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an
s
latio
n
ty
p
e
th
r
o
u
g
h
an
d
b
y
d
o
in
g
.
I
t
g
iv
e
s
th
e
o
p
p
o
r
tu
n
ity
to
in
v
o
lv
e
s
tu
d
en
ts
in
to
th
e
s
o
lu
ti
o
n
o
f
r
ea
l
-
life
tr
a
n
s
latio
n
task
s
an
d
p
r
o
b
lem
s
b
u
t
r
eser
v
es
en
o
u
g
h
s
p
ac
e
f
o
r
s
o
m
e
k
in
d
o
f
g
u
i
d
an
ce
an
d
ass
is
tan
ce
.
I
n
ca
s
e
o
f
f
o
r
m
ativ
e
ass
es
s
m
en
t,
th
ey
ca
n
n
atu
r
ally
co
m
e
in
th
e
f
o
r
m
o
f
a
teac
h
er
co
r
r
ec
tiv
e
f
ee
d
b
a
ck
.
Dif
f
er
en
t
f
o
r
m
s
o
f
f
ee
d
b
ac
k
wer
e
p
r
im
a
r
ily
s
u
g
g
ested
an
d
co
m
m
o
n
ly
u
s
e
d
f
o
r
teac
h
in
g
f
o
r
eig
n
lan
g
u
a
g
e
wr
itin
g
[
1
4
]
-
[
2
0
]
a
n
d
s
p
e
ak
in
g
[
2
1
]
,
[
22
]
t
o
d
if
f
er
en
t
ca
teg
o
r
ies
o
f
lear
n
er
s
.
T
o
o
u
r
m
i
n
d
,
th
ese
f
in
d
i
n
g
s
ca
n
b
e
r
ig
h
teo
u
s
ly
e
x
ten
d
e
d
t
o
teac
h
in
g
d
if
f
er
en
t
ty
p
es
o
f
tr
a
n
s
latio
n
as
well.
I
n
its
tu
r
n
,
t
h
e
r
esear
ch
o
f
f
ee
d
b
ac
k
a
p
p
licatio
n
in
u
n
d
er
g
r
ad
u
ate
tr
an
s
lato
r
s
’
in
s
tr
u
ctio
n
is
f
o
cu
s
ed
o
n
s
ev
er
al
asp
ec
ts
o
n
ly
.
J
u
žn
ič
[
8
]
s
tu
d
ied
th
e
d
is
cr
ep
an
cy
an
d
co
n
g
r
u
ity
b
etwe
en
tr
ain
er
s
’
an
d
tr
ain
ee
s
’
f
ee
d
b
ac
k
p
er
ce
p
tio
n
at
Slo
v
e
n
ian
u
n
iv
er
s
ities
.
Alf
ay
y
ad
h
[
9
]
co
m
p
ar
ed
f
ee
d
b
ac
k
f
u
n
ctio
n
s
in
Am
er
ican
an
d
Sa
u
d
i
Ar
ab
ian
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
Neu
n
zig
an
d
T
a
n
q
u
eir
o
[
1
2
]
,
Yan
g
,
et
a
l.
[
2
3
]
d
ea
lt
with
t
h
e
p
ec
u
liar
ities
o
f
f
ee
d
b
ac
k
d
eliv
er
y
in
ter
m
s
o
f
c
o
m
p
u
ter
-
ass
is
ted
tr
an
s
lato
r
s
’
tr
ain
in
g
.
W
ash
b
o
u
r
n
e
[
1
3
]
d
ef
in
e
d
th
e
f
ea
tu
r
es
o
f
th
e
p
r
o
d
u
cti
v
e
wr
itten
f
ee
d
b
ac
k
o
n
s
tu
d
en
ts
’
tr
an
s
latio
n
p
er
f
o
r
m
an
ce
ac
c
o
r
d
in
g
to
d
ia
lo
g
ic
an
d
iter
ativ
e
ap
p
r
o
ac
h
e
s
.
Pietrz
ak
[
1
0
]
d
ev
elo
p
ed
th
e
d
esig
n
o
f
g
r
o
u
p
f
ee
d
b
ac
k
ex
c
h
an
g
e
f
o
r
th
e
tr
an
s
lat
io
n
co
u
r
s
e.
L
ee
[
1
1
]
a
n
d
L
im
[
2
4
]
s
i
n
g
led
o
u
t
s
o
m
e
f
ee
d
b
ac
k
ty
p
es
in
in
ter
p
r
eter
s
’
tr
ain
in
g
.
Desp
ite
th
e
wid
e
r
an
g
e
o
f
r
elev
an
t stu
d
ies,
th
er
e
is
s
o
m
e
s
p
a
ce
f
o
r
f
u
r
th
e
r
r
esear
ch
.
I
n
o
u
r
o
p
in
io
n
,
i
t
s
h
o
u
ld
b
e
c
o
n
ce
n
tr
ate
d
o
n
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
ef
f
icien
t
f
ee
d
b
ac
k
l
o
o
p
d
esig
n
to
b
e
a
p
p
lied
in
tr
an
s
latio
n
tr
ain
in
g
a
n
d
ass
ess
m
en
t
at
u
n
i
v
er
s
ity
lev
el.
Sin
ce
th
is
p
r
o
b
l
em
h
as
n
o
t
b
ee
n
s
tu
d
ie
d
y
et
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
th
e
s
tu
d
en
ts
’
ex
p
ec
ted
r
es
p
o
n
s
es
clo
s
in
g
f
ee
d
b
ac
k
l
o
o
p
an
d
th
eir
im
p
ac
t
u
p
o
n
lea
r
n
in
g
an
d
teac
h
in
g
o
u
tco
m
es
.
T
h
er
ef
o
r
e,
t
h
e
g
i
v
e
n
p
a
p
er
aim
s
at
th
e
d
ev
elo
p
m
en
t
an
d
v
e
r
if
icatio
n
o
f
d
if
f
er
en
t
f
ee
d
b
ac
k
lo
o
p
d
esig
n
s
,
wh
ich
s
tip
u
late
m
u
lti
f
o
r
m
t
y
p
es
o
f
th
e
s
tu
d
en
ts
’
e
x
p
ec
ted
r
esp
o
n
s
es
o
n
th
e
v
ar
ie
d
teac
h
er
f
ee
d
b
ac
k
.
I
n
th
is
co
n
tex
t,
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
a
r
e
ad
d
r
ess
ed
:
1)
W
h
a
t
t
y
p
e
o
f
e
x
p
ec
ted
r
esp
o
n
s
e
clo
s
es
th
e
f
ee
d
b
ac
k
l
o
o
p
b
etter
an
d
,
as
a
r
esu
lt
,
p
r
o
m
o
tes
s
tu
d
en
ts
’
l
ea
r
n
in
g
?
2)
W
h
at
is
th
e
s
tu
d
en
ts
’
attitu
d
e
to
th
e
s
u
g
g
ested
an
d
im
p
lem
en
ted
f
e
ed
b
ac
k
lo
o
p
d
esig
n
s
?
Acc
o
r
d
in
g
to
B
ar
k
e
r
an
d
Pin
ar
d
[
25
]
iter
ativ
e
f
ee
d
b
ac
k
is
m
o
r
e
h
elp
f
u
l.
Sin
ce
it
p
r
o
v
i
d
es
s
tu
d
en
ts
with
th
e
o
p
p
o
r
tu
n
ity
to
r
ef
lec
t
o
n
th
eir
p
er
f
o
r
m
an
ce
a
n
d
u
r
g
es
th
em
to
im
p
r
o
v
e
its
q
u
ali
ty
.
Mo
r
eo
v
er
,
a
n
y
f
ee
d
b
ac
k
s
er
v
es
its
f
o
r
m
ativ
e
p
u
r
p
o
s
e
o
n
ly
wh
en
it
is
ac
tiv
ely
u
s
ed
b
y
th
e
s
tu
d
e
n
ts
in
th
eir
f
u
r
t
h
e
r
tr
ain
in
g
[
1
8
]
,
[
2
0
]
,
[
2
6
]
.
I
n
s
u
ch
a
wa
y
,
th
e
ass
ess
m
en
t
p
r
o
ce
d
u
r
e
c
o
n
v
er
ts
in
t
o
th
e
two
-
c
h
an
n
el
d
ialo
g
u
e
lo
o
p
[
1
3
]
,
[
2
7
]
.
So
,
in
o
r
d
er
to
clo
s
e
th
e
f
ee
d
b
ac
k
lo
o
p
as
th
e
co
n
tin
u
o
u
s
p
r
o
d
u
ctiv
e
p
r
o
ce
s
s
tr
an
s
lato
r
tr
ain
er
s
s
h
o
u
ld
ar
r
an
g
e
iter
ativ
e
s
tu
d
en
t
s
’
r
e
s
p
o
n
s
es
o
n
th
e
g
iv
e
n
f
ee
d
b
a
ck
(
co
r
r
ec
tio
n
,
r
esu
b
m
is
s
io
n
,
an
d
p
r
ep
a
r
atio
n
o
f
eith
er
o
r
al
o
r
wr
itten
r
esp
o
n
s
e
o
n
f
ee
d
b
ac
k
)
.
T
h
at
is
wh
y
,
th
e
g
i
v
en
r
esear
c
h
m
ak
es
a
n
o
v
el
attem
p
t
to
co
m
p
ar
e
th
e
v
iab
ilit
y
o
f
d
if
f
er
en
t
f
ee
d
b
ac
k
lo
o
p
d
esig
n
s
an
d
d
eter
m
in
e
t
h
e
m
o
s
t
ef
f
icien
t
o
n
e
f
o
r
u
n
d
er
g
r
ad
u
ate
tr
an
s
lato
r
s
’
tr
a
in
in
g
.
I
ts
f
in
d
i
n
g
s
will
p
r
o
v
i
d
e
h
ig
h
ly
n
ee
d
e
d
em
p
ir
ical
ev
id
en
ce
ab
o
u
t
th
e
ty
p
es
o
f
th
e
s
tu
d
e
n
ts
’
ex
p
e
cted
r
esp
o
n
s
es,
wh
ich
p
r
o
m
o
te
th
eir
t
r
an
s
latio
n
s
k
ills
d
ev
elo
p
m
en
t,
p
r
o
v
e
f
ee
d
b
ac
k
im
p
o
r
ta
n
ce
in
tr
a
n
s
latio
n
tr
ain
in
g
a
n
d
a
p
p
ea
l
co
n
t
em
p
o
r
ar
y
s
tu
d
en
ts
’
attitu
d
es.
C
o
n
s
eq
u
en
tly
,
th
is
r
esear
ch
will
co
n
tr
ib
u
te
to
th
e
ad
v
an
ce
m
en
t
o
f
th
e
f
o
r
m
at
iv
e
ass
es
s
m
en
t
p
r
ac
tices
u
s
ed
in
th
e
tr
an
s
latio
n
class
r
o
o
m
.
2.
T
H
E
O
R
E
T
I
CA
L
B
ACK
G
R
O
UND
Feed
b
ac
k
as
th
e
k
ey
co
m
p
o
n
e
n
t
o
f
f
o
r
m
ativ
e
ass
ess
m
en
t
r
elate
s
to
th
e
in
f
o
r
m
atio
n
p
r
o
v
id
ed
b
y
a
n
ag
en
t
to
a
lear
n
er
co
n
ce
r
n
in
g
ce
r
tain
asp
ec
ts
o
f
th
eir
p
er
f
o
r
m
an
ce
[
28
]
.
I
ts
m
ain
p
u
r
p
o
s
e
is
clo
s
in
g
th
e
g
ap
b
etwe
en
th
e
cu
r
r
en
t
task
p
er
f
o
r
m
an
ce
an
d
p
lan
n
ed
teac
h
in
g
an
d
lear
n
in
g
o
u
tc
o
m
es
[7
]
,
[
2
8
]
.
