In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.1,
M
a
r
ch
2018,
pp.
1~1
0
ISSN: 2252-
8822,
DOI
:
10.11591/ijer
e
.
v
7
.
i1.7635
1
Jou
rn
a
l
h
o
me
pa
ge
: h
t
t
p
:/
/
i
ae
sc
o
r
e.c
o
m
/
jo
urn
a
l
s
/i
nd
e
x
.
php
/
I
J
ERE
An Assessment of Project T
eacher Exchange for ASEAN
Teachers (TEACH) Program
M
a
.
Lo
urdes
S. Ag
u
s
t
in
1
,
Dar
r
y
l
R
oy
T.
M
o
n
te
b
o
n
2
1,
2
I
nst
i
t
u
t
e
o
f
T
eachi
ng
and
Learni
ng
, P
h
ili
ppin
e
No
r
m
a
l U
n
i
v
ersi
ty,
Phil
i
ppines
2
Co
lle
ge
o
f
Ed
u
c
a
tion
, Univ
e
rsi
t
y
of Sa
s
ka
tc
he
wa
n
,
Ca
n
a
d
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
No
v
1
5
,
2
017
Re
vise
d Jan
3
0
, 2018
A
c
c
e
pte
d
F
eb 23,
2
0
1
8
A
s
s
o
c
i
a
t
io
n
o
f
S
ou
th
e
a
s
t
As
ia
n
N
a
ti
o
n
s
(
A
S
EA
N)
i
nt
e
g
r
a
t
i
o
n
a
i
ms
t
o
un
i
t
e
th
e
S
outh
East
Asian
c
ou
nt
ries
t
o
p
r
om
ote
better
o
p
p
o
rt
unities
for
t
h
e
m
e
m
b
er
c
ou
nt
ries
i
n
diff
eren
t
areas
s
uch
as
eco
no
mi
cs
a
n
d
e
d
u
ca
ti
on.
As
a
resp
on
se,
P
h
ilippin
e
N
o
r
m
a
l
Uni
v
ersity
s
p
earhead
ed
t
he
f
o
r
m
a
t
i
o
n
of
t
h
e
As
so
cia
t
i
o
n
o
f
S
ou
th
east
A
s
i
a
n
Teach
er
E
du
c
a
ti
on
N
e
tw
ork
t
o
p
ro
mo
te
col
l
ab
orati
o
n
w
i
th
A
S
E
A
N
c
ou
nt
ries
a
nd
en
han
c
e
teach
er
e
d
u
c
a
ti
o
n
pro
g
ram
s
.
T
h
e
f
o
rm
ati
o
n
of
A
s
T
EN
c
reates
t
he
i
m
p
etus
t
o
ex
plo
r
e
po
ss
ibiliti
e
s fo
r
the i
n
t
e
rnat
i
o
n
a
lizatio
n o
f
t
eacher
ed
u
cati
o
n
pro
gram
s
am
ong
t
h
e
A
S
E
A
N
c
o
u
n
t
r
i
e
s
.
T
h
u
s
,
t
h
e
I
n
s
t
i
t
u
t
e
o
f
T
e
a
c
h
i
n
g
a
n
d
L
e
a
r
n
i
ng
o
f
PNU
in
itiat
e
d
t
h
e
P
r
o
j
ect
T
eacher
E
xc
han
g
e
f
o
r
A
S
EAN
T
eachers
(TEAC
H).
This
p
a
p
e
r
r
e
p
o
r
t
s
t
h
e
a
s
s
e
s
s
m
e
n
t
o
f
t
h
e
p
i
l
o
t
i
n
g
o
f
t
h
e
P
r
o
j
e
c
t
T
E
A
CH
a
s
exp
e
rienc
e
d
b
y
t
h
e
T
ha
i
partici
p
an
ts.
M
o
re
o
v
er,
this
r
es
earch
a
ims
to
dev
e
lo
p
a
m
o
d
e
l
t
h
at
can
b
e
u
til
ized
b
y
oth
e
r
AS
EA
N
co
mmu
nities
a
s
t
h
e
y
prep
are f
o
r t
h
ei
r ow
n i
n
t
e
rnati
o
n
a
l t
eacher ed
u
c
a
tion
pro
g
ram
s
.
K
eyw
ord
:
ASEAN
Col
l
a
bora
t
i
o
n
Inte
gra
tio
n
Pr
oj
ect TEAC
H
Tea
c
her
Educa
t
i
o
n
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Dar
r
yl Roy T. Mont
e
b
on
,
Inst
i
t
u
t
e
of Te
a
c
hi
n
g
a
nd Le
ar
ni
n
g
,
Phil
ipp
i
ne
N
orm
a
l U
n
ive
r
sit
y
,
Taft
A
ve
nue
c
or
A
yala
B
ou
le
va
rd,
Man
ila,
P
h
il
ipp
i
nes.
Em
ail:
monte
b
on.
dr
t
@
pnu.
ed
u.
p
h
1.
I
N
TR
OD
U
C
TI
O
N
A
ssocia
tio
n
of
S
out
heas
t
A
s
i
a
n
N
a
tio
ns
(
A
S
EA
N)
i
nte
g
r
a
ti
o
n
a
i
m
s
t
o
un
i
t
e
t
h
e
S
out
h
Ea
st
A
sian
cou
n
t
ries
t
o
pr
om
ot
e
bet
t
e
r
o
pp
ort
u
nit
i
es
f
o
r
t
he
m
e
m
be
r
c
o
u
n
t
r
i
e
s
i
n
d
i
f
f
e
r
e
n
t
a
r
e
a
s
s
u
c
h
a
s
e
c
o
n
o
m
i
c
s
a
n
d
educ
a
t
i
o
n.
S
eve
r
al
s
ch
oo
ls
a
r
o
u
n
d
A
si
a
ha
v
e
a
lre
a
d
y
r
ol
le
d
o
u
t
it
s
e
d
u
c
at
ion
p
r
o
g
r
a
m
t
o
w
ard
s
A
SEA
N
2
015
a
s
e
a
r
l
y
a
s
19
96
l
i
k
e
M
a
l
a
y
s
ia
’s
V
i
s
i
o
n
20
20
a
n
d
Th
ail
a
nd
Eng
l
i
s
h
S
pea
k
in
g
Y
e
ar P
r
o
j
e
ct. In the
P
h
i
l
i
pp
i
n
e
s
,
the
Ph
il
ipp
i
ne
N
orm
a
l
U
n
iver
si
ty
(
P
N
U),
bei
ng
the
N
a
ti
ona
l
C
e
n
t
e
r
f
or
T
e
ache
r
E
duca
t
i
o
n
(
N
CTE)
,
took
t
h
e
lead
i
n
or
ga
n
i
z
i
n
g
t
he
p
rem
i
er
t
ea
cher
e
d
u
cati
o
n
i
n
s
t
i
t
u
tions
i
n
t
h
e
A
S
E
A
N
r
e
g
i
o
n
t
o
f
o
r
m
A
s
T
E
N
o
r
t
h
e
A
S
EA
N
Te
ache
r
Educ
at
ion
N
e
tw
ork.
The
form
ati
o
n
of
A
sTEN
c
reates
t
he
i
m
p
e
t
us
t
o
ex
p
l
ore
pos
si
b
ili
ti
es
f
o
r
t
he
i
nterna
ti
o
n
al
iza
t
io
n
o
f
teac
her e
d
uca
t
ion
pro
g
ram
s
a
mong
t
he
A
S
E
A
N
cou
n
tr
ies
[
1
]. Thus,
t
h
e
I
nsti
t
u
t
e
o
f Tea
c
hi
n
g
a
nd
Lea
rni
n
g o
f
PNU
i
n
iti
a
t
ed
t
h
e
P
ro
j
e
ct
T
eac
h
e
r
Ex
ch
a
nge
f
o
r
A
SEAN
T
ea
c
h
ers
(
T
E
A
C
H
)
.
T
h
e
g
o
a
l
o
f
t
h
e
p
r
o
g
r
a
m
i
s
t
o
share
t
h
e
e
d
uc
ati
o
n
pra
c
t
i
c
e
s
i
n
t
he
P
hi
li
pp
ine
s
,
part
ic
ular
ly
i
n
t
he
E
n
g
li
sh
l
a
n
g
u
a
g
e
profic
i
e
nc
y,
a
m
o
ng
i
t
s
A
S
E
A
N
m
e
m
b
e
r
s
.
T
h
e
P
r
o
j
e
c
t
T
E
A
C
H
i
s
e
n
v
i
s
i
o
n
e
d
t
o
b
e
a
v
e
n
u
e
w
h
ere
A
S
EAN
cou
n
t
ry
m
e
m
be
rs
c
an
e
x
ch
ang
e
i
d
eas
a
nd
d
ev
elo
p
p
artn
e
r
shi
p
s
in
m
e
e
ti
ng
t
h
e
e
du
c
a
tio
na
l
c
h
al
le
nge
s
i
n
t
he
r
eg
io
n.
W
i
t
h
t
h
e
P
r
oj
e
c
t TEA
C
H
p
r
ogram
a
t h
a
nd,
the
f
as
t m
o
b
i
l
i
t
y
of teac
h
e
rs
i
n
t
he A
S
E
A
N
regio
n
c
an
b
e
su
pp
orte
d.
Th
is
p
a
p
er
r
e
ports
t
he
a
ssess
m
e
nt
o
f
t
h
e
p
i
l
o
t
ac
t
i
v
i
ti
e
s
i
n
t
h
e
P
r
ojec
t
TE
A
C
H
a
s
e
xperi
enc
e
d
by
t
h
e
Th
ai
p
arti
c
i
p
a
nt
s.
I
t
i
s
t
h
e
a
i
m
o
f
t
h
i
s
p
ap
er
t
o
sh
are
bot
h
t
h
e
g
o
o
d
f
e
a
t
ure
s
o
f t
h
e
pr
og
r
a
m
a
nd
t
h
e
are
a
s
t
o be
impro
v
e
d
.
T
h
e
m
a
in
goa
l
of
t
his
resea
r
ch
i
s
to
d
e
v
e
l
o
p
a
mode
l
th
at
c
an
b
e
uti
l
i
zed
b
y
ot
h
e
r
ASEAN
com
m
uni
t
i
es a
s
the
y
pr
e
par
e
for the
ir
o
w
n
i
nter
na
ti
ona
l
t
e
ac
h
e
r
e
duca
t
i
o
n pr
o
g
r
a
m
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 1
–
10
2
1.1.
A
S
EA
N
Inte
grati
o
n
an
d
th
e
R
o
le of
Ed
u
c
ati
o
n
The
s
e
ar
e
j
u
s
t
s
om
e
of
t
he
c
har
acte
r
ist
i
cs
t
ha
t
th
e
S
o
u
t
h
Ea
st
A
s
ian
(
S
EA
)
countr
i
e
s
c
om
m
o
n
l
y
share
.
T
ho
ug
h
in
d
i
v
i
dua
l
l
y
e
ach
S
E
A
c
oun
try
i
s
u
ni
q
u
e
o
n
i
ts
o
w
n,
c
o
m
m
onalit
ies
in
d
i
ffe
ren
t
f
a
c
t
or
s
ar
e
evi
d
e
n
t
;
i
ts
e
c
o
n
o
mic
pote
n
tial
is
p
r
o
m
i
s
i
n
g
[
2].
The
S
E
A
c
o
un
t
rie
s
a
re
r
ich
i
n
n
a
t
ural
r
eso
u
rce
s
a
nd
i
t
s
pos
it
io
n i
n
the
g
lo
be
is p
o
te
n
t
ial
l
y
st
r
a
te
g
i
c
for
econ
o
m
i
c a
d
v
antage.
“
A
SEA
N
is
a ma
jor
gl
ob
a
l
hu
b
of
m
a
n
u
fac
t
uri
n
g a
n
d
tr
ad
e,
as we
l
l
as one of
the fast
est
-
gro
w
i
n
g
co
n
s
umer m
a
rk
e
t
s
i
n
the
wo
rl
d
.
As the
re
gi
on
seeks
to
d
e
e
p
e
n
i
t
s
tie
s
an
d
ca
p
t
ure
a
n
e
v
e
n
g
r
ea
t
e
r
sh
are
o
f
g
l
oba
l
t
r
a
d
e,
i
t
s
e
c
o
n
o
m
i
c pr
of
ile is
r
i
sin
g
—
an
d
i
t
is
cru
c
i
a
l f
o
r
t
h
os
e ou
t
s
i
d
e
the
re
g
i
on
to
unde
rst
an
d i
t
s
c
o
m
p
l
e
x
i
ties a
n
d
co
ntra
d
i
c
tio
ns.
” -
Vi
n
ay
ak
, T
h
o
m
ps
on
, a
nd
To
nby
[3
]
.
Rea
l
iz
ing
t
h
e
sa
id
p
ot
e
n
t
i
a
l
,
A
S
EA
N
w
a
s
form
ed.
The
in
i
t
ia
t
i
v
e
of
h
a
v
i
ng
A
S
EA
N
in
tegra
tio
n
st
a
r
te
d
i
n
1
9
6
7
w
he
n
t
h
e
he
ad
s
of
t
he
f
i
v
e
S
o
u
t
hea
s
t
A
s
ian
co
u
n
tr
ies
nam
e
l
y
I
n
d
o
n
es
ia,
Ma
l
a
ysia
,
Ph
i
l
i
p
pin
e
s,
S
i
n
g
a
po
re,
a
n
d
Th
ai
l
a
nd
c
onven
e
d
i
n
B
ang
k
o
k
,
T
h
a
i
l
a
nd
a
nd
i
n
st
itu
t
i
ona
li
z
e
d
t
he
ir
b
ou
nd
in
g
ti
e
s
n
a
m
e
d
A
SEAN
(Bang
k
o
k
)
Agr
eem
ent
[4]
.
