lo
ca
l
r
o
le
m
o
d
els
o
f
s
u
cc
ess
f
u
l
lear
n
er
s
.
T
h
is
will
en
r
ich
th
eir
ap
p
r
o
ac
h
es
to
lan
g
u
ag
e
lear
n
in
g
an
d
h
elp
th
em
r
ea
lize
th
at
a
g
o
o
d
co
m
m
an
d
o
f
E
n
g
l
is
h
is
ac
h
iev
ab
le
with
s
u
f
f
icien
t e
f
f
o
r
t.
T
h
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
in
v
esti
g
ated
s
tu
d
en
ts
’
attit
u
d
es
to
war
d
em
p
lo
y
in
g
C
h
a
tGPT
f
o
r
v
o
ca
b
u
lar
y
p
r
ac
tice.
T
h
e
q
u
a
n
titativ
e
r
esu
lts
s
h
o
w
th
at
s
tu
d
en
ts
ex
h
i
b
ited
p
o
s
itiv
e
em
o
t
io
n
al
r
esp
o
n
s
es
an
d
p
er
ce
iv
ed
u
tili
ty
o
f
C
h
atGPT
,
alth
o
u
g
h
th
eir
ac
t
u
al
le
ar
n
in
g
b
eh
a
v
io
r
was
c
o
m
p
a
r
ativ
ely
m
o
d
er
ate.
B
eh
av
io
r
ally
,
a
clea
r
g
ap
e
m
er
g
ed
b
etwe
e
n
in
ten
tio
n
an
d
ac
tio
n
.
W
h
ile
s
tu
d
en
ts
r
ep
o
r
ted
th
eir
d
esire
to
co
n
tin
u
e
u
s
in
g
C
h
atGPT
an
d
ev
en
in
tr
o
d
u
ce
d
th
e
to
o
l
to
th
eir
f
r
ien
d
s
,
th
ese
in
ten
tio
n
s
d
id
n
o
t
alwa
y
s
lead
to
ac
tio
n
.
T
h
is
in
c
o
n
s
is
ten
cy
ec
h
o
es
co
n
tem
p
o
r
ar
y
r
esear
c
h
t
h
at
p
o
in
ts
to
th
e
ir
r
eg
u
lar
ity
in
s
tu
d
en
ts
’
lear
n
in
g
b
eh
av
io
r
g
iv
e
n
th
e
m
e
d
iatio
n
o
f
C
h
atGPT
[
2
9
]
–
[
3
2
]
.
On
t
h
e
em
o
tio
n
al
s
id
e,
s
tu
d
en
ts
c
o
m
m
en
ted
o
n
t
h
e
co
m
f
o
r
t
an
d
r
ed
u
ce
d
an
x
iety
d
er
iv
ed
f
r
o
m
th
e
s
u
p
p
o
r
t
o
f
C
h
atGPT
.
T
h
ese
f
in
d
in
g
s
r
es
o
n
ate
with
ex
is
tin
g
liter
atu
r
e,
wh
ich
s
h
o
ws
th
at
C
h
atGPT
r
ed
u
ce
d
wr
itin
g
an
x
iety
b
y
p
r
o
v
id
in
g
p
r
iv
ate
f
ee
d
b
ac
k
an
d
s
tu
d
en
ts
’
p
er
ce
iv
ed
u
s
ef
u
ln
ess
co
r
r
elate
d
with
em
o
tio
n
al
c
o
m
f
o
r
t
[
3
3
]
,
[
3
4
]
.
I
n
th
e
s
am
e
v
ei
n
,
s
tu
d
en
ts
’
co
g
n
itiv
e
attitu
d
es
to
war
d
C
h
atGPT
u
s
e
d
en
o
ted
th
e
p
er
ce
i
v
ed
v
alu
e
o
f
th
is
to
o
l.
T
h
is
ac
k
n
o
wled
g
e
m
en
t
o
f
th
e
r
ewa
r
d
s
o
f
th
is
to
o
l
was
also
id
en
tif
ied
in
o
th
er
s
tu
d
ies
in
wh
ic
h
s
tu
d
en
ts
ex
p
licitly
ex
to
lle
d
th
e
b
en
ef
its
an
d
v
er
s
atility
o
f
AI
tech
n
o
lo
g
ie
s
in
lan
g
u
ag
e
lea
r
n
in
g
[
1
0
]
,
[
29
]
,
[
3
5
]
.
T
h
e
b
e
h
av
io
r
al
d
is
cr
ep
an
cy
am
o
n
g
lear
n
er
s
r
eq
u
ir
es
lan
g
u
a
g
e
teac
h
er
s
to
d
ev
elo
p
class
r
o
o
m
ac
tiv
ities
th
at
in
v
o
lv
e
lear
n
er
s
’
d
ev
elo
p
m
en
t
o
f
lear
n
in
g
p
lan
s
an
d
co
n
c
r
ete
ac
tiv
ities
th
at
ac
tu
alize
th
em
.
