I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
,
p
p
.
3
5
7
9
~
3
5
8
6
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
13
i
5
.
2
9
6
2
4
3579
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Chinese b
usines
s
Eng
lish underg
ra
dua
tes’
spea
king
pro
ficiency:
a
develo
ped
-
mo
d
ule ef
fect
Ke
Hu
1
,
Asm
a
a
AlSa
qq
a
f
2
1
F
a
c
u
l
t
y
o
f
P
s
y
c
h
o
l
o
g
y
a
n
d
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
M
a
l
a
y
s
i
a
S
a
b
a
h
,
K
i
n
a
b
a
l
u
C
i
t
y
,
M
a
l
a
y
si
a
2
C
e
n
t
r
e
f
o
r
t
h
e
P
r
o
mo
t
i
o
n
o
f
K
n
o
w
l
e
d
g
e
a
n
d
La
n
g
u
a
g
e
L
e
a
r
n
i
n
g
(
P
P
I
B
)
,
U
n
i
v
e
r
s
i
t
i
M
a
l
a
y
si
a
S
a
b
a
h
,
K
i
n
a
b
a
l
u
C
i
t
y
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Dec
14
,
2
0
2
3
R
ev
is
ed
Mar
15
,
2
0
2
4
Acc
ep
ted
Mar
19
,
2
0
2
4
Th
e
ra
p
i
d
g
ro
wt
h
o
f
E
n
g
li
sh
in
th
e
wo
rl
d
h
a
s
re
su
lt
e
d
i
n
it
s
v
it
a
l
ro
le
i
n
d
iv
e
rse
d
o
m
a
in
s.
H
o
we
v
e
r,
th
e
o
u
tco
m
e
s
o
f
lea
rn
e
rs'
sp
e
a
k
in
g
sk
i
ll
s
re
m
a
in
c
o
n
tro
v
e
rsia
l.
T
h
e
o
b
jec
ti
v
e
o
f
t
h
e
stu
d
y
wa
s
t
o
in
v
e
stig
a
te
t
h
e
e
ff
e
c
t
o
f
t
h
e
d
e
v
e
lo
p
e
d
tea
c
h
in
g
sp
e
a
k
i
n
g
m
o
d
u
le
o
n
th
e
sp
e
a
k
i
n
g
p
r
o
ficie
n
c
y
o
f
9
6
Ch
in
e
se
E
n
g
li
s
h
a
s
a
fo
re
i
g
n
lan
g
u
a
g
e
(
EF
L
)
b
u
sin
e
ss
En
g
li
sh
u
n
d
e
r
g
ra
d
u
a
tes
a
t
th
e
targ
e
t
a
p
p
li
e
d
u
n
iv
e
rsity
i
n
Ch
i
n
a
.
T
h
is
m
o
d
u
le
in
teg
ra
tes
c
o
n
ten
t
-
b
a
se
d
i
n
str
u
c
ti
o
n
(CBI)
a
n
d
a
th
re
e
-
sta
g
e
sk
il
l
d
e
v
e
lo
p
m
e
n
t
a
p
p
ro
a
c
h
,
n
a
m
e
ly
a
wa
re
n
e
ss
-
ra
isin
g
,
a
p
p
r
o
p
r
iatio
n
,
a
n
d
a
u
to
n
o
m
y
(
3
As
a
p
p
ro
a
c
h
).
A
q
u
a
n
ti
tativ
e
st
u
d
y
wit
h
a
p
re
tes
t
a
n
d
p
o
sttes
t
q
u
a
si
-
e
x
p
e
rime
n
t
d
e
sig
n
wa
s
c
a
rried
o
u
t
a
t
a
n
a
p
p
li
e
d
u
n
iv
e
rsit
y
with
in
a
n
in
terv
e
n
t
io
n
a
l
p
e
rio
d
o
f
1
0
we
e
k
s,
e
m
p
lo
y
i
n
g
p
re
tes
ts
a
n
d
p
o
sttes
ts
a
s
d
a
ta
c
o
ll
e
c
ti
o
n
t
o
o
ls.
T
h
e
q
u
a
n
ti
tati
v
e
d
a
ta
we
re
a
n
a
ly
z
e
d
u
sin
g
t
h
e
S
P
S
S
2
9
v
e
rsio
n
su
g
g
e
stin
g
t
h
a
t
th
is
tea
c
h
in
g
-
sp
e
a
k
i
n
g
m
o
d
u
le
y
iel
d
s
sig
n
ifi
c
a
n
tl
y
imp
ro
v
e
d
sp
e
a
k
in
g
p
ro
ficie
n
c
y
a
m
o
n
g
C
h
in
e
se
EF
L
u
n
d
e
rg
r
a
d
u
a
tes
in
b
u
sin
e
ss
En
g
li
sh
th
a
n
t
h
e
trad
it
i
o
n
a
l
c
las
sro
o
m
h
a
s
d
o
n
e
.
Th
e
se
fin
d
in
g
s
sh
e
d
a
fa
v
o
ra
b
le
li
g
h
t
o
n
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
c
u
rricu
l
u
m
a
n
d
in
str
u
c
ti
o
n
fo
r
tea
c
h
in
g
En
g
li
sh
f
o
r
s
p
e
c
ifi
c
p
u
r
p
o
se
s
(E
S
P
)
a
n
d
t
h
e
e
d
u
c
a
ti
o
n
o
f
En
g
li
s
h
m
a
jo
rs i
n
Ch
in
a
.
K
ey
w
o
r
d
s
:
B
u
s
in
ess
E
n
g
lis
h
C
h
in
ese
E
FL
u
n
d
er
g
r
ad
u
ates
E
n
g
lis
h
f
o
r
s
p
ec
i
f
ic
p
u
r
p
o
s
es
Mo
d
u
le
d
e
v
elo
p
m
e
n
t
Sp
ea
k
in
g
p
r
o
f
icien
c
y
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Asma
a
AlSaq
q
af
C
en
tr
e
f
o
r
th
e
Pr
o
m
o
tio
n
o
f
K
n
o
wled
g
e
a
n
d
L
an
g
u
ag
e
L
ea
r
n
in
g
(
PP
I
B
)
,
Un
iv
er
s
iti Ma
lay
s
ia
Sab
ah
UM
S
Stre
et
,
8
8
4
0
0
Ko
ta
Kin
a
b
alu
,
Sab
ah
,
Ma
lay
s
ia
E
m
ail: a
s
m
a3
0
3
0
@
u
m
s
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
ea
r
ly
o
f
2
1
s
t
ce
n
tu
r
y
,
C
h
in
a
was
ad
m
itted
to
th
e
W
o
r
ld
T
r
ad
e
Or
g
an
izatio
n
(
W
T
O)
,
wh
ich
was
s
ee
n
as
o
n
e
o
f
th
e
g
r
ea
te
s
t
witn
ess
e
s
f
o
r
C
h
in
a’
s
p
a
r
ticip
atio
n
in
t
h
e
g
l
o
b
al
ec
o
n
o
m
y
[
1
]
.
T
h
e
ab
ilit
y
to
h
an
d
le
v
a
r
io
u
s
task
s
in
cr
o
s
s
-
cu
ltu
r
al
co
m
m
u
n
icatio
n
u
s
in
g
E
n
g
lis
h
p
r
o
f
icien
tly
is
d
ee
m
e
d
cr
u
cial
d
u
e
to
its
r
ep
u
tab
le
s
tatu
s
wo
r
ld
wid
e.
T
h
e
s
u
b
s
eq
u
en
t
p
h
ase
was
m
ar
k
ed
b
y
ed
u
ca
tio
n
al
r
ef
o
r
m
s
aim
ed
at
th
e
in
ter
n
atio
n
aliza
tio
n
o
f
h
ig
h
e
r
ed
u
ca
tio
n
in
C
h
in
a.
T
h
is
was
p
r
im
ar
ily
m
an
if
ested
in
t
h
e
p
ass
iv
e
r
ec
ep
tio
n
o
f
f
o
r
eig
n
lan
g
u
ag
e
in
s
tr
u
ctio
n
a
n
d
th
e
in
teg
r
atio
n
o
f
E
n
g
lis
h
in
to
th
e
n
atio
n
al
cu
r
r
icu
lu
m
[
2
]
.
B
y
r
ec
o
g
n
izin
g
its
im
p
o
r
tan
ce
,
d
if
f
er
en
t
in
itia
tiv
es
h
av
e
b
ee
n
tak
en
b
y
C
h
i
n
a’
s
Min
is
tr
y
o
f
E
d
u
ca
tio
n
to
en
s
u
r
e
th
at
E
n
g
lis
h
lan
g
u
ag
e
ed
u
ca
tio
n
r
ep
r
esen
t
s
th
e
s
tatu
s
in
E
n
g
lis
h
as
a
f
o
r
ei
g
n
lan
g
u
a
g
e
(
E
FL)
e
d
u
ca
tio
n
ac
r
o
s
s
all
s
ch
o
o
lin
g
le
v
els
[
3
]
.
Acc
o
r
d
i
n
g
to
th
e
latest
r
elea
s
e
o
f
th
e
E
n
g
lis
h
p
r
o
f
icien
cy
in
d
ex
b
y
E
n
g
lis
h
f
ir
s
t
[
4
]
,
C
h
in
a
was
r
an
k
ed
8
2
n
d
a
m
o
n
g
1
1
3
co
u
n
tr
ies
an
d
r
eg
io
n
s
f
o
r
E
n
g
lis
h
s
k
ills
,
in
d
icati
n
g
a
lo
w
lan
g
u
ag
e
p
r
o
f
icien
c
y
.
T
h
e
c
h
allen
g
es
f
ac
ed
b
y
E
FL
lear
n
er
s
to
co
r
r
ec
tly
u
s
e
a
s
ec
o
n
d
lan
g
u
ag
e
(
L
2
)
,
o
r
f
o
r
eig
n
lan
g
u
ag
e
is
in
d
ee
d
d
au
n
tin
g
,
g
iv
en
th
e
in
ter
wea
v
i
n
g
o
f
v
ar
i
o
u
s
f
ac
to
r
s
d
u
r
in
g
lear
n
in
g
.
Sp
ea
k
in
g
p
r
o
f
icien
cy
is
p
ar
ticu
lar
ly
co
m
p
lex
as
it
is
n
o
t
o
n
ly
a
co
g
n
itiv
e
s
k
il
l
b
u
t
also
a
s
o
cial
s
k
ill
[
5
]
,
[
6
]
.
I
t
r
eq
u
i
r
es
th
e
ab
s
o
r
p
tio
n
an
d
ex
p
r
ess
io
n
o
f
th
o
u
g
h
ts
in
s
p
ee
ch
f
lo
w,
wh
i
ch
n
ee
d
s
to
b
e
b
o
th
m
ea
n
in
g
f
u
l
an
d
co
n
tex
t
u
ally
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
5
7
9
-
3586
3580
ap
p
r
o
p
r
iate.
I
n
o
th
er
wo
r
d
s
,
s
p
ea
k
in
g
in
v
o
lv
es
n
o
t
o
n
ly
th
e
ac
cu
r
ate
u
s
e
o
f
v
o
ca
b
u
lar
y
an
d
g
r
am
m
a
r
,
b
u
t
also
th
e
ef
f
ec
tiv
e
d
eliv
er
y
o
f
id
ea
s
in
a
m
an
n
er
th
at
r
eso
n
ates
with
th
e
co
u
n
ter
p
ar
t’
s
u
n
d
er
s
tan
d
i
n
g
an
d
ex
p
ec
tatio
n
s
in
th
e
r
ea
l
tim
e.
T
h
e
im
p
r
o
v
em
e
n
t
o
f
teac
h
in
g
q
u
ality
o
f
s
p
ea
k
in
g
p
r
o
f
icien
cy
is
v
iewe
d
as
an
im
p
o
r
tan
t
task
in
th
e
f
ield
o
f
f
o
r
ei
g
n
lan
g
u
ag
e
ed
u
ca
tio
n
[
7
]
.
C
o
n
s
eq
u
en
tly
,
teac
h
in
g
m
o
d
els
th
at
ar
e
b
en
ef
icial
to
th
e
en
h
a
n
ce
m
e
n
t
o
f
teac
h
in
g
q
u
ality
ar
e
co
n
tin
u
ally
b
ein
g
s
o
u
g
h
t
b
y
th
e
f
o
r
eig
n
lan
g
u
ag
e
ed
u
ca
tio
n
co
m
m
u
n
ity
.
I
n
co
n
c
lu
s
io
n
,
th
e
o
v
er
all
s
itu
atio
n
s
tr
o
n
g
ly
in
d
icate
s
th
e
n
ee
d
f
o
r
m
o
r
e
ass
is
tan
ce
an
d
s
u
p
p
o
r
t
to
s
u
p
p
lem
en
t
th
e
c
u
r
r
en
t
E
n
g
lis
h
teac
h
i
n
g
m
eth
o
d
s
,
to
im
p
r
o
v
e
th
e
s
p
ea
k
in
g
p
r
o
f
icien
c
y
o
f
E
FL
u
n
d
er
g
r
ad
u
ates in
C
h
in
ese
u
n
i
v
er
s
ities
.
Du
e
to
th
ese,
th
e
m
ain
o
b
jecti
v
e
o
f
th
e
s
tu
d
y
was
to
in
v
esti
g
ate
th
e
ef
f
ec
t
o
f
th
e
d
ev
elo
p
e
d
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
le
o
n
th
e
s
p
ea
k
in
g
p
r
o
f
icie
n
cy
o
f
C
h
in
ese
E
FL
b
u
s
in
ess
E
n
g
lis
h
u
n
d
er
g
r
a
d
u
ates
at
th
e
tar
g
et
ap
p
lied
u
n
iv
e
r
s
ity
in
C
h
in
a.
Giv
en
th
at,
th
e
r
esear
ch
q
u
esti
o
n
o
f
th
is
s
tu
d
y
is
p
r
o
p
o
s
ed
as
f
o
llo
ws:
r
esear
ch
q
u
esti
o
n
:
d
o
es
th
e
d
ev
elo
p
ed
teac
h
in
g
-
s
p
ea
k
i
n
g
m
o
d
u
le
h
el
p
im
p
r
o
v
e
t
h
e
s
p
ea
k
i
n
g
p
r
o
f
icien
cy
s
co
r
es
am
o
n
g
E
FL
b
u
s
in
ess
E
n
g
lis
h
u
n
d
e
r
g
r
ad
u
ates
at
a
p
r
iv
ate
u
n
iv
e
r
s
ity
in
C
h
in
a?