T
he
A
S
E
AN
agre
em
ent
a
c
k
no
wl
edg
e
s
t
h
at
t
h
e
f
iv
e
So
u
t
h
East
A
sian
c
ountr
ies
share
a
lot
of
t
hings
i
n
comm
on
s
u
ch
a
s
ge
ogra
phic
a
l
loca
tio
n, cu
l
t
u
re,
a
nd
e
v
e
n
h
is
to
r
y
.
Th
us,
it
i
s
b
u
t
f
it
ti
ng
t
o
f
orm
a
c
o
al
iti
o
n
a
m
o
n
g
t
he
A
SEA
N
cou
ntrie
s
t
o
st
r
e
n
g
t
h
e
n
t
he
econ
o
m
i
c
a
nd
soc
i
al
st
a
b
il
it
y
of
t
he
r
egi
on.
O
the
r
S
outhe
as
t
A
s
ian
c
oun
trie
s
na
me
ly
B
r
u
n
e
i
Dar
u
s
s
al
am,
Vi
etn
a
m,
L
ao
P
DR,
My
anm
a
r
and Cam
b
od
ia j
oi
n
e
d the
A
S
EA
N in the
la
t
ter
year
s.
Th
ou
g
h
t
he
s
u
c
cess
of
f
orm
i
ng
th
e
A
S
EA
N
com
m
uni
t
y
i
s
n
o
t
as
e
v
i
de
nt
e
c
o
n
o
m
i
ca
ll
y
l
i
ke
t
ha
t
o
f
the
E
u
ro
pe
a
n
U
ni
on,
t
he
A
SEA
N
c
om
munit
y
h
a
s
r
egi
o
na
l
pea
ce
to
b
e
p
r
ou
d
of
[
5].
But
s
t
i
l
l,
m
ore
w
o
rk
i
s
yet
t
o
d
o.
T
h
u
s
,
me
mbe
r
s
of
t
he
A
S
E
A
N
com
m
unit
y
i
n
i
t
i
a
t
ed
a
gr
ee
me
nt
s
th
at
w
i
l
l
en
su
re
t
h
e
s
u
c
c
e
s
s
of
t
he
in
t
e
grat
io
n. To
ins
tit
u
tio
na
liz
e
the sa
i
d
e
ffor
ts, Ba
li C
onc
ord
II w
a
s signe
d
in 20
0
3
. Ba
l
i
Conc
ord
I
I
d
e
s
cribes
the
thr
ee
pi
llar
s
o
f
the
A
S
EA
N
c
o
mm
uni
ty
w
hic
h
a
re
p
o
l
itic
al
s
e
c
u
rit
y
,
e
c
on
om
y,
a
n
d
s
oci
o
-cu
l
tura
l
ide
n
tit
y.
The
three
pi
l
l
a
r
s
a
r
e
c
ohere
nt
a
nd
are
de
s
i
g
n
e
d
t
o
sup
p
o
rt
e
a
c
h
o
t
h
e
r
.
These
three
pi
l
l
ars
gu
i
d
e
t
h
e
who
l
e
A
S
EA
N
inte
gra
t
i
o
n pr
o
g
r
a
m
to e
n
s
ure
t
h
a
t
t
he goa
l
s
o
f the
ten m
em
ber
coun
tries
are
m
e
t.
B
u
t
w
h
e
r
e
d
o
e
s
e
duca
t
io
n
sta
nd
in
t
h
e
A
S
E
AN
i
nte
g
r
a
ti
on
?
Wha
t
i
s
its
role
?
T
h
e
AS
EAN
S
e
cre
t
a
r
iat
[6]
re
porte
d
th
a
t
e
duca
t
i
on
is
t
he
m
a
i
n
s
u
pp
ort
e
x
p
ec
t
e
d
b
y
t
he
A
S
E
A
N
S
o
cio
Cul
t
u
ra
l
Com
m
unit
y
(
A
S
CC).
A
s
i
ts
m
a
nda
te,
t
h
e
A
S
CC
sha
ll
ens
u
r
e
t
ha
t
th
e
AS
EAN
wo
rk
f
o
r
ce
“
s
hal
l
be
pre
p
are
d
fo
r,
an
d be
ne
f
it
f
r
om
,
ec
ono
m
i
c
inte
gra
t
i
o
n by
in
vest
i
n
g
m
o
re reso
urc
e
s
f
o
r b
a
s
i
c a
nd
h
i
g
h
er e
d
u
c
at
i
on,
t
r
a
i
ni
ng
, sci
e
nc
e
an
d
t
e
c
hno
lo
g
y
d
e
v
e
lo
p
m
e
n
t
,
j
ob c
r
ea
tion
,
an
d
so
c
i
al
prot
e
c
t
i
o
n
”
[
7
]
.
T
h
e
r
e
f
o
r
e
,
t
h
e
A
S
C
C
gi
ves
prim
er
o
n
ed
uca
t
i
o
n
be
c
a
use
t
h
e
de
ve
l
o
pm
en
t
a
nd
e
nha
nc
em
e
n
t
o
f
hum
an
r
es
our
ce
s
is
a
k
e
y
s
tr
ateg
y
for
e
m
pl
oym
e
n
t
gener
a
tio
n,
a
lle
v
i
at
i
ng
pove
r
t
y
a
nd
s
o
cio-ec
on
om
ic
d
i
s
par
i
t
i
es,
a
n
d
ens
u
ri
ng
ec
on
om
ic
grow
t
h
w
it
h e
q
uit
y
.
Tr
ue
t
o
i
t
s
m
a
nda
t
e
,
t
h
e
A
S
CC
h
a
v
e
be
en
d
e
live
r
i
n
g
a
grea
t
num
b
er
o
f
pos
itive
resul
t
s
on
enro
llm
en
t
rat
e
,
a
dult
a
n
d
yo
uth
li
tera
cy,
sc
ho
o
l
d
ro
p-ou
t,
a
nd
i
mprove
me
n
t
i
n
g
e
nder
pari
t
y
i
n
b
o
t
h
elem
en
tar
y
a
n
d
s
ec
on
d
a
ry
s
c
h
o
o
l
s.
T
he
s
a
i
d
im
prove
me
n
t
s
in
t
he
e
duca
t
i
o
n
sys
t
em
i
n
th
e
me
mbe
r
s
of
t
h
e
A
S
EA
N
re
gi
o
n
d
r
i
ve
s
t
h
e
A
S
CC
t
o
furth
e
r
prom
o
t
e
a
s
t
r
o
n
g
er
e
d
u
c
a
t
i
o
nal
c
o
op
e
r
ati
o
n
am
on
g
t
h
e
A
S
EAN
me
mbe
r
s
ta
t
e
s
t
o
h
e
l
p
na
rrow
the
de
ve
lo
pm
ent
gaps,
prepa
r
e
the
yo
u
t
hs
f
or
r
eg
io
na
l
le
ader
shi
p
,
a
n
d
t
o
incre
a
se
t
he
c
om
peti
t
i
ve
nes
s
of
t
h
e A
S
EA
N peo
p
l
e in
t
he
g
lo
ba
l
stage.
S
t
rateg
i
ca
l
l
y,
t
o
a
c
h
i
e
v
e
the
s
e
t
ed
uc
a
t
i
o
na
l
goa
l
s
o
f
t
h
e
A
S
CC
,
t
h
e
A
S
EA
N
5-yea
r
w
ork
p
l
a
n
f
r
o
m
2
011
t
o
2
015
h
a
s
b
een
e
st
ab
l
i
s
h
e
d
.
I
t
i
s
i
mpo
r
t
a
n
t
fo
r
st
ud
ent
s
t
o
ha
v
e
a
d
e
e
p
e
r
g
l
ob
al
a
ware
ness
a
nd
un
dersta
n
d
i
n
g
of
o
ther
c
ult
u
r
e
s
for
i
t
ope
ns
a
n
op
p
o
rt
uni
ty
f
or
p
e
o
p
l
e
t
o
e
x
p
l
o
r
e
n
e
w
i
d
e
a
s
a
n
d
p
r
o
s
p
e
c
t
s
a
n
d
un
dersta
n
d
h
o
w
t
he
w
orl
d
w
orks
f
or
t
he
m
[8]
.
I
n
the
c
a
se
o
f
A
S
E
A
N
c
oun
trie
s,
u
n
d
ers
t
an
d
i
n
g
eac
h
othe
r’s’
c
u
ltu
re
a
nd
f
i
n
d
i
ng
s
i
m
i
l
a
ri
t
i
e
s
a
nd
w
o
r
k
i
ng
o
n
di
ff
ere
n
c
e
s
ca
n
l
e
a
d
t
o
a
c
o
mm
un
ity
t
h
a
t
pr
om
otes
r
espec
t
and
a true
sens
e
of
un
ity
; n
o
t
tak
i
ng a
d
va
n
t
a
g
e
of e
ac
h o
t
he
r
b
ut
c
o
n
si
ders e
ac
h ot
her’
s
welfa
r
e.
W
i
t
h
t
h
e
w
e
l
f
a
r
e
e
a
c
h
A
S
E
A
N
m
e
m
b
e
r
s
i
n
m
i
n
d
,
A
S
C
C
s
t
r
i
v
e
s
t
o
i
m
pro
v
e
t
h
e
q
u
a
l
i
t
y
of
e
duca
t
i
on
in
t
he
r
e
g
io
n.
Q
ua
lit
y
e
duc
a
t
i
o
n
is
“a
c
o
mp
l
e
x s
y
st
em emb
e
dd
ed
in
a
pol
i
t
i
c
al
, c
u
l
t
u
r
al
and
ec
on
o
m
i
c
con
t
ex
t
”
[9].
Q
ua
li
ty
e
d
u
ca
ti
o
n
c
a
n
b
e
descri
be
d
b
y
t
he
q
ua
l
i
t
y
o
f
lea
r
n
er
s
pro
duce
d
a
nd
t
h
eir
c
h
a
r
ac
teri
stic
s;
t
h
e
e
nvi
ro
n
m
en
t
t
h
a
t
s
u
ppo
rts
t
h
e
e
d
u
c
a
t
i
on
p
r
o
c
e
s
s;
t
he
r
e
l
e
v
a
nc
e
of
t
h
e
c
onte
n
t
ta
u
g
h
t
in
t
he
c
urric
u
la
;
t
h
e
proce
s
se
s
o
f
t
he
e
d
u
c
a
t
i
on
e
nte
r
prise
itse
l
f;
a
n
d
t
he
out
com
e
s
a
c
hi
ev
ed
f
ro
m
t
h
e
e
d
u
c
a
tio
n
a
l
e
n
d
eav
o
r
.
Th
e
r
efo
r
e,
t
h
e
A
SC
C
st
ri
v
e
s
f
o
r
qu
ali
t
y
e
du
ca
t
i
on
i
n
ASEAN
reg
i
on
by
promo
t
i
n
g
eq
u
a
l
acc
ess
t
o
p
r
i
m
a
ry
and
sec
o
nd
ar
y
e
duca
t
io
n
;
e
n
h
a
n
ce
t
h
e
perfor
m
a
n
ce
sta
n
d
a
rds
of
A
S
E
A
N
s
cho
o
l
s
;
s
u
p
por
t
t
h
e
pr
ofe
s
si
on
a
l
deve
l
opm
en
t o
f
t
eac
hers
; pr
o
duce
stu
d
e
n
ts t
ha
t
are
li
fel
o
ng
lea
rner
s.
1.2.
S
t
re
n
g
th
en
in
g C
r
oss-b
o
rd
er
M
ob
i
lity
an
d
In
te
r
n
ation
a
li
zati
on
o
f
Ed
u
cat
i
on
O
n
e
of
t
he
a
im
s
of
t
he
A
S
CC
is
t
o
a
i
d
t
h
e
tea
c
h
e
r
a
n
d
s
t
u
de
nt
m
o
b
i
l
i
t
y
a
m
ong
A
S
EA
N
m
e
m
b
ers
bec
a
u
s
e
o
f
its
p
o
t
e
n
t
i
a
l
t
o
hel
p
i
mpr
ove
t
he
e
d
u
c
a
tio
n
sys
t
em
o
f
t
h
e
re
gion.
C
ross
-bor
der
m
o
b
ili
ty
i
s
enc
our
age
d
a
m
ong
m
e
m
b
ers
of
t
he
A
S
E
A
N
“
t
o
foster
m
ut
ua
l
u
n
d
e
r
st
an
di
n
g
a
nd
p
rom
o
t
e
p
ea
ce
and
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
An Assessm
e
n
t
of
Pro
j
e
c
t T
e
a
c
h
e
r Ex
ch
an
ge
for ASEA
N
T
e
ac
he
rs (T
EACH
)
...
.
(Ma.
L
o
urd
e
s
S.
Agusti
n)
3
deve
l
opm
en
t
i
n
t
he
r
eg
io
n”
[
1
0
].
T
e
ache
r
m
obi
lit
y
is
h
i
g
h
l
y
re
l
e
v
an
t
to
b
ot
h
pre
-
ser
v
ic
e
a
nd
in
s
er
vi
c
e
teac
her
[1
1].
