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o
le
wr
itin
g
[
1
]
.
T
h
is
f
ee
d
b
ac
k
is
a
p
p
r
o
p
r
iate
f
o
r
th
e
lear
n
er
s
wh
o
g
et
d
if
f
icu
l
ty
to
r
ec
o
g
n
ize
t
h
e
lin
g
u
is
tic
co
r
r
ec
t
f
o
r
m
.
R
esear
ch
s
tu
d
ies
co
m
p
ar
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
d
ir
ec
t
f
ee
d
b
ac
k
to
in
d
ir
ec
t
f
ee
d
b
ac
k
r
ev
ea
led
th
at
th
er
e
wer
e
co
n
f
lictin
g
r
esu
lts
b
etwe
en
th
em
.
Stu
d
ies
co
n
d
u
cted
b
y
Fer
r
is
an
d
R
o
b
er
t,
E
llis
,
L
o
ewe
n
an
d
E
r
lam
,
[
1
5
]
,
[
1
6
]
in
d
icate
th
at
f
o
r
th
e
s
tu
d
e
n
ts
with
lo
w
p
r
o
f
icien
cy
lev
el
s
d
ir
ec
t
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
m
o
r
e
ap
p
licab
le
th
a
n
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
i
d
ed
in
d
ir
ec
tly
.
I
n
t
h
e
ac
tu
al
ap
p
licatio
n
s
,
in
d
ir
ec
t
co
r
r
ec
tio
n
in
v
o
l
v
es
in
d
icatin
g
th
at
an
er
r
o
r
at
th
e
b
lan
k
s
p
a
ce
s
u
r
r
o
u
n
d
th
e
tex
t
o
r
o
n
th
e
in
s
id
e
o
f
th
e
d
r
af
t
[
1
]
.
I
t
is
p
r
o
v
id
in
g
m
o
r
e
lea
r
n
in
g
o
n
k
n
o
wled
g
e
o
f
h
ig
h
g
r
a
m
m
ar
in
co
m
p
o
s
itio
n
th
an
d
ir
ec
t
f
ee
d
b
ac
k
[
1
7
]
.
T
h
e
r
esear
ch
o
n
teac
h
e
r
in
d
ir
ec
t
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
a
ck
in
d
icate
d
th
at
b
y
p
r
o
v
id
in
g
u
n
d
er
lin
e
o
f
th
e
wr
itin
g
’
s
er
r
o
n
e
o
u
s
p
ar
ts
an
d
s
u
g
g
esti
n
g
th
e
s
tu
d
en
ts
to
co
r
r
ec
t
th
eir
o
wn
er
r
o
r
s
g
av
e
p
o
s
it
iv
e
im
p
ac
ts
f
o
r
th
e
im
p
r
o
v
em
e
n
t
o
f
th
e
s
tu
d
en
ts
’
wr
itin
g
p
er
f
o
r
m
an
ce
[
5
]
,
[
6
]
,
[
18
]
-
[
2
0
]
an
d
th
e
s
tr
u
ctu
r
e
a
s
well
as
er
r
o
r
-
f
r
ee
wr
itin
g
d
r
a
f
t
[
2
1
]
-
[
2
5
]
.
I
n
m
etalin
g
u
is
tic
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
,
th
e
s
tu
d
en
ts
ar
e
g
iv
e
n
f
ee
d
b
ac
k
u
s
in
g
s
o
m
e
k
in
d
s
o
f
m
e
talin
g
u
is
tic
clu
es.
I
n
th
is
s
tr
ateg
y
,
th
e
teac
h
er
m
ay
wr
ite
co
d
es
in
th
e
m
ar
g
in
o
r
o
v
er
th
e
lo
ca
tio
n
o
f
th
e
er
r
o
r
.
B
esid
es th
at,
teac
h
er
d
escr
ib
ed
th
e
er
r
o
r
s
o
f
th
e
lan
g
u
ag
e
u
s
e
at
th
e
lo
wer
s
id
e
o
f
th
e
tex
t [
1
]
,
[
2
]
.
Mo
r
eo
v
er
,
Sritr
ak
ar
n
[
2
0
]
i
n
d
icate
th
a
t
m
etalin
g
u
is
tic
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
h
in
ts
to
co
r
r
ec
t
t
h
e
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
ef
f
ec
ti
v
ely
.
R
elatin
g
to
th
e
f
o
cu
s
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
,
s
o
m
e
o
f
th
e
t
ea
ch
er
s
attem
p
t
to
co
r
r
ec
t
all
o
r
m
o
s
t
o
f
th
e
s
tu
d
en
ts
’
er
r
o
r
.
T
h
is
f
ee
d
b
ac
k
is
ca
teg
o
r
ized
as
u
n
f
o
c
u
s
ed
f
ee
d
b
ac
k
.
On
th
e
o
th
er
h
a
n
d
,
o
th
e
r
teac
h
e
r
m
ay
co
n
ce
n
tr
ate
to
p
r
o
v
id
e
a
p
ar
t
icu
lar
asp
ec
t
o
f
f
ee
d
b
ac
k
o
f
th
e
s
tu
d
en
ts
’
lan
g
u
ag
e
er
r
o
r
s
.
Un
lik
e
u
n
f
o
cu
s
ed
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
,
f
o
cu
s
ed
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
id
es
s
p
ec
ial
em
p
h
asis
o
n
a
p
ar
ticu
l
ar
l
in
g
u
is
tics
asp
ec
t
[
2
]
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
p
r
o
v
id
in
g
f
ee
d
b
ac
k
o
n
p
ar
ticu
la
r
asp
ec
ts
o
f
er
r
o
r
s
o
r
all
asp
ec
ts
o
f
er
r
o
r
s
m
ay
d
ep
en
d
o
n
th
e
lev
el
o
f
s
tu
d
e
n
ts
’
lan
g
u
ag
e
p
r
o
f
icien
cy
[
2
2
]
,
[
24
]
-
[
2
8
]
.
Me
an
wh
ile,
L
i
u
a
n
d
W
u
[
2
9
]
r
ev
ea
l
th
at
teac
h
er
v
alu
e
d
m
o
r
e
h
i
g
h
ly
o
n
f
o
cu
s
ed
an
d
in
d
ir
ec
t
f
ee
d
b
ac
k
.
Fin
ally
,
t
h
e
ty
p
e
o
f
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
is
r
ef
o
r
m
u
latio
n
.
T
ea
ch
er
im
p
le
m
en
ted
it
b
y
s
u
g
g
esti
n
g
th
e
l
ea
r
n
er
s
to
co
r
r
ec
t
th
eir
wr
itin
g
er
r
o
r
s
b
y
r
ef
er
r
in
g
to
th
e
th
eo
r
ies an
d
lin
g
u
is
tic
ex
p
la
n
atio
n
[
2
]
.
I
n
ad
d
itio
n
,
t
h
e
teac
h
e
r
s
’
p
e
r
s
p
ec
tiv
es
in
f
lu
en
ce
th
eir
ac
tu
al
ap
p
licatio
n
s
o
f
p
r
o
v
i
d
in
g
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
co
n
c
er
n
in
g
th
e
d
etail
o
f
th
eir
f
ee
d
b
ac
k
,
th
e
tim
e
an
d
ef
f
o
r
t
ex
p
en
d
e
d
an
d
ac
tu
al
teac
h
er
’
s
p
er
f
o
r
m
an
ce
o
n
th
e
f
ee
d
b
ac
k
[
3
0
]
,
[
3
1
]
.
A
s
tu
d
y
c
o
n
d
u
ct
ed
b
y
L
ee
,
et
a
l
.
[
3
2
]
r
e
v
ea
led
th
at
th
e
ac
tu
al
ap
p
licatio
n
s
o
f
teac
h
er
s
’
f
ee
d
b
ac
k
wer
e
in
f
lu
e
n
ce
d
b
y
t
h
eir
p
er
s
p
ec
tiv
es.
Ho
wev
er
,
th
er
e
ar
e
alwa
y
s
s
o
m
e
d
is
tin
ctio
n
s
b
etwe
en
th
e
teac
h
er
s
v
iewe
d
an
d
ac
ted
in
p
r
o
v
id
in
g
f
ee
d
b
ac
k
.
L
ee
[
3
3
]
an
d
Ph
ip
p
s
an
d
B
o
r
g
[
3
4
]
also
in
d
icate
th
at
th
er
e
a
r
e
a
n
u
m
b
er
o
f
g
ap
s
s
u
ch
as
th
e
in
s
titu
tio
n
al
co
n
tex
t
an
d
v
alu
es
wh
ich
m
ay
d
is
tr
ac
t
teac
h
er
s
to
im
p
lem
en
t th
ei
r
p
e
r
s
p
ec
tiv
es in
to
th
e
ac
tu
al
ap
p
licatio
n
s
.
I
n
th
e
a
ctu
al
ap
p
licatio
n
s
o
f
p
r
o
v
id
in
g
co
r
r
ec
ti
v
e
f
ee
d
b
a
ck
,
teac
h
er
s
m
a
y
b
e
d
ir
ec
te
d
b
y
th
eir
p
er
s
p
ec
tiv
es.
I
t is as
s
u
p
p
o
r
ted
b
y
th
e
p
r
ev
io
u
s
s
tu
d
ies th
at
it
was n
ec
ess
ar
y
to
in
teg
r
ate
b
etwe
en
th
e
lan
g
u
ag
e
p
ed
ag
o
g
y
an
d
teac
h
er
s
’
ac
tu
al
ap
p
licatio
n
s
a
n
d
s
tr
ateg
ies
in
class
r
o
o
m
[
3
5
]
.
Ph
ip
p
s
a
n
d
B
o
r
g
[
3
4
]
r
e
v
ea
l
th
at
th
er
e
was
an
in
ter
esti
n
g
f
in
d
i
n
g
co
n
ce
r
n
in
g
th
e
ir
r
elev
an
t
p
r
ac
tices
o
f
teac
h
er
s
’
wr
itin
g
in
th
e
class
r
o
o
m
a
n
d
teac
h
er
s
’
k
n
o
wled
g
e
,
co
g
n
itio
n
,
an
d
ex
p
er
ien
ce
s
.
