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e
tr
ap
p
ed
in
t
h
at
co
u
r
s
e.
T
h
ese
lear
n
er
s
n
ee
d
ass
i
s
ta
n
ce
i
n
f
i
n
d
i
n
g
th
eir
w
a
y
o
u
t
o
f
t
h
e
tr
ap
;
o
th
er
w
i
s
e,
th
e
y
m
a
y
lo
s
e
th
eir
s
el
f
-
co
n
f
id
en
ce
o
r
ev
en
i
n
ter
n
al
ize
n
e
g
a
tiv
e
p
er
ce
p
tio
n
s
to
w
ar
d
th
eir
E
n
g
li
s
h
ab
ilit
y
.
T
h
u
s
,
it
is
u
n
f
a
ir
to
s
tan
d
ar
d
ize
th
e
lear
n
er
s
’
ab
ilit
y
o
n
l
y
b
ased
o
n
s
co
r
e
in
a
test
an
d
ass
u
m
e
th
eir
s
c
o
r
e
as
th
eir
f
in
a
l
ac
h
iev
e
m
e
n
t.
W
h
er
ea
s
,
lear
n
i
n
g
i
s
an
o
n
-
g
o
in
g
p
r
o
ce
s
s
.
Ass
es
s
i
n
g
I
n
d
o
n
e
s
ian
E
F
L
le
ar
n
er
s
w
h
o
ar
e
f
r
o
m
d
i
f
f
er
e
n
t
lan
g
u
a
g
e
a
n
d
c
u
lt
u
r
al
b
ac
k
g
r
o
u
n
d
s
ca
n
b
e
a
co
m
p
licated
task
f
o
r
th
e
ev
alu
ato
r
s
.
On
e
o
f
th
e
alt
er
n
ativ
e
s
th
at
ca
n
b
e
ap
p
lied
to
m
ea
s
u
r
e
th
ese
d
if
f
er
e
n
ce
s
in
te
s
ti
n
g
is
D
y
n
a
m
ic
A
s
s
ess
m
e
n
t
(
D
A
)
.
Mo
r
eo
v
er
,
th
e
p
r
o
ce
d
u
r
e
o
f
DA
e
m
p
h
as
ize
s
th
e
p
r
o
ce
s
s
o
f
lear
n
i
n
g
,
t
h
e
i
n
ter
est
o
f
l
ea
r
n
er
s
,
an
d
t
h
e
e
x
p
er
ien
ce
s
o
f
lear
n
er
s
alo
n
g
th
e
p
r
o
ce
s
s
o
f
D
A
s
es
s
io
n
s
.
T
h
e
ess
en
tia
l
th
in
g
i
s
th
a
t
th
e
lear
n
er
s
f
ee
l
n
o
t
b
ei
n
g
j
u
d
g
ed
b
y
s
co
r
es
o
r
f
i
n
al
d
ec
is
io
n
o
f
a
test
d
u
r
i
n
g
th
ei
r
on
-
g
o
in
g
d
ev
elo
p
m
en
t.
R
eg
a
r
d
in
g
t
h
is
m
atter
,
Nar
ci
s
s
a
n
d
Hu
t
h
cited
i
n
Has
i
m
,
D
i
,
an
d
B
ar
n
ar
d
[
5
]
s
u
g
g
e
s
ted
th
at
f
ee
d
b
ac
k
s
h
o
u
ld
n
o
t
m
o
s
t
l
y
ta
l
k
ab
o
u
t
co
r
r
ec
t
o
r
in
co
r
r
ec
t
an
s
w
er
,
b
u
t
r
ath
er
m
o
s
tl
y
talk
s
ab
o
u
t
s
u
g
g
es
tio
n
s
,
m
o
tiv
at
io
n
s
,
an
d
s
tr
ateg
ie
s
b
ased
o
n
lear
n
er
s
’
i
n
ter
est
s
an
d
ex
p
er
ien
ce
s
in
i
m
p
r
o
v
in
g
ab
ilit
y
.
T
eo
[
6
]
also
e
m
p
h
as
iz
ed
th
at
test
i
n
g
i
s
j
u
s
t
a
to
o
l
an
d
s
co
r
e
is
j
u
s
t
a
m
ea
s
u
r
e
w
h
ich
lead
to
j
u
d
g
in
g
an
d
lab
elin
g
.
W
h
er
ea
s
,
in
D
A
,
th
e
lear
n
er
s
ar
e
o
r
ien
ted
to
r
e
co
g
n
ize
th
eir
m
is
ta
k
es
o
r
w
ea
k
n
e
s
s
e
s
s
an
d
s
o
lv
e
it
th
r
o
u
g
h
t
h
eir
i
n
n
er
v
o
ice
a
n
d
cr
ea
tiv
i
t
y
i
n
t
h
e
m
ed
iatio
n
p
r
o
ce
s
s
.
T
h
ese
w
a
y
s
s
u
r
el
y
m
ak
e
lear
n
i
n
g
an
d
teac
h
i
n
g
p
r
o
ce
s
s
m
o
r
e
o
r
ien
te
d
an
d
f
lo
w
n
at
u
r
all
y
.
I
n
DA
p
r
ac
tices,
lear
n
er
s
w
h
o
w
o
u
ld
p
o
ten
tiall
y
g
et
s
t
u
c
k
in
th
e
test
ca
n
b
e
eq
u
ip
p
ed
w
it
h
d
ir
ec
t
in
s
tr
u
ctio
n
,
g
u
id
ed
p
r
ac
tice,
an
d
p
r
ac
tical
s
tr
ate
g
ies
to
co
p
e
w
it
h
t
h
eir
d
i
f
f
icu
lties
w
h
i
le
tak
i
n
g
t
h
e
te
s
t.
R
eg
ar
d
in
g
t
h
is
c
o
o
p
er
ativ
e
an
d
r
esp
o
n
s
iv
e
o
r
ien
tatio
n
,
D
A
h
as
b
ee
n
p
r
o
v
ed
to
b
e
an
in
te
r
ac
tiv
e
an
d
u
s
e
f
u
l
to
o
l
f
o
r
w
o
r
k
i
n
g
w
i
th
s
u
c
h
lear
n
er
s
[
7
,
8
]
.
T
h
e
p
a
r
ticip
an
ts
w
h
o
w
er
e
th
e
s
u
b
j
ec
t
i
n
th
i
s
s
tu
d
y
w
er
e
I
n
d
o
n
esia
n
E
FL
lear
n
er
s
w
it
h
lo
w
E
n
g
lis
h
s
p
ea
k
i
n
g
p
er
f
o
r
m
an
ce
w
h
o
s
e
p
r
ev
io
u
s
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
w
a
s
ass
es
s
ed
u
s
i
n
g
tr
ad
itio
n
al
a
s
s
ess
m
e
n
t
i
n
t
h
e
cla
s
s
r
o
o
m
.
T
h
is
s
t
u
d
y
i
s
ai
m
ed
to
i
n
v
e
s
tig
a
te
an
d
e
v
al
u
ate
th
e
p
o
ten
tial
e
f
f
ec
t
o
f
D
A
o
n
I
n
d
o
n
esia
n
E
F
L
lear
n
e
r
s
an
d
h
elp
t
h
ese
lear
n
er
s
in
i
m
p
r
o
v
in
g
t
h
eir
E
n
g
l
is
h
s
p
ea
k
in
g
s
k
ill
s
.
R
e
g
ar
d
in
g
D
A’
s
p
r
ac
tice
i
n
I
n
d
o
n
esia
n
clas
s
r
o
o
m
,
i
t
is
e
s
s
en
tial
to
s
a
y
t
h
at
th
e
i
m
p
le
m
e
n
tatio
n
o
f
D
A
i
s
v
er
y
u
n
co
m
m
o
n
i
n
I
n
d
o
n
e
s
ia.
Ass
es
s
m
en
t
in
lear
n
i
n
g
r
eg
a
r
d
s
th
e
lear
n
er
s
w
it
h
d
if
f
er
en
t
lear
n
i
n
g
s
tr
ate
g
ies
a
n
d
p
u
t
th
e
m
i
n
th
e
u
n
iq
u
e
in
d
i
v
i
d
u
a
l
w
h
o
tr
ie
s
to
m
a
k
e
p
r
o
g
r
ess
i
n
ac
q
u
ir
i
n
g
k
n
o
w
led
g
e
a
n
d
s
k
ill.
T
h
e
d
eb
ate
an
d
d
is
cu
s
s
io
n
o
v
er
v
ar
io
u
s
as
s
es
s
m
en
t
tech
n
iq
u
e
s
ap
p
ea
r
ed
at
th
e
co
r
e
o
f
teac
h
i
n
g
ai
m
s
a
n
d
t
h
e
d
e
m
a
n
d
ed
o
u
tco
m
e
s
[
9
]
.
Ass
es
s
m
en
t
tr
an
s
f
o
r
m
s
its
i
m
p
le
m
en
ta
tio
n
f
r
o
m
tr
ad
itio
n
al
te
s
ti
n
g
m
et
h
o
d
to
m
o
r
e
au
th
e
n
tic
test
i
n
g
m
et
h
o
d
an
d
h
o
lis
t
icall
y
p
r
ese
n
ted
b
y
th
e
ac
ti
v
e
lear
n
er
s
’
p
ar
ticip
ati
o
n
,
p
ee
r
s
,
an
d
ev
alu
ato
r
s
.
T
h
is
also
en
co
u
r
a
g
ed
lear
n
er
s
to
co
m
e
n
ea
r
er
to
w
ar
d
s
r
ea
l
-
cu
r
r
e
n
t
s
it
u
atio
n
tas
k
s
in
co
m
p
licated
r
ea
l
-
li
f
e
[
1
0
]
.
Natio
n
al
R
esear
c
h
C
o
u
n
cil
[
1
1
]
s
tated
th
at
lear
n
in
g
an
d
as
s
es
s
m
e
n
t
ar
e
as
s
u
m
ed
as
p
ar
ts
o
f
ea
c
h
s
id
e
o
f
th
e
s
a
m
e
co
i
n
in
its
r
elatio
n
s
h
ip
.