The
OE
C
D
o
r
t
h
e
O
rgan
iza
tio
n
f
o
r
Ec
on
om
i
c
C
oo
pera
ti
on
a
nd
D
eve
l
o
p
m
e
nt
[
1
2
]
e
n
u
m
e
rated
t
h
e
di
ff
eren
t
pu
rpo
s
es
o
f
cross-b
o
r
d
e
r
mob
i
lit
y
a
mo
ng
d
i
f
f
e
re
nt
c
o
u
n
t
r
i
e
s
w
h
i
c
h
a
r
e
:
1)
t
o
pa
rtic
i
p
a
t
e
in
in
t
e
rna
t
io
na
l
k
now
led
g
e
flo
w
s,
b
e
ex
po
se
d
to
n
e
w
i
dea
s
o
r
tech
n
ol
o
g
i
e
s
,
inc
l
ud
in
g
t
h
e
tac
it
kn
ow
l
e
d
g
e
assoc
i
ate
d
t
o t
h
eir use
;
2) t
o
i
mpr
ove te
a
c
h
i
n
g
a
n
d
a
d
m
i
ni
stra
t
ive
pra
c
tice
s
o
f hi
g
h
er
e
d
u
c
ati
on in
st
i
t
u
t
i
ons
b
y
gi
vin
g
t
hem
i
n
terna
tio
na
l
be
n
c
hma
r
ks
(
e.
g.
t
he
f
ee
d
b
ack
o
f
in
te
rna
tional
student
s
)
;
3
)
to
a
ttract
a
nd
k
eep,
eve
n
t
e
m
por
aril
y,
s
om
e
tale
n
t
s
fo
r
t
h
e
ec
on
omy
a
n
d
rese
arc
h
s
ys
te
m
of
t
he
h
os
t
cou
n
t
ry
;
4)
t
o
gene
ra
t
e
reve
n
u
e
for
t
h
e
ec
o
nomy
a
n
d
t
h
e
h
i
ghe
r
e
d
uc
a
t
io
n
sec
t
o
r
;
5)
t
o
he
lp
d
e
v
el
o
p
in
g
a
n
d
em
ergin
g
c
ou
ntr
i
es
bu
ild
capa
c
i
t
y.
More
over,
t
he
O
ECD
de
sc
ri
bed
the
ste
p
s
on
how
t
o
go
t
h
r
o
ugh
w
i
t
h
the
i
n
ter
n
a
t
i
o
na
liz
a
t
i
o
n
i
n
hi
ghe
r
ed
uc
a
t
i
on
a
m
on
g
c
o
untr
i
e
s
.
F
i
rst
is
t
o
c
onsu
l
t
a
var
i
e
t
y
o
f
s
t
a
k
eho
l
d
e
rs
t
o
ca
r
e
ful
l
y
d
et
erm
i
ne
t
h
e
ob
jec
t
i
v
es
o
f
th
e
i
n
terna
t
i
ona
l
i
za
ti
o
n
p
rogr
am
.
A
n
i
nt
e
r
na
ti
o
n
a
l
i
za
t
i
on
progra
m
s
ho
u
l
d
ha
ve
a
c
lea
r
descr
i
pt
i
o
n
o
f
i
t
s
p
urp
o
se
a
n
d
h
ow
t
o
g
o
t
hro
u
g
h
w
i
t
h
i
t
.
U
pon
c
onsu
l
t
a
ti
on,
c
o
u
n
t
r
i
e
s
s
h
o
u
l
d
a
s
se
s
s
t
heir
se
nd
ing
an
d
rec
e
i
vin
g
p
o
l
i
c
i
e
s
to
c
a
r
eful
ly
w
ei
gh
t
he
p
ot
en
ti
al
r
i
s
ks
t
ha
t
m
a
y
affe
ct
t
he
p
ro
gr
am
.
S
e
c
o
n
d
,
is
to
a
ddress
s
o
me
b
asic
ques
t
io
ns
t
ha
t
i
n
v
o
l
ve
t
he
f
ac
u
l
t
y
a
n
d
t
h
e
st
ud
en
ts.
F
o
r
st
ude
nt
s,
que
sti
ons
on
p
a
ra
l
l
e
l
a
c
a
d
e
m
i
c
o
fferi
ng
s
an
d
cre
d
i
t
r
ec
og
nit
i
on
s
h
ould
b
e
c
l
ear.
Fi
n
a
nc
ia
l
s
u
ppor
t
mu
st
b
e
know
n
t
o
b
ot
h
th
e
stude
n
t
s
a
n
d
th
e
inst
it
uti
o
n.
F
or
t
ea
cher
s,
t
h
e
a
v
a
i
l
a
b
il
it
y
o
f
t
eac
hin
g
p
os
i
tio
n
a
n
d
the
co
m
p
ensa
ti
o
n
s
c
h
em
e
must
b
e
d
i
scu
s
sed.
O
t
h
er
b
e
n
efi
t
s
like
lea
v
e
,
s
um
m
e
r
pay,
a
nd
e
v
e
n
lo
dgin
g
shoul
d
b
e
a
p
rat
of
p
l
a
nn
in
g
fo
r
in
t
e
rna
t
io
na
liz
ati
o
ns.
F
o
r
b
o
th
s
tude
n
t
a
nd
t
eac
hers,
for
m
a
l
i
t
i
es
s
uc
h
a
s
v
isa
a
n
d
ot
he
r
re
qui
r
e
d
d
o
c
u
me
n
t
s
mu
st
b
e
p
a
r
t
o
f
th
e
p
l
anni
ng
.
Th
es
e
f
act
o
r
s
ca
n
be
e
asi
l
y
so
rt
e
d
o
u
t
w
he
n
the
g
overnm
e
nt
s
i
n
vo
lve
d
i
n
t
h
e
e
x
ch
ang
e
h
a
v
e
wri
t
t
e
n
un
d
e
rst
a
n
d
in
g
s
.
Th
e
st
at
emen
t
b
e
lo
w
su
mma
rizes
how
c
r
o
ss-
b
or
der
mob
i
l
ity
a
mong
nat
i
o
n
s
c
a
n
be
succe
ssfu
l
:
“
C
ross-b
o
r
d
er
high
e
r
ed
uc
ati
on
wil
l
no
t
he
l
p
deve
l
o
p
i
ng c
o
u
n
t
ries u
n
l
ess
it is
ac
ce
ssi
b
le
, avai
l
a
b
l
e
,
a
f
f
o
rd
abl
e
,
re
le
va
nt
and
o
f
ac
ce
p
t
ab
l
e
q
uali
t
y. Al
so
key
a
r
e
t
h
e con
t
ent
i
o
u
s
i
s
su
e
s
of
who
awa
r
d
s
th
e de
g
r
e
e
,
who reco
g
n
i
z
e
s
the de
gree
an
d
w
h
et
her thi
s
is
ac
cre
d
i
t
e
d
or qua
li
ty ass
u
r
e
d.
”
–
Knigh
t
[13
]
Cross-b
o
rde
r
a
l
s
o
p
o
se
s
ris
k
s
in
c
ou
n
t
ries
t
hat
part
ici
p
a
t
e
i
n
i
t
.
Su
ch
r
i
s
ks
h
a
v
e
b
e
en
i
de
n
tif
i
e
d
by
O
E
CD
a
s
cou
n
tr
ies
proce
e
d
w
it
h
t
h
eir
i
n
te
rnat
io
na
liza
t
i
on
pro
g
r
am
s.
O
ne
o
f
the
m
a
jor
ris
k
s
the
thr
eat
o
f
ine
q
ual
i
t
y.
W
i
t
h
the
i
n
fl
u
x
o
f
st
ude
n
t
s
a
n
d
t
e
a
c
he
rs
from
on
e
c
o
u
n
t
ry
t
o
a
n
ot
her
,
d
i
s
p
l
ac
e
m
ent
of
p
e
ople
m
a
y
o
c
c
u
r
.
F
o
r
s
t
u
d
e
n
t
s
o
f
a
c
e
r
t
a
i
n
c
o
u
n
t
r
y
,
t
h
e
c
h
a
n
c
e
o
f
g
e
t
t
i
n
g
i
n
t
o
a
u
n
ive
r
si
t
y
m
igh
t
b
e
lesse
n
be
ca
use
of
a
com
p
le
t
i
on
tha
t
t
he
y
w
i
l
l
b
e
fa
ci
n
g
w
i
t
h
t
h
e
in
c
o
mi
n
g
f
oreig
n
s
t
ude
n
t
s.
F
or
t
eac
hers,
p
r
e
s
ent
prof
essiona
ls
occ
u
p
y
i
n
g
a
tea
c
h
i
ng
posi
t
i
o
n
m
ig
h
t
g
e
t
d
is
pl
a
c
e
d
w
he
n
fore
ign
e
rs
w
i
t
h
be
t
t
e
r
qua
lific
a
t
i
o
ns
g
e
t
ac
com
m
oda
te
d
i
n
t
he
u
n
i
ve
rsi
t
ies.
A
n
o
t
h
e
r
r
isk
is
t
he
qua
l
ity
o
f
the
ed
uc
at
io
n
prov
ide
d
t
o
st
u
d
en
ts.
Interna
tio
na
liz
a
tio
n
s
t
r
a
te
gies
s
h
o
u
l
d
ens
u
re
t
ha
t
th
e
u
n
i
ver
s
i
ti
e
s
i
nv
o
l
ve
o
ffer
q
ua
l
i
t
y
e
d
u
cat
i
on
t
o
m
a
k
e
sure
that those avail the
p
r
ogram
d
o
es not get
s
hort-
changed
.
Wit
h
the
bene
f
it
s a
n
d
risks prese
n
t
e
d
o
n
cr
o
ss-borde
r
m
o
b
i
l
i
t
y
o
n
hig
he
r
e
duca
t
io
n
a
m
on
g c
o
u
n
t
r
i
e
s
,
in
A
S
E
A
N
r
e
gi
o
n
i
n
t
h
i
s
c
ase
,
[
13]
s
ug
g
e
ste
d
t
ha
t
“
…
i
s
i
m
po
rtan
t t
h
at
t
h
e hig
h
er
e
d
u
c
at
i
o
n
sect
or be
i
n
f
o
rmed
and
v
i
gil
ant
ab
o
u
t
t
h
e
ri
sks
an
d b
e
n
e
fi
t
s
a
n
d
,
mo
re
i
m
po
rt
ant
l
y
,
ab
out
t
h
e
n
e
e
d
f
o
r
app
ro
p
r
iat
e
po
lic
i
e
s an
d regu
l
a
t
i
on
s
t
o
g
u
i
de
a
n
d
m
o
n
i
t
o
r curre
nt
a
n
d
f
u
ture
dev
e
l
op
m
e
nts”
.
1.3.
T
h
e
Philippin
e
s’
I
n
t
er
na
t
i
on
a
l
i
z
a
t
io
n Stra
tegy
Th
e
Phi
lip
pin
e
g
ov
ern
m
ent
re
c
o
gni
z
e
s
t
h
a
t
to
b
e
t
r
u
e
t
o
t
h
e
ASE
AN
s
pi
r
i
t
,
it
s
h
o
u
l
d
a
l
s
o
o
pe
n
up its
do
ors
t
o
o
t
h
er
c
ou
n
t
r
i
es
a
nd
sha
r
e
w
h
at
i
t
c
a
n
o
ffe
r
be
st,
tha
t
i
s
E
ngl
is
h
lan
g
u
age
ins
t
ruc
t
i
on.
A
cc
ord
i
n
g
t
o
[1
4]
“
t
h
e
Ph
il
i
p
p
i
ne
s has
be
c
o
m
e
a p
o
p
u
l
ar de
sti
n
a
t
ion
fo
r l
e
a
r
n
e
r
s
o
f
E
n
g
l
i
s
h as
a sec
o
n
d
la
n
g
u
a
g
e
an
d
i
s
so
me
ti
me
s c
hara
c
t
e
rise
d
a
s
th
e
ho
me
of
th
e
w
o
rld
’
s “b
udg
e
t
” Engl
is
h
t
e
a
c
h
e
r”.
T
he
P
hil
i
p
p
i
ne
s
ha
s
be
en
a
des
tina
tio
n
of
s
tude
n
t
s
w
ho
w
a
nts
t
o
l
ear
n
Eng
l
i
s
h
e
ffici
ent
l
y
w
i
t
h
a
l
e
ss
bu
d
g
e
t
.
The
pe
rfor
ma
nce
of
t
he
P
h
il
ipp
i
nes
in
E
ngl
ish
profi
c
i
e
nc
y
ha
s
be
en
r
ec
og
n
i
z
e
d
by
se
ver
a
l
i
nst
i
t
u
ti
o
n
s
l
i
ke
t
he
P
ea
rson
B
u
sine
ss
En
glis
h I
nde
x [1
5] a
nd Ed
uca
t
i
o
nal
Tes
tin
g
S
e
r
v
i
c
es [1
6
].
O
p
e
r
ati
o
nal
l
y
,
for
in
te
rna
t
i
o
n
a
l
ins
t
itu
tes
t
o
w
ork
w
i
t
h
a
P
hi
l
ip
p
i
ne
u
ni
ve
rsit
y
or
c
o
l
le
ge
it
m
u
st
g
o
t
h
ro
ugh
t
h
e
C
o
mmi
ssio
n
on
Hi
gh
er
E
du
ca
t
i
on
(
C
H
ED).