A
d
d
itio
n
ally
,
two
co
r
r
esp
o
n
d
in
g
h
y
p
o
th
eses
ar
e
also
f
o
r
m
e
d
:
i)
t
h
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
th
e
m
ea
n
s
co
r
e
o
f
t
h
e
s
p
ea
k
in
g
-
p
r
o
f
icien
cy
p
r
etest
b
etwe
en
th
e
ex
p
er
im
e
n
tal
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
a
m
o
n
g
E
FL
b
u
s
in
ess
E
n
g
lis
h
u
n
d
er
g
r
ad
u
ates
at
a
p
r
iv
ate
u
n
iv
er
s
ity
i
n
C
h
in
a
(
H
1
)
an
d
ii)
t
h
er
e
is
a
s
ig
n
if
ic
an
t
d
if
f
e
r
en
ce
in
t
h
e
m
ea
n
s
c
o
r
e
o
f
t
h
e
s
p
ea
k
i
n
g
-
p
r
o
f
icien
c
y
p
r
etest
an
d
p
o
s
t
-
te
s
t
in
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
a
m
o
n
g
E
FL
b
u
s
in
ess
E
n
g
lis
h
u
n
d
er
g
r
ad
u
ates
at
a
p
r
iv
ate
u
n
i
v
er
s
ity
in
C
h
in
a
(
H
2
)
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
is
s
ec
tio
n
r
ev
iews
r
elev
an
t
liter
atu
r
e.
I
t
in
ter
p
r
ets
e
x
is
tin
g
liter
atu
r
e
co
n
ce
r
n
in
g
tr
en
d
y
is
s
u
es
in
th
e
f
ield
to
ass
is
t
in
b
u
ild
in
g
co
n
s
is
ten
cy
in
k
n
o
wled
g
e
a
n
d
th
e
r
ele
v
an
cy
o
f
ex
ta
n
t
d
o
cu
m
en
ts
.
T
h
u
s
,
th
e
f
o
llo
win
g
d
is
cu
s
s
es
E
n
g
lis
h
f
o
r
s
p
ec
if
ic
p
u
r
p
o
s
es
(
E
SP
)
in
C
h
in
a,
s
p
ea
k
in
g
p
r
o
f
icie
n
cy
,
an
d
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
o
f
th
e
s
tu
d
y
.
2
.
1
.
E
ng
lis
h f
o
r
s
pecif
ic
pu
r
po
s
es
in C
hin
a
a
nd
bu
s
ine
s
s
E
ng
lis
h pro
g
ra
m
E
SP
is
a
s
h
o
r
t
f
o
r
m
f
o
r
E
SP
,
wh
ich
d
if
f
er
s
f
r
o
m
E
n
g
lis
h
f
o
r
g
en
er
al
p
u
r
p
o
s
es
(
E
GP)
.
I
t
co
u
ld
b
e
d
ev
elo
p
e
d
to
m
ee
t
th
e
d
em
a
n
d
s
o
f
th
e
in
ter
n
atio
n
aliza
tio
n
o
f
h
ig
h
e
r
ed
u
ca
tio
n
.
I
ts
d
ev
el
o
p
m
en
t
h
as
attr
ac
ted
atten
tio
n
f
r
o
m
C
h
in
a’
s
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
a
n
d
E
n
g
lis
h
f
o
r
cr
o
s
s
-
cu
ltu
r
al
in
ter
ac
tio
n
a
n
d
co
m
m
u
n
icatio
n
u
r
g
ed
th
e
em
er
g
en
ce
o
f
b
u
s
in
ess
E
n
g
lis
h
,
th
er
eb
y
s
o
o
n
b
ec
o
m
in
g
an
in
d
ep
en
d
en
t
d
is
cip
lin
e
f
o
r
C
h
in
ese
u
n
d
er
g
r
ad
u
ates
in
u
n
iv
e
r
s
ities
an
d
co
lleg
es,
b
u
t
th
e
ch
allen
g
es
h
av
e
alwa
y
s
co
m
e
alo
n
g
with
its
cu
r
r
icu
lu
m
r
ef
o
r
m
[
8
]
,
[
9
]
.
T
h
e
ex
is
tin
g
t
ex
tb
o
o
k
s
d
ev
elo
p
ed
f
o
r
C
h
in
e
s
e
E
SP
ed
u
ca
tio
n
ar
e
ch
ar
ac
ter
ized
b
y
b
ilin
g
u
al
ed
u
ca
tio
n
al
m
ater
ials
,
r
ath
e
r
t
h
an
th
e
ess
en
ce
o
f
E
SP
.
T
h
ey
f
ailed
to
ad
d
r
ess
th
e
n
ee
d
s
o
f
s
tak
eh
o
ld
er
s
,
a
n
d
teac
h
in
g
th
eo
r
ies,
an
d
to
cr
ea
t
e
au
th
en
tic
E
SP
m
ater
ials
f
o
r
u
s
er
s
in
n
atu
r
e
[
1
0
]
.
I
t
is
co
n
f
ir
m
ed
th
at
a
d
ea
r
th
o
f
s
tu
d
ies
o
n
h
o
w
Asi
an
s
tu
d
en
t
n
ee
d
s
ar
e
m
et
b
y
E
SP
m
ater
ials
d
ev
elo
p
m
en
t,
d
esp
ite
th
e
g
r
o
wth
o
f
E
SP
co
u
r
s
es
in
th
e
Asi
an
r
eg
io
n
is
p
o
p
u
lar
[
1
1
]
.
I
n
th
e
f
ield
o
f
E
SP
r
esear
ch
in
C
h
in
a,
th
e
p
r
ev
ailin
g
f
o
cu
s
h
as
b
ee
n
n
o
n
-
em
p
ir
ical.
Ho
wev
er
,
s
in
ce
2
0
1
1
,
th
er
e
h
as
b
ee
n
a
n
o
ticea
b
le
in
cr
ea
s
e
in
th
e
n
u
m
b
er
o
f
em
p
ir
ical
s
tu
d
ies
[
1
2
]
,
[
1
3
]
.
T
h
is
s
h
if
t
to
war
d
em
p
i
r
ical
r
esear
ch
r
ef
lects
a
g
r
o
win
g
in
ter
est
in
ev
id
e
n
ce
-
b
ased
ap
p
r
o
ac
h
es
to
u
n
d
e
r
s
tan
d
in
g
an
d
en
h
a
n
cin
g
E
SP
p
r
ac
tices
in
th
e
C
h
in
ese
co
n
tex
t.
Pre
v
io
u
s
r
esear
ch
o
n
E
SP
p
r
ac
tice
in
C
h
in
a,
p
ar
ticu
lar
l
y
in
th
e
co
n
tex
t
o
f
b
u
s
in
ess
E
n
g
lis
h
,
h
as
y
ield
ed
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
cu
r
r
en
t
s
tate
an
d
p
r
elim
in
ar
y
an
aly
s
es
with
in
th
e
f
ield
[
1
4
]
.
Ho
wev
er
,
a
n
o
tab
le
g
ap
is
id
en
tifie
d
th
at
m
o
s
t
o
f
th
ese
s
tu
d
ies
h
av
e
n
o
t
th
o
r
o
u
g
h
ly
ex
p
lo
r
ed
co
m
p
r
e
h
en
s
iv
e
ev
alu
atio
n
f
o
r
cu
r
r
icu
l
u
m
an
d
in
s
tr
u
ctio
n
al
d
ev
elo
p
m
e
n
t
in
b
u
s
in
ess
E
n
g
lis
h
.
Sp
ec
if
ically
,
th
e
u
s
e
o
f
q
u
an
titativ
e
an
aly
s
is
to
ass
ess
th
e
ef
f
ec
tiv
e
n
ess
o
f
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
les
f
o
r
b
u
s
in
ess
E
n
g
lis
h
u
n
d
er
g
r
ad
u
ates
r
em
ain
s
lim
ited
.
E
m
b
ar
k
i
n
g
o
n
s
u
ch
a
s
tu
d
y
ca
n
co
n
tr
i
b
u
te
s
ig
n
if
ican
tly
to
th
e
em
p
i
r
ical
liter
atu
r
e
o
n
b
u
s
in
ess
E
n
g
lis
h
ed
u
ca
tio
n
b
y
s
h
ed
d
in
g
lig
h
t
o
n
ef
f
ec
tiv
e
p
ed
a
g
o
g
ical
a
p
p
r
o
ac
h
es a
n
d
en
h
an
cin
g
lan
g
u
a
g
e
le
ar
n
in
g
o
u
tco
m
es.
2
.
2
.
Student
s
’
E
ng
lis
h la
ng
u
a
g
e
pro
f
iciency
I
n
th
e
p
ast
f
ew
d
ec
ad
es,
th
e
C
h
in
ese
g
o
v
e
r
n
m
en
t
h
as
m
ad
e
g
r
ea
t
ef
f
o
r
ts
to
p
r
o
m
o
te
E
n
g
lis
h
ed
u
ca
tio
n
.
E
n
g
lis
h
h
as
b
ee
n
t
au
g
h
t
as
a
co
m
p
u
ls
o
r
y
s
u
b
jec
t
s
in
ce
p
r
im
ar
y
s
ch
o
o
l,
an
d
it
is
o
n
e
o
f
t
h
e
th
r
ee
r
eq
u
ir
ed
s
u
b
jects
in
th
e
n
atio
n
al
m
atr
icu
latio
n
ex
am
in
atio
n
.
E
n
g
lis
h
is
also
a
r
eq
u
ir
ed
co
u
r
s
e
f
o
r
all
co
lleg
e
s
tu
d
en
ts
,
r
eg
ar
d
less
o
f
th
eir
m
ajo
r
[
1
5
]
.
I
n
co
lleg
e
,
n
o
n
-
E
n
g
lis
h
m
ajo
r
s
ar
e
ass
ess
e
d
f
o
r
t
h
eir
E
n
g
lis
h
p
r
o
f
icien
c
y
b
y
th
e
c
o
lleg
e
E
n
g
lis
h
t
est
(
C
E
T
)
4
o
r
6
,
wh
ile
E
n
g
lis
h
m
ajo
r
s
ar
e
ass
es
s
ed
b
y
th
e
t
est
o
f
E
n
g
lis
h
m
ajo
r
s
(
T
E
M)
4
o
r
8
[
1
6
]
.
I
n
2
0
1
8
,
th
e
C
h
in
ese
Min
is
tr
y
o
f
E
d
u
ca
tio
n
r
elea
s
ed
th
e
C
h
in
a
s
tan
d
ar
d
s
o
f
E
n
g
lis
h
a
b
ilit
y
(
C
SE)
,
wh
ich
is
d
iv
id
ed
in
to
th
r
ee
s
tag
es
an
d
n
in
e
lev
els.
E
n
g
lis
h
m
ajo
r
s
ar
e
ex
p
ec
ted
to
r
ea
ch
C
SE
lev
el
6
b
y
th
eir
s
o
p
h
o
m
o
r
e
y
ea
r
,
an
d
C
SE
lev
el
7
b
y
g
r
ad
u
atio
n
.
T
h
is
s
ca
l
e
is
alig
n
ed
with
in
ter
n
atio
n
al
E
n
g
lis
h
p
r
o
f
icien
cy
s
ca
les,
s
u
ch
as
th
e
c
o
m
m
o
n
E
u
r
o
p
ea
n
f
r
am
ewo
r
k
o
f
r
ef
er
en
ce
f
o
r
lan
g
u
a
g
es
(
C
E
FR
)
,
wh
ich
ar
e
eq
u
iv
alen
t
to
B
2
an
d
C
1
lev
els,
r
esp
ec
tiv
ely
as
s
ee
n
in
Fig
u
r
e
1
[
1
7
]
,
[
1
8
]
.
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
C
h
in
ese
b
u
s
in
ess
E
n
g
lis
h
u
n
d
erg
r
a
d
u
a
tes’
s
p
ea
kin
g
p
r
o
ficien
cy
:
a
d
ev
elo
p
ed
-
mo
d
u
le
effec
t
(
K
e
Hu
)
3581
I
n
th
is
s
tu
d
y
,
th
e
av
er
ag
e
s
co
r
es
o
f
th
e
r
esear
ch
p
ar
ticip
an
t
s
f
r
o
m
b
o
th
th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
co
n
tr
o
l
g
r
o
u
p
o
n
th
e
C
E
T
4
w
er
e
4
3
5
.
5
an
d
4
4
2
.
1
,
r
esp
ec
tiv
ely
.
T
h
ese
s
co
r
es
ar
e
a
b
o
v
e
th
e
p
ass
in
g
s
co
r
e
o
f
4
2
5
,
an
d
th
er
e
was
n
o
s
ig
n
if
ic
an
t
d
if
f
e
r
en
ce
b
etwe
en
th
e
tw
o
g
r
o
u
p
s
.
T
h
is
s
u
g
g
ests
th
at
th
e
p
ar
ticip
a
n
ts
h
ad
s
im
ilar
E
n
g
lis
h
p
r
o
f
icien
cy
le
v
els.
Ho
wev
er
,
th
e
a
f
o
r
em
e
n
t
io
n
ed
test
s
f
o
c
u
s
o
n
lis
ten
in
g
,
r
ea
d
in
g
,
w
r
itin
g
,
an
d
tr
an
s
latio
n
s
k
ills
,
an
d
n
eg
lect
s
p
ea
k
in
g
s
k
ills
.
T
h
er
ef
o
r
e
,
it
is
n
ec
ess
ar
y
to
f
o
cu
s
o
n
s
p
ea
k
in
g
s
k
ills
,
ev
en
if
th
e
p
ar
ticip
an
ts
h
av
e
s
im
ilar
p
r
o
f
icien
c
y
lev
els.
Acc
o
r
d
in
g
to
p
r
ev
io
u
s
r
esear
ch
,
C
h
in
ese
E
FL
lear
n
er
s
ar
e
ex
p
ec
ted
to
b
e
ab
le
to
tr
av
el
t
o
E
n
g
lis
h
-
s
p
ea
k
in
g
c
o
u
n
tr
ies
as
to
u
r
is
ts
,
en
g
ag
e
in
s
m
all
ta
lk
with
o
th
er
s
,
an
d
u
n
d
er
s
tan
d
s
im
p
le
em
ails
at
w
o
r
k
p
lace
s
[
4
]
.
Ho
we
v
er
,
C
h
in
ese
E
FL
u
n
d
er
g
r
ad
u
ates
s
tr
u
g
g
le
with
g
en
er
atin
g
id
ea
s
,
lan
g
u
ag
e
ex
p
r
ess
io
n
,
a
n
d
d
eliv
e
r
y
[
1
9
]
,
[
2
0
]
.
I
n
a
d
d
itio
n
to
t
h
ese,
th
e
r
o
le
o
f
cr
o
s
s
-
cu
ltu
r
al
is
s
u
es,
lear
n
in
g
s
tr
ateg
ies,
an
d
lin
g
u
i
s
tic
ca
u
s
es
in
s
p
ea
k
in
g
d
if
f
icu
lties
f
o
r
lear
n
in
g
p
er
f
o
r
m
a
n
c
e
an
d
ac
h
iev
em
en
t
[
2
1
]
.
Giv
en
th
at,
th
e
f
o
cu
s
o
f
th
e
s
tu
d
y
is
p
lace
d
o
n
C
h
in
e
s
e
E
FL
b
u
s
in
ess
E
n
g
lis
h
u
n
d
er
g
r
ad
u
ates
in
o
r
al
b
u
s
in
ess
E
n
g
lis
h
(
OB
E
)
co
u
r
s
es.
Fig
u
r
e
1
.
Alig
n
e
d
C
SE
to
C
E
FR
an
d
C
am
b
r
id
g
e
E
n
g
lis
h
q
u
a
lific
atio
n
(
C
E
Q
)
f
o
r
th
e
d
eter
m
in
atio
n
o
f
s
p
ea
k
in
g
p
r
o
f
icien
cy
2
.