A
s
a
co
n
s
eq
u
e
n
t,
w
h
en
lear
n
i
n
g
is
b
ased
o
n
th
e
co
n
te
x
t
o
f
ac
t
u
al
l
if
e
i
n
it
s
p
r
ac
tice,
th
e
ass
e
s
s
m
e
n
t
also
s
h
o
u
ld
r
el
y
o
n
th
e
r
ea
l
co
n
te
x
t,
ac
tu
al
s
tr
ateg
ie
s
an
d
tech
n
iq
u
e.
T
h
er
ef
o
r
e,
th
e
m
o
s
t
i
m
p
o
r
tan
t
i
n
as
s
es
s
m
e
n
t
i
s
t
h
e
f
air
n
e
s
s
i
n
tec
h
n
iq
u
es,
ti
m
e
s
,
an
d
co
n
te
x
ts
,
t
h
e
n
th
e
v
ali
d
it
y
an
d
r
eliab
ilit
y
m
o
r
e
g
u
ar
a
n
teed
.
Do
u
ch
y
[
1
2
]
s
tated
th
at
an
y
ass
es
s
m
en
t
i
n
s
tr
u
m
en
t
n
ee
d
p
a
y
atten
tio
n
o
n
it
s
i
m
p
le
m
e
n
t
atio
n
th
a
t
co
n
v
e
y
k
n
o
w
led
g
e
to
ac
tu
al
o
r
r
ea
l
co
n
tex
ts
o
f
lif
e.
T
ea
ch
er
s
s
h
o
u
ld
s
ta
y
a
w
ar
e
o
f
w
h
at
le
ar
n
er
s
d
o
an
d
n
ee
d
.
An
as
s
es
s
m
en
t
s
h
o
u
ld
b
e
p
u
t
in
t
h
e
v
ital
p
ar
t
o
f
w
o
r
k
s
o
r
task
s
as
lear
n
er
s
n
ee
d
to
f
in
d
o
u
t
th
e
c
h
a
n
g
e
s
in
t
h
eir
p
r
o
g
r
ess
an
d
lear
n
in
g
ex
p
er
ien
ce
s
.
Mo
r
eo
v
er
,
i
n
d
iv
i
d
u
al
j
u
d
g
e
m
en
t
ca
n
b
e
a
v
er
y
cr
u
cial
is
s
u
e
f
o
u
n
d
in
s
p
ea
k
i
n
g
as
s
ess
m
e
n
t
[
1
3
]
.
T
h
er
ef
o
r
e,
a
p
r
o
p
er
ass
ess
m
en
t
s
h
o
u
ld
f
u
ll
y
p
a
y
atte
n
tio
n
to
th
e
q
u
alit
y
o
f
f
ee
d
b
ac
k
w
h
ic
h
co
n
ce
r
n
s
t
h
e
i
n
ten
s
i
v
e
en
g
a
g
e
m
en
t
in
b
o
th
,
d
u
r
in
g
lear
n
i
n
g
-
teac
h
i
n
g
ac
tiv
itie
s
a
n
d
af
ter
lear
n
in
g
-
teac
h
in
g
ac
tiv
ities
.
F
ee
d
b
ac
k
s
h
o
u
ld
g
i
v
e
p
o
s
itiv
e
r
ef
lectio
n
f
o
r
b
o
th
th
e
lear
n
er
s
an
d
th
e
lectu
r
er
s
in
w
h
ic
h
th
e
lear
n
er
s
f
ee
l
co
m
f
o
r
tab
le
o
r
n
o
t
f
ee
l
b
ein
g
j
u
d
g
ed
,
an
d
th
e
lectu
r
er
s
g
ain
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
n
th
eir
lear
n
er
s
'
p
r
o
b
le
m
.
I
n
th
i
s
w
a
y
,
t
h
e
lear
n
er
s
tak
e
m
o
r
e
ad
v
a
n
tag
e
s
in
r
ec
eiv
in
g
t
h
e
f
ee
d
b
ac
k
.
DA
h
ig
h
l
y
co
n
ce
r
n
o
n
th
e
f
ee
d
b
ac
k
an
d
tr
ea
tm
e
n
t
o
f
h
o
w
t
h
e
lear
n
er
s
h
o
u
ld
d
ev
elo
p
th
ei
r
ab
ilit
y
in
p
r
o
ce
s
s
in
s
tead
o
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[
2
2
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;
H
a
y
w
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d
&
L
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[
2
3
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Van
d
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Vee
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Oer
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[
2
4
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f
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s
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2
5
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2
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2
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[
2
9
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ex
p
er
ien
ce
(
ex
a
m
i
n
atio
n
an
d
co
m
m
u
n
icatio
n
)
,
an
d
o
th
er
s
im
ilar
ex
ter
n
a
l
in
f
lu
e
n
ce
s
t
h
at
ca
n
b
e
s
ig
n
i
f
ica
n
t
ef
f
ec
ts
o
n
ex
a
m
in
ee
s
’
ab
ilit
y
t
o
s
p
ea
k
.
DA
is
eq
u
ip
p
ed
to
s
u
p
p
o
r
t
all
th
r
ee
s
ets
o
f
f
ea
tu
r
es
[
3
1
]
,
an
d
th
u
s
,
ca
n
b
e
in
teg
r
ated
in
to
s
p
ea
k
in
g
test
s
in
o
r
d
er
to
o
p
tim
ize
th
e
s
p
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k
i
n
g
s
k
i
lls
o
f
t
h
e
e
x
a
m
in
ee
s
.
T
h
e
p
r
ev
io
u
s
s
tu
d
ies
p
r
o
m
o
te
s
ev
er
al
ap
p
licatio
n
s
o
f
D
A
i
n
a
p
ar
ticu
lar
co
n
te
x
t
w
i
th
a
p
ar
ticu
lar
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m
an
d
w
ith
t
h
e
d
if
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n
t
m
et
h
o
d
o
lo
g
y
o
f
co
llectin
g
an
d
an
al
y
zi
n
g
th
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d
ata.
T
h
er
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o
r
e,
th
e
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ch
er
s
co
n
d
u
cted
d
if
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t
a
n
al
y
s
i
s
o
n
th
i
s
tec
h
n
iq
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e
as
t
h
e
d
ev
elo
p
m
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t
o
f
cu
r
r
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t
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th
e
teac
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in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
r
elate
d
s
tu
d
ie
s
ar
e
r
ev
ie
w
ed
a
s
f
o
llo
w
s
:
K
h
o
s
h
i
m
a
an
d
Far
o
k
h
ip
o
u
r
s
[
3
2
]
co
n
d
u
cted
r
esear
ch
r
elate
d
to
DA
tech
n
i
q
u
e
to
f
iv
e
lear
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er
s
a
s
p
ar
ticip
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ts
w
h
o
w
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e
s
elec
ted
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d
o
m
l
y
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t
h
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co
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in
ter
m
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iate
lan
g
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lear
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C
h
ab
ah
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Ma
r
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U
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y
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T
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s
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a
m
i
x
ed
m
eth
o
d
to
g
ain
th
e
d
ata,
an
d
it
w
as
ai
m
ed
to
ex
p
lo
r
e
th
e
m
ed
iato
r
y
s
tr
ate
g
ies
o
f
in
ter
ac
tio
n
is
t
an
d
in
te
r
v
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tio
n
is
t
a
n
d
th
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ec
t
o
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m
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m
p
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ce
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I
r
an
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E
F
L
lear
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.
I
ts
r
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t
s
h
o
w
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th
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in
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I
ts
f
in
d
i
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g
s
h
o
w
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th
at
th
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lear
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er
s
w
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D
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ter
m
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b
le
m
s
th
r
o
u
g
h
teac
h
er
i
n
ter
ac
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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2252
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8822
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v
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f
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al
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k
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h
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ch
f
o
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p
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en
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m
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t
w
a
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ett
in
g
clo
s
er
o
r
tu
r
n
in
to
s
elf
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r
eg
u
lat
io
n
a
n
d
s
o
t
h
e
co
g
n
itio
n
w
as.
Me
an
w
h
ile,
th
e
u
n
s
tr
u
ctu
r
ed
i
n
ter
v
ie
w
w
a
s
a
n
a
l
y
ze
d
t
h
e
m
a
ticall
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,
an
d
its
r
es
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lts
s
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o
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ed
th
a
t th
e
lear
n
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s
f
ee
l
s
atis
f
ied
w
it
h
D
A
[
3
3
]
.
Me
an
w
h
ile,
Kar
i
m
i
an
d
Sh
a
f
i
ee
[
3
4
]
in
v
est
ig
ated
4
2
E
FL
T
ea
ch
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s
in
E
L
T
r
elate
d
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es
w
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B
A
d
eg
r
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(
2
2
teac
h
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s
)
an
d
MA
d
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g
r
ee
s
(
2
0
teac
h
er
s
)
in
t
er
m
s
o
f
t
h
eir
p
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ce
p
tio
n
to
w
ar
d
DA
.
T
h
e
r
esear
ch
is
in
te
n
d
ed
to
r
ep
o
r
t
th
e
r
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lts
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atic
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ian
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F
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m
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d
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r
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.
T
h
e
r
esu
lt
f
r
o
m
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ec
o
r
d
e
d
in
ter
v
ie
w
s
s
h
o
w
ed
t
h
e
f
o
u
r
m
aj
o
r
th
e
m
es
o
f
co
n
ce
r
n
s
.
T
h
e
r
esear
ch
f
o
u
n
d
th
at
th
e
co
n
ce
r
n
s
a
n
d
p
er
ce
p
t
io
n
s
o
f
p
ar
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an
ts
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p
atter
n
s
h
ad
s
ig
n
i
f
ica
n
t d
if
f
er
e
n
c
es.
T
h
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o
r
e,
th
e
r
esear
ch
er
s
ap
p
lied
DA
in
I
n
d
o
n
esian
co
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tex
t
s
in
ce
I
n
d
o
n
es
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ca
tio
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al
ass
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s
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en
t
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ee
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m
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e
m
e
n
t
s
in
ter
m
o
f
its
i
m
p
le
m
en
tatio
n
to
w
ar
d
E
FL
lear
n
e
r
s
.
