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Resea
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I
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)
Vo
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11
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No
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1
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Ma
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44
1
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Undisco
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M
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tion a
nd demo
tiva
tion
f
a
ctors in
lea
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Eng
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a
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2
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te
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d
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rn
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g
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m
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d
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a
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o
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p
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a
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stu
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e
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ts.
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e
re
we
re
e
ig
h
t
p
a
rti
c
ip
a
n
ts
wh
o
li
v
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d
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y
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a
n
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n
d
o
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e
sia
n
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h
a
n
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g
e
.
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h
e
y
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re
ra
n
d
o
m
l
y
c
h
o
se
n
in
th
is
re
se
a
rc
h
.
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e
d
a
ta
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re
m
a
in
ly
c
o
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ted
th
r
o
u
g
h
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d
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d
u
a
l
se
m
i
-
stru
c
tu
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d
in
terv
iew
s
a
n
d
fo
c
u
s
g
ro
u
p
d
isc
u
ss
io
n
(
F
G
D
)
se
c
ti
o
n
s.
All
in
terv
iew
s a
n
d
F
G
D se
c
ti
o
n
s d
a
ta we
re
re
c
o
rd
e
d
,
tran
sc
ri
b
e
d
,
a
n
a
l
y
z
e
d
,
a
n
d
d
iv
i
d
e
d
i
n
to
se
v
e
ra
l
th
e
m
e
s
a
n
d
su
b
th
e
m
e
s.
F
u
rth
e
r,
m
e
m
b
e
r
c
h
e
c
k
in
g
wa
s
d
o
n
e
t
o
d
e
v
e
lo
p
th
e
tru
stwo
rt
h
in
e
ss
o
f
t
h
e
re
se
a
rc
h
.
Th
e
re
se
a
rc
h
re
v
e
a
led
t
h
a
t
i
n
t
e
rn
a
l
a
n
d
e
x
tern
a
l
fa
c
to
rs
we
re
p
o
siti
v
e
l
y
re
late
d
to
m
o
ti
v
a
ti
o
n
a
n
d
d
e
m
o
t
iv
a
ti
o
n
in
lea
rn
in
g
E
n
g
l
ish
a
m
o
n
g
In
d
o
n
e
sia
n
o
rp
h
a
n
stu
d
e
n
ts.
F
u
rt
h
e
r,
su
g
g
e
stio
n
s
a
n
d
p
o
l
icy
re
c
o
m
m
e
n
d
a
ti
o
n
s
we
re
a
ll
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ffe
re
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t
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late
d
p
a
rti
e
s
t
o
su
p
p
o
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t
a
n
d
g
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q
u
a
l
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d
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c
a
ti
o
n
a
l
fa
c
il
it
ie
s
to
a
ll
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ts
sin
c
e
t
h
e
y
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a
v
e
th
e
sa
m
e
rig
h
t
fo
r
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Dem
o
tiv
atio
n
E
n
g
lis
h
lear
n
in
g
I
n
d
o
n
esia
Mo
tiv
atio
n
Or
p
h
an
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
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ing
A
uth
o
r
:
B
am
b
an
g
W
id
i Pr
ato
lo
E
n
g
lis
h
E
d
u
ca
tio
n
Pro
g
r
am
,
F
ac
u
lty
o
f
T
ea
c
h
er
T
r
ain
in
g
a
n
d
E
d
u
ca
tio
n
,
Un
iv
e
r
s
itas
Ah
m
ad
Dah
lan
Um
b
u
lh
ar
jo
,
Yo
g
y
a
k
ar
ta,
I
n
d
o
n
esia
E
m
ail:
b
am
b
an
g
.
p
r
ato
l
o
@
p
b
i.
u
ad
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
Mo
tiv
atio
n
p
lay
s
an
im
p
o
r
ta
n
t
r
o
le
in
ac
h
iev
i
n
g
s
p
ec
if
ic
g
o
als.
C
o
o
k
an
d
Ar
tin
o
[
1
]
s
tated
th
at
m
o
tiv
atio
n
is
d
ef
in
ed
as
a
p
r
o
ce
s
s
in
wh
ich
tar
g
et
-
o
r
ien
te
d
ac
tiv
ities
ar
e
in
itiated
an
d
m
ai
n
tain
ed
.
T
h
er
ef
o
r
e,
h
ig
h
lev
el
o
f
m
o
tiv
atio
n
co
u
ld
also
h
elp
lear
n
er
s
to
o
v
er
co
m
e
th
e
p
r
o
b
lem
s
th
at
th
ey
f
ac
e
i
n
lear
n
in
g
p
r
o
ce
s
s
th
at
lead
s
th
em
t
o
s
u
cc
ess
[
2
]
.
On
th
e
co
n
t
r
ar
y
,
d
em
o
tiv
atio
n
is
b
eliev
e
d
to
g
iv
e
n
eg
ativ
e
ef
f
ec
t
in
lear
n
i
n
g
ca
u
s
in
g
a
d
ec
r
ea
s
e
o
f
m
o
tiv
atio
n
al
lev
el.
I
n
th
is
v
iew,
o
n
es
with
s
u
p
er
io
r
s
k
ills
wo
u
ld
also
ex
p
er
ien
c
e
d
if
f
icu
lties
in
ac
h
iev
in
g
t
h
eir
g
o
als
with
o
u
t
h
ig
h
lev
el
o
f
m
o
tiv
atio
n
.
Similar
ly
,
Ush
io
d
a
an
d
Dö
r
n
y
ei
[
3
]
,
s
tated
th
at
d
em
o
tiv
atio
n
,
o
r
t
h
e
“sp
ec
if
ic
e
x
ter
n
al
f
o
r
c
es
th
at
r
ed
u
ce
o
r
d
im
in
is
h
th
e
m
o
t
iv
atio
n
al
b
asis
o
f
a
b
eh
av
io
r
al
in
te
n
tio
n
o
r
o
n
o
n
g
o
in
g
ac
tio
n
.
”
T
h
u
s
,
it
s
h
all
clea
r
ly
b
e
co
n
clu
d
ed
th
at
an
y
f
ac
to
r
s
af
f
ec
tin
g
th
e
d
ec
r
ea
s
e
o
f
m
o
tiv
atio
n
am
o
n
g
lear
n
er
s
ar
e
co
n
s
id
er
ed
as d
e
m
o
tiv
ato
r
s
.
Stu
d
ies
o
n
m
o
tiv
atio
n
a
n
d
d
em
o
tiv
atio
n
f
ac
to
r
s
am
o
n
g
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
ag
e
(
E
S
L
)
an
d
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
a
g
e
(
E
FL)
s
tu
d
en
t
h
av
e
d
r
awn
h
ig
h
atten
tio
n
am
o
n
g
r
esear
c
h
er
s
in
a
p
ast
f
ew
y
ea
r
s
.
T
h
ey
r
ev
ea
le
d
th
at
m
o
ti
v
atio
n
an
d
d
e
m
o
tiv
atio
n
f
ac
t
o
r
s
o
cc
u
r
r
ed
in
m
a
n
y
cir
cu
m
s
ta
n
ce
s
o
r
co
n
d
itio
n
s
.
Fo
r
in
s
tan
ce
,
s
o
m
e
s
tu
d
ies
h
av
e
r
ev
ea
led
m
o
tiv
atio
n
f
ac
to
r
s
wh
ich
in
clu
d
e
to
h
av
e
b
r
ig
h
t
ca
r
ee
r
[
4
]
–
[
8
]
;
to
g
et
g
o
o
d
s
co
r
e
in
th
e
s
ch
o
o
l
[
4
]
,
[
9
]
;
to
h
elp
th
em
in
tr
av
ellin
g
o
r
s
tu
d
y
in
g
ab
r
o
ad
[
4
]
,
[
5
]
,
[
9
]
;
p
er
s
o
n
al
in
ter
est
[
1
0
]
,
[
1
1
]
;
in
ter
esti
n
g
m
ater
ial
[
9
]
,
[
1
2
]
;
an
d
class
r
o
o
m
ex
p
e
r
ien
ce
[
7
]
.
W
h
er
ea
s
,
o
th
er
s
tu
d
ies
h
av
e
id
en
tifie
d
d
em
o
tiv
atio
n
f
ac
to
r
s
,
s
u
ch
as
teac
h
er
s
’
co
m
p
eten
ce
[
1
3
]
–
[
2
1
]
,
class
r
o
o
m
ch
a
r
a
cter
is
tics
[
1
3
]
–
[
1
5
]
,
[
2
2
]
,
n
eg
ativ
e
attitu
d
e
o
f
class
m
ates
[
1
4
]
,
[
1
7
]
,
an
d
lack
o
f
f
ac
ilit
ies
[
1
7
]
,
[
2
0
]
,
[
2
1
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
44
1
-
448
442
Alth
o
u
g
h
th
er
e
ar
e
p
le
n
ty
o
f
s
tu
d
ies
co
n
d
u
cted
in
r
elatio
n
to
th
e
to
p
ic
o
f
E
n
g
lis
h
m
o
tiv
atio
n
an
d
d
em
o
tiv
atio
n
f
ac
t
o
r
s
,
th
er
e
ar
e
lim
ited
s
tu
d
ies
p
u
b
lis
h
ed
in
th
e
co
n
tex
t
o
f
I
n
d
o
n
esian
s
tu
d
en
ts
.