3
.
T
heo
re
t
ica
l f
r
a
m
ew
o
rk
Var
io
u
s
s
tu
d
ies
o
f
L
2
ac
q
u
is
itio
n
s
u
g
g
est
th
at
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
s
ca
n
p
o
ten
tial
ly
im
p
ac
t
s
p
ea
k
in
g
p
r
o
f
icien
cy
[
2
2
]
,
[
2
3
]
.
Du
e
to
t
h
e
u
n
i
q
u
e
d
e
m
an
d
s
o
f
b
u
s
in
ess
E
n
g
lis
h
p
r
o
g
r
a
m
s
f
o
r
C
h
in
ese
E
FL
u
n
d
er
g
r
ad
u
ates,
it
is
cr
u
cial
to
cu
ltiv
ate
in
d
iv
id
u
als
with
b
o
th
a
s
tr
o
n
g
co
n
te
n
t
f
o
u
n
d
a
tio
n
an
d
lin
g
u
is
tic
co
m
p
eten
ce
.
C
o
n
s
eq
u
e
n
tly
,
c
o
n
ten
t
-
b
ased
in
s
tr
u
ctio
n
(
C
B
I
)
em
er
g
es
as
an
o
p
tim
al
ap
p
r
o
ac
h
f
o
r
d
esig
n
in
g
an
d
d
e
v
elo
p
in
g
a
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
le
f
o
r
th
is
tar
g
et
a
u
d
ien
ce
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
C
B
I
s
tem
s
f
r
o
m
its
r
atio
n
ale
to
f
o
s
ter
in
cr
ea
s
ed
r
elev
an
ce
an
d
m
o
tiv
atio
n
,
p
r
o
v
id
e
au
th
en
tic
lan
g
u
ag
e
ex
p
o
s
u
r
e
f
o
r
r
ea
l
-
wo
r
l
d
ex
p
er
ien
ce
s
,
an
d
en
h
an
ce
co
n
ten
t
k
n
o
wled
g
e
an
d
cr
itical
th
in
k
in
g
s
k
ills
,
wh
ich
r
esu
lt
s
f
r
o
m
th
e
lear
n
in
g
th
eo
r
ies
o
f
co
m
m
u
n
icativ
e
la
n
g
u
ag
e
teac
h
i
n
g
(
C
L
T
)
a
n
d
co
m
p
r
eh
en
s
ib
le
in
p
u
t
[
2
4
]
,
[
2
5
]
.
I
t
is
co
n
f
ir
m
ed
b
y
Pu
an
d
Lu
[
2
6
]
th
at
th
e
u
s
e
o
f
C
B
I
i
s
p
av
in
g
a
n
ew
way
b
y
in
teg
r
atin
g
co
n
te
n
t
-
b
ased
co
u
r
s
es
an
d
s
k
ill
-
b
ased
co
u
r
s
es,
lear
n
in
g
to
a
c
h
an
g
e
in
th
e
co
n
ce
p
t
o
f
cu
r
r
ic
u
lu
m
d
ev
el
o
p
m
en
t,
a
n
d
m
ak
in
g
th
e
cu
r
r
ic
u
lu
m
d
ev
elo
p
m
e
n
t,
tex
tb
o
o
k
wr
itin
g
,
as
well
as
th
e
teac
h
in
g
o
f
E
n
g
lis
h
m
ajo
r
ed
u
ca
tio
n
in
C
h
in
a
m
o
r
e
p
r
ac
tical.
Fu
r
th
er
m
o
r
e
,
m
aster
in
g
s
p
ea
k
in
g
p
r
o
f
icien
cy
n
ec
ess
itates
a
m
u
ltifa
ce
ted
p
r
o
ce
s
s
th
at
r
eq
u
ir
es
n
o
t
o
n
ly
co
g
n
itiv
e
ab
ilit
ies
b
u
t
also
s
o
cio
cu
ltu
r
al
s
k
ills
.
C
o
n
s
id
er
in
g
th
is
,
T
h
o
r
n
b
u
r
y
’
s
th
r
ee
-
s
tag
e
ap
p
r
o
ac
h
to
teac
h
in
g
s
p
ea
k
in
g
alig
n
s
with
th
e
n
o
tio
n
[
2
7
]
.
T
h
is
ap
p
r
o
ac
h
aim
s
to
cu
ltiv
ate
s
p
ea
k
in
g
p
r
o
f
icien
cy
th
r
o
u
g
h
th
r
ee
p
h
ases
:
awa
r
en
ess
-
r
aisi
n
g
,
ap
p
r
o
p
r
iatio
n
,
a
n
d
au
to
n
o
m
y
(
3
As
ap
p
r
o
ac
h
)
.
C
o
g
n
itiv
is
m
is
em
p
h
asized
in
th
e
awa
r
en
ess
-
r
aisi
n
g
an
d
au
to
n
o
m
y
s
tag
es,
wh
ile
a
s
o
cio
cu
ltu
r
al
p
er
s
p
ec
tiv
e
is
em
p
lo
y
e
d
to
g
u
id
e
lear
n
er
s
in
ap
p
r
o
p
r
iatin
g
th
e
lan
g
u
ag
e.
T
h
e
i
n
teg
r
atio
n
o
f
C
B
I
an
d
t
h
e
3
As
ap
p
r
o
ac
h
ca
n
b
e
p
ar
ti
cu
lar
ly
b
e
n
ef
icial
in
eq
u
ip
p
in
g
s
tu
d
en
ts
with
th
e
E
n
g
lis
h
lan
g
u
a
g
e
s
k
ills
th
ey
n
ee
d
to
th
r
iv
e
in
th
eir
c
h
o
s
en
f
iel
d
.
3.
M
E
T
H
O
D
T
h
e
f
o
llo
win
g
s
ec
tio
n
d
escr
ib
es
th
e
m
eth
o
d
o
lo
g
y
o
f
t
h
e
s
tu
d
y
.
I
t
i
n
clu
d
es
th
e
r
esear
ch
ap
p
r
o
ac
h
an
d
d
esig
n
,
s
am
p
lin
g
tech
n
i
q
u
e,
in
s
tr
u
m
en
t,
an
d
d
ata
c
o
llectio
n
p
r
o
ce
d
u
r
es.
I
t is b
eliev
ed
th
at
th
e
ty
p
e
o
f
r
esear
c
h
co
u
ld
d
eter
m
i
n
e
th
e
r
esear
ch
a
p
p
r
o
ac
h
an
d
its
d
esig
n
,
wh
ich
s
h
o
u
ld
u
n
d
er
p
in
th
e
r
esear
ch
a
n
d
d
ata
co
llectio
n
m
eth
o
d
s
to
ac
h
ie
v
e
th
e
o
b
jectiv
es o
f
th
e
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
5
7
9
-
3586
3582
3
.
1
.
Resea
rc
h a
pp
ro
a
ch
a
nd
des
ig
n
T
h
is
s
tu
d
y
ad
o
p
ted
a
q
u
a
n
titativ
e
ap
p
r
o
ac
h
,
u
s
in
g
a
p
r
etest
a
n
d
p
o
s
ttes
t
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
to
ex
am
in
e
th
e
ca
u
s
al
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
le
(
a
d
ev
elo
p
ed
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
le
u
s
in
g
au
th
en
tic
m
ater
ials
)
an
d
th
e
d
ep
en
d
en
t
v
ar
iab
le
(
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
)
[
2
8
]
.
C
o
h
en
et
a
l
.
[
2
9
]
ex
p
lain
ed
q
u
asi
-
ex
p
er
im
e
n
tal
r
esear
ch
allo
ws
f
o
r
th
e
ev
alu
a
tio
n
o
f
in
ter
v
e
n
tio
n
s
in
r
ea
l
e
d
u
ca
tio
n
al
s
ettin
g
s
th
r
o
u
g
h
th
e
ad
m
in
is
tr
atio
n
o
f
ex
p
er
im
e
n
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
,
d
esp
ite
c
o
n
s
tr
ain
ts
o
n
r
an
d
o
m
ass
ig
n
m
en
t.
T
h
e
r
esu
lts
o
b
tain
ed
f
r
o
m
th
e
p
r
etest
an
d
p
o
s
ttes
t
o
f
b
o
th
ex
p
er
im
en
tal
a
n
d
c
o
n
tr
o
l
g
r
o
u
p
s
wer
e
co
m
p
ar
e
d
to
ass
es
s
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
d
ev
elo
p
e
d
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
le
o
n
p
a
r
ticip
an
ts
’
s
p
ea
k
in
g
p
r
o
f
icien
cy
a
n
d
to
m
ea
s
u
r
e
th
e
e
x
ten
t o
f
c
h
an
g
e
r
esu
ltin
g
f
r
o
m
th
e
in
ter
v
en
ti
o
n
.
3
.
2
.
Sa
m
pli
ng
t
ec
hn
iqu
e
a
n
d pa
rt
icipa
nts
T
h
e
p
a
r
ti
ci
p
a
n
ts
i
n
th
is
s
t
u
d
y
wer
e
tw
o
in
tac
t
cl
ass
es
o
f
s
e
c
o
n
d
-
y
e
ar
b
u
s
i
n
ess
E
n
g
lis
h
u
n
d
er
g
r
a
d
u
at
es
f
r
o
m
t
h
e
2
0
2
1
b
atc
h
at
t
h
e
ta
r
g
et
a
p
p
li
ed
u
n
i
v
er
s
i
ty
u
s
in
g
a
p
u
r
p
o
s
i
v
e
s
am
p
l
i
n
g
te
ch
n
i
q
u
e
[
3
0
]
.
H
o
w
ev
er
,
b
o
t
h
class
es
w
e
r
e
r
an
d
o
m
l
y
ass
i
g
n
ed
b
y
t
o
s
s
i
n
g
a
c
o
i
n
.
As
n
o
te
d
b
y
Sc
h
n
ei
d
e
r
a
n
d
R
o
h
m
a
n
n
[
3
1
]
,
e
m
p
l
o
y
in
g
a
s
m
al
le
r
s
a
m
p
le
s
iz
e
is
t
h
e
c
o
m
m
o
n
p
r
ac
tic
e
i
n
q
u
as
i
-
ex
p
er
i
m
e
n
ta
l
s
t
u
d
i
es.
F
o
r
ex
am
p
l
e,
s
tu
d
ies
c
o
n
d
u
cte
d
b
y
[
3
2
]
,
[
3
3
]
,
th
ey
r
es
p
e
cti
v
el
y
em
p
l
o
y
e
d
9
0
s
t
u
d
e
n
ts
a
n
d
3
6
s
t
u
d
e
n
ts
i
n
e
d
u
ca
t
io
n
al
s
t
u
d
i
es,
f
o
cu
s
in
g
o
n
t
h
e
p
o
te
n
ti
al
e
f
f
ec
ts
o
f
i
n
t
er
v
e
n
t
io
n
.
I
n
t
h
is
s
tu
d
y
,
o
n
e
class
wi
t
h
4
8
s
t
u
d
e
n
ts
was
d
esi
g
n
a
te
d
as
t
h
e
e
x
p
e
r
i
m
e
n
t
al
g
r
o
u
p
,
w
h
il
e
t
h
e
o
th
e
r
s
er
v
e
d
as
t
h
e
c
o
n
t
r
o
l
g
r
o
u
p
wi
th
a
n
e
q
u
i
v
al
en
t
n
u
m
b
er
.
T
h
es
e
9
6
p
a
r
tic
i
p
a
n
ts
s
h
ar
e
d
m
a
n
y
s
i
m
il
ar
i
ties
.
F
o
r
i
n
s
t
an
ce
,
t
h
e
y
w
er
e
a
d
m
it
te
d
t
o
t
h
e
u
n
i
v
er
s
i
t
y
t
h
r
o
u
g
h
t
h
e
n
a
ti
o
n
al
m
a
tr
ic
u
la
ti
o
n
ex
am
i
n
ati
o
n
,
wh
ic
h
h
a
d
s
im
i
l
ar
a
d
m
is
s
io
n
r
e
q
u
i
r
e
m
e
n
ts
f
o
r
a
ll.
Fu
r
t
h
er
m
o
r
e,
t
h
e
y
a
ll
m
ajo
r
ed
i
n
B
u
s
in
ess
E
n
g
l
is
h
wi
th
s
i
m
i
la
r
d
em
o
g
r
a
p
h
ics
(
e
.
g
.
,
p
r
i
o
r
e
d
u
c
ati
o
n
al
b
a
ck
g
r
o
u
n
d
)
,
a
n
d
b
o
t
h
cl
ass
es
we
r
e
g
u
i
d
e
d
b
y
t
h
e
s
am
e
p
r
o
f
ess
io
n
a
l
tr
ai
n
i
n
g
p
l
an
,
a
n
d
t
h
e
r
e
w
as
h
a
r
d
l
y
a
n
y
d
if
f
e
r
e
n
ce
i
n
te
r
m
s
o
f
t
h
e
f
a
cilit
ies
a
v
a
ila
b
l
e
o
n
ca
m
p
u
s
.
T
h
is
u
n
i
f
o
r
m
it
y
ac
r
o
s
s
v
ar
io
u
s
f
ac
to
r
s
e
n
s
u
r
e
d
a
f
ai
r
a
n
d
b
a
la
n
c
ed
e
x
p
e
r
i
m
e
n
t
.
3
.
3
.
I
ns
t
rum
ent
s
a
nd
da
t
a
c
o
llect
io
n
T
h
e
s
tu
d
y
was
co
n
d
u
cted
o
v
er
1
0
wee
k
s
,
with
p
ar
ticip
atio
n
f
r
o
m
b
o
th
ex
p
er
im
en
tal
a
n
d
co
n
t
r
o
l
g
r
o
u
p
s
.
E
ac
h
s
ess
io
n
h
eld
o
n
ce
a
wee
k
last
ed
f
o
r
1
1
0
m
i
n
u
tes,
ex
clu
d
in
g
a
1
0
-
m
in
u
te
b
r
ea
k
,
r
esu
ltin
g
in
ap
p
r
o
x
im
ately
1
8
.
3
h
o
u
r
s
o
f
ex
p
er
ien
tial
lear
n
in
g
.
T
h
e
co
n
tr
o
l
g
r
o
u
p
f
o
llo
wed
th
e
r
eg
u
lar
in
s
tr
u
ctio
n
s
ch
ed
u
le
f
o
r
OB
E
,
u
tili
zin
g
o
n
ly
th
e
p
r
escr
ib
e
d
tex
tb
o
o
k
a
n
d
ex
p
o
s
in
g
it
to
th
e
tr
ad
itio
n
al
co
n
ten
t
with
th
e
p
ed
ag
o
g
ical
m
o
d
el
o
f
p
r
esen
tatio
n
,
p
r
ac
tice,
a
n
d
p
r
o
d
u
cti
o
n
(
PP
P).
On
th
e
o
th
er
h
an
d
,
th
e
ex
p
er
im
en
tal
g
r
o
u
p
was
ex
p
o
s
ed
to
an
in
te
r
v
en
tio
n
th
at
in
c
o
r
p
o
r
ated
th
e
C
B
I
an
d
3
As
ap
p
r
o
ac
h
with
au
th
en
tic
m
ater
ials
alig
n
ed
with
t
h
e
C
E
FR
B
2
lev
el
(
i.e
.