T
h
e
o
r
ig
in
alit
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v
alu
e
o
f
t
h
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s
s
tu
d
y
is
id
en
ti
f
y
in
g
th
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m
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ter
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p
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m
a
n
ce
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ased
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E
F
L
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s
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f
-
f
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b
ac
k
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,
s
el
f
-
c
o
r
r
ec
tio
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d
s
elf
ev
a
lu
at
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n
i
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I
n
d
o
n
es
ian
co
n
te
x
t.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
r
esear
ch
er
s
in
v
e
s
ti
g
ated
f
o
u
r
E
FL
l
ea
r
n
er
s
a
s
p
ar
ticip
an
ts
w
h
o
ar
e
s
elec
ted
t
h
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
a
m
p
li
n
g
.
T
h
e
r
esear
ch
er
also
g
av
e
an
i
n
itia
l
to
ea
ch
p
ar
ticip
an
t
f
o
r
p
r
iv
ac
y
p
r
o
tectio
n
.
T
h
e
p
a
r
ticip
an
ts
’
p
ar
en
ts
ar
e
n
o
t
an
E
n
g
li
s
h
tea
ch
er
o
r
lectu
r
er
.
T
h
e
p
ar
ticip
an
ts
ar
e
th
e
f
ir
s
t
-
s
e
m
e
s
ter
o
f
u
n
i
v
er
s
i
t
y
lear
n
er
s
,
an
d
all
p
ar
ticip
an
ts
ar
e
th
e
s
a
m
e
clas
s
o
f
E
n
g
li
s
h
ed
u
ca
tio
n
d
ep
ar
tm
e
n
t i
n
a
p
r
iv
ate
u
n
i
v
er
s
it
y
i
n
Yo
g
y
a
k
ar
ta
.
2
.
2
.
I
ns
t
ru
m
ent
s
I
n
th
is
r
esear
ch
,
th
e
r
esear
ch
er
s
ap
p
lied
d
escr
ip
tiv
e
-
q
u
ali
t
ativ
e
r
esear
ch
in
s
tr
u
m
e
n
ts
f
o
r
co
llectin
g
th
e
d
ata
[
3
5
]
.
Qu
alitativ
e
in
s
t
r
u
m
e
n
ts
co
n
s
is
ted
o
f
s
ti
m
u
lat
in
g
i
n
f
o
r
m
atio
n
,
p
r
etest,
p
o
s
t
-
test
,
f
ee
d
b
ac
k
an
d
k
n
o
w
led
g
e
ex
p
a
n
s
io
n
,
an
d
s
e
m
i
-
s
tr
u
ct
u
r
ed
in
t
er
v
ie
w
s
.
M
ea
n
w
h
ile
t
h
e
d
ata
w
as
i
n
t
h
e
f
o
r
m
s
o
f
d
ee
p
elab
o
r
atio
n
o
r
d
is
cr
ip
tio
n
r
ath
er
th
an
n
u
m
b
er
[
3
6
]
.
P
a
r
ticip
an
ts
’
s
p
ea
k
i
n
g
p
er
f
o
r
m
an
ce
i
n
DA
s
e
s
s
io
n
s
w
as
v
id
eo
-
r
ec
o
r
d
ed
(
w
i
th
p
ar
tici
p
an
t
'
s
p
er
m
i
s
s
io
n
)
.
E
ac
h
p
ar
ticip
an
t
w
atc
h
ed
th
e
v
id
eo
o
f
th
e
m
s
e
lv
e
s
an
d
i
m
m
ed
iatel
y
d
id
th
e
tas
k
.
So
,
th
e
p
ar
ticip
an
ts
co
u
ld
f
o
llo
w
t
h
eir
th
i
n
k
in
g
p
r
o
ce
s
s
an
d
ap
p
ly
it
in
v
er
b
al
.
P
r
e
-
test
an
d
p
o
s
t
-
test
w
er
e
e
m
p
lo
y
ed
n
o
t
f
o
r
s
co
r
in
g
.
B
u
t,
to
o
b
tain
th
e
s
p
ea
k
i
n
g
r
ec
o
r
d
s
an
d
s
p
ea
k
in
g
tr
an
s
cr
ip
tio
n
s
to
b
e
an
al
y
ze
d
in
th
e
s
elf
-
co
r
r
ec
tio
n
an
d
s
el
f
-
f
ee
d
b
ac
k
s
ess
io
n
s
,
an
d
also
as
th
e
s
o
u
r
ce
s
o
f
m
ed
iato
r
’
s
a
n
al
y
s
is
a
n
d
f
ee
d
b
ac
k
to
w
ar
d
th
e
lear
n
er
s
.
T
h
e
s
e
m
i
-
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
s
ar
e
e
m
p
lo
y
ed
to
g
at
h
er
f
u
r
t
h
er
in
f
o
r
m
atio
n
b
ased
o
n
th
eir
v
er
b
al
s
elf
-
r
ep
o
r
t.
T
h
e
p
ar
ticip
an
ts
w
er
e
ask
ed
to
h
av
e
s
elf
-
e
v
al
u
atio
n
as
th
e
s
u
p
p
o
r
tin
g
in
f
o
r
m
atio
n
s
to
b
e
in
s
er
ted
o
r
cr
o
s
s
-
r
e
f
er
en
ce
d
w
i
th
o
th
er
d
ata
in
o
r
d
e
r
to
g
et
th
e
r
ich
an
d
v
alid
d
ata.
2
.
3
.
P
ro
ce
du
re
s
T
h
e
r
esear
ch
er
s
g
av
e
a
s
p
ea
k
i
n
g
te
s
t
to
t
h
e
p
ar
ticip
an
ts
f
o
r
m
ea
s
u
r
in
g
t
h
eir
cu
r
r
e
n
t
p
er
f
o
r
m
an
ce
i
n
s
p
ea
k
i
n
g
.
T
h
en
,
th
e
r
esear
ch
er
s
class
if
ied
th
e
er
r
o
r
an
d
n
o
n
-
f
l
u
en
c
y
o
f
th
eir
w
o
r
k
s
o
n
th
e
s
p
ea
k
in
g
test
.
T
h
e
n
ex
t
s
tep
,
th
e
r
esear
ch
er
s
r
ec
o
g
n
ized
p
ar
tici
p
an
t's
d
if
f
ic
u
ltie
s
b
y
as
k
i
n
g
t
h
e
m
to
h
av
e
a
s
elf
-
ev
al
u
atio
n
o
n
th
eir
in
s
ig
h
t
p
r
o
b
lem
,
g
ap
s
,
o
r
d
if
f
icu
lties
af
ter
th
e
test
s
.
Me
an
w
h
ile,
th
e
p
ar
ticip
an
ts
’
attitu
d
e
to
w
ar
d
D
A
w
a
s
m
ea
s
u
r
ed
th
r
o
u
g
h
in
d
i
v
id
u
al
o
r
al
in
ter
v
ie
w
s
.
T
h
e
s
e
m
i
-
s
tr
u
ct
u
r
ed
in
ter
v
ie
w
s
w
a
s
e
m
p
lo
y
ed
a
n
d
r
ec
o
r
d
ed
f
o
r
d
ata
co
llectio
n
.
T
h
e
r
esear
ch
er
s
clas
s
i
f
ied
th
e
p
ar
tici
p
an
ts
’
d
ata
th
r
o
u
g
h
co
d
in
g
.
T
h
e
r
esu
lts
o
f
t
h
e
in
ter
v
ie
w
s
s
h
o
w
ed
ap
p
ar
en
t
asp
ec
ts
co
n
ce
r
n
i
n
g
p
ar
ticip
an
ts
’
d
if
f
ic
u
ltie
s
,
n
o
n
-
f
l
u
en
c
y
,
n
ee
d
s
,
ab
ilit
y
,
an
d
t
h
e
in
s
i
g
h
t
o
f
t
h
ei
r
attit
u
d
e
to
w
ar
d
th
e
D
A
its
el
f
.
T
h
en
,
t
h
e
r
ese
ar
ch
er
s
p
r
o
v
id
ed
s
p
ea
k
in
g
en
c
o
u
r
ag
e
m
en
t
d
u
r
in
g
DA
t
h
r
o
u
g
h
k
n
o
w
led
g
e
ex
p
a
n
s
io
n
an
d
f
ee
d
b
ac
k
r
eg
ar
d
in
g
lear
n
er
'
s
b
eh
a
v
io
r
,
r
o
u
tin
e,
an
d
o
th
er
s
p
ec
if
ic
f
ea
t
u
r
e
o
r
ch
ar
ac
ter
is
tic
s
t
h
at
i
n
f
lu
e
n
ce
t
h
eir
d
ev
elo
p
m
en
t
in
s
p
ea
k
i
n
g
p
er
f
o
r
m
a
n
ce
.
B
ef
o
r
e
tr
ain
i
n
g
th
e
m
f
o
r
th
e
s
p
ea
k
i
n
g
tas
k
in
D
A
s
ess
i
o
n
s
,
th
e
y
w
er
e
p
r
o
v
id
ed
w
i
th
in
f
o
r
m
atio
n
ab
o
u
t
D
A
,
t
h
e
o
b
j
ec
tiv
es,
p
r
o
ce
s
s
es
an
d
ti
m
e
f
r
a
m
e
o
f
t
h
e
r
esear
c
h
,
an
d
t
h
e
y
alr
ea
d
y
h
ad
w
ell
-
p
r
ep
ar
e
d
f
o
r
th
e
i
n
ter
v
ie
w
s
a
n
d
o
p
en
-
m
i
n
d
e
d
to
co
o
p
er
ate
w
it
h
r
esear
ch
er
s
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
q
u
alitativ
e
d
ata
w
h
ic
h
h
a
d
b
ee
n
co
llected
w
er
e
an
a
l
y
ze
d
an
d
ca
teg
o
r
ized
.
T
h
e
p
ar
tici
p
an
ts
w
er
e
in
f
o
r
m
ed
th
at
a
ll
p
ar
ts
o
f
s
p
ea
k
in
g
p
r
e
-
te
s
t
a
n
d
p
o
s
t
-
te
s
t
i
n
th
is
r
e
s
ea
r
ch
w
er
e
n
o
t
f
o
r
ev
alu
ati
v
e
p
u
r
p
o
s
es
.
