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y:
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Oct
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2
0
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R
ev
is
ed
Mar
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2
0
21
Acc
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ted
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r
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2
0
21
Wr
it
in
g
imp
li
c
a
tes
c
o
n
v
e
y
in
g
o
r
c
o
m
m
u
n
ica
ti
n
g
i
d
e
a
s
o
r
th
o
u
g
h
ts
o
b
li
g
e
s
th
e
m
e
d
ia
e
it
h
e
r
i
n
c
o
n
v
e
n
ti
o
n
a
l
(p
a
p
e
r
a
n
d
p
e
n
)
o
r
d
ig
it
a
l
m
a
teria
l
(c
o
m
p
u
ter).
Th
is
re
se
a
rc
h
a
p
p
li
e
d
a
p
re
-
e
x
p
e
rime
n
tal
a
p
p
ro
a
c
h
with
o
n
e
g
ro
u
p
p
re
tes
t
a
n
d
p
o
st
-
tes
t
d
e
si
g
n
.
Th
e
in
d
e
p
e
n
d
e
n
t
v
a
riab
le
is
m
o
v
ie
trailers
a
s
tea
c
h
in
g
m
e
d
ia.
T
h
e
d
e
p
e
n
d
e
n
t
v
a
riab
le
is
stu
d
e
n
ts'
writi
n
g
sk
il
ls
c
o
n
sist
o
f
c
o
n
ten
t,
o
r
g
a
n
iza
ti
o
n
,
v
o
c
a
b
u
lary
,
lan
g
u
a
g
e
u
se
,
a
n
d
m
e
c
h
a
n
ics
.
Th
is
re
se
a
rc
h
in
d
ica
ted
a
si
g
n
if
ica
n
t
d
iffere
n
c
e
in
writ
in
g
s
k
il
ls
b
e
fo
r
e
a
n
d
a
fter
th
e
trea
tme
n
t
u
sin
g
m
o
v
ie
trailers
with
n
a
rra
ti
v
e
tex
t.
T
h
e
re
we
re
3
0
writi
n
g
c
las
s
stu
d
e
n
ts
p
a
rti
c
ip
a
ted
in
t
h
i
s
re
se
a
r
c
h
;
h
e
n
c
e
,
th
e
y
a
re
h
o
m
o
g
e
n
e
o
u
s.
S
tu
d
e
n
ts
se
e
m
e
d
to
b
e
m
o
re
e
n
c
o
u
ra
g
e
d
to
lea
rn
m
o
re
a
b
o
u
t
wri
ti
n
g
sk
il
ls
with
e
n
j
o
y
a
b
le
a
n
d
re
l
a
x
in
g
stra
t
e
g
ies
.
Th
is
re
se
a
rc
h
sig
n
p
o
ste
d
s
ig
n
ifi
c
a
n
t
imp
a
c
t
o
n
t
h
e
m
o
v
ie
trailer
'
s
u
s
a
g
e
o
f
writi
n
g
sk
il
ls’
imp
r
o
v
e
m
e
n
t.
M
o
v
ie
trailers
c
o
u
ld
b
e
u
se
d
a
s
o
n
e
o
f
th
e
lea
rn
in
g
m
e
d
ia
to
fo
ste
r
stu
d
e
n
ts'
re
so
lu
ti
o
n
in
telli
n
g
st
o
ries
i
n
w
rit
in
g
b
a
se
d
o
n
th
e
i
m
a
g
i
n
a
ti
o
n
t
h
a
t
c
o
m
e
s
a
fter
wa
tch
in
g
.
T
h
e
re
fo
re
,
th
is
re
se
a
rc
h
re
c
o
m
m
e
n
d
s
u
sin
g
a
m
o
v
i
e
trailer
a
s
o
n
e
stra
teg
y
to
imp
r
o
v
e
t
h
e
stu
d
e
n
ts'
writi
n
g
a
b
il
i
ty
.
K
ey
w
o
r
d
s
:
L
an
g
u
ag
e
co
m
p
ete
n
ce
Mo
v
ie
tr
ailer
Stu
d
en
ts
’
wr
itin
g
s
k
ill
T
ea
ch
in
g
m
e
d
ia
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
:
An
d
i A
n
to
Patak
Dep
ar
tm
en
t o
f
E
n
g
lis
h
,
Facu
lt
y
o
f
L
a
n
g
u
a
g
es a
n
d
L
iter
atu
r
e
Un
iv
er
s
itas
Neg
er
i
Ma
k
ass
ar
Ma
k
ass
ar
,
So
u
th
Su
lawe
s
i 9
0
2
2
1
,
I
n
d
o
n
esia
E
m
ail:
an
d
ian
to
p
ata
k
@
u
n
m
.
a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
L
an
g
u
ag
e
i
s
a
m
ea
n
s
o
f
co
m
m
u
n
icatio
n
,
w
h
ich
is
p
r
o
d
u
ce
d
in
s
p
ea
k
in
g
an
d
wr
itin
g
,
an
d
it
is
ac
q
u
ir
ed
i
n
lis
ten
in
g
an
d
r
ea
d
in
g
.
B
y
s
p
ea
k
in
g
a
n
d
wr
iti
n
g
,
h
u
m
an
b
ein
g
s
ca
n
ar
g
u
e
th
o
u
g
h
ts
,
wis
h
es,
d
esire
s
,
n
o
tio
n
s
,
an
d
em
o
tio
n
s
to
in
f
l
u
en
ce
o
th
er
s
[
1
]
.
T
h
r
o
u
g
h
lan
g
u
ag
e,
h
u
m
an
k
i
n
d
c
an
ex
p
r
ess
f
ee
lin
g
s
an
d
co
n
n
ec
t
im
ag
i
n
atio
n
to
t
h
in
k
cr
ea
tiv
el
y
ab
o
u
t
s
o
m
eth
i
n
g
n
ew
[
1
]
,
[
2
]
.
L
an
g
u
ag
e
s
er
v
es
as
a
to
o
l
f
o
r
a
co
m
m
u
n
ity
to
d
eliv
e
r
m
ess
ag
es
to
th
e
co
m
m
u
n
ity
o
r
o
th
e
r
s
.
T
h
er
ef
o
r
e,
th
e
lan
g
u
a
g
e
is
u
s
ed
to
co
m
m
u
n
icate
well
,
eith
er
in
s
p
o
k
e
n
o
r
w
r
itten
f
o
r
m
,
s
h
o
u
l
d
b
e
in
s
en
ten
ce
s
to
co
n
v
ey
u
s
ef
u
l
m
ea
n
in
g
[
3
]
.
Un
lik
e
s
p
ea
k
in
g
,
wr
itin
g
in
v
o
l
v
es
tr
an
s
f
er
r
in
g
o
r
ex
p
r
ess
in
g
id
ea
s
o
r
th
o
u
g
h
ts
th
at
r
eq
u
ir
e
t
h
e
m
ed
ia
f
o
r
wr
itin
g
eith
er
in
c
o
n
v
e
n
t
io
n
al
(
p
a
p
er
a
n
d
p
en
)
o
r
d
i
g
ital
m
ater
ial
(
co
m
p
u
ter
)
.
W
r
it
in
g
is
a
s
er
ies
o
f
p
r
o
ce
s
s
es,
s
tar
tin
g
f
r
o
m
t
h
in
k
in
g
a
b
o
u
t
th
e
i
d
ea
co
n
v
ey
e
d
to
th
e
r
ea
d
er
to
d
eter
m
in
e
h
o
w
to
d
is
clo
s
e
o
r
p
r
esen
t
th
e
w
o
r
d
s
in
s
en
ten
c
es
an
d
p
a
r
ag
r
a
p
h
s
[
4
]
.
Stu
d
e
n
ts
in
lear
n
in
g
wr
itin
g
o
f
te
n
ex
p
er
ie
n
ce
s
o
m
e
co
m
m
o
n
d
if
f
icu
lties
[
5
]
,
[
6
]
r
eq
u
ir
in
g
th
e
teac
h
er
s
'
ef
f
ec
tiv
e
m
eth
o
d
.
Stu
d
en
ts
o
f
te
n
f
in
d
d
if
f
icu
lty
in
ex
p
r
ess
in
g
id
ea
s
in
ex
ce
ll
en
t
o
r
s
tr
u
ctu
r
ed
s
en
te
n
ce
s
to
b
e
ar
r
an
g
e
d
in
p
ar
a
g
r
ap
h
s
.
T
h
e
t
ea
ch
er
-
ce
n
ter
e
d
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
I
mp
r
o
vin
g
co
n
ten
t,
o
r
g
a
n
iz
a
tio
n
,
vo
c
a
b
u
l
a
r
y,
la
n
g
u
a
g
e
u
s
e,
a
n
d
…
(
N
eh
r
u
P
a
s
o
lo
r
a
n
P
o
n
g
s
a
p
a
n
)
729
m
eth
o
d
'
s
ty
p
ical
u
s
e
r
esu
lts
in
o
n
e
-
way
co
m
m
u
n
icatio
n
[
7
]
–
[
9
]
—
u
n
av
ailab
ilit
y
o
f
a
ttra
ctiv
e
m
ed
ia
f
o
r
l
ea
r
n
in
g
d
is
co
u
r
ag
ed
s
tu
d
en
ts
f
r
o
m
lear
n
in
g
wr
itin
g
cr
ea
tiv
e
ly
.