T
o
th
is
en
d
,
a
task
-
b
ased
o
r
p
r
o
ject
-
b
ased
ap
p
r
o
ac
h
th
at
p
r
o
m
o
tes
p
r
o
b
lem
-
s
o
l
v
in
g
co
u
ld
b
e
u
tili
ze
d
,
co
n
tr
ib
u
ti
n
g
to
p
r
o
ac
tiv
ely
en
g
ag
in
g
lea
r
n
er
s
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
an
d
en
a
b
lin
g
th
e
m
to
b
e
m
o
r
e
ac
c
o
u
n
ta
b
le
f
o
r
th
eir
lear
n
in
g
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
s
h
o
ws
th
at
s
tu
d
en
t
s
ex
h
ib
ited
a
m
o
d
er
ate
o
v
er
al
l
lev
el
o
f
m
o
tiv
atio
n
in
u
s
in
g
C
h
atGPT
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
,
with
th
eir
ex
tr
in
s
ic
m
o
tiv
atio
n
b
ei
n
g
s
lig
h
tly
h
ig
h
er
th
a
n
in
tr
in
s
i
c
m
o
tiv
atio
n
.
W
ith
th
e
s
u
p
p
o
r
t
o
f
C
h
atGPT
,
th
ey
v
iewe
d
th
eir
p
er
s
o
n
al
en
jo
y
m
en
t
an
d
in
ter
est
in
v
o
ca
b
u
lar
y
d
ev
el
o
p
m
en
t,
attain
m
en
t
o
f
h
i
g
h
er
s
co
r
es,
l
ea
r
n
in
g
ef
f
icien
c
y
,
a
n
d
co
n
v
e
n
ien
ce
as
t
h
eir
m
aj
o
r
d
r
iv
er
s
.
Stu
d
en
ts
’
attitu
d
es
to
war
d
C
h
atGPT
wer
e
p
o
s
itiv
e
ac
r
o
s
s
th
e
th
r
ee
co
m
p
o
n
en
ts
.
B
eh
av
io
r
ally
,
s
tu
d
e
n
ts
ex
p
r
ess
ed
th
eir
willin
g
n
ess
to
u
s
e
th
e
to
o
l
r
e
g
u
lar
ly
an
d
r
ec
o
m
m
en
d
it
to
p
ee
r
s
.
C
o
g
n
itiv
ely
,
th
e
y
p
e
r
c
eiv
ed
C
h
atGPT
as
a
u
s
ef
u
l,
ef
f
icien
t,
an
d
co
n
v
e
n
ien
t r
eso
u
r
ce
.
E
m
o
tio
n
ally
,
th
ey
r
ep
o
r
te
d
a
r
elativ
ely
h
ig
h
d
eg
r
ee
o
f
en
j
o
y
m
en
t,
co
m
f
o
r
t,
an
d
r
e
d
u
ce
d
an
x
iety
wh
en
p
r
ac
ticin
g
v
o
ca
b
u
lar
y
with
C
h
atGPT
.
T
h
ese
f
in
d
in
g
s
s
h
o
w
th
at
AI
to
o
ls
ca
n
b
e
u
s
ed
to
f
o
s
ter
lear
n
er
s
’
m
o
tiv
atio
n
an
d
p
o
s
itiv
e
at
titu
d
es
to
war
d
v
o
ca
b
u
lar
y
le
ar
n
in
g
in
c
o
n
tex
ts
tr
ad
itio
n
ally
c
h
ar
ac
ter
ized
b
y
ex
am
-
o
r
ien
te
d
an
d
teac
h
e
r
-
ce
n
ter
ed
in
s
tr
u
ctio
n
.
T
ea
c
h
er
s
ca
n
lev
er
ag
e
C
h
atGPT
’
s
em
o
tio
n
al
an
d
co
g
n
itiv
e
b
en
ef
its
wh
ile
ad
d
r
ess
in
g
b
eh
av
i
o
r
al
r
estrictio
n
s
,
f
o
s
ter
in
g
m
o
r
e
ac
tiv
e
an
d
lo
n
g
-
ter
m
lear
n
in
g
p
r
ac
tic
es.
Ho
wev
er
,
s
tu
d
en
ts
’
co
n
ce
r
n
s
ab
o
u
t
th
e
p
ass
iv
ity
p
r
o
v
o
k
e
d
b
y
C
h
atGPT
u
s
e
an
d
o
v
er
-
r
elian
ce
o
n
AI
u
n
d
er
lin
e
th
e
im
p
o
r
tan
ce
o
f
d
ev
el
o
p
in
g
th
eir
AI
liter
ac
y
an
d
th
ei
r
ab
ilit
y
to
ap
p
r
aise
th
e
af
f
o
r
d
an
ce
s
an
d
lim
itatio
n
s
o
f
AI
to
o
ls
.