T
h
e
cr
iter
ia
o
f
n
o
n
-
f
lu
e
n
c
y
ar
e
:
fill
ed
p
a
u
s
e,
r
ep
etitio
n
,
r
etra
ce
d
fa
ls
e
s
ta
r
t,
a
n
d
in
terj
ec
tio
n
.
T
h
e
d
ata
f
r
o
m
p
ar
ticip
an
ts
'
n
o
n
-
f
l
u
en
c
y
,
s
el
f
-
r
ef
lec
tio
n
,
attit
u
d
e
w
h
ile
ac
ce
p
tin
g
k
n
o
w
led
g
e
e
x
p
an
s
io
n
,
an
d
f
ee
d
b
ac
k
ar
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
778
-
790
782
an
al
y
ze
d
,
co
d
ed
,
an
d
ca
teg
o
r
ized
t
o
r
ec
o
g
n
ize
p
ar
ticip
an
ts
’
s
tr
en
g
t
h
s
,
w
ea
k
n
es
s
es,
an
d
n
ee
d
s
in
s
p
ea
k
i
n
g
s
k
il
l.
B
esid
es,
th
e
d
ata
o
f
p
ar
t
icip
an
ts
’
in
ter
v
ie
w
s
a
n
d
f
u
r
t
h
er
s
elf
-
r
e
f
lectio
n
s
ar
e
also
co
d
ed
an
d
ca
teg
o
r
ized
to
g
et
a
d
ee
p
er
d
escr
ip
tio
n
o
n
p
ar
ticip
an
t'
s
c
h
an
g
e,
m
o
ti
v
ati
o
n
,
ef
f
o
r
t,
an
d
d
ev
elo
p
m
e
n
t
i
n
th
eir
p
er
f
o
r
m
a
n
ce
in
s
p
ea
k
i
n
g
s
k
ill
s
.
T
h
e
s
ele
ctiv
e
a
n
d
o
p
en
co
d
in
g
[
3
7
]
w
a
s
e
m
p
lo
y
ed
to
r
ec
o
g
n
ize
th
e
k
e
y
p
o
in
t
s
o
f
p
ar
ticip
an
ts
’
lan
g
u
ag
e,
r
ea
s
o
n
,
d
if
icu
l
ties
s
,
r
o
u
tin
e,
a
n
d
ef
f
o
r
ts
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
T
o
w
ha
t
ex
t
ent
do
es
dy
na
m
i
c
a
s
s
es
s
m
ent
enco
ura
g
e
I
nd
o
nes
ia
n
E
F
L
lea
rner
s
t
o
i
m
pro
v
e
t
heir
s
pea
k
ing
perf
o
r
m
a
nce?
T
h
e
q
u
alitati
v
e
d
ata
s
h
o
w
ed
s
o
m
e
i
m
p
r
o
v
e
m
e
n
t
s
i
n
p
ar
ticip
an
t
'
s
s
p
ea
k
i
n
g
p
er
f
o
r
m
a
n
ce
s
d
u
r
in
g
D
A
s
ess
io
n
s
.
T
h
e
p
ar
ticip
an
ts
co
n
ce
r
n
m
o
r
e
o
n
th
e
m
atter
o
f
th
eir
n
o
n
-
f
lu
e
n
c
y
.
T
h
e
in
d
iv
id
u
al
'
s
co
n
f
id
en
ce
i
n
s
p
ea
k
i
n
g
i
n
cr
ea
s
ed
s
ig
n
i
f
ican
t
l
y
an
d
th
e
y
g
o
t
u
s
ed
to
en
co
u
r
ag
e
th
e
m
s
el
v
es
to
s
p
ea
k
o
p
e
n
l
y
b
ased
o
n
th
eir
o
w
n
t
h
o
u
g
h
t
s
.
F
u
r
th
er
m
o
r
e,
t
h
e
p
ar
ticip
an
t
s
b
elie
v
ed
th
at
DA
en
co
u
r
ag
ed
t
h
e
m
to
b
e
m
o
r
e
ca
r
ef
u
l
i
n
e
v
er
y
s
tep
o
f
tr
ea
t
m
e
n
t
an
d
as
s
ess
m
en
t
d
u
r
in
g
D
A
esp
ec
iall
y
i
n
th
e
m
atter
s
o
f
r
ep
etitio
n
s
,
fill
ed
,
r
etra
ce
d
fa
ls
e
s
ta
r
t,
an
d
in
terj
ec
t
io
n
.
T
h
ese
r
esu
lt
s
co
u
ld
b
e
s
ee
n
i
n
f
o
llo
w
i
n
g
q
u
o
tatio
n
:
[
N]
I
feel
my
p
erfo
r
ma
n
ce
in
s
p
ea
kin
g
g
et
b
etter
th
a
n
p
r
ev
io
u
s
ly
s
in
ce
th
e
s
ess
io
n
g
ive
me
s
o
me
ch
a
n
ce
s
to
fix
my
n
o
n
-
flu
en
cy
in
s
p
ea
ki
n
g
.
R
ig
h
t
n
o
w
,
I
kn
o
w
h
o
w
to
a
n
a
lyse
my
mis
ta
ke
s
a
n
d
to
ch
a
n
g
e
my
w
a
ys in
p
erfo
r
min
g
s
p
ea
kin
g
la
te
r
[
D]
I
kn
o
w
my
mis
ta
ke
n
o
w
;
I
d
o
a
lo
t
o
f
mis
ta
ke
s
u
ch
a
s
fill
ed
a
n
d
r
ep
etitio
n
o
f
p
a
r
ticu
la
r
w
o
r
d
d
u
r
in
g
p
erfo
r
min
g
my
E
n
g
lis
h
s
p
ea
kin
g
[I]
Du
r
in
g
th
e
s
elf
-
co
r
r
ec
tio
n
a
n
d
feed
b
a
ck
s
ess
io
n
,
it
ma
k
e
s
me
mo
r
e
u
n
d
ers
ta
n
d
h
o
w
t
o
u
s
e
co
h
eren
ce
b
etw
ee
n
s
en
ten
ce
s
in
my
s
p
ea
kin
g
I
n
ad
d
iti
o
n
,
a
p
ar
ticip
an
t
als
o
s
tated
th
a
t
D
A
co
n
tr
ib
u
te
s
to
th
eir
p
er
ce
p
tio
n
a
n
d
b
eli
ev
ed
th
a
t
s
p
ea
k
i
n
g
E
n
g
li
s
h
co
u
ld
b
e
i
m
p
r
o
v
ed
ea
s
il
y
i
f
th
er
e
w
as
i
m
m
ed
iate
-
f
ee
d
b
ac
k
o
n
w
h
at
th
e
y
h
ad
d
o
n
e
a
n
d
tr
ea
ted
co
n
s
is
te
n
tl
y
.
T
h
is
p
er
ce
p
tio
n
co
u
ld
b
e
s
ee
n
as
f
o
llo
w
in
g
q
u
o
tatio
n
:
[I]
I
u
n
d
ers
ta
n
d
fa
s
ter
s
in
ce
I
h
a
ve
s
o
me
ch
a
n
ce
s
to
c
o
r
r
ec
t
my
mis
ta
ke
s
d
ir
ec
tly
a
n
d
g
et
a
lo
t o
f fe
ed
b
a
ck
s
r
ela
ted
to
w
h
a
t I
s
h
o
u
ld
imp
r
o
ve
B
ased
o
n
th
e
ab
o
v
e
q
u
o
tatio
n
,
it
w
a
s
also
in
lin
e
w
ith
Naz
ar
i
[
3
8
]
w
h
o
s
aid
th
at
s
tu
d
en
t
s
h
o
u
ld
f
ee
l
f
r
e
e
in
m
a
k
in
g
m
is
tak
e
s
an
d
p
r
ac
ticin
g
t
h
eir
o
r
al
p
er
f
o
r
m
ac
es,
t
h
en
th
eir
m
is
tak
e
s
s
h
o
u
ld
b
e
co
r
r
ec
ted
i
m
m
ed
iatel
y
s
o
t
h
at
it
w
ill
n
o
t
b
e
an
o
b
s
tacle
f
o
r
lear
n
er
s
’
p
o
ten
tia
l
to
u
n
d
er
s
ta
n
d
a
n
d
b
e
u
n
d
er
s
to
o
d
.
Fu
r
t
h
er
m
o
r
e,
p
r
ev
io
u
s
s
t
u
d
y
also
h
ad
a
v
ie
w
t
h
at
lear
n
er
’
s
m
is
ta
k
es
ca
n
b
e
a
v
alid
co
n
f
ir
m
atio
n
f
o
r
th
e
es
s
es
s
o
r
o
r
ev
alu
ato
r
o
n
w
h
ic
h
co
n
ce
p
ts
o
r
asp
ec
ts
t
h
e
lear
n
er
s
n
ee
d
to
u
n
d
er
s
ta
n
d
[
3
9
]
.
T
h
e
ev
id
en
ce
s
w
h
ic
h
p
r
o
v
ed
p
a
r
ticip
an
ts
’
i
m
p
r
o
v
e
m
en
t
i
n
s
p
ea
k
i
n
g
w
a
s
o
b
tain
ed
f
r
o
m
th
e
ir
n
o
n
-
f
l
u
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e
e
x
tr
ac
ted
f
r
o
m
lear
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er
s
'
n
ar
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atio
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te
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t.
T
h
e
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r
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k
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test
t
h
r
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ar
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atio
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ak
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te
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t
m
o
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co
m
f
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tab
le
an
d
d
ir
ec
ted
[
4
0
]
.
I
n
f
u
r
th
er
co
n
s
eq
u
e
n
ce
,
le
ar
n
er
s
co
u
ld
b
e
an
a
n
al
y
ze
r
f
o
r
th
e
m
s
e
lv
e
s
i
n
s
o
lv
i
n
g
th
eir
n
o
n
-
f
lu
e
n
c
y
an
d
i
m
p
r
o
v
in
g
t
h
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s
p
ea
k
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n
g
p
er
f
o
r
m
an
ce
s
.