,
co
in
e
d
as
C
B
3
As
teac
h
in
g
s
p
ea
k
i
n
g
m
o
d
u
le
,
t
h
er
ea
f
ter
,
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
le
)
.
T
h
is
in
ter
v
en
tio
n
em
b
ed
d
e
d
l
o
ca
l
v
alu
es,
s
u
ch
as
p
r
o
m
o
tin
g
C
h
in
ese
n
o
r
m
s
g
lo
b
ally
,
an
d
tr
en
d
in
g
to
p
ics
lik
e
cy
b
er
ce
leb
r
ities
in
e
-
co
m
m
er
ce
,
to
m
a
k
e
th
e
co
n
ten
t
m
o
r
e
r
elata
b
le
to
th
e
p
ar
ticip
an
ts
.
T
h
e
co
n
te
n
t
k
n
o
wled
g
e
was
d
esig
n
ed
an
d
d
ev
el
o
p
ed
f
o
llo
wi
n
g
th
e
th
em
es
o
f
th
e
p
r
escr
ib
e
d
tex
tb
o
o
k
u
s
ed
b
y
th
e
co
n
t
r
o
l
g
r
o
u
p
,
ad
h
e
r
in
g
to
th
e
r
eq
u
ir
e
m
en
ts
o
f
th
e
p
r
o
f
e
s
s
io
n
al
tr
ain
in
g
p
lan
f
o
r
b
u
s
in
ess
E
n
g
lis
h
at
th
e
tar
g
et
u
n
i
v
er
s
ity
.
T
h
is
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
le
co
n
s
is
ts
o
f
1
0
u
n
its
,
with
3
u
n
its
f
o
cu
s
in
g
o
n
o
r
al
s
tr
ateg
ies
to
h
elp
s
tu
d
e
n
ts
u
n
d
e
r
s
tan
d
t
h
e
3
As
ap
p
r
o
ac
h
.
T
h
e
r
e
m
ai
n
in
g
7
u
n
its
co
v
er
a
v
ar
iety
o
f
b
u
s
in
ess
to
p
ics,
in
clu
d
in
g
co
m
p
an
y
co
m
p
etiti
o
n
,
co
m
p
a
n
y
s
tr
ateg
y
,
m
a
n
ag
em
en
t
s
ty
les,
m
ar
k
et
d
ev
elo
p
m
en
t,
e
-
co
m
m
e
r
ce
,
an
d
lo
g
is
tics
.
E
ac
h
u
n
it
is
eq
u
ip
p
ed
with
teac
h
in
g
m
ater
ials
s
u
ch
as
h
an
d
o
u
ts
,
wo
r
k
s
h
ee
ts
,
an
d
ass
ig
n
m
en
ts
.
T
h
e
r
esear
ch
was
ca
r
r
ied
o
u
t
in
two
in
tact
class
e
s
,
with
t
h
e
r
esear
ch
er
ac
tin
g
as
a
f
ac
ilit
ativ
e
teac
h
er
to
im
p
lem
en
t
th
e
in
ter
v
e
n
tio
n
.
B
o
th
p
r
etest
an
d
p
o
s
ttes
t
wer
e
u
tili
ze
d
as
d
ata
co
llectio
n
in
s
tr
u
m
en
ts
.
T
h
e
s
p
ea
k
in
g
co
m
p
o
n
e
n
t
o
f
th
e
B
u
s
in
ess
E
n
g
lis
h
C
er
tific
a
te
(
B
E
C
)
,
wh
ich
o
r
ig
in
ates
f
r
o
m
th
e
r
e
p
u
ted
C
am
b
r
id
g
e
E
n
g
lis
h
a
s
s
ess
m
en
t
an
d
is
r
ec
o
g
n
ized
f
o
r
its
r
eliab
ilit
y
an
d
v
alid
ity
in
C
h
in
a,
was
em
p
lo
y
ed
[
3
4
]
.
Pre
test
an
d
p
o
s
ttes
t
f
o
r
th
e
s
tu
d
y
wer
e
c
o
n
d
u
cted
at
th
e
b
eg
in
n
in
g
a
n
d
e
n
d
o
f
th
e
s
ec
o
n
d
s
em
ester
o
f
th
e
2023
-
2
0
2
4
ac
a
d
em
ic
y
ea
r
,
r
e
s
p
ec
tiv
ely
.
B
o
th
s
p
ea
k
in
g
test
s
u
s
ed
b
ef
o
r
e
a
n
d
af
ter
th
e
in
ter
v
en
tio
n
wer
e
ad
ap
ted
f
r
o
m
B
E
C
Van
tag
e
B
2
,
in
clu
d
in
g
an
in
ter
v
iew,
a
lo
n
g
tu
r
n
,
a
n
d
a
co
llab
o
r
ativ
e
ta
s
k
.
T
h
e
test
s
wer
e
d
esig
n
ed
to
b
e
eq
u
i
v
alen
t
in
d
if
f
icu
lty
to
C
h
in
a’
s
C
SE
6
an
d
C
E
FR
B
2
o
n
an
in
ter
n
atio
n
al
s
ca
le.
Du
r
in
g
th
e
test
s
,
p
ar
ticip
an
ts
wer
e
en
c
o
u
r
ag
ed
t
o
u
s
e
E
n
g
lis
h
f
o
r
p
r
o
b
lem
-
s
o
lv
in
g
i
n
g
i
v
en
b
u
s
in
ess
s
ce
n
ar
io
s
.
I
n
th
is
s
tu
d
y
,
th
e
s
p
ea
k
in
g
p
er
f
o
r
m
a
n
ce
o
f
ea
ch
ca
n
d
id
ate
was
r
ated
b
y
two
ce
r
tifie
d
ex
am
i
n
er
s
o
f
B
E
C
,
th
ey
wer
e
eith
er
ass
ig
n
ed
to
g
i
v
e
m
ar
k
s
in
ter
m
s
o
f
lin
g
u
is
tic
asp
ec
ts
(
2
0
p
o
in
ts
)
o
r
o
v
e
r
all
ac
h
iev
em
en
t
(
5
p
o
in
ts
)
to
m
ak
e
u
p
f
o
r
a
to
tal
s
co
r
e
o
f
2
5
p
o
in
ts
.
T
h
e
b
elief
is
th
at
b
r
in
g
in
g
in
ce
r
tifie
d
ex
am
in
er
s
co
u
ld
m
ain
tai
n
p
r
o
f
ess
io
n
alis
m
in
ass
ess
m
en
t
an
d
in
cr
ea
s
e
th
e
cr
ed
ib
ilit
y
o
f
s
p
ea
k
in
g
o
u
tco
m
es.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
an
s
wer
in
g
th
e
p
r
o
p
o
s
ed
r
e
s
ea
r
ch
q
u
esti
o
n
an
d
its
co
r
r
esp
o
n
d
in
g
h
y
p
o
th
eses
,
p
r
etest
a
n
d
p
o
s
ttes
t
wer
e
co
n
d
u
cted
f
o
r
d
ata
c
o
llectio
n
.
Giv
en
t
h
at,
b
u
s
in
ess
E
n
g
lis
h
s
p
ea
k
in
g
p
r
o
f
ic
ien
cy
am
o
n
g
th
e
ex
p
er
im
en
tal
a
n
d
co
n
tr
o
l
g
r
o
u
p
s
was
m
ea
s
u
r
ed
to
c
o
m
p
ar
e
th
e
ef
f
ec
t
o
f
th
e
d
ev
elo
p
e
d
teac
h
in
g
s
p
ea
k
i
n
g
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
C
h
in
ese
b
u
s
in
ess
E
n
g
lis
h
u
n
d
erg
r
a
d
u
a
tes’
s
p
ea
kin
g
p
r
o
ficien
cy
:
a
d
ev
elo
p
ed
-
mo
d
u
le
effec
t
(
K
e
Hu
)
3583
m
o
d
u
le
o
n
C
h
in
ese
E
FL
b
u
s
in
ess
E
n
g
lis
h
u
n
d
er
g
r
a
d
u
ates'
s
p
ea
k
in
g
p
r
o
f
icien
cy
with
r
eg
u
lar
in
s
tr
u
ctio
n
s
g
u
id
ed
b
y
th
e
PP
P
m
o
d
el
e
m
p
ir
ically
.
T
h
e
f
o
llo
win
g
tab
les
s
h
o
w
th
e
p
e
r
f
o
r
m
an
ce
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
d
er
iv
ed
f
r
o
m
th
e
r
esu
lts
o
f
in
d
ep
en
d
en
t
s
am
p
les
an
d
s
am
p
les
p
air
ed
t
-
test
s
b
y
S
PS
S
v
er
s
io
n
2
9
.
4
.
1
.
Resul
t
s
o
f
t
-
t
est
a
na
ly
s
is
o
n sp
ea
k
ing
pro
f
iciency
a
mo
ng
t
he
co
ntr
o
l a
nd
ex
periment
a
l g
ro
up
s
T
ab
le
1
r
ev
ea
ls
th
e
r
esu
lts
o
f
an
in
d
ep
en
d
en
t
s
am
p
les
tes
t,
in
d
icatin
g
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
p
r
etest
s
co
r
es
b
e
twee
n
th
e
e
x
p
er
im
e
n
tal
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
(
p
=0
.
7
5
1
>
0
.
0
5
)
.
T
h
is
s
u
g
g
ests
th
at
th
e
9
6
p
ar
ticip
an
ts
f
r
o
m
b
o
t
h
g
r
o
u
p
s
s
h
ar
e
d
s
im
ilar
b
ac
k
g
r
o
u
n
d
s
b
ef
o
r
e
th
e
i
n
ter
v
en
tio
n
,
lead
in
g
to
th
e
ac
ce
p
tan
ce
o
f
H1
.
T
h
e
9
5
%
co
n
f
id
en
ce
in
ter
v
al
f
o
r
th
e
d
i
f
f
er
en
ce
(
in
clu
d
in
g
ze
r
o
:
-
0
.
4
3
7
to
0
.
6
0
4
)
f
u
r
th
e
r
s
u
p
p
o
r
ts
th
is
f
in
d
in
g
[
3
5
]
.
T
ab
le
1
.
I
n
d
ep
e
n
d
en
t sam
p
les
t
-
test
o
f
th
e
s
p
ea
k
in
g
s
co
r
es o
f
ex
p
er
im
en
tal
a
n
d
co
n
tr
o
l
g
r
o
u
p
s
P
a
r
a
me
t
e
r
Le
v
e
n
e
's
t
e
s
t
f
o
r
e
q
u
a
l
i
t
y
o
f
v
a
r
i
a
n
c
e
s
T
-
t
e
st
f
o
r
e
q
u
a
l
i
t
y
o
f
me
a
n
s
F
S
i
g
.
t
df
S
i
g
n
i
f
i
c
a
n
c
e
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
o
f
t
h
e
d
i
f
f
e
r
e
n
c
e
Tw
o
-
si
d
e
d
p
Lo
w
e
r
U
p
p
e
r
P
r
e
t
e
s
t
EV
A
.
2
1
1
.
6
4
7
.
3
1
8
94
.
7
5
1
-
.
4
3
7
.
6
0
4
EV
N
A
.
3
1
8
9
1
.
6
.
7
5
1
-
.
4
3
7
.
6
0
4
*
Eq
u
a
l
v
a
r
i
a
n
c
e
a
ssu
m
e
d
(
EV
A
)
,
e
q
u
a
l
v
a
r
i
a
n
c
e
s
n
o
t
a
ss
u
m
e
d
(
EV
N
A
)
T
ab
le
2
s
h
o
ws
th
e
g
r
o
u
p
d
esc
r
ip
tio
n
s
tatis
tic
s
o
f
th
e
o
v
er
all
s
co
r
es
o
f
OB
E
in
th
e
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
.
T
h
e
m
ea
n
s
co
r
e
o
f
th
e
p
r
etests
in
t
h
e
e
x
p
er
im
en
tal
g
r
o
u
p
is
1
2
.
3
8
,
wh
ile
th
e
m
ea
n
s
co
r
e
o
f
th
e
p
r
etest
in
th
e
co
n
tr
o
l
g
r
o
u
p
is
1
2
.
2
9
.
T
h
e
m
ea
n
s
co
r
e
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
(
1
7
.
4
2
)
an
d
th
e
c
o
n
tr
o
l
g
r
o
u
p
(
1
2
.
9
2
)
in
th
e
p
o
s
ttes
t
i
s
h
ig
h
er
th
a
n
th
at
i
n
th
e
p
r
ete
s
t,
in
d
icatin
g
d
if
f
er
en
t
e
x
ten
t
o
f
im
p
r
o
v
em
e
n
t
in
s
p
ea
k
in
g
p
r
o
f
icien
cy
.
T
ab
le
2
.
Gr
o
u
p
d
escr
ip
tiv
e
s
tatis
tics
o
f
th
e
s
p
ea
k
in
g
s
co
r
es o
f
ex
p
er
im
e
n
tal
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
P
a
r
a
me
t
e
r
Te
st
s
N
M
e
a
n
S
t
d
.
d
e
v
i
a
t
i
o
n
S
t
d
.
e
r
r
o
r
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
P
r
e
t
e
s
t
48
1
2
.
3
8
1
.
3
6
2
.
1
9
7
P
o
st
t
e
s
t
48
1
7
.
4
2
1
.
4
8
5
.
2
1
4
C
o
n
t
r
o
l
g
r
o
u
p
P
r
e
t
e
s
t
48
1
2
.
2
9
1
.
2
0
2
.
1
7
4
P
o
st
t
e
s
t
48
1
2
.
9
2
1
.
0
6
9
.
1
5
4
T
h
e
u
s
e
o
f
a
p
air
ed
-
s
am
p
le
t
-
test
was
co
n
d
u
cted
to
ev
al
u
ate
th
e
im
p
ac
t
o
f
t
h
e
in
ter
v
en
tio
n
o
n
p
ar
ticip
an
ts
’
s
p
ea
k
in
g
p
r
o
f
ici
en
cy
o
n
b
o
th
th
e
p
r
etest
an
d
p
o
s
ttes
t.
T
h
er
e
was
a
s
tatis
tically
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
in
s
p
ea
k
in
g
p
r
o
f
icien
cy
f
r
o
m
th
e
p
r
etest
(
M=
1
2
.
3
8
,
SD=1
.
3
6
2
)
to
th
e
p
o
s
ttes
t
(
M=
1
7
.
4
2
,
SD=1
.
4
8
5
)
(
T
a
b
le
2
)
,
t
(
4
7
)
=
-
2
7
.
8
5
3
,
p
<.
0
0
1
(
two
-
tailed
)
(
s
ee
T
ab
le
3
)
in
th
e
e
x
p
er
im
e
n
t
al
g
r
o
u
p
.
T
h
e
m
ea
n
in
cr
ea
s
e
in
s
p
ea
k
in
g
p
r
o
f
icien
cy
af
ter
th
e
in
ter
v
e
n
tio
n
was
5
.
0
4
with
a
9
5
%
co
n
f
id
en
ce
in
t
er
v
al
r
an
g
in
g
f
r
o
m
-
5
.