Oth
er
s
tu
d
ies
co
n
ce
r
n
in
g
b
elief
s
an
d
p
r
ac
tices
in
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
in
d
icate
t
h
at
th
er
e
we
r
e
s
o
m
e
m
is
m
atch
es b
etwe
en
b
elief
s
an
d
p
r
ac
tices o
f
f
ee
d
b
ac
k
[
3
3
]
,
[
36
]
,
[
3
7
]
.
Sin
ce
th
er
e
ar
e
u
n
d
ec
ip
h
er
ab
l
e
f
in
d
in
g
s
o
f
th
e
p
r
ev
io
u
s
r
ese
ar
ch
o
n
teac
h
er
s
’
p
e
r
s
p
ec
tiv
es a
n
d
ac
tu
al
ap
p
licatio
n
s
o
f
p
r
o
v
id
in
g
wr
itt
en
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
to
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
an
d
th
e
co
n
f
lictin
g
r
esu
lts
o
f
th
e
p
r
ev
io
u
s
s
tu
d
y
o
n
th
e
r
ela
tio
n
s
h
ip
b
etwe
en
p
e
r
s
p
ec
tiv
es
an
d
ap
p
licatio
n
s
o
f
wr
itten
c
o
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
.
T
h
er
ef
o
r
e,
t
h
is
r
esear
ch
aim
s
at
d
escr
ib
in
g
th
e
E
n
g
lis
h
as
a
f
o
r
ei
g
n
lan
g
u
ag
e
(
E
FL
)
u
n
i
v
er
s
ity
tea
ch
er
s
’
p
er
s
p
ec
tiv
e
in
wr
itt
en
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
an
d
th
eir
ac
tu
al
ap
p
licatio
n
s
.
Mo
r
eo
v
er
,
it
also
aim
s
at
r
ev
ea
lin
g
i
f
th
er
e
is
an
y
co
r
r
e
latio
n
b
etwe
en
th
e
E
FL
u
n
iv
e
r
s
ity
teac
h
er
s
’
p
e
r
s
p
ec
tiv
es
in
p
r
o
v
id
in
g
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
an
d
t
h
eir
ap
p
licatio
n
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
E
F
L u
n
ivers
ity
tea
ch
ers
’
p
ers
p
ec
tives in
w
r
itten
co
r
r
ec
tive
f
ee
d
b
a
ck
a
n
d
t
h
eir …
(
Win
d
y
Wa
h
ju
P
u
r
n
o
mo
)
1091
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
was
co
n
d
u
cted
to
d
escr
ib
e
th
e
I
n
d
o
n
esian
E
F
L
u
n
iv
er
s
ity
teac
h
er
s
’
p
er
s
p
e
ctiv
es
an
d
ac
tu
al
ap
p
licatio
n
s
o
f
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
s
an
d
th
eir
co
r
r
elatio
n
.
T
h
e
d
ata
was
tak
en
f
r
o
m
80
r
esp
o
n
d
en
ts
’
r
esp
o
n
s
es
o
f
th
e
Go
o
g
le
-
f
o
r
m
s
u
r
v
e
y
in
wh
ich
th
is
n
u
m
b
er
o
f
p
a
r
ticip
an
ts
h
as
alr
ea
d
y
f
u
lf
illed
th
e
m
in
im
u
m
n
u
m
b
er
o
f
s
am
p
les
u
s
ed
in
c
o
r
r
e
latio
n
al
r
esear
ch
d
esig
n
[
3
8
]
.
T
h
e
s
u
r
v
e
y
was
d
is
tr
ib
u
ted
r
an
d
o
m
ly
to
s
ev
er
al
u
n
iv
er
s
ity
E
n
g
lis
h
teac
h
er
s
ar
o
u
n
d
I
n
d
o
n
esia
in
clu
d
ed
J
a
v
a,
B
ali,
E
ast
Nu
s
a
T
en
g
g
ar
a
,
an
d
Su
m
ater
a.
All
o
f
th
e
r
esp
o
n
d
e
n
ts
ex
p
er
ien
ce
d
o
f
teac
h
i
n
g
E
n
g
lis
h
an
d
p
r
o
v
id
in
g
f
ee
d
b
ac
k
to
th
e
wr
itin
g
o
f
th
e
s
tu
d
en
ts
in
h
ig
h
er
ed
u
ca
tio
n
lev
els
f
o
r
1
y
ea
r
u
p
to
3
0
y
ea
r
s
.
Mo
r
e
o
v
er
,
m
o
s
t
o
f
th
em
ex
p
er
ien
c
e
o
f
eith
er
teac
h
in
g
wr
itin
g
an
d
E
n
g
lis
h
g
r
a
m
m
ar
an
d
/o
r
s
u
p
e
r
v
is
in
g
s
tu
d
e
n
ts
in
th
esis
wr
itin
g
.
T
h
e
s
u
r
v
ey
u
s
ed
a
Go
o
g
le
-
f
o
r
m
q
u
esti
o
n
n
air
e
co
n
tain
i
n
g
a
s
et
o
f
q
u
esti
o
n
s
to
ex
p
lo
r
e
th
e
teac
h
er
s
’
p
er
s
p
ec
tiv
es
an
d
ac
tu
al
ap
p
l
icatio
n
s
o
f
th
e
s
tr
ateg
ies
in
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
s
.
T
h
is
q
u
esti
o
n
n
air
e
c
o
m
p
r
is
ed
o
f
b
o
th
clo
s
ed
q
u
esti
o
n
s
u
s
in
g
L
i
k
er
t
s
ca
le
tech
n
iq
u
e
f
o
r
th
e
s
co
r
in
g
p
u
r
p
o
s
e
an
d
o
p
en
en
d
e
d
q
u
esti
o
n
s
wh
ich
l
et
th
e
r
esp
o
n
d
en
ts
to
an
s
wer
t
r
u
th
f
u
lly
co
n
ce
r
n
in
g
teac
h
er
s
’
o
th
er
p
e
r
s
p
ec
tiv
es
an
d
ac
tu
al
ap
p
licatio
n
s
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
s
.
T
o
o
b
tain
g
o
o
d
a
n
d
r
eliab
le
in
f
o
r
m
atio
n
o
f
th
e
r
esear
ch
,
th
e
ass
es
s
m
en
t
o
f
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
Go
o
g
le
-
Fo
r
m
s
u
r
v
ey
q
u
esti
o
n
n
air
e
was
co
n
d
u
cte
d
.
Pear
s
o
n
p
r
o
d
u
ct
-
m
o
m
e
n
t
co
r
r
elatio
n
an
d
C
r
o
n
b
ac
h
’
s
Alp
h
a
wer
e
u
s
ed
to
m
ea
s
u
r
e
th
e
v
alid
i
ty
a
n
d
r
eliab
ilit
y
.
Fro
m
th
e
r
esu
lt
o
f
th
e
tr
y
in
g
o
u
t
o
f
t
h
e
q
u
esti
o
n
n
air
es
d
is
tr
ib
u
ted
t
o
23
p
ar
ticip
a
n
ts
,
it
was
f
o
u
n
d
o
u
t
t
h
at
ea
ch
item
o
f
th
e
q
u
esti
o
n
n
air
e
was
v
alid
at
Pear
s
o
n
c
o
r
r
elatio
n
v
alu
e
b
etwe
en
0
.
4
7
0
an
d
0
.
8
5
3
with
th
e
s
ig
n
if
ican
t
v
alu
e
(
α
)
a
t
0
.
0
2
4
a
n
d
0
.
0
0
.
Me
an
wh
ile
ea
ch
q
u
esti
o
n
i
n
t
h
e
ac
tu
al
a
p
p
licatio
n
s
p
a
r
t
w
as
v
alid
at
Pear
s
o
n
co
r
r
elatio
n
v
alu
e
b
etwe
en
0
.
4
4
3
an
d
0
.
7
6
4
with
t
h
e
s
ig
n
if
i
ca
n
t
v
alu
es
b
etwe
en
0
.
0
3
4
an
d
0
.
0
0
.
I
n
ad
d
itio
n
,
th
e
r
eliab
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e
was
te
s
ted
u
s
in
g
C
r
o
n
b
ac
h
’
s
Alp
h
a,
in
wh
ich
it
was
f
o
u
n
d
o
u
t
th
at
th
e
s
et
o
f
th
e
q
u
esti
o
n
s
in
th
e
q
u
esti
o
n
n
air
e
o
f
th
e
teac
h
er
’
s
p
er
s
p
ec
tiv
es
in
f
ee
d
b
ac
k
p
r
o
v
is
io
n
ap
p
ea
r
ed
t
o
b
e
r
eliab
le
at
th
e
v
al
u
e
o
f
0
.
8
3
6
an
d
it
was
at
0
.
7
5
9
o
f
teac
h
er
’
s
ac
tu
al
ap
p
licatio
n
o
f
f
ee
d
b
a
ck
p
r
o
v
is
io
n
.
Sin
ce
th
e
v
alu
es
o
f
t
h
e
C
r
o
n
b
ac
h
’
s
Alp
h
a
wer
e
ab
o
v
e
0
.
6
,
it
in
d
icate
d
th
at
all
item
s
in
th
e
two
s
ets
o
f
q
u
esti
o
n
s
in
th
e
q
u
esti
o
n
n
air
e
wer
e
r
eliab
l
e.
Fin
ally
,
th
e
an
aly
s
is
o
f
th
e
c
o
llected
r
esp
o
n
s
es
o
f
th
e
q
u
e
s
tio
n
n
air
e
was
co
n
d
u
cted
in
v
o
lv
in
g
th
e
id
en
tific
atio
n
o
f
th
e
teac
h
er
s
’
p
er
s
p
ec
tiv
es
in
wr
itten
f
ee
d
b
ac
k
p
r
o
v
is
io
n
s
,
g
en
er
al
cl
ass
if
icatio
n
o
f
th
e
s
tr
ateg
ies
o
f
th
e
teac
h
er
s
’
a
ctu
al
ap
p
licatio
n
s
i
n
co
r
r
ec
ti
n
g
s
tu
d
e
n
ts
’
wr
itin
g
er
r
o
r
s
an
d
th
e
co
r
r
elatio
n
b
etwe
en
th
e
teac
h
er
s
’
p
er
s
p
ec
tiv
es
an
d
th
eir
ac
tu
al
ap
p
l
icatio
n
s
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
s
.