T
o
th
is
en
d
q
u
alitativ
e
co
r
r
ec
tiv
e
f
ee
d
b
a
ck
,
r
ep
r
esen
ted
in
th
e
f
o
r
m
o
f
eith
er
wr
itten
v
er
b
al,
o
r
s
y
m
b
o
lic/co
d
ed
co
m
m
en
ts
,
co
m
es
in
to
p
lay
.
P
r
im
ar
ily
,
L
y
s
ter
an
d
R
an
ta
[
29
]
d
e
v
elo
p
e
d
o
n
e
o
f
th
e
m
o
s
t
co
m
m
o
n
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
tax
o
n
o
m
y
in
m
o
d
er
n
ap
p
lied
lin
g
u
is
tics
.
I
t
is
b
ased
o
n
e
x
p
licit/i
m
p
licit
an
d
in
p
u
t
-
p
r
o
v
i
d
in
g
/o
u
tp
u
t
-
p
r
o
m
p
tin
g
d
im
en
s
io
n
s
.
T
h
is
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
tax
o
n
o
m
y
co
m
p
r
is
es
s
ix
ca
teg
o
r
ies
,
in
clu
d
in
g
e
x
p
licit
co
r
r
ec
tio
n
,
r
ec
ast,
m
etalin
g
u
i
s
tic
f
ee
d
b
ac
k
/cu
e,
elicitatio
n
,
r
ep
etitio
n
a
n
d
clar
if
icatio
n
r
eq
u
est
[
29
]
-
[
31]
.
Acc
o
r
d
in
g
to
t
h
e
o
b
jects
th
e
y
ad
d
r
ess
,
all
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
s
ca
n
b
e
d
iv
i
d
ed
in
to
f
o
cu
s
ed
o
r
in
ten
s
iv
e
(
co
n
ce
n
tr
ate
d
o
n
a
p
ar
ticu
la
r
asp
ec
t
o
f
t
h
e
T
T
o
r
ev
e
n
er
r
o
r
ty
p
e)
an
d
u
n
f
o
c
u
s
ed
o
r
ex
te
n
s
iv
e
(
d
ev
o
ted
to
th
e
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
7
3
8
-
7
4
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740
ass
es
s
m
en
t
an
d
im
p
r
o
v
em
en
t
o
f
th
e
g
en
e
r
al
q
u
ality
o
f
th
e
T
T
)
[
3
2
]
,
[
3
3
].
Un
f
o
c
u
s
ed
co
r
r
e
ctiv
e
f
ee
d
b
ac
k
is
in
ag
r
ee
m
en
t
with
th
e
s
y
n
th
etic
n
atu
r
e
o
f
tr
an
s
latio
n
p
er
f
o
r
m
a
n
ce
an
d
co
m
p
r
eh
en
s
iv
e
ass
ess
m
en
t
o
f
its
p
r
o
d
u
ct
in
th
e
tr
ain
in
g
p
r
o
ce
s
s
.
L
ater
,
Yan
g
an
d
C
ar
l
ess
[
27
]
r
ep
r
ese
n
ted
f
ee
d
b
ac
k
ch
ar
ac
ter
is
tics
with
th
e
h
elp
o
f
s
o
ca
lled
“f
ee
d
b
ac
k
tr
ian
g
le”.
I
t c
o
n
tain
s
th
r
ee
in
ter
r
elate
d
co
m
p
o
n
e
n
ts
o
r
d
im
en
s
io
n
s
:
1
)
C
o
g
n
itiv
e
(
th
e
co
n
ten
t
o
f
th
e
f
ee
d
b
ac
k
)
;
2
)
So
cial
-
af
f
ec
tiv
e
(
t
h
e
in
ter
p
er
s
o
n
al
n
eg
o
tiatio
n
o
f
th
e
f
ee
d
b
ac
k
)
;
3)
Str
u
ctu
r
al
(
th
e
o
r
g
an
izatio
n
o
f
th
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
)
.
C
o
g
n
itiv
e
d
im
en
s
i
o
n
r
e
v
ea
ls
f
ee
d
b
ac
k
ac
tu
al
c
o
n
ten
t.
I
n
th
is
v
ein
,
it
o
u
tlin
es
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
c
e
asp
ec
ts
;
p
in
p
o
in
ts
ap
p
lied
a
n
d
r
eq
u
ir
ed
t
r
an
s
latio
n
s
tr
ateg
ies
an
d
tech
n
iq
u
es,
s
p
ec
if
y
p
o
s
s
ib
le
way
s
f
o
r
tr
an
s
latio
n
p
r
o
b
lem
s
o
lu
tio
n
,
an
d
id
en
tify
th
e
d
ir
ec
tio
n
s
o
f
th
e
f
ee
d
b
ac
k
em
p
lo
y
m
e
n
t
f
o
r
th
e
s
ak
e
o
f
th
e
im
p
r
o
v
em
en
t
o
f
th
eir
tr
an
s
latio
n
s
k
ills
.
T
o
o
u
r
m
in
d
,
it
co
m
p
letely
co
r
r
elate
s
with
th
e
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
class
if
icat
io
n
b
y
L
y
s
ter
an
d
R
an
t
a
[2
9
]
an
d
in
co
r
p
o
r
ates
its
two
a
s
p
ec
ts
o
f
ex
p
licitn
ess
im
p
licitn
es
s
an
d
in
p
u
t
-
p
r
o
v
is
io
n
o
u
t
p
u
t
-
p
r
o
m
p
t.
So
cial
-
af
f
ec
tiv
e
d
im
en
s
io
n
p
r
o
v
id
es
f
ee
d
b
ac
k
in
ter
p
er
s
o
n
al
n
eg
o
tiatio
n
.
I
t
r
ep
r
esen
ts
r
elev
an
t
r
o
les
(
as
s
ess
o
r
/
as
s
es
s
e
)
an
d
th
eir
f
u
n
ctio
n
s
in
tr
ain
in
g
en
v
ir
o
n
m
en
t
an
d
in
v
o
l
v
es
s
o
m
e
em
o
tio
n
al
b
ac
k
g
r
o
u
n
d
[
34
]
.
Stru
ctu
r
al
d
im
e
n
s
io
n
co
n
ce
r
n
s
th
e
o
r
g
a
n
izatio
n
o
f
f
ee
d
b
ac
k
p
r
esen
tatio
n
in
ter
m
s
o
f
tim
i
n
g
,
d
eliv
er
y
ch
a
n
n
els,
f
o
r
m
,
s
eq
u
en
cin
g
,
e
x
p
ec
te
d
r
esp
o
n
s
es
as
well
as
th
e
way
s
o
f
f
o
r
m
ativ
e
ass
ess
m
en
t
m
an
ag
em
en
t
in
g
en
e
r
al.
I
t
s
h
o
u
ld
b
e
s
tr
ess
ed
h
er
e,
th
at
th
e
last
two
d
im
en
s
io
n
s
ar
e
n
o
t
r
ef
lecte
d
i
n
th
e
class
if
icatio
n
d
is
cu
s
s
ed
ab
o
v
e.
T
h
er
ef
o
r
e,
th
e
co
m
b
i
n
atio
n
o
f
th
ese
two
co
n
ce
p
ts
allo
ws
u
s
to
d
ev
elo
p
m
o
r
e
co
m
p
r
eh
en
s
iv
e
f
ee
d
b
ac
k
tax
o
n
o
m
y
f
o
r
t
h
e
f
o
r
m
ativ
e
a
s
s
es
s
m
en
t
in
th
e
tr
an
s
latio
n
class
r
o
o
m
.
I
n
th
is
p
ap
er
,
we
will c
o
n
s
id
er
th
e
d
i
m
en
s
io
n
s
an
d
asp
ec
ts
r
elev
an
t
to
its
f
o
cu
s
o
n
ly
.
As f
o
r
co
g
n
itiv
e
d
im
en
s
io
n
,
it e
n
tails
f
ee
d
b
ac
k
s
o
f
d
if
f
er
e
n
t
co
g
n
itiv
e
lo
ad
.
Fo
r
in
s
tan
ce
,
th
e
ex
p
licit
co
r
r
ec
tio
n
r
eq
u
ir
es
f
ewe
r
s
tu
d
en
ts
’
ef
f
o
r
ts
to
b
e
p
r
o
ce
s
s
ed
an
d
em
p
l
o
y
ed
t
h
an
th
e
cla
r
if
icatio
n
r
eq
u
est.
I
n
th
is
v
ein
,
we
d
is
tin
g
u
is
h
f
ee
d
b
ac
k
s
o
f
l
o
w,
m
e
d
iu
m
an
d
h
i
g
h
c
o
g
n
itiv
e
lo
ad
.
Feed
b
ac
k
s
of
l
o
w
co
g
n
itiv
e
lo
a
d
u
s
u
ally
s
u
p
p
ly
s
tu
d
en
ts
with
clea
r
ly
id
en
tifie
d
p
r
o
b
lem
a
n
d
r
ea
d
y
-
m
ad
e
o
r
e
asy
-
to
-
u
s
e
co
r
r
ec
tio
n
s
o
lu
tio
n
s
.
T
h
ey
i
n
clu
d
e
d
ir
ec
t
o
r
ex
p
licit
er
r
o
r
/m
is
tak
e
co
r
r
ec
tio
n
b
y
t
h
e
ass
ess
o
r
ac
co
m
p
a
n
ied
with
r
elev
an
t
co
m
m
en
t
o
r
e
x
p
lan
atio
n
;
d
ir
ec
t
o
r
ex
p
licit
er
r
o
r
/m
is
tak
e
co
r
r
e
ctio
n
o
n
ly
,
with
o
u
t
an
y
c
o
m
m
en
ts
o
r
ex
p
lan
atio
n
s
g
i
v
en
;
er
r
o
r
/m
is
tak
e
lo
ca
tin
g
in
th
e
TT
with
th
e
h
elp
o
f
h
ig
h
lig
h
t
in
g
,
u
n
d
er
lin
in
g
o
r
s
tr
ess
in
g
,
ac
co
m
p
an
ied
with
s
ev
er
al
d
ir
ec
t
o
r
ex
p
lici
t
s
u
g
g
esti
o
n
s
h
o
w
to
c
o
r
r
ec
t
it
.
Feed
b
ac
k
s
o
f
m
ed
iu
m
co
g
n
itiv
e
lo
ad
u
s
u
ally
d
em
an
d
m
o
r
e
th
in
k
in
g
ac
tiv
ity
f
r
o
m
th
e
s
tu
d
en
ts
.
T
h
ey
g
u
id
e
th
eir
r
e
f
lectio
n
an
d
co
r
r
ec
tio
n
,
b
u
t
s
till
g
r
an
t
s
o
m
e
k
in
d
o
f
f
r
ee
ju
d
g
em
en
t
a
n
d
d
ec
i
s
io
n
-
m
ak
in
g
.
Feed
b
ac
k
s
o
f
m
ed
iu
m
co
g
n
itiv
e
lo
ad
c
o
m
p
r
is
e
er
r
o
r
/m
is
tak
e
lo
ca
tin
g
in
th
e
TT
with
th
e
h
elp
o
f
h
ig
h
lig
h
tin
g
,
u
n
d
e
r
lin
in
g
o
r
s
tr
ess
in
g
,
ac
co
m
p
a
n
ied
with
its
ty
p
e
id
en
tific
atio
n
(
v
o
ca
b
u
lar
y
u
s
e,
s
y
n
tactic
s
tr
u
ctu
r
e
ap
p
licatio
n
)
;
er
r
o
r
/m
is
tak
e
l
o
ca
tin
g
in
t
h
e
TT
with
th
e
h
elp
o
f
h
ig
h
lig
h
tin
g
,
u
n
d
er
lin
in
g
o
r
s
tr
ess
in
g
,
ac
co
m
p
an
ied
with
a
lead
in
g
q
u
esti
o
n
;
o
u
t
o
f
tex
t
co
m
m
en
t,
lis
tin
g
all
th
e
er
r
o
r
s
/
m
is
tak
es
m
ad
e
an
d
p
r
o
v
id
in
g
co
m
p
r
eh
e
n
s
iv
e
in
s
tr
u
ctio
n
s
h
o
w
to
c
o
r
r
ec
t
t
h
em
.