4
0
6
to
-
4
.
6
7
8
,
in
d
icatin
g
th
e
ac
ce
p
tan
ce
o
f
H2
.
Ad
d
itio
n
ally
,
th
e
co
n
tr
o
l
g
r
o
u
p
also
ac
h
iev
ed
a
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
in
s
p
ea
k
in
g
p
r
o
f
icien
cy
f
r
o
m
th
e
p
r
etest
(
M=
1
2
.
2
9
,
SD=1
.
2
0
2
)
to
th
e
p
o
s
ttes
t
(
M=
1
2
.
9
2
,
SD=1
.
0
6
9
)
(
T
ab
le
2
)
,
t
(
4
7
)
=
-
5
.
3
1
,
p
<.
0
0
1
(
two
-
tailed
)
(
s
ee
T
ab
le
3
)
af
ter
r
eg
u
la
r
in
s
tr
u
ct
io
n
g
u
id
ed
b
y
PP
P
m
o
d
el.
T
h
e
m
ea
n
in
cr
ea
s
e
in
s
p
ea
k
in
g
p
r
o
f
icien
cy
was
0
.
6
3
with
a
9
5
%
co
n
f
i
d
en
ce
in
te
r
v
al
r
an
g
i
n
g
f
r
o
m
-
0
.
8
6
2
to
-
0
.
3
8
8
.
T
h
ese
r
esu
lts
in
d
icate
in
T
a
b
le
4
th
at
t
h
er
e
was
a
lar
g
e
ef
f
ec
t
s
ize
f
o
r
th
e
d
if
f
er
e
n
ce
in
th
e
ex
p
er
im
en
tal
b
etwe
en
t
h
e
p
r
et
est
an
d
p
o
s
ttes
t,
with
an
ef
f
ec
t
s
ize
o
f
|
-
4
.
0
2
0
|
(
4
.
0
2
0
>0
.
8
)
.
Ho
wev
er
,
t
h
er
e
was
a
m
ed
iu
m
ef
f
ec
t
s
ize
(
0
.
5
to
0
.
8
)
f
o
r
th
e
d
if
f
er
e
n
ce
in
t
h
e
c
o
n
tr
o
l
g
r
o
u
p
b
etwe
en
t
h
e
p
r
etest
an
d
p
o
s
ttes
t,
with
an
ef
f
ec
t
s
ize
o
f
0
.
7
6
6
[
3
6
]
.
T
h
is
s
u
g
g
ests
th
at
th
e
in
ter
v
en
t
io
n
u
s
in
g
a
d
e
v
elo
p
e
d
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
le
h
ad
a
co
n
s
id
er
ab
le
p
o
s
itiv
e
im
p
ac
t o
n
th
e
s
p
ea
k
in
g
p
r
o
f
icien
cy
o
f
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
.
T
ab
le
3
.
Pair
ed
s
am
p
le
s
t
-
test
o
f
th
e
s
p
ea
k
i
n
g
s
co
r
es o
f
ex
p
e
r
im
en
tal
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
P
a
r
a
me
t
e
r
P
a
i
r
e
d
d
i
f
f
e
r
e
n
c
e
s
t
df
S
i
g
n
i
f
i
c
a
n
c
e
M
e
a
n
SD
S
EM
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
o
f
t
h
e
d
i
f
f
e
r
e
n
c
e
Tw
o
-
t
a
i
l
e
d
p
Lo
w
e
r
U
p
p
e
r
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
:
p
r
e
t
e
st
a
n
d
p
o
s
t
-
t
e
s
t
-
5
.
0
4
2
1
.
2
5
4
.
1
8
1
-
5
.
4
0
6
-
4
.
6
7
8
-
2
7
.
8
5
3
47
<
.
0
0
1
C
o
n
t
r
o
l
g
r
o
u
p
:
p
r
e
t
e
st
a
n
d
p
o
s
t
-
t
e
st
-
.
6
2
5
.
8
1
5
.
1
1
8
-
.
8
6
2
-
.
3
8
8
-
5
.
3
1
0
47
<
.
0
0
1
*
S
D
:
S
t
d
.
d
e
v
i
a
t
i
o
n
;
S
E
M
:
S
t
d
.
e
r
r
o
r
mea
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
5
7
9
-
3586
3584
T
ab
le
4
.
T
h
e
ef
f
ec
t size
o
f
th
e
s
p
ea
k
in
g
s
co
r
es o
f
ex
p
er
i
m
en
t
al
an
d
co
n
tr
o
l g
r
o
u
p
s
S
t
a
n
d
a
r
d
i
z
e
r
P
o
i
n
t
e
st
i
ma
t
e
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
Lo
w
e
r
U
p
p
e
r
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
C
o
h
e
n
’
s
d
1
.
2
5
4
-
4
.
0
2
0
-
4
.
8
7
5
-
3
.
1
5
9
C
o
n
t
r
o
l
g
r
o
u
p
C
o
h
e
n
’
s
d
.
8
1
5
-
.
7
6
6
-
1
.
0
8
6
-
.
4
4
1
4
.
2
.
Dis
cus
s
io
n o
f
t
he
re
s
ults
As
in
d
icate
d
b
y
th
e
r
esu
lts
,
it
is
ev
id
en
ce
d
th
at
co
m
b
in
in
g
th
e
C
B
I
an
d
3
As
ap
p
r
o
ac
h
es
in
d
ev
elo
p
in
g
a
teac
h
in
g
s
p
ea
k
i
n
g
m
o
d
u
le
ca
n
s
ig
n
if
ican
tly
i
m
p
r
o
v
e
u
n
d
er
g
r
a
d
u
ates’
s
p
ea
k
in
g
p
r
o
f
icien
c
y
in
th
e
b
u
s
in
ess
f
ield
,
wh
ich
alig
n
s
with
th
e
ex
p
ec
ted
r
esu
lts
o
f
Hu
et
a
l
.
[
3
7
]
.
B
ef
o
r
e
th
e
in
ter
v
en
tio
n
,
b
o
th
g
r
o
u
p
s
o
f
p
ar
ticip
an
ts
h
ad
s
im
ilar
lear
n
in
g
b
ac
k
g
r
o
u
n
d
s
an
d
ex
p
er
ien
ce
s
in
lear
n
in
g
,
as
well
as
th
ey
r
ec
eiv
ed
s
im
ilar
teac
h
in
g
m
eth
o
d
s
an
d
m
ater
ials
,
wh
ich
m
ay
h
av
e
co
n
tr
ib
u
ted
to
th
eir
co
m
p
ar
ab
l
e
s
p
ea
k
in
g
s
k
ills
a
t
th
e
o
u
ts
et.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[
3
8
]
–
[
4
0
]
.
Ad
d
itio
n
ally
,
th
e
ef
f
ec
t
s
ize
o
f
th
e
10
week
s
teac
h
in
g
in
ter
v
e
n
tio
n
is
4
.
0
2
0
,
wh
ich
h
as a
co
n
s
id
er
ab
le
ef
f
ec
t o
n
p
a
r
ticip
an
ts
'
s
p
ea
k
in
g
p
r
o
f
icien
c
y
in
th
e
OB
E
.
Par
ticip
an
ts
in
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
en
g
ag
ed
in
lan
g
u
a
g
e
p
er
f
o
r
m
a
n
ce
p
r
ac
tice
with
in
th
e
d
esig
n
ed
in
ter
ac
tiv
e
a
n
d
co
m
m
u
n
icativ
e
ac
tiv
ities
,
s
tr
en
g
th
en
in
g
th
eir
in
f
o
r
m
atio
n
ex
c
h
a
n
g
e
with
class
m
ates
in
p
air
an
d
g
r
o
u
p
wo
r
k
,
th
e
r
eb
y
en
h
an
cin
g
th
e
ef
f
ec
t
o
f
co
m
p
r
e
h
en
s
ib
le
in
p
u
t
a
n
d
c
r
ea
tin
g
r
ea
l
-
wo
r
l
d
s
itu
atio
n
s
f
o
r
en
h
a
n
ce
d
lear
n
in
g
o
u
t
p
u
t.
T
h
is
alig
n
s
with
p
r
e
v
io
u
s
r
esear
ch
s
tu
d
ies
[
4
1
]
–
[
4
3
]
.
I
n
ad
d
itio
n
,
teac
h
er
s
in
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
p
lay
ed
a
f
ac
ilit
ativ
e
r
o
le
in
t
h
e
teac
h
i
n
g
p
r
o
ce
s
s
,
f
o
s
ter
in
g
a
p
er
ce
p
tio
n
o
f
r
ich
an
d
en
g
ag
i
n
g
class
r
o
o
m
ac
tiv
ities
am
o
n
g
s
tu
d
en
ts
.
T
h
is
tr
an
s
f
o
r
m
atio
n
co
m
p
els
teac
h
er
s
to
f
ac
e
th
e
id
en
tity
ch
an
g
e
f
r
o
m
im
p
ar
tin
g
k
n
o
wled
g
e
in
tr
ad
itio
n
al
class
r
o
o
m
s
to
f
ac
ilit
ato
r
s
,
u
n
d
o
u
b
ted
ly
h
a
v
in
g
a
p
o
s
itiv
e
im
p
ac
t o
n
f
o
r
m
i
n
g
E
FL
lear
n
er
s
’
lear
n
in
g
au
t
o
n
o
m
y
[
4
4
]
,
[
4
5
]
.
B
esid
es
th
at,
it
co
u
ld
b
e
ass
u
m
ed
th
at
p
ar
tici
p
an
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
im
p
r
o
v
ed
th
eir
s
p
ea
k
i
n
g
p
r
o
f
icien
cy
in
OB
E
th
r
o
u
g
h
lear
n
in
g
v
ia
f
o
r
eig
n
l
an
g
u
ag
e
co
n
te
n
t.
W
ith
th
ese
c
o
n
ce
r
n
s
,
t
h
ey
h
av
e
t
h
e
o
p
p
o
r
tu
n
ity
an
d
s
u
p
p
o
r
t
to
p
r
ac
tice
th
eir
k
n
o
wled
g
e
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
u
b
ject
i
n
E
n
g
lis
h
.
T
h
is
ca
n
s
tim
u
late
th
eir
m
o
tiv
atio
n
to
lear
n
an
d
m
ak
e
th
em
f
ee
l
th
e
im
p
o
r
tan
ce
o
f
ac
h
ie
v
in
g
g
o
als
in
th
e
clas
s
r
o
o
m
.
Ho
wev
er
,
e
n
h
an
ce
d
s
p
ea
k
in
g
p
r
o
f
icien
c
y
was
also
s
ee
n
in
th
e
co
n
tr
o
l
g
r
o
u
p
,
y
et
n
o
t
s
ig
n
i
f
ican
tly
.
T
h
is
m
ay
b
e
attr
ib
u
te
d
to
th
e
tr
ad
itio
n
al
teac
h
in
g
m
o
d
el
o
f
PP
P
u
s
ed
i
n
th
e
class
r
o
o
m
,
wh
er
e
teac
h
e
r
s
d
ir
ec
tly
in
f
l
u
en
ce
s
tu
d
e
n
ts
th
r
o
u
g
h
k
n
o
wled
g
e
tr
an
s
m
is
s
io
n
,
m
o
d
ellin
g
,
an
d
class
r
o
o
m
m
an
ag
em
en
t,
p
r
i
m
ar
ily
ass
u
m
in
g
th
e
d
o
m
in
a
n
t
r
o
le
in
E
n
g
lis
h
lan
g
u
ag
e
teac
h
i
n
g
(
E
L
T
)
[
4
6
]
,
[
4
7
]
.
I
n
tr
ad
itio
n
al
teac
h
i
n
g
,
t
h
e
s
u
b
ject
-
b
ased
co
u
r
s
es
o
f
ten
g
et
in
f
lu
en
ce
d
b
y
th
e
p
r
ep
ar
atio
n
f
o
r
r
elate
d
e
x
am
in
atio
n
s
.
I
t
is
n
o
tewo
r
th
y
th
at
th
e
d
o
m
esti
c
E
n
g
lis
h
p
r
o
f
icien
cy
test
s
ar
e
d
esig
n
ed
to
ass
ess
s
tu
d
en
ts
’
E
n
g
lis
h
s
k
ills
f
o
r
g
e
n
er
al
u
s
e.
I
n
c
o
n
tr
ast,
th
e
d
ev
elo
p
ed
s
p
ea
k
in
g
teac
h
i
n
g
m
o
d
u
les aim
to
e
n
h
an
ce
s
tu
d
e
n
ts
’
E
n
g
lis
h
p
r
o
f
icien
cy
i
n
p
r
o
f
ess
io
n
al
an
d
s
p
ec
if
ic
co
n
te
n
t
in
OB
E
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
teg
r
ates
th
e
C
B
I
an
d
3
As
ap
p
r
o
ac
h
in
to
a
tea
ch
in
g
s
p
ea
k
in
g
m
o
d
u
le
with
in
th
e
OB
E
co
u
r
s
e
to
in
v
esti
g
ate
th
e
im
p
a
ct
o
f
th
e
m
o
d
u
le
o
n
th
e
s
p
ea
k
in
g
p
r
o
f
icien
cy
o
f
C
h
in
ese
E
FL
b
u
s
in
ess
E
n
g
lis
h
u
n
d
er
g
r
ad
u
ates.
B
ef
o
r
e
th
e
in
ter
v
en
tio
n
,
t
h
e
o
v
e
r
all
s
co
r
es
o
f
th
e
p
a
r
ticip
an
ts
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
wer
e
s
im
ilar
,
as
d
eter
m
in
ed
b
y
th
e
p
r
etest
an
aly
s
is
.
T
h
e
r
ea
s
s
es
s
m
en
t
o
f
s
p
ea
k
in
g
p
r
o
f
icien
c
y
af
ter
1
0
wee
k
s
o
f
in
ter
v
en
tio
n
an
d
r
e
g
u
lar
in
s
tr
u
ctio
n
r
ev
ea
led
th
at
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
,
wh
ich
in
cr
ea
s
ed
b
y
5
.
0
4
p
o
in
t
s
,
p
er
f
o
r
m
ed
s
ig
n
if
ican
tl
y
b
etter
th
an
th
e
co
n
tr
o
l
g
r
o
u
p
.
I
t
h
as
also
co
n
tr
ib
u
ted
to
th
e
liter
atu
r
e
o
n
th
e
C
B
I
a
n
d
3
As
ap
p
r
o
ac
h
in
E
L
T
,
wi
th
a
p
ar
ticu
lar
f
o
cu
s
o
n
E
SP
in
C
h
in
ese
h
ig
h
er
ed
u
ca
tio
n
.
Ad
d
in
g
to
t
h
ese,
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
al
s
o
h
av
e
p
r
ac
tical
im
p
licatio
n
s
f
o
r
e
d
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
.
Fo
r
in
s
tan
ce
,
u
n
lik
e
p
r
e
v
io
u
s
s
tu
d
ies,
t
h
is
s
tu
d
y
s
er
v
es
as
a
w
o
r
k
in
g
e
x
am
p
le
o
f
alig
n
in
g
C
SE
with
th
e
C
E
FR
in
E
SP
ed
u
ca
tio
n
,
g
iv
in
g
f
o
ca
l
atten
tio
n
to
cu
ltiv
atin
g
s
p
ea
k
i
n
g
p
r
o
f
icien
cy
th
r
o
u
g
h
a
d
ev
elo
p
e
d
teac
h
in
g
m
o
d
u
le.