T
h
er
ef
o
r
e,
as
th
e
ce
n
tr
al
p
ar
t
o
f
f
o
r
m
al
ed
u
ca
tio
n
,
th
e
tea
ch
er
d
e
m
an
d
s
to
ar
r
a
n
g
e
cr
e
ativ
e
an
d
in
n
o
v
ativ
e
teac
h
i
n
g
m
eth
o
d
s
,
esp
ec
ially
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
1
0
]
.
T
h
u
s
,
l
ea
r
n
in
g
,
esp
ec
ially
f
o
r
wr
itin
g
,
ca
n
b
e
u
s
ef
u
l
an
d
o
p
tim
al.
T
ea
c
h
er
s
can
e
d
u
ca
t
e
s
tu
d
en
ts
to
b
ec
o
m
e
ca
p
a
b
le
wr
iter
s
.
T
h
er
ef
o
r
e,
th
e
t
ea
ch
er
s
s
h
o
u
l
d
p
r
ep
ar
e
t
h
e
s
tu
d
en
ts
to
co
m
p
o
s
e
o
r
co
o
r
d
in
ate
id
ea
s
o
r
th
o
u
g
h
ts
in
to
s
en
ten
ce
s
eq
u
en
ce
s
,
wh
ich
ar
e
lo
g
ical
an
d
i
n
teg
r
at
ed
in
to
a
w
r
itten
lan
g
u
ag
e
[
1
1
]
–
[
1
3
]
.
B
y
h
a
v
in
g
wr
itin
g
co
m
p
eten
ce
,
a
s
tu
d
e
n
t
ca
n
ex
p
r
ess
o
r
i
n
f
o
r
m
o
th
e
r
s
'
r
ich
n
ess
o
f
h
er
/h
is
th
o
u
g
h
ts
,
f
e
elin
g
s
,
ex
p
er
ien
ce
s
,
a
n
d
im
ag
i
n
atio
n
.
W
r
itin
g
is
o
n
e
o
f
th
e
p
r
o
d
u
c
tiv
e
s
k
ills
(
wr
itin
g
an
d
s
p
ea
k
in
g
)
is
r
eq
u
i
r
ed
f
o
r
s
tu
d
e
n
ts
alo
n
g
s
id
e
re
ce
p
tiv
e
s
k
ill
s
(
lis
ten
in
g
an
d
r
ea
d
in
g
)
.
E
ar
ly
k
n
o
wled
g
e
o
f
co
m
m
u
n
icativ
e
g
estu
r
es
is
an
ess
en
tial
p
ar
t
o
f
ea
r
ly
p
r
o
d
u
ctiv
e
la
n
g
u
a
g
e
d
ev
elo
p
m
en
t
[
1
4
]
,
[
1
5
]
.
T
ea
c
h
in
g
s
h
o
u
ld
b
e
co
n
tin
u
o
u
s
b
y
in
v
o
lv
in
g
m
o
r
e
p
r
ac
tical
ac
tiv
ities
to
m
ee
t
th
e
n
ee
d
s
o
f
lear
n
er
s
.
F
u
r
th
er
en
a
b
lin
g
s
tu
d
e
n
ts
'
p
r
o
d
u
ctiv
e
s
k
ills
s
h
o
u
ld
b
e
o
n
e
o
f
th
e
teac
h
er
'
s
p
r
im
ar
y
g
o
als
a
n
d
m
o
tiv
atio
n
s
[
1
6
]
.
Stu
d
en
ts
n
ee
d
t
o
lear
n
wr
itin
g
t
o
en
h
an
ce
th
eir
a
b
ilit
y
to
ex
p
r
ess
id
ea
s
,
o
p
in
io
n
s
,
a
n
d
f
ee
lin
g
s
in
w
r
itten
f
o
r
m
[
1
7
]
.
T
ea
ch
er
s
s
h
o
u
ld
h
elp
s
tu
d
en
ts
to
b
e
s
k
illed
in
wr
itin
g
.
Stu
d
en
ts
ca
n
b
e
m
ed
i
a
ted
to
r
ein
f
o
r
ce
th
eir
g
r
am
m
atica
l
s
tr
u
ctu
r
es,
id
io
m
s
,
an
d
v
o
ca
b
u
lar
y
th
r
o
u
g
h
wr
itin
g
tr
ain
in
g
.
W
r
itin
g
in
clu
d
es
a
co
g
n
itiv
e
p
r
o
ce
s
s
o
f
d
is
co
v
er
in
g
m
ea
n
in
g
[
5
]
,
[
1
8
]
.
T
h
e
p
r
o
ce
s
s
ad
v
is
es
th
e
teac
h
in
g
o
f
c
o
m
p
o
s
itio
n
to
r
ec
o
g
n
ize
g
e
n
er
atin
g
,
f
o
r
m
u
la
tin
g
,
an
d
r
ef
in
in
g
i
d
ea
s
.
T
h
e
wr
itin
g
in
s
tr
u
ctio
n
s
h
o
u
ld
p
r
io
r
itize
th
e
r
ev
is
io
n
t
h
a
t
wr
itin
g
teac
h
e
r
s
ca
n
b
e
a
m
ed
iato
r
d
u
r
in
g
th
e
p
r
o
ce
s
s
,
a
n
d
s
tu
d
en
ts
ca
n
b
e
ex
ce
llen
t
in
wr
itin
g
s
k
ills
.
W
r
itin
g
is
co
n
s
id
er
ed
d
if
f
icu
lt
f
o
r
E
n
g
lis
h
as
a
Fo
r
eig
n
L
an
g
u
ag
e
(
E
FL)
s
tu
d
en
ts
[
1
9
]
,
[
2
0
]
b
ec
au
s
e
it
is
n
o
t
u
s
ed
as
a
f
o
r
m
al
lan
g
u
a
g
e
[
2
1
]
.
W
r
itin
g
s
k
ill
s
ar
e
p
r
o
f
ic
ien
cies
th
at
r
eliev
e
s
tu
d
en
ts
to
ex
p
r
ess
th
eir
b
elief
s
in
a
m
ea
n
in
g
f
u
l
s
en
ten
ce
b
e
f
o
r
e
in
ter
ac
tin
g
with
th
e
m
ess
ag
e
.
I
t
is
h
ar
d
to
s
et
u
p
wo
r
d
f
o
r
wo
r
d
to
b
ec
o
m
e
a
s
en
ten
ce
an
d
a
s
en
te
n
ce
to
b
ec
o
m
e
a
p
ar
a
g
r
ap
h
af
ter
war
d
o
r
g
an
ized
th
e
co
h
er
en
t
a
n
d
c
o
h
esiv
e
wr
itin
g
[
2
2
]
,
[
2
3
]
.
W
r
itin
g
s
k
ill
is
co
m
p
lex
a
n
d
c
h
allen
g
in
g
to
l
ea
r
n
.
W
r
iti
n
g
is
n
o
t
m
er
ely
ab
o
u
t
g
r
am
m
atica
l
p
at
ter
n
s
,
b
u
t
it
co
v
er
s
an
o
r
g
a
n
izatio
n
o
f
p
r
o
g
r
ess
iv
e
id
ea
s
an
d
in
f
o
r
m
atio
n
[
2
4
]
,
[
2
5
]
.
W
r
itin
g
is
also
ab
o
u
t
ap
p
r
o
p
r
iatin
g
s
u
itab
le
v
o
ca
b
u
lar
ies
an
d
w
o
r
d
s
ty
le
s
to
c
r
ea
te
g
o
o
d
s
en
ten
ce
s
tr
u
ctu
r
e
[
2
2
]
,
[
2
5
]
.
E
n
h
an
c
in
g
th
e
s
tu
d
en
ts
’
wr
itin
g
ab
ilit
y
,
teac
h
er
s
h
av
e
u
s
ed
m
an
y
teac
h
in
g
m
eth
o
d
s
an
d
s
tr
ateg
ies
.
Ho
wev
er
,
n
u
m
er
o
u
s
s
tu
d
en
ts
s
till
lack
th
e
co
m
p
ete
n
ce
to
c
o
n
v
ey
th
eir
i
d
ea
s
in
E
n
g
lis
h
wr
itten
f
o
r
m
.
Hen
ce
,
th
e
r
esear
ch
er
s
ar
e
in
ter
este
d
in
im
p
lem
en
tin
g
m
o
v
ie
tr
ailer
m
ed
ia
in
teac
h
in
g
s
tu
d
en
ts
ef
f
ec
tiv
e
an
d
en
jo
y
ab
le
wr
itin
g
.
Mo
r
e
o
v
er
,
m
o
v
ie
o
r
f
ilm
s
h
o
ws
a
u
n
iq
u
e
co
m
m
u
n
icatio
n
m
ed
i
u
m
an
d
teac
h
in
g
r
eso
u
r
ce
[
2
6
]
.
T
h
e
m
o
v
ie
m
ed
ia
ap
p
ea
l
s
to
s
tu
d
en
ts
b
ec
au
s
e
m
an
y
m
ed
ia
th
em
es to
b
e
ch
o
s
en
an
d
d
ev
elo
p
e
d
.
Stu
d
en
ts
ar
e
ex
p
ec
ted
to
g
ai
n
v
alu
a
b
le
ex
p
er
ien
ce
an
d
in
cr
ea
s
e
th
ei
r
wr
itin
g
s
k
ills
u
s
in
g
th
e
m
o
v
ie
in
teac
h
in
g
an
d
lear
n
in
g
to
o
ls
.