Feed
b
ac
k
s
o
f
h
ig
h
co
g
n
itiv
e
lo
ad
u
s
u
ally
en
g
ag
e
s
tu
d
e
n
ts
in
to
f
u
ll
-
s
ca
le
r
e
f
lectio
n
an
d
co
r
r
ec
tio
n
p
r
o
ce
s
s
;
s
in
ce
th
ey
p
r
o
v
id
e
s
o
m
e
v
a
g
u
e
d
ir
ec
tio
n
s
o
n
ly
.
C
o
n
s
eq
u
e
n
tly
,
f
ee
d
b
a
ck
s
o
f
h
ig
h
co
g
n
itiv
e
lo
a
d
in
v
o
lv
e
er
r
o
r
/m
is
tak
e
m
ar
k
in
g
in
t
h
e
T
T
with
eith
er
a
q
u
esti
o
n
,
e
x
clam
atio
n
m
ar
k
o
r
s
o
m
e
e
m
o
ji;
o
u
t
o
f
tex
t
c
o
m
m
en
t,
lis
tin
g
all
th
e
m
is
tak
es
an
d
p
r
o
v
id
in
g
l
ea
d
in
g
q
u
esti
o
n
s
;
s
tan
d
ar
d
g
en
er
al
co
m
m
en
ts
lik
e:
“Co
n
g
r
atu
latio
n
s
,
y
o
u
’
v
e
ma
n
ag
ed
to
p
e
r
f
o
r
m
q
u
ite
an
ac
ce
p
tab
le
tr
an
s
latio
n
.
Ho
wev
er
,
it
s
till
n
ee
d
s
s
o
m
e
r
ev
iew
in
ter
m
s
o
f
th
e
s
o
u
r
ce
tex
t
s
en
s
e
r
ep
r
o
d
u
ct
io
n
”
o
r
“
y
o
u
r
tr
an
s
latio
n
wo
u
ld
b
en
e
f
it
a
lo
t
if
y
o
u
co
r
r
ec
ted
s
o
m
e
s
ty
lis
tic/g
r
am
m
ar
/s
p
ellin
g
m
is
tak
es.”
R
eg
ar
d
in
g
t
h
e
o
b
jectiv
es
o
f
o
u
r
r
esear
ch
,
s
tr
u
ctu
r
al
d
i
m
en
s
io
n
o
f
th
e
f
ee
d
b
ac
k
is
p
r
im
ar
ily
m
an
if
ested
in
th
e
ty
p
e
o
f
th
e
ex
p
ec
ted
r
esp
o
n
s
e.
W
e
r
an
g
e
it
f
r
o
m
laten
t
f
ee
d
b
ac
k
s
t
u
d
ies
with
o
u
t
an
y
ex
ter
n
al
r
esp
o
n
s
e,
f
ee
d
b
ac
k
s
tu
d
ies
an
d
s
elf
-
r
ef
lectio
n
r
e
p
o
r
t
p
r
ep
ar
atio
n
,
f
ee
d
b
ac
k
-
b
as
ed
co
r
r
ec
tio
n
o
f
th
e
T
T
s
eg
m
en
t
o
r
m
o
d
if
icatio
n
o
f
th
e
f
u
ll
T
T
to
f
ee
d
b
ac
k
-
b
ased
co
r
r
ec
tio
n
o
f
th
e
T
T
p
r
ec
ed
ed
with
a
s
elf
-
r
ef
lectio
n
r
ep
o
r
t
p
r
e
p
ar
atio
n
.
T
h
e
in
f
lu
e
n
ce
o
f
th
ese
d
i
f
f
er
en
t
ty
p
es
o
f
t
h
e
ex
p
ec
ted
r
esp
o
n
s
e
u
p
o
n
th
e
ef
f
icien
cy
an
d
f
o
r
m
ativ
e
p
o
wer
o
f
th
e
ass
ess
m
en
t,
in
g
en
er
al,
an
d
f
ee
d
b
ac
k
,
in
p
ar
ticu
lar
,
in
u
n
d
er
g
r
ad
u
at
e
tr
an
s
lato
r
s
’
tr
ain
in
g
is
v
er
if
ie
d
with
th
e
h
elp
o
f
th
e
r
esear
ch
m
eth
o
d
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
A
m
ix
ed
r
esear
ch
d
esig
n
was
em
p
lo
y
ed
in
th
is
s
u
r
v
ey
.
T
h
e
d
escr
ip
tiv
e
q
u
alitativ
e
r
esear
ch
m
eth
o
d
s
h
ed
th
e
lig
h
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in
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p
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tly
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ticles
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Ad
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ac
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s
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ativ
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.
T
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m
eth
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was
also
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8
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2
2
F
o
r
ma
tive
a
s
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ess
men
t in
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a
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C
lo
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741
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aly
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ata
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eir
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th
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alitativ
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ter
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etatio
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T
o
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et
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s
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alitativ
e
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in
th
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m
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d
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b
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p
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.
3
.
2
.
Resea
rc
h
pa
rt
icipa
nts
I
n
to
tal
4
0
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o
n
d
-
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m
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s
tly
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em
ales
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3
2
f
em
ale
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d
8
m
ale
r
esp
ec
tiv
el
y
)
,
ag
e
d
f
r
o
m
1
7
to
1
9
y
ea
r
s
,
m
ajo
r
in
g
in
T
r
a
n
s
latio
n
v
o
lu
n
teer
ed
to
tak
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p
a
r
t
in
th
is
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t
was
co
n
d
u
cted
at
Po
ltav
a
Un
iv
er
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ity
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f
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co
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o
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ics
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d
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ad
e
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ac
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r
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r
an
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latio
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Pr
ac
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r
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e
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ter
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r
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h
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a
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ticip
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(
SG)
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tu
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ch
.
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h
ey
s
tu
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ied
in
p
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allel
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d
h
a
d
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am
e
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ic
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n
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ativ
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e.
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h
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E
n
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g
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ag
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o
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icien
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d
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g
to
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e
C
E
FR
s
ca
le.
No
n
e
o
f
th
em
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p
r
ev
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u
s
ly
e
x
p
o
s
ed
t
o
an
y
tr
an
s
latio
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tr
ain
in
g
.
3
.
3
.
Resea
rc
h
ins
t
rum
ent
s
a
n
d
p
ro
ce
du
re
s
T
ak
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g
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to
ac
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n
t
lim
ited
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o
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tact
h
o
u
r
s
f
o
r
T
r
an
s
latio
n
P
r
ac
tice
C
o
u
r
s
e
at
Uk
r
ain
ian
u
n
iv
er
s
ities
an
d
th
e
v
o
lu
m
es
o
f
lea
r
n
in
g
m
ater
ials
an
d
tr
ain
in
g
ac
tiv
iti
es
,
th
e
s
tu
d
en
ts
p
er
f
o
r
m
ed
th
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ir
tr
an
s
latio
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s
o
u
t
o
f
class
an
d
s
u
b
m
itted
th
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to
th
e
t
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ch
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’
s
co
r
r
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tio
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g
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ter
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ey
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5
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s
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s
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I
n
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en
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al,
we
d
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id
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o
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r
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esea
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ch
in
to
f
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s
tag
es
an
d
d
escr
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b
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in
d
etails
in
T
ab
le
1.
All th
e
d
eliv
er
ed
tr
an
s
latio
n
s
d
u
r
in
g
th
e
wh
o
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r
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ch
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g
r
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m
m
en
te
d
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y
th
e
s
am
e
teac
h
er
ac
co
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to
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s
co
r
e
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aly
tical
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ca
le
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th
e
ass
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en
t
o
f
ab
s
tr
ac
t
tr
a
n
s
latio
n
m
o
d
if
ied
f
r
o
m
Sh
ev
elk
o
[
3
5
]
an
d
g
i
v
en
i
n
T
ab
le
2
.
T
h
e
s
elec
ted
cr
iter
ia
co
r
r
elate
with
t
h
e
ess
en
tial
s
k
ills
o
f
th
is
ty
p
e
o
f
tr
an
s
latio
n
an
d
in
d
icate
th
eir
l
ev
el
o
f
f
o
r
m
atio
n
.
T
h
e
p
r
esen
ted
c
r
iter
ia
wer
e
i
m
p
licitly
r
ef
lecte
d
in
th
e
teac
h
er
f
ee
d
b
ac
k
s
d
eliv
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e
d
to
th
e
s
tu
d
en
ts
in
ter
m
s
o
f
t
h
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er
r
o
r
s
/m
is
tak
es
lo
ca
ted
,
id
e
n
tifie
d
o
r
c
o
r
r
ec
ted
.
T
h
e
f
ir
s
t
tr
an
s
latio
n
was
c
o
n
s
id
er
ed
a
s
a
p
r
e
-
test
an
d
its
r
esu
lts
wer
e
u
s
ed
as
a
b
en
ch
m
ar
k
f
o
r
th
e
f
u
r
t
h
er
e
v
a
lu
atio
n
an
d
i
n
ter
p
r
etatio
n
o
f
t
h
e
r
ec
eiv
e
d
r
esear
ch
d
ata.
T
ab
le
1
.
R
esear
ch
s
tr
u
ctu
r
e
R
e
se
a
r
c
h
s
t
a
g
e
Ti
me
p
e
r
i
o
d
R
e
se
a
r
c
h
o
b
j
e
c
t
i
v
e
s
P
r
e
l
i
m
i
n
a
r
y
st
a
g
e
:
i
n
t
r
o
d
u
c
t
i
o
n
l
e
c
t
u
r
e
a
n
d
p
r
a
c
t
i
c
a
l
l
e
ss
o
n
W
e
e
k
1
,
T
e
r
m I
I
,
2
0
1
8
-
2
0
1
9
P
r
o
v
i
d
i
n
g
t
h
e
s
t
u
d
e
n
t
s
w
i
t
h
t
h
e
t
h
e
o
r
e
t
i
c
a
l
i
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f
o
r
mat
i
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n
t
h
e
t
r
a
i
n
e
d
t
y
p
e
o
f
t
r
a
n
sl
a
t
i
o
n
,
i
t
s
p
e
r
f
o
r
man
c
e
a
l
g
o
r
i
t
h
m
a
n
d
r
e
c
e
i
v
e
d
TT
q
u
a
l
i
t
y
a
ss
e
ssm
e
n
t
c
r
i
t
e
r
i
a
;
p
r
a
c
t
i
s
i
n
g
p
a
r
t
i
c
u
l
a
r
a
sp
e
c
t
s
o
f
t
r
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n
sl
a
t
i
o
n
p
e
r
f
o
r
ma
n
c
e
.