T
h
e
d
ata
was
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
s
ta
tis
tics
an
d
th
e
co
r
r
elatio
n
test
s
b
etwe
en
teac
h
er
s
’
p
er
s
p
ec
tiv
es
an
d
th
eir
ac
tu
al
ap
p
licatio
n
.
3.
RE
SU
L
T
S
3
.
1
.
T
ea
cher
s
’
pers
pect
iv
es in wr
it
t
en
co
rr
ec
t
iv
e
f
ee
db
a
c
k
pr
o
v
is
io
n a
nd
t
heir
a
ct
ua
l a
pp
lica
t
io
ns
T
h
er
e
wer
e
1
8
item
s
o
f
th
e
G
o
o
g
le
F
o
r
m
s
u
r
v
ey
q
u
esti
o
n
i
n
g
th
e
teac
h
er
s
’
p
er
s
p
ec
tiv
es
(
f
r
o
m
1
to
9
)
an
d
ac
tu
al
ap
p
licatio
n
s
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
(
f
r
o
m
1
0
to
1
8
)
as
s
h
o
wn
in
T
ab
le
1
.
T
h
e
teac
h
er
s
’
r
esp
o
n
s
es
r
eg
ar
d
in
g
to
th
e
p
er
s
p
ec
tiv
es
o
f
th
e
im
p
o
r
tan
ce
o
f
f
ee
d
b
ac
k
in
im
p
r
o
v
i
n
g
t
h
e
s
tu
d
en
ts
’
wr
itin
g
p
e
r
f
o
r
m
an
ce
an
d
v
ar
y
in
g
t
h
e
s
tr
ateg
ies o
f
f
ee
d
b
ac
k
ar
e
s
u
m
m
ar
ized
i
n
Fig
u
r
e
1
.
T
h
e
r
esu
lts
o
f
th
e
s
u
r
v
ey
in
d
icate
d
th
at
m
o
s
t
o
f
t
h
e
r
esp
o
n
d
e
n
ts
wh
ich
wer
e
9
5
%
v
i
ewe
d
th
at
p
r
o
v
id
i
n
g
f
ee
d
b
ac
k
to
s
tu
d
e
n
ts
’
er
r
o
r
s
in
wr
itin
g
was
v
alu
ab
le.
T
h
e
m
ea
n
s
co
r
e
o
f
th
e
r
esp
o
n
d
en
ts
’
p
er
s
p
ec
tiv
e
in
th
e
im
p
o
r
tan
ce
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
was
4
.
6
5
with
s
tan
d
a
r
d
d
ev
iatio
n
0
.
9
2
.
I
t
was o
n
ly
5
% o
f
th
e
r
esp
o
n
d
en
ts
v
iewe
d
th
at
p
r
o
v
id
in
g
f
ee
d
b
ac
k
to
th
e
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
was
n
o
t
n
ec
ess
ar
y
.
I
n
r
elatio
n
to
v
ar
y
in
g
s
tr
ateg
ies in
p
r
o
v
id
in
g
f
ee
d
b
ac
k
,
it c
an
b
e
s
ee
n
th
at
8
8
.
7
5
% o
f
th
e
teac
h
e
r
s
v
iewe
d
th
at
v
ar
y
in
g
th
e
s
tr
ateg
ies
o
f
p
r
o
v
id
in
g
f
ee
d
b
a
ck
was
u
s
ef
u
l
f
o
r
h
elp
i
n
g
th
e
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
wr
itin
g
an
d
th
e
m
ea
n
s
co
r
e
was
4
.
2
with
0
.
7
9
s
tan
d
ar
d
d
e
v
iatio
n
.
On
th
e
o
th
er
h
an
d
,
3
.
7
5
%
o
f
teac
h
e
r
s
p
er
ce
iv
ed
th
at
v
ar
y
in
g
tech
n
i
q
u
es
in
p
r
o
v
i
d
in
g
f
ee
d
b
ac
k
was
n
o
t
n
ec
ess
ar
y
.
So
m
e
teac
h
er
d
i
d
n
o
t
h
av
e
a
n
y
clea
r
p
er
s
p
ec
tiv
es
wh
eth
er
v
ar
y
in
g
s
tr
ateg
ies o
f
p
r
o
v
i
d
in
g
f
ee
d
b
a
ck
was n
ec
ess
ar
y
o
r
n
o
t (
7
.
5
%).
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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2
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8
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2
2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
1
0
8
9
-
1
0
9
9
1092
T
ab
le
1
.
Un
iv
e
r
s
ity
teac
h
er
s
’
p
er
s
p
ec
tiv
es a
n
d
ac
tu
al
a
p
p
lic
atio
n
s
o
f
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
No
I
t
e
ms
M
e
a
n
SD
1
I
t
i
s n
e
c
e
ss
a
r
y
f
o
r
t
e
a
c
h
e
r
s
t
o
p
r
o
v
i
d
e
f
e
e
d
b
a
c
k
o
n
t
h
e
s
t
u
d
e
n
t
s’
e
r
r
o
r
s i
n
w
r
i
t
i
n
g
.
4
.
6
5
0
.
9
2
2
Te
a
c
h
e
r
s sh
o
u
l
d
v
a
r
y
t
h
e
i
r
c
o
r
r
e
c
t
i
v
e
f
e
e
d
b
a
c
k
t
e
c
h
n
i
q
u
e
s a
c
c
o
r
d
i
n
g
t
o
t
h
e
t
y
p
e
s
o
f
e
r
r
o
r
s.
4
.
2
0
0
.
7
9
3
Te
a
c
h
e
r
s sh
o
u
l
d
p
r
o
v
i
d
e
f
e
e
d
b
a
c
k
o
n
t
h
e
st
u
d
e
n
t
’
s
e
r
r
o
r
s s
e
l
e
c
t
i
v
e
l
y
.
3
.
9
0
1
.
0
7
4
I
t
i
s t
h
e
t
e
a
c
h
e
r
’
s
j
o
b
t
o
l
o
c
a
t
e
e
r
r
o
r
s a
n
d
p
r
o
v
i
d
e
c
o
r
r
e
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t
i
o
n
s f
o
r
s
t
u
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e
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t
s.
3
.
7
5
1
.
0
5
5
C
o
d
i
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g
e
r
r
o
r
s wi
t
h
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was
1
3
%
wh
ich
was
h
ig
h
er
th
a
n
th
e
teac
h
er
s
wh
o
alwa
y
s
u
s
ed
s
u
ch
s
tr
ateg
y
.
Me
an
wh
ile,
th
e
teac
h
er
s
wh
o
s
o
m
etim
es
ap
p
lied
in
d
ir
ec
t
c
o
r
r
ec
tiv
e
f
ee
d
b
ac
k
u
s
in
g
co
d
es
was
th
e
h
ig
h
est
(
4
3
%
o
f
t
h
e
p
ar
ticip
a
n
ts
)
.
I
t
i
s
also
f
o
u
n
d
o
u
t
th
at
th
e
s
am
e
n
u
m
b
e
r
o
f
teac
h
er
s
th
at
was
1
5
.
1
9
%
r
ar
ely
a
n
d
o
f
ten
d
id
s
u
ch
co
r
r
ec
tio
n
.
I
t
is
also
f
o
u
n
d
o
u
t
th
at
th
e
teac
h
er
s
m
ad
e
in
d
ir
ec
t
s
u
g
g
esti
o
n
s
in
th
e
er
r
o
n
eo
u
s
p
ar
ts
an
d
d
r
ew
a
p
ar
ticu
lar
s
ig
n
in
th
e
b
lan
k
s
p
ac
es
th
at
s
u
r
r
o
u
n
d
th
e
tex
t
to
p
o
in
t
o
u
t
th
e
p
ar
ts
o
f
th
e
er
r
o
r
s
f
o
u
n
d
in
t
h
e
s
tu
d
en
ts
’
wr
itin
g
(
m
ea
n
s
co
r
e
3
.
4
4
)
.
Half
o
f
th
e
teac
h
er
s
alwa
y
s
an
d
o
f
ten
a
p
p
lied
th
is
s
tr
ateg
y
to
co
r
r
ec
t
th
e
s
tu
d
en
ts
’
e
r
r
o
r
s
,
an
d
an
o
th
e
r
3
6
.
2
5
%
s
o
m
e
tim
es
d
id
it.
Nev
er
th
eless
,
it
was
7
.
5
%
o
f
th
e
teac
h
er
s
r
ar
ely
u
s
ed
th
is
s
tr
ate
g
y
an
d
o
n
ly
6
.
2
5
%
o
f
th
e
m
n
ev
er
p
r
ac
ticed
it.
I
n
ad
d
itio
n
,
th
e
m
ajo
r
ity
o
f
t
h
e
teac
h
er
s
wh
o
alwa
y
s
an
d
o
f
te
n
m
ad
e
an
in
d
ir
ec
t
s
u
g
g
esti
o
n
o
f
th
e
er
r
o
n
eo
u
s
p
ar
ts
an
d
th
e
ca
teg
o
r
izatio
n
s
o
f
er
r
o
r
s
with
th
e
h
elp
o
f
m
a
r
k
i
n
g
co
d
es
(
m
ea
n
s
co
r
e
3
.
3
0
)
wer
e
r
esp
ec
tiv
ely
1
0
%
an
d
4
1
.
2
5
%.
So
m
e
teac
h
er
s
o
m
etim
es
p
r
o
v
id
e
d
f
ee
d
b
ac
k
u
s
in
g
th
ese
s
tr
ateg
ies
(
2
7
.
5
%)
.
T
h
e
o
t
h
er
1
1
.
2
5
%
o
f
t
h
e
teac
h
er
s
r
ar
ely
u
s
ed
th
is
way
o
f
wr
itten
co
r
r
e
ctio
n
an
d
o
n
l
y
1
0
%
o
f
th
em
n
ev
er
a
p
p
lied
s
u
ch
s
tr
ateg
y
.
1
.
2
5
%
2
.
5
0
%
3
.
7
5
%
1
2
.
5
0
%
2
6
.2
5
%
4
7
.5
0
%
4
5
.
0
0
%
2
7
.
5
0
%
2
3
.
7
5
%
1
0
.