I
n
t
h
is
co
n
tex
t,
lear
n
er
s
’
p
o
te
n
tia
l
d
ev
elo
p
m
en
t
w
a
s
d
ir
ec
ted
at
t
h
e
s
tag
e
p
r
o
b
lem
-
s
o
lv
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n
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in
an
al
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f
lu
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n
c
y
u
n
d
er
f
ield
-
e
x
p
er
t
g
u
id
a
n
ce
[
4
1
]
,
o
r
in
co
llab
o
r
a
tio
n
w
it
h
lect
u
r
es.
As
t
h
e
r
es
u
lt,
th
e
p
ar
ticip
an
ts
w
a
s
e
n
co
u
r
ag
ed
to
g
et
u
s
ed
to
co
llab
o
r
atin
g
o
r
in
ter
ac
tin
g
.
At
th
is
s
it
u
atio
n
,
th
e
en
co
u
r
ag
e
m
en
t
o
r
ass
is
s
tan
ce
e
m
er
g
ed
f
r
o
m
a
co
m
f
o
r
tab
le
in
ter
ac
tio
n
o
r
co
llab
o
r
atio
n
b
et
w
ee
n
lear
n
er
s
an
d
ed
u
ca
to
r
s
[
4
2
]
.
I
n
ad
d
itio
n
,
B
r
o
w
n
cit
ed
in
Nasir,
Yu
s
u
f
,
an
d
W
ar
d
an
a
[
4
3
]
p
o
in
ted
o
u
t
in
ter
ac
tio
n
as
a
p
latf
o
r
m
f
o
r
ex
ch
a
n
g
in
g
f
ee
l
in
g
,
th
o
u
g
h
ts
o
r
id
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s
co
llab
o
r
ati
v
el
y
a
m
o
n
g
lear
n
er
s
o
r
b
etw
ee
n
lear
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er
s
an
d
an
ed
u
ca
to
r
f
o
r
cr
ea
tin
g
i
n
te
n
s
i
v
e
r
ec
ip
r
o
ca
l
im
p
ac
t
in
lear
n
i
n
g
an
d
teac
h
in
g
p
r
o
ce
s
s
.
3
.
1
.
1
.
P
a
rt
icipa
nts’
s
elf
-
ev
a
l
ua
t
io
n o
n t
heir
s
pea
k
ing
per
f
o
r
m
a
nce
in DA
s
es
s
io
ns
P
ar
ticip
an
ts
'
s
elf
-
e
v
al
u
atio
n
was
co
n
d
u
cted
to
in
cr
ea
s
e
p
ar
ticip
an
ts
'
co
n
f
id
en
ce
a
n
d
to
m
ai
n
tai
n
th
ei
r
r
esp
o
n
s
ib
ilit
y
to
w
ar
d
th
eir
s
p
ea
k
in
g
p
er
f
o
r
m
a
n
ce
i
n
co
m
f
o
r
tab
le
w
a
y
.
I
n
f
ac
i
n
g
p
r
e
-
test
an
d
p
o
s
t
-
test
,
p
ar
ticip
an
ts
lear
n
t
h
o
w
to
e
x
p
lo
r
e
th
eir
lear
n
in
g
s
t
y
le
a
n
d
s
elf
-
co
n
tr
o
l
th
r
o
u
g
h
s
o
m
e
ass
is
ta
n
ce
in
D
A
s
ess
io
n
s
.
T
h
ese
m
atter
s
ca
n
b
e
s
ee
n
i
n
f
o
llo
w
i
n
g
q
u
o
tatio
n
s
:
P
2
:
I
.
A
fter
lis
ten
in
g
th
e
r
ec
o
r
d
s
o
f
my
s
p
ea
kin
g
p
erfo
r
ma
n
ce
in
p
o
s
t
-
test
,
I
th
o
u
g
h
t
th
a
t
my
p
erfo
r
ma
n
ce
a
t
p
o
s
t
-
test
is
b
etter
th
a
n
th
e
p
r
e
-
test
r
ec
o
r
d
s
in
ma
n
y
w
a
ys
ev
en
th
o
u
g
h
th
e
r
e
a
r
e
s
till
s
o
me
mi
s
ta
ke
s
I
h
a
ve
d
o
n
e.
P
1
:
N
.
My
d
o
u
b
t
a
n
d
n
ervo
u
s
d
ec
r
ea
s
e
a
n
d
I
feel
th
a
t
I
ca
n
crea
te
my
o
w
n
w
a
ys
to
g
et
th
e
b
etter
p
erfo
r
ma
n
ce
la
ter
a
fter
fin
d
in
g
o
u
t
my
mis
ta
ke
s
a
n
d
h
o
w
to
fix
it
in
s
elf
-
ev
a
lu
a
tio
n
s
ess
io
n
.
P
2
: I
.
I
a
m
a
w
a
r
e
o
f m
y
w
ea
kn
ess
es
s
in
s
p
ea
kin
g
p
erfo
r
ma
n
ce
a
fter
d
o
in
g
s
elf
-
co
r
r
ec
tio
n
o
n
my
s
p
ea
kin
g
p
erfo
r
ma
n
ce
p
r
e
-
test
r
ec
o
r
d
s
a
n
d
tr
a
n
s
cri
p
tio
n
.
I
fin
d
th
a
t
I
a
lw
a
ys
d
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
n
t.
J
.
E
v
al
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&
R
es
.
E
d
u
c
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Vo
l.
9
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No
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3
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Sep
tem
b
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2
0
2
0
:
778
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790
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r
ep
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like
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w
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et.
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.
.
a
n
d
w
ill
tr
y.
.
.
.
.
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Th
e
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a
ls
o
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d
th
a
t
m
a
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y
mis
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ctio
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u
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y
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t
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ee
ee
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a
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a
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.
d
u
r
in
g
p
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e
-
test
.
R
ig
h
t
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o
w
,
I
kn
o
w
h
o
w
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ma
n
a
g
e
o
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co
p
e
w
ith
my
vita
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mis
ta
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s
a
fter
fin
d
in
g
o
u
t
th
e
ca
u
s
es
o
f
my
mis
ta
ke
s
th
r
o
u
g
h
s
elf
-
co
r
r
ec
tio
n
,
s
elf
-
feed
b
a
ck
,
a
n
d
d
ir
ec
t fe
ed
b
a
ck
.
.
.
T
h
e
ab
o
v
e
q
u
o
tatio
n
s
s
h
o
w
e
d
s
o
m
e
i
m
p
licatio
n
s
o
f
D
A
s
ess
io
n
o
n
th
e
s
e
lf
o
f
p
ar
ti
cip
an
ts
i
n
p
er
f
o
r
m
in
g
t
h
eir
s
p
ea
k
in
g
ab
i
lit
y
.
T
h
is
e
s
s
e
n
tial
t
h
i
n
g
w
as
in
li
n
e
w
it
h
E
b
ad
i
an
d
Asak
ar
eh
[
3
3
]
th
at
in
n
er
v
o
ice
co
u
ld
b
e
d
ev
elo
p
ed
th
r
o
u
g
h
as
s
is
ta
n
ce
d
u
r
i
n
g
en
co
u
n
ter
d
if
f
ic
u
lt
ta
s
k
o
r
ex
p
er
ie
n
ce
s
a
p
r
o
b
lem
.
T
h
e
ab
ilit
y
o
f
s
e
lf
-
co
n
tr
o
l
in
an
a
l
y
zi
n
g
th
e
p
r
o
b
le
m
is
a
p
r
o
d
u
ct
o
f
s
el
f
-
r
eg
u
latio
n
.
Sel
f
-
r
eg
u
lat
io
n
cr
ea
ted
lear
n
er
s
’
a
w
ar
en
es
s
to
en
co
u
r
a
g
e
th
eir
r
esp
o
n
s
ib
ilit
y
to
w
ar
d
th
eir
o
w
n
p
er
f
o
r
m
a
n
ce
.
T
h
er
e
f
o
r
e,
th
e
ass
i
s
tan
c
e
to
d
ev
elo
p
lear
n
er
s
’
in
n
er
v
o
ice
ca
n
b
e
p
r
o
v
id
ed
th
r
o
u
g
h
s
el
f
-
e
v
al
u
atio
n
o
n
th
e
p
u
r
p
o
s
e
o
f
g
ain
in
g
s
elf
-
r
eg
u
lat
io
n
.
Me
an
w
h
ile,
d
u
r
i
n
g
t
h
e
p
r
e
-
te
s
t
an
d
p
o
s
t
-
te
s
t,
p
ar
ticip
an
t
s
w
er
e
a
s
s
i
s
ted
b
y
r
esear
c
h
er
s
t
o
ev
alu
a
te
th
eir
o
w
n
s
p
ea
k
in
g
th
r
o
u
g
h
tr
an
s
cr
ip
tio
n
an
d
t
h
eir
s
p
ea
k
i
n
g
r
ec
o
r
d
.
T
h
e
p
ar
ticip
an
ts
w
e
r
e
ex
p
ec
ted
to
d
o
a
r
ef
lectio
n
o
f
w
h
at
t
h
e
y
w
er
e
s
p
ea
k
i
n
g
ab
o
u
t
an
d
th
e
er
r
o
r
th
e
y
h
ad
b
ee
n
m
ad
e.
T
h
e
r
e
s
ea
r
ch
er
s
p
r
o
v
id
ed
s
p
ec
if
ic
i
n
s
tr
u
ctio
n
s
f
o
r
th
e
p
ar
ticip
an
ts
to
d
o
s
elf
-
r
e
f
l
ec
tio
n
o
r
s
elf
-
e
v
al
u
atio
n
.
Af
ter
th
e
p
ar
ticip
an
ts
ev
alu
a
ted
th
e
m
s
el
v
es,
t
h
e
y
wer
e
im
m
ed
iatel
y
as
k
ed
b
y
r
es
ea
r
ch
er
s
to
tell
w
h
at
th
e
y
f
el
t,
w
h
a
t
th
e
y
n
ee
d
,
w
h
at
t
h
e
y
s
h
o
u
ld
d
o
,
w
h
at
th
e
ir
lack
,
w
h
at
t
h
e
y
w
er
e
s
ati
s
f
ie
d
ab
o
u
t r
eg
ar
d
in
g
th
e
lev
el
o
f
th
e
ac
h
iev
e
m
e
n
t o
f
th
eir
s
p
ea
k
i
n
g
p
er
f
o
r
m
a
n
ce
.