C
H
E
D
re
g
u
la
t
es
t
he
d
iffe
rent
p
ro
gram
s
on
t
he
in
t
e
rna
t
io
na
liz
ati
o
n
strate
g
y
o
f
Phi
lip
p
i
nes
ins
tit
u
t
i
ons.
In
t
he
case
of
t
he
P
h
ili
pp
i
n
e
N
o
r
m
a
l
U
niv
e
rsit
y,
C
H
ED
r
ecogn
i
z
e
s
its
m
an
dat
e
a
s
the
Nati
o
n
a
l
C
e
n
t
e
r
for
Te
ache
r
Educa
t
i
on,
t
hus it
has
an
a
u
t
o
nom
y
w
ith
i
t
s
pro
g
ra
ms
t
o
i
n
no
va
te
p
ro
gr
am
s
t
h
a
t
w
ill
h
e
l
p
te
a
c
he
r
e
d
u
c
atio
n
i
n
t
he
c
ou
n
t
r
y
a
n
d
b
e
y
o
n
d
.
A
s
[
17]
poi
nte
d
ou
t
t
h
at
“
t
he
i
n
te
rn
a
tio
na
l
i
sa
ti
o
n
o
f
te
ac
he
r
e
d
uca
t
i
o
n
c
ann
o
t
be
u
n
d
er
stoo
d w
i
t
h
ou
t con
s
ide
r
a
t
i
o
n
of
t
h
e
bro
ade
r pr
oce
sse
s assoc
i
ate
d
wi
t
h
g
l
ob
a
lisa
t
i
on”
,
t
hus
P
N
U
st
r
i
ve
s
t
o
b
e
true
t
o
i
t
s
ma
nd
a
t
e
t
o
d
e
s
ig
n
pro
g
ra
ms
t
ha
t
answ
e
r
s
oc
i
e
t
a
l
issue
s
e
it
h
e
r
loca
ll
y
or
i
n
t
erna
t
io
na
ll
y.
H
ence
,
Pr
oj
e
c
t
TEA
CH
i
n
th
i
s
pape
r is r
eport
e
d.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 1
–
10
4
2.
RESEARCH
M
ETH
O
D
The
P
r
ojec
t
T
E
A
C
H
pro
g
ra
m
offe
red
b
y
t
he
P
N
U
I
TL
w
a
s
expe
r
i
enc
e
d
by
2
4
t
e
ach
e
r
p
a
r
ti
c
i
pa
n
t
s
c
o
mi
ng
f
ro
m
Th
ai
l
a
nd
.
Th
ey
a
re
a
m
ix
t
u
re
o
f
sci
e
n
c
e,
m
at
h
,
a
nd
ICT
t
e
ac
he
rs.
Thei
r
age
s
r
a
n
ge
25
to
5
8
yea
r
s
o
l
d
a
n
d
the
i
r
e
x
pos
ure
to
t
he
t
e
ach
i
ng
profe
ssi
o
n
v
a
r
i
e
s
from
1
y
ea
r
t
o
3
5
year
s
o
f
t
eac
hin
g
e
x
p
e
r
i
e
nce
.
Tab
l
e
1 show
s
the
o
t
he
r
d
e
mogr
ap
hics o
f t
h
e
pa
rtic
ipa
n
ts.
Ta
ble
1.
D
e
m
ogra
p
hi
c
s
o
f
Inform
ants
C
a
t
e
gor
i
e
s
F
re
que
n
c
y
Ge
nd
e
r
Ma
le
6
Fem
a
l
e
1
8
C
i
vil S
t
a
t
us
Ma
rr
i
e
d
11
Single
13
Provinc
e
C
honbor
i
18
Ray
ong
6
Subje
c
t
Ta
u
g
h
t
Sc
ie
n
c
e
13
Ma
th
6
IC
T
5
Y
ear
L
ev
e
l
H
an
d
l
ed
Junio
r
H
igh
8
Se
ni
or
H
igh
16
Hi
g
h
e
s
t E
duca
tion
a
l
At
ta
in
m
e
nt
B
a
ch
e
l
o
r
'
s
D
eg
r
e
e
1
1
M
a
s
t
e
r
's
D
eg
r
e
e
1
3
Th
is
r
ese
a
rc
h
em
p
l
o
y
e
d
b
ot
h
q
u
al
ita
t
i
ve
a
nd
qua
nt
ita
t
i
ve
r
ese
a
r
ch
d
esi
g
n
s
.
S
u
rv
e
y
q
ue
sti
onn
a
i
re
s
and
c
a
se
s
tu
d
y
m
e
t
ho
d
w
e
re
u
t
i
li
z
e
d.
T
he
s
urve
y
q
u
est
i
on
naire
f
ocu
s
ed
on
fo
ur
a
rea
s
w
hic
h
a
im
t
o
e
v
al
ua
t
e
the
e
x
p
e
r
i
enc
e
s
o
f
the
part
ic
i
p
an
ts
o
n
P
r
oje
c
t
TE
A
C
H
in
t
e
r
m
s
o
f
the
i
r
g
e
nera
l
ex
pe
rie
n
ce
o
n
t
h
e
pr
ogr
am
,
t
h
e
Engli
s
h
l
a
n
g
u
a
g
e
p
ro
fi
c
i
en
c
y
t
ra
i
n
in
g
,
t
h
e
t
e
a
c
hi
ng
p
ed
a
gog
ie
s,
a
n
d
the
i
r
c
u
l
t
ural
e
xp
osur
e
e
xpe
rience
s.
The
q
u
esti
on
na
ire
ha
s
bee
n
su
b
j
e
c
t
e
d
t
o
phas
e
a
nd c
o
n
t
e
n
t
v
a
li
d
i
t
y
by
d
i
ffe
r
ent pro
f
ess
o
rs in P
N
U.
The
i
t
em
s
o
n
t
he
que
sti
o
n
n
a
i
re
f
or
t
he
g
e
n
e
r
al
e
va
l
u
at
i
o
n
o
f
t
h
e
pro
g
ra
m
and
t
h
e
pe
dag
o
g
ic
a
l
kn
owle
d
g
e
trai
ni
n
g
w
ere
ad
a
p
te
d
from
Coll
ec
t
i
v
e
Ev
al
uat
io
n Dat
a
: En
d
o
f
Se
ssion
Q
u
e
s
t
i
onn
ai
r
e
s
[18].
F
o
r
the
E
n
g
lish
La
ng
ua
ge
p
rofic
i
enc
y
,
the
teac
h
e
rs’
self-
r
epor
te
d
E
n
g
l
i
s
h
p
r
o
fic
i
e
n
cy
[
19
]
w
a
s
modi
fied
t
o
fi
t
i
n
the pr
ese
n
t r
e
sea
r
ch.
Table
2 r
e
ports t
he
r
eli
a
bi
l
i
t
y
t
e
s
t
o
f
t
he
s
elec
t
e
d a
r
ea
s
on t
h
e
ques
t
i
o
n
n
air
e
.
Ta
b
l
e 2.
Rel
iab
ili
ty o
f Item
s on
t
h
e
Q
u
e
s
tio
n
n
aire
A
r
e
a
C
ronbac
h
A
l
p
h
a
's
C
o
e
f
f
i
c
i
e
n
t
G
e
n
e
r
a
l E
xpe
ri
e
n
ce
on
Projec
t Tea
c
h
0
.
796
a.
a
d
m
i
nistra
ti
on, fa
c
il
itie
s
,
a
nd logist
ics
0.830
b.
instruc
t
or
s
w
ho
le
cture
d
/fa
c
ili
t
a
te
d
th
e
worksho
p
s
0.
786
S
e
lf-Re
porte
d Engl
ish
La
ngua
g
e
P
rof
i
c
i
e
n
cy
0.
822
P
e
d
a
gogica
l
K
n
o
w
le
dg
e
0.
909
The
P
r
ojec
t
Te
ac
her
Exc
h
a
n
g
e
f
or
A
S
E
AN
Te
ache
r
s
(TE
A
CH)
a
i
ms
t
o
c
re
at
e
a
n
A
SEAN
Tea
c
h
e
r
Ed
uca
t
i
on
F
o
r
u
m
for
in
ter
n
a
tio
na
l
c
o
-o
pera
tio
n
a
nd
a
c
a
d
e
m
ic
e
xc
ha
nge
t
h
a
t
is
d
ee
p
l
y
r
oot
e
d
on
A
S
EA
N
cul
t
u
re.
Projec
t
TEA
CH
h
o
p
e
s
t
o
br
oa
den
A
S
EA
N
t
e
ac
hers’
expe
rie
nce
a
nd
un
ders
tan
d
i
ng
of
t
he
c
ha
ll
enge
s
of act
ua
l teac
h
i
ng a
nd l
e
arni
n
g
from
an in
t
e
r
nat
i
ona
l
pe
rs
pe
cti
ve v
ia
P
hi
lip
pi
ne ex
p
er
i
e
nc
e.
T
he
p
rogr
am
a
l
s
o
pro
v
i
d
es
o
p
p
o
rtu
n
it
ies
for
c
o
lla
b
o
rat
i
on
a
n
d
w
o
rk
i
n
partne
r
s
hi
p
w
i
th
A
S
E
A
N
t
e
ache
r
e
duc
a
t
i
o
n
i
n
st
it
ut
ion
s
for
t
h
e
i
r
teac
he
rs
t
o
lea
r
n
the
P
h
ili
pp
i
n
e
c
u
l
t
ur
e
an
d
from
t
he
b
est
p
r
ac
ti
c
e
s
i
n
t
eac
hin
g
at
t
h
e
b
a
s
i
c
e
du
c
a
ti
o
n
leve
l.
I
t
i
s
a
l
s
o
the
a
i
m
of
t
h
i
s
pro
g
ra
m
to
f
a
c
il
ita
t
e
t
he
m
ob
i
l
i
t
y
o
f
t
e
a
c
h
e
r
s
i
n
t
h
e
A
S
E
A
N
r
e
g
i
o
n
t
o
a
c
c
e
s
s
hi
ghe
r qua
lit
y of tea
c
h
in
g
ex
pe
rie
n
ce
in t
h
e
P
h
il
ipp
i
nes.
Fo
r
AS
EA
N
co
unt
ri
es
t
o
p
a
r
t
i
c
i
p
a
t
e
i
n
t
h
e
P
r
o
j
e
ct
TEACH
i
n
PNU
sev
e
ral
w
o
rk
i
n
g
a
s
sum
p
tio
ns
have
b
ee
n
se
t
.
F
irst,
ther
e
sho
u
l
d
be
a
m
utua
l
u
nders
tan
d
i
n
g
o
f
t
he
p
ol
i
c
ies
a
n
d
proce
dur
es
o
f
b
o
t
h
‘’r
ece
iv
in
g
“
(
P
h
il
ipp
i
nes)
a
nd
“
s
en
di
ng”
c
ou
n
t
ries
f
r
o
m
S
out
hea
s
t
A
sia.
S
econd,
P
NU
t
hro
u
g
h
i
t
s
Interna
tio
na
l
O
ffice
has
a
s
t
a
n
di
n
g
m
e
m
or
an
dum
o
f
a
g
ree
m
e
n
t
w
i
t
h
th
e
se
nd
ing
A
S
EA
N
u
n
i
vers
itie
s.
T
hir
d
,
the
pro
g
ram
p
a
rtic
ipa
n
ts’
sel
e
c
t
i
o
n
proce
ss
w
i
l
l
b
e
ba
se
d
on
t
h
e
es
ta
bl
is
he
d
pr
oce
dur
es
o
f
t
h
e
se
nd
in
g
cou
n
t
ry.
Last
l
y
,
fina
ncia
l
s
u
pp
ort
w
i
l
l
b
e
p
r
ov
i
d
e
d
b
y
t
h
e
se
n
d
in
g
i
n
s
t
itut
i
o
n
s
t
o
t
h
e
i
r
tea
c
her
s
w
ho
qua
li
fy
for
the
pr
ogr
a
m
.
The
P
r
ojec
t
TEA
CH
i
n
t
e
r
na
ti
ona
l
teac
her
tra
i
n
i
n
g
p
r
ogr
am
i
s
a
f
our-w
e
e
k
rig
i
d
tea
c
h
er
t
r
a
i
n
in
g
pro
g
ra
m
t
h
a
t
i
s
des
i
g
n
e
d
t
o
he
l
p
A
S
E
A
N
teac
hers
i
n
t
h
e
i
r
E
n
gl
i
s
h
La
n
g
u
age
P
r
of
i
c
ienc
y
(EL
P
)
and
P
e
dago
g
i
cal
K
now
le
d
g
e
(P
K
)
.
Exper
t
s
fro
m
P
N
U
p
rovi
d
e
d
le
c
t
ures
a
n
d
w
o
rks
h
ops
w
it
h
t
h
e
par
tic
i
p
a
n
t
s
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
An Assessm
e
n
t
of
Pro
j
e
c
t T
e
a
c
h
e
r Ex
ch
an
ge
for ASEA
N
T
e
ac
he
rs (T
EACH
)
...
.
(Ma.
L
o
urd
e
s
S.
Agusti
n)
5
hel
p
t
hem
im
pr
ove
t
he
ir
ELP
a
nd
t
h
eir
P
K
.
A
l
so,
t
h
e
pr
og
ra
m
off
e
r
s
a
cul
t
ur
al
e
xp
os
ure
to
t
he
p
a
r
t
i
c
i
pa
n
t
s
for
them
to b
e
f
a
m
il
i
a
rize
d w
i
th t
he F
ili
pi
n
o
c
ult
u
re
and
der
i
v
e
i
n
si
gh
ts for
e
duc
at
ion.