0
0
%
0%
1
0
%
2
0
%
3
0
%
4
0
%
5
0
%
6
0
%
7
0
%
8
0
%
9
0
%
1
0
0
%
In
d
ica
ti
n
g
a
n
d
c
o
rre
c
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h
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In
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n
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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u
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ea
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h
er
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ac
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al
ap
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o
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ee
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T
ab
le
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icate
s
th
at
th
e
m
ea
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f
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h
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p
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s
o
f
f
ee
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ac
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is
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r
o
u
g
h
co
r
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tin
g
all
ty
p
es
o
f
er
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r
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8
.
I
t
also
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p
ea
r
s
th
at
t
h
e
s
tan
d
ar
d
d
ev
iatio
n
f
o
r
th
is
item
(
item
1
6
)
was
th
e
h
ig
h
est
at
1
.
1
6
.
Fro
m
Fig
u
r
e
6
,
it
r
e
v
ea
ls
th
at
th
e
n
u
m
b
e
r
o
f
teac
h
er
s
wh
o
s
o
m
etim
es
p
r
o
v
id
e
d
u
n
f
o
c
u
s
ed
co
r
r
ec
tio
n
was
3
7
.
5
%
th
en
f
o
llo
wed
b
y
2
1
.
5
%
o
f
th
e
teac
h
er
s
wh
o
o
f
ten
d
id
s
u
ch
t
y
p
e
o
f
co
r
r
ec
tio
n
an
d
it
was
o
n
ly
7
.
5
%
o
f
th
em
alwa
y
s
co
r
r
ec
ted
all
o
f
th
e
s
tu
d
en
ts
’
er
r
o
r
s
.
1
9
%
o
f
th
e
teac
h
er
s
n
ev
er
co
r
r
ec
ted
th
e
er
r
o
r
s
in
s
u
ch
ty
p
e.
T
h
e
r
est
2
0
%
o
f
th
em
r
ar
ely
d
id
th
is
ty
p
o
lo
g
y
o
f
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
u
s
in
g
th
is
s
t
r
ateg
y
.
Me
an
wh
ile,
in
f
o
c
u
s
ed
co
r
r
e
ctiv
e
f
ee
d
b
ac
k
ap
p
licatio
n
s
,
t
ea
ch
er
s
m
ad
e
a
s
elec
tio
n
o
f
co
r
r
ec
tio
n
f
r
o
m
a
n
u
m
b
er
o
f
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
,
s
u
ch
as
th
e
ar
ticle
er
r
o
r
s
u
s
ed
r
ath
e
r
th
an
th
e
o
t
h
e
r
lin
g
u
is
tic
asp
ec
ts
(
m
ea
n
s
co
r
e
2
.
5
8
)
.
T
h
e
g
r
ea
test
n
u
m
b
er
o
f
th
e
teac
h
e
r
s
th
at
was
3
7
.
5
0
%
s
o
m
etim
es
d
id
th
is
f
o
cu
s
e
d
co
r
r
ec
tio
n
an
d
th
e
least
p
er
ce
n
tag
e
o
f
teac
h
er
s
th
at
was
2
.
5
%
alwa
y
s
d
id
s
u
ch
co
r
r
ec
tiv
e
f
e
ed
b
ac
k
.
1
6
.
2
5
%
o
f
th
e
teac
h
er
s
o
f
ten
d
id
f
o
cu
s
ed
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
,
2
3
.
7
5
%
an
d
2
0
%
wer
e
r
ar
ely
a
n
d
n
e
v
er
d
id
s
u
ch
f
o
c
u
s
ed
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
.
T
h
e
g
r
ea
t
n
u
m
b
e
r
o
f
th
e
teac
h
e
r
s
o
m
eti
m
es
co
r
r
ec
ted
th
e
er
r
o
n
eo
u
s
p
ar
ts
o
f
th
e
s
tu
d
e
n
ts
wr
itin
g
b
y
p
r
o
v
i
d
in
g
th
e
r
ef
o
r
m
u
lated
s
tr
ateg
y
o
r
c
o
r
r
ec
ted
s
to
r
ies
(
m
ea
n
s
co
r
e
2
.
8
8
)
.
T
h
e
co
r
r
ec
ti
o
n
ca
n
b
e
wr
itten
n
ea
r
th
e
er
r
o
n
eo
u
s
p
ar
ts
.
T
h
is
co
r
r
ec
tio
n
was
co
n
d
u
cted
b
y
ask
in
g
th
e
s
tu
d
en
ts
to
s
tu
d
y
th
e
er
r
o
r
s
f
o
r
ab
o
u
t
2
0
m
in
u
tes
an
d
tak
e
n
o
t
es
wh
en
it
was
n
ec
ess
ar
y
.
I
t
a
p
p
ea
r
s
th
at
o
n
ly
7
.
5
%
an
d
2
1
.
7
5
%
o
f
th
e
teac
h
er
alwa
y
s
an
d
o
f
ten
d
id
th
e
r
e
f
o
r
m
u
latio
n
s
tr
ateg
y
,
an
d
3
7
.
5
%
o
f
th
e
teac
h
er
s
s
o
m
etim
es
ap
p
lied
it,
an
d
2
0
%
an
d
2
3
.
7
5
% o
f
th
em
n
ev
er
a
n
d
r
ar
ely
co
r
r
ec
ted
th
e
s
tu
d
en
ts
’
er
r
o
r
s
th
r
o
u
g
h
r
ef
o
r
m
u
latio
n
.
Fig
u
r
e
6
.
T
ea
c
h
er
s
’
ap
p
licatio
n
s
o
f
f
o
c
u
s
an
d
r
ef
o
r
m
u
latio
n
o
f
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
I
n
ad
d
itio
n
,
4
0
%
o
f
t
h
e
te
ac
h
er
p
ar
ticip
an
ts
h
ad
p
er
s
p
ec
t
iv
es
th
at
th
e
o
th
er
s
tr
ateg
ies
an
d
s
o
m
e
co
m
b
in
atio
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s
o
f
f
ee
d
b
ac
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w
er
e
n
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.
T
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ex
am
p
les
o
f
th
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o
th
er
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elief
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o
f
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ee
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d
b
ac
k
m
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atin
g
th
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ts
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I
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r
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er
f
r
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th
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r
ac
tu
al
ap
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ay
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w
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itten
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ee
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r
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e
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m
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o
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er
s
tu
d
en
ts
in
th
e
class
r
o
o
m
.
T
h
is
was
th
e
co
m
b
in
atio
n
b
etwe
en
i
n
d
ir
e
ct
an
d
r
e
f
o
r
m
u
latio
n
m
a
y
o
c
cu
r
.
I
t
a
p
p
ea
r
s
th
at
teac
h
er
ap
p
lied
in
d
ir
ec
t
co
r
r
e
ctiv
e
f
ee
d
b
ac
k
b
y
s
im
p
l
y
s
h
o
win
g
th
e
s
tu
d
en
ts
’
wr
it
in
g
’
s
p
ar
ts
o
f
e
r
r
o
r
s
u
s
in
g
co
lo
r
in
g
p
e
n
s
with
o
u
t
co
r
r
e
ctio
n
o
f
er
r
o
r
s
p
r
o
v
i
d
ed
.
Me
an
wh
ile
an
o
th
er
teac
h
er
’
s
ac
tu
al
clas
s
r
o
o
m
ap
p
licatio
n
o
f
d
ir
ec
t
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
was
also
co
n
d
u
cte
d
b
y
u
s
in
g
co
lo
r
i
n
g
p
en
s
to
in
d
icate
th
e
er
r
o
r
s
o
f
th
e
s
tu
d
en
ts
’
wr
itin
g
an
d
s
u
g
g
esti
n
g
th
e
s
tu
d
en
ts
to
co
r
r
ec
t th
eir
b
y
d
is
cu
s
s
in
g
with
f
r
ien
d
s
.
An
o
th
er
ac
tu
al
ap
p
licatio
n
o
f
th
e
s
tr
ateg
y
in
p
r
o
v
id
i
n
g
c
o
r
r
ec
tio
n
o
f
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
is
class
if
ied
as
th
e
r
ef
o
r
m
u
latio
n
.
I
t
was
co
n
d
u
cted
th
r
o
u
g
h
p
r
o
v
id
in
g
e
x
p
lan
atio
n
o
f
t
h
e
er
r
o
r
s
th
en
ask
in
g
t
h
e
s
tu
d
en
ts
to
co
r
r
ec
t
th
ei
r
o
w
n
er
r
o
r
s
.
I
t
was
also
co
m
m
o
n
th
at
teac
h
er
s
ap
p
lied
c
o
m
b
in
atio
n
o
f
d
ir
ec
t
an
d
in
d
ir
ec
t
f
ee
d
b
ac
k
.
T
h
is
co
m
b
i
n
atio
n
o
f
f
ee
d
b
ac
k
s
tr
ateg
ies
was
ap
p
lied
b
y
th
e
teac
h
er
wh
en
ev
er
th
e
teac
h
er
s
u
n
d
er
s
to
o
d
th
e
s
tu
d
e
n
ts
h
av
e
d
if
f
er
en
t
lev
el
o
f
lin
g
u
is
tics
a
n
d
r
h
eto
r
ical
wr
itin
g
co
m
p
ete
n
ce
s
.
T
o
co
r
r
ec
t
th
e
er
r
o
r
s
,
a
teac
h
er
also
ass
ig
n
ed
th
e
s
tu
d
en
ts
to
d
is
cu
s
s
an
d
m
ak
e
th
e
er
r
o
r
s
as
a
p
a
r
t
o
f
th
ei
r
h
o
m
e
w
o
r
k
.
I
t
was
also
f
o
u
n
d
o
u
t
th
at
th
e
teac
h
er
r
ety
p
e
th
e
er
r
o
r
s
th
en
ask
th
e
s
tu
d
en
ts
to
d
is
cu
s
s
in
s
m
all
g
r
o
u
p
with
o
n
e
p
r
o
f
icien
t stu
d
e
n
t to
b
e
p
ee
r
te
ac
h
er
.
3
.
2
.
T
he
co
rr
ela
t
io
n
bet
wee
n
E
F
L
un
iv
er
s
it
y
t
ea
cher
s
’
pers
p
ec
t
iv
es
o
f
writ
t
en
co
rr
ec
t
iv
e
f
ee
db
a
ck
a
nd
t
heir
a
pp
lica
t
io
ns
T
h
e
th
ir
d
r
esear
ch
q
u
esti
o
n
co
n
ce
r
n
s
with
th
e
co
r
r
elatio
n
b
etwe
en
th
e
E
FL
u
n
iv
er
s
ity
teac
h
er
s
’
p
er
s
p
ec
tiv
es
an
d
ac
tu
al
a
p
p
lic
atio
n
s
o
f
wr
itten
co
r
r
ec
tiv
e
f
e
ed
b
ac
k
p
r
o
v
is
io
n
to
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
.