Fu
r
th
er
,
it
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v
er
y
lim
ited
in
th
e
co
n
tex
t
o
f
I
n
d
o
n
esian
o
r
p
h
an
s
tu
d
e
n
ts
.
T
h
er
ef
o
r
e
,
th
e
c
u
r
r
en
t
r
esear
ch
p
r
o
p
o
s
es
to
f
ill
th
e
g
ap
to
ex
p
lo
r
e
a
n
d
an
al
y
ze
m
o
tiv
atio
n
an
d
d
em
o
tiv
atio
n
f
ac
t
o
r
s
am
o
n
g
I
n
d
o
n
esian
o
r
p
h
a
n
s
tu
d
en
ts
f
r
o
m
th
eir
p
er
s
p
ec
tiv
es
to
en
r
ich
an
d
b
r
o
ad
en
r
esear
ch
h
o
r
izo
n
s
in
th
e
co
n
tex
t
o
f
I
n
d
o
n
esian
E
n
g
lis
h
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
T
h
u
s
,
th
is
r
esear
ch
was
lead
u
n
d
er
o
n
e
m
ain
r
esear
ch
q
u
esti
o
n
:
w
h
at
ar
e
m
o
tiv
atio
n
a
n
d
d
em
o
tiv
atio
n
f
ac
to
r
s
am
o
n
g
I
n
d
o
n
esian
o
r
p
h
a
n
s
tu
d
en
ts
?
Mo
tiv
atio
n
ca
n
b
e
d
iv
id
ed
i
n
to
in
tr
in
s
ic
a
n
d
ex
tr
in
s
ic
m
o
tiv
atio
n
[
2
3
]
.
I
n
tr
in
s
ic
m
o
tiv
atio
n
is
ch
ar
ac
ter
ized
as
th
e
n
atu
r
al,
i
n
h
er
en
t
d
r
iv
e
to
s
ee
k
o
u
t
ch
al
len
g
es
an
d
n
ew
p
o
s
s
ib
ilit
ies
wh
ich
ar
e
ass
o
ciate
d
with
co
g
n
itiv
e
an
d
s
o
cial
d
e
v
elo
p
m
en
t.
I
n
tr
in
s
ic
m
o
tiv
ati
o
n
in
clu
d
es
th
e
d
esir
e
o
f
s
tu
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en
ts
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em
s
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es
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lear
n
,
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o
u
t
th
e
n
ee
d
f
o
r
ex
ter
n
al
in
d
u
ce
m
en
ts
.
Me
an
wh
ile,
ex
tr
in
s
ic
m
o
tiv
atio
n
c
o
m
es
f
r
o
m
e
x
ter
n
a
l
s
o
u
r
ce
s
.
E
x
tr
in
s
ic
m
o
tiv
atio
n
in
clu
d
es
th
o
s
e
r
ewa
r
d
s
an
d
in
d
u
ce
m
en
ts
ex
ter
n
al
to
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
Ush
io
d
a
an
d
Dö
r
n
y
ei
[
3
]
,
also
m
ak
es a
d
is
tin
ctio
n
b
etwe
en
e
x
tr
in
s
ically
m
o
tiv
ated
b
e
h
av
io
r
s
an
d
in
tr
in
s
ically
m
o
tiv
ated
b
eh
a
v
io
r
s
in
lan
g
u
a
g
e
lear
n
in
g
.
He
s
tates
th
at
ex
tr
in
s
ically
m
o
tiv
ated
b
eh
av
io
r
s
ar
e
ac
tio
n
s
wh
ich
d
r
iv
e
in
d
iv
i
d
u
als
to
p
er
f
o
r
m
a
ctiv
ities
to
r
ec
eiv
e
s
o
m
e
ex
tr
in
s
ic
r
ewa
r
d
e.
g
.
,
g
o
o
d
s
co
r
es;
wh
ile
in
tr
in
s
ically
m
o
tiv
ated
b
e
h
av
io
r
s
ar
e
b
eh
av
io
r
s
wh
o
s
e
r
ewa
r
d
s
ar
e
in
ter
n
a
l e
.
g
.
,
th
e
j
o
y
o
f
d
o
i
n
g
a
p
ar
tic
u
lar
ac
tiv
ity
.
Dif
f
er
en
t
m
o
tiv
atio
n
th
eo
r
is
ts
g
iv
e
d
if
f
er
en
t
class
if
icatio
n
s
o
f
m
o
tiv
atio
n
.
Hu
itt
an
d
Daw
s
o
n
[
2
4
]
d
is
tin
g
u
is
h
b
etwe
en
th
e
b
asic
ty
p
es
o
f
m
o
tiv
atio
n
:
in
teg
r
a
tiv
e
an
d
in
s
tr
u
m
e
n
tal.
I
n
teg
r
ativ
e
m
o
tiv
atio
n
is
ch
ar
ac
ter
ized
b
y
th
e
lear
n
er
’
s
p
o
s
itiv
e
attitu
d
es
to
war
d
s
th
e
tar
g
et
lan
g
u
ag
e
g
r
o
u
p
an
d
th
e
d
esire
to
in
teg
r
at
e
in
to
th
e
tar
g
et
lan
g
u
ag
e
c
o
m
m
u
n
ity
.
Acc
o
r
d
in
g
t
o
p
r
ev
i
o
u
s
s
tu
d
ies
[
2
5
]
,
[
2
6
]
,
th
e
m
o
s
t
s
u
cc
ess
f
u
l
s
tu
d
en
ts
ar
e
th
o
s
e
wh
o
lik
e
th
e
p
eo
p
l
e
th
at
s
p
ea
k
th
e
lan
g
u
ag
e,
a
d
m
ir
e
th
e
cu
ltu
r
e
an
d
h
av
e
a
d
esire
to
b
ec
o
m
e
f
am
iliar
with
th
e
s
o
ciety
in
wh
ich
th
e
lan
g
u
ag
e
is
co
m
m
u
n
icate
d
.
I
n
co
n
tr
ast,
in
s
tr
u
m
en
tal
m
o
tiv
atio
n
is
ch
ar
ac
ter
ized
b
y
t
h
e
d
esire
to
o
b
tain
s
o
m
eth
in
g
p
r
ac
tical
o
r
co
n
cr
ete
f
r
o
m
th
e
s
tu
d
y
o
f
a
f
o
r
eig
n
lan
g
u
ag
e.
I
n
th
is
ca
s
e,
th
e
p
u
r
p
o
s
e
o
f
lan
g
u
ag
e
ac
q
u
is
itio
n
is
m
o
r
e
p
r
ac
tical
an
d
n
ec
ess
ar
y
,
s
u
ch
as
ap
p
ly
in
g
f
o
r
a
jo
b
th
a
t
d
em
an
d
s
to
s
p
ea
k
a
f
o
r
eig
n
lan
g
u
ag
e
,
m
ee
tin
g
t
h
e
r
eq
u
ir
em
en
ts
f
o
r
u
n
iv
er
s
ity
g
r
ad
u
atio
n
,
r
ea
d
in
g
tech
n
ical
m
ater
ials
o
r
ac
h
iev
in
g
h
ig
h
er
s
tatu
s
.
Fu
r
th
er
m
o
r
e
,
th
e
p
r
e
v
i
o
u
s
s
tu
d
ies
h
a
v
e
also
d
is
co
v
e
r
ed
th
at
m
o
tiv
atio
n
f
ac
to
r
s
m
ain
ly
b
ec
a
u
s
e
th
e
s
tu
d
en
ts
wan
t
to
h
av
e
b
r
i
g
h
t
ca
r
ee
r
[
4
]
–
[
8
]
,
to
g
et
g
o
o
d
s
co
r
e
in
th
e
s
ch
o
o
l
[
4
]
,
[
9
]
,
to
h
elp
t
h
em
in
tr
av
ellin
g
o
r
s
tu
d
y
in
g
a
b
r
o
a
d
[
4
]
,
[
5
]
,
[
9
]
,
p
er
s
o
n
al
in
ter
est
[
1
0
]
,
[
1
1
]
,
in
ter
esti
n
g
m
ater
ial
[
9
]
,
[
1
2
]
,
an
d
class
r
o
o
m
ex
p
e
r
ien
ce
[
2
7
]
.