The ex
per
i
e
n
c
e
s of the
T
ha
i
t
eac
her par
t
ic
i
p
ant
s
w
ho
w
e
re
t
he
f
i
r
st
g
rou
p
o
f
i
nt
e
r
n
a
t
i
on
al
t
ea
ch
ers
t
o
part
ici
p
a
t
e
in
t
he
P
rojec
t
T
E
A
CH
i
s
the
s
u
bjec
t
of
t
he
p
r
e
sen
t
resea
r
ch.
U
pon
e
v
a
l
ua
tion,
it
is
d
es
ired
t
h
a
t
t
h
e
me
tho
d
u
til
ize
d
i
n co
n
duc
ti
n
g
the
w
h
o
le pr
ogram
c
ould
b
e
a
n e
f
f
e
c
t
i
ve
m
odel
3.
RESULT
S
A
N
D
ANALY
S
IS
3.1.
Gen
e
ral E
v
alu
a
tion
o
f Pr
ojec
t
TEA
C
H
P
a
rtici
p
an
ts
w
e
r
e
a
s
ked
“
H
ow
wo
ul
d yo
u r
a
te y
our
over
a
ll ex
per
i
ence
o
n
t
h
e pr
ojec
t
?
”
T
he
m
ode
o
f
r
e
s
p
o
n
s
e
g
a
t
h
e
r
ed
i
s
‘g
ood’
(
6
6
.
7
%,
N
=
2
4
)
.
Thi
s
n
u
m
b
e
r
si
g
n
i
f
ie
s
t
h
at
m
os
t
par
tic
i
p
an
ts
a
gre
e
t
ha
t
t
h
e
y
fi
n
d
t
he
ir
e
x
p
e
r
ie
nce
on
P
r
oje
c
t
to
TEA
CH
t
o
be
s
ig
nific
a
nt
t
h
o
u
gh
it
h
a
s
n
o
t
re
ache
d
t
he
‘
exce
l
l
e
n
t’
l
eve
l
yet.
P
a
r
ti
c
i
pan
t
s
gave
var
i
e
d exp
l
a
n
a
t
i
o
n
s
on
t
h
e
i
r
re
spo
n
se
;
s
ome
of
t
hem
ar
e liste
d be
l
o
w
.
I
n
pr
o
j
e
c
t
teac
h I:
1)
was
a
b
l
e t
o
prac
tic
e
m
y
En
gl
ish
be
t
t
e
r
; 2)
l
e
a
r
n
t
o
u
nde
rsta
n
d
E
n
g
lis
h
bet
t
er
an
d
pa
r
t
ic
ip
a
t
e
i
n
t
h
e pr
o
g
r
a
m
;
3)e
n
joy
e
d
t
h
e
m
e
th
o
d
o
f
teac
h
i
n
g
by t
h
e lec
t
u
r
e
r
s;
4)
did s
o
m
e
v
e
ry
go
o
d
act
i
v
i
ti
e
s
;
5
)lea
rn ho
w t
o
te
ac
h m
y
subjec
t i
n
Englis
h a
nd I
w
ill try
m
y
ve
ry
be
st
to
do i
t
b
a
ck
hom
e.
O
n
e
n
o
t
ab
le
r
esp
onse
w
a
s
gi
ve
n
by
I
nfo
r
ma
n
num
ber
2
1
,
w
h
ic
h
e
x
p
la
in
s
w
h
y
the
i
r
ge
ne
ral
eva
l
ua
tio
n
of
t
he
p
rogra
m
d
i
d
n
o
t
r
ea
ch
‘
ex
c
e
lle
n
t
’
le
ve
l.
I
t
i
s
b
e
ca
use
the
y
f
in
d
th
e
ti
me
t
o
o
sho
r
t
fo
r
t
h
e
m
.
T
h
ey
s
ai
d
th
at
t
h
e
p
ro
g
r
a
m
w
o
u
l
d
h
a
v
e
b
e
en e
x
c
e
l
l
e
nt
i
f
the
y
w
e
r
e
given
m
or
e tim
e to
under
go
the
pro
g
ra
m.
“
M
y e
x
pe
rie
n
c
e
s on
pr
oj
e
c
t
t
e
ach
is ‘g
oo
d’.
If on
l
y
m
o
re
t
i
m
e
h
a
s bee
n
g
i
ve
n
for
works
h
o
p
s,
wri
t
e
less
on p
l
an
s,
and
eve
n m
o
re
t
i
m
e
for de
m
onstr
at
ion,
Pro
j
e
c
t
T
e
ac
h w
o
u
l
d
be EX
CEL
L
ENT
!
”
- Inform
an 2
1
Tho
ugh
p
a
r
t
i
c
i
p
a
nt
s
fo
und
t
ha
t
t
h
e
‘t
i
m
e
’
t
he
y
h
a
v
e
s
p
e
nt
o
n
th
e
p
r
og
ram
af
f
e
c
t
ed
t
h
e
ir
e
x
p
e
ri
en
ce
on
P
r
ojec
t
TE
A
C
H
,
s
ti
l
l
m
o
s
t
o
f
t
hem
a
g
ree
d
t
hat
t
h
e
t
i
m
e
they
h
a
ve
s
pe
nt
on
the
p
r
ogra
m
i
s
‘ver
y
m
u
ch’
worth it (
4
5
.
5
%,
N
=
24).
To
f
urt
h
er
i
n
v
e
st
i
g
a
t
e
o
n
t
he
g
ene
r
al
e
xper
i
enc
e
o
f
st
ud
en
ts
o
n
P
rojec
t
TEA
CH
,
pa
rti
c
ipa
n
ts
w
er
e
ma
de
t
o
re
sp
o
nd
on
c
e
rta
i
n
statem
e
n
ts
a
bo
u
t
t
he
p
ro
gram
.
The
av
era
g
e
mea
n
s
sc
o
r
es
f
o
r
e
ac
h
st
at
e
m
e
n
t
h
a
s
bee
n
i
n
t
er
pret
e
d
t
o
be
s
t
r
ong
l
y
d
isagre
e
w
h
e
n
it’
s
va
l
u
e
is
0
.1
t
o
1.0
;
d
isa
g
re
e
if
it’s
1.
1
t
o
2
.
0
;
a
g
re
e
if
it’s
2.1
t
o
3
.0
a
n
d
s
tro
n
g
l
y agr
ee
if its 3.
1
t
o 4.0.
Base
d
o
n
T
ab
le
3
,
i
t
c
a
n
b
e
in
fer
r
ed
t
ha
t
the
par
t
ic
ipa
n
t
s
g
e
n
e
r
a
l
l
y
gave
t
he
‘
S
t
r
o
ng
ly
A
gre
e
’
respo
n
se
on
a
l
l
of
t
h
e
i
tem
s
a
ske
d
o
n
the
ge
n
e
ra
l
im
pressi
on
o
n
P
ro
j
ect
TEAC
H
(M>3.1)
.
I
t
is
a
ls
o
n
o
ta
b
l
e
t
h
a
t
a
l
l
p
a
r
t
i
c
i
p
a
n
t
s
r
e
a
l
i
z
e
d
t
h
a
t
t
h
e
p
r
o
g
r
a
m
h
a
s
m
e
e
t
i
t
s
o
b
jec
t
s
a
s
s
e
e
n
i
n
t
he
t
a
b
le
t
ha
t
it
y
i
e
l
de
d
t
h
e
hi
ghe
s
t
m
ea
n
scor
e
(M = 4.
24, SD
=
.
5
0
)
am
ong
t
h
e
d
i
ffe
ren
t
i
t
e
ms
a
ske
d
.
Wi
t
h
t
h
i
s
r
e
spo
n
se
,
i
t
c
an
b
e
i
n
f
e
rre
d
t
h
a
t
t
h
e
o
b
j
e
ct
iv
e
s
s
et
b
y
th
e
Proj
ec
t
TEAC
H
w
h
i
c
h
i
s
prim
aril
y
to
b
roa
d
en
A
S
E
AN
t
e
ache
r
s’
expe
r
i
ence
a
n
d
u
nd
e
r
st
a
n
d
i
ng
of
t
he
c
ha
lle
n
g
es
o
f
act
ua
l
t
e
ac
hi
n
g
a
nd
l
e
a
rn
in
g
fr
om
a
n
i
n
ter
n
a
t
i
o
nal
perspe
c
tive
v
i
a
Philip
pi
ne
e
x
p
e
r
i
e
n
ce
has
b
e
e
n
acc
ompl
is
he
d.
T
a
b
l
e 3.
G
e
n
era
l
I
m
p
ression
of
P
a
r
tici
p
a
n
ts
on P
r
ojec
t
TEA
CH
P
r
o
j
e
c
t
TEA
CH
M
e
a
n
S
D
he
lp
e
d
m
e
b
e
tt
e
r
unde
r
s
t
a
nd
so
m
e
c
l
a
ssroom
i
ssue
s
.
3.
38
.
49
pr
o
v
ide
d
i
nform
a
ti
on
re
le
v
a
nt
t
o m
y
w
ork.
3
.
2
9
.
46
we
r
e
b
a
s
e
d
on c
u
rre
nt a
nd
up-to
d
a
t
e
info
rm
a
t
i
on.
3
.
3
3
.
48
m
e
e
t
t
h
e
objec
tiv
e
s
s
e
t
.
3.
42
.
50
pr
oc
ee
d
e
d
w
ith
s
mooth
o
r
ga
niz
a
t
ion of
t
opi
c
s
.
3.
21
.
72
topic
s
we
r
e
ea
s
y
t
o
unde
rsta
nd.
3
.
3
8
.
77
pr
o
v
ide
d
tra
inings tha
t will b
e
o
f
imme
di
a
t
e
u
s
e to my
work.
3.
38
.
65
More
over,
p
a
r
t
i
c
i
pa
nts w
e
r
e
a
lso as
ked t
o
r
a
t
e
t
h
e p
h
y
s
i
c
a
l
a
s
p
e
c
t
o
f
t
h
e
p
ro
g
r
am.
Th
i
s
a
re
a
i
n
cl
ud
es
the
a
d
min
i
s
t
r
a
ti
o
n
a
n
d
p
erso
nne
l,
f
ac
i
l
i
ties,
a
n
d
t
he
l
og
is
tic
s
p
a
r
t
o
f
P
r
o
j
e
c
t
T
e
a
c
h
.
T
a
b
l
e
4
r
e
p
o
r
t
s
t
h
e
sa
id
ev
a
lu
at
i
on.
Ta
b
l
e
4.
P
hysi
c
a
l
A
rr
angem
e
nt
s
A
r
ea
s
of
C
onc
e
r
n
M
e
a
n
S
D
Pre
-
prog
r
a
m
c
o
mm
unica
t
i
ons
2
.
1
7
.
70
Re
gistra
ti
on
2
.
5
0
.
59
L
o
ca
tion
of
t
he
t
rai
n
ing
2
.
79
.
41
Workboo
k/ha
ndou
ts
2
.
6
3
.
49
A
udio
r
e
ce
ption
2
.
71
.
46
V
i
de
o
r
e
c
e
p
ti
on
2
.
71
.
46
Me
e
ting
room
s
2
.
79
.
51
T
i
me
a
llotme
n
t
2
.
29
.
46
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 1
–
10
6
N
o
te
:
To
i
n
t
e
r
pre
t
t
he
r
esu
lt,
t
he
f
o
l
l
o
w
i
n
g
s
ca
l
e
w
as
s
et
:
0.1
t
o
1.
0
no
t
sa
t
i
sfie
d
;
1
.
1
t
o
2.0
sa
ti
sfied
;
2
.1
t
o
3.0
very
s
at
i
s
fi
e
d
The
d
a
ta
i
n
Ta
bl
e
4
re
vea
l
e
d
t
ha
t
part
ici
p
a
n
t
s
w
ere
very
s
at
isf
i
e
d
of
t
h
e
p
hy
si
c
a
l
arra
ng
e
m
en
t
of
t
h
e
P
r
oj
e
c
t
TEA
CH
(M>
2.
1). They ar
e
a
ll
m
ost
sati
s
f
i
e
d
w
i
th the loc
a
t
io
n
o
f
the t
r
a
i
n
in
gs (M
=
2.
7
9
, S
D
=.41) a
n
d
t
h
e
me
et
ing
roo
m
s
(M
=2
.79
)
.
Th
i
s
m
i
ght
h
av
e
b
een
d
u
e
t
o
t
h
e
c
a
r
efu
l
p
la
nn
ing
o
f
t
he
p
r
o
gr
am
t
ha
t
i
n
c
l
u
d
es
the
me
t
i
c
u
lo
us
s
e
l
ec
t
i
o
n
o
f
t
h
e
ven
u
e.
H
ow
ever
,
i
t
i
s
no
tab
l
e
t
o
see
t
h
at
t
he
i
tem
tha
t
o
b
t
a
i
ne
d
the
low
e
st
sat
i
sfac
t
i
o
n
is
on
‘pre-
p
rogra
m
c
ommunica
tio
ns’
(M=0.
17,
S
D
=
0.
7
0).
P
a
rtici
p
an
ts
a
l
s
o
e
v
a
l
ua
t
e
d
t
h
e
lec
t
ure
r
s
w
h
o
han
d
l
ed
th
e
w
or
ks
h
ops.
T
a
ble
5
be
l
o
w
s
how
s
the
r
e
s
u
l
t
of
t
he
s
a
i
d
ev
alua
t
i
o
n
.