I
n
th
e
p
r
e
-
test
,
t
w
o
p
ar
ticip
an
t
s
w
er
e
s
ati
s
f
ied
s
i
n
ce
th
e
y
co
u
ld
r
ec
o
g
n
ize
th
eir
m
is
tak
e
s
clea
r
l
y
f
r
o
m
t
h
eir
s
p
ea
k
in
g
tr
a
n
s
cr
ip
tio
n
a
n
d
s
p
ea
k
in
g
r
ec
o
r
d
p
r
o
v
id
ed
b
y
r
esear
ch
er
s
.
P
4
:
D
.
I
g
et
a
lo
t
o
f
ex
p
eri
en
ce
s
in
term
o
f
a
n
a
lyzi
n
g
my
o
w
n
mis
ta
ke
s
in
p
erfo
r
min
g
s
p
ea
kin
g
a
n
d
kn
o
w
h
o
w
to
co
r
r
ec
t th
e
mis
ta
ke
s
s
tep
b
y
s
tep
d
u
r
in
g
th
e
s
ess
io
n
P
1
:
N
.
I
n
p
r
e
-
test
I
d
o
ma
n
y
mis
ta
ke
s
,
th
en
a
fter
I
a
n
a
ly
z
e
a
n
d
co
r
r
ec
t
it
b
y
my
s
elf
th
r
o
u
g
h
th
e
s
tep
s
p
r
o
vid
ed
,
I
c
a
n
mi
n
imiz
e
th
e
fa
ta
l
mis
ta
ke
s
a
s
ca
n
b
e
lis
ten
ed
i
n
th
e
p
o
s
t
-
test
r
ec
o
r
d
s
a
n
d
its
tr
a
n
s
cr
ip
tio
n
.
.
.
it
ma
ke
s
me
ea
s
ily
r
ec
o
g
n
iz
ed
th
e
fa
ta
l
mis
ta
ke
s
o
f
my
s
p
ea
kin
g
p
erfo
r
ma
n
ce
T
h
is
w
a
y
w
as
i
n
lin
e
w
it
h
DA
ch
ar
ac
ter
is
tic
th
at
th
e
p
r
o
ce
s
s
lead
t
o
lear
n
er
s
’
p
o
ten
tial
in
in
ter
ac
tio
n
w
h
er
e
th
e
e
x
p
er
ts
in
t
h
is
ca
s
e
th
e
teac
h
er
o
r
lectu
r
e
as
a
d
y
n
a
m
ic
ass
e
s
s
o
r
an
d
lear
n
er
s
w
er
e
en
g
g
ag
ed
ea
ch
o
th
er
in
an
i
n
ter
ac
tio
n
[
4
4
]
.
T
h
e
ass
ess
o
r
s
g
a
v
e
in
s
tr
u
c
tio
n
o
n
h
o
w
t
h
e
lear
n
er
s
w
ill
p
er
f
o
r
m
in
p
ar
ticu
lar
task
s
,
h
o
w
to
p
r
ac
tice
an
d
o
v
er
co
m
e
t
h
e
d
if
f
ic
u
ltie
s
,
m
ea
s
u
r
e
a
n
d
ass
i
s
s
t
t
h
eir
o
w
n
le
ar
n
in
g
p
r
o
g
r
ess
f
o
r
s
o
lv
i
n
g
t
h
e
s
a
m
e
p
r
o
b
lem
s
.
Yan
ita,
Yu
s
u
f
,
an
d
Gan
i
as
cited
in
Nasir,
Yu
s
u
f
an
d
W
ar
d
an
a
[
4
3
]
clea
r
ly
s
tate
d
th
at
th
e
q
u
a
lit
y
o
f
in
ter
ac
tio
n
b
et
w
ee
n
teac
h
er
o
r
ed
u
ca
to
r
w
it
h
t
h
e
lear
n
er
s
is
o
n
e
o
f
t
h
e
s
ig
n
s
o
f
t
h
e
s
u
cc
e
s
s
in
teac
h
in
g
.
Me
an
w
h
ile,
th
e
o
th
er
p
ar
ticip
an
ts
h
ad
r
ec
o
g
n
ized
th
at
t
h
e
y
d
id
n
o
t
r
ea
lly
f
ee
l
s
atis
f
ied
w
it
h
t
h
eir
m
is
tak
e
s
th
at
th
e
y
f
o
u
n
d
s
ev
er
al
d
if
f
icu
lties
s
u
c
h
as
g
r
a
mma
tica
l
err
o
r
,
fill
ed
,
in
terj
ec
tio
n
,
an
d
r
elatio
n
s
a
m
o
n
g
id
ea
s
i
n
s
e
n
te
n
ce
s
a
n
d
p
ar
ag
r
ap
h
s
.
T
h
ey
al
s
o
r
ec
o
g
n
ized
t
h
at
th
e
y
m
ad
e
th
e
s
a
m
e
m
i
s
tak
e.
Fo
r
ex
a
m
p
le,
o
n
e
o
f
th
e
p
ar
ticip
an
ts
h
ad
r
ec
o
g
n
ized
h
er
s
elf
m
ad
e
th
e
s
a
m
e
m
i
s
tak
e
i
n
r
ep
etitio
n
at
s
ev
er
al
s
en
te
n
ce
s
.
Me
a
n
w
h
ile,
t
h
e
p
ar
ticip
an
ts
w
h
o
f
e
lt
co
n
f
id
e
n
t
w
it
h
h
er
s
p
ea
k
i
n
g
h
ad
r
ec
o
g
n
ized
t
h
at
h
er
i
m
p
r
o
v
e
m
en
t
w
as
i
n
cr
ea
s
ed
b
y
r
ai
s
in
g
h
er
v
o
ice
an
d
ac
tiv
at
e
b
o
d
y
g
est
u
r
e.
T
h
e
r
esu
lts
o
f
s
elf
-
r
e
f
lectio
n
d
o
n
e
b
y
p
ar
ticip
an
ts
m
ad
e
t
h
e
m
u
n
d
er
s
tan
d
w
h
a
t
t
h
e
y
lack
a
n
d
w
h
at
t
h
e
y
n
ee
d
f
o
r
t
h
eir
s
p
ea
k
in
g
i
m
p
r
o
v
e
m
e
n
t.
B
ased
o
n
th
e
r
esu
lts
’
s
tate
m
e
n
t
ab
o
v
e,
f
o
llo
w
i
n
g
s
ar
e
th
e
q
u
o
tatio
n
s
o
f
p
ar
ticip
an
ts
’
s
el
f
-
e
v
alu
a
tio
n
r
eg
ar
d
in
g
th
eir
s
p
ea
k
i
n
g
p
er
f
o
r
m
a
n
ce
(
s
atis
f
ac
to
r
y
o
f
r
ec
o
g
n
izi
n
g
m
is
ta
k
e
s
an
d
co
n
f
id
en
ce
)
af
ter
r
ea
d
in
g
t
h
e
tr
an
s
cr
ip
tio
n
a
n
d
lis
te
n
i
n
g
to
t
h
e
r
ec
o
r
d
s
o
f
th
eir
p
er
f
o
r
m
an
c
e:
P
2
:
I
.
I
a
u
to
ma
tica
lly
k
n
o
w
m
y
a
b
ilit
y
in
s
p
ea
kin
g
.
P
r
ev
io
u
s
ly,
I
n
ev
er
c
h
ec
ke
d
my
mis
ta
ke
in
p
erfo
r
min
g
s
p
ee
ch
.
Th
is
g
ives
me
ex
p
er
ien
ce
s
o
f
h
o
w
to
ch
ec
k,
fix,
a
n
d
imp
r
o
ve
my
s
p
ea
kin
g
p
erfo
r
ma
n
ce
.
P
3
:
E
.
I
g
et
ma
n
y
ex
p
erien
ce
s
fr
o
m
th
is
.
N
o
w
,
I
kn
o
w
h
o
w
to
r
eflec
t
o
r
in
tr
o
s
p
ec
t
mys
elf
to
w
a
r
d
my
mis
ta
ke
s
in
s
p
ea
ki
n
g
,
esp
ec
ia
lly
in
g
r
a
mma
tica
l
err
o
r
,
mi
s
u
s
e
vo
ca
b
u
la
r
y,
a
n
d
r
ep
etitio
n
s
.
P
4
:
D
.
I
n
ev
er
th
o
u
g
h
t
th
a
t
my
s
p
ea
kin
g
h
a
s
a
lo
t
o
f
mis
ta
ke
s
.
I
ma
ke
a
lo
t
o
f
mis
ta
ke
s
in
co
n
s
tr
u
ctin
g
s
en
ten
ce
s
a
n
d
u
s
in
g
th
e
imp
r
o
p
er v
o
c
a
b
u
l
a
r
y
b
a
s
ed
o
n
th
e
co
n
text.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Dyn
a
mic
a
s
s
ess
men
t e
ffect
o
n
s
p
ea
kin
g
p
erfo
r
ma
n
ce
o
f I
n
d
o
n
esia
n
E
F
L
lea
r
n
ers
(
F
a
h
mi
)
785
P
2
:
I
.
I
mo
ve
my
h
a
n
d
s
a
lo
t
a
n
d
s
o
metime
s
mo
ve
my
b
o
d
y
d
u
r
in
g
th
e
s
p
ea
ki
n
g
test
s
ess
i
o
n
b
ec
a
u
s
e
I
feel
co
mfo
r
ta
b
le
a
n
d
it
tr
ig
g
er
my
en
th
u
s
ia
s
m
to
s
p
ea
k
T
h
e
q
u
o
tatio
n
s
o
f
p
ar
ticip
an
ts
’
s
el
f
-
ev
al
u
atio
n
ab
o
v
e
illu
s
tr
ated
p
ar
ticip
an
ts
’
p
o
in
t
o
f
v
ie
w
o
f
w
h
at
th
e
y
h
ad
d
o
n
e
in
D
A
s
es
s
io
n
s
.