Pre
-
t
e
st
i
n
t
h
e
t
r
a
i
n
e
d
t
y
p
e
o
f
t
r
a
n
sl
a
t
i
o
n
(
t
r
a
n
s
l
a
t
i
o
n
1
p
e
r
f
o
r
me
d
o
u
t
o
f
c
l
a
ss
a
n
d
a
ssess
e
d
b
y
t
h
e
t
e
a
c
h
e
r
)
W
e
e
k
1
,
T
e
r
m I
I
,
2
0
1
8
-
2
0
1
9
D
e
t
e
r
m
i
n
i
n
g
t
h
e
i
n
c
o
me
l
e
v
e
l
o
f
t
h
e
st
u
d
e
n
t
s’
t
r
a
n
sl
a
t
i
o
n
sk
i
l
l
s
d
e
v
e
l
o
p
me
n
t
a
f
t
e
r
p
r
e
l
i
m
i
n
a
r
y
st
a
g
e
,
d
e
l
i
v
e
r
y
a
n
d
p
r
o
c
e
ss
i
n
g
o
f
t
h
e
f
i
r
st
w
r
i
t
t
e
n
t
e
a
c
h
e
r
f
e
e
d
b
a
c
k
.
Tr
e
a
t
me
n
t
s
e
ssi
o
n
1
(
t
r
a
n
s
l
a
t
i
o
n
s
2
–
5
p
e
r
f
o
r
m
e
d
o
u
t
o
f
c
l
a
ss
a
n
d
a
ssess
e
d
b
y
t
h
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t
e
a
c
h
e
r
)
W
e
e
k
2
-
5,
Te
r
m
I
I
,
2
0
1
8
-
2
0
1
9
D
e
v
e
l
o
p
i
n
g
t
h
e
st
u
d
e
n
t
s’
t
r
a
n
sl
a
t
i
o
n
sk
i
l
l
s
t
h
r
o
u
g
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i
n
d
e
p
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n
d
e
n
t
t
r
a
n
s
l
a
t
i
o
n
p
e
r
f
o
r
ma
n
c
e
,
f
o
r
ma
t
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v
e
l
y
a
ss
e
sse
d
w
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t
h
t
h
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l
p
o
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t
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e
a
c
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d
b
a
c
k
o
f
l
o
w
c
o
g
n
i
t
i
v
e
l
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a
d
a
n
d
c
l
o
si
n
g
t
h
e
f
e
e
d
b
a
c
k
l
o
o
p
w
i
t
h
t
h
e
c
h
o
se
n
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x
p
e
c
t
e
d
r
e
sp
o
n
se.
Tr
e
a
t
me
n
t
s
e
ssi
o
n
2
(
t
r
a
n
s
l
a
t
i
o
n
s
6
–
1
0
p
e
r
f
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m
e
d
o
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t
o
f
c
l
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ssess
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d
b
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t
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)
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k
6
-
1
0
,
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r
m I
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2
0
1
8
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9
D
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t
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s
ess
io
n
f
ea
t
u
r
ed
th
e
teac
h
er
f
ee
d
b
ac
k
o
f
h
ig
h
co
g
n
itiv
e
lo
ad
.
I
t
in
v
o
lv
ed
e
r
r
o
r
/
m
is
tak
e
m
ar
k
in
g
with
a
q
u
esti
o
n
,
ex
clam
at
io
n
m
ar
k
o
r
em
o
ji,
o
u
t
o
f
tex
t
m
is
tak
e
lis
t
with
o
cc
asio
n
al
lead
in
g
q
u
esti
o
n
s
o
r
p
r
o
m
p
ts
o
r
ev
e
n
s
tan
d
ar
d
tex
t
co
m
m
en
t
o
u
tlin
in
g
tr
a
n
s
latio
n
s
tr
en
g
th
s
an
d
wea
k
n
ess
es.
A
t
th
is
tr
ea
tm
e
n
t
s
ess
io
n
,
th
e
teac
h
er
f
ee
d
b
ac
k
o
n
th
e
s
y
n
tactic
er
r
o
r
d
is
cu
s
s
ed
ab
o
v
e
tr
an
s
f
o
r
m
ed
in
to
:
“
В
ста
т
ті
р
о
з
г
ляда
ю
ть
…
”
o
r
e
v
en
ju
s
t
a
p
ass
ag
e
o
f
o
u
t
o
f
tex
t
co
m
m
en
t
lik
e:
“…
R
eme
mb
er
a
b
o
u
t
t
h
e
r
u
les
o
f
p
r
ep
o
s
itio
n
u
s
e
a
t
t
h
e
b
e
g
in
n
i
n
g
o
f
th
e
Ukra
in
ia
n
s
en
ten
ce
s
.
…
”
T
h
er
e
was
an
ass
u
m
p
tio
n
,
th
at
th
e
c
o
n
s
is
ten
t
in
cr
ea
s
e
o
f
co
g
n
itiv
e
lo
ad
in
th
e
teac
h
er
f
ee
d
b
ac
k
wo
u
ld
g
r
ad
u
ally
e
n
g
ag
e
th
e
s
tu
d
en
ts
in
to
th
e
p
r
ac
tice
o
f
f
ee
d
b
ac
k
p
r
o
ce
s
s
in
g
an
d
u
s
e,
an
d
f
o
s
ter
th
eir
tr
a
n
s
latio
n
s
k
ills
d
ev
elo
p
m
en
t.
At
th
e
s
am
e
tim
e,
th
e
s
tu
d
e
n
ts
o
f
f
o
u
r
SGs
wer
e
r
eq
u
ir
ed
to
p
r
o
ce
s
s
an
d
r
esp
o
n
d
o
n
t
h
e
f
ee
d
b
ac
k
p
r
o
v
id
ed
in
d
if
f
er
en
t w
ay
s
d
u
r
in
g
th
e
tr
ea
t
m
en
t
s
ess
io
n
s
as
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
3
.
T
h
e
v
ar
iatio
n
o
f
t
h
e
s
tu
d
en
ts
’
ex
p
ec
te
d
r
esp
o
n
s
e
s
o
n
th
e
teac
h
er
f
ee
d
b
ac
k
ac
r
o
s
s
th
e
SGs
SG
Ex
p
e
c
t
e
d
r
e
sp
o
n
se
o
n
t
h
e
t
e
a
c
h
e
r
f
e
e
d
b
a
c
k
S
G
1
(
n
=
1
0
)
N
o
e
x
p
l
i
c
i
t
r
e
s
p
o
n
se
i
s
e
x
p
e
c
t
e
d
,
t
h
e
i
n
st
r
u
c
t
i
o
n
i
s
t
o
s
t
u
d
y
t
h
e
g
i
v
e
n
f
e
e
d
b
a
c
k
a
n
d
t
a
k
e
i
t
i
n
t
o
a
c
c
o
u
n
t
,
p
r
e
p
a
r
i
n
g
t
h
e
f
u
r
t
h
e
r
t
r
a
n
s
l
a
t
i
o
n
s
S
G
2
(
n
=
1
0
)
Th
e
p
r
e
p
a
r
a
t
i
o
n
a
n
d
su
b
m
i
ssi
o
n
o
f
t
h
e
w
r
i
t
t
e
n
f
r
e
e
-
f
o
r
m s
e
l
f
-
r
e
f
l
e
c
t
i
o
n
r
e
p
o
r
t
o
n
t
h
e
r
e
c
e
i
v
e
d
f
e
e
d
b
a
c
k
i
s re
q
u
i
r
e
d
S
G
3
(
n
=
1
0
)
Th
e
r
e
s
u
b
m
i
ssi
o
n
o
f
t
h
e
c
o
r
r
e
c
t
e
d
t
r
a
n
sl
a
t
i
o
n
v
e
r
s
i
o
n
o
n
t
h
e
b
a
si
s
o
f
t
h
e
r
e
c
e
i
v
e
d
f
e
e
d
b
a
c
k
i
s re
q
u
i
r
e
d
S
G
4
(
n
=
1
0
)
Th
e
p
r
e
p
a
r
a
t
i
o
n
o
f
t
h
e
w
r
i
t
t
e
n
f
r
e
e
-
f
o
r
m se
l
f
-
r
e
f
l
e
c
t
i
o
n
r
e
p
o
r
t
o
n
t
h
e
r
e
c
e
i
v
e
d
f
e
e
d
b
a
c
k
a
n
d
t
h
e
r
e
s
u
b
m
i
ssi
o
n
o
f
t
h
e
c
o
r
r
e
c
t
e
d
t
r
a
n
sl
a
t
i
o
n
s
a
r
e
r
e
q
u
i
r
e
d
Fin
ally
,
th
e
s
tu
d
en
ts
o
f
all
S
Gs
p
er
f
o
r
m
ed
th
e
p
o
s
t
-
test
tr
an
s
latio
n
.
T
h
e
co
m
p
ar
is
o
n
o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
r
esu
lts
was
aim
e
d
at
th
e
e
v
alu
atio
n
o
f
th
e
ef
f
icien
cy
o
f
th
e
d
ev
elo
p
ed
f
ee
d
b
a
ck
lo
o
p
d
esig
n
s
f
o
r
teac
h
in
g
tr
a
n
s
latio
n
to
th
e
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
.
T
h
e
g
i
v
en
r
esear
ch
was
co
m
p
leted
with
t
h
e
q
u
esti
o
n
n
air
e
o
n
th
e
tr
ain
ee
s
’
attitu
d
e
to
t
h
e
f
e
ed
b
ac
k
a
n
d
its
ap
p
licatio
n
.
I
t
co
n
tain
ed
1
0
o
p
en
-
e
n
d
q
u
esti
o
n
s
an
d
was
h
eld
o
n
lin
e
with
th
e
h
elp
o
f
Go
o
g
le
Fo
r
m
s
.
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
F
o
r
ma
tive
a
s
s
ess
men
t in
th
e
tr
a
n
s
la
tio
n
cla
s
s
r
o
o
m:
C
lo
s
in
g
a
feed
b
a
ck
lo
o
p
(
S
o
fiya
N
iko
la
ev
a
)
743
4.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
Fo
r
th
e
co
n
s
id
er
atio
n
o
f
th
e
r
esu
lts
o
f
th
e
ass
ess
m
en
t
o
f
th
e
s
tu
d
en
ts
’
tr
an
s
latio
n
s
r
ec
eiv
ed
af
ter
th
e
in
tr
o
d
u
cti
o
n
class
a
t
th
e
p
r
e
-
test
s
tag
e
s
ee
T
ab
le
4
.
Pre
d
ictab
ly
,
th
e
s
tu
d
en
ts
o
f
all
SG
s
p
r
o
d
u
ce
d
ab
s
tr
ac
t
tr
an
s
latio
n
s
o
f
in
s
u
f
f
icien
t
q
u
ality
in
p
r
e
-
test
.
T
h
eir
p
er
f
o
r
m
an
ce
s
co
r
es
f
lu
ctu
ated
f
r
o
m
m
in
im
u
m
38
.3
(
SG
4
)
to
th
e
m
ax
im
u
m
o
f
4
0
.
7
(
SG
1
an
d
2
)
,
in
d
icatin
g
th
e
n
ee
d
f
o
r
t
h
e
f
u
r
th
e
r
tr
ain
in
g
an
d
p
r
ac
tis
in
g
.
T
h
e
s
tu
d
en
ts
’
ab
s
tr
ac
t
tr
an
s
latio
n
s
o
b
tain
ed
lo
w
s
co
r
es
ac
co
r
d
in
g
to
all
th
e
ass
e
s
s
m
en
t
cr
iter
i
a
.
I
t
is
wo
r
th
n
o
tin
g
th
at
th
e
s
tu
d
en
ts
o
f
SG
4
d
em
o
n
s
t
r
ated
th
e
lo
west
r
esu
l
ts
co
m
p
ar
ed
to
th
e
o
th
er
s
.