T
h
e
co
r
r
elatio
n
an
aly
s
is
was
co
n
d
u
cted
to
f
in
d
o
u
t
th
e
wh
eth
er
th
e
E
FL
u
n
iv
er
s
ity
teac
h
e
r
s
’
p
er
s
p
ec
tiv
es
o
n
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
in
f
lu
en
ce
d
th
eir
ac
tu
al
ap
p
licatio
n
s
.
T
h
e
r
esu
lt
o
f
th
e
co
r
r
elatio
n
an
aly
ze
d
u
s
in
g
Pear
s
o
n
’
c
o
r
r
e
latio
n
in
d
icate
d
in
T
ab
le
2
.
Fro
m
th
e
tab
le
o
f
Pear
s
o
n
c
o
r
r
elatio
n
co
m
p
u
tatio
n
al
s
tatis
tics
,
it
s
h
o
ws
th
at
th
e
co
r
r
e
latio
n
was
0
.
2
6
4
in
th
e
s
ig
n
i
f
ican
t
n
u
m
b
er
o
f
0
.
0
5
.
I
t
r
ep
r
esen
ts
th
a
t
th
er
e
was
a
p
o
s
itiv
e
h
ig
h
c
o
r
r
elatio
n
b
etwe
en
teac
h
er
s
’
p
er
s
p
ec
tiv
es in
co
r
r
e
ctiv
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
an
d
t
h
e
ac
tu
al
ap
p
licatio
n
s
.
T
ab
le
2
.
C
o
r
r
elatio
n
b
etwe
en
u
n
iv
er
s
ity
teac
h
er
s
’
p
er
s
p
ec
tiv
es a
n
d
ac
tu
al
ap
p
licatio
n
s
o
f
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
P
e
r
sp
e
c
t
i
v
e
s
i
n
w
r
i
t
t
e
n
c
o
r
r
e
c
t
i
v
e
f
e
e
d
b
a
c
k
p
r
o
v
i
s
i
o
n
s
A
c
t
u
a
l
a
p
p
l
i
c
a
t
i
o
n
s
o
f
w
r
i
t
t
e
n
c
o
r
r
e
c
t
i
v
e
f
e
e
d
b
a
c
k
p
r
o
v
i
s
i
o
n
s
P
e
r
sp
e
c
t
i
v
e
s
in
w
r
i
t
t
e
n
c
o
r
r
e
c
t
i
v
e
f
e
e
d
b
a
c
k
P
e
a
r
so
n
c
o
r
r
e
l
a
t
i
o
n
1
.
2
6
4
*
S
i
g
.
(
2
-
t
a
i
l
e
d
)
.
0
1
8
N
80
80
A
c
t
u
a
l
a
p
p
l
i
c
a
t
i
o
n
s
o
f
w
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o
r
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e
c
t
i
v
e
f
e
e
d
b
a
c
k
P
e
a
r
so
n
c
o
r
r
e
l
a
t
i
o
n
.
2
6
4
*
1
S
i
g
.
(
2
-
t
a
i
l
e
d
)
.
0
1
8
N
80
80
*
C
o
r
r
e
l
a
t
i
o
n
i
s s
i
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
5
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
4.
DIS
CU
SS
I
O
N
Fro
m
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
,
it
r
ev
ea
led
th
at
m
o
s
t
o
f
th
e
te
ac
h
er
s
h
ad
p
er
s
p
ec
tiv
es
if
p
r
o
v
id
in
g
a
n
d
v
ar
y
in
g
s
tr
ateg
ies
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
s
wer
e
n
ec
ess
ar
y
an
d
th
ey
also
a
p
p
lied
p
r
o
v
id
i
n
g
v
ar
i
o
u
s
f
ee
d
b
ac
k
tech
n
iq
u
es
o
n
c
o
r
r
ec
tin
g
th
e
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
.
I
t
is
as
in
d
icate
d
in
th
e
p
r
e
v
io
u
s
s
tu
d
ies
th
at
d
if
f
er
en
t
st
r
ateg
ies
o
f
p
r
o
v
id
in
g
f
ee
d
b
ac
k
ap
p
r
o
p
r
iate
f
o
r
p
a
r
ticu
lar
lear
n
er
s
an
d
tar
g
et
o
f
co
r
r
e
ctio
n
s
[
5
]
-
[
8
]
.
T
h
e
p
er
ce
n
tag
es
o
f
teac
h
e
r
s
’
p
er
s
p
ec
tiv
es
in
th
e
n
ee
d
s
to
lo
ca
t
e
an
d
co
r
r
ec
t
th
e
e
r
r
o
r
s
an
d
c
o
r
r
ec
tin
g
th
e
e
r
r
o
r
s
wer
e
co
n
s
is
ten
t
with
th
eir
ac
tu
al
class
r
o
o
m
ap
p
licatio
n
s
.
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n
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d
itio
n
,
it
also
ap
p
ea
r
s
th
at
th
e
m
ajo
r
ity
o
f
teac
h
er
s
v
iewe
d
th
at
th
e
y
n
ee
d
ed
to
v
a
r
y
th
eir
f
ee
d
b
ac
k
s
tr
ateg
ies.
T
h
er
e
wer
e
s
o
m
e
r
ea
s
o
n
s
f
o
r
v
ar
y
in
g
th
e
s
tr
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ies
o
f
p
r
o
v
id
in
g
f
ee
d
b
a
ck
s
u
ch
as
th
e
s
tu
d
en
ts
’
lev
el
o
f
lan
g
u
ag
e
p
r
o
f
ici
en
cy
a
n
d
e
m
o
tio
n
s
,
class
r
o
o
m
co
n
tex
t a
n
d
th
e
in
s
titu
tio
n
s
.
I
t
is
in
lin
e
with
th
e
f
in
d
in
g
s
o
f
t
h
e
s
tu
d
y
co
n
d
u
cte
d
by
E
v
an
s
,
et
a
l.
[
1
0
]
.
I
n
ca
s
e
o
f
th
e
u
n
iv
er
s
ity
teac
h
er
s
’
p
er
s
p
ec
tiv
es
o
n
th
e
f
o
c
u
s
o
f
er
r
o
r
s
,
it
ap
p
ea
r
s
th
at
m
o
s
t
o
f
th
e
teac
h
er
s
v
iewe
d
t
h
at
n
o
t
all
s
tu
d
en
ts
’
wr
itin
g
e
r
r
o
r
s
wer
e
r
e
q
u
ir
ed
to
b
e
c
o
r
r
ec
ted
.
I
t
m
ea
n
s
th
at
f
ee
d
b
ac
k
is
p
r
o
v
id
e
d
s
elec
tiv
ely
.
I
t
is
as
s
u
p
p
o
r
ted
by
L
iu
an
d
W
u
[
2
9
]
.
T
h
e
teac
h
er
s
also
p
er
ce
i
v
ed
th
at
f
ee
d
b
ac
k
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I
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2252
-
8
8
2
2
E
F
L u
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tea
ch
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’
p
ers
p
ec
tives in
w
r
itten
co
r
r
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tive
f
ee
d
b
a
ck
a
n
d
t
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eir …
(
Win
d
y
Wa
h
ju
P
u
r
n
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mo
)
1097
p
r
o
v
id
e
d
ca
n
b
e
d
o
n
e
eith
er
d
ir
ec
tly
o
r
i
n
d
ir
ec
tly
.
Ho
wev
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,
m
o
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e
teac
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s
p
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to
im
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q
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f
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itin
g
c
o
m
p
ar
ed
t
o
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f
ee
d
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ac
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in
wh
ich
it
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s
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to
th
e
p
r
e
v
io
u
s
r
esear
ch
f
in
d
in
g
s
[
2
9
]
.
I
n
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d
itio
n
,
t
h
ey
also
h
ad
p
er
s
p
ec
tiv
es
th
at
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r
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tin
g
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tu
d
en
ts
’
wr
itin
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r
o
r
s
was
g
iv
en
b
y
in
d
icatin
g
th
e
er
r
o
n
eo
u
s
p
ar
ts
u
s
in
g
a
p
ar
ticu
lar
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ar
k
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in
wh
ich
th
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m
u
s
t
b
e
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ily
f
o
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wed
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d
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to
o
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.
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s
e
o
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ac
tu
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p
licati
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f
te
n
co
r
r
ec
t
th
e
s
tu
d
e
n
ts
’
wr
itin
g
er
r
o
r
s
b
y
u
n
d
er
lin
in
g
,
cir
cli
n
g
,
cr
o
s
s
in
g
o
u
t
o
r
m
ar
k
in
g
th
e
e
r
r
o
r
,
a
n
d
d
ir
ec
tl
y
co
r
r
ec
ted
a
b
o
v
e
o
r
n
ea
r
th
e
lo
ca
tio
n
o
f
th
e
e
r
r
o
r
s
.
So
m
e
teac
h
er
s
also
ad
d
e
d
th
e
ca
teg
o
r
izatio
n
o
f
er
r
o
r
s
.
I
n
ad
d
itio
n
,
m
o
s
t
o
f
t
h
e
teac
h
e
r
s
also
s
o
m
etim
es
p
r
o
v
id
e
d
f
e
ed
b
ac
k
to
s
tu
d
en
ts
’
er
r
o
r
s
in
d
i
r
ec
tly
.
T
h
e
y
o
n
ly
i
n
d
icate
d
th
e
e
r
r
o
r
p
ar
ts
b
u
t
d
id
n
o
t
c
o
r
r
ec
t
th
e
er
r
o
r
s
.
I
t
is
s
u
p
p
o
r
te
d
b
y
th
e
p
r
ev
io
u
s
s
tu
d
y
c
o
n
d
u
cted
b
y
Par
k
,
So
n
g
,
a
n
d
Sh
in
[
6
]
.
S
o
m
e
o
f
th
e
teac
h
er
s
also
ap
p
lied
r
ef
o
r
m
u
latio
n
f
ee
d
b
ac
k
s
tr
ateg
ies.