P
r
ev
io
u
s
l
y
,
m
o
s
t p
ar
ticip
an
t
s
d
id
n
o
t r
ea
lize
w
h
ich
p
ar
t th
e
i
r
w
ea
k
n
e
s
s
es o
cc
u
r
an
d
h
o
w
to
d
ea
l
w
ith
i
t.
Ho
w
ev
er
,
af
ter
h
a
v
i
n
g
s
el
f
-
ev
al
u
at
io
n
s
es
s
io
n
,
p
ar
ticip
an
t
s
g
o
t
a
clea
r
d
escr
ip
tio
n
o
f
w
h
at
t
h
eir
w
ea
k
n
es
s
es
ar
e
a
n
d
w
h
er
e
th
ei
r
w
ea
k
n
ess
e
s
s
p
ec
i
f
icall
y
o
cc
u
r
.
T
h
u
s
,
t
h
ese
m
att
er
s
h
elp
ed
th
e
m
to
h
av
e
s
e
lf
-
a
w
ar
e
n
es
s
o
n
th
eir
w
ea
k
n
ess
e
s
.
So
m
e
p
ar
ticip
an
t
s
r
ep
o
r
ted
th
at
th
e
y
co
u
ld
m
a
k
e
a
r
ef
lectio
n
f
r
o
m
th
eir
r
ec
o
g
n
ized
-
w
ea
k
n
e
s
s
es
to
an
ticip
ate
an
d
m
i
n
i
m
ize
th
eir
m
i
s
tak
e
s
.
Me
an
w
h
ile,
a
n
o
th
er
p
ar
ticip
an
t
r
ep
o
r
ted
th
at
DA
c
h
an
g
ed
th
eir
lear
n
in
g
s
t
y
le
a
n
d
s
tr
ate
g
i
es
f
o
r
f
u
r
t
h
er
s
p
ea
k
i
n
g
p
er
f
o
r
m
an
ce
.
T
h
e
y
al
s
o
r
ep
o
r
ted
th
at
it
in
f
l
u
e
n
ce
d
th
ei
r
s
p
ea
k
in
g
esp
ec
iall
y
i
n
r
ec
o
g
n
izi
n
g
t
h
e
w
ea
k
n
e
s
s
e
s
w
h
ich
w
a
s
n
o
t
s
p
ec
i
f
icall
y
r
ea
lized
alo
n
g
th
e
p
r
ev
io
u
s
s
p
ee
ch
.
T
h
ey
f
elt
m
o
r
e
d
ir
ec
ted
o
f
w
h
at
w
ea
k
n
e
s
s
es
s
h
o
u
ld
b
e
f
ix
ed
w
h
a
t
s
h
o
u
ld
b
e
im
p
r
o
v
ed
,
an
d
w
h
ic
h
s
tr
ate
g
ies
s
h
o
u
ld
b
e
ap
p
lied
.
R
eg
ar
d
in
g
lear
n
er
s
’
w
ea
k
n
es
s
es
s
,
th
e
m
i
s
ta
k
es
m
ad
e
b
y
lear
n
er
s
s
u
p
p
o
s
e
to
b
e
v
ie
w
e
d
as
a
n
o
r
m
al
p
r
o
ce
s
s
o
f
lea
r
n
in
g
a
f
o
r
eig
n
lan
g
u
ag
e,
n
o
t
as
s
o
m
et
h
in
g
to
j
u
d
g
e
[
3
9
]
.
3
.
1
.
2
.
F
ee
db
a
ck
a
nd
kn
o
w
ledg
e
ex
pa
ns
io
n o
n
pa
rt
icipa
n
t
’
s
s
pea
k
ing
diff
icultie
s
Af
ter
lis
te
n
i
n
g
to
th
e
s
el
f
-
r
ef
l
ec
tio
n
f
r
o
m
th
e
p
ar
ticip
an
t
s
,
r
esear
ch
er
s
w
er
e
i
m
m
ed
iatel
y
i
n
v
o
l
v
ed
in
g
iv
in
g
f
ee
d
b
ac
k
f
o
r
th
eir
p
r
o
b
lem
t
h
r
o
u
g
h
r
eliab
le
s
o
u
r
c
es
b
ased
o
n
p
ar
ticip
an
ts
s
p
ea
k
in
g
n
o
n
-
f
lu
e
n
c
y
an
al
y
s
is
(
s
h
o
w
n
i
n
T
ab
le
2
)
an
d
f
r
o
m
th
eir
s
elf
-
r
e
f
lectio
n
.
T
h
e
f
ee
d
b
ac
k
w
as
al
s
o
ca
r
r
ied
o
u
t
to
r
ec
o
g
n
ize
th
e
p
ar
ticip
an
t
s
’
u
n
d
er
s
ta
n
d
in
g
a
n
d
to
f
i
n
d
o
u
t
t
h
e
ea
s
ie
s
t
a
n
d
t
h
e
m
o
s
t
e
f
f
ec
tiv
e
s
tr
ate
g
i
es
to
i
m
p
r
o
v
e
t
h
eir
s
p
ea
k
i
n
g
p
er
f
o
r
m
a
n
ce
.
C
o
n
ce
r
n
in
g
th
e
p
r
o
b
le
m
in
s
p
ea
k
i
n
g
f
ac
ed
b
y
p
ar
ticip
an
ts
,
th
e
f
ee
d
b
ac
k
m
ad
e
th
e
m
o
p
en
-
m
in
d
ed
o
n
w
h
at
t
h
eir
lac
k
a
n
d
w
h
at
th
e
y
n
ee
d
f
o
r
th
eir
i
m
p
r
o
v
e
m
en
t.
T
h
e
r
esear
c
h
er
s
in
v
esti
g
ated
w
h
at
th
e
p
ar
ticip
an
ts
'
s
a
y
i
n
th
eir
i
n
n
er
v
o
ice
ab
o
u
t
th
eir
s
p
ea
k
i
n
g
p
er
f
o
r
m
a
n
ce
d
u
r
in
g
D
A
s
ess
io
n
.
I
n
th
is
w
a
y
,
th
e
p
ar
ticip
an
t
s
w
er
e
f
u
ll
y
i
n
v
o
l
v
ed
in
th
e
p
r
o
ce
s
s
o
f
a
s
s
es
s
m
en
t.
Su
n
a
n
d
W
en
[
4
5
]
h
ig
h
li
g
h
ted
th
at
th
e
in
v
o
lv
e
m
e
n
t
o
f
lear
n
er
s
in
th
e
p
r
o
ce
s
s
o
f
ass
ess
m
e
n
t
ca
n
in
cr
ea
s
e
lear
n
er
s
’
s
elf
-
r
esp
o
n
s
ib
ilit
y
a
n
d
au
to
n
o
m
y
i
n
lear
n
i
n
g
,
a
n
d
i
t
also
ass
i
s
t
t
h
e
m
to
an
al
y
z
e
lan
g
u
a
g
e
f
ea
tu
r
e
s
m
o
r
e
d
ee
p
ly
.
P
ar
ticip
an
t
s
'
i
n
v
o
lv
e
m
en
t
in
t
h
e
ass
e
s
s
m
e
n
t
p
r
o
ce
s
s
in
th
e
f
o
r
m
o
f
s
el
f
-
r
ef
lec
tio
n
an
d
s
el
f
-
f
ee
d
b
ac
k
n
o
t
o
n
l
y
g
av
e
t
h
e
m
th
e
o
p
p
o
r
tu
n
it
y
to
b
e
en
t
h
u
s
iast
ic,
o
p
en
-
m
i
n
d
ed
an
d
co
m
f
o
r
tab
le,
b
u
t
al
s
o
to
g
et
an
o
p
p
o
r
tu
n
it
y
f
o
r
th
e
ass
e
s
s
o
r
to
id
en
tify
th
e
p
ar
ticip
an
ts
'
s
p
ea
k
in
g
d
if
f
ic
u
lti
es
in
d
ee
p
er
.
R
eg
ar
d
in
g
f
ee
d
b
ac
k
,
Naz
ar
i
[
3
8
]
ar
g
u
ed
t
h
at
t
h
e
i
m
p
le
m
e
n
tatio
n
o
f
f
e
ed
b
ac
k
in
D
A
is
s
tr
o
n
g
l
y
f
air
s
in
ce
it
p
r
o
v
id
ed
f
ee
d
b
ac
k
p
r
o
p
o
r
tio
n
all
y
o
r
b
ased
o
n
p
ar
ticip
an
ts
’
n
ee
d
to
ac
co
m
p
li
s
h
th
eir
p
o
te
n
ti
al.
Fo
llo
w
i
n
g
s
ar
e
p
ar
ticip
an
t
s
’
r
ep
o
r
ts
r
eg
ar
d
i
n
g
th
eir
d
if
f
ic
u
ltie
s
in
s
p
ea
k
i
n
g
:
P
1
:
N
.
I
o
ften
th
in
k
to
o
mu
ch
,
I
a
m
a
fr
a
id
o
f
ma
kin
g
a
n
y
mis
ta
ke
w
h
ile
s
p
ea
kin
g
,
esp
ec
ia
lly
in
co
n
s
tr
u
ctin
g
s
en
ten
ce
s
.
P
3
:
E
.
I
a
lw
a
ys
d
o
r
ep
etitio
n
s
a
n
d
u
s
e
th
e
d
o
u
b
le
ve
r
b
.
My
p
o
in
t
is
s
o
metime
s
ir
r
elev
a
n
t
t
o
a
n
o
th
er p
o
in
t.
Th
e
vo
c
a
b
u
l
a
r
ies th
a
t I
u
s
e
a
r
e
to
o
m
o
n
o
to
n
o
u
s
.
P
4
: D
.
I
a
m
a
litt
le
b
it c
o
n
fu
s
ed
in
u
s
in
g
t
h
e
ex
a
ct
o
r
p
r
o
p
er v
o
ca
b
u
l
a
r
y
w
h
ile
s
p
ea
kin
g
.