The
aver
age
me
ans
score
s
f
or
e
ach
s
ta
t
e
me
n
t
h
a
s
b
ee
n
in
ter
p
reted
t
o
b
e
s
t
r
o
n
g
ly
di
sa
gree
w
he
n
it’s
va
lue
is 0.
1
t
o 1.
0; di
s
agre
e i
f
i
t’s
1.
1 to
2.
0
;
a
g
r
ee if i
t’
s 2.1 to 3.0 a
n
d
s
tro
n
g
l
y
a
gree
i
f i
t
s
3.1
t
o
4
.0.
Tab
l
e
5.
E
val
u
atio
n
of t
he
P
e
rfor
m
a
n
ce
of L
e
c
ture
rs a
nd
F
a
c
il
it
at
o
r
s
Th
e l
e
c
t
u
r
ers
an
d
fa
c
ili
tato
rs ...
M
e
a
n
SD
K
now
t
he
s
ubjec
t
3.
6
7
0
.
5
6
E
n
c
our
a
g
e
d
p
a
r
tic
i
p
a
tion
3.
6
7
0
.
4
8
A
n
sw
e
r
q
u
e
st
ions
c
o
m
pl
e
t
e
l
y
3.
3
8
0
.
6
5
R
e
sp
e
c
t
y
our
kno
wle
dge
a
nd e
x
p
e
r
i
e
n
ce
3
.
7
5
0.
44
U
s
e
a
pprop
r
i
a
t
e
e
x
a
m
pl
e
s
3
.
5
4
0.
51
M
o
t
i
va
t
e
y
ou
to
l
e
a
r
n
3.
7
9
0
.
4
1
U
s
e
e
f
f
e
c
t
iv
e
l
e
ct
ur
e
a
pproac
h
e
s
a
nd
w
orksh
ops
3
.
6
3
0.
49
Ta
b
l
e
5
re
vea
l
e
d
t
hat
t
h
e
pa
r
t
ic
i
p
a
n
t
s
g
e
n
e
r
a
l
l
y
a
gree
d
w
ith
t
h
e
st
a
t
em
ent
s
on
the
q
u
e
st
io
nna
ir
e
abo
u
t
t
he
l
ec
t
u
rers
a
nd
fa
c
i
lita
tors
o
f
t
h
e
w
o
r
k
sh
o
p
s
(M
>3.1).
Th
e
y
a
ll
a
g
r
eed
t
ha
t
t
h
e
l
ect
u
r
ers
a
n
d
fa
ci
lita
t
o
rs
m
o
t
i
v
a
t
ed
t
hem
to
l
e
a
rn
d
urin
g
t
h
e
ses
s
io
ns
t
he
y
h
a
d
i
n
P
r
o
j
e
c
t
TEA
CH
,
w
h
ic
h
yie
l
de
d
the
hi
ghe
s
t
a
ve
rag
e
m
ea
n
scor
e
of
3
.
79
a
t
e
0.
41
S
D
.
But
t
h
e
ite
m
th
a
t
o
bta
i
ned
the
l
o
w
e
st
s
t
r
o
ngl
y
agre
e
respo
n
se
i
s
t
h
e
w
a
y
lect
ure
r
s
answ
er
ed
t
he
ir
ques
tio
ns
(
M
=
3.
38,
S
D
=
0.
65)
.
This
f
ac
t
m
a
y
be
d
ue
t
o
th
e
t
i
m
e
con
s
trai
n
t
s of
t
he
w
or
ksh
o
p
s a
nd e
v
e
n
t
he
l
a
n
g
u
a
g
e
barr
i
e
r.
A
l
so,
se
vera
l
m
a
tters
h
a
v
e
be
en
p
o
i
n
t
e
d
out
b
y
the
part
i
c
ipa
n
ts
w
he
n
t
h
ey
w
er
e
as
ke
d
a
b
o
u
t
t
h
e
are
a
s
to
b
e
im
pro
v
ed
b
y
the
l
e
c
t
urers
a
n
d
fa
cil
ita
tors.
The
y
s
u
gge
ste
d
t
hat
the
le
ct
ures
a
n
d
f
a
c
i
lita
t
o
rs
s
ho
uld
ta
l
k
s
l
o
w
ly
.
Th
ey
f
in
d
i
t
h
ard
to
u
n
d
ersta
n
d
w
h
e
n
t
he
m
a
n
ner
of
s
pea
k
in
g
i
s
i
n
a
f
a
s
t
p
a
c
e
s
ince
t
hey
ha
ve
p
r
ob
l
e
ms
w
it
h
t
h
e
En
gli
s
h
l
a
ng
u
a
g
e
.
Al
so
,
th
e
y
poi
nt
ed
o
ut
t
h
a
t
h
a
n
d
o
u
ts
p
r
i
or
o
r
dur
in
g
the
lec
t
ure
s
h
o
u
l
d
be
p
ro
vi
de
d
s
i
n
c
e
the
y
f
in
d
it
har
d
t
o
c
o
p
y
t
he
s
lide
s
a
ll
t
h
e
time
.
L
as
t
l
y,
t
he
y
sug
g
e
s
t
e
d
tha
t
c
o
n
t
ac
t
de
t
a
i
l
s
of
t
he
l
e
c
t
ures
a
nd
fa
c
i
l
ita
tors
s
ho
u
l
d
be
p
ro
v
i
de
d
so
t
ha
t
the
y
ca
n
c
o
n
t
a
c
t
t
he
m
in
t
he
f
utur
e
fo
r
ac
adem
ic
pur
p
o
se
s.
Whe
n
th
e
p
ar
ti
cipa
nts were
a
sk
e
d
“
W
il
l
y
ou
re
com
m
e
n
d
Pr
ojec
t T
E
A
C
H
t
o
yo
ur o
t
he
r c
o
l
l
e
a
g
u
es
?”
ni
ne
ty
f
ive
pe
r
cent
(95%,
N=
24)
s
a
i
d
‘
y
e
s
’
.
F
r
o
m
t
h
e
i
r
a
n
s
w
e
r
,
i
t
c
a
n
b
e
d
e
d
u
c
e
d
t
h
a
t
P
r
o
j
e
c
t
T
E
A
C
H
P
r
og
r
a
m c
a
n stil
l
co
nt
in
ue
bu
t
shou
l
d
st
i
l
l
str
ive
for
i
m
prov
em
ent.
3.2.
E
n
gl
i
s
h La
ng
ua
g
e
Pro
fi
ci
e
n
c
y
I
n
t
h
i
s
se
c
t
io
n
,
p
a
r
t
i
c
i
p
a
n
t
s
w
e
re
a
ske
d
t
o
ra
t
e
t
h
e
ir
a
b
ili
tie
s
t
o
u
se
t
he
E
ng
l
i
s
h
l
a
n
gua
g
e
u
s
i
ng
t
h
e
teac
hers’ se
lf-
r
epor
ted
E
n
g
lis
h p
r
ofic
ie
nc
y
.
The
sca
le
inc
lu
des
fiftee
n
ite
m
s
w
hic
h
c
o
n
t
a
in
s s
t
a
t
em
ent
s
l
i
k
e
“I
can
ta
lk
in
Eng
l
i
s
h a
b
o
u
t
m
y
c
u
l
t
ure
”
, “
I
k
now
ho
w t
o
ac
t
i
n
s
o
c
i
a
l
E
ngl
is
h-spe
a
ki
n
g
s
itu
at
ion
s
”
,
and
“I c
an
pre
pare
l
e
sson
plan
s in En
g
l
i
s
h
w
i
th
m
i
n
i
m
a
l
erro
r”
.
The
s
cale
als
o
f
o
l
l
o
w
s
a
f
ou
r-p
oi
n
t
Liker
t sc
ale w
h
ere
1
is
t
he
l
ow
es
t
(S
trong
ly
D
i
s
a
g
re
e)
a
nd
4
is
t
he
h
i
g
hes
t
(
S
t
rong
l
y
A
g
r
e
e
)
.
The
r
efore,
t
he
s
core
s
o
f
t
he
part
ici
p
a
n
t
s
r
a
nge
d
from
15
to
60 p
o
i
n
t
s.
P
a
rtici
p
an
ts
r
a
t
ed
t
hem
s
e
l
ves
bef
o
re
a
n
d
a
fte
r
e
xp
osur
e
t
o
P
roj
ect
TEAC
H
.
The
da
t
a
t
h
a
t
has
be
en
gat
h
er
ed w
a
s
t
hen su
bje
c
t
e
d
t
o S
h
ap
iro-
Wi
lk N
orm
a
li
t
y
T
est a
n
d
it has been out
that f
o
un
d o
u
t tha
t
t
h
e
sc
o
res
in
b
o
t
h
be
for
e
(
p
=
0.6
7
0
)
a
nd
af
ter
(
p
=0.
1
40)
o
f
t
e
ac
he
rs
s
elf
-eva
lua
t
i
o
n
o
n
ELP
a
re
norma
l
l
y
di
s
t
ri
bu
te
d.
Th
us,
a
pa
ram
e
tric
t
e
s
t
t
o
c
o
m
pare
t
he
m
e
a
ns
i
s
a
p
pro
p
ria
t
e.
I
n
t
h
i
s
case
a
p
a
i
r
ed
s
a
m
pl
es
t
-t
est
was
u
t
ili
zed
to
d
e
t
erm
i
ne
i
f
t
h
ere
i
s
s
i
g
n
i
f
i
c
a
n
t
d
i
f
f
er
en
ce
s
in
t
he
E
L
P
o
f
t
h
e
par
tic
ipa
n
ts
d
ue
t
o
the
i
r
p
a
rtic
i
p
a
t
i
on
in
pro
j
ec
t
TEA
CH
. Ta
ble 6
repor
t
s
t
he
re
s
ult
o
f
t
he
E
n
g
lis
h La
n
gua
g
e
Pro
fi
ci
en
cy
t
est
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
An Assessm
e
n
t
of
Pro
j
e
c
t T
e
a
c
h
e
r Ex
ch
an
ge
for ASEA
N
T
e
ac
he
rs (T
EACH
)
...
.
(Ma.
L
o
urd
e
s
S.
Agusti
n)
7
Tab
l
e
6
.
P
aire
d Sample
T-test on
ELP
Mea
n
S
D
S
t
d
. Err
o
r
M
ean
Mea
n
D
i
f
f
er
en
c
e
SD
t
d
f
Sig.
(2
-ta
ile
d)
P
e
r
c
e
i
v
e
d
E
nglish La
ngua
g
e
P
ro
fic
i
enc
y
(
B
e
f
or
e
P
r
ojec
t
TEA
C
H)
29.
50
9
.
5
4
1
.
9476
9
-
19.
6
7
7.
36
-
13.0
9
4
23
.
000
P
e
r
c
e
i
v
e
d
E
nglish La
ngua
g
e
P
ro
fic
i
enc
y
(
A
ft
e
r
Pr
o
j
ec
t
T
E
AC
H)
49.
17
9
.
3
7
1
.
9117
0
The
a
v
e
r
age
me
an
s
core
o
f
t
h
e
pa
rti
c
ipa
n
ts
b
e
f
ore
P
r
oject
TEA
CH
i
s
29
.5
0
a
t
S
D
9
.
54
o
r
i
s
equ
i
vale
n
t
t
o
49.7
%.
T
he
r
esu
l
t
s
ugge
s
t
s
tha
t
t
he
p
ar
tic
i
p
an
ts
’
se
l
f-eva
lua
tio
n
o
f
t
hei
r
E
ng
l
i
sh
L
a
n
gua
ge
P
r
oficie
nc
y is l
ow
a
n
d
di
d
n
ot
e
ve
n
r
e
a
c
h t
h
e
pass
i
ng
m
a
rk.
A
f
t
er
P
ro
j
e
c
t
T
EAC
H
,
t
h
e
av
erag
e
mea
n
s
c
o
re
o
f
t
h
e
st
ud
e
n
t
s
i
nc
re
a
s
e
d
t
o
49
.17
(SD=
9
.
37
)
or
r
e
a
c
h
e
d
to
8
1.9
5
%
.
A
mea
n
d
i
f
f
e
re
n
ce
of
19.
6
7
(
S
D
=
7.
3
6
)
o
r
32.2
5
%
w
as obse
r
ved.
S
u
c
h di
ffere
n
ce
is
s
a
i
d
to be
si
gnific
a
n
t
(t (23)
=-13.
09
4).
3.3.
Ped
a
g
ogic
a
l
Kn
owled
g
e
To
a
ssess
if
p
artic
ipa
n
ts
i
m
p
rove
d
the
i
r
pe
dag
o
g
ica
l
k
n
o
w
le
dge
u
nde
r
P
r
oject
TEA
CH,
they
w
er
e
all
o
w
e
d
t
o
s
e
l
f-eva
lua
t
e
thr
oug
h
t
h
e
q
u
e
s
t
i
on
na
i
r
e
g
i
ve
n.
D
iffe
re
nt
t
ea
ch
i
n
g
a
r
ea
s
un
der
p
e
da
g
o
g
i
ca
l
kn
ow
le
d
g
e
w
e
re
i
de
nt
ifi
e
d
a
nd
the
p
a
r
t
ic
i
p
ant
s
w
e
r
e
aske
d
t
o
r
a
te
t
he
e
xte
n
t
to
w
hic
h
t
he
y
ha
ve
i
m
p
ro
ve
d.
Tab
l
e
7 show
s
the
resu
lt.
Ta
b
l
e
7.