T
h
e
an
aly
s
is
o
f
th
e
in
ter
m
ed
iate
ass
es
s
m
en
t
d
ata
o
f
th
e
p
er
f
o
r
m
an
ce
o
f
ab
s
tr
ac
t
tr
an
s
latio
n
5
r
ev
ea
led
s
u
f
f
icien
t
im
p
r
o
v
em
e
n
t
in
ter
m
s
o
f
th
e
s
tu
d
en
ts
’
s
k
ills
to
co
m
p
ly
with
f
o
r
m
attin
g
an
d
lay
o
u
t
r
eq
u
ir
em
en
t
s
:
m
ax
im
u
m
1
0
o
u
t
o
f
1
0
(
SG
4
)
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
en
ts
o
f
SG
4
g
ain
e
d
th
e
h
ig
h
est
in
cr
ea
s
e
in
d
ices
ac
co
r
d
in
g
to
all
th
e
ass
es
s
m
en
t
cr
iter
ia
with
th
e
h
ig
h
est
to
tal
s
co
r
e
o
f
55
.0
.
W
h
ile
th
e
s
tu
d
en
ts
o
f
S
G
1
m
ad
e
th
e
l
o
west
p
r
o
g
r
ess
(
44
.2
co
m
p
ar
ed
to
th
e
i
n
c
o
m
e
s
co
r
e
o
f
4
0
.
7
)
.
T
h
e
an
aly
s
is
o
f
th
e
s
co
r
es
ea
r
n
ed
b
y
th
e
r
ep
r
esen
tativ
es
o
f
SG
1
d
u
r
in
g
th
e
c
o
n
d
u
cted
r
esear
ch
s
u
p
p
o
r
ts
th
e
i
d
ea
o
f
th
e
s
tu
d
en
ts
’
o
b
lig
ato
r
y
ac
tiv
e
p
ar
ticip
atio
n
an
d
en
g
ag
em
e
n
t
in
to
th
e
f
ee
d
b
ac
k
p
r
o
ce
s
s
.
Feed
b
ac
k
is
n
o
t
ef
f
icien
t
if
t
h
e
s
tu
d
en
t
d
o
es
n
o
t
r
esp
o
n
d
it,
if
f
o
llo
w
-
u
p
ac
tio
n
s
ar
e
n
o
t
tak
en
[
2
7
]
.
T
h
e
an
aly
s
is
o
f
th
e
s
co
r
es
o
f
in
ter
m
ed
iate
ab
s
tr
ac
t
tr
an
s
latio
n
1
0
co
m
p
letely
s
u
p
p
o
r
ts
th
e
p
r
o
v
is
io
n
s
p
r
es
en
ted
ab
o
v
e.
Hig
h
er
c
o
g
n
iti
v
e
p
r
ess
u
r
e,
g
en
e
r
ated
b
y
th
e
teac
h
er
f
ee
d
b
ac
k
,
pr
o
m
o
te
d
b
etter
lear
n
in
g
o
u
tc
o
m
es
o
f
th
e
s
tu
d
en
ts
o
f
SG
2
-
4
,
wh
o
h
ad
to
p
a
r
ticip
ate
in
cl
o
s
in
g
th
e
f
ee
d
b
ac
k
lo
o
p
th
r
o
u
g
h
eith
er
s
elf
-
r
ef
lect
io
n
r
ep
o
r
t,
co
r
r
ec
ted
r
esu
b
m
itt
ed
tr
an
s
latio
n
o
r
b
o
t
h
.
Acc
o
r
d
in
g
to
th
e
r
ec
eiv
e
d
d
ata,
in
1
0
-
wee
k
p
er
io
d
o
n
ly
th
e
s
tu
d
en
ts
o
f
SG
4
ac
h
iev
ed
m
in
im
u
m
r
e
q
u
ir
ed
s
co
r
e
o
f
7
0
.
2
.
Fin
ally
,
t
h
e
p
o
s
t
-
test
r
esu
lts
p
r
o
v
ed
h
ig
h
er
ef
f
icac
y
o
f
t
h
e
s
tu
d
en
ts
’
ac
tiv
e
r
esp
o
n
s
e
o
n
th
e
teac
h
er
f
ee
d
b
ac
k
:
8
9
.
5
–
SG
4
(
7
s
tu
d
en
ts
g
o
t
ex
ce
llen
t
m
ar
k
s
o
u
t
o
f
1
0
)
;
8
3
.
8
–
SG
3
(
2
s
tu
d
en
ts
g
o
t
ex
ce
ll
en
t
m
ar
k
s
o
u
t
o
f
1
0
)
;
7
8
.1
–
SG
2
(
g
o
o
d
m
a
r
k
s
o
n
ly
)
;
7
3
.
7
–
S
G
1
(
5
g
o
o
d
m
ar
k
s
o
u
t o
f
1
0
)
.
T
h
e
d
y
n
am
ics
o
f
th
e
in
c
r
e
ase
r
ate
is
p
r
esen
ted
in
T
ab
le
5
.
T
ab
le
4
.
T
h
e
m
ea
n
v
alu
es o
f
t
h
e
s
tu
d
en
ts
’
tr
an
s
latio
n
ass
ess
m
en
t
r
esu
lts
ac
r
o
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allo
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th
e
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ativ
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o
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o
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te
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ce
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ts
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t
h
e
f
o
u
r
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s.
On
th
is
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asi
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,
we
ca
n
co
n
clu
d
e
th
at
p
r
o
p
er
ly
d
esig
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ed
f
ee
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er
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e
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icien
tly
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o
th
m
o
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ito
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lear
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m
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licated
co
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itiv
e
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d
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p
ee
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h
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tiv
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as
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an
s
latio
n
.
T
h
e
r
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eiv
ed
r
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ch
r
esu
lts
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u
p
p
o
r
t
th
e
id
ea
s
b
y
B
ar
k
er
&
Pi
n
ar
d
[
3
3
]
an
d
W
asb
o
u
r
n
e
[
1
3
]
th
at
a
n
y
ef
f
icien
t
f
ee
d
b
ac
k
lo
o
p
s
h
o
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ld
s
tar
t
with
th
e
teac
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co
m
m
en
t
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d
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n
is
h
with
th
e
s
tu
d
en
t’
s
r
elev
an
t
r
esp
o
n
s
e
.
W
e
ar
e
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tr
o
n
g
ly
c
o
n
v
i
n
ce
d
t
h
at
p
ass
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e
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ep
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n
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h
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ac
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ap
p
r
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p
r
iate
f
o
r
t
h
e
in
itial
s
tag
es
o
f
tr
an
s
latio
n
tr
ain
in
g
,
b
ec
au
s
e
ju
n
io
r
s
tu
d
en
ts
m
ain
ly
lack
p
r
o
p
er
s
elf
-
r
e
g
u
latio
n
s
k
ills
.
C
o
n
s
eq
u
en
tly
,
t
h
ey
s
h
o
u
ld
b
e
d
ir
ec
te
d
b
y
th
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ch
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to
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aly
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e
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e
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e
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ee
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ac
k
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ir
s
t
with
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elp
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m
e
s
p
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if
ically
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ev
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p
e
d
to
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ls
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.
g
.
,
f
r
ee
-
f
o
r
m
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r
ev
en
g
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id
ed
s
elf
-
r
ef
le
ctio
n
r
ep
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r
ts
.
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h
is
ac
tiv
ity
will
en
s
u
r
e
th
e
d
ee
p
s
tu
d
ies
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e
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h
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a
ck
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e
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lem
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o
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latio
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t
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ea
r
ch
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o
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th
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r
s
o
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tio
n
s
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ar
r
an
g
e
cu
r
r
en
t
tr
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s
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n
r
ev
iewin
g
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d
ed
itin
g
,
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ev
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s
o
m
e
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d
o
f
f
ee
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f
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d
s
tr
ateg
ies
to
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ix
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r
p
r
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v
en
t
r
elev
a
n
t
p
r
o
b
l
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s
in
th
e
f
u
tu
r
e
a
n
d
im
p
r
o
v
e
s
tu
d
en
ts
’
s
elf
-
r
ef
le
ctio
n
,
s
elf
-
co
r
r
ec
tio
n
,
s
elf
-
ass
es
s
m
en
t a
n
d
s
elf
-
r
eg
u
latio
n
s
k
ills
.
I
f
we
h
a
v
e
a
lo
o
k
at
th
e
s
elf
-
r
ef
lectio
n
r
ep
o
r
ts
p
r
o
d
u
ce
d
b
y
th
e
s
tu
d
en
ts
o
f
SG
2
,
we
will
n
o
tice
t
h
at
th
ey
ar
e
n
o
t
alwa
y
s
co
m
p
r
eh
e
n
s
iv
e
en
o
u
g
h
co
n
tr
asted
to
t
h
e
o
n
es
p
r
esen
ted
b
y
t
h
e
r
e
p
r
e
s
en
tativ
es
o
f
SG
4
.
At
th
e
s
am
e
tim
e,
r
esu
b
m
itted
tr
an
s
latio
n
s
b
y
SG
3
s
till
co
n
tain
ed
s
o
m
e
p
r
ev
i
o
u
s
ly
co
m
m
en
ted
o
r
co
r
r
ec
ted
b
y
th
e
teac
h
er
er
r
o
r
s
an
d
m
is
tak
es.
T
h
is
ca
n
b
e
e
x
p
lain
ed
b
y
in
co
m
p
lete
an
aly
s
is
o
f
t
h
e
teac
h
er
f
ee
d
b
ac
k
co
n
ten
t
b
y
th
e
s
tu
d
e
n
ts
if
it
is
n
o
t
v
e
r
b
alize
d
o
r
u
s
ed
i
n
s
o
m
e
in
ter
m
ed
iar
y
ac
tiv
ity
.
T
h
e
tr
an
s
latio
n
s
r
ev
is
ed
an
d
r
esu
b
m
itted
b
y
th
e
s
tu
d
e
n
ts
o
f
SG
4
q
u
alitativ
ely
d
i
f
f
er
ed
f
r
o
m
t
h
eir
p
r
ev
io
u
s
v
er
s
io
n
s
,
o
f
ten
b
ein
g
r
ef
o
r
m
u
lated
an
d
c
o
r
r
ec
ted
c
o
m
p
letely
,
b
u
t
n
o
t
i
n
s
eg
m
en
ts
onl
y.
I
ter
ativ
e
c
h
ar
ac
ter
o
f
s
u
ch
f
ee
d
b
ac
k
l
o
o
p
d
esig
n
co
m
b
in
e
d
with
g
r
a
d
u
al
co
g
n
itiv
e
lo
ad
g
r
o
wth
i
n
th
e
teac
h
er
f
ee
d
b
ac
k
s
will
f
o
s
ter
th
e
co
n
cu
r
r
en
t
an
d
ef
f
icien
t
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
en
ts
’
tr
an
s
latio
n
,
co
g
n
it
iv
e
an
d
s
elf
-
ass
es
s
m
en
t
s
k
ill
s
.
T
h
es
e
r
esu
lts
co
r
r
esp
o
n
d
to
th
e
co
n
clu
s
io
n
s
r
ea
ch
e
d
b
y
W
ash
b
o
u
r
n
e
[
1
3
]
as
f
o
r
th
e
n
ee
d
in
v
er
s
atile
teac
h
er
f
ee
d
b
a
ck
d
eliv
er
ed
in
t
h
e
tr
an
s
latio
n
class
r
o
o
m
.
T
h
e
r
ec
eiv
ed
q
u
an
titativ
e
d
at
a
wer
e
co
m
p
lem
en
te
d
with
th
e
s
tu
d
en
ts
’
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es.
All
th
e
s
tu
d
en
ts
ap
p
r
ec
iated
th
e
id
ea
o
f
r
ec
eiv
in
g
th
e
teac
h
er
wr
itten
f
ee
d
b
ac
k
o
n
th
ei
r
tr
an
s
latio
n
s
in
d
iv
id
u
ally
th
at
co
m
p
letely
c
o
r
r
elate
s
with
th
e
s
im
ilar
r
esu
lts
r
ec
eiv
e
d
p
r
ev
io
u
s
ly
b
y
J
u
ž
n
ič
[
8
]
an
d
L
ee
[
1
1
]
.