Me
d
ia,
esp
ec
ially
in
in
d
u
s
tr
ial
r
ev
o
lu
tio
n
4
.
0
,
co
u
l
d
h
elp
th
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
s
tr
aig
h
tf
o
r
war
d
an
d
tu
r
n
o
n
t
ar
g
et
[
2
7
]
.
T
h
e
y
co
n
s
en
t
s
tu
d
en
ts
to
r
ec
o
g
n
ize
th
e
s
u
b
s
tan
ce
o
f
wh
atev
e
r
is
b
ein
g
tau
g
h
t
[
2
8
]
.
Me
d
ia
ca
n
co
r
r
esp
o
n
d
in
g
ly
r
eliev
e
le
ar
n
in
g
a
n
d
co
n
ce
r
n
in
th
e
la
n
g
u
ag
e
c
o
u
r
s
e
th
at
en
d
o
w
s
an
in
s
p
ir
in
g
d
r
iv
e
[
2
9
]
.
T
h
e
r
ea
s
o
n
f
o
r
ch
o
o
s
in
g
th
e
m
o
v
ie
tr
ailer
is
th
at
it
i
s
a
s
h
o
r
ter
d
u
r
atio
n
th
an
a
f
u
ll m
o
v
ie.
M
o
r
eo
v
er
,
th
e
m
o
v
ie
tr
ailer
r
ep
r
esen
ts
th
e
wh
o
l
e
s
ce
n
e
o
f
th
e
f
u
ll m
o
v
ie.
Mo
v
ie
tr
ailer
s
tr
iv
es
f
o
r
attr
ac
tin
g
th
e
watc
h
er
s
to
watc
h
th
e
f
u
ll
s
ce
n
es
[
3
0
]
.
T
h
e
tr
ailer
is
ex
tr
ac
ted
f
r
o
m
th
e
f
ilm
'
s
b
est
s
en
s
a
tio
n
al,
co
m
ical,
o
r
d
if
f
e
r
en
t
r
e
m
ar
k
ab
le
f
r
ag
m
en
ts
[
3
1
]
.
T
h
ese
p
ar
ts
ar
e
in
a
s
h
o
r
ten
ed
f
o
r
m
an
d
ty
p
ically
d
ep
r
iv
ed
o
f
g
e
n
er
atin
g
s
p
o
iler
s
.
T
h
u
s
,
th
e
s
ce
n
es
o
n
tr
ailer
s
ar
e
u
n
n
ec
ess
ar
ily
in
th
e
o
r
d
e
r
as
th
ey
ap
p
ea
r
in
th
e
f
u
ll
v
er
s
io
n
[
3
2
]
.
A
tr
ailer
is
d
esig
n
ed
to
b
e
d
is
p
lay
ed
,
wh
ich
is
n
o
m
o
r
e
ex
ten
d
ed
th
an
two
m
in
u
tes
a
n
d
th
ir
ty
s
ec
o
n
d
s
.
Mo
v
ie
tr
ai
ler
m
ed
ia
is
attr
ac
tiv
e
an
d
m
o
r
e
s
tr
aig
h
tf
o
r
w
ar
d
th
an
a
f
u
ll
m
o
v
ie.
I
t
is
co
n
s
id
er
ed
attr
ac
tiv
e
f
o
r
s
tu
d
e
n
ts
to
watc
h
th
e
tr
ailer
b
ec
au
s
e
it
co
v
er
s
th
e
wh
o
le
s
ce
n
e.
Mo
r
eo
v
er
,
th
e
r
esear
c
h
er
u
s
ed
an
im
ated
,
f
u
n
n
y
,
a
n
d
ex
citin
g
m
o
v
ie
tr
ailer
s
.
T
h
e
len
g
th
was
s
h
o
r
ter
th
an
a
f
u
ll
m
o
v
ie
s
o
th
at
s
tu
d
e
n
ts
n
e
v
er
g
et
b
o
r
ed
watc
h
in
g
t
h
e
m
o
v
ie
tr
ailer
,
an
d
s
tu
d
en
ts
ar
e
ex
p
ec
ted
to
b
e
m
o
r
e
in
ter
ested
in
lear
n
i
n
g
E
n
g
lis
h
m
ain
ly
to
wr
ite
a
n
ar
r
ativ
e
tex
t.
Ultim
ately
,
it
is
ex
p
ec
ted
th
at
u
s
in
g
a
m
o
v
ie
tr
ailer
ca
n
ch
allen
g
e
s
tu
d
en
ts
to
wr
ite
n
ar
r
ativ
e
tex
t u
s
in
g
n
ar
r
ativ
e
an
aly
s
is
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Desig
n
T
h
e
r
esear
ch
er
u
s
ed
a
p
r
e
-
e
x
p
er
im
en
tal
ap
p
r
o
ac
h
with
o
n
e
g
r
o
u
p
p
r
etest
an
d
p
o
s
t
-
test
d
esig
n
[
3
3
]
.
Th
is
r
esear
ch
'
s
in
d
ep
en
d
en
t
v
ar
iab
le
is
th
e
m
o
v
ie
tr
ailer
as
a
teac
h
in
g
m
e
d
iu
m
th
at
s
h
o
ws
th
e
m
o
v
ie'
s
m
ain
id
ea
.
T
h
is
s
tr
ateg
y
is
s
u
p
p
o
s
ed
to
en
ab
le
s
tu
d
en
ts
in
n
ar
r
ati
v
e
tex
t
wr
itin
g
.
I
n
t
h
e
n
a
r
r
ativ
e
an
aly
s
is
,
teac
h
er
s
tell
th
eir
o
wn
s
to
r
y
;
in
th
is
ca
s
e,
th
e
r
esear
ch
er
s
wer
e
d
ec
id
in
g
th
e
m
o
v
ie
tr
ailer
in
o
u
r
way
an
d
d
ec
id
e
h
o
w
to
f
in
d
a
n
ad
eq
u
ate
m
eth
o
d
to
g
ath
er
an
d
an
aly
z
e
th
e
d
ata
[
3
4
]
i
n
th
e
s
en
s
e
o
f
n
ar
r
ativ
e
eth
ics
[
3
5
]
.
T
h
e
d
ep
en
d
e
n
t
v
ar
iab
le
is
s
tu
d
en
t
s
’
wr
itin
g
s
k
ills
co
n
s
i
s
t
o
f
co
n
t
en
t,
o
r
g
an
izatio
n
,
v
o
ca
b
u
lar
y
,
lan
g
u
ag
e
u
s
e,
an
d
m
ec
h
an
ics.
C
o
n
ten
t
en
c
o
m
p
a
s
s
es
th
e
wr
itin
g
b
o
d
y
,
an
d
th
e
o
r
g
a
n
izatio
n
co
m
p
r
is
es
o
r
g
an
izin
g
m
ater
ials
in
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
22
52
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
202
1
:
7
2
8
-
7
3
7
730
wr
itin
g
.
V
o
ca
b
u
lar
y
d
ea
ls
with
p
u
ttin
g
wo
r
d
s
in
to
a
s
en
te
n
ce
an
d
p
u
tti
n
g
th
e
s
en
ten
ce
in
to
a
p
ar
a
g
r
ap
h
.
L
an
g
u
ag
e
u
s
e
in
th
is
r
esear
ch
co
n
ce
r
n
s
th
e
ap
p
r
o
p
r
iate
u
s
e
o
f
g
r
am
m
ar
an
d
s
tr
u
ct
u
r
e.
M
ec
h
an
ic
d
ea
ls
with
p
r
o
n
u
n
ciatio
n
,
s
p
ellin
g
,
an
d
p
u
n
ctu
atio
n
.
2
.
2
.
P
a
rt
icipa
nts
T
h
er
e
wer
e
3
0
wr
itin
g
class
s
tu
d
en
ts
p
a
r
ticip
ated
in
th
is
r
esear
ch
.
T
h
er
ef
o
r
e,
th
ey
ar
e
h
o
m
o
g
en
eo
u
s
.
T
h
is
r
esear
ch
im
p
lem
e
n
ted
a
wr
itin
g
test
to
d
eter
m
in
e
th
e
s
t
u
d
en
ts
’
wr
itin
g
s
k
ill
s
b
ased
o
n
th
e
n
ar
r
ativ
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tex
t'
s
to
p
ics
.
T
h
e
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ch
er
s
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o
n
d
u
cted
th
e
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r
etest
at
t
h
e
b
e
g
i
n
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th
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tu
d
y
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I
n
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ar
t,
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ig
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ak
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elate
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h
e
p
o
s
t
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test
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o
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t
h
e
tr
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en
t
u
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g
m
o
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ie
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2
.
3
.
T
re
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t
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ent
I
n
th
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tr
ea
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t,
th
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s
tu
d
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n
ts
wer
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g
iv
en
th
r
ee
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r
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u
id
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g
th
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to
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m
p
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s
e
a
s
to
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y
.
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h
e
y
ar
e
ex
p
ec
ted
to
wr
ite
a
s
to
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elate
d
to
th
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m
o
v
ie
tr
ailer
g
iv
en
.
T
h
e
s
tu
d
en
ts
wer
e
s
u
p
p
o
s
ed
to
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ativ
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th
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izatio
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o
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r
o
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lem
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d
r
eso
lu
tio
n
at
th
e
en
d
o
f
th
e
tr
e
atm
en
t
[
3
4
]
.