P
e
d
agog
ica
l
K
now
le
dge
o
f P
a
rtici
p
ant
s
T
e
ach
i
n
g
Ar
e
a
s
M
e
a
n
S
D
Asse
ss stud
e
n
t p
e
rforma
n
ce
in a
c
l
assr
oom
2
.08
.50
Abil
ity
t
o a
d
a
p
t
t
e
ac
hing
sty
l
e
b
a
s
e
d up
on
w
h
a
t
s
tude
nt
s
c
u
rr
e
n
tly
o
r not
c
ur
r
e
ntly
und
e
r
sta
n
d
2.
33
.
48
Abil
ity
to a
d
a
p
t t
e
ac
hing sty
l
e
to dif
f
e
r
e
nt l
e
a
r
ning situa
tion
2
.4
6
.5
1
Asse
ss stud
e
n
t l
e
a
r
ning in m
ultiple
way
s
2.21
.
59
Use
wi
d
e
r
a
nge
o
f
te
ac
hing a
pproac
h
e
s
i
n c
l
a
ssr
oom
s
e
t
ti
n
g
2
.
2
9
.
46
De
t
e
r
m
in
e
stude
nt
c
on
ce
ptions
a
nd misc
on
c
e
p
ti
ons
i
n m
y
s
ubjec
t
2.
21
.
66
Orga
niz
e
a
nd m
a
i
n
ta
in c
l
a
ssr
oom
m
ana
g
e
m
e
n
t
2.
29
.
55
N
o
t
e
:
Sca
l
e
use
d
t
o
inte
r
p
re
t
:
0
.
1
t
o 1.
0
did
not
i
m
p
rov
e
;
1.
1
to
2
.
0
i
m
p
rove
d;
2
.
1
t
o
3.
0
signific
a
n
tl
y im
pr
ove
d
The
r
e
su
l
t
s
fo
r
t
h
e
sel
f-eva
l
u
a
t
i
on
of
p
a
r
t
i
c
i
pa
n
t
s
in
t
he
i
r
p
e
d
a
gog
i
c
a
l
k
no
wl
edg
e
a
s
t
h
ey
w
e
r
e
exp
o
se
d
t
o
P
rojec
t
TEA
CH
r
eve
a
le
d
t
h
a
t
h
a
v
e
s
i
gn
ifica
n
tl
y
impro
ve
d
in
a
ll
a
r
ea
s
(
M
>2.1)
e
x
ce
p
t
f
or
o
n
e
it
e
m
w
hic
h
i
s
on
a
s
se
ssm
ent
of
s
t
u
den
t
s
(
M
=2.0
8,
S
D
=
5.
0).
Thou
g
h
t
h
e
ave
r
age
m
e
a
n
s
cor
e
r
evea
led
th
a
t
the
y
ha
v
e ‘
i
m
p
rove
d
’
on
t
h
e
s
a
id
item
,
s
t
i
ll it is the
o
n
e
got
t
h
e
lowes
t
scor
e
.
P
a
rt
i
c
ip
a
n
t
s
al
s
o
d
e
sc
ri
b
e
d
th
ei
r ex
p
e
ri
e
n
c
e
s
o
n
th
e
p
e
d
a
gogi
c
a
l
t
r
a
i
n
i
ng.
S
ome
of
t
he
r
espo
nse
s
ar
e
:
“
I
know h
o
w
t
o
pre
p
are
le
ss
on p
l
an
s in En
gl
ish
f
o
r
m
y
sel
f
.”
“T
he a
c
ti
vities
and wo
rk
s
hops
m
ade
me
conf
ident.
”
“
I
learn d
i
ffe
re
nt te
ac
hin
g
sty
l
e
s
from
di
ffe
re
nt p
r
o
f
e
ssors
to
i
m
prov
e m
y
self i
n
te
ac
hin
g
.
”
3.4.
C
u
ltu
r
al E
xp
o
s
u
re
The
pa
rt
ic
ipa
n
t
s
w
e
r
e
im
me
rsed
t
o
the
Fi
li
p
i
no
c
ul
t
u
re
t
hro
u
g
h
dif
f
ere
n
t
a
c
ti
vit
i
es
s
uc
h
a
s
h
om
esta
y
and
v
i
s
its
t
o
differ
e
n
t
c
u
lt
u
r
al
h
eri
t
a
g
e
sit
e
s.
T
hey
w
e
re
a
ske
d
t
o
d
es
c
r
ibe
the
i
r
ex
per
i
e
n
ce
s
on
t
h
e
s
a
i
d
ac
t
i
v
i
ti
e
s
.
M
o
s
t
o
f
th
e
part
ic
i
p
an
ts
e
n
j
o
y
e
d
t
heir
hom
e
s
t
a
y
.
T
hey
desc
ri
be
d
the
i
r
h
o
s
t
f
a
m
il
y
t
o
b
e
w
a
rm
a
nd
hos
pi
tab
l
e.
T
h
e
y
a
l
so
e
n
j
oye
d t
h
e
f
ood t
h
at
w
a
s
s
er
ved to t
hem
.
B
el
o
w
a
re
s
o
m
e
of
v
e
r
bat
i
m
re
spon
se
s
o
f
t
he
p
a
rti
c
ip
an
ts o
n t
h
e h
o
m
e
s
t
ay
p
rog
r
am.
“
I
was
re
ally
i
m
pressed w
i
t
h
m
y
hos
t
f
o
r o
u
r
hom
e st
a
y
. S
h
e i
s
on
e
of t
h
e
pro
f
e
ssors
wh
o l
e
c
t
ured us
o
n
Proj
e
c
t
TEACH. S
h
e
t
aug
ht
man
y
thi
n
g
s
abo
ut
th
e
Fi
l
i
p
i
no
c
u
lt
u
r
e
l
i
k
e g
ood
man
n
e
r
s
an
d
th
e
Fil
i
pi
no
at
tit
u
d
e.
St
ay
i
ng
w
ith
t
h
e
i
r f
a
m
i
l
y
m
a
de
m
e
for
g
e
t
a
bou
t
hom
es
ickne
s
s.
T
h
ey
m
ade
m
e
fe
el I
am
a
par
t
of
the
i
r f
a
m
ily
. I
l
o
ve
he
r
a
nd he
r
f
a
m
i
ly.
I am
re
ally
t
h
a
n
k
f
ul
f
o
r
the
e
x
perie
n
c
e
.”
–
Inform
a
n
2
“
M
y
host f
a
m
i
ly rea
l
ly t
o
ok
c
a
re o
f
m
e
. T
h
ey
we
re
warm
an
d
t
h
e
y
to
o
tr
i
e
d
t
o
te
ac
h m
e
Eng
l
i
s
h.”
–
In
f
o
rman
3
“
D
uri
n
g
m
y
h
o
m
e
s
t
ay
,
I h
a
d
som
e
ne
w ex
p
e
r
i
e
n
ce
s
like
reli
gi
o
n
. It i
s
m
y
f
i
rst
t
i
m
e
to
atte
nd
a
Chris
t
ian c
h
ur
ch a
n
d
part
i
c
i
pa
te
i
n
Chr
i
s
t
i
an ac
tiv
it
ies
o
n
a S
u
n
d
a
y.
A
nd Fi
l
i
pi
no
f
o
od i
s
very
ta
sty,
I
ha
d a
ve
ry
de
lic
i
ous
‘ado
b
o
’.
If
it
is
p
o
ss
ible
I
wo
ul
d
li
k
e
t
o
ea
t
‘a
do
b
o
’
be
fore
I
go
back
to
Tha
i
lan
d
.
”
– I
n
form
a
n
16
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 1
–
10
8
H
o
w
e
ver,
one
o
f
t
h
e
hos
t
fa
m
i
l
y
l
ives
n
ea
r
t
h
e
N
a
t
i
ona
l
P
e
nite
n
tiary
.
Th
ou
g
h
t
hey
fin
d
t
he
host
fa
mil
y
w
a
r
m
a
n
d
h
o
s
p
i
t
a
b
l
e
,
the
y
w
ere
n
o
t
s
o
plea
se
d
o
f
t
he
e
xp
e
r
i
e
nce
.
T
he
t
ho
u
g
h
t
o
f
be
i
n
g
nea
r
a
j
a
i
l
t
e
r
r
if
ie
d
t
h
e
m
.
“
W
e
we
re
ac
c
o
m
m
o
d
a
t
e
d
ne
ar
a
Pris
on G
uar
d’s H
o
m
e
. T
h
e ho
st
f
a
m
i
ly
w
a
s
go
od
to
us
but I
j
u
st
do
n’t ge
t
the
id
ea
why
we sh
o
u
l
d
st
ay ne
ar t
h
e
j
a
i
l
?”
– Inf
o
rm
a
n
2
3
A
n
o
t
her
ac
t
i
v
i
ty
t
ha
t
t
h
e
par
t
ic
ipa
n
t
s
e
n
j
o
y
e
d
w
a
s
t
h
e
visi
t
o
n
s
om
e
c
u
lt
ura
l
h
eri
t
ag
e
si
tes.
T
h
e
hi
ghl
i
g
h
t
o
f
t
h
e
to
ur
i
s
in
V
illa
E
sc
u
d
e
r
o
in
S
an
P
ab
l
o
,
Lag
u
n
a
i
n
t
h
e
P
h
i
lip
p
i
ne
s.
T
he
f
arm
a
l
l
o
w
e
d
p
a
rti
c
ip
an
ts
t
o
e
x
p
e
ri
en
c
e
au
th
en
ti
c
Fil
i
p
in
o
t
r
ad
it
ion
s
,
foo
d
,
a
nd
s
h
o
w
s.
T
hey
a
l
l
enj
o
yed
the
i
r
cul
t
ura
l
expos
u
re
t
rip.
“
I
t’s a
goo
d ex
per
i
ence
f
o
r m
e
.
I l
e
arne
d to e
a
t
fo
o
d
us
in
g m
y
fi
n
g
e
r
s.
I
als
o
rea
l
i
z
e
d
t
h
at F
ili
p
i
n
o
s
do
n’t e
a
t
m
u
ch
of
sp
ic
y fo
o
d
”
-
Info
rm
an
16.
“
I
like
t
h
e
plac
e
so
m
u
ch
.
It’s
a
be
au
t
i
f
u
l
cu
l
t
ur
e.
T
h
e
l
o
ca
l
pe
op
le
are
v
e
ry
f
r
ien
d
l
y.
”
– I
n
form
a
n
21
The
y
w
er
e
also
a
ske
d
t
o
list
insi
g
h
ts
t
ha
t
th
e
y
h
a
v
e
l
e
arne
d
fr
om
t
he
c
u
l
t
u
ra
l
ex
perie
n
c
e
s
tha
t
t
hey
had.
T
her
e
a
n
s
w
e
rs
r
evol
ve
d
arou
n
d
t
hr
ee
m
a
in
t
hem
e
s
w
h
i
c
h
a
r
e
foo
d
,
l
i
fes
t
yl
e
,
a
nd
e
n
vi
r
o
nme
n
t
.
A
n
exc
e
rp
t
from
t
he
s
peec
h
of
o
ne
o
f
the
Infor
m
a
n
s
d
u
ri
ng
t
he
c
lo
s
i
n
g
pr
ogr
am
o
f
P
r
oje
c
t
T
E
A
C
H
be
st
descr
i
be
s t
h
e
ins
i
g
h
t
s
t
h
e
y
ha
v
e
lea
r
ne
d
dur
i
n
g
t
h
e pr
o
g
r
a
m
.
“
D
u
r
i
n
g
o
u
r
st
a
y
h
e
r i
n
yo
ur
cou
n
t
ry (Phil
i
ppi
n
e
s), w
e
l
e
a
r
ne
d
a
lot
abo
ut
y
o
u
r
fo
od
, cu
l
t
u
r
e
an
d
life
sty
l
e
.
We s
a
w
h
o
w k
i
n
d
t
h
e
Fil
i
p
i
no
peo
p
l
e are.
T
h
e
Ph
il
ip
p
i
ne
s is ve
ry
sim
i
lar
t
o
our
cou
n
t
ry
(Th
a
i
l
and)
.
We
sa
w a
nd
vi
si
t
e
d
m
any
be
au
t
i
f
u
l plac
es
an
d talke
d
w
ith peo
p
l
e
in a
nd ou
t
of
t
h
e
sc
ho
o
l
(PNU
).
We
a
r
e
ve
ry
ha
p
p
y d
u
r
i
ng
our
st
ay
he
re.
No
w, it
is ti
m
e
f
o
r
us
to
go
bac
k
t
o
o
u
r
cou
n
t
r
y, bu
t r
e
st as
sure
d- w
e
wi
ll
br
i
n
g
go
o
d
m
e
m
o
ri
e
s
w
e
h
a
d
from
he
re.
W
e
w
ill
use
wha
t
w
e
h
a
d
l
e
ar
n
e
d he
re
i
n
Pro
j
e
c
t
TEACH
t
o
tea
c
h
our s
t
u
d
e
n
t
s
b
a
ck
hom
e.
Wha
t
we
le
arne
d,
wil
l
be
ve
ry use
f
ul t
o
us.
We
are
all
th
ank
fu
l.
” –
Inform
a
n
2
2
Wh
en
a
sk
ed
,
“
H
ow
wi
l
l
y
o
ur c
u
ltur
a
l ex
pe
r
i
e
n
ce
he
lp
y
o
u
as
a
te
ac
he
r b
a
c
k
i
n
y
o
ur c
o
un
try
?