On
th
e
o
th
er
h
an
d
,
d
em
o
tiv
a
tio
n
is
an
is
s
u
e
th
at
h
as
b
ee
n
th
e
f
o
cu
s
o
f
atten
tio
n
in
t
h
e
ar
ea
o
f
lan
g
u
ag
e
lear
n
in
g
an
d
teac
h
i
n
g
.
Dem
o
tiv
atio
n
f
ac
t
o
r
s
m
ig
h
t
h
ap
p
e
n
d
u
e
t
o
s
o
m
e
s
itu
atio
n
s
.
Pas
t
s
tu
d
ies
h
av
e
id
en
tifie
d
s
o
m
e
m
ajo
r
f
ac
to
r
s
wh
ich
in
f
lu
en
ce
s
tu
d
en
ts
’
d
em
o
tiv
atio
n
s
u
ch
as
tea
ch
er
s
’
co
m
p
ete
n
ce
[
1
3
]
–
[
2
1
]
,
class
r
o
o
m
ch
a
r
ac
te
r
is
tics
[
1
3
]
–
[
1
5
]
,
[
2
2
]
,
n
eg
ati
v
e
attitu
d
e
o
f
class
m
ates
[
1
4
]
,
[
1
7
]
,
an
d
lack
o
f
f
ac
ilit
ies
[
1
7
]
,
[
2
0
]
,
[
2
1
]
.
W
h
er
ea
s
,
Dö
r
n
y
ei
a
n
d
Ush
io
d
a
[
2
8
]
f
i
g
u
r
e
d
o
u
t
t
h
at
th
e
d
em
o
tiv
atio
n
am
o
n
g
th
e
lear
n
er
s
ex
tr
ac
ted
n
in
e
f
ac
t
o
r
s
:
i)
T
ea
ch
er
s
’
attitu
d
e
an
d
teac
h
in
g
m
eth
o
d
;
ii)
L
ac
k
o
f
f
a
cilities
av
ailab
le
at
s
ch
o
o
l
;
iii)
L
ac
k
o
f
s
elf
-
co
n
f
i
d
en
ce
;
iv
)
Neg
ativ
e
attitu
d
e
to
war
d
s
th
e
f
o
r
eig
n
lan
g
u
a
g
e
s
tu
d
ied
;
v
)
Fo
r
eig
n
lan
g
u
ag
e
s
tu
d
y
as
a
co
m
p
u
ls
io
n
;
v
i)
I
n
ter
f
er
en
ce
o
f
o
th
er
f
o
r
eig
n
lan
g
u
ag
es
wh
ich
th
e
s
tu
d
en
ts
ar
e
s
tu
d
y
in
g
;
v
ii)
No
p
o
s
itiv
e
attitu
d
e
to
war
d
s
th
e
E
n
g
lis
h
s
p
o
k
en
co
m
m
u
n
ities
;
v
iii)
Gr
o
u
p
attitu
d
e
;
an
d
ix
)
C
o
u
r
s
e
b
o
o
k
s
s
tu
d
ied
in
class
.
T
h
ese
f
ac
t
o
r
s
h
av
e
co
n
tr
ib
u
ted
a
lo
t
in
th
e
f
ield
o
f
d
e
m
o
tiv
atio
n
r
esear
ch
,
as
m
a
n
y
s
tu
d
en
ts
g
o
th
r
o
u
g
h
d
em
o
tiv
atio
n
,
th
e
y
lo
s
e
b
o
th
in
teg
r
ativ
e
an
d
i
n
s
tr
u
m
en
tal
m
o
tiv
atio
n
to
c
o
n
t
in
u
e
th
eir
ef
f
o
r
ts
in
lear
n
in
g
E
n
g
lis
h
[
2
9
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
was
co
n
d
u
cte
d
u
s
in
g
a
q
u
alitativ
e
m
eth
o
d
with
a
d
escr
ip
tiv
e
d
esig
n
to
ex
p
lo
r
e
th
e
m
o
tiv
atio
n
a
n
d
d
em
o
tiv
atio
n
f
ac
to
r
s
in
lear
n
in
g
E
n
g
lis
h
a
m
o
n
g
I
n
d
o
n
esian
o
r
p
h
a
n
s
tu
d
en
ts
.
A
q
u
alitativ
e
m
eth
o
d
was
ch
o
s
en
in
o
r
d
e
r
to
in
f
o
r
m
a
co
m
p
lete
u
n
d
er
s
tan
d
in
g
o
f
r
esear
c
h
p
r
o
b
l
em
s
ac
ad
em
ical
ly
.
Acc
o
r
d
in
g
to
C
r
eswell
[
3
0
]
,
q
u
alitativ
e
r
esear
ch
was
ca
r
r
ied
o
u
t
in
a
n
atu
r
al
s
ettin
g
with
o
u
t
m
an
ip
u
latin
g
th
e
d
ata.
I
n
t
h
is
r
esear
ch
,
r
esear
c
h
er
s
f
o
cu
s
o
n
th
e
p
ar
ticip
an
ts
’
p
o
in
t
o
f
v
iew,
e
x
p
lo
r
in
g
p
a
r
ticip
an
ts
’
ex
p
er
ie
n
ce
s
an
d
f
in
ally
p
r
o
v
id
e
r
ich
n
ar
r
ati
v
e
d
escr
ip
tio
n
s
.
Fu
r
th
er
,
th
is
s
tu
d
y
was
co
n
d
u
cted
in
o
n
e
o
r
p
h
an
ag
e
in
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia
wh
er
e
o
r
p
h
an
s
tu
d
en
ts
wh
o
co
m
e
f
r
o
m
all
d
if
f
er
e
n
t
ar
ea
s
o
f
I
n
d
o
n
esia
s
tu
d
y
.
T
h
er
e
wer
e
eig
h
t
o
r
p
h
a
n
s
tu
d
en
ts
(
f
o
u
r
m
ales
an
d
f
o
u
r
f
em
ales)
wh
o
p
ar
ticip
ated
in
th
is
r
esear
ch
b
ased
o
n
v
o
lu
n
ta
r
y
b
asis
.
Fu
r
th
er
,
th
e
p
ar
ticip
a
n
ts
’
n
am
e
in
v
o
lv
ed
in
th
is
r
esear
ch
wer
e
p
s
eu
d
o
n
y
m
s
in
o
r
d
er
t
o
p
r
o
tect
th
eir
p
r
iv
ac
y
.
T
h
e
p
ar
ti
cip
an
ts
’
ag
e
s
wer
e
b
etwe
en
1
4
an
d
1
6
y
ea
r
s
o
ld
as in
d
icate
d
i
n
T
ab
le
1
.
T
h
is
s
tu
d
y
u
tili
ze
d
i
n
d
iv
id
u
al
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iews
a
n
d
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
(
F
GD)
as
th
e
m
ain
in
s
tr
u
m
en
ts
to
co
llect
th
e
d
ata.
T
h
e
r
esear
ch
e
r
s
u
s
ed
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
in
o
r
d
er
to
g
et
i
n
-
d
ep
t
h
d
ata
an
d
i
n
f
o
r
m
atio
n
f
r
o
m
th
e
p
ar
ticip
an
ts
.
T
h
e
r
esear
ch
er
s
ad
o
p
ted
a
n
d
a
d
ap
ted
s
o
m
e
i
n
ter
v
iew
as
well
as
FGD
q
u
esti
o
n
s
f
r
o
m
s
o
m
e
r
e
lated
s
tu
d
ies
[4
]
,
[
5
]
,
co
m
b
i
n
e,
an
d
ed
it
t
h
em
t
o
m
a
k
e
it
m
o
r
e
s
u
itab
le
an
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
Un
d
is
co
ve
r
ed
vo
ices:
Mo
tiva
tio
n
a
n
d
d
emo
tiva
ti
o
n
fa
cto
r
s
in
lea
r
n
in
g
E
n
g
lis
h
a
mo
n
g
…
(
Z
id
n
i Ma
r
u
f)
443
r
elev
an
t
with
t
h
e
p
u
r
p
o
s
e
o
f
th
is
r
esear
ch
.
T
h
e
in
ter
v
iew
s
ess
io
n
s
wer
e
co
n
d
u
cted
in
th
e
f
ir
s
t
o
cc
asio
n
an
d
th
en
f
o
llo
wed
b
y
FGD.
T
h
e
in
ter
v
iew
an
d
FGD
s
ess
io
n
s
wer
e
ca
r
r
ied
o
u
t
in
lo
ca
l
lan
g
u
a
g
e
to
g
iv
e
th
e
p
ar
ticip
an
ts
a
f
r
ee
r
o
o
m
t
o
ar
g
u
e
an
d
e
x
p
lo
r
e
th
eir
o
p
in
io
n
s
an
d
s
h
ar
e
th
eir
ex
p
e
r
ien
ce
s
.