Su
ch
an
attem
p
t
co
u
ld
b
en
ef
i
t
th
e
teac
h
er
s
f
o
r
th
eir
f
u
t
u
r
e
less
o
n
p
lan
n
in
g
in
co
n
ju
n
ctio
n
with
m
ak
in
g
g
o
o
d
u
s
e
o
f
C
SE
to
p
r
e
p
ar
e
C
h
in
ese
E
FL
lear
n
er
s
f
o
r
c
o
n
f
id
en
t
a
n
d
ac
tiv
e
en
g
ag
em
e
n
t
in
t
h
e
g
l
o
b
alize
d
co
m
m
u
n
ity
.
Nev
er
t
h
eless
,
th
is
s
tu
d
y
h
as
ce
r
tain
lim
itatio
n
s
.
Ab
o
v
e
all,
o
n
ly
th
e
o
v
er
all
OB
E
p
er
f
o
r
m
an
ce
wa
s
an
aly
ze
d
,
wh
ile
d
ata
i
n
ter
p
r
etatio
n
co
u
l
d
b
e
m
o
r
e
c
o
m
p
r
eh
en
s
iv
e.
Fu
r
th
e
r
an
aly
s
es
co
u
ld
b
e
c
o
n
d
u
cted
to
co
m
p
ar
e
th
e
s
co
r
es
o
b
tain
e
d
f
r
o
m
th
e
th
r
ee
s
u
b
-
task
s
ass
ig
n
ed
in
th
e
test
s
.
T
h
is
wo
u
ld
p
r
o
v
i
d
e
in
s
ig
h
ts
in
to
th
e
p
ar
ticip
an
ts
'
ab
ilit
ie
s
to
s
o
lv
e
d
if
f
er
en
t
p
r
o
b
lem
s
,
lead
in
g
to
a
b
etter
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
ef
f
ec
ts
m
o
d
u
le
an
d
im
p
r
o
v
ed
d
ev
elo
p
m
en
t
f
o
r
c
u
r
r
icu
lu
m
an
d
in
s
tr
u
ct
io
n
.
I
n
ad
d
itio
n
,
it
is
also
r
ec
o
m
m
en
d
ed
to
em
p
l
o
y
th
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
to
g
ain
q
u
alitativ
e
p
er
s
p
e
ctiv
es
o
n
h
o
w
well
th
e
u
s
e
o
f
teac
h
in
g
s
p
ea
k
in
g
m
o
d
u
les
im
p
r
o
v
es
th
e
s
p
ea
k
in
g
p
r
o
f
icien
cy
o
f
C
h
in
ese
E
FL
b
u
s
in
ess
E
n
g
lis
h
u
n
d
er
g
r
ad
u
ates.
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
C
h
in
ese
b
u
s
in
ess
E
n
g
lis
h
u
n
d
erg
r
a
d
u
a
tes’
s
p
ea
kin
g
p
r
o
ficien
cy
:
a
d
ev
elo
p
ed
-
mo
d
u
le
effec
t
(
K
e
Hu
)
3585
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
p
ap
er
is
p
u
b
lis
h
ed
u
n
d
er
th
e
Kn
o
wled
g
e,
Attitu
d
e
an
d
Pra
ctice
(
KAP)
R
e
s
ea
r
ch
Gr
o
u
p
,
C
en
tr
e
f
o
r
th
e
Pr
o
m
o
tio
n
o
f
Kn
o
wled
g
e,
an
d
L
an
g
u
ag
e
L
ea
r
n
in
g
(
PP
I
B
)
,
Un
iv
er
s
iti Ma
lay
s
ia
Sab
ah
,
Ma
lay
s
ia.
RE
F
E
R
E
NC
E
S
[
1
]
T.
Y
.
E.
F
o
n
g
,
“
T
h
r
o
u
g
h
E
n
g
l
i
s
h
a
s
a
w
i
n
d
o
w
:
d
e
f
i
n
i
n
g
‘
B
e
i
n
g
C
h
i
n
e
s
e
’
i
n
t
h
e
2
1
st
c
e
n
t
u
r
y
,
”
i
n
R
e
se
a
rc
h
i
n
g
C
h
i
n
e
se
En
g
l
i
s
h
:
t
h
e
S
t
a
t
e
o
f
t
h
e
Art
,
C
h
a
m
:
S
p
r
i
n
g
e
r
I
n
t
e
r
n
a
t
i
o
n
a
l
P
u
b
l
i
s
h
i
n
g
,
2
0
1
7
,
p
p
.
2
1
9
–
2
3
1
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
3
1
9
-
5
3
1
1
0
-
6
_
1
5
.
[
2
]
S
.
W
r
i
g
h
t
a
n
d
L.
Z
h
e
n
g
,
“
En
g
l
i
s
h
i
n
C
h
i
n
e
se
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
p
a
st
d
i
f
f
i
c
u
l
t
i
e
s,
c
u
r
r
e
n
t
i
n
i
t
i
a
t
i
v
e
s
a
n
d
f
u
t
u
r
e
c
h
a
l
l
e
n
g
e
s,
”
J
o
u
r
n
a
l
o
f
W
o
rl
d
L
a
n
g
u
a
g
e
s
,
v
o
l
.
3
,
n
o
.
3
,
p
p
.
1
6
7
–
1
8
3
,
S
e
p
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
2
1
6
9
8
2
5
2
.
2
0
1
7
.
1
2
9
2
9
8
9
.
[
3
]
G
.
H
u
,
“
E
n
g
l
i
s
h
l
a
n
g
u
a
g
e
t
e
a
c
h
i
n
g
i
n
t
h
e
P
e
o
p
l
e
’
s
R
e
p
u
b
l
i
c
o
f
C
h
i
n
a
,
”
i
n
E
n
g
l
i
s
h
L
a
n
g
u
a
g
e
E
d
u
c
a
t
i
o
n
i
n
C
h
i
n
a
,
J
a
p
a
n
,
a
n
d
S
i
n
g
a
p
o
r
e
,
R
.
S
i
l
v
e
r
,
G
.
H
u
,
a
n
d
M
.
I
i
n
o
,
E
d
s
.
N
a
t
i
o
n
a
l
I
n
s
t
i
t
u
t
e
o
f
E
d
u
c
a
t
i
o
n
,
N
a
n
y
a
n
g
T
e
c
h
n
o
l
o
g
i
c
a
l
U
n
i
v
e
r
s
i
t
y
,
2
0
0
2
,
p
p
.
1
–
77.
[
4
]
“
Th
e
w
o
r
l
d
’
s
l
a
r
g
e
s
t
r
a
n
k
i
n
g
o
f
c
o
u
n
t
r
i
e
s
a
n
d
r
e
g
i
o
n
s
b
y
E
n
g
l
i
s
h
s
k
i
l
l
s
b
a
sed
o
n
t
e
st
r
e
su
l
t
s
o
f
2
.
2
m
a
d
u
l
t
s
i
n
1
1
3
c
o
u
n
t
r
i
e
s
&
r
e
g
i
o
n
s,”
EF
En
g
l
i
s
h
P
r
o
f
i
c
i
e
n
c
y
I
n
d
e
x
(
EF
EPI
)
,
2
0
2
3
.
[
5
]
N
.
H
.
d
e
J
o
n
g
,
“
A
ss
e
ssi
n
g
s
e
c
o
n
d
l
a
n
g
u
a
g
e
s
p
e
a
k
i
n
g
p
r
o
f
i
c
i
e
n
c
y
,
”
A
n
n
u
a
l
Re
v
i
e
w
o
f
L
i
n
g
u
i
st
i
c
s
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
5
4
1
–
5
6
0
,
Ja
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
4
6
/
a
n
n
u
r
e
v
-
l
i
n
g
u
i
s
t
i
c
s
-
0
3
0
5
2
1
-
0
5
2
1
1
4
.
[
6
]
H
.
K
e
a
n
d
A
.
A
l
S
a
q
q
a
f
,
“
N
e
e
d
s
a
n
a
l
y
s
i
s
f
o
r
d
e
v
e
l
o
p
i
n
g
a
t
e
a
c
h
i
n
g
s
p
e
a
k
i
n
g
m
o
d
u
l
e
f
o
r
C
h
i
n
e
s
e
EFL
b
u
s
i
n
e
ss
E
n
g
l
i
sh
u
n
d
e
r
g
r
a
d
u
a
t
e
s
f
r
o
m
t
h
e
t
e
a
c
h
e
r
s’
p
e
r
sp
e
c
t
i
v
e
:
a
ssess
i
n
g
t
h
e
v
a
l
i
d
i
t
y
a
n
d
r
e
l
i
a
b
i
l
i
t
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
A
c
a
d
e
m
i
c
R
e
se
a
rc
h
i
n
Pro
g
r
e
ssi
v
e
Ed
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
2
,
n
o
.
4
,
p
p
.
4
7
8
–
4
9
4
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
P
ED
/
v
1
2
-
i
4
/
1
9
7
8
5
.
[
7
]
N
.
T.
U
.
N
h
i
a
n
d
A
.
A
l
S
a
q
q
a
f
,
“
I
m
p
a
c
t
o
f
a
D
M
G
A
sc
a
f
f
o
l
d
i
n
g
-
b
a
se
d
mo
d
u
l
e
o
n
i
mp
r
o
v
i
n
g
t
h
e
EFL
sp
e
a
k
i
n
g
s
k
i
l
l
s
a
m
o
n
g
V
i
e
t
n
a
m
e
se
ESP
Le
a
r
n
e
r
s,”
Ara
b
W
o
rl
d
En
g
l
i
s
h
J
o
u
r
n
a
l
,
v
o
l
.
1
4
,
n
o
.
4
,
p
p
.
3
4
2
–
3
5
7
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
2
4
0
9
3
/
a
w
e
j
/
v
o
l
1
4
n
o
4
.
2
1
.
[
8
]
V
.
G
a
i
k
w
a
d
,
“
ESP
i
n
C
h
i
n
a
:
s
u
c
c
e
sse
s,
c
h
a
l
l
e
n
g
e
s,
a
n
d
e
m
e
r
g
i
n
g
t
r
e
n
d
s,
”
US
-
C
h
i
n
a
E
d
u
c
a
t
i
o
n
Re
v
i
e
w
A
,
v
o
l
.
6
,
n
o
.
7
,
p
p
.
4
3
3
–
4
3
7
,
Ju
l
.
2
0
1
6
,
d
o
i
:
1
0
.
1
7
2
6
5
/
2
1
6
1
-
6
2
3
X
/
2
0
1
6
.
0
7
.
0
0
5
.
[
9
]
C
.
Li
a
o
a
n
d
W
.
Zh
a
n
g
,
“
Th
e
r
o
l
e
o
f
En
g
l
i
sh
a
s
a
l
i
n
g
u
a
f
r
a
n
c
a
i
n
F
D
I
:
e
v
i
d
e
n
c
e
f
r
o
m
C
h
i
n
a
,
”
T
h
e
J
o
u
r
n
a
l
o
f
I
n
t
e
r
n
a
t
i
o
n
a
l
T
r
a
d
e
& Ec
o
n
o
m
i
c
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
3
3
,
n
o
.
2
,
p
p
.
2
9
4
–
3
1
5
,
F
e
b
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
6
3
8
1
9
9
.
2
0
2
3
.
2
1
7
5
3
0
7
.
[
1
0
]
J.
G
.
C
a
i
,
“
Th
e
i
n
f
l
u
e
n
c
e
o
f
s
u
b
j
e
c
t
-
b
a
se
d
En
g
l
i
s
h
a
n
d
i
t
s
t
e
a
c
h
i
n
g
m
a
t
e
r
i
a
l
s
o
n
ESP
t
e
a
c
h
i
n
g
i
n
C
h
i
n
a
,
”
F
o
re
i
g
n
L
a
n
g
u
a
g
e
s
a
n
d
T
h
e
i
r Te
a
c
h
i
n
g
,
v
o
l
.
2
,
p
p
.
1
–
4
,
2
0
1
3
.
[
1
1
]
E.
P
e
t
r
a
k
i
a
n
d
K
.
K
h
a
t
,
“
C
h
a
l
l
e
n
g
e
s
a
n
d
c
o
n
s
t
r
a
i
n
t
s
i
n
t
h
e
d
e
s
i
g
n
o
f
a
n
ESP
c
o
u
r
se
i
n
C
a
m
b
o
d
i
a
:
i
mp
l
i
c
a
t
i
o
n
s
f
o
r
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s,
”
As
i
a
P
a
c
i
f
i
c
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
2
,
n
o
.
2
,
p
p
.
2
6
0
–
2
7
5
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
1
8
8
7
9
1
.
2
0
2
0
.
1
7
9
8
7
3
8
.
[
1
2
]
M
.
X
u
e
,
N
.
S
a
f
f
a
r
i
,
a
n
d
S
.
M
o
t
e
v
a
l
l
i
,
“
E
n
g
l
i
sh
f
o
r
s
p
e
c
i
f
i
c
p
u
r
p
o
ses
r
e
se
a
r
c
h
a
n
d
p
r
a
c
t
i
c
e
i
n
t
h
e
p
a
s
t
2
0
y
e
a
r
s
(
2
0
0
1
-
2
0
2
0
)
i
n
C
h
i
n
a
:
a
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
E
n
g
l
i
s
h
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l
.
1
5
,
n
o
.
8
,
p
p
.
1
3
–
2
2
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
5
5
3
9
/
e
l
t
.
v
1
5
n
8
p
1
3
.
[
1
3
]
G
.
Li
a
o
,
“
C
o
l
l
e
g
e
b
u
s
i
n
e
ss
En
g
l
i
s
h
c
u
r
r
i
c
u
l
u
m
c
o
n
st
r
u
c
t
i
o
n
b
a
se
d
o
n
i
n
f
o
r
mat
i
o
n
-
b
a
s
e
d
c
l
a
ssr
o
o
m
t
e
a
c
h
i
n
g
,
”
C
u
rri
c
u
l
u
m
a
n
d
T
e
a
c
h
i
n
g
Me
t
h
o
d
o
l
o
g
y
,
v
o
l
.
6
,
n
o
.
5
,
p
p
.
9
2
–
9
7
,
2
0
2
3
,
d
o
i
:
1
0
.
2
3
9
7
7
/
c
u
r
t
m
.
2
0
2
3
.
0
6
0
5
1
5
.
[
1
4
]
S
.
N
.
Ta
n
,
M
.
B
.
H
a
r
j
i
,
a
n
d
S
.
X
.
Zh
a
n
g
,
“
R
e
s
e
a
r
c
h
s
t
a
t
u
s
,
h
o
t
sp
o
t
s
a
n
d
t
r
e
n
d
s
o
f
b
u
si
n
e
ss
En
g
l
i
s
h
w
r
i
t
i
n
g
i
n
C
h
i
n
a
:
a
b
i
b
l
i
o
met
r
i
c
a
n
a
l
y
s
i
s
v
i
a
c
i
t
e
s
p
a
c
e
,
”
En
v
i
r
o
n
m
e
n
t
-
Be
h
a
v
i
o
u
r
Pro
c
e
e
d
i
n
g
s
J
o
u
r
n
a
l
,
v
o
l
.