Ho
wev
e
r
,
th
e
st
u
d
en
ts
o
f
SG
1
v
al
u
ed
f
ee
d
b
ac
k
as
th
e
f
ac
t
o
f
th
e
ir
te
ac
h
er
’
s
atten
tio
n
o
n
ly
,
w
h
ile
t
h
e
s
tu
d
en
ts
o
f
SG
2
tr
ea
ted
it
as
th
e
in
ce
n
tiv
e
to
an
aly
s
e
an
d
r
ef
lect
o
n
t
h
eir
tr
ain
in
g
an
d
tr
a
n
s
latin
g
.
At
th
e
s
am
e
tim
e,
th
e
s
tu
d
en
ts
o
f
SG
3
an
d
4
h
ig
h
ly
ev
alu
ated
t
h
e
teac
h
e
r
f
ee
d
b
ac
k
as
th
e
f
u
n
ctio
n
al
g
u
i
d
elin
es
f
o
r
t
h
eir
tr
a
n
s
latio
n
im
p
r
o
v
em
e
n
t.
I
t
is
in
ter
esti
n
g
to
n
o
te,
th
at
th
e
s
tu
d
en
ts
o
f
SG
1
p
r
e
f
er
r
e
d
th
e
f
ee
d
b
ac
k
with
lo
w
co
g
n
itiv
e
lo
ad
,
wh
ile
th
e
s
tu
d
en
ts
o
f
th
e
o
th
er
s
am
p
le
g
r
o
u
p
s
o
p
ted
f
o
r
m
ed
iu
m
o
r
ev
en
h
ig
h
o
n
es.
T
h
is
ch
o
ice
ca
n
b
e
ex
p
lain
ed
with
m
o
r
e
e
n
g
a
g
in
g
n
atu
r
e
o
f
th
e
task
p
er
f
o
r
m
e
d
an
d
s
tr
o
n
g
ly
co
r
r
elate
s
with
th
e
r
esu
lts
o
b
tain
e
d
by
Ad
am
s
,
et
a
l.
[
3
6
]
c
o
n
ce
r
n
in
g
th
e
im
p
ac
t o
f
im
p
licit
an
d
ex
p
licit
f
ee
d
b
ac
k
ty
p
es
o
n
lear
n
in
g
o
u
tco
m
es
a
n
d
s
tu
d
en
ts
’
p
er
ce
p
tio
n
.
All
th
e
r
esp
o
n
d
en
ts
o
f
SG
2
-
4
ac
k
n
o
wled
g
ed
th
at
t
h
ey
h
ad
s
tu
d
ie
d
teac
h
er
f
ee
d
b
ac
k
th
o
r
o
u
g
h
ly
b
ec
a
u
s
e
th
eir
n
ex
t
ac
tiv
ities
h
ad
b
ee
n
b
ased
o
n
it.
Alm
o
s
t
9
0
%
o
f
th
e
r
esp
o
n
d
en
ts
s
tr
ess
ed
th
e
p
o
s
itiv
e
im
p
ac
t o
f
t
h
e
teac
h
er
f
ee
d
b
ac
k
o
n
th
ei
r
tr
an
s
latio
n
s
k
ills
d
ev
elo
p
m
en
t.
T
ak
in
g
in
t
o
ac
co
u
n
t
s
o
m
e
n
e
w
p
r
ac
tical
f
in
d
i
n
g
s
o
f
th
is
r
esear
ch
,
we
ca
n
p
r
o
v
id
e
th
e
f
o
llo
win
g
g
u
id
elin
es
f
o
r
th
e
ef
f
icien
t
f
e
ed
b
ac
k
in
t
r
o
d
u
ctio
n
in
to
th
e
t
r
an
s
latio
n
class
r
o
o
m
.
Firstl
y
,
an
y
tr
an
s
latio
n
task
p
er
f
o
r
m
ed
b
y
t
h
e
s
tu
d
en
ts
s
h
o
u
ld
b
e
f
o
llo
wed
with
s
o
m
e
k
i
n
d
o
f
q
u
alitativ
e
f
ee
d
b
ac
k
.
A
s
f
o
r
ju
n
io
r
s
tu
d
en
ts
,
it
s
h
o
u
ld
b
e
i
n
d
iv
id
u
al
an
d
teac
h
er
-
g
e
n
er
ated
.
T
ea
ch
er
f
e
ed
b
ac
k
s
s
h
o
u
l
d
g
r
a
d
u
ally
d
e
v
elo
p
f
r
o
m
e
x
p
licit
m
is
tak
e
co
r
r
ec
tio
n
s
ac
co
m
p
a
n
ied
with
co
m
m
en
ts
an
d
ex
p
lan
atio
n
s
(
f
ee
d
b
ac
k
o
f
lo
w
co
g
n
itiv
e
lo
ad
)
to
s
im
p
le
m
is
tak
es
lo
ca
tio
n
in
th
e
T
T
o
r
ev
en
g
en
er
al
c
o
m
m
en
ts
h
o
w
to
im
p
r
o
v
e
it
(
f
ee
d
b
ac
k
o
f
h
ig
h
co
g
n
itiv
e
lo
ad
)
in
th
e
p
r
o
ce
s
s
o
f
tr
ain
i
n
g
.
Seco
n
d
ly
,
teac
h
er
s
s
h
o
u
l
d
u
r
g
e
th
eir
s
tu
d
en
ts
to
u
tili
ze
th
e
r
ec
eiv
ed
f
ee
d
b
ac
k
p
r
o
p
er
l
y
d
eter
m
in
in
g
clea
r
ly
th
e
r
eq
u
ir
ed
f
o
r
m
o
f
th
eir
r
es
p
o
n
s
e.
T
h
ir
d
ly
,
co
m
b
in
atio
n
o
f
s
o
m
e
ac
tiv
ities
,
d
ir
ec
ted
at
th
e
d
ee
p
an
aly
s
is
o
f
th
e
f
ee
d
b
ac
k
co
n
ten
t
an
d
its
p
r
ac
tical
im
p
lem
en
tatio
n
,
p
r
o
v
ed
to
b
e
th
e
m
o
s
t
h
elp
f
u
l
at
t
h
e
in
itial
s
tag
es
o
f
tr
an
s
latio
n
tr
ain
i
n
g
.
I
t
ca
n
t
ak
e
th
e
f
o
r
m
o
f
s
tu
d
e
n
ts
’
s
elf
-
r
ef
lectio
n
r
ep
o
r
ts
co
n
tain
in
g
th
ei
r
co
m
m
e
n
ts
o
n
th
e
r
ea
s
o
n
s
an
d
ch
a
r
ac
ter
o
f
t
h
e
m
ad
e
m
is
tak
es
an
d
way
s
t
o
f
ix
th
em
n
o
w
an
d
p
r
ev
en
t
in
th
e
f
u
tu
r
e
f
o
llo
wed
with
th
e
o
b
lig
ato
r
y
co
r
r
ec
tio
n
o
f
th
eir
T
T
s
b
ased
o
n
t
h
e
r
ec
eiv
ed
a
n
d
an
aly
s
ed
teac
h
er
f
ee
d
b
ac
k
.
W
e
ca
n
ass
u
m
e
h
er
e
th
at
s
elf
-
r
ep
o
r
t
its
elf
is
n
o
t
ef
f
icien
t
en
o
u
g
h
to
b
e
u
s
ed
in
d
ep
en
d
en
tly
,
wh
ile
T
T
co
r
r
ec
tio
n
o
n
ly
m
a
y
b
e
s
u
cc
ess
f
u
lly
u
tili
s
ed
at
th
e
n
ex
t
tr
ain
in
g
s
tag
es,
wh
en
th
e
r
elev
an
t
s
k
ills
o
f
f
ee
d
b
ac
k
a
n
aly
s
is
an
d
ap
p
licatio
n
ar
e
alr
ea
d
y
ac
q
u
ir
ed
b
y
th
e
s
tu
d
en
ts
.
Ho
wev
er
,
th
e
c
o
n
d
u
cted
r
esear
ch
h
as
ce
r
tain
lim
itati
o
n
s
,
wh
ich
m
ay
af
f
ec
t
its
o
u
tco
m
e
g
en
er
aliza
b
ilit
y
.
Firstl
y
,
it
w
o
r
k
ed
p
r
etty
well
f
o
r
teac
h
in
g
a
b
s
tr
ac
t
tr
an
s
latio
n
f
r
o
m
E
n
g
lis
h
in
to
Uk
r
ain
ian
to
th
e
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
with
u
n
d
er
-
d
ev
elo
p
ed
lea
r
n
in
g
au
t
o
n
o
m
y
an
d
s
elf
-
r
e
g
u
latio
n
s
k
ills
in
th
e
co
n
tex
t
o
f
Uk
r
ain
ian
u
n
iv
er
s
ities
.
T
h
er
e
f
o
r
e,
s
im
ilar
i
n
v
est
ig
atio
n
s
c
an
b
e
co
n
d
u
cted
f
o
r
o
th
e
r
s
tu
d
en
t
p
o
p
u
latio
n
s
,
lan
g
u
ag
e
c
o
m
b
in
atio
n
s
an
d
ty
p
es o
f
tr
an
s
latio
n
o
r
in
ter
p
r
eta
tio
n
.
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
F
o
r
ma
tive
a
s
s
ess
men
t in
th
e
tr
a
n
s
la
tio
n
cla
s
s
r
o
o
m:
C
lo
s
in
g
a
feed
b
a
ck
lo
o
p
(
S
o
fiya
N
iko
la
ev
a
)
745
5.
CO
NCLU
SI
O
N
T
h
e
g
iv
e
n
r
esear
ch
p
r
o
v
ed
t
h
e
im
p
o
r
tan
ce
o
f
t
h
e
s
tu
d
en
t’
s
a
ctiv
e
p
o
s
itio
n
in
t
h
e
f
ee
d
b
ac
k
lo
o
p
.
T
h
e
c
o
n
d
u
cte
d
s
u
r
v
ey
v
er
if
ie
d
th
e
v
iab
ilit
y
o
f
th
e
f
ee
d
b
ac
k
lo
o
p
d
esig
n
s
in
v
o
lv
in
g
d
if
f
er
en
t
ty
p
es
o
f
th
e
s
tu
d
en
ts
’
r
esp
o
n
s
e
o
n
t
h
e
r
ec
ei
v
ed
teac
h
er
f
ee
d
b
ac
k
.
T
h
e
r
esp
o
n
s
e
o
n
th
e
f
ee
d
b
ac
k
in
th
e
f
o
r
m
o
f
th
e
wr
itten
s
elf
-
r
ef
lectio
n
r
ep
o
r
t
p
r
ec
e
d
in
g
t
r
an
s
latio
n
co
r
r
ec
tio
n
an
d
r
es
u
b
m
is
s
io
n
p
r
o
v
ed
em
p
ir
icall
y
its
h
ig
h
er
ef
f
ec
t
co
m
p
ar
ed
to
th
e
s
elf
-
r
ef
lectio
n
r
ep
o
r
t
o
r
co
r
r
ec
tio
n
o
n
ly
,
n
o
th
in
g
to
s
ay
a
b
o
u
t
th
e
s
tu
d
en
ts
’
p
ass
iv
e
s
tu
d
ies
o
f
th
e
teac
h
er
f
ee
d
b
ac
k
a
n
d
u
s
e
of
th
e
o
b
tain
ed
in
f
o
r
m
atio
n
f
o
r
th
e
im
p
r
o
v
em
en
t
o
f
th
eir
f
u
r
th
er
tr
an
s
latio
n
s
.