T
h
e
f
ir
s
t
wo
r
k
s
h
ee
t
d
ea
ls
with
an
ex
p
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r
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in
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m
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ie
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h
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o
n
d
wo
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k
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ce
r
n
s
th
e
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r
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ch
ar
ac
ter
'
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tio
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ailer
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ir
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wo
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ig
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e
m
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ir
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t
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d
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o
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wo
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k
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h
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ar
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ativ
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te
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n
s
id
er
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g
elem
en
ts
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co
n
ten
t,
o
r
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izatio
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o
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b
u
lar
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la
n
g
u
a
g
e
u
s
e,
a
n
d
m
ec
h
an
ics
u
s
in
g
wr
itin
g
ass
ess
m
en
t
[
3
6
]
.
A
p
o
s
t
-
te
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t
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g
iv
en
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ter
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n
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o
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t th
e
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ig
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ican
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tr
ea
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t.
3.
RE
SU
L
T
S
Af
ter
co
n
d
u
ctin
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p
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etest,
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ea
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en
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aly
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ea
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.
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h
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p
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im
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d
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d
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e
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h
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ig
h
er
th
e
m
ea
n
s
co
r
e
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d
t
h
e
lo
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h
e
s
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ev
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n
i
n
d
icate
th
e
e
x
p
er
im
en
t
al
r
esear
ch
[
3
7
]
.
T
h
e
m
ea
n
s
co
r
e
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d
s
tan
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ar
d
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e
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m
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f
Pair
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Sam
p
le
Statis
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th
at
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s
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wn
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T
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1
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ab
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Pair
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n
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d
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e
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d
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r
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o
s
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test
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h
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s
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eter
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eth
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ica
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t,
th
e
Pair
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Sam
p
les
T
est
m
u
s
t
b
e
e
x
am
in
ed
[
3
7
]
.
T
h
e
p
ai
r
ed
s
am
p
le
test
is
s
h
o
wn
in
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ab
le
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T
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2
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les test
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Stu
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[
3
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th
at
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ch
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an
d
m
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[
3
6
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.
3
.
1
.
Co
nte
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Fig
u
r
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1
s
h
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a
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Fig
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T
h
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s
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3
.
2
.
O
rg
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Fig
u
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2
s
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th
at
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ig
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Fig
u
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2
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ly
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5
10
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20
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30
35
40
45
Co
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Un
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I
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52
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8
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Fig
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Fig
u
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3
s
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ased
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
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mp
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Fig
u
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in
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icate
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th
at
t
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e
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ig
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r
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p
e
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lo
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lev
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o
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e
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e
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ce
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g
ap
b
etwe
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s
ig
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if
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ce
lev
els
is
p
r
esen
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in
Fig
u
r
e
4
.
Fig
u
r
e
4
.
L
a
n
g
u
a
g
e
u
s
e
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m
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eten
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I
n
F
ig
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4
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e
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ig
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er
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en
tag
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(
41%
)
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f
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r
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is
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th
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lo
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ag
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s
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m
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o
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r
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ly
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o
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th
e
s
tu
d
en
ts
wer
e
at
th
is
p
o
s
t
-
test
lev
el
.
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e
o
f
th
e
s
tu
d
en
ts
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e
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ex
ce
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to
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le
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el
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b
u
t
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d
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c
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t
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test
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ta
b
le
-
not
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,
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ich
was
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e
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,
r
em
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n
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o
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test
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t
s
ee
m
s
t
h
at
th
e
in
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in
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p
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ce
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e
o
f
a
d
e
q
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te
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ir
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o
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p
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test
d
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e
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m
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eten
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in
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to
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Go
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eq
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ate
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ws
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ig
n
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t
im
p
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n
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v
el
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o
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e
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5
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u
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5
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icate
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m
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m
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f
icu
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m
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e
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ts
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e
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o
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co
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w
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n
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le
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.
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th
e
o
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e
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h
a
n
d
,
o
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ly
2%
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s
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e
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ce
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to
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o
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ly
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Fig
u
r
e
5
s
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a
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ican
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in
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e
in
th
e
m
ec
h
an
ic
'
s
co
m
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eten
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o
f
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s
tu
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.
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h
e
m
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ig
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m
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en
t
o
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icatio
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s
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e
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is
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im
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d
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r
o
m
5%
in
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e
p
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est
to
48%
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th
e
p
o
s
t
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test
.
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h
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ch
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icate
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th
at
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alf
o
f
th
e
s
tu
d
en
ts
wer
e
in
co
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w
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ly
to
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o
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ticip
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in
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th
e
p
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test
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Ultim
ately
,
s
tu
d
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’
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m
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eten
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n
Me
ch
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p
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id
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ab
l
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ter
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en
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0
5
10
15
20
25
30
35
40
45
C
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d
5
-
1
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1
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1
4
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1
2
1
7
-
1
5
2
0
-
1
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L
a
n
g
u
a
g
e
U
s
e
P
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s
t
(
%
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(
%
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
22
52
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
202
1
:
7
2
8
-
7
3
7
734
Fig
u
r
e
5
.
Me
ch
a
n
ics co
m
p
ete
n
ce
4.
DIS
CU
SS
I
O
N
B
ef
o
r
e
th
e
tr
ea
tm
en
t
was
ap
p
lied
,
all
th
e
s
tu
d
en
ts
wer
e
lack
o
f
f
iv
e
elem
en
ts
ass
ess
ed
in
th
is
r
esear
ch
;
th
ey
a
r
e
co
n
ten
t,
o
r
g
an
izatio
n
,
v
o
ca
b
u
lar
y
,
lan
g
u
ag
e
u
s
e,
m
ec
h
an
ics.
T
h
e
p
r
et
est
was
g
iv
en
at
th
e
b
eg
in
n
in
g
o
f
th
is
r
esear
ch
to
id
en
tify
th
e
s
tu
d
en
ts
’
co
m
p
ete
n
cy
in
wr
itin
g
.
T
h
e
p
r
etest
co
n
s
is
ts
o
f
two
to
p
ics
:
th
e
s
tu
d
en
ts
wer
e
r
eq
u
ir
e
d
to
ch
o
o
s
e
o
n
e
o
f
th
em
t
o
m
ak
e
a
s
to
r
y
.
Af
ter
co
n
d
u
ctin
g
p
r
ete
s
t,
s
ev
er
al
p
r
o
b
lem
s
in
wr
itin
g
co
m
p
o
n
e
n
ts
wer
e
f
o
u
n
d
b
y
th
e
r
esear
ch
er
s
.
T
h
ese
p
r
o
b
lem
s
wer
e
lim
ited
i
n
co
n
ten
t,
o
r
g
an
izatio
n
v
o
ca
b
u
lar
y
,
lan
g
u
ag
e
u
s
e,
an
d
m
ec
h
an
ics u
s
in
g
wr
itin
g
ass
ess
m
en
t
[
3
6
]
.
B
ec
au
s
e
o
f
th
e
p
r
o
b
lem
s
,
th
e
r
esear
ch
er
s
g
av
e
t
h
e
s
tu
d
en
ts
tr
ea
tm
en
t
to
im
p
r
o
v
e
th
e
ir
wr
itin
g
co
m
p
eten
ce
b
y
u
s
in
g
m
o
v
ie
tr
ailer
s
.
T
h
e
r
e
s
ea
r
ch
er
s
ap
p
lied
f
o
u
r
m
ee
tin
g
s
o
n
tr
ea
tm
e
n
t.
T
h
e
m
o
v
ie
tr
ailer
'
s
to
p
ics
wer
e
d
if
f
er
e
n
t
f
r
o
m
ea
ch
m
ee
tin
g
.
T
h
e
m
o
v
ie
tr
ailer
was
in
itially
s
h
o
wn
,
an
d
th
e
n
th
e
s
tu
d
en
ts
wer
e
g
iv
en
th
r
ee
wo
r
k
s
h
ee
ts
in
e
v
er
y
tr
ea
tm
en
t.
Du
r
in
g
th
e
tr
ea
tm
en
t,
s
o
m
e
b
en
ef
its
g
o
t
b
y
th
e
s
tu
d
en
ts
.
Mo
v
ie
tr
ailer
s
m
ed
iate
s
tu
d
en
ts
to
b
en
ef
it
b
ec
au
s
e
th
e
y
lis
ten
to
th
e
lan
g
u
ag
e,
b
u
t
th
ey
ca
n
watc
h
it
s
im
u
ltan
eo
u
s
ly
.
I
m
p
lem
e
n
tin
g
a
d
ig
ital
v
id
eo
ca
n
h
elp
s
tu
d
en
ts
in
lan
g
u
ag
e
le
ar
n
in
g
[
3
9
]
.
Stu
d
en
ts
co
u
ld
g
u
est
g
en
er
al
m
ea
n
in
g
t
h
r
o
u
g
h
ex
p
r
ess
io
n
an
d
g
estu
r
es
s
h
o
wed
b
y
th
e
ch
ar
a
cter
s
in
th
e
m
o
v
ie
tr
ailer
s
.
T
h
u
s
,
s
tu
d
en
ts
co
u
ld
o
b
s
er
v
e
h
o
w
in
to
n
atio
n
ca
n
m
atch
f
ac
ial
ex
p
r
ess
io
n
s
.