Fo
r
d
ata
an
aly
s
is
,
th
e
r
esear
ch
er
s
tr
an
s
cr
ib
ed
all
in
ter
v
ie
w
an
d
FGD
d
ata
m
an
u
ally
.
T
h
en
,
th
e
tr
an
s
cr
ip
ts
wer
e
ca
r
ef
u
lly
r
ea
d
a
f
ew
tim
es
to
d
o
th
e
co
d
in
g
an
d
d
iv
id
e
d
in
to
s
u
itab
le
th
em
es.
Fu
r
th
er
,
m
em
b
er
c
h
ec
k
in
g
was
also
d
o
n
e
to
estab
lis
h
th
e
tr
u
s
two
r
th
in
ess
o
f
th
e
d
ata.
Me
m
b
er
ch
ec
k
in
g
e
x
is
t
wh
en
all
tr
an
s
cr
ip
t
d
ata
wer
e
g
iv
en
b
ac
k
to
th
e
p
ar
ticip
an
ts
to
m
ak
e
s
u
r
e
th
e
d
ata
tr
an
s
cr
ib
ed
was
wh
at
th
ey
s
a
id
.
T
h
e
p
ar
ticip
an
ts
wer
e
also
g
iv
en
c
h
an
ce
if
th
e
y
wo
u
ld
ch
an
g
e
th
eir
m
in
d
s
af
ter
th
e
y
r
ea
d
th
e
tr
an
s
cr
ip
tio
n
.
T
ab
le
1
.
B
ac
k
g
r
o
u
n
d
o
f
th
e
p
a
r
ticip
an
ts
No
P
seu
d
o
n
y
m
A
g
e
Le
a
r
n
i
n
g
E
n
g
l
i
s
h
p
e
r
i
o
d
1
O
S
1
14
2
y
e
a
r
s
2
O
S
2
14
2
y
e
a
r
s
3
O
S
3
15
3
y
e
a
r
s
4
O
S
4
14
2
y
e
a
r
s
5
O
S
5
14
2
y
e
a
r
s
6
O
S
6
14
2
y
e
a
r
s
7
O
S
7
16
3
y
e
a
r
s
8
O
S
8
15
3
y
e
a
r
s
3.
RE
SU
L
T
S
T
h
is
r
esear
ch
r
e
v
ea
led
t
h
at
b
o
th
in
ter
n
al
an
d
ex
ter
n
al
f
ac
t
o
r
s
p
o
s
itiv
ely
in
f
lu
en
ce
m
o
ti
v
atio
n
an
d
d
em
o
tiv
atio
n
o
f
o
r
p
h
an
s
tu
d
e
n
ts
in
lear
n
i
n
g
E
n
g
lis
h
.
Fu
r
th
e
r
,
th
e
f
in
d
i
n
g
s
also
r
e
v
ea
led
t
h
at
m
o
s
t
m
o
tiv
atio
n
f
ac
to
r
s
to
lear
n
E
n
g
lis
h
ca
m
e
f
r
o
m
with
in
th
e
s
tu
d
en
ts
th
e
m
s
elv
es
.
M
ea
n
wh
ile
,
m
o
s
t
d
e
m
o
tiv
atio
n
f
ac
to
r
s
ca
m
e
f
r
o
m
ex
ter
n
al
f
ac
to
r
s
.
T
ab
le
2
an
d
T
ab
le
3
s
h
o
w
th
e
f
a
cto
r
s
o
f
m
o
tiv
atio
n
an
d
d
em
o
tiv
atio
n
.
T
ab
le
2
.
Facto
r
s
o
f
m
o
tiv
atio
n
M
o
t
i
v
a
t
i
o
n
I
n
t
e
r
n
a
l
Ex
t
e
r
n
a
l
1
.
P
e
r
so
n
a
l
i
n
t
e
r
e
s
t
1
.
G
o
o
d
g
r
a
d
e
f
o
r
e
x
a
m
2
.
P
o
si
t
i
v
e
a
t
t
i
t
u
d
e
t
o
w
a
r
d
En
g
l
i
s
h
2
.
S
o
c
i
a
l
e
n
c
o
u
r
a
g
e
m
e
n
t
3
.
B
e
t
t
e
r
f
u
t
u
r
e
3
.
H
e
l
p
i
n
g
i
n
t
r
a
v
e
l
i
n
g
a
n
d
st
u
d
y
i
n
g
a
b
r
o
a
d
T
ab
le
3
.
Facto
r
s
o
f
d
em
o
tiv
atio
n
D
e
mo
t
i
v
a
t
i
o
n
I
n
t
e
r
n
a
l
Ex
t
e
r
n
a
l
1
.
I
n
f
l
u
e
n
c
e
o
f
m
o
t
h
e
r
t
o
n
g
u
e
1
.
P
o
o
r
f
a
c
i
l
i
t
i
e
s
a
n
d
t
e
a
c
h
i
n
g
m
a
t
e
r
i
a
l
s
2
.
N
e
g
a
t
i
v
e
a
t
t
i
t
u
d
e
t
o
w
a
r
d
E
n
g
l
i
s
h
2
.
Te
a
c
h
e
r
s’
c
o
m
p
e
t
e
n
c
e
3
.
La
c
k
o
f
c
o
n
f
i
d
e
n
c
e
3
.
C
l
a
ssr
o
o
m
e
n
v
i
r
o
n
me
n
t
3
.
1
.
M
o
t
iv
a
t
io
n f
a
ct
o
rs
3
.
1
.
1
.
I
nte
rna
l m
o
t
iv
a
t
i
o
n
B
ased
o
n
th
e
in
ter
v
iew
an
d
FGD
s
ess
io
n
s
,
it
is
r
ev
ea
le
d
th
at
th
e
r
e
a
r
e
th
r
ee
m
ajo
r
m
o
tiv
atio
n
s
am
o
n
g
I
n
d
o
n
esian
o
r
p
h
an
s
tu
d
en
ts
(
p
er
s
o
n
al
in
te
r
est,
d
r
iv
e
th
eir
p
o
s
itiv
e
attitu
d
e
to
war
d
E
n
g
lis
h
,
f
o
r
a
b
etter
f
u
tu
r
e
)
.
B
ased
o
n
th
e
d
ata,
m
o
s
t
p
ar
ticip
an
ts
ag
r
ee
d
th
at
lear
n
in
g
E
n
g
lis
h
is
b
asically
en
jo
y
ab
le.
Fu
r
th
er
,
th
ey
also
ad
m
it
th
at
to
b
e
ab
le
to
s
p
ea
k
E
n
g
lis
h
is
a
g
r
ea
t
a
ch
iev
em
en
t
f
o
r
th
em
s
in
ce
t
h
e
lan
g
u
a
g
e
is
n
o
t
co
m
m
o
n
l
y
s
p
o
k
e
n
in
th
eir
s
u
r
r
o
u
n
d
in
g
s
.
“I
a
m
h
a
p
p
y
to
b
e
a
b
le
t
o
s
p
e
a
k
E
n
g
lis
h
b
ec
a
u
s
e
I
th
i
n
k
it is
a
ma
z
in
g
.
”
(
OS3
)
“W
h
en
w
e
s
p
ea
k
E
n
g
lis
h
,
ev
e
n
th
o
u
g
h
w
e
kn
o
w
th
ere
a
r
e
s
till
s
o
ma
n
y
mis
ta
ke
s
,
w
e
feel
p
r
o
u
d
.
”
(
FGD)
T
h
o
s
e
d
ata
s
h
o
w
h
o
w
p
ar
ticip
an
ts
h
av
e
p
er
s
o
n
al
i
n
ter
est
in
E
n
g
lis
h
as
th
ey
f
ee
l
p
r
o
u
d
to
b
e
ab
le
to
s
p
ea
k
E
n
g
lis
h
.
I
n
a
d
d
itio
n
,
th
e
y
also
ad
m
it
th
at
b
ein
g
ab
le
t
o
s
p
ea
k
E
n
g
lis
h
is
en
jo
y
a
b
le.
T
h
is
s
itu
atio
n
d
r
iv
es
an
d
in
cr
ea
s
es
th
eir
p
o
s
itiv
e
a
ttit
u
d
e
to
war
d
E
n
g
lis
h
wh
ich
in
cr
ea
s
e
th
eir
ef
f
o
r
t
to
b
e
a
s
u
cc
ess
f
u
l
E
n
g
lis
h
lear
n
er
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
44
1
-
448
444
“…We
lo
ve
to
lea
r
n
E
n
g
lis
h
,
s
o
w
e
s
p
en
d
o
u
r
time
s
tu
d
yin
g
a
b
o
u
t
its
vo
ca
b
u
l
a
r
ies
in
o
u
r
s
p
a
r
e
time
in
d
ivid
u
a
lly
a
n
d
co
mmu
n
ica
te
w
ith
it
.