I
t
was
d
o
n
e
b
y
p
r
o
v
id
i
n
g
m
etalin
g
u
i
s
tic
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
ex
p
lan
atio
n
ab
o
u
t
th
e
s
tu
d
en
ts
’
ar
ea
s
o
f
er
r
o
r
s
f
o
r
ex
am
p
le,
it
was
co
n
d
u
cted
b
y
p
r
o
v
id
i
n
g
a
b
r
ief
g
r
am
m
atica
l
d
escr
ip
tio
n
o
n
th
e
p
ar
ts
o
f
er
r
o
r
s
th
at
s
tu
d
en
ts
m
ad
e.
I
t
ap
p
ea
r
s
th
at
m
o
s
t
o
f
th
e
teac
h
er
s
o
cc
asio
n
ally
d
id
r
ef
o
r
m
u
latio
n
f
ee
d
b
ac
k
.
Fin
ally
,
it
is
u
n
lik
e
p
r
ev
i
o
u
s
s
tu
d
ies
wh
ich
in
d
icate
d
th
at
teac
h
er
s
’
ac
tu
al
a
p
p
licatio
n
s
o
f
co
r
r
ec
tin
g
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
d
o
n
o
t
alwa
y
s
r
ep
r
es
en
t
th
eir
b
elief
s
[
3
3
]
,
[
3
6
]
.
T
h
e
f
in
d
i
n
g
o
f
th
is
r
esear
ch
in
d
icate
d
th
at
I
n
d
o
n
esia
E
FL
u
n
iv
er
s
ity
teac
h
er
s
’
p
er
s
p
ec
tiv
es
o
n
th
e
p
r
o
v
is
io
n
o
f
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
o
s
itiv
ely
co
r
r
elate
d
with
th
eir
ac
tu
al
ap
p
licatio
n
s
.
I
t
in
d
icate
s
th
at
th
er
e
i
s
h
ig
h
co
n
s
is
ten
cy
b
etwe
en
th
e
teac
h
er
s
’
p
er
s
p
ec
tiv
es
an
d
th
e
ir
ac
tu
al
ap
p
licatio
n
s
o
f
p
r
o
v
i
d
in
g
co
r
r
ec
tio
n
s
to
th
e
s
tu
d
e
n
ts
’
wr
itin
g
er
r
o
r
s
.
I
n
ad
d
itio
n
,
it
is
f
o
u
n
d
o
u
t
th
at
t
h
er
e
wer
e
m
a
n
y
r
ea
s
o
n
s
wh
ic
h
m
ay
ca
u
s
e
th
e
teac
h
e
r
to
c
h
o
o
s
e
th
e
d
if
f
er
e
n
t
s
tr
ateg
ies
in
p
r
o
v
id
i
n
g
a
ce
r
t
ain
s
tr
ateg
y
o
f
f
ee
d
b
ac
k
.
T
h
e
ir
d
if
f
er
e
n
t
p
er
s
p
ec
tiv
es
an
d
ac
tu
al
ap
p
licatio
n
s
d
if
f
er
en
ce
s
o
f
p
r
o
v
id
in
g
wr
i
tten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
we
r
e
in
f
lu
en
ce
d
b
y
m
an
y
f
ac
t
o
r
s
lik
es
teac
h
er
s
’
ex
p
er
ien
ce
s
,
s
tu
d
en
ts
’
c
o
g
n
iti
o
n
a
n
d
lev
els
o
f
E
n
g
lis
h
p
r
o
f
i
cien
cy
,
s
tu
d
e
n
ts
an
d
teac
h
e
r
’
s
f
ee
lin
g
o
r
em
o
tio
n
,
s
tu
d
en
ts
’
willin
g
n
ess
to
r
esp
o
n
s
e
f
ee
d
b
ac
k
,
tim
e
co
n
s
tr
ain
t,
an
d
th
e
ty
p
es o
f
er
r
o
r
s
.
5.
CO
NCLU
SI
O
N
T
ak
in
g
co
n
s
id
er
atio
n
o
f
th
e
to
tal
n
u
m
b
er
o
f
I
n
d
o
n
esian
u
n
iv
er
s
ity
teac
h
er
s
’
p
e
r
s
p
ec
tiv
es
in
th
e
im
p
o
r
tan
ce
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
,
it is
f
o
u
n
d
o
u
t th
at
n
ea
r
ly
all
o
f
th
em
ag
r
ee
d
if
th
e
p
r
o
v
i
s
io
n
o
f
f
ee
d
b
ac
k
to
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
was
n
ec
ess
ar
y
.
T
h
is
f
a
ct
in
d
icate
s
th
at
th
e
teac
h
er
s
s
h
o
u
ld
p
r
o
v
id
e
f
ee
d
b
ac
k
to
th
e
u
n
iv
er
s
ity
s
tu
d
en
ts
’
wr
itin
g
s
’
.
T
h
ey
also
s
aw
th
at
teac
h
er
’
s
co
r
r
ec
tio
n
ca
n
b
e
d
o
n
e
in
v
ar
io
u
s
ty
p
es
th
r
o
u
g
h
d
if
f
er
en
t
s
tr
ateg
ies.
I
n
th
eir
wr
itin
g
class
r
o
o
m
p
r
ac
tices,
th
e
E
FL
u
n
i
v
er
s
ity
teac
h
e
r
s
ap
p
lied
d
if
f
er
e
n
t
s
tr
ateg
ies
o
f
p
r
o
v
id
in
g
d
ir
ec
t,
in
d
ir
ec
t,
m
etalin
g
u
is
tic,
f
o
cu
s
ed
,
u
n
f
o
cu
s
ed
an
d
r
ef
o
r
m
u
latio
n
co
r
r
e
ctiv
e
f
ee
d
b
ac
k
.
Fro
m
th
o
s
e
f
ee
d
b
a
ck
ty
p
es,
th
e
d
ir
ec
t
f
ee
d
b
ac
k
was
m
o
s
tly
ap
p
lied
b
y
th
e
te
ac
h
er
s
.
T
h
e
r
e
wer
e
s
o
m
e
r
ea
s
o
n
s
o
f
a
p
p
ly
in
g
a
p
ar
ticu
lar
s
tr
ateg
y
o
f
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
p
r
o
v
is
io
n
.
I
n
ad
d
itio
n
,
E
FL
u
n
iv
er
s
ity
teac
h
e
r
s
’
p
er
s
p
ec
t
iv
es
in
p
r
o
v
id
in
g
wr
itten
c
o
r
r
ec
tiv
e
f
ee
d
b
ac
k
to
s
tu
d
e
n
ts
’
wr
itin
g
er
r
o
r
s
p
o
s
itiv
ely
co
r
r
elate
d
to
th
eir
ac
tu
al
ap
p
licatio
n
s
.
I
t
ca
n
b
e
a
ch
allen
g
e
f
o
r
teac
h
er
s
to
r
ec
o
g
n
ize
an
d
b
e
f
am
iliar
with
th
e
v
ar
io
u
s
d
if
f
er
en
t
ty
p
es
o
f
c
o
r
r
ec
tiv
e
f
ee
d
b
ac
k
.
T
h
er
ef
o
r
e,
t
h
ey
wer
e
al
s
o
ab
le
to
v
ar
y
th
e
s
tr
ateg
ies
in
g
iv
in
g
c
o
r
r
ec
tiv
e
f
ee
d
b
ac
k
in
th
e
ef
f
ec
tiv
e
an
d
cr
ea
tiv
e
wa
y
s
to
ac
h
iev
e
th
e
o
b
jectiv
e
o
f
co
r
r
ec
ti
n
g
an
d
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
s
tu
d
e
n
ts
’
wr
itin
g
.
Mo
r
eo
v
er
,
th
e
m
ajo
r
ity
o
f
th
e
teac
h
er
s
also
h
a
d
p
er
s
p
ec
tiv
es
th
at
th
e
s
tu
d
en
ts
wer
e
a
b
le
to
lear
n
id
en
tify
i
n
g
th
eir
o
wn
er
r
o
r
s
an
d
d
o
in
g
co
r
r
ec
tio
n
s
with
o
u
t
b
ein
g
g
i
v
en
an
y
d
ir
ec
t c
o
m
m
e
n
t o
n
th
e
er
r
o
r
s
.
Th
e
r
esu
lts
o
f
th
is
s
tu
d
y
p
r
o
v
id
e
b
o
th
th
eo
r
etica
l
an
d
p
ed
a
g
o
g
ical
im
p
licatio
n
s
.
T
h
eo
r
etica
lly
,
th
e
f
in
d
in
g
s
o
f
th
is
r
esear
ch
ca
n
e
n
r
ich
th
e
b
o
d
y
k
n
o
wled
g
e
o
f
th
e
wr
itten
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
an
d
E
FL
s
tu
d
e
n
t
wr
itin
g
.
Sin
ce
teac
h
er
s
’
p
er
s
p
ec
tiv
es
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
to
h
elp
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
wr
itin
g
in
f
lu
en
ce
th
eir
ac
tu
al
ap
p
licatio
n
s
,
teac
h
er
s
’
k
n
o
wled
g
e
an
d
s
k
ills
in
p
r
o
v
id
in
g
f
ee
d
b
ac
k
ar
e
r
eq
u
ir
ed
.
T
h
e
r
ef
o
r
e
,
p
ed
ag
o
g
ically
,
th
e
teac
h
e
r
s
ca
n
im
p
r
o
v
e
th
eir
k
n
o
wled
g
e
an
d
p
e
r
s
p
ec
tiv
es
o
f
v
ar
i
o
u
s
f
ee
d
b
ac
k
p
r
o
v
is
io
n
an
d
th
eir
s
tr
ateg
ies
b
y
atten
d
in
g
tr
ain
in
g
o
f
f
ee
d
b
ac
k
a
n
d
a
p
p
ly
in
g
v
ar
io
u
s
f
ee
d
b
ac
k
s
tr
ateg
ies
in
d
if
f
er
en
t
teac
h
in
g
en
v
ir
o
n
m
e
n
t f
o
r
v
ar
i
o
u
s
wr
itin
g
ty
p
es a
n
d
s
tu
d
en
ts
with
d
if
f
er
en
t
p
r
o
f
icie
n
cies.