T
h
e
s
tu
d
en
ts
also
r
ec
o
g
n
is
ed
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
th
e
teac
h
er
wr
itten
in
d
iv
id
u
al
f
ee
d
b
ac
k
,
an
d
clo
s
ely
r
elate
d
its
ef
f
icac
y
with
its
p
r
o
s
p
ec
tiv
e
p
r
ac
tical
a
p
p
licatio
n
.
T
h
e
f
u
r
t
h
er
in
v
esti
g
atio
n
s
h
o
u
ld
co
n
ce
r
n
th
e
d
eliv
er
y
a
n
d
u
s
e
o
f
th
e
teac
h
e
r
f
ee
d
b
ac
k
r
eg
ar
d
in
g
th
e
s
tu
d
e
n
ts
’
in
d
iv
id
u
al
lear
n
i
n
g
s
ty
les
an
d
s
elf
-
r
e
g
u
latio
n
s
k
ills
.
RE
F
E
R
E
NC
E
S
[1
]
C.
J.
Ev
e
rh
a
r
d
,
“
Th
e
As
se
ss
m
e
n
t
-
Au
to
n
o
m
y
Re
latio
n
sh
i
p
,
”
i
n
C
.
J.
Ev
e
r
h
a
rd
a
n
d
L.
M
u
rp
h
y
,
Ed
s
.
,
Asse
ss
me
n
t
a
n
d
Au
to
n
o
my
i
n
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
.
P
a
lg
ra
v
e
M
a
c
m
il
lan
,
2
0
1
5
,
p
p
.
8
-
34.
[2
]
H.
J.
K
o
c
k
a
e
rt
a
n
d
W.
S
e
g
e
rs,
“
Ev
a
lu
a
ti
o
n
o
f
leg
a
l
tran
sla
ti
o
n
s
:
P
IE
m
e
th
o
d
(P
re
se
lec
ted
Item
s
Ev
a
l
u
a
ti
o
n
)
,
”
J
o
u
rn
a
l
o
f
S
p
e
c
ia
li
se
d
T
ra
n
sla
ti
o
n
, v
o
l.
2
7
,
pp.
1
4
8
-
1
6
3
,
2
0
1
7
.
[3
]
D.
Bo
u
d
a
n
d
R.
S
o
ler
,
“
S
u
sta
i
n
a
b
le
As
se
ss
m
e
n
t
Re
v
isit
e
d
,
”
A
ss
e
ss
m
e
n
t
&
Eva
lu
a
ti
o
n
in
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
41
,
n
o
.
3
,
p
p
.
4
0
0
-
4
1
3
,
2
0
1
6
.
[4
]
R.
Da
n
n
,
“
As
se
ss
m
e
n
t
a
s
lea
rn
in
g
:
b
lu
rri
n
g
t
h
e
b
o
u
n
d
a
ries
o
f
a
ss
e
ss
m
e
n
t
a
n
d
lea
rn
in
g
f
o
r
th
e
o
ry
,
p
o
li
c
y
a
n
d
p
ra
c
ti
c
e
,
”
Asse
ss
me
n
t
in
Ed
u
c
a
ti
o
n
:
Prin
c
i
p
les
,
P
o
li
c
y
&
Pra
c
ti
c
e
,
v
o
l.
2
1
,
n
o
.
2
,
p
p
.
1
4
9
-
1
6
6
,
2
0
1
4
.
[5
]
D.
Ke
ll
y
,
A
H
a
n
d
b
o
o
k
f
o
r
T
ra
n
sl
a
to
r
T
r
a
in
e
rs
:
A
Gu
id
e
t
o
Reflec
ti
v
e
Pra
c
ti
c
e
T
ra
n
sla
ti
o
n
.
M
a
n
c
h
e
ste
r/No
rth
a
m
p
t
o
n
:
S
t.
Je
r
o
m
e
,
2
0
0
5
.
[6
]
D.
R.
S
a
d
ler,
“
F
o
rm
a
ti
v
e
As
se
s
s
m
e
n
t:
Re
v
isit
i
n
g
t
h
e
Territ
o
ry
,
”
Asse
ss
me
n
t
in
E
d
u
c
a
ti
o
n
:
Prin
c
i
p
les
,
P
o
li
c
y
&
Pra
c
ti
c
e
, v
o
l.
5
,
n
o
.
1
,
p
p
.
77
-
8
4
,
1
9
9
8
.
[7
]
V.
J.
S
h
u
te
,
“
F
o
c
u
s
o
n
f
o
rm
a
ti
v
e
fe
e
d
b
a
c
k
,
”
Rev
iew o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
8
,
n
o
.
1,
p
p
.
1
5
3
-
1
8
9
,
2
0
0
8
.
[8
]
T.
M
.
Ju
ž
n
ič,
“
As
se
ss
m
e
n
t
F
e
e
d
b
a
c
k
i
n
Tra
n
sla
to
r
Trai
n
in
g
:
A
Du
a
l
P
e
rsp
e
c
ti
v
e
,
”
i
n
N.
K.
P
o
k
o
r
n
a
n
d
K
.
Ko
sk
in
e
n
,
Ed
s.
,
Ne
w
Ho
rizo
n
s
i
n
T
ra
n
sl
a
ti
o
n
Res
e
a
rc
h
a
n
d
Ed
u
c
a
ti
o
n
.
Jo
e
n
s
u
u
:
Un
iv
e
rsity
o
f
E
a
ste
rn
F
in
lan
d
,
2
0
1
3
,
p
p
.
75
-
99
.
[9
]
H.
M
.
Alfa
y
y
a
d
h
,
“
T
h
e
F
e
e
d
b
a
c
k
Cu
lt
u
re
in
Tran
sla
ti
o
n
Ed
u
c
a
ti
o
n
:
a
Co
m
p
a
ra
ti
v
e
Ex
p
lo
ra
ti
o
n
o
f
Two
Distin
c
t
Un
iv
e
rsity
Tran
sla
ti
o
n
P
ro
g
ra
m
s
,
”
P
h
.
D
.
Diss
e
rtatio
n
,
Ke
n
t
S
tate
Un
iv
e
rsity
,
USA,
2
0
1
6
.
[1
0
]
P
.
P
ietrz
a
k
,
“
To
wa
rd
s
Eff
e
c
ti
v
e
F
e
e
d
b
a
c
k
to
Tran
sla
ti
o
n
S
t
u
d
e
n
ts:
Emp
o
we
rin
g
th
r
o
u
g
h
G
ro
u
p
Re
v
isio
n
a
n
d
Ev
a
lu
a
ti
o
n
,
”
in
T
r
a
li
n
e
a
,
S
p
e
c
ial
issu
e
:
C
h
a
ll
e
n
g
e
s
in
Tran
sla
ti
o
n
P
e
d
a
g
o
g
y
,
p
p
.
1
-
6
,
2
0
1
4
.
[On
l
in
e
].
Av
a
il
a
b
le:
h
tt
p
:
//
ww
w.i
n
trali
n
e
a
.
o
r
g
/sp
e
c
ials/a
rti
c
le/2
0
9
5
.
[1
1
]
J.
Lee
,
“
F
e
e
d
b
a
c
k
o
n
fe
e
d
b
a
c
k
:
G
u
id
i
n
g
stu
d
e
n
t
in
terp
re
ter
p
e
rfo
rm
a
n
c
e
,
”
T
h
e
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
fo
r
T
ra
n
sl
a
ti
o
n
&
I
n
ter
p
re
ti
n
g
Res
e
a
rc
h
, v
o
l.
1
0
,
n
o
.
1
,
pp.
1
5
2
-
1
7
0
,
2
0
1
8
.
[1
2
]
W.
Ne
u
n
z
ig
a
n
d
H.
Tan
q
e
iro
,
“
Tea
c
h
e
r
F
e
e
d
b
a
c
k
in
On
l
in
e
Ed
u
c
a
ti
o
n
fo
r
Trai
n
e
e
Tran
sla
t
o
rs
,
”
M
e
t
a
,
v
o
l.
5
0
,
n
o
.
4
,
2
0
0
5
,
d
o
i:
1
0
.
7
2
0
2
/0
1
9
8
7
3
a
r.
[1
3
]
K.
Was
h
b
o
u
rn
e
,
“
Be
y
o
n
d
e
rro
r
m
a
rk
in
g
:
writt
e
n
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
fo
r
a
d
ial
o
g
ic p
e
d
a
g
o
g
y
i
n
tran
s
lato
r
train
i
n
g
,
”
T
h
e
In
ter
p
re
ter
a
n
d
T
ra
n
sla
t
o
r T
r
a
in
e
r
,
v
o
l
.
8
,
n
o
.
2,
p
p
.
2
4
0
-
2
5
6
,
2
0
1
4
.
[1
4
]
M
.
A.
Er
d
o
ğ
a
n
,
“
Ex
p
lo
r
in
g
t
h
e
Eff
e
c
ti
v
e
n
e
ss
o
f
Us
in
g
A
u
d
io
-
Re
c
o
r
d
e
d
F
e
e
d
b
a
c
k
o
n
S
tu
d
e
n
ts’
Wr
it
i
n
g
As
sig
n
m
e
n
ts,
”
T
h
e
fo
u
rth
In
ter
n
a
ti
o
n
a
l
sc
ien
t
if
ic
a
n
d
p
r
a
c
ti
c
a
l
In
ter
n
e
t
c
o
n
fer
e
n
c
e
“
F
o
re
ig
n
L
a
n
g
u
a
g
e
in
Pro
fes
sio
n
a
l
T
r
a
in
i
n
g
o
f
S
p
e
c
ia
li
sts
:
Iss
u
e
s
a
n
d
S
tr
a
teg
ies
”
,
2
0
2
0
,
p
p
.
9
9
-
1
0
5
.
[1
5
]
M
.
M
.
Bles
s,
“
Im
p
a
c
t
o
f
Au
d
io
F
e
e
d
b
a
c
k
Tec
h
n
o
l
o
g
y
o
f
W
rit
in
g
I
n
stru
c
ti
o
n
,
”
M
a
ste
r’s
Th
e
sis
,
S
o
u
th
e
r
n
Co
n
n
e
c
ti
c
u
t
S
tate
Un
iv
e
rsity
,
US
A,
2
0
1
7
.
[1
6
]
F
.
V.
Li
m
a
n
d
J.
P
h
u
a
,
“
Tea
c
h
in
g
Wr
it
i
n
g
with
Lan
g
u
a
g
e
F
e
e
d
b
a
c
k
,
”
T
e
c
h
n
o
lo
g
y
,
Co
m
p
u
ter
s
a
n
d
Co
mp
o
siti
o
n
,
v
o
l.
5
4
,
pp.
1
-
1
3
,
2
0
1
9
.
[1
7
]
J.
Bo
e
re
b
o
o
m
a
n
d
K.
M
o
o
re
,
“
Blu
rrin
g
th
e
Bo
u
n
d
a
ries
:
Th
e
imp
a
c
t
o
f
F
o
rm
a
ti
v
e
F
e
e
d
b
a
c
k
o
n
S
u
m
m
a
ti
v
e
As
se
ss
m
e
n
t,
”
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
in
Hig
h
e
r E
d
u
c
a
ti
o
n
i
n
a
Glo
b
a
li
ze
d
W
o
rl
d
,
v
o
l
.
3
7
,
p
p
.
39
-
4
7
,
2
0
1
4
.
[1
8
]
D.