All
s
u
ch
f
ea
tu
r
es
g
av
e
v
al
u
ab
le
m
ea
n
in
g
clu
es
an
d
h
elp
ed
s
tu
d
en
ts
to
f
in
d
o
u
t
b
ey
o
n
d
wh
at
th
e
y
ar
e
lis
ten
in
g
.
T
h
u
s
,
th
e
in
ter
p
r
etatio
n
o
f
th
e
ch
a
r
ac
ter
s
in
th
e
m
o
v
ie
tr
ailer
s
is
m
o
r
e
co
m
p
r
eh
e
n
s
ib
le.
Mo
r
eo
v
er
,
in
th
is
r
esear
ch
,
th
e
s
tu
d
en
ts
ac
q
u
ir
ed
s
o
m
e
e
f
f
e
cts
f
r
o
m
th
e
m
o
v
ie
tr
ailer
s
.
T
h
ey
lis
ten
ed
to
th
e
lan
g
u
a
g
e,
watc
h
ed
t
h
e
v
id
eo
,
a
n
d
p
er
ce
iv
e
d
ch
ar
ac
ter
is
tics
o
f
th
e
m
o
v
ie
tr
ailer
.
T
h
is
p
r
o
ce
d
u
r
e
is
ex
p
ec
ted
to
h
elp
t
h
e
s
tu
d
en
ts
co
m
p
o
s
e
a
s
to
r
y
as
th
ey
lis
ten
an
d
watc
h
.
B
y
p
r
ac
ticin
g
th
is
m
eth
o
d
,
s
tu
d
e
n
ts
ca
n
b
e
ac
cu
s
to
m
ed
to
wr
itin
g
s
k
ills
an
d
o
th
er
s
k
ills
,
s
u
ch
a
s
lis
ten
in
g
,
s
p
ea
k
in
g
,
an
d
r
ea
d
in
g
.
Mo
v
ie
tr
ailer
s
in
th
e
co
m
m
er
cial
f
o
r
m
also
d
is
p
lay
th
e
cr
itical
s
cr
ip
t
as
s
u
b
titl
es
r
eq
u
ir
ed
tr
an
s
latio
n
a
n
d
in
ter
p
r
etatio
n
[
4
0
]
.
T
h
u
s
,
th
e
f
o
u
r
la
n
g
u
a
g
e
s
k
ills
ar
e
in
teg
r
ated
.
Ho
wev
er
,
wr
itin
g
s
k
ill
is
e
m
p
h
asized
in
th
is
r
esear
ch
d
u
e
to
its
v
ital
f
u
n
ctio
n
in
wr
itten
co
m
m
u
n
icatio
n
.
T
h
r
o
u
g
h
wr
itin
g
,
p
eo
p
le
ca
n
co
n
v
ey
id
ea
s
o
r
f
ee
lin
g
s
o
f
p
leasu
r
e
,
s
ad
n
e
s
s
,
d
is
ap
p
o
in
tm
en
t,
d
esp
air
,
s
u
r
r
e
n
d
er
,
o
r
a
n
y
th
in
g
else.
W
r
itin
g
ca
n
r
ep
r
esen
t
t
h
e
p
ar
t
o
f
wr
itin
g
as
th
e
r
e
p
r
e
s
en
tatio
n
o
r
p
ar
t
o
f
th
e
lan
g
u
ag
e
ex
p
r
ess
io
n
u
n
it
[
4
1
]
.
Ho
wev
er
,
ex
p
r
ess
in
g
f
ee
lin
g
s
th
r
o
u
g
h
wr
itin
g
is
n
o
t
as
ea
s
y
as
we
im
ag
in
e.
A
n
x
iety
co
m
p
r
is
es
th
e
n
u
m
b
er
o
n
e
o
b
s
tacle
i
n
wr
itin
g
.
T
h
e
an
x
iety
ca
n
d
is
co
u
r
ag
e
p
e
o
p
le
f
r
o
m
lo
o
k
in
g
at
th
e
b
lan
k
p
ap
er
o
r
co
m
p
u
ter
s
cr
ee
n
t
o
s
tar
t
ex
p
r
ess
in
g
id
ea
s
[
4
2
]
-
[
4
4
]
.
S
o
m
e
tim
es,
it
is
ea
s
y
to
co
n
v
ey
id
ea
s
in
s
p
o
k
en
f
o
r
m
,
b
u
t
it
alwa
y
s
d
if
f
icu
lt
to
e
x
p
r
e
s
s
th
em
in
wr
itten
f
o
r
m
.
W
r
itin
g
is
o
f
ten
v
iewe
d
as
an
u
n
co
m
f
o
r
tab
le
ac
tiv
it
y
an
d
m
a
n
y
o
t
h
er
n
e
g
ativ
e
r
ea
s
o
n
s
.
T
h
er
ef
o
r
e,
ef
f
icien
t,
en
jo
y
a
b
le,
an
d
co
m
f
o
r
ta
b
le
wr
itin
g
s
h
o
u
l
d
b
e
in
tr
o
d
u
ce
d
to
s
tu
d
en
ts
.
I
t
is
ex
p
ec
ted
to
e
n
co
u
r
ag
e
th
em
to
wr
ite
ef
f
ec
tiv
ely
an
d
e
f
f
icien
tly
s
in
ce
wr
itin
g
i
s
a
p
r
o
d
u
ctiv
e
an
d
e
x
p
r
ess
iv
e
ac
tiv
ity
.
Mo
r
e
o
v
er
,
wr
itin
g
as
o
n
e
o
f
th
e
E
n
g
lis
h
s
u
b
ject
s
k
ills
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
r
eq
u
ir
es
lear
n
er
s
to
o
r
g
a
n
ize
th
eir
th
o
u
g
h
ts
,
id
ea
s
,
an
d
f
ee
lin
g
s
in
wr
itten
f
o
r
m
.
L
ea
r
n
in
g
to
wr
ite
at
f
o
r
m
al
ed
u
ca
tio
n
p
r
ep
a
r
e
s
lear
n
e
r
s
to
wr
ite
b
ased
o
n
t
h
e
b
asic r
u
les o
f
wr
itin
g
.
0
10
20
30
40
50
60
C
o
l
l
eg
e-
l
ev
el
-
w
o
r
k
U
n
a
c
c
e
p
ta
b
l
e
-
n
o
t
Ad
eq
u
a
te
to
F
a
i
r
G
o
o
d
t
o
Ad
eq
u
a
t
e
E
x
c
el
l
en
t
to
G
o
o
d
5
-
1
1
1
-
6
1
4
-
1
2
1
7
-
1
5
2
0
-
1
8
M
e
c
h
a
n
i
c
s
P
r
etes
t
(
%
)
P
o
s
tte
s
t
(
%
)
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
I
mp
r
o
vin
g
co
n
ten
t,
o
r
g
a
n
iz
a
tio
n
,
vo
c
a
b
u
l
a
r
y,
la
n
g
u
a
g
e
u
s
e,
a
n
d
…
(
N
eh
r
u
P
a
s
o
lo
r
a
n
P
o
n
g
s
a
p
a
n
)
735
I
n
d
ee
d
,
it is
ex
tr
em
ely
d
if
f
icu
l
t o
r
ev
en
h
o
r
r
ib
le
to
ass
ig
n
s
tu
d
en
ts
to
wr
ite
with
o
u
t a
s
p
ec
if
ic
m
eth
o
d
to
m
o
tiv
ate
th
em
to
s
tar
t
wr
iti
n
g
.
So
m
etim
es
teac
h
er
s
f
in
d
it
ch
allen
g
in
g
to
d
ec
id
e
th
e
le
ar
n
in
g
r
eso
u
r
ce
f
o
r
teac
h
in
g
wr
itin
g
.
No
wad
a
y
s
,
it
is
n
o
t
d
if
f
icu
lt
f
in
d
in
g
o
u
t
teac
h
in
g
r
eso
u
r
ce
s
.
T
h
ey
ar
e
ar
o
u
n
d
u
s
;
o
n
e
o
f
th
em
is
a
m
o
v
ie
tr
ailer
.
Mo
r
e
o
v
er
,
wid
esp
r
ea
d
in
ter
n
et
ac
ce
s
s
en
ab
les
th
e
teac
h
er
to
s
ea
r
ch
f
o
r
m
illi
o
n
s
o
f
teac
h
in
g
r
eso
u
r
ce
s
[
4
5
]
.
4
.
1
.
T
he
m
o
v
ie
is
a
pp
ro
pria
t
e
f
o
r
lea
rning
pu
rpo
s
e
s
Go
o
d
m
o
v
ies
ar
e
ev
er
y
wh
er
e
;
th
ey
ca
n
ea
s
ily
b
e
f
o
u
n
d
o
n
Yo
u
T
u
b
e
an
d
o
th
er
lear
n
in
g
web
s
ites
[
4
5
]
.
T
h
e
task
o
f
teac
h
er
s
to
p
r
o
v
id
e
q
u
ality
m
o
v
ie
s
as
a
m
e
an
s
o
f
teac
h
in
g
with
cr
ea
tiv
it
y
.
W
atch
in
g
m
o
v
ie
tr
ailer
s
is
o
n
e
way
to
m
ak
e
s
tu
d
en
ts
u
n
d
er
s
tan
d
a
co
n
ce
p
t
o
r
g
et
m
o
r
e
th
an
th
e
t
ea
ch
er
in
f
o
r
m
ed
in
th
e
class
r
o
o
m
.