”
(
OS4
)
Fu
r
th
er
m
o
r
e
,
th
e
m
o
s
t
im
p
o
r
tan
t
f
in
d
in
g
w
h
ich
m
o
tiv
ated
all
o
r
p
h
an
s
tu
d
e
n
ts
to
lear
n
E
n
g
lis
h
is
th
eir
awa
r
en
ess
to
war
d
th
eir
f
u
tu
r
e.
All
th
e
p
ar
ticip
a
n
ts
ca
n
n
o
t
d
e
n
y
th
at
th
eir
d
r
ea
m
to
h
av
e
a
g
o
o
d
jo
b
an
d
to
h
av
e
a
h
ap
p
y
f
am
ily
i
n
th
e
f
u
tu
r
e
is
th
e
s
tr
o
n
g
est m
o
tiv
atio
n
to
lear
n
E
n
g
lis
h
.
“…
I
h
o
p
e
E
n
g
lis
h
co
u
l
d
h
elp
me
to
h
a
ve
b
etter f
u
tu
r
e,
ma
yb
e
to
h
a
ve
a
g
o
o
d
j
o
b
.
”
(
OS5
)
“Pe
r
s
o
n
a
lly,
I
lea
r
n
E
n
g
lis
h
b
ec
a
u
s
e
I
w
a
n
t
to
h
a
ve
b
r
ig
h
t
ca
r
ee
r
in
th
e
fu
tu
r
e
a
n
d
h
a
vin
g
a
h
a
p
p
y
f
a
mily
.
”
(
OS1
)
3
.
1
.
2
.
E
x
t
er
na
l m
o
t
iv
a
t
io
n
B
esid
es
in
ter
n
al
m
o
tiv
atio
n
,
th
e
d
ata
was
also
r
ev
ea
led
th
r
ee
m
ajo
r
ex
ter
n
al
m
o
tiv
atio
n
in
lear
n
in
g
E
n
g
lis
h
am
o
n
g
o
r
p
h
an
s
tu
d
e
n
ts
(
g
o
o
d
g
r
ad
e
f
o
r
ex
am
,
s
o
cial
en
co
u
r
a
g
em
en
t,
an
d
tr
av
elin
g
an
d
s
tu
d
y
in
g
ab
r
o
ad
)
.
So
m
e
o
f
th
e
p
ar
ticip
an
ts
ca
n
n
o
t
d
en
y
th
at
th
ey
le
ar
n
E
n
g
lis
h
to
g
et
g
o
o
d
g
r
ad
es
f
o
r
th
eir
s
ch
o
o
l
ex
am
wh
ich
was
d
o
n
e
o
n
ce
in
ev
e
r
y
e
n
d
o
f
a
s
em
ester
.
Fu
r
th
er
,
s
o
cial
en
c
o
u
r
a
g
em
en
t
g
iv
en
b
y
th
eir
s
u
r
r
o
u
n
d
in
g
is
also
an
im
p
o
r
tan
t
f
ac
to
r
wh
ich
m
ain
tain
p
ar
ticip
an
ts
’
m
o
tiv
atio
n
in
lea
r
n
in
g
E
n
g
lis
h
.
T
h
e
pa
r
ticip
an
ts
ad
m
it
th
at
th
eir
o
r
p
h
an
a
g
e
is
s
o
m
etim
es
v
is
ited
b
y
m
an
y
p
eo
p
le
to
h
elp
an
d
g
iv
e
m
o
tiv
atio
n
to
th
em
to
s
tu
d
y
h
ar
d
.
“…We
s
tu
d
y
E
n
g
lis
h
a
ls
o
fo
r
h
a
vin
g
a
g
o
o
d
g
r
a
d
e
fo
r
o
u
r
s
ch
o
o
l e
xa
min
a
tio
n
”
(
FGD)
“S
o
me
p
eo
p
le
visi
tin
g
u
s
a
n
d
a
d
vise th
e
imp
o
r
ta
n
ce
o
f E
n
g
li
s
h
fo
r
o
u
r
fu
tu
r
e”
(
OS4
)
An
o
th
er
im
p
o
r
ta
n
t
f
ac
to
r
th
at
ca
n
n
o
t
b
e
ig
n
o
r
ed
th
at
m
o
ti
v
ates
th
e
o
r
p
h
a
n
s
tu
d
e
n
ts
in
lear
n
in
g
E
n
g
lis
h
is
b
ec
au
s
e
th
ey
b
eliev
e
E
n
g
lis
h
c
an
h
elp
th
e
m
to
ac
h
ie
v
e
th
eir
d
r
ea
m
s
to
b
e
a
b
le
to
tr
av
el
an
d
s
tu
d
y
ab
r
o
ad
.
“M
a
yb
e
o
n
e
d
a
y
I
h
a
ve
a
n
o
p
p
o
r
tu
n
ity
to
g
o
a
b
r
o
a
d
to
tr
a
ve
l
o
r
to
s
tu
d
y
o
ve
r
s
ea
s
a
n
d
my
E
n
g
lis
h
a
b
ilit
y
co
u
l
d
h
elp
me
i
n
th
e
co
mmu
n
ic
a
tio
n
”
(
OS6
)
“I
r
ea
lly
h
o
p
e
to
b
e
a
b
le
to
g
o
a
b
r
o
a
d
,
th
a
t is w
h
y
I
lea
r
n
E
n
g
lis
h
”
(
OS2
)
“…We
d
o
n
o
t
kn
o
w
th
e
f
u
tu
r
e,
b
u
t
w
e
ca
n
p
r
ep
a
r
e
fr
o
m
n
o
w
,
ma
yb
e
w
e
co
u
l
d
g
et
s
ch
o
la
r
s
h
ip
to
s
tu
d
y
in
a
n
o
th
er c
o
u
n
tr
y”
(
FGD)
I
t
ca
n
b
e
s
ee
n
th
at
b
ased
o
n
t
h
e
f
in
d
i
n
g
s
,
f
ac
to
r
s
o
f
m
o
tiv
a
tio
n
am
o
n
g
o
r
p
h
a
n
s
tu
d
e
n
ts
wh
ich
d
r
iv
e
th
em
to
lear
n
E
n
g
lis
h
ar
e
b
o
th
f
r
o
m
in
ter
n
al
an
d
e
x
ter
n
al.
3
.
2
.
Dem
o
t
iv
a
t
io
n f
a
c
t
o
rs
3
.
2
.
1
.
I
nte
rna
l dem
o
t
iv
a
t
io
n
I
r
o
n
ically
,
e
v
en
th
o
u
g
h
th
e
p
ar
ticip
an
ts
h
av
e
h
ig
h
in
te
r
n
al
an
d
ex
ter
n
al
m
o
tiv
atio
n
i
n
lear
n
in
g
E
n
g
lis
h
,
th
er
e
wer
e
also
s
o
m
e
in
ter
n
al
an
d
e
x
ter
n
al
d
em
o
t
iv
atio
n
f
ac
to
r
s
th
at
s
h
o
u
l
d
b
e
well
an
ticip
ated
b
y
r
elate
d
p
ar
ties
to
k
ee
p
o
r
p
h
a
n
s
tu
d
en
ts
’
m
o
tiv
atio
n
h
ig
h
.
I
t
is
m
ain
ly
b
ec
au
s
e
th
ese
in
ter
n
al
an
d
ex
ter
n
al
d
em
o
tiv
atio
n
p
o
ten
tially
d
ec
r
e
ase
th
eir
m
o
tiv
atio
n
all
th
e
ti
m
e.
B
ased
o
n
th
e
in
ter
v
iew
an
d
FGD
s
e
s
s
io
n
,
it
i
s
r
ev
ea
led
th
at
th
er
e
ar
e
th
r
ee
m
ajo
r
in
ter
n
al
d
em
o
tiv
atio
n
(
in
f
lu
en
ce
o
f
m
o
th
er
t
o
n
g
u
e,
n
eg
ativ
e
attitu
d
e
to
war
d
E
n
g
lis
h
,
an
d
lack
o
f
co
n
f
id
en
ce
)
.
Ho
wev
er
,
th
e
in
te
r
n
al
p
r
o
b
lem
s
wh
ich
d
em
o
tiv
ate
o
r
p
h
an
s
tu
d
en
ts
ca
n
b
e
well
o
v
e
r
co
m
e
b
y
th
e
p
ar
ticip
an
ts
.
“…so
metime
s
it is
h
a
r
d
fo
r
m
e
to
s
p
ea
k
E
n
g
lis
h
b
ec
a
u
s
e
it i
s
s
o
h
a
r
d
to
p
r
o
n
o
u
n
ce
.
”
(
OS4
)
“I
a
g
r
ee
th
a
t
in
ma
n
y
E
n
g
li
s
h
w
o
r
d
s
a
r
e
h
a
r
d
to
p
r
o
n
o
u
n
ce
,
I
h
a
ve
to
p
r
a
ctice
a
g
a
in
a
n
d
a
g
a
in
.