T
h
is
s
tu
d
y
h
o
p
e
f
u
lly
h
elp
s
teac
h
er
s
d
r
aw
atten
t
io
n
to
th
e
ac
tu
al
class
r
o
o
m
a
p
p
licatio
n
s
o
f
p
r
o
v
id
i
n
g
f
ee
d
b
ac
k
s
tr
ateg
ies
an
d
r
eth
in
k
th
e
p
r
ac
tical
m
eth
o
d
s
o
f
g
iv
in
g
ef
f
ec
tiv
e
f
ee
d
b
a
ck
to
th
eir
s
tu
d
en
ts
’
wr
itin
g
er
r
o
r
s
in
o
r
d
er
t
o
en
co
u
r
a
g
e
th
e
s
tu
d
en
ts
lear
n
in
g
to
im
p
r
o
v
e
th
eir
wr
itin
g
p
er
f
o
r
m
an
ce
.
T
h
e
r
e
f
o
r
e,
it
is
ab
le
to
r
ed
u
ce
th
e
d
if
f
er
en
t
g
ap
b
etwe
en
th
e
id
ea
l a
n
d
ac
tu
al
ap
p
licatio
n
s
o
f
f
ee
d
b
ac
k
p
r
o
v
is
io
n
s
.
Sin
ce
th
is
co
r
r
elatio
n
al
s
tu
d
y
was
ap
p
lied
to
s
ee
th
e
r
elat
io
n
s
h
ip
b
etwe
en
teac
h
er
s
’
p
er
s
p
ec
tiv
es
an
d
ac
tu
al
ap
p
licatio
n
s
o
f
f
ee
d
b
ac
k
with
a
p
ar
ticu
lar
n
u
m
b
er
o
f
p
ar
ticip
an
ts
in
E
FL
co
n
tex
t,
f
u
r
th
er
r
esear
c
h
er
s
ar
e
en
c
o
u
r
ag
ed
t
o
d
o
r
esear
c
h
in
v
esti
g
atio
n
an
d
d
is
cu
s
s
io
n
o
n
th
e
s
im
ilar
to
p
ics
with
l
ar
g
er
p
ar
ticip
an
ts
i
n
d
if
f
er
en
t c
u
ltu
r
al
co
n
tex
ts
an
d
p
u
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es u
s
in
g
d
if
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ch
d
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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1098
RE
F
E
R
E
NC
E
S
[1
]
Y.
S
h
e
e
n
a
n
d
R.
El
l
is,
“
Co
rre
c
ti
v
e
fe
e
d
b
a
c
k
in
lan
g
u
a
g
e
tea
c
h
in
g
,”
In
E.
Hin
k
e
l
,
e
d
.
,
H
a
n
d
b
o
o
k
o
f
re
se
a
rc
h
in
se
c
o
n
d
l
a
n
g
u
a
g
e
tea
c
h
in
g
a
n
d
le
a
rn
in
g
,
v
o
l.
2
.
Ne
w Yo
r
k
:
Ro
u
tl
e
d
g
e
,
2
0
1
1
,
p
p
.
5
9
3
–
6
1
0
.
[2
]
R.
El
li
s,
“
T
y
p
o
lo
g
y
o
f
Wr
it
ten
Co
rre
c
ti
v
e
F
e
e
d
b
a
c
k
T
y
p
e
s,”
EL
T
J
o
u
rn
a
l
,
v
o
l.
63
,
n
o
.
2
,
p
p
.
97
-
1
0
7
,
2
0
0
9
.
[3
]
K.
Hy
lan
d
a
n
d
F
.
H
y
lan
d
,
“
F
e
e
d
b
a
c
k
o
n
se
c
o
n
d
lan
g
u
a
g
e
st
u
d
e
n
t
s’
writi
n
g
,
”
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l.
39
,
n
o
.
0
2
,
p
p
.
83
-
1
0
1
,
2
0
0
6
.
[4
]
I.
Ko
z
l
o
v
a
,
“
El
li
s'
s
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
i
n
a
p
r
o
b
lem
-
so
l
v
in
g
c
o
n
tex
t,
”
EL
T
J
o
u
rn
a
l
,
v
o
l.
64
,
n
o
.
1
,
p
p
.
95
-
9
7
,
2
0
1
0
.
[5
]
A.
Ja
m
a
li
n
e
sa
ry
,
F
.
Ra
h
imi,
H
.
G
o
wh
a
ry
,
a
n
d
A
.
Az
izifa
r
,
“
Th
e
Eff
e
c
ts
o
f
Tea
c
h
e
r
Wr
it
ten
Dir
e
c
t
Vs
In
d
irec
t
F
e
e
d
b
a
c
k
o
n
S
tu
d
e
n
ts W
ri
ti
n
g
,
”
S
o
c
ia
l
a
n
d
Beh
a
v
io
r
a
l
S
c
ie
n
c
e
s
,
v
o
l.
1
9
2
,
p
p
.
1
1
6
-
1
2
3
,
2
0
1
5
.
[6
]
E.
S
.
P
a
rk
,
S
.
S
o
n
g
,
a
n
d
Y
.
K
.
S
h
in
,
“
T
o
wh
a
t
e
x
ten
t
d
o
lea
rn
e
rs
b
e
n
e
fit
fro
m
i
n
d
irec
t
writt
e
n
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
?
A
stu
d
y
tar
g
e
ti
n
g
lea
rn
e
rs
o
f
d
if
fe
re
n
t
p
r
o
ficie
n
c
y
a
n
d
h
e
rit
a
g
e
l
a
n
g
u
a
g
e
sta
tu
s,”
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
Res
e
a
rc
h
,
v
o
l.
20
,
n
o
.
6
,
p
p
.
6
7
8
–
6
9
9
,
2
0
1
5
.
[7
]
F
.
P
o
o
re
b
ra
h
im,
“
In
d
irec
t
Wr
it
te
n
Co
rre
c
ti
v
e
F
e
e
d
b
a
c
k
,
Re
v
isi
o
n
,
a
n
d
Lea
rn
in
g
,
”
In
d
o
n
e
sia
n
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
L
in
g
u
isti
c
s
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
8
4
-
1
9
2
,
2
0
1
7
.
[8
]
A.
R.
S
e
p
ti
a
n
a
,
G
.
H
.
S
u
li
sty
o
,
a
n
d
A.
E
.
Ka
d
a
rism
a
n
“
Co
rre
c
ti
v
e
F
e
e
d
b
a
c
k
a
n
d
Wr
it
in
g
Ac
c
u
ra
c
y
o
f
S
tu
d
e
n
t
s
a
c
ro
ss
Diffe
re
n
t
Lev
e
ls
o
f
G
ra
m
m
a
ti
c
a
l
S
e
n
siti
v
it
y
,
”
In
d
o
n
e
sia
n
J
o
u
r
n
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
.
1
-
1
1
,
2
0
1
6
.
[9
]
R.
L
y
ste
r,
K
.
S
a
it
o
a
n
d
M
.
S
a
t
o
,
“
Ora
l
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
i
n
se
c
o
n
d
la
n
g
u
a
g
e
c
las
sro
o
m
s,”
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l.
46
,
n
o
.
1
,
p
p
.
1
-
4
0
,
2
0
1
2
.
[1
0
]
N.
W.
E
v
a
n
s,
K.
J
.
Ha
rtsh
o
rn
,
R
.
M
.
M
c
Co
ll
u
m
,
a
n
d
M
.
Wo
lfers
b
e
rg
e
r
,
“
Co
n
tex
t
u
a
li
z
in
g
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
i
n
se
c
o
n
d
lan
g
u
a
g
e
writi
n
g
p
e
d
a
g
o
g
y
,
”
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
Res
e
a
rc
h
,
v
o
l
.
14
,
n
o
.
4
,
p
p
.
4
4
5
–
4
6
3
,
2
0
1
0
.
[1
1
]
J.
M
u
n
c
ie,
“
Us
in
g
Wr
it
ten
Tea
c
h
e
r
F
e
e
d
b
a
c
k
in
EF
L
Co
m
p
o
siti
o
n
Clas
s,”
EL
T
J
o
u
rn
a
l
,
v
o
l.
54
,
n
o
.
1
,
p
p
.
47
-
5
3
,
2
0
0
0
.
[1
2
]
H.
Na
ss
a
ji
,
“
An
n
iv
e
rsa
ry
Article
In
tera
c
ti
o
n
a
l
fe
e
d
b
a
c
k
i
n
se
c
o
n
d
l
a
n
g
u
a
g
e
tea
c
h
in
g
a
n
d
lea
rn
in
g
:
A
sy
n
th
e
sis
a
n
d
a
n
a
ly
sis
o
f
c
u
rre
n
t
re
se
a
r
c
h
,
”
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
Res
e
a
rc
h
,
v
o
l.
20
,
n
o
.
4
,
p
p
.
5
3
5
–
5
6
2
,
2
0
1
6
.
[1
3
]
M
-
L.
R
y
o
o
,
“
Th
e
Eff
e
c
ts
o
f
Te
a
c
h
e
r
F
e
e
d
b
a
c
k
o
n
E
F
L
S
tu
d
e
n
t
s’
Wr
it
i
n
g
in
a
K
o
re
a
n
U
n
iv
e
rsi
ty
Clas
s,”
T
h
e
J
o
u
rn
a
l
o
f
Asia
T
EF
L
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
1
1
5
-
1
3
0
,
2
0
0
4
.
[1
4
]
R.
L
y
ste
r
a
n
d
L
.
Ra
n
ta,
“
C
o
rr
e
c
ti
v
e
fe
e
d
b
a
c
k
a
n
d
lea
rn
e
r
u
p
tak
e
:
Ne
g
o
ti
a
ti
o
n
o
f
fo
rm
in
c
o
m
m
u
n
ica
ti
v
e
c
las
sro
o
m
s,”
S
tu
d
ies
in
S
e
c
o
n
d
L
a
n
g
u
a
g
e
Acq
u
isit
i
o
n
,
v
o
l.
19
,
n
o
.
1
,
p
p
.
37
–
6
6
,
1
9
9
7
.
[1
5
]
D.
R.
F
e
rris
a
n
d
B.
R
o
b
e
rts,
“
Er
ro
r
fe
e
d
b
a
c
k
i
n
L2
writ
in
g
c
las
se
s:
Ho
w
e
x
p
li
c
it
d
o
e
s
it
n
e
e
d
to
b
e
?