Usi
n
g
m
o
v
ie
tr
ailer
s
as
a
lear
n
in
g
to
o
l
is
n
o
t
an
id
ea
th
at
co
m
es
s
u
d
d
en
ly
;
it
s
h
o
u
ld
b
e
well
-
p
lan
n
ed
.
I
t
is
v
itally
im
p
o
r
tan
t
f
o
r
teac
h
er
s
to
c
o
n
s
id
er
a
s
u
it
ab
le
m
o
v
ie
with
s
u
itab
le
teac
h
in
g
m
ater
ials
.
T
h
e
m
o
v
ie
tr
ailer
t
h
at
teac
h
er
s
u
s
e
in
th
e
class
s
h
o
u
ld
b
e
ap
p
r
o
p
r
iate
,
an
d
th
e
s
ce
n
es
ar
e
with
in
th
e
co
n
tex
t
o
f
teac
h
in
g
m
ater
ials
.
T
o
ac
h
iev
e
o
p
tim
al
lear
n
in
g
o
b
jectiv
es r
eq
u
ir
es th
e
u
s
e
o
f
m
ed
ia
as to
o
ls
o
r
r
eso
u
r
ce
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
m
o
v
ie
is
b
en
ef
icia
l
f
o
r
te
ac
h
er
s
to
attain
th
e
e
f
f
ec
tiv
en
ess
o
f
lear
n
in
g
,
esp
e
cially
in
p
r
o
d
u
ctiv
e
s
k
ills
.
T
h
e
u
s
e
o
f
lear
n
in
g
m
ed
ia
,
s
u
ch
as
m
o
v
ie
tr
ailer
s
,
ca
n
also
m
ax
im
ize
lear
n
in
g
o
b
jectiv
es.
E
x
citin
g
lear
n
in
g
m
ed
ia
is
also
in
d
ee
d
ex
p
ec
ted
t
o
s
tim
u
late
th
e
i
n
ter
est
o
f
lear
n
er
s
to
lear
n
m
o
r
e
i
n
d
ep
e
n
d
en
tly
.
L
ea
r
n
er
s
b
ec
o
m
e
ac
tiv
e
an
d
m
o
tiv
ated
to
p
r
ac
tice
th
e
ex
er
cises
b
ec
au
s
e
th
ey
ca
n
watc
h
th
e
m
o
v
ie
tr
ailer
s
at
h
o
m
e
s
in
ce
th
e
m
ater
ial
is
in
an
m
p
4
f
o
r
m
at.
Mo
r
eo
v
er
,
s
tu
d
en
ts
ca
n
d
is
cu
s
s
o
r
ask
f
o
r
an
ex
p
lan
atio
n
f
r
o
m
th
eir
class
m
ates.
Usi
n
g
m
o
v
ie
tr
ailer
s
in
teac
h
in
g
wr
itin
g
is
o
n
e
o
f
th
e
d
em
an
d
s
o
f
th
e
ad
v
a
n
ce
d
d
ig
ital e
r
a.
T
h
e
m
o
v
ie
is
i
n
clu
d
ed
in
th
e
c
ateg
o
r
y
o
f
m
o
tio
n
m
ed
ia
with
s
o
m
e
ad
v
a
n
tag
es
o
v
er
o
th
er
e
d
u
ca
tio
n
al
m
ed
ia
s
u
ch
as
p
r
i
n
t
m
ed
ia.
T
h
e
ad
v
an
tag
es
c
o
n
tain
ed
i
n
th
e
m
o
v
ie
v
id
e
o
ca
u
s
e
th
e
ap
p
r
o
p
r
iate
m
o
v
ie
is
u
s
ed
f
o
r
lear
n
in
g
p
u
r
p
o
s
es,
as
m
u
lti
m
ed
ia
elem
en
ts
.
T
h
e
m
o
v
ie
is
a
teac
h
in
g
m
ed
iu
m
th
at
is
m
e
m
o
r
ab
le
en
o
u
g
h
to
b
e
u
s
ed
in
lear
n
in
g
b
ec
au
s
e
i
t
in
co
r
p
o
r
ates
m
u
ltime
d
ia
ele
m
en
ts
s
u
ch
as
au
d
io
,
v
is
u
al,
m
o
tio
n
,
c
o
lo
r
,
a
n
d
th
r
ee
-
d
im
en
s
io
n
al
im
p
r
ess
io
n
.
T
h
e
ex
ce
s
s
m
o
v
ie,
in
wh
ich
th
e
u
s
e
o
f
m
o
tio
n
elem
en
ts
,
s
o
u
n
d
s
,
co
lo
r
s
,
an
d
lig
h
t
in
to
a
m
o
v
ie
ca
n
d
ir
e
ctly
attr
ac
t
s
tu
d
en
ts
'
in
ter
est
an
d
en
co
u
r
ag
e
s
tu
d
en
t
lear
n
in
g
.
T
h
e
d
r
am
atic
elem
en
ts
an
d
ac
tiv
ities
in
th
e
m
o
v
ie
attem
p
t c
an
en
h
a
n
ce
th
e
im
p
r
ess
io
n
o
f
teac
h
in
g
a
n
d
l
ea
r
n
in
g
.
Mo
r
eo
v
er
,
teac
h
er
s
ca
n
u
s
e
th
e
m
o
v
ie
as
m
e
d
ia
to
m
an
ip
u
late
s
p
ac
e
p
er
s
p
ec
tiv
e,
tim
e,
an
d
s
ize.
T
h
e
u
s
e
o
f
m
o
v
ie
ca
n
s
et
u
p
s
p
ac
e;
d
if
f
er
en
t
v
iew
s
ca
n
r
ep
r
esen
t
a
p
h
en
o
m
en
o
n
.
Fo
r
e
x
am
p
le,
s
tu
d
en
ts
ar
e
s
h
o
w
n
v
is
u
ally
h
o
w
a
m
o
s
q
u
ito
s
u
ck
s
h
u
m
an
b
lo
o
d
f
ir
m
ly
.
T
h
e
m
o
v
ie
h
as
th
e
ad
v
an
tag
e
o
f
m
an
i
p
u
lati
ng
t
h
e
p
er
io
d
,
in
wh
ich
teac
h
e
r
s
ca
n
m
ak
e
c
h
an
g
es
to
t
h
e
tim
e
b
y
u
s
in
g
te
ch
n
iq
u
es
s
u
ch
as
s
lo
w
-
m
o
tio
n
,
f
ast
m
o
tio
n
,
f
r
a
m
e
b
y
f
r
am
e,
a
n
d
ab
s
o
r
p
tio
n
.
T
h
e
m
o
v
ie
a
ls
o
co
m
p
r
ess
es,
ac
ce
ler
ates,
o
r
s
tr
etch
es
th
e
p
er
io
d
with
ab
s
o
r
p
tio
n
o
r
d
ar
k
en
in
g
tech
n
iq
u
es
.
I
n
r
ea
l
life
,
m
an
y
th
in
g
s
tak
e
a
l
o
n
g
tim
e
to
u
n
d
er
s
tan
d
.
Fo
r
ex
am
p
l
e,
it
is
co
m
p
licate
d
to
u
n
d
er
s
tan
d
th
e
co
n
s
tr
u
ctio
n
o
f
a
b
r
id
g
e
o
r
s
k
y
s
cr
ap
er
s
.
B
o
th
b
r
id
g
e
an
d
s
k
y
s
cr
ap
e
r
s
co
n
s
tr
u
ctio
n
ca
n
b
e
d
em
o
n
s
tr
ated
th
r
o
u
g
h
th
e
m
o
v
ie
,
an
d
s
tu
d
en
ts
ca
n
lear
n
ab
o
u
t th
ese
p
r
o
ce
s
s
es
q
u
ick
ly
.
4
.
2
.
T
he
m
o
v
ie
is
m
edia
co
m
m
un
ica
t
io
n f
o
r
educa
t
io
na
l
m
ess
a
g
es
As
m
ed
ia
co
m
m
u
n
icatio
n
,
th
e
m
o
v
ie
ca
n
b
e
u
s
ed
f
o
r
d
el
iv
er
in
g
a
less
o
n
.
T
h
e
m
o
v
ie
ca
n
h
elp
teac
h
er
s
co
n
v
e
y
in
d
etail
an
d
r
ea
l
ed
u
ca
tio
n
al
m
ess
ag
es
s
u
ch
as
th
e
cu
r
r
icu
lu
m
'
s
lear
n
i
n
g
co
n
ten
t
an
d
th
e
f
o
r
m
atio
n
o
f
s
tu
d
en
t
attitu
d
es a
n
d
b
e
h
av
io
r
[
4
6
]
,
[
4
7
]
.
T
h
e
m
o
v
ie
is
co
n
s
id
er
e
d
a
p
ed
ag
o
g
ical
to
o
l
[
4
8
]
.
Als
o
,
th
e
m
o
v
ie
ca
n
b
e
u
s
ed
to
h
ig
h
lig
h
t
life
'
s
r
elig
io
s
ity
an
d
ev
o
k
e
em
o
tio
n
s
an
d
f
ee
lin
g
s
.
T
h
e
m
o
v
ie
is
s
ee
n
as
a
d
y
n
am
ic
m
ed
iu
m
th
a
t
ca
n
s
tim
u
late
in
ter
n
al
an
d
ex
ter
n
al
f
ee
d
b
ac
k
th
at
s
o
m
etim
es
af
f
ec
ts
a
p
er
s
o
n
's
p
s
y
ch
o
lo
g
y
.