8
,
n
o
.
2
6
,
p
p
.
1
1
3
–
1
1
9
,
O
c
t
.
2
0
2
3
,
d
o
i
:
1
0
.
2
1
8
3
4
/
e
-
b
p
j
.
v
8
i
2
6
.
5
1
2
2
.
[
1
5
]
X
.
G
a
o
a
n
d
Y
.
Zh
e
n
g
,
“
M
u
l
t
i
l
i
n
g
u
a
l
i
sm
a
n
d
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
G
r
e
a
t
e
r
C
h
i
n
a
,
”
J
o
u
r
n
a
l
o
f
M
u
l
t
i
l
i
n
g
u
a
l
a
n
d
M
u
l
t
i
c
u
l
t
u
r
a
l
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
4
0
,
n
o
.
7
,
p
p
.
5
5
5
–
5
6
1
,
A
u
g
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
4
3
4
6
3
2
.
2
0
1
9
.
1
5
7
1
0
7
3
.
[
1
6
]
A
.
A
l
S
a
q
q
a
f
,
Z.
X
i
n
,
a
n
d
S
.
S
h
a
r
i
f
,
“
I
n
v
e
st
i
g
a
t
i
n
g
s
e
l
f
-
c
o
n
c
e
p
t
i
n
EFL
p
r
o
n
u
n
c
i
a
t
i
o
n
a
m
o
n
g
C
h
i
n
e
se
n
o
n
-
E
n
g
l
i
sh
m
a
j
o
r
l
e
a
r
n
e
r
s
a
t
a
p
u
b
l
i
c
u
n
i
v
e
r
si
t
y
i
n
C
h
i
n
a
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
n
g
l
i
sh
L
a
n
g
u
a
g
e
a
n
d
L
i
t
e
r
a
t
u
re
S
t
u
d
i
e
s
,
v
o
l
.
1
2
,
n
o
.
2
,
p
p
.
1
1
7
–
1
2
9
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
5
5
4
9
3
/
5
0
1
9
.
v
1
2
i
2
.
4
7
5
7
.
[
1
7
]
X
.
C
h
e
n
a
n
d
J.
H
u
,
“
G
o
i
n
g
g
l
o
b
a
l
:
t
h
e
su
c
c
e
ssf
u
l
l
i
n
k
o
f
I
ELTS
a
n
d
A
p
t
i
s
t
o
C
h
i
n
a
’
s
s
t
a
n
d
a
r
d
s
o
f
En
g
l
i
s
h
l
a
n
g
u
a
g
e
a
b
i
l
i
t
y
(
C
S
E)
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
En
g
l
i
sh
L
i
n
g
u
i
s
t
i
c
s
,
v
o
l
.
1
1
,
n
o
.
1
,
p
p
.
1
–
9
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
5
5
3
9
/
i
j
e
l
.
v
1
1
n
1
p
1
.
[
1
8
]
C
.
P
e
n
g
,
J.
L
i
u
,
a
n
d
H
.
C
a
i
,
“
A
l
i
g
n
i
n
g
C
h
i
n
a
’
s
s
t
a
n
d
a
r
d
s
o
f
E
n
g
l
i
s
h
l
a
n
g
u
a
g
e
a
b
i
l
i
t
y
w
i
t
h
t
h
e
c
o
mm
o
n
E
u
r
o
p
e
a
n
f
r
a
m
e
w
o
r
k
o
f
r
e
f
e
r
e
n
c
e
f
o
r
l
a
n
g
u
a
g
e
s,
”
T
h
e
As
i
a
-
P
a
c
i
f
i
c
Ed
u
c
a
t
i
o
n
R
e
se
a
rc
h
e
r
,
v
o
l
.
3
1
,
n
o
.
6
,
p
p
.
6
6
7
–
6
7
7
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
4
0
2
9
9
-
0
2
1
-
0
0
6
1
7
-
2.
[
1
9
]
Z.
G
a
n
,
“
U
n
d
e
r
st
a
n
d
i
n
g
En
g
l
i
s
h
sp
e
a
k
i
n
g
d
i
f
f
i
c
u
l
t
i
e
s:
a
n
i
n
v
e
s
t
i
g
a
t
i
o
n
o
f
t
w
o
C
h
i
n
e
s
e
p
o
p
u
l
a
t
i
o
n
s
,
”
J
o
u
r
n
a
l
o
f
Mu
l
t
i
l
i
n
g
u
a
l
a
n
d
Mu
l
t
i
c
u
l
t
u
r
a
l
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
3
4
,
n
o
.
3
,
p
p
.
2
3
1
–
2
4
8
,
M
a
y
2
0
1
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
4
3
4
6
3
2
.
2
0
1
3
.
7
6
8
6
2
2
.
[
2
0
]
S
.
Ze
n
g
,
“
A
c
r
i
t
i
c
a
l
e
x
a
mi
n
a
t
i
o
n
o
f
E
F
L
l
e
a
r
n
e
r
s’
d
i
f
f
i
c
u
l
t
i
e
s i
n
s
p
e
a
k
i
n
g
:
t
o
w
a
r
d
s
a
n
e
f
f
e
c
t
i
v
e
a
n
d
a
p
p
l
i
c
a
b
l
e
p
e
d
a
g
o
g
y
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
a
n
d
Re
v
i
e
w
s
,
v
o
l
.
8
,
n
o
.
1
0
,
p
p
.
1
7
0
–
1
7
8
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
4
9
5
/
j
e
r
r
_
v
8
i
1
0
.
2
0
.
1
9
2
.
[
2
1
]
A
.
H
a
b
ó
k
,
Y
.
K
o
n
g
,
J.
R
a
g
c
h
a
a
,
a
n
d
A
.
M
a
g
y
a
r
,
“
C
r
o
ss
-
c
u
l
t
u
r
a
l
d
i
f
f
e
r
e
n
c
e
s
i
n
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
st
r
a
t
e
g
y
p
r
e
f
e
r
e
n
c
e
s
a
mo
n
g
H
u
n
g
a
r
i
a
n
,
C
h
i
n
e
se
a
n
d
M
o
n
g
o
l
i
a
n
U
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
,
”
H
e
l
i
y
o
n
,
v
o
l
.
7
,
n
o
.
3
,
p
.
e
0
6
5
0
5
,
M
a
r
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
h
e
l
i
y
o
n
.
2
0
2
1
.
e
0
6
5
0
5
.
[
2
2
]
A
.
e
l
M
a
j
i
d
i
,
R
.
d
e
G
r
a
a
f
f
,
a
n
d
D
.
J
a
n
ss
e
n
,
“
D
e
b
a
t
e
a
s
a
p
e
d
a
g
o
g
i
c
a
l
t
o
o
l
f
o
r
d
e
v
e
l
o
p
i
n
g
s
p
e
a
k
i
n
g
sk
i
l
l
s
i
n
sec
o
n
d
l
a
n
g
u
a
g
e
e
d
u
c
a
t
i
o
n
,
”
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
Re
s
e
a
rc
h
,
p
.
1
3
6
2
1
6
8
8
2
1
1
0
5
0
6
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
1
1
7
7
/
1
3
6
2
1
6
8
8
2
1
1
0
5
0
6
1
9
.
[
2
3
]
L.
L.
Y
u
e
n
,
“
Ef
f
e
c
t
s o
f
m
u
s
i
c
-
b
a
se
d
i
n
t
e
r
v
e
n
t
i
o
n
o
n
E
n
g
l
i
s
h
p
r
o
f
i
c
i
e
n
c
y
a
mo
n
g
p
r
i
m
a
r
y
s
c
h
o
o
l
p
u
p
i
l
s
i
n
S
e
l
a
n
g
o
r
,
”
O
p
e
n
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
9
9
–
1
1
0
,
2
0
2
2
,
d
o
i
:
1
0
.
4
2
3
6
/
j
ss.
2
0
2
2
.
1
0
2
0
0
6
.
[
2
4
]
K
.
H
u
a
n
d
A
.
A
l
S
a
q
q
a
f
,
“
C
o
n
c
e
p
t
u
a
l
i
z
i
n
g
t
h
e
i
n
t
e
g
r
a
t
i
o
n
o
f
a
3
A
s
a
p
p
r
o
a
c
h
c
o
n
t
e
n
t
-
b
a
s
e
d
i
n
s
t
r
u
c
t
i
o
n
i
n
t
o
t
e
a
c
h
i
n
g
b
u
si
n
e
ss
En
g
l
i
sh
s
p
e
a
k
i
n
g
t
o
C
h
i
n
e
s
e
EFL
u
n
d
e
r
g
r
a
d
u
a
t
e
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ac
a
d
e
m
i
c
R
e
se
a
rc
h
i
n
Bu
s
i
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
2
,
p
p
.
3
6
7
–
3
8
2
,
F
e
b
.
2
0
2
4
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
B
S
S
/
v
1
4
-
i
2
/
2
0
7
2
8
.
[
2
5
]
L.
Z
h
a
n
g
,
Q
.
L
i
,
a
n
d
W
.
L
i
u
,
“
A
st
u
d
y
o
n
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
c
o
l
l
e
g
e
En
g
l
i
sh
t
e
a
c
h
i
n
g
b
a
s
e
d
o
n
c
o
n
t
e
n
t
-
b
a
se
d
i
n
s
t
r
u
c
t
i
o
n
t
e
a
c
h
i
n
g
p
h
i
l
o
s
o
p
h
y
,
”
Fro
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
p
.
9
2
1
6
5
4
,
Ju
l
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
9
2
1
6
5
4
.
[
2
6
]
X
.
P
u
a
n
d
L.
L
u
,
“
Ef
f
e
c
t
s
o
f
c
o
n
t
e
n
t
-
b
a
se
d
c
u
r
r
i
c
u
l
u
m
o
n
t
h
e
l
a
n
g
u
a
g
e
p
e
r
f
o
r
m
a
n
c
e
o
f
C
h
i
n
e
s
e
E
n
g
l
i
s
h
m
a
j
o
r
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
n
g
l
i
s
h
f
o
r
A
c
a
d
e
m
i
c
P
u
r
p
o
se
s:
Re
s
e
a
r
c
h
a
n
d
Pr
a
c
t
i
c
e
,
v
o
l
.
2
0
2
1
,
p
p
.
1
4
7
–
1
6
5
,
S
e
p
.
2
0
2
1
,
d
o
i
:
1
0
.
3
8
2
8
/
i
j
e
a
p
.
2
0
2
1
.
1
0
.
[
2
7
]
S
.
T
h
o
r
n
b
u
r
y
,
H
o
w
t
o
t
e
a
c
h
s
p
e
a
k
i
n
g
.
Lo
n
d
o
n
:
P
e
a
r
s
o
n
E
d
u
c
a
t
i
o
n
L
i
mi
t
e
d
,
2
0
0
7
.
[
2
8
]
L.
R
.
G
a
y
,
G
.
E.
M
i
l
l
s,
a
n
d
P
.
A
i
r
a
s
i
a
n
,
Ed
u
c
a
t
i
o
n
a
l
r
e
se
a
rc
h
:
c
o
m
p
e
t
e
n
c
i
e
s
f
o
r
a
n
a
l
y
si
s
a
n
d
a
p
p
l
i
c
a
t
i
o
n
s
,
1
0
t
h
e
d
.
P
e
a
r
s
o
n
,
2
0
1
2
.
[
2
9
]
L.
C
o
h
e
n
,
L.
M
a
n
i
o
n
,
a
n
d
K
.
M
o
r
r
i
so
m,
Re
se
a
rc
h
m
e
t
h
o
d
s
i
n
e
d
u
c
a
t
i
o
n
,
8
t
h
e
d
.
R
o
u
t
l
e
d
g
e
,
2
0
1
8
.
[
3
0
]
J.
W
.
C
r
e
sw
e
l
l
,
Ed
u
c
a
t
i
o
n
a
l
res
e
a
r
c
h
:
p
l
a
n
n
i
n
g
,
c
o
n
d
u
c
t
i
n
g
,
a
n
d
e
v
a
l
u
a
t
i
n
g
q
u
a
n
t
i
t
a
t
i
v
e
a
n
d
q
u
a
l
i
t
a
t
i
v
e
rese
a
rc
h
,
4
t
h
e
d
.
P
e
a
r
so
n
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
5
7
9
-
3586
3586
[
3
1
]
V
.
S
c
h
n
e
i
d
e
r
a
n
d
A
.
R
o
h
m
a
n
n
,
“
A
r
t
s
i
n
e
d
u
c
a
t
i
o
n
:
a
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
f
c
o
mp
e
t
e
n
c
y
o
u
t
c
o
mes
i
n
q
u
a
si
-
e
x
p
e
r
i
m
e
n
t
a
l
a
n
d
e
x
p
e
r
i
me
n
t
a
l
s
t
u
d
i
e
s,
”
F
ro
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
2
,
p
.
6
2
3
9
3
5
,
A
p
r
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
1
.
6
2
3
9
3
5
.
[
3
2
]
F
.
D
e
l
i
t
a
,
N
.
B
e
r
u
t
u
,
a
n
d
N
.
N
o
f
r
i
o
n
,
“
O
n
l
i
n
e
l
e
a
r
n
i
n
g
:
t
h
e
e
f
f
e
c
t
s
o
f
u
si
n
g
e
-
m
o
d
u
l
e
s
o
n
sel
f
-
e
f
f
i
c
a
c
y
,
m
o
t
i
v
a
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
,
”
T
u
r
k
i
s
h
O
n
l
i
n
e
J
o
u
rn
a
l
o
f
D
i
st
a
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
3
,
n
o
.
4
,
p
p
.
9
3
–
1
0
7
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
1
7
7
1
8
/
t
o
j
d
e
.
1
1
8
2
7
6
0
.
[
3
3
]
W
.
W
a
h
i
d
m
u
r
n
i
,
L
.
F
.
P
u
sp
o
sar
i
,
M
.
A
.
N
u
r
,
H
.
H
a
l
i
l
i
a
h
,
a
n
d
L.
L
u
b
n
a
,
“
T
h
e
i
m
p
a
c
t
s
o
f
u
si
n
g
m
o
d
u
l
e
s
o
n
s
t
u
d
e
n
t
s’
e
n
t
r
e
p
r
e
n
e
u
r
i
a
l
a
t
t
i
t
u
d
e
s
a
n
d
i
n
t
e
n
t
i
o
n
s,”
C
y
p
r
i
o
t
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
7
,
n
o
.
8
,
p
p
.
2
6
3
4
–
2
6
4
5
,
A
u
g
.
2
0
2
2
,
d
o
i
:
1
0
.
1
8
8
4
4
/
c
j
e
s.
v
1
7
i
8
.
6
3
9
1
.
[
3
4
]
L.
W
a
n
g
a
n
d
J
.