”
J
o
u
rn
a
l
o
f
S
e
c
o
n
d
L
a
n
g
u
a
g
e
W
riti
n
g
,
v
o
l
.
1
0
,
n
o
.
3
,
p
p
.
1
6
1
-
8
4
,
2
0
0
1
.
[1
6
]
R.
El
li
s,
S
.
L
o
e
we
n
,
a
n
d
R
.
Er
lam
,
“
Im
p
li
c
it
Ex
p
li
c
it
C
o
rre
c
ti
v
e
F
e
e
d
b
a
c
k
a
n
d
t
h
e
Ac
q
u
isit
i
o
n
o
f
L2
G
ra
m
m
a
r,
”
S
tu
d
y
in
S
e
c
o
n
d
L
a
n
g
u
a
g
e
Acq
u
is
it
io
n
,
v
o
l.
2
8
,
n
o
.
2
,
p
p
.
3
3
9
-
3
6
8
,
2
0
0
6
.
[1
7
]
S
-
K.
S
h
i
n
,
“
'
F
ire
y
o
u
r
p
ro
o
fre
a
d
e
r!
'
G
ra
m
m
a
r
c
o
rre
c
ti
o
n
in
th
e
writi
n
g
c
las
sro
o
m
,
”
EL
T
J
o
u
rn
a
l
,
v
o
l
.
62
,
n
o
.
4
,
p
p
.
3
5
8
-
3
6
,
2
0
0
8
.
[1
8
]
K.
E.
Ta
n
a
n
d
M
a
n
o
c
h
p
h
i
n
y
o
,
“
Im
p
ro
v
i
n
g
G
ra
m
m
a
ti
c
a
l
Ac
c
u
ra
c
y
in
Th
a
i
Lea
rn
e
rs'
Wr
it
in
g
:
C
o
m
p
a
rin
g
Dire
c
t
a
n
d
In
d
ir
e
c
t
Wr
i
tt
e
n
C
o
rre
c
ti
v
e
F
e
e
d
b
a
c
k
,
”
T
h
e
J
o
u
rn
a
l
o
f
Asi
a
T
E
FL
,
v
o
l.
14
,
n
o
.
3
,
p
p
.
4
3
0
-
4
4
2
,
2
0
1
7
.
[1
9
]
J.
Ch
a
n
d
ler,
“
T
h
e
Eff
ica
c
y
o
f
Va
rio
u
s
Ki
n
d
s
o
f
Err
o
r
F
e
e
d
b
a
c
k
fo
r
Im
p
ro
v
e
m
e
n
t
i
n
t
h
e
Ac
c
u
ra
c
y
a
n
d
F
lu
e
n
c
y
o
f
L2
S
t
u
d
e
n
t
Wr
i
ti
n
g
,
”
J
o
u
rn
a
l
o
f
S
e
c
o
n
d
L
a
n
g
u
a
g
e
W
riti
n
g
,
v
o
l.
1
2,
n
o
.
3
,
p
p
.
2
6
7
-
2
9
6
,
2
0
0
3
.
[2
0
]
N.
S
rit
ra
k
a
rn
,
“
Co
m
p
a
riso
n
o
f
Tea
c
h
e
r’s
a
n
d
S
e
n
i
o
r
S
tu
d
e
n
ts’
F
e
e
d
b
a
c
k
:
S
tu
d
e
n
t
Atti
t
u
d
e
s
a
n
d
t
h
e
ir
Wr
it
i
n
g
Im
p
ro
v
e
m
e
n
t,
”
T
h
e
J
o
u
rn
a
l
o
f
As
ia
T
E
FL
,
v
o
l
.
15
,
n
o
.
2
,
p
p
.
3
2
9
-
3
4
8
,
2
0
1
8
.
[2
1
]
J.
Bit
c
h
e
n
e
r
,
“
Wr
it
ten
C
o
rre
c
ti
v
e
F
e
e
d
b
a
c
k
fo
r
L
2
De
v
e
lo
p
m
e
n
t:
Cu
rre
n
t
Kn
o
wle
d
g
e
a
n
d
F
u
tu
re
R
e
se
a
rc
h
,
”
T
e
so
l
Qu
a
rte
rly
,
v
o
l.
46
,
n
o
.
4
,
p
p
.
8
5
5
-
8
6
0
,
2
0
1
2
.
[2
2
]
J.
Bit
c
h
e
n
e
r
,
“
E
v
id
e
n
c
e
in
S
u
p
p
o
rt
o
f
Wr
it
ten
C
o
rre
c
ti
v
e
F
e
e
d
b
a
c
k
,
”
J
o
u
rn
a
l
o
f
S
e
c
o
n
d
L
a
n
g
u
a
g
e
W
riti
n
g
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
1
0
2
–
1
1
8
,
2
0
0
8
.
[2
3
]
J.
Bit
c
h
e
n
e
r
a
n
d
U.
Kn
o
c
h
,
“
Th
e
Re
lativ
e
Eff
e
c
ti
v
e
n
e
ss
o
f
Diffe
re
n
t
Ty
p
e
s
o
f
Dire
c
t
Wr
it
ten
Co
rre
c
ti
v
e
F
e
e
d
b
a
c
k
,
”
S
y
ste
m
,
v
o
l.
37
,
n
o
.
2
,
p
p
.
3
2
2
-
3
2
9
,
2
0
0
9
.
[2
4
]
J.
Bit
c
h
e
n
e
r
a
n
d
U.
Kn
o
c
h
,
“
Th
e
Va
lu
e
o
f
Wr
it
ten
C
o
rre
c
ti
v
e
F
e
e
d
b
a
c
k
fo
r
M
i
g
ra
n
t
a
n
d
I
n
tern
a
ti
o
n
a
l
S
tu
d
e
n
ts,”
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
Res
e
a
rc
h
,
v
o
l.
1
2
,
n
o
.
3
,
4
0
9
-
4
3
1
,
2
0
0
8
.
[2
5
]
Y.
S
h
e
e
n
,
“
T
h
e
Eff
e
c
t
o
f
F
o
c
u
se
d
Wr
it
ten
C
o
rre
c
ti
v
e
F
e
e
d
b
a
c
k
a
n
d
Lan
g
u
a
g
e
Ap
ti
tu
d
e
o
n
ES
L
Lea
rn
e
rs’
Ac
q
u
isit
io
n
o
f
Article
s,”
T
E
S
OL
Qu
a
rte
rly
,
v
o
l.
41
,
n
o
.
2
,
p
p
.
2
5
5
-
2
8
3
,
2
0
0
7
.
[2
6
]
J.
Bit
c
h
e
n
e
r
a
n
d
U.
K
n
o
c
h
,
“
Th
e
Co
n
tri
b
u
t
io
n
o
f
Wr
it
ten
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
to
La
n
g
u
a
g
e
De
v
e
lo
p
m
e
n
t
:
A
Ten
M
o
n
t
h
I
n
v
e
sti
g
a
ti
o
n
,
”
Ap
p
li
e
d
L
i
n
g
u
isti
c
s
,
v
o
l.
31
,
n
o
.
2
,
p
p
.
1
9
3
-
214
,
2
0
1
0
.
[2
7
]
J.
Bit
c
h
e
n
e
r
a
n
d
U.
Kn
o
c
h
,
“
Ra
isin
g
th
e
L
in
g
u
isti
c
Ac
c
u
ra
c
y
lev
e
l
o
f
Ad
v
a
n
c
e
d
L2
Wr
it
e
rs
with
Wr
it
te
n
Co
rre
c
ti
v
e
F
e
e
d
b
a
c
k
,
”
J
o
u
r
n
a
l
o
f
S
e
c
o
n
d
L
a
n
g
u
a
g
e
W
riti
n
g
,
v
o
l
.
1
9
,
n
o
.
4
,
p
p
.
2
0
7
-
2
1
7
,
2
0
1
0
.
[2
8
]
R.
El
li
s
,
Y
.
S
h
e
e
n
,
M
.
M
u
ra
k
a
m
i
,
a
n
d
H
.
Tak
a
sh
ima
,
“
Th
e
e
ffe
c
ts
o
f
fo
c
u
se
d
a
n
d
u
n
f
o
c
u
se
d
wri
tt
e
n
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
in
a
n
E
n
g
li
s
h
a
s a
fo
re
i
g
n
lan
g
u
a
g
e
c
o
n
tex
t,
”
S
y
ste
m
,
v
o
l.
36
,
n
o
.
3
,
p
p
.
3
5
3
–
3
7
1
,
2
0
0
8
.
[2
9
]
Q.
Li
u
a
n
d
S
.
Wu
,
“
S
a
m
e
G
o
a
l,
Va
ry
in
g
Be
li
e
fs:
Ho
w S
tu
d
e
n
ts
a
n
d
Tea
c
h
e
rs
se
e
th
e
Eff
e
c
ti
v
e
n
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ss
o
f
F
e
e
d
b
a
c
k
o
n
S
e
c
o
n
d
Lan
g
u
a
g
e
Wr
i
ti
n
g
,
”
J
o
u
rn
a
l
o
f
W
riti
n
g
Res
e
a
rc
h
,
v
o
l.
11
,
n
o
.
2
,
p
p
.
2
9
9
-
3
3
0
,
2
0
1
9
.
[3
0
]
J.
Tan
g
,
“
In
v
e
stig
a
ti
n
g
U
n
iv
e
rsi
ty
T
u
to
r
P
e
rc
e
p
ti
o
n
o
f
As
se
ss
m
e
n
t
F
e
e
d
b
a
c
k
:
th
re
e
T
y
p
e
s
o
f
Tu
t
o
r
Be
li
e
f,
”
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
6
,
n
o
.
5
,
2
0
1
1
.
[3
1
]
L.
Z
h
a
n
,
“
Wr
it
ten
tea
c
h
e
r
F
e
e
d
b
a
c
k
:
S
t
u
d
e
n
t
P
e
rc
e
p
ti
o
n
s,
Tea
c
h
e
r
P
e
rc
e
p
ti
o
n
s,
a
n
d
Ac
tu
a
l
Tea
c
h
e
r
P
e
rfo
rm
a
n
c
e
,
”
En
g
li
s
h
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l.
8
,
n
o
.
8
,
p
p
.
5
8
3
-
6
0
4
,
2
0
1
6
.
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