T
h
e
m
o
v
ie
ca
n
b
e
u
s
ed
t
o
co
n
v
ey
ed
u
ca
tio
n
al
m
ess
ag
es
r
elate
d
to
th
e
l
ea
d
er
'
s
m
o
r
al
an
d
lead
er
s
h
ip
attitu
d
es.
T
h
is
is
v
itally
im
p
o
r
tan
t to
av
o
i
d
th
e
m
e
d
ia'
s
ad
v
er
s
e
ef
f
ec
t
[
4
9
]
.
Mo
v
ies
ca
n
h
elp
teac
h
er
s
ex
p
lain
s
o
m
eth
in
g
a
b
s
tr
ac
t
o
r
d
if
f
icu
lt
to
ex
p
lain
.
Mo
v
ies
ca
n
b
r
in
g
t
h
e
r
ea
l
p
r
o
b
lem
in
to
th
e
s
am
e
p
lace
as
th
in
g
s
th
at
h
av
e
p
ass
ed
o
r
ar
e
h
ap
p
en
in
g
with
o
u
t
tim
e,
d
is
tan
ce
,
an
d
p
lace
.
Mo
v
ies
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
,
a
v
o
id
m
is
in
ter
p
r
etatio
n
,
an
d
f
ac
ilit
ate
lear
n
in
g
.
Mo
v
ie
in
th
e
f
o
r
m
o
f
d
r
am
a,
d
o
cu
m
en
ta
tio
n
,
en
ter
tain
m
en
t a
d
s
is
b
en
ef
icial
to
ac
h
iev
e
s
p
ec
if
ic
teac
h
in
g
o
b
jectiv
es.
Fo
r
ex
am
p
le,
Dr
am
a
ca
n
b
e
u
s
ed
f
o
r
ch
an
g
es
in
attitu
d
e,
v
iews,
an
d
em
o
tio
n
s
o
r
as
a
m
ed
ia
f
o
r
p
er
s
u
asiv
e
ef
f
ec
tiv
en
ess
[
5
0
]
.
Ad
v
er
tis
in
g
ca
n
b
e
e
x
p
lo
ited
t
o
p
la
n
t
r
ea
l
v
alu
es
[
5
1
]
;
t
h
e
d
o
c
u
m
en
tar
y
m
o
v
ie
ca
n
b
e
u
s
ed
f
o
r
s
o
ciety
'
s
f
am
o
u
s
wo
r
ld
an
d
cu
ltu
r
e
[
5
2
]
.
A
m
o
v
ie
ca
n
b
e
r
ep
ea
ted
l
y
v
iewe
d
an
d
v
ie
wed
m
an
y
tim
es
to
h
elp
im
p
r
o
v
e
m
em
o
r
y
an
d
p
r
o
f
icien
cy
.
5.
CO
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O
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r
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in
d
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s
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if
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m
o
v
ie
tr
ailer
s
to
im
p
r
o
v
e
wr
it
in
g
s
k
ills
.
Mo
v
ie
tr
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s
m
ed
ia
ca
n
f
o
s
t
er
s
tu
d
en
ts
'
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p
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n
t
a
m
o
v
ie
tr
ailer
as
o
n
e
o
f
th
e
s
tr
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ies
to
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.
RE
F
E
R
E
NC
E
S
[1
]
D.
Bick
e
rto
n
,
L
a
n
g
u
a
g
e
a
n
d
h
u
m
a
n
b
e
h
a
v
i
o
r
.
Un
iv
e
rsity
o
f
Was
h
i
n
g
t
o
n
P
re
ss
,
2
0
1
7
.
[2
]
U.
L.
M
ish
i
n
a
a
n
d
I
.
Isk
a
n
d
a
r,
“
Th
e
Ro
le
o
f
E
n
g
li
sh
Lan
g
u
a
g
e
in
Nig
e
rian
De
v
e
lo
p
m
e
n
t
,
”
GNO
S
I
An
In
ter
d
isc
i
p
.
J
.
Hu
m.
T
h
e
o
r
y
Pra
x
.
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
4
7
–
5
4
,
2
0
1
9
.
[3
]
G
.
N.
Lee
c
h
,
Prin
c
ip
les
o
f
p
r
a
g
m
a
ti
c
s
.
Ro
u
tl
e
d
g
e
,
2
0
1
6
.
[4
]
F
.
Ca
n
g
ià,
“
Wr
it
ten
e
m
o
t
io
n
a
l
d
i
sc
lo
su
re
a
n
d
b
o
u
n
d
a
ry
m
a
k
i
n
g
.
M
in
o
r
it
y
c
h
il
d
re
n
writi
n
g
a
b
o
u
t
d
isc
rimin
a
ti
o
n
,
”
M
u
lt
ic
u
lt
.
Ed
u
c
.
Rev
.
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
2
5
–
5
2
,
2
0
1
4
.
[5
]
L.
W.
G
re
g
g
a
n
d
E
.
R.
S
tein
b
e
rg
,
Co
g
n
it
ive
p
ro
c
e
ss
e
s in
writi
n
g
.
R
o
u
tl
e
d
g
e
,
2
0
1
6
.
[6
]
D.
Bra
n
d
e
,
Bec
o
mi
n
g
a
writer
.
L
u
lu
,
2
0
1
6
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s://
ww
w.l
u
l
u
.
c
o
m
.
[7
]
E.
C
o
n
su
e
g
ra
a
n
d
N.
E
n
g
e
ls,
“
Eff
e
c
ts
o
f
p
ro
fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
o
n
tea
c
h
e
rs’
g
e
n
d
e
re
d
fe
e
d
b
a
c
k
p
a
tt
e
rn
s,
stu
d
e
n
ts’
m
isb
e
h
a
v
i
o
u
r
a
n
d
st
u
d
e
n
ts’
se
n
se
o
f
e
q
u
it
y
:
re
su
lt
s
fr
o
m
a
o
n
e
‐
y
e
a
r
q
u
a
si‐e
x
p
e
rime
n
tal
st
u
d
y
,
”
Br.
Ed
u
c
.
Res
.
J
.
,
v
o
l.
4
2
,
n
o
.
5
,
p
p
.
8
0
2
–
8
2
5
,
2
0
1
6
.
[8
]
A.
Ha
tu
n
Ata
ş
a
n
d
Ö
.
De
li
a
li
o
ğ
l
u
,
“
A
q
u
e
stio
n
–
a
n
s
we
r
sy
ste
m
fo
r
m
o
b
il
e
d
e
v
ice
s
in
lec
tu
re
-
b
a
se
d
i
n
stru
c
ti
o
n
:
a
q
u
a
li
tati
v
e
a
n
a
ly
sis
o
f
st
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
lea
rn
i
n
g
,
”
In
ter
a
c
t.
L
e
a
rn
.
E
n
v
iro
n
.
,
v
o
l.
2
6
,
n
o
.
1
,
p
p
.
7
5
–
9
0
,
2
0
1
8
.
[9
]
M
.
C.
M
.
d
e
G
u
e
rre
ro
a
n
d
O.
Vill
a
m
il
,
“
M
e
tap
h
o
r
a
n
a
l
y
sis
in
L2
e
d
u
c
a
ti
o
n
,
”
El
ici
ted
M
e
ta
p
h
o
r
A
n
a
l
.
E
d
u
c
.
Disc
o
u
rs
e
,
v
o
l
.
3
,
p
.
9
3
,
2
0
1
5
.
[1
0
]
J.
C.
Rich
a
rd
s
a
n
d
T.
S
.
Ro
d
g
e
r
s,
Ap
p
ro
a
c
h
e
s
a
n
d
me
th
o
d
s
in
l
a
n
g
u
a
g
e
tea
c
h
i
n
g
.
Ca
m
b
rid
g
e
U
n
iv
e
rsit
y
P
re
ss
,
2
0
1
4
.
[1
1
]
A.
A.
P
a
tak
a
n
d
M
.
Ta
h
ir,
“
Av
o
id
in
g
p
lag
iarism
u
sin
g
M
e
n
d
e
ley
in
In
d
o
n
e
sia
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
se
tt
in
g
,
”
I
n
t.
J
.
Eva
l.
Res
.
E
d
u
c
.
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
6
8
6
-
6
9
2
,
2
0
1
9
,
d
o
i:
1
0
.
1
1
5
9
1
/i
jere
.
v
8
i4
.
2
0
2
6
8
.
[1
2
]
A.
A.
P
a
tak
,
“
T
h
e
in
fl
u
e
n
c
e
o
f
o
n
li
n
e
lea
rn
i
n
g
e
n
v
ir
o
n
m
e
n
t
,
lec
tu
re
rs’
a
ss
e
s
sm
e
n
t
p
ra
c
ti
c
e
,
a
n
d
stu
d
e
n
ts’
writ
in
g
sk
il
ls o
n
st
u
d
e
n
ts’
p
lag
iarism
p
ra
c
ti
c
e
s,”
Un
iv
e
rsiti
Tek
n
o
l
o
g
i
M
a
l
a
y
sia
,
2
0
1
8
.
[1
3
]
S
.
S
u
m
a
rn
i,
M
.
M
.
F
a
u
z
a
n
,
S
.
A.
M
.
M
o
fre
h
,
a
n
d
A.
A.