”
(
FGD)
T
h
is
s
itu
atio
n
,
th
e
in
f
lu
en
ce
o
f
m
o
th
e
r
to
n
g
u
e,
d
ir
ec
tly
lead
s
th
e
p
ar
ticip
an
ts
to
th
e
s
ec
o
n
d
in
ter
n
al
d
em
o
tiv
atio
n
w
h
ich
is
n
eg
ativ
e
attitu
d
e
to
war
d
E
n
g
lis
h
.
“Y
es,
it
r
ea
lly
ma
ke
s
u
s
s
tr
ess
s
o
metime
s
b
ec
a
u
s
e
th
ere
a
r
e
s
o
ma
n
y
w
o
r
d
s
w
h
ich
a
r
e
d
iffi
cu
lt
to
p
r
o
n
o
u
n
ce
,
b
u
t we a
lw
a
ys p
r
a
ctice
to
g
eth
er
.
”
(
FGD)
T
h
e
last
in
ter
n
al
d
em
o
tiv
atio
n
f
ac
to
r
ex
p
r
ess
ed
b
y
th
e
p
a
r
ticip
an
ts
is
th
eir
lack
o
f
co
n
f
id
en
ce
in
p
r
ac
ticin
g
E
n
g
lis
h
.
So
m
e
o
f
th
em
tr
u
l
y
ad
m
it
th
at
t
h
ey
a
r
e
s
h
y
to
t
h
eir
f
r
ien
d
s
a
n
d
teac
h
er
s
if
t
h
ey
ar
e
ass
ig
n
ed
to
s
p
ea
k
E
n
g
lis
h
.
T
h
ey
wer
e
af
r
aid
o
f
m
ak
in
g
m
is
tak
es in
ter
m
o
f
its
p
r
o
n
u
n
ciatio
n
a
nd
g
r
am
m
ar
.
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
Un
d
is
co
ve
r
ed
vo
ices:
Mo
tiva
tio
n
a
n
d
d
emo
tiva
ti
o
n
fa
cto
r
s
in
lea
r
n
in
g
E
n
g
lis
h
a
mo
n
g
…
(
Z
id
n
i Ma
r
u
f)
445
“
P
ers
o
n
a
lly,
I
s
o
metime
s
feel
a
s
h
a
med
to
c
o
mmu
n
ica
te
in
E
n
g
lis
h
a
s
min
e
is
r
ea
lly
b
a
d
.
”
(
OS8
)
“I
feel
s
h
y
to
co
mmu
n
ica
te
in
E
n
g
lis
h
,
I
d
o
n
o
t k
n
o
w
h
o
w
to
p
r
o
n
o
u
n
ce
it c
o
r
r
ec
tly
.
”
(
OS6
)
“…B
u
t we wil
l k
ee
p
p
r
a
cticin
g
fo
r
o
u
r
o
w
n
g
o
o
d
.
”
(
FGD)
3
.
2
.
2
.
E
x
t
er
na
l
dem
o
t
iv
a
t
io
n
E
v
en
th
o
u
g
h
t
h
e
p
ar
ticip
a
n
ts
claim
ed
to
b
e
ab
le
to
o
v
er
co
m
e
th
eir
in
ter
n
al
d
em
o
tiv
atio
n
,
s
ad
ly
,
th
e
p
ar
ticip
an
ts
co
u
ld
n
o
t
h
a
n
d
le
ex
ter
n
al
p
r
o
b
lem
s
wh
ich
d
em
o
tiv
ate
th
em
in
lear
n
in
g
E
n
g
lis
h
s
u
ch
as
teac
h
er
s
’
co
m
p
eten
ce
,
p
o
o
r
f
ac
ilit
ies
an
d
teac
h
in
g
m
ate
r
ials
,
an
d
class
en
v
ir
o
n
m
e
n
t.
I
n
th
is
r
e
g
a
r
d
,
th
e
p
ar
ticip
a
n
ts
ad
m
it
th
at
t
h
ey
h
av
e
to
lear
n
E
n
g
lis
h
an
d
o
th
er
s
u
b
jects
in
t
h
e
m
o
s
q
u
e
b
ec
au
s
e
th
e
y
h
av
e
n
o
a
p
p
r
o
p
r
iate
class
f
o
r
s
tu
d
y
i
n
g
.
“As y
o
u
ca
n
s
ee
,
w
e
h
a
ve
n
o
f
a
cilities
in
lea
r
n
in
g
E
n
g
lis
h
h
ere
.
”
(
OS8
)
“…n
o
t
o
n
ly
fo
r
lea
r
n
in
g
E
n
g
l
is
h
,
b
u
t
a
ls
o
fo
r
lea
r
n
i
n
g
a
ll
s
u
b
jects,
o
u
r
tea
ch
er
o
n
ly
u
s
e
s
ma
ll
w
h
iteb
o
a
r
d
,
a
n
d
w
e
lea
r
n
in
a
mo
s
q
u
e
.
”
(
FGD)
L
ac
k
o
f
f
ac
ilit
ies
is
n
o
t
th
e
o
n
ly
e
x
ter
n
al
d
e
m
o
tiv
atio
n
f
ac
to
r
r
ev
ea
le
d
b
y
th
e
p
ar
tici
p
an
ts
.
T
h
is
s
itu
atio
n
is
wo
r
s
t
b
y
in
co
m
p
e
ten
t
E
n
g
lis
h
teac
h
er
s
in
ter
m
o
f
th
eir
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
.
I
n
t
h
is
r
eg
ar
d
,
m
o
s
t
teac
h
er
s
wh
o
teac
h
in
t
h
e
o
r
p
h
an
ag
e
a
r
e
th
ei
r
s
en
io
r
s
wh
o
d
ev
o
ted
th
em
s
elv
es
to
th
eir
o
r
p
h
an
a
g
e.
I
n
ca
s
e
o
f
E
n
g
lis
h
teac
h
er
,
p
ar
t
icip
an
ts
ad
m
it
th
at
th
eir
E
n
g
lis
h
teac
h
er
o
n
ly
g
r
ad
u
ate
d
f
r
o
m
E
n
g
lis
h
s
h
o
r
t
co
u
r
s
e
in
s
tead
o
f
u
n
iv
e
r
s
ity
.
“
B
a
s
ica
lly,
o
u
r
tea
ch
er
h
ere
is
o
u
r
s
en
io
r
;
th
ey
d
o
n
o
t
h
a
ve
e
d
u
ca
tio
n
a
l
b
a
ck
g
r
o
u
n
d
a
s
ed
u
ca
to
r
”
(
OS1
)
“As
fa
r
a
s
I
k
n
o
w
,
o
u
r
E
n
g
lis
h
tea
ch
er
h
ere
o
n
ly
g
r
a
d
u
a
ted
fr
o
m
E
n
g
lis
h
s
h
o
r
t
co
u
r
s
e,
n
o
t
fr
o
m
u
n
ivers
ity”
(
OS5
)
I
n
th
is
ca
s
e,
wh
en
th
eir
E
n
g
lis
h
teac
h
er
d
o
es
n
o
t
h
av
e
e
n
o
u
g
h
ex
p
er
ien
ce
s
in
teac
h
in
g
E
n
g
lis
h
wo
r
s
ted
b
y
th
e
ab
s
en
ce
o
f
s
ch
o
o
l
f
ac
ilit
ies
to
s
u
p
p
o
r
t
teac
h
in
g
an
d
lea
r
n
in
g
p
r
o
ce
s
s
,
th
e
p
ar
ticip
a
n
ts
f
ee
l
b
o
r
ed
in
lear
n
in
g
E
n
g
lis
h
wh
ich
lead
t
h
em
to
a
n
o
th
er
d
em
o
tiv
atio
n
f
ac
to
r
.
“Be
ca
u
s
e
w
e
d
o
n
o
t
h
a
ve
s
u
ch
g
o
o
d
fa
cilities
h
ere,
s
o
metime
s
o
u
r
tea
ch
ers
ca
n
n
o
t
ex
p
l
a
in
th
e
ma
teri
a
l c
lea
r
ly
.
”
(
OS2
)
“Ou
r
tea
ch
ers
mo
s
t
o
f
th
e
time
o
n
ly
u
s
e
s
o
me
p
r
in
ted
p
a
p
er
a
s
ma
teri
a
l,
a
n
d
s
o
meh
o
w
it
is
b
o
r
in
g
.
”
(
OS7
)
An
o
th
er
im
p
o
r
tan
t
f
ac
to
r
wh
i
ch
d
em
o
tiv
ates
th
e
o
r
p
h
an
s
t
u
d
en
ts
co
n
v
e
y
ed
b
y
th
e
p
ar
ti
cip
an
ts
is
class
en
v
ir
o
n
m
e
n
t
.