T
h
e
s
tu
d
y
r
eiter
ates
th
e
s
ig
n
if
i
ca
n
ce
o
f
ta
k
in
g
a
d
v
an
ta
g
e
o
f
t
ec
h
n
o
lo
g
ical
in
n
o
v
atio
n
s
in
a
u
g
m
en
tin
g
ex
is
tin
g
p
ed
a
g
o
g
ical
p
r
ac
tice
s
.
As
th
e
in
teg
r
atio
n
o
f
C
h
atGPT
in
to
lan
g
u
ag
e
teac
h
in
g
an
d
lear
n
in
g
is
a
n
in
ev
itab
le
tr
en
d
d
u
e
to
th
e
p
r
ed
o
m
in
an
t
p
r
esen
ce
o
f
AI
in
l
an
g
u
ag
e
ed
u
c
atio
n
,
it
s
h
o
u
ld
b
e
ac
co
m
p
an
ied
b
y
s
u
p
p
o
r
tiv
e
p
o
licies,
teac
h
er
tr
ain
in
g
,
an
d
in
v
estme
n
t
i
n
d
ig
ital
f
ac
ilit
ies.
T
h
e
f
a
m
iliar
izatio
n
p
r
o
ce
s
s
d
escr
ib
ed
in
th
is
s
tu
d
y
co
u
ld
b
e
a
u
s
ef
u
l
e
x
am
p
le
t
h
r
o
u
g
h
wh
ich
teac
h
er
s
h
elp
s
tu
d
en
ts
d
ev
elo
p
ef
f
icien
t
an
d
ef
f
ec
tiv
e
u
s
e
o
f
AI
to
o
ls
.
T
h
i
s
en
ab
les
th
em
to
i
d
en
tify
th
e
m
er
its
o
f
s
u
ch
tech
n
o
lo
g
ical
ad
v
an
ce
s
,
d
e
v
elo
p
r
elev
an
t
lear
n
in
g
s
tr
ateg
ies
to
ac
h
iev
e
th
eir
g
o
als
an
d
o
v
e
r
c
o
m
e
th
e
p
o
ten
tial
th
r
ea
ts
to
th
eir
lear
n
in
g
.
W
h
ile
th
is
s
tu
d
y
elu
cid
ates
lear
n
er
s
’
m
o
tiv
atio
n
al
an
d
attitu
d
in
al
r
esp
o
n
s
es
to
war
d
u
s
in
g
C
h
atG
PT
f
o
r
v
o
ca
b
u
lar
y
d
ev
elo
p
m
e
n
t,
o
n
e
m
ajo
r
lim
it
atio
n
is
th
e
lack
o
f
g
r
o
u
n
d
i
n
g
th
e
ass
o
ciatio
n
am
o
n
g
elem
en
ts
in
an
estab
lis
h
ed
th
eo
r
etica
l
f
r
am
ewo
r
k
.
Fu
tu
r
e
r
esear
ch
co
u
ld
f
r
am
e
th
ese
elem
en
ts
in
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
els
an
d
ex
am
in
e
th
e
s
y
n
er
g
is
tic
ef
f
ec
t
s
o
f
s
ch
o
o
l
p
o
licies
o
n
AI
u
s
e,
lo
ca
l
ass
es
s
m
en
t
p
r
ac
tices,
teac
h
er
s
’
s
tr
ateg
ies
f
o
r
f
o
s
ter
in
g
AI
u
s
e
f
o
r
lear
n
i
n
g
p
u
r
p
o
s
es,
an
d
lear
n
e
r
s
’
lev
er
ag
e
o
f
s
u
ch
to
o
ls
f
o
r
v
o
ca
b
u
lar
y
d
ev
el
o
p
m
en
t
an
d
r
ete
n
tio
n
.
I
s
s
u
es
r
elate
d
to
AI
liter
ac
y
an
d
m
is
u
s
e
o
f
AI
to
o
ls
co
u
ld
also
b
e
in
v
esti
g
ate
d
to
g
u
id
e
lear
n
er
s
to
war
d
u
tili
zin
g
AI
to
s
u
p
p
o
r
t
lear
n
in
g
ef
f
icien
c
y
an
d
e
f
f
ec
t
iv
en
ess
.
As
th
e
s
tu
d
en
ts
r
ep
o
r
ted
h
esit
an
cy
ab
o
u
t
lo
n
g
-
ter
m
v
o
ca
b
u
lar
y
r
ete
n
tio
n
,
a
p
r
e
-
a
n
d
p
o
s
t
-
v
o
ca
b
u
lar
y
test
co
u
ld
b
e
im
p
lem
en
ted
in
f
u
tu
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Li
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