Tsa
g
a
ri,
“
In
terfa
c
e
b
e
twe
e
n
fe
e
d
b
a
c
k
,
a
ss
e
ss
m
e
n
t
a
n
d
d
istan
c
e
lea
rn
in
g
writ
ten
a
ss
ig
n
m
e
n
ts,
”
R
e
se
a
rc
h
Pa
p
e
rs
in
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
a
n
d
L
e
a
r
n
in
g
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
72
-
9
9
,
2
0
1
9
.
[1
9
]
O.
S
y
n
e
k
o
p
,
“
Web
q
u
e
st
a
s
Tec
h
n
o
lo
g
y
o
f
Diffe
re
n
ti
a
ted
E
S
P
I
n
str
u
c
ti
o
n
a
t
Un
iv
e
rsit
y
Lev
e
l,
”
J
o
u
r
n
a
l
o
f
T
e
a
c
h
i
n
g
En
g
li
s
h
f
o
r S
p
e
c
if
ic a
n
d
Aca
d
e
mi
c
Pu
rp
o
se
s
,
v
o
l
.
8
,
n
o
.
1
,
S
p
e
c
ial
Iss
u
e
,
p
p
.
43
-
5
2
,
2
0
2
0
.
[2
0
]
A.
M.
S
e
l
v
a
ra
j
a
n
d
H.
Az
m
a
n
,
“
Re
fra
m
in
g
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
fe
e
d
b
a
c
k
in
imp
r
o
v
in
g
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
a
c
h
iev
e
m
e
n
t
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
4
,
pp.
1
0
5
5
-
1
0
6
2
,
2
0
2
0
.
[2
1
]
A.
Kh
o
ra
m
,
A
.
D
.
Ba
z
v
a
n
d
,
a
n
d
J
.
S
.
S
a
rh
a
d
,
“
Err
o
r
F
e
e
d
b
a
c
k
i
n
S
e
c
o
n
d
Lan
g
u
a
g
e
S
p
e
a
k
i
n
g
:
I
n
v
e
stig
a
ti
n
g
t
h
e
Im
p
a
c
t
o
f
M
o
d
a
li
ti
e
s
o
f
Err
o
r
F
e
e
d
b
a
c
k
o
n
In
term
e
d
iate
EF
L
S
t
u
d
e
n
ts’
S
p
e
a
k
i
n
g
A
b
il
it
y
,
”
E
u
ra
sia
n
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
L
i
n
g
u
isti
c
s
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
63
-
8
0
,
2
0
2
0
.
[2
2
]
A.
A.
Zare
i
a
n
d
H.
Re
z
a
d
o
u
st,
“
Th
e
Eff
e
c
ts
o
f
S
c
a
ffo
l
d
e
d
a
n
d
U
n
sc
a
ffo
ld
e
d
F
e
e
d
b
a
c
k
o
n
S
p
e
a
k
i
n
g
An
x
iety
a
n
d
S
e
lf
-
e
ffica
c
y
,
”
J
o
u
rn
a
l
o
f
M
o
d
e
r
n
Res
e
a
rc
h
i
n
E
n
g
li
s
h
L
a
n
g
u
a
g
e
S
tu
d
ies
, v
o
l.
7
,
n
o
.
4
,
p
p
.
1
1
1
-
1
3
2
,
2
0
2
0
.
[2
3
]
J.
Ya
n
g
a
n
d
C
.
B
.
Re
iss
,
“
Us
in
g
Co
m
p
u
ter
As
siste
d
T
ra
n
sla
ti
o
n
to
o
ls’
Tra
n
sla
ti
o
n
Qu
a
li
ty
As
se
ss
m
e
n
t
fu
n
c
ti
o
n
a
li
ti
e
s t
o
a
ss
e
ss
stu
d
e
n
ts’
tran
sla
ti
o
n
s
,
”
T
h
e
L
a
n
g
u
a
g
e
S
c
h
o
la
r
,
v
o
l.
1,
p
p
.
1
-
1
7
,
2
0
1
7
.
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
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c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
7
3
8
-
7
4
6
746
[2
4
]
L.
Li
m
,
“
Ex
a
m
in
in
g
stu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
f
c
o
m
p
u
ter
-
a
ss
isted
in
terp
re
ter
train
i
n
g
,
”
T
h
e
In
ter
p
re
ter
a
n
d
T
ra
n
sl
a
to
r
T
ra
i
n
e
r
,
v
o
l.
7
,
n
o
.
1,
pp.
71
-
8
9
,
2
0
1
3
.
[2
5
]
M
.
Ba
rk
e
r
a
n
d
M
.
P
in
a
rd
,
“
Clo
si
n
g
th
e
fe
e
d
b
a
c
k
l
o
o
p
?
Itera
ti
v
e
fe
e
d
b
a
c
k
b
e
twe
e
n
tu
t
o
r
a
n
d
st
u
d
e
n
t
in
c
o
u
rse
wo
r
k
a
ss
e
ss
m
e
n
ts,
”
Asse
ss
m
e
n
t
&
Eva
l
u
a
ti
o
n
in
Hi
g
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
3
9
,
n
o
.
8,
p
p
.
8
9
9
-
9
1
5
,
2
0
1
4
.
[2
6
]
D.
R.
S
a
d
ler,
“
Be
y
o
n
d
fe
e
d
b
a
c
k
:
De
v
e
lo
p
i
n
g
stu
d
e
n
t
c
a
p
a
b
il
it
y
in
c
o
m
p
lex
a
p
p
ra
isa
l,
”
Asse
ss
me
n
t
&
Eva
lu
a
ti
o
n
in
Hig
h
e
r E
d
u
c
a
ti
o
n
, v
o
l.
3
5
,
p
p
.
5
3
5
-
5
5
0
,
2
0
1
0
.
[2
7
]
M
.
Ya
n
g
a
n
d
D.
Ca
rles
s,
“
Th
e
fe
e
d
b
a
c
k
tri
a
n
g
le
a
n
d
th
e
e
n
h
a
n
c
e
m
e
n
t
o
f
d
ial
o
g
ic
fe
e
d
b
a
c
k
p
r
o
c
e
ss
e
s,
”
T
e
a
c
h
in
g
i
n
Hig
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
1
8
,
n
o
.
3
,
pp
.
2
8
5
-
2
9
7
,
2
0
1
3
.
[2
8
]
J.
Ha
tt
ie
a
n
d
H.
Ti
m
p
e
rley
,
“
Th
e
p
o
we
r
o
f
fe
e
d
b
a
c
k
,
”
Rev
iew
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
7
,
n
o
.
1
,
p
p
.
81
-
1
1
2
,
2
0
0
7
.
[2
9
]
R.
L
y
ste
r
a
n
d
L.
Ra
n
ta,
“
Co
rre
c
ti
v
e
fe
e
d
b
a
c
k
a
n
d
lea
rn
e
r
u
p
tak
e
,
”
S
tu
d
ies
i
n
S
e
c
o
n
d
L
a
n
g
u
a
g
e
Acq
u
isit
io
n
, v
o
l.
1
9
,
pp.
37
-
6
6
,
1
9
9
7
.
[3
0
]
D.
Bro
wn
,
“
Th
e
ty
p
e
a
n
d
li
n
g
u
isti
c
fo
c
i
o
f
o
ra
l
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
in
t
h
e
L2
c
las
sro
o
m
:
A
m
e
ta
-
a
n
a
ly
sis,
”
L
a
n
g
u
a
g
e
te
a
c
h
in
g
re
se
a
rc
h
,
v
o
l
.
2
0
,
n
o
.
4,
pp.
4
3
6
-
4
5
8
,
2
0
1
6
.
[3
1
]
S.
Ah
m
a
d
i
-
Az
a
d
,
“
Th
e
Eff
e
c
t
o
f
Co
d
e
d
a
n
d
Un
c
o
d
e
d
Wr
i
tt
e
n
Co
rr
e
c
ti
v
e
F
e
e
d
b
a
c
k
Ty
p
e
s o
n
Ira
n
ian
EF
L
Lea
rn
e
rs’
Wr
it
in
g
Ac
c
u
ra
c
y
,
”
T
h
e
o
ry
a
n
d
P
ra
c
ti
c
e
in
L
a
n
g
u
a
g
e
S
tu
d
ies
, v
o
l.
4
,
n
o
.
5
,
p
p
.
1
0
0
1
-
1
0
0
7
,
2
0
1
4
.
[3
2
]
R.
El
li
s,
Y
.
S
h
e
e
n
,
M
.
M
u
ra
k
a
m
i
,
a
n
d
H
.
Ta
k
a
sh
ima
,
“
Th
e
e
ffe
c
ts
o
f
fo
c
u
se
d
a
n
d
u
n
fo
c
u
se
d
wri
tt
e
n
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
in
En
g
li
sh
a
s a
fo
re
ig
n
l
a
n
g
u
a
g
e
c
o
n
tex
t,
”
S
y
ste
m
,
v
o
l.
3
6
,
n
o
.
3
,
p
p
.
3
5
3
-
3
7
1
,
2
0
0
8
.
[3
3
]
C.
G
.
Va
n
Be
u
n
in
g
e
n
,
“
Co
rre
c
ti
v
e
fe
e
d
b
a
c
k
in
L
2
writi
n
g
:
Th
e
o
re
ti
c
a
l
p
e
rsp
e
c
ti
v
e
s,
e
m
p
iri
c
a
l
in
si
g
h
ts,
a
n
d
fu
t
u
re
d
irec
ti
o
n
s,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
g
l
ish
S
tu
d
ies
,
v
o
l.
1
0
,
n
o
.
2,
pp.
1
-
2
7
,
2
0
1
0
.
[3
4
]
S
.
Vä
rlan
d
e
r,
“
Th
e
r
o
le
o
f
stu
d
e
n
t
s’
e
m
o
ti
o
n
s
in
fo
rm
a
l
fe
e
d
b
a
c
k
si
tu
a
ti
o
n
s,
”
T
e
a
c
h
in
g
i
n
Hi
g
h
e
r
E
d
u
c
a
ti
o
n
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
1
4
5
-
1
5
6
,
2
0
0
8
.
[3
5
]
K.
O.
S
h
e
v
e
lk
o
,
“
Th
e
m
e
th
o
d
o
lo
g
y
o
f
tea
c
h
in
g
a
b
stra
c
t
a
n
d
g
ist
tr
a
n
sla
ti
o
n
o
f
p
u
b
li
c
isti
c
tex
ts
in
E
n
g
li
s
h
t
o
se
n
i
o
r
p
u
p
il
s
o
f
se
c
o
n
d
a
ry
sc
h
o
o
ls
sp
e
c
ializin
g
i
n
fo
re
ig
n
lan
g
u
a
g
e
s
,
”
P
h
.
D
.
Diss
e
rtatio
n
,
Ky
i
v
Na
ti
o
n
a
l
Li
n
g
u
isti
c
Un
iv
e
rsity
,
Ky
i
v
,
U
k
ra
in
e
,
2
0
1
6
.
[3
6
]
R.
Ad
a
m
s,
A
.
M
.
N
u
e
v
o
,
a
n
d
T
.
Eg
i
“
E
x
p
li
c
it
a
n
d
Im
p
li
c
it
F
e
e
d
b
a
c
k
,
M
o
d
ifi
e
d
Ou
t
p
u
t,
a
n
d
S
LA
:
Do
e
s
Ex
p
li
c
i
t
a
n
d
Im
p
li
c
it
F
e
e
d
b
a
c
k
P
ro
m
o
te
Lea
rn
in
g
a
n
d
Lea
rn
e
r
-
Lea
rn
e
r
In
tera
c
ti
o
n
s?
”
T
h
e
M
o
d
e
rn
L
a
n
g
u
a
g
e
J
o
u
rn
a
l
,
v
o
l.
9
5
,
n
o
.
s1
,
p
p
.
42
-
63
,
2
0
1
1
.
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