All
t
h
e
p
ar
ticip
an
ts
s
h
ar
e
th
eir
s
to
r
ies
wi
th
th
e
r
esear
ch
er
s
th
at
th
e
y
s
ta
r
t
lear
n
in
g
i
n
ea
r
l
y
m
o
r
n
in
g
wh
en
t
h
ey
wer
e
s
till
s
o
s
leep
y
.
T
h
er
ef
o
r
e
,
t
h
e
class
is
n
o
t e
f
f
ec
tiv
e
an
d
u
n
p
r
o
d
u
ct
iv
e.
“W
e
lea
r
n
E
n
g
lis
h
in
th
e
mo
r
n
in
g
,
a
n
d
w
e
s
till
s
leep
y
a
t
th
a
t
time
b
ec
a
u
s
e
w
e
h
a
ve
to
s
leep
a
t
1
0
a
n
d
w
a
ke
u
p
a
t 3
a
n
d
s
tu
d
y
a
t 7
.
”
(
OS3
)
“W
h
en
I
s
ee
my
fr
ien
d
s
a
r
e
s
leep
y,
I
b
ec
o
me
s
leep
y
a
s
w
ell
a
n
d
ca
n
n
o
t
co
n
ce
n
tr
a
te
to
lea
r
n
E
n
g
lis
h
.
”
(
OS6
)
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
f
t
h
e
cu
r
r
en
t
r
e
s
ea
r
ch
s
ee
m
to
b
e
r
elev
an
t
with
wh
at
in
d
icate
d
b
y
Mu
f
ah
a
n
d
Gale
a
[
2
3
]
th
at
m
o
tiv
atio
n
ca
n
b
e
d
iv
id
ed
in
to
in
tr
in
s
ic
an
d
e
x
tr
i
n
s
ic
an
d
s
o
d
o
es
d
em
o
tiv
atio
n
.
Fu
r
th
er
m
o
r
e,
th
e
f
in
d
in
g
s
o
f
t
h
e
p
r
e
v
io
u
s
s
tu
d
i
es
wer
e
also
r
elev
an
t
with
th
is
r
esear
ch
wh
ich
r
ev
ea
led
th
a
t
m
o
tiv
atio
n
f
ac
to
r
s
in
lear
n
in
g
E
n
g
lis
h
o
cc
u
r
r
ed
b
ec
au
s
e
o
f
s
o
m
e
f
ac
to
r
s
s
u
ch
as
p
er
s
o
n
al
in
ter
est
[
1
0
]
,
[
1
1
]
,
to
h
av
e
a
b
r
ig
h
t
f
u
tu
r
e
[
4
]
–
[
8
]
,
to
h
a
v
e
a
g
o
o
d
g
r
ad
e
f
o
r
ex
am
[
4
]
,
[
9
]
an
d
t
o
h
elp
th
em
in
tr
av
ellin
g
o
r
s
t
u
d
y
in
g
a
b
r
o
a
d
[
4
]
,
[
5
]
,
[
9
]
.
I
n
ter
esti
n
g
l
y
,
th
er
e
w
er
e
s
o
m
e
n
ew
f
in
d
in
g
s
r
ev
ea
l
ed
in
th
is
s
tu
d
y
as
f
ac
to
r
s
o
f
m
o
tiv
atio
n
am
o
n
g
o
r
p
h
a
n
s
tu
d
en
ts
wh
ich
ar
e
p
o
s
itiv
e
attitu
d
e
to
war
d
E
n
g
lis
h
a
n
d
s
o
cial
en
co
u
r
ag
em
e
n
t.
T
h
e
f
ir
s
t
m
o
tiv
atio
n
f
ac
to
r
in
lear
n
in
g
E
n
g
lis
h
co
n
v
ey
ed
b
y
alm
o
s
t
all
p
ar
ticip
an
ts
is
th
eir
p
er
s
o
n
al
in
ter
est
[
1
0
]
,
[
1
1
]
.
T
h
is
is
b
ec
au
s
e
E
n
g
lis
h
is
n
o
t
wid
ely
s
p
o
k
en
in
p
a
r
ticip
an
ts
’
en
v
ir
o
n
m
en
t
s
in
ce
E
n
g
lis
h
is
co
n
s
id
er
ed
as
a
f
o
r
eig
n
lan
g
u
ag
e
in
I
n
d
o
n
esia.
T
h
er
ef
o
r
e,
t
h
e
p
ar
ticip
an
ts
s
tr
o
n
g
ly
b
eliev
ed
th
at
E
n
g
lis
h
is
a
n
ew
an
d
a
n
am
az
in
g
lan
g
u
ag
e
to
b
e
m
aster
ed
.
T
h
u
s
,
t
h
e
p
ar
ticip
an
ts
ar
e
p
r
o
u
d
wh
e
n
th
ey
ar
e
ab
le
t
o
s
p
ea
k
E
n
g
lis
h
.
I
n
th
is
r
eg
a
r
d
,
t
h
ey
ar
e
m
o
tiv
ated
to
lear
n
E
n
g
l
is
h
to
s
h
o
w
to
o
th
er
s
tu
d
en
t
s
as
well
as
th
eir
s
u
r
r
o
u
n
d
in
g
s
t
h
at
th
e
y
ar
e
ab
l
e
to
s
p
ea
k
a
f
o
r
eig
n
lan
g
u
ag
e
f
lu
en
tly
.
T
h
is
s
itu
atio
n
is
cla
s
s
if
ied
b
y
Ush
io
d
a
an
d
Dö
r
n
y
ei
[
3
]
as f
ee
lin
g
o
f
j
o
y
in
lear
n
in
g
b
ec
au
s
e
n
o
o
n
e
f
o
r
ce
s
th
em
to
lea
r
n
E
n
g
lis
h
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
44
1
-
448
446
An
o
th
er
im
p
o
r
tan
t
f
in
d
in
g
o
f
th
e
o
r
p
h
an
s
tu
d
e
n
ts
,
m
o
tiv
ati
o
n
in
lear
n
in
g
E
n
g
lis
h
is
th
ei
r
atten
tio
n
to
war
d
th
eir
f
u
tu
r
e.
All
th
e
p
ar
ticip
an
ts
ca
n
n
o
t
d
en
y
th
at
th
ey
h
a
v
e
to
p
r
ep
ar
e
m
an
y
th
in
g
s
,
in
clu
d
in
g
m
aster
in
g
E
n
g
lis
h
to
h
av
e
a
b
r
ig
h
t
ca
r
ee
r
in
th
e
f
u
tu
r
e
[
4
]
–
[
8
]
.
Ad
d
itio
n
ally
,
b
y
m
aster
in
g
E
n
g
lis
h
,
th
ey
will
also
g
et
g
o
o
d
g
r
ad
e
f
o
r
th
ei
r
ex
am
in
th
e
s
am
e
tim
e
[
4
]
,
[
9
]
.
T
h
e
p
ar
ticip
a
n
ts
tell
t
h
eir
s
to
r
ies
to
th
e
r
esear
ch
er
s
th
at
th
ey
wan
t
to
h
av
e
a
g
o
o
d
jo
b
a
n
d
a
h
ap
p
y
f
am
ily
in
th
e
f
u
tu
r
e,
n
o
t
lik
e
w
h
at
th
ey
ex
p
er
ie
n
ce
in
th
e
o
r
p
h
a
n
ag
e.
T
h
er
e
f
o
r
e,
th
e
s
am
e
s
to
r
ies
will
n
o
t
b
e
r
ep
ea
ted
to
th
ei
r
ch
ild
r
en
.
T
h
r
o
u
g
h
m
aster
in
g
E
n
g
lis
h
,
th
e
p
ar
ticip
a
n
ts
r
ea
lly
h
o
p
e
t
h
at
th
eir
E
n
g
lis
h
ab
ilit
y
co
u
ld
h
el
p
th
em
to
ac
h
iev
e
th
eir
d
r
ea
m
.
T
h
ey
also
b
eliev
e
th
at
as
an
in
ter
n
atio
n
al
lan
g
u
ag
e
,
E
n
g
lis
h
co
u
ld
h
elp
th
em
in
m
an
y
s
itu
atio
n
s
s
u
ch
as
p
u
r
s
in
g
s
ch
o
lar
s
h
ip
s
,
s
tu
d
y
in
g
at
a
u
n
i
v
er
s
ity
,
an
d
r
ea
d
in
g
m
an
y
im
p
o
r
tan
t b
o
o
k
s
wr
itten
in
E
n
g
lis
h
.
Fu
r
th
er
m
o
r
e
,
th
e
p
ar
ticip
an
ts
also
b
eliev
e
th
at
m
aster
in
g
E
n
g
lis
h
co
u
ld
h
elp
t
h
em
tr
av
el
an
d
s
tu
d
y
ab
r
o
ad
.