”
In
f
o
rman
3
s
ai
d
th
at
“
T
he cu
lt
ura
l
ex
pe
rie
n
c
e
s th
at
I
ha
d in
Pro
j
ec
t
TEA
C
H
g
a
ve m
e
storie
s to
t
e
ll
to
m
y
stude
nt
s.
I
w
i
ll remember
t
h
ese stor
i
e
s in my
heart.
”
4.
CONCL
U
S
ION
U
p
o
n
t
he
a
n
a
l
y
sis of
t
he res
ul
t
s
i
t
ca
n be
c
on
c
l
u
d
e
d
tha
t P
r
o
j
e
ct
TEAC
H
i
s
a
su
cc
essful
i
nt
e
r
n
a
t
i
o
n
a
l
trai
ni
n
g
p
r
ogra
m
.
The
di
ffe
re
nt
a
c
t
i
v
i
t
i
e
s
p
rov
i
de
d
de
ve
lo
ped
t
he
p
a
r
t
i
ci
pan
t
s
E
n
g
lis
h
Lan
gua
ge
P
rof
i
c
i
e
n
c
y
and
he
l
p
ed
t
he
m
enric
h
t
he
ir peda
g
og
ica
l
k
n
o
w
l
e
dge.
T
h
us
,
it
c
a
n
be
d
e
d
u
c
ed t
ha
t
t
h
e
me
t
h
o
d
s u
t
i
l
ized
i
n
the
pro
g
ra
m
c
ould
be
a
g
oo
d
m
ode
l
for
i
n
te
rn
ati
o
nal
t
r
a
i
n
i
n
g
p
r
o
gr
a
m
in
A
S
E
AN
c
on
t
e
xt
a
n
d
e
ve
n
in
o
ther
countries.
Figure 1 is
t
h
e
sug
g
e
ste
d
fram
e
w
o
r
k
of
the m
ode
l
de
s
igne
d for
i
n
t
e
r
n
at
i
ona
l te
a
c
hi
n
g
pro
gr
am
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
An Assessm
e
n
t
of
Pro
j
e
c
t T
e
a
c
h
e
r Ex
ch
an
ge
for ASEA
N
T
e
ac
he
rs (T
EACH
)
...
.
(Ma.
L
o
urd
e
s
S.
Agusti
n)
9
F
i
gur
e 1.
P
roje
c
TEA
CH
F
ra
m
e
w
o
r
k
A
succ
es
fu
l
t
r
ain
i
ng
m
o
d
el
e
ns
ures
t
ha
t
was
was
lear
n
d
i
n
th
e
t
ra
i
n
i
n
g
can
b
e
ut
liz
ed
b
y
t
h
e
p
a
rti
c
ip
an
ts
i
n
t
h
e
wo
rk
p
l
a
c
e
[
20
].
P
ro
j
e
ct
TEAC
H
a
s
an
i
nt
ern
a
t
io
nal
tra
i
n
i
n
g
m
ode
l
en
sure
s
t
h
at
t
h
e
a
c
t
i
vit
i
es
e
xp
eri
e
n
c
ed
b
y
t
h
e
p
a
rti
c
ipi
a
nt
s
are
wo
rk
-rel
e
v
a
n
t
.
P
r
ojec
t
T
E
A
C
H
als
o
c
o
n
s
i
de
rs
t
he
d
iffe
ren
t
goa
ls
o
f
t
h
e
A
S
EAN
educ
a
tio
na
l
pr
o
g
r
a
m
s
a
nd
a
t
t
e
m
p
s
t
o
h
e
l
p
su
p
p
o
rt
t
he.
P
r
ojec
t
TEA
CH
i
s
h
i
gl
y
enc
our
age
d
b
y
t
h
e
P
h
i
lip
pi
ne
N
ornm
al
U
nive
rsity
t
o
o
t
he
r
A
S
EAN
ins
t
i
t
u
tio
ns
t
ha
t
se
eks
to
i
mpro
v
e
t
he
ir
teac
her
En
g
l
is
h la
ng
ua
ge pr
o
fic
i
e
n
cy,
pe
da
g
o
g
y
an
d
c
ul
t
u
ral se
n
si
tiv
i
t
y
.
REFE
RENCES
[1]
Philipp
i
ne N
or
mal
Unive
r
s
i
t
y
, “
C
onc
e
pt N
ot
e on th
e A
S
EAN Teache
r
Ed
ucati
on
Net
w
o
r
k
(AsTE
N
),
”
201
5.
[2]
ht
tps://w
ww
.
e
nv.
go
.jp
/
en/eart
h
/e
co
asi
a
/wo
r
ks
ho
p
/
b
l
u
e
bo
ok/chap
te
r1-1.html
[3]
H. Vanay
ak,
et al.
,
“
U
n
d
erst
and
i
n
g
A
SEAN:
S
even
t
hi
ngs
y
ou
need
t
o
kn
o
w
,
”
2014
.
[4]
J.
Am
a
do
r
an
d
J
.
T
eodo
ro,
“
A
u
n
i
ted
regi
on:
t
he
A
S
E
A
N
c
o
m
m
u
ni
ty
2
0
15,
”
Fo
re
ig
n Se
rv
ic
e
In
sti
t
u
t
e
In
sigh
ts
,
vol
.
1
,
p
p.
1
-3,
20
14
.
[5]
M
.
S
ury
o
d
i
ning
rat,
“
Lo
ok
i
ng f
o
r
Com
m
on
Val
u
es,
a
C
o
m
m
u
n
ity
D
riv
en
A
S
E
A
N
,”
200
4.
[6]
AS
EAN
Stat
e
o
f
E
du
cati
o
n
Report,
“
Th
e
A
S
EAN
S
ecretari
a
t
P
u
blic
O
u
t
r
each
a
n
d
C
i
v
il
S
ociet
y
D
ivisio
n,”
Jak
a
rta,
Ind
ones
i
a,
2
0
1
3
.
[7]
Decl
a
r
at
ion
of
A
SE
A
N
C
oncor
d
I
I
(Bal
i
Concord
II),
“
Re
gional
S
e
cu
rit
y
i
n
S
outh
east
Asi
a:
B
ey
o
n
d
th
e
ASEA
N
W
a
y,
”
ISEA
S
– Y
u
s
o
f
Is
kah
Insti
t
ute,
p
p.
2
7
6
-283,
2
0
05.
[8]
J.
P
icardo
,
“Why
st
uden
t
s
need
a
g
lob
a
l aw
areness
an
d u
nderstan
di
ng
o
f
o
th
er
c
u
ltu
re,
”
2
0
12.
[9]
UNIC
EF.
“Defi
n
i
n
g Qu
a
lity in
Educat
ion,”
(
U
N
ICEF/
P
D/ED/
00/0
2
).
N
Y:
Un
i
t
e
d
N
a
ti
on
s
Ch
ild
r
e
n
’s
F
un
d
,
200
0
.
[10]
C.
F
indlay,
et al.
,
“T
rad
e
P
oli
c
y
i
n
A
s
i
a
:
H
ig
h
e
r
Ed
ucati
o
n
an
d
M
e
d
i
a
S
e
rv
ic
es
,”
S
i
ng
apo
r
e,
W
orl
d
S
cien
tific
Pu
bl
ish
i
n
g
Co
m
pan
y
, P
te. L
t
d
.
, 2
01
4
.
[11]
T.
G
ӧet
z
,
et al.
,
“
P
ains
a
nd
G
ains
o
f
Interna
tion
a
l
Mobility
i
n
T
eacher
E
ducati
on
,”
R
otte
rd
a
m
,
Se
nse
Pu
blishe
rs,
20
11
.
[12]
Orga
n
i
z
a
t
ion
for
Ec
on
om
ic
Co
o
p
e
ra
tion
a
nd
De
v
e
l
op
me
nt
,
“
I
n
te
rn
a
t
io
n
a
l mo
b
i
li
ty
in
h
i
gh
e
r
e
du
c
a
t
io
n,”
20
10
.
[13]
J.
K
nigh
t,
“
Hig
h
e
r
Edu
c
a
t
ion
Cr
ossing
B
ord
e
rs:
A
Gu
ide
to
t
h
e
I
m
p
licati
o
n
s
o
f
t
h
e
General
Ag
reem
ent
on
T
r
ad
e
in
Serv
ices (GATS
)
f
or
Cro
ss-bo
rd
er
E
du
cati
o
n
,
” Paris
,
UNES
C
O th
e
Di
v
i
sio
n
o
f
High
er
E
d
u
catio
n,
2
00
6.
[14]
P
.
K
i
l
lin
gl
ey
a
nd
J
.
Ili
e
v
a
,
“
O
ppo
rtu
n
iti
e
s
and
Chal
leng
es
i
n
t
he
I
nternat
i
onal
i
s
at
ion
of
t
he
P
hilipp
i
ne
H
igher
Ed
ucati
on S
ector,” 20
1
5
.
[15]
The Econo
m
ist,
“
W
h
o’s No1?
Real
ly?
”
2013.
[16]
Asian Scientist
, “T
O
EFL
:
S
inga
po
re
T
hird W
o
r
ld
wi
de
I
n
En
g
l
ish
P
rofi
c
i
en
cy T
e
s
t,” To
p
In
As
i
a, 20
1
1
.
[17]
M
.
L
ars
e
n,
“
G
l
obal
i
sa
t
i
o
n
a
n
d
i
n
t
ernati
on
ali
s
a
t
i
o
n
of
t
eacher
e
d
u
cati
o
n
:
a
c
o
m
parati
ve
cas
e
st
udy
o
f
Can
a
da
a
n
d
Greater
C
hin
a
,”
Te
ac
hing
Ed
uc
a
tio
n,
p
p.
1
-1
4,
2
0
1
6.
[18]
E.
T
. Po
w
el
a
n
d
M
.
Renn
er,
“C
ol
l
ecti
v
e
E
v
alu
a
ti
o
n
Dat
a: End
of
S
e
ssion
Question
n
aire.
Pr
o
g
ram
D
e
velo
pm
en
t and
Evaluation,” Universit
y
of
Wisconsi
n
,
2009.
[19]
C.
T
.
Chacó
n,
“
Teachers
'
p
er
ceiv
e
d
ef
fi
c
acy
a
m
o
n
g
E
ng
li
sh
a
s
a
f
o
reig
n
lang
uag
e
t
each
ers
i
n
m
i
ddle
s
c
ho
ols
in
Ven
ezuela,
”
T
e
a
c
hi
ng
an
d
T
e
a
c
her
Edu
c
atio
n
,
v
o
l.
21
,
p
p.
2
57
-27
2
, 2
00
5.
[20]
Ch
oy
S
.,
et
a
l
.,
“
C
o
n
tin
u
i
ng
E
duc
a
t
i
o
n
a
n
d
Tra
i
n
i
ng
:
Ne
e
d
s,
M
o
d
e
l
s
a
nd
A
ppro
a
che
s
,
”
i
n
:
B
illett
S
.
,
et
a
l
.,
“
S
up
por
t
i
ng
L
e
a
rn
in
g
a
c
r
os
s
Wo
rk
in
g
L
i
fe
,
”
P
ro
fe
s
s
io
na
l
a
n
d
P
r
a
cti
ce-b
a
sed
L
earni
ng,
S
pring
e
r,
C
ha
m
,
v
o
l
.
16
,
2
016.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
I
J
ERE
V
ol.
7,
N
o.
1
,
Mar
c
h 20
1
8
:
1
–
10
10
BIOGRAPHI
E
S
OF
AUT
HORS
Ma
.
Lou
r
de
s
Sa
ntia
go
A
g
u
s
t
in
i
s
an
A
ss
oci
a
te
P
rofessor
at
P
hi
l
i
p
p
i
n
e
N
o
rm
al
U
ni
versit
y
.
S
h
e
serv
e
d
a
s
t
h
e
D
i
recto
r
f
o
r
t
h
e
I
n
s
it
ut
e
of
T
each
ing
an
d
learni
n
g
of
t
h
e
s
ai
d
univers
it
y
.
A
s
th
e
di
rec
t
or,
sh
e des
i
g
n
ed th
e
pro
gra
m
P
ro
j
ect TEA
CH an
d
headed
it
s
imp
l
e
men
t
a
t
ion
.
P
ro
f. Ag
u
s
t
i
n
is
c
urrently
f
in
ishin
g
h
er
d
eg
ree
on
P
h
D
i
n
K
nowled
g
e
M
a
n
a
gem
e
n
t
a
t
B
ang
kok
U
n
i
v
ersity
i
n
Thai
land.
Darryl
Roy
M
onteb
on
i
s
an
A
ssi
s
t
a
nt
P
rof
e
ss
or
a
t
P
h
ili
p
p
i
ne
N
or
m
a
l
Univ
ersity
.
H
e
t
eaches
sci
e
nce,
e
du
c
a
tion
an
d
rese
arch
c
o
u
rses
a
t
th
e
u
n
i
v
ers
i
ty
.
He
a
l
s
o
s
e
rved
a
s
t
h
e
Di
recto
r
f
o
r
Camp
us
D
evel
o
p
m
e
nt
a
t
th
e
s
a
id
uni
versit
y
.
A
t
pres
ent
,
h
e
is
h
a
vin
g
h
is
s
a
n
d
w
i
c
h
pro
g
ra
m
for
hi
s d
e
gree P
h
D b
y
Res
earc
h
i
n Sci
e
nce Ed
ucat
ion at
th
e
Univ
e
rsi
ty
o
f S
a
s
k
at
chewan
in Canad
a
.
Evaluation Warning : The document was created with Spire.PDF for Python.