F
a
n
,
“
A
ss
e
ssi
n
g
b
u
s
i
n
e
ss
E
n
g
l
i
s
h
w
r
i
t
i
n
g
:
t
h
e
d
e
v
e
l
o
p
m
e
n
t
a
n
d
v
a
l
i
d
a
t
i
o
n
o
f
a
p
r
o
f
i
c
i
e
n
c
y
s
c
a
l
e
,
”
Assess
i
n
g
Wri
t
i
n
g
,
v
o
l
.
4
6
,
p
.
1
0
0
4
9
0
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
sw
.
2
0
2
0
.
1
0
0
4
9
0
.
[
3
5
]
J.
P
a
l
l
a
n
t
,
S
P
S
S
s
u
rvi
v
a
l
m
a
n
u
a
l
:
a
st
e
p
b
y
st
e
p
g
u
i
d
e
t
o
d
a
t
a
a
n
a
l
y
s
i
s u
si
n
g
I
B
M
S
PS
S
,
7
t
h
e
d
.
L
o
n
d
o
n
:
M
c
G
r
a
w
-
H
i
l
l
Ed
u
c
a
t
i
o
n
,
2
0
2
0
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
1
0
0
3
1
1
7
4
5
2
.
[
3
6
]
G
.
M
.
S
u
l
l
i
v
a
n
a
n
d
R
.
F
e
i
n
n
,
“
U
si
n
g
e
f
f
e
c
t
si
z
e
—
o
r
w
h
y
t
h
e
P
v
a
l
u
e
i
s
n
o
t
e
n
o
u
g
h
,
”
J
o
u
r
n
a
l
o
f
G
r
a
d
u
a
t
e
M
e
d
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
3
,
p
p
.
2
7
9
–
2
8
2
,
S
e
p
.
2
0
1
2
,
d
o
i
:
1
0
.
4
3
0
0
/
JG
M
E
-
D
-
12
-
0
0
1
5
6
.
1
.
[
3
7
]
K
.
H
u
,
A
.
A
l
-
S
a
q
q
a
f
,
a
n
d
E.
Jaw
i
n
g
,
“
D
e
v
e
l
o
p
i
n
g
C
B
3
A
S
t
e
a
c
h
i
n
g
mo
d
u
l
e
t
o
i
mp
r
o
v
e
s
p
e
a
k
i
n
g
p
r
o
f
i
c
i
e
n
c
y
a
m
o
n
g
EFL
b
u
s
i
n
e
s
s
En
g
l
i
sh
u
n
d
e
r
g
r
a
d
u
a
t
e
s
a
t
a
C
h
i
n
e
s
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
st
i
t
u
t
i
o
n
:
a
p
r
o
p
o
sa
l
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
T
e
a
c
h
i
n
g
a
n
d
Ed
u
c
a
t
i
o
n
(
I
C
o
T
E)
,
2
0
2
2
,
p
p
.
5
–
1
0
,
d
o
i
:
1
0
.
2
6
4
1
8
/
i
c
o
t
e
.
v
3
i
1
.
5
5
7
9
2
.
[
3
8
]
J.
N
.
I
man
,
“
A
q
u
a
s
i
-
e
x
p
e
r
i
me
n
t
a
l
s
t
u
d
y
o
n
u
si
n
g
s
h
o
r
t
s
t
o
r
i
e
s:
st
a
t
i
s
t
i
c
a
l
a
n
d
i
n
f
e
r
e
n
t
i
a
l
a
n
a
l
y
s
e
s
o
n
t
h
e
n
o
n
-
E
n
g
l
i
sh
maj
o
r
u
n
i
v
e
r
si
t
y
s
t
u
d
e
n
t
s’
s
p
e
a
k
i
n
g
a
n
d
w
r
i
t
i
n
g
a
c
h
i
e
v
e
me
n
t
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
s’
Ed
u
c
a
t
i
o
n
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
4
2
1
–
4
3
3
,
Ja
n
.
2
0
1
7
,
d
o
i
:
1
0
.
1
8
2
9
8
/
i
j
l
e
t
.
1
7
1
9
.
[
3
9
]
S
.
F
.
N
g
,
M
.
A
.
K
.
A
z
l
a
n
,
A
.
N
.
A
.
K
a
mal
,
a
n
d
A
.
M
a
n
i
o
n
,
“
A
q
u
a
si
-
e
x
p
e
r
i
me
n
t
o
n
u
s
i
n
g
g
u
i
d
e
d
m
o
b
i
l
e
l
e
a
r
n
i
n
g
i
n
t
e
r
v
e
n
t
i
o
n
s i
n
ESL
c
l
a
ssr
o
o
ms:
t
i
me
u
s
e
a
n
d
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
,
”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
2
5
,
n
o
.
6
,
p
p
.
4
6
9
9
–
4
7
1
9
,
N
o
v
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
6
3
9
-
020
-
1
0
1
9
1
-
7.
[
4
0
]
Y
.
X
u
,
“
I
n
v
e
s
t
i
g
a
t
i
n
g
t
h
e
e
f
f
e
c
t
s
o
f
d
i
g
i
t
a
l
m
u
l
t
i
m
o
d
a
l
c
o
m
p
o
si
n
g
o
n
C
h
i
n
e
se
EFL
l
e
a
r
n
e
r
s’
w
r
i
t
i
n
g
p
e
r
f
o
r
man
c
e
:
a
q
u
a
si
-
e
x
p
e
r
i
me
n
t
a
l
s
t
u
d
y
,
”
C
o
m
p
u
t
e
r
Assi
st
e
d
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
,
v
o
l
.
3
6
,
n
o
.
4
,
p
p
.
7
8
5
–
8
0
5
,
M
a
y
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
8
8
2
2
1
.
2
0
2
1
.
1
9
4
5
6
3
5
.
[
4
1
]
R
.
Jo
a
n
n
e
s
a
n
d
A
.
A
l
S
a
q
q
a
f
,
“
T
h
e
e
f
f
e
c
t
o
f
a
n
a
l
y
t
i
c
t
e
x
t
-
b
a
se
d
w
r
i
t
i
n
g
st
r
a
t
e
g
i
e
s
o
n
ESL
a
r
g
u
me
n
t
a
t
i
v
e
w
r
i
t
i
n
g
a
mo
n
g
M
a
l
a
y
si
a
n
F
o
r
m
-
S
i
x
st
u
d
e
n
t
s
i
n
S
a
b
a
h
,
M
a
l
a
y
s
i
a
,
”
3
L
T
h
e
S
o
u
t
h
e
a
st
Asi
a
n
J
o
u
rn
a
l
o
f
En
g
l
i
s
h
L
a
n
g
u
a
g
e
S
t
u
d
i
e
s
,
v
o
l
.
2
9
,
n
o
.
2
,
p
p
.
1
6
9
–
1
8
5
,
Ju
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
7
5
7
6
/
3
L
-
2023
-
2
9
0
2
-
1
2
.
[
4
2
]
D
.
H
a
s
n
a
w
a
n
,
“
I
m
p
r
o
v
i
n
g
s
p
e
a
k
i
n
g
s
k
i
l
l
t
h
r
o
u
g
h
p
r
o
b
l
e
m
-
b
a
se
d
l
e
a
r
n
i
n
g
(
A
q
u
a
s
i
e
x
p
e
r
i
m
e
n
t
a
l
r
e
s
e
a
r
c
h
o
n
t
h
e
f
o
u
r
t
h
s
e
m
e
s
t
e
r
st
u
d
e
n
t
s
o
f
E
n
g
l
i
s
h
D
e
p
a
r
t
m
e
n
t
a
t
I
A
I
N
P
o
n
o
r
o
g
o
)
,
”
J
o
u
r
n
a
l
o
f
E
n
g
l
i
s
h
L
a
n
g
u
a
g
e
L
e
a
r
n
i
n
g
(
J
E
L
L
)
,
v
o
l
.
2
,
n
o
.
2
,
p
p
.
3
5
–
4
2
,
2
0
1
4
.
[
4
3
]
D
.
A
.
M
a
h
d
i
,
“
I
mp
r
o
v
i
n
g
s
p
e
a
k
i
n
g
a
n
d
p
r
e
s
e
n
t
a
t
i
o
n
s
k
i
l
l
s
t
h
r
o
u
g
h
i
n
t
e
r
a
c
t
i
v
e
mu
l
t
i
me
d
i
a
e
n
v
i
r
o
n
m
e
n
t
f
o
r
n
o
n
-
n
a
t
i
v
e
s
p
e
a
k
e
r
s
o
f
En
g
l
i
sh
,
”
S
AG
E
O
p
e
n
,
v
o
l
.
1
2
,
n
o
.
1
,
p
.
2
1
5
8
2
4
4
0
2
2
1
0
7
9
8
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
7
7
/
2
1
5
8
2
4
4
0
2
2
1
0
7
9
8
1
1
.
[
4
4
]
A
.
A
l
S
a
q
q
a
f
,
Y
.
Y
a
n
g
,
a
n
d
K
.
H
u
,
“
T
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
t
h
e
i
n
c
e
n
t
i
v
e
a
u
t
o
n
o
m
o
u
s
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s
(
I
A
LS)
mo
d
u
l
e
t
o
i
mp
r
o
v
e
C
h
i
n
e
se
non
-
En
g
l
i
s
h
m
a
j
o
r
u
n
d
e
r
g
r
a
d
u
a
t
e
s’
EFL
s
p
e
a
k
i
n
g
p
r
o
f
i
c
i
e
n
c
y
,
”
J
o
u
r
n
a
l
o
f
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
R
e
se
a
rc
h
,
v
o
l
.
1
5
,
n
o
.
3
,
p
p
.
8
4
3
–
8
5
2
,
M
a
y
2
0
2
4
,
d
o
i
:
1
0
.
1
7
5
0
7
/
j
l
t
r
.
1
5
0
3
.
1
7
.
[
4
5
]
F
.
Te
n
g
,
“
Em
o
t
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
a
n
d
c
o
n
s
t
r
u
c
t
i
o
n
o
f
t
e
a
c
h
e
r
i
d
e
n
t
i
t
y
:
n
a
r
r
a
t
i
v
e
i
n
t
e
r
a
c
t
i
o
n
s
a
b
o
u
t
t
h
e
p
r
e
-
serv
i
c
e
t
e
a
c
h
e
r
s’
p
r
a
c
t
i
c
u
m
e
x
p
e
r
i
e
n
c
e
s,”
Au
s
t
r
a
l
i
a
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
2
,
n
o
.
1
1
,
p
p
.
1
1
7
–
1
3
4
,
N
o
v
.
2
0
1
7
,
d
o
i
:
1
0
.
1
4
2
2
1
/
a
j
t
e
.
2
0
1
7
v
4
2
n
1
1
.
8
.
[
4
6
]
R
.
S
a
t
o
,
“
R
e
c
o
n
si
d
e
r
i
n
g
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
a
n
d
s
u
i
t
a
b
i
l
i
t
y
o
f
P
P
P
a
n
d
T
B
LT
i
n
t
h
e
Ja
p
a
n
e
s
e
EFL
c
l
a
ssr
o
o
m,”
J
ALT
J
o
u
r
n
a
l
,
v
o
l
.
3
2
,
n
o
.
2
,
p
p
.
1
8
9
–
2
0
0
,
N
o
v
.
2
0
1
0
,
d
o
i
:
1
0
.
3
7
5
4
6
/
JA
LTJJ
3
2
.
2
-
4.
[
4
7
]
J.
Y
a
n
a
n
d
H
.
H
.
G
o
h
,
“
E
x
p
l
o
r
i
n
g
t
h
e
c
o
g
n
i
t
i
v
e
p
r
o
c
e
sses
i
n
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
s’
c
o
l
l
a
b
o
r
a
t
i
v
e
t
a
s
k
-
b
a
se
d
l
e
sso
n
p
l
a
n
n
i
n
g
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
3
6
,
p
.
1
0
4
3
6
5
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
3
.
1
0
4
3
6
5
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
K
e
H
u
is
c
u
rre
n
tl
y
a
P
h
.
D
.
c
a
n
d
i
d
a
te
in
e
d
u
c
a
ti
o
n
,
s
p
e
c
ializin
g
in
tea
c
h
in
g
En
g
li
s
h
a
s
a
se
c
o
n
d
lan
g
u
a
g
e
(TE
S
L).
He
re
c
e
iv
e
d
b
o
t
h
m
a
ste
r’s
a
n
d
b
a
c
h
e
lo
r’s
d
e
g
re
e
s
in
TE
S
L
fr
o
m
Un
iv
e
rsiti
M
a
la
y
sia
S
a
b
a
h
.
His
re
se
a
rc
h
in
tere
sts
li
e
in
t
h
e
a
re
a
s
o
f
En
g
li
s
h
fo
r
sp
e
c
ifi
c
p
u
rp
o
se
s
(ES
P
),
c
u
rric
u
lu
m
a
n
d
in
stru
c
t
io
n
d
e
v
e
lo
p
m
e
n
t,
a
n
d
e
-
lea
rn
in
g
i
n
lan
g
u
a
g
e
tea
c
h
in
g
.
He
is
d
e
e
p
ly
c
o
m
m
it
ted
to
e
n
h
a
n
c
i
n
g
th
e
lea
rn
i
n
g
e
x
p
e
rien
c
e
a
n
d
c
o
n
sta
n
tl
y
e
x
p
lo
rin
g
in
n
o
v
a
ti
v
e
stra
te
g
ies
fo
r
lan
g
u
a
g
e
tea
c
h
in
g
in
t
h
e
d
ig
it
a
l
a
g
e
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
h
u
_
k
e
_
d
p
2
1
@i
lu
v
.
u
m
s.e
d
u
.
m
y
.
As
m
a
a
AlS
a
q
q
a
f
i
s
a
S
e
n
io
r
Lec
tu
re
r
o
f
En
g
li
sh
a
t
Ce
n
tre
fo
r
th
e
P
ro
m
o
ti
o
n
o
f
Kn
o
wle
d
g
e
a
n
d
L
a
n
g
u
a
g
e
Lea
rn
in
g
(
P
P
IB)
,
Un
i
v
e
rsiti
M
a
lay
sia
S
a
b
a
h
.
P
re
v
io
u
sly
,
s
h
e
se
rv
e
d
fo
r
a
fe
w
y
e
a
rs
a
t
th
e
TE
S
L
P
r
o
g
ra
m
,
F
a
c
u
lt
y
o
f
P
sy
c
h
o
lo
g
y
a
n
d
Ed
u
c
a
ti
o
n
,
UM
S
.
S
h
e
tea
c
h
e
s
u
n
d
e
rg
ra
d
u
a
tes
a
n
d
p
o
stg
ra
d
u
a
tes
a
n
d
su
p
e
rv
ise
s
m
a
ste
r’s
a
n
d
P
h
.
D
.
st
u
d
e
n
ts,
b
o
t
h
l
o
c
a
l
a
n
d
i
n
tern
a
ti
o
n
a
l.
Cu
rre
n
tl
y
,
sh
e
i
s
p
u
b
li
sh
i
n
g
h
e
r
w
o
r
k
u
n
d
e
r
th
e
Kn
o
wle
d
g
e
,
At
ti
tu
d
e
a
n
d
P
ra
c
ti
c
e
(KA
P
)
Re
se
a
rc
h
G
r
o
u
p
,
P
P
IB
,
UMS
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
sm
a
3
0
3
0
@
u
m
s.e
d
u
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.