T
h
is
f
ac
to
r
b
ec
o
m
es
a
n
o
th
er
m
o
tiv
ati
o
n
r
ev
ea
led
b
y
th
e
p
ar
ticip
an
ts
[
4
]
,
[
5
]
,
[
9
]
.
All
th
e
p
ar
ticip
an
ts
r
ea
lly
h
o
p
e
th
at
th
ey
ca
n
g
et
s
ch
o
lar
s
h
ip
in
th
e
f
u
tu
r
e.
Pre
v
i
o
u
s
s
tu
d
ies
[
2
5
]
,
[
2
6
]
class
if
ied
th
ese
m
o
tiv
atio
n
s
as
ex
ter
n
al
in
s
tr
u
m
en
tal
m
o
tiv
atio
n
.
I
n
s
tr
u
m
e
n
tal
m
o
tiv
atio
n
is
ch
ar
ac
ter
ized
b
y
th
e
d
esire
to
o
b
tain
p
r
ac
tical
th
in
g
s
in
s
tu
d
y
in
g
f
o
r
eig
n
la
n
g
u
ag
e
[
2
5
]
,
[
2
6
]
.
I
n
th
is
r
e
g
ar
d
,
th
e
p
a
r
ticip
an
ts
o
f
th
e
cu
r
r
en
t
s
tu
d
y
ar
e
m
o
tiv
ated
to
lear
n
E
n
g
lis
h
b
ec
au
s
e
th
ey
wa
n
t
to
h
av
e
b
r
ig
h
t
ca
r
ee
r
s
an
d
p
u
r
s
u
e
th
eir
d
eg
r
ee
th
r
o
u
g
h
s
ch
o
lar
s
h
ip
.
Alth
o
u
g
h
t
h
e
p
ar
ticip
a
n
ts
s
ee
m
to
h
a
v
e
h
ig
h
d
e
g
r
ee
o
f
m
o
t
iv
atio
n
s
,
th
er
e
ar
e
s
o
m
e
p
r
o
b
l
em
s
f
ac
ed
b
y
th
em
in
lear
n
in
g
E
n
g
lis
h
wh
ich
co
u
ld
b
e
class
if
ied
as
d
em
o
tiv
atio
n
f
ac
to
r
s
.
Fo
r
d
em
o
tiv
atio
n
f
ac
to
r
s
,
th
e
p
ar
ticip
an
ts
ag
r
ee
th
at
it
is
m
ain
ly
b
ec
au
s
e
o
f
b
o
th
in
ter
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
wh
ich
a
ls
o
co
n
g
r
u
e
n
t
with
p
r
ev
io
u
s
r
esear
c
h
s
u
ch
as
n
eg
ativ
e
attitu
d
e
to
war
d
E
n
g
lis
h
[
3
0
]
,
lac
k
o
f
c
o
n
f
id
e
n
ce
[
3
0
]
,
p
o
o
r
f
ac
ilit
ies
an
d
teac
h
in
g
m
ater
ials
[
1
7
]
,
[
2
0
]
,
[
2
1
]
,
teac
h
er
s
’
co
m
p
eten
ce
[
1
3
]
–
[
2
1
]
,
a
n
d
class
r
o
o
m
f
ac
ilit
ies
[
1
4
]
–
[
1
6
]
,
[
1
9
]
.
Ho
wev
er
,
o
n
e
in
ter
esti
n
g
f
in
d
in
g
f
r
o
m
th
is
r
esear
ch
w
h
ich
i
s
th
e
in
f
lu
en
ce
o
f
th
e
m
o
th
e
r
to
n
g
u
e
as
th
e
o
n
ly
in
ter
n
al
d
em
o
tiv
atio
n
in
lear
n
i
n
g
E
n
g
lis
h
am
o
n
g
o
r
p
h
an
s
tu
d
en
ts
in
I
n
d
o
n
esia.
Firstl
y
,
th
e
p
r
o
b
lem
o
f
t
h
e
m
o
th
er
to
n
g
u
e
is
m
ain
ly
b
ec
au
s
e
E
n
g
lis
h
is
co
n
s
id
er
ed
a
s
a
f
o
r
eig
n
lan
g
u
ag
e
in
I
n
d
o
n
esia.
T
h
e
r
ef
o
r
e,
it
ca
n
n
o
t
b
e
d
en
ied
th
at
e
ac
h
lan
g
u
ag
e
is
u
n
iq
u
e
an
d
h
a
s
d
if
f
er
en
t
way
s
in
p
r
o
n
o
u
n
cin
g
th
e
wo
r
d
s
.
T
h
u
s
,
m
o
s
t
o
f
th
e
p
ar
ticip
an
ts
ag
r
e
e
th
at
E
n
g
lis
h
wo
r
d
s
ar
e
p
r
o
n
o
u
n
ce
d
d
if
f
er
en
tly
f
r
o
m
th
eir
l
o
ca
l
an
d
n
ati
o
n
al
l
an
g
u
ag
e
wh
ich
is
r
elativ
ely
d
i
f
f
icu
lt
f
o
r
th
e
m
.
B
ec
au
s
e
o
f
t
h
is
s
itu
atio
n
,
an
o
th
e
r
d
em
o
tiv
atio
n
f
ac
to
r
o
cc
u
r
r
e
d
wh
ich
is
n
eg
ativ
e
attitu
d
e
to
war
d
E
n
g
lis
h
an
d
lack
o
f
co
n
f
id
en
ce
i
n
co
m
m
u
n
icatin
g
with
it
[
2
8
]
.
I
n
th
is
r
eg
ar
d
,
th
e
p
a
r
ticip
an
ts
n
ee
d
to
h
av
e
m
o
r
e
p
r
ac
tic
es
in
p
r
o
n
o
u
n
cin
g
E
n
g
lis
h
wo
r
d
s
to
m
ak
e
f
lu
en
t
.
T
h
u
s
,
th
e
p
ar
ticip
an
ts
a
d
m
it
th
at
th
is
p
r
o
b
lem
s
o
m
e
h
o
w,
in
s
o
m
e
o
cc
asio
n
s
,
d
ec
r
ea
s
e
th
eir
m
o
tiv
atio
n
in
l
ea
r
n
in
g
E
n
g
lis
h
.
Ho
wev
er
,
th
e
p
ar
ticip
an
ts
s
ee
m
to
b
e
ab
le
to
o
v
er
co
m
e
th
e
p
r
o
b
lem
s
b
y
p
r
ac
ticin
g
ev
er
y
d
ay
with
th
eir
p
ee
r
s
.
Ho
wev
er
,
ev
en
th
o
u
g
h
th
e
p
ar
ticip
an
ts
wer
e
ab
le
to
h
an
d
le
t
h
e
in
ter
n
al
d
em
o
tiv
atio
n
,
th
er
e
ar
e
m
an
y
ex
ter
n
al
d
em
o
tiv
atio
n
in
lear
n
in
g
E
n
g
lis
h
th
at
th
e
p
ar
ticip
an
ts
ca
n
n
o
t
o
v
er
co
m
e
.
T
h
e
p
ar
ti
cip
an
ts
s
h
ar
e
th
eir
s
to
r
ies
th
at
th
ey
h
av
e
n
o
f
ac
ilit
ies
th
at
m
ay
s
u
p
p
o
r
t
th
eir
lear
n
in
g
p
r
o
ce
s
s
in
th
eir
o
r
p
h
a
n
a
g
e
[
1
7
]
,
[
2
0
]
,
[
2
1
]
.
I
r
o
n
ically
,
th
ey
h
av
e
to
lear
n
in
a
s
m
all
m
o
s
q
u
e
b
ec
au
s
e
th
er
e
is
n
o
av
ailab
le
r
o
o
m
f
o
r
lea
r
n
in
g
in
th
e
o
r
p
h
a
n
ag
e.
T
h
er
e
we
r
e
o
n
ly
a
n
o
ld
wh
iteb
o
ar
d
an
d
s
o
m
e
b
o
ar
d
-
m
ar
k
er
s
u
s
ed
b
y
t
h
eir
teac
h
er
s
to
teac
h
th
em
ev
er
y
d
ay
.
T
h
is
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ly
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aid
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ly
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teac
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p
h
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a
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[
1
3
]
–
[
2
1
]
.
All
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W
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eg
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if
ican
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ar
t
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ts
[
1
3
]
–
[
1
5
]
,
[
2
2
]
.
I
n
t
h
is
r
eg
ar
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all
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ies
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8
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Mo
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CO
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RE
F
E
R
E
NC
E
S
[
1
]
D
.
A
.
C
o
o
k
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n
d
A
.
R
.
A
r
t
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M
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.
[
2
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Z.
D
ö
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sh
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T
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Re
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.
[
3
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Z.
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sh
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T
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[
4
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A
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[
6
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T.
Ta
k
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M
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En
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R
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A
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