P
a
tak
,
“
In
v
e
sti
g
a
ti
n
g
st
u
d
e
n
ts’
re
flec
ti
o
n
to
wa
rd
se
lf
-
a
ss
e
ss
m
e
n
t
o
n
c
re
a
ti
v
e
writi
n
g
a
c
h
iev
e
m
e
n
t
i
n
ES
P
c
o
u
rs
e
,
”
In
t
.
J
.
Hu
ma
n
it
.
I
n
n
o
v
.
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
8
–
1
6
,
M
a
r
.
2
0
1
8
,
d
o
i:
1
0
.
3
3
7
5
0
/i
j
h
i.
v
1
i
1
.
3
.
[1
4
]
A.
S
u
n
d
q
v
ist
,
E.
No
rd
q
v
ist,
F
.
S
.
Ko
c
h
,
a
n
d
M
.
He
ima
n
n
,
“
Early
d
e
c
lara
ti
v
e
m
e
m
o
ry
p
re
d
icts p
ro
d
u
c
ti
v
e
lan
g
u
a
g
e
:
A
lo
n
g
i
tu
d
in
a
l
stu
d
y
o
f
d
e
fe
rre
d
imitatio
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
a
t
9
a
n
d
1
6
Â
m
o
n
th
s
,
”
J
.
Exp
.
Ch
il
d
Psy
c
h
o
l.
,
v
o
l.
1
5
1
,
p
p
.
1
0
9
–
1
1
9
,
2
0
1
6
,
d
o
i:
1
0
.
1
0
1
6
/
j.
jec
p
.
2
0
1
6
.
0
1
.
0
1
5
.
[1
5
]
A.
Ab
d
u
h
a
n
d
R.
Ro
sm
a
lad
e
wi,
“
Lan
g
u
a
g
e
P
o
li
c
y
,
Id
e
n
ti
t
y
,
a
n
d
Bil
in
g
u
a
l
Ed
u
c
a
ti
o
n
i
n
I
n
d
o
n
e
si
a
:
A
Histo
rica
l
Ov
e
rv
iew
,
”
XL
i
n
g
u
a
e
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
2
1
9
–
2
2
7
,
2
0
1
9
.
[1
6
]
D.
G
o
lk
o
v
a
a
n
d
S
.
Hu
b
a
c
k
o
v
a
,
“
P
ro
d
u
c
ti
v
e
S
k
il
ls
in
S
e
c
o
n
d
La
n
g
u
a
g
e
Lea
rn
in
g
,
”
Pro
c
e
d
i
a
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
4
3
,
p
p
.
4
7
7
–
4
8
1
,
2
0
1
4
,
d
o
i:
1
0
.
1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
4
.
0
7
.
5
2
0
.
[1
7
]
M
.
M
a
ru
,
S
.
N
u
r,
a
n
d
F
.
Len
g
k
o
a
n
,
“
Ap
p
ly
i
n
g
v
i
d
e
o
f
o
r
writi
n
g
d
e
sc
rip
ti
v
e
tex
t
in
se
n
io
r
h
i
g
h
sc
h
o
o
l
in
t
h
e
Co
v
id
-
19
p
a
n
d
e
m
ic t
ra
n
sit
io
n
,
”
In
t
.
J
.
L
a
n
g
.
E
d
u
c
.
,
v
o
l.
4
,
n
o
.
3
,
p
p
.
4
0
8
–
4
1
9
,
2
0
2
0
,
d
o
i:
1
0
.
2
6
8
5
8
/i
j
o
le.v
4
i
3
.
1
4
9
0
1
.
[1
8
]
R.
Ro
sm
a
lad
e
wi,
A.
A
b
d
u
h
,
a
n
d
M
.
Ba
sri,
“
En
g
li
s
h
Lec
tu
re
rs’
Ex
p
e
rien
c
e
s
o
n
P
ro
fe
ss
io
n
a
l
D
e
v
e
lo
p
m
e
n
t
in
In
d
o
n
e
sia
n
P
o
l
y
tec
h
n
ics
,
”
I
n
t.
J
.
L
a
n
g
.
E
d
u
c
.
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
3
1
4
–
3
2
1
,
2
0
2
0
.
[1
9
]
Z.
Ra
o
a
n
d
C
.
Lei,
“
Tea
c
h
in
g
E
n
g
li
s
h
a
s
a
f
o
re
ig
n
lan
g
u
a
g
e
in
Ch
in
e
se
u
n
iv
e
rsiti
e
s:
Th
e
p
re
se
n
t
a
n
d
fu
t
u
re
:
An
a
p
p
ro
p
riate
wa
y
to
tea
c
h
E
n
g
li
s
h
in
C
h
in
a
is
t
o
b
a
lan
c
e
tea
c
h
in
g
a
c
ti
v
it
ies
fo
r
e
lab
o
ra
ti
n
g
li
n
g
u
isti
c
d
e
tails
a
n
d
d
e
v
e
lo
p
in
g
stu
d
e
n
ts’
c
o
m
m
u
n
ica
t
iv
e
c
o
m
p
e
ten
c
e
,
”
En
g
li
sh
T
o
d
a
y
,
v
o
l.
3
0
,
n
o
.
4
,
p
p
.
4
0
–
4
5
,
2
0
1
4
.
[
20]
A.
S
.
Rij
a
l
a
n
d
A.
M
.
J.
P
u
tri
,
“
De
term
in
a
n
ts
o
f
E
n
g
li
s
h
a
s
la
n
g
u
a
g
e
c
h
o
ice
a
m
o
n
g
U
n
a
c
c
o
m
p
a
n
ied
M
i
g
ra
n
t
Ch
il
d
re
n
(UMC)
in
M
a
k
a
ss
a
r,
In
d
o
n
e
sia
,
”
In
t.
J
.
Hu
ma
n
it
.
In
n
o
v
.
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
1
–
7
,
Ap
r.
2
0
1
9
,
d
o
i:
1
0
.
3
3
7
5
0
/i
j
h
i.
v
2
i
2
.
3
6
.
[2
1
]
D.
P
e
c
o
ra
ri,
“
E
n
g
l
ish
a
s
a
F
o
re
i
g
n
Lan
g
u
a
g
e
(EF
L)
Ve
rsu
s
E
n
g
l
ish
a
s
a
S
e
c
o
n
d
Lan
g
u
a
g
e
(ES
L)
Wr
it
in
g
,
”
i
n
T
h
e
T
ES
OL
En
c
y
c
lo
p
e
d
ia
o
f
E
n
g
li
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
Jo
h
n
Wi
ley
&
S
o
n
s,
In
c
.,
2
0
1
8
.
[2
2
]
M
.
A.
K.
Ha
ll
i
d
a
y
a
n
d
R
.
Ha
sa
n
,
Co
h
e
sio
n
i
n
En
g
li
s
h
.
R
o
u
tl
e
d
g
e
,
2
0
1
4
.
[2
3
]
W.
G
ra
b
e
a
n
d
R.
B.
Ka
p
lan
,
T
h
e
o
ry
a
n
d
p
ra
c
ti
c
e
o
f
writi
n
g
:
An
a
p
p
li
e
d
l
in
g
u
isti
c
p
e
rs
p
e
c
ti
v
e
.
Ro
u
t
l
e
d
g
e
,
2
0
1
4
.
[2
4
]
D.
F
e
rris,
“
P
ro
m
o
ti
n
g
G
ra
m
m
a
r
a
n
d
Lan
g
u
a
g
e
De
v
e
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1
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R.
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Hs
u
,
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3
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E
.
Walle
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[3
4
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.
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.
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,
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7
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].
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9
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.
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il
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M
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y
,
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sa
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Nu
g
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“
S
u
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1
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d
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Ro
sm
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lad
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wi,
“
Tak
in
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Lex
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.
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2
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M
.
Re
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a
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d
M
.
Ja
fa
ri,
“
In
v
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a
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3
]
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.
T.
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.
Ah
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,
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T.
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,
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n
d
S
.
V.
P
a
wa
r,
“
Co
m
p
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ter
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a
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lan
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ti
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th
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m
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tex
t:
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stu
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f
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c
h
e
rs’ atti
t
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s
,
ICT
us
e
s a
n
d
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ll
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,
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In
t
.
J
.
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.
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.
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p
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–
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0
.
[4
4
]
N.
P
.
L.
Na
riy
a
ti
,
S
.
S
u
d
irma
n
,
a
n
d
N.
P
.
A.
P
ra
ti
wi,
“
EF
L
P
re
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S
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rv
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Tea
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h
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rs’
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wa
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Us
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M
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n
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.
L
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E
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.
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.
1
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p
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2
0
2
0
.
[4
5
]
I.
F
o
rs
y
th
,
T
e
a
c
h
in
g
a
n
d
lea
rn
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n
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ma
ter
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n
d
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ter
n
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.
Ro
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e
,
2
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4
.
[4
6
]
M
u
h
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m
m
a
d
,
Ha
sb
u
ll
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h
,
S
y
a
rif
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a
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A.
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P
a
tak
,
“
Im
p
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En
g
li
sh
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[4
7
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H.
S
a
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H.
S
i
d
in
,
“
I
n
teg
ra
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Cro
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se
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:
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h
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g
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lary
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a
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m
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ika
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v
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l.
2
,
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o
.
4
,
2
0
1
4
.
[4
8
]
J.
Bre
d
d
e
rm
a
n
n
,
J.
-
F
.
M
a
rtí
n
e
z
-
Ce
rd
á
,
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J.
T
o
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A
M
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