Me
an
w
h
ile,
f
o
llo
w
i
n
g
s
ar
e
p
ar
ticip
an
t
’
s
r
esp
o
n
s
es a
f
ter
h
a
v
i
n
g
K
n
o
w
led
g
e
E
x
p
an
s
io
n
a
n
d
Feed
b
ac
k
:
P
3
:
E
.
Th
e
a
ctivities
mo
tiva
ted
me
to
s
tu
d
y
h
a
r
d
s
in
ce
I
ca
n
r
ec
o
g
n
iz
e
my
o
w
n
mis
ta
ke
.
I
a
ls
o
w
ill
b
e
mo
r
e
ca
r
efu
l
a
b
o
u
t u
s
in
g
g
r
a
mma
r
la
ter.
I
w
i
ll t
r
y
to
min
imi
z
e
fi
lled
p
a
u
s
e
s
u
c
h
a
s
s
a
yin
g
ee
e.
.
ee
mm.
.
Fu
r
t
h
er
m
o
r
e,
f
r
o
m
th
e
f
ee
d
b
ac
k
s
,
t
h
e
p
ar
ticip
an
t
s
s
tated
t
h
at
t
h
e
tr
ea
t
m
en
t
s
en
co
u
r
ag
e
d
th
e
m
to
sp
ea
k
f
ac
e
to
f
ac
e
s
p
o
n
ta
n
eo
u
s
l
y
,
a
n
d
t
h
e
y
s
aid
t
h
at
e
v
en
t
h
o
u
g
h
th
e
y
ar
e
i
n
d
o
u
b
t
ab
o
u
t
th
eir
ca
p
ab
ilit
y
to
s
p
ea
k
in
a
f
o
r
ei
g
n
la
n
g
u
a
g
e,
at
least
th
eir
co
n
f
id
en
ce
is
e
n
c
o
u
r
ag
ed
b
y
t
h
ese
tr
ea
t
m
e
n
ts
.
An
o
th
er
p
ar
ticip
an
t
s
aid
th
at
th
eir
s
p
ea
k
i
n
g
p
er
f
o
r
m
an
ce
w
a
s
n
o
t
j
u
d
g
ed
b
ec
au
s
e
th
e
y
f
elt
t
h
at
i
n
D
A
s
e
s
s
io
n
d
id
n
o
t
f
o
cu
s
o
n
th
e
lev
e
l
o
r
th
e
s
co
r
e
th
e
y
g
o
t,
in
s
tead
it
w
as
f
o
cu
s
ed
o
n
th
e
p
r
o
ce
s
s
o
f
d
ev
elo
p
in
g
th
ei
r
p
o
ten
tial.
T
h
is
is
s
i
m
ilar
to
Ni
n
g
r
at
a
n
d
Ma
y
a
s
a
r
i
[
4
6
]
w
h
o
s
aid
t
h
at
t
h
e
e
s
s
e
n
tial
p
o
in
t
o
f
lear
n
i
n
g
is
its
p
r
o
ce
s
s
,
n
o
t
a
s
co
r
e
o
f
th
e
f
in
a
l
r
esu
l
t.
I
n
f
u
r
t
h
er
ex
p
l
ain
atio
n
s
,
t
h
e
y
b
elie
v
ed
th
at
if
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
a
n
d
te
ac
h
in
g
w
o
r
k
s
w
ell,
it
w
ill
g
iv
e
m
o
r
e
i
m
p
ac
t
to
war
d
th
e
r
esu
lt.
A
lo
n
g
D
A
s
es
s
io
n
,
th
e
p
ar
ticip
an
ts
w
er
e
g
i
v
en
t
h
e
r
ea
s
o
n
ab
le
s
tr
ateg
ie
s
an
d
k
n
o
w
led
g
e
to
o
v
er
co
m
e
th
e
ir
d
if
f
icu
lties
wh
ich
b
a
s
ed
o
n
th
eir
i
n
ter
est
a
n
d
n
ee
d
s
.
P
r
o
v
id
in
g
k
n
o
w
led
g
e
ex
p
an
s
io
n
is
v
er
y
b
en
if
icial
f
o
r
th
e
p
ar
ticip
an
t
s
’
p
r
ep
ar
atio
n
in
p
er
f
o
r
m
i
n
g
s
p
ee
ch
.
T
h
ey
w
er
e
in
h
er
e
n
tl
y
n
o
t
af
r
aid
an
y
m
o
r
e
s
in
ce
th
e
p
r
o
c
ess
o
f
s
p
ea
k
in
g
p
er
f
o
r
m
a
n
ce
w
as
p
r
ep
ar
ed
ap
p
r
o
p
r
iatly
.
I
n
th
i
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
778
-
790
786
m
atter
,
th
e
m
ed
iato
r
g
a
v
e
clea
r
in
tr
o
d
u
ctio
n
ab
o
u
t
p
er
f
o
r
m
in
g
s
p
ea
k
i
n
g
an
d
s
o
m
e
m
ater
als
to
th
e
lear
n
er
s
.
T
h
e
m
ed
iato
r
also
p
r
o
v
id
ed
a
w
ell
-
o
r
g
a
n
ized
p
r
o
ce
d
u
r
e
o
f
p
er
f
o
r
m
i
n
g
s
p
ea
k
i
n
g
an
d
p
r
o
v
i
d
ed
th
e
o
p
p
o
r
tu
n
it
y
to
th
e
lear
n
er
s
to
co
r
r
ec
t
th
em
s
el
v
es.
As
th
e
r
es
u
lt,
it
m
a
d
e
th
e
lear
n
er
s
m
o
r
e
r
esp
o
n
s
ib
le
w
it
h
th
e
ir
o
w
n
m
is
tak
e
s
w
ith
o
u
t
f
ee
lin
g
j
u
d
g
ed
b
y
th
e
m
ed
iato
r
.
T
h
e
lear
n
er
s
w
er
e
m
o
r
e
cu
r
io
u
s
an
d
en
t
h
u
s
ias
tic
to
ex
p
r
ess
o
r
ask
d
ir
ec
tl
y
to
t
h
e
ir
m
ed
iat
o
r
o
f
w
h
at
th
e
y
n
ee
d
a
n
d
w
h
at
th
e
y
s
h
o
u
ld
d
o
to
r
ed
u
ce
fill
e
d
,
r
ed
u
ce
r
ep
etitio
n
,
an
d
r
etra
ce
d
fa
ls
e
s
ta
r
t
w
h
i
l
e
s
p
ea
k
in
g
.
I
n
th
is
w
a
y
,
th
e
im
p
le
m
e
n
tatio
n
o
f
D
A
ex
tr
e
m
el
y
e
n
co
u
r
ag
ed
lear
n
er
s
’
p
o
ten
tial
b
ased
o
n
th
eir
Z
P
D.
I
n
o
th
er
w
o
r
d
s
,
t
h
e
en
g
g
ag
e
m
e
n
t
co
u
ld
b
e
m
o
r
e
ef
f
ec
ti
v
e
w
h
e
n
th
e
lear
n
er
s
’
p
o
ten
tial
o
r
ien
tat
io
n
w
as
in
li
n
e
w
it
h
t
h
eir
Z
P
D
in
ter
m
o
f
t
h
eir
n
ee
d
s
,
i
n
te
r
est,
s
el
f
-
r
e
g
u
latio
n
an
d
ab
ilit
y
[
4
7
]
.
3
.
2
.
Wha
t
a
re
t
he
lea
rner
s
’
a
t
t
it
u
des
t
o
w
a
rd
DA?
Af
ter
ex
p
er
ien
ci
n
g
D
A
s
ess
i
o
n
s
,
th
e
p
ar
ticip
an
ts
r
ep
o
r
ted
th
eir
th
o
u
g
h
t,
ex
p
er
ie
n
ce
,
f
e
elin
g
,
an
d
attitu
d
e
to
w
ar
d
D
A
s
es
s
io
n
i
n
th
e
s
e
m
i
-
s
tr
u
ct
u
r
ed
i
n
ter
v
ie
ws.
I
n
t
h
e
i
n
ter
v
ie
w
s
,
t
h
e
p
ar
tic
ip
an
ts
h
ad
r
ep
o
r
ted
th
at
w
h
ile
p
ar
ticip
atin
g
i
n
th
e
DA
s
e
s
s
io
n
,
th
e
y
f
elt
m
o
r
e
m
o
tiv
ated
to
s
p
ea
k
alo
n
g
t
h
e
p
r
o
ce
s
s
.
T
h
e
q
u
o
tatio
n
ca
n
b
e
s
ee
n
as
f
o
llo
w
s
:
P
2
:
I
.
A
fter
fin
d
in
g
o
u
t
my
i
mp
r
o
ve
men
t
a
t
p
a
r
ticu
la
r
p
a
r
t
o
f
s
p
ea
kin
g
p
erfo
r
ma
n
ce
,
t
h
is
s
ess
io
n
en
h
a
n
ce
s
my
w
illi
n
g
n
ess
to
p
r
a
ctice
mo
r
e
b
a
s
ed
o
n
t
h
e
s
tep
s
p
r
o
vid
ed
P
3
:
E
.
W
h
en
I
kn
o
w
h
o
w
to
co
r
r
ec
t
my
mis
ta
ke
s
s
tep
b
y
s
tep
d
u
r
in
g
th
e
s
ess
io
n
,
I
fe
el
en
co
u
r
a
g
e
d
to
fixed
th
e
mis
ta
ke
s
th
a
t I
h
a
ve
fo
u
n
d
immed
ia
tely
a
n
d
tr
y
to
p
r
a
ctice
a
g
a
in
f
o
r
th
e
b
etter res
u
lts
.
Mo
r
eo
v
er
,
in
Naz
ar
i
[
3
8
]
r
esear
ch
w
h
ic
h
b
ased
o
n
th
e
r
ep
o
r
ts
f
o
u
n
d
t
h
at
D
A
w
as
p
r
o
ce
s
s
-
o
r
ien
ted
an
d
s
tr
o
n
g
l
y
e
m
p
h
as
izes
v
ar
io
u
s
an
d
d
y
n
a
m
ic
lear
n
i
n
g
s
tr
at
eg
ies.
Mo
s
t
o
f
t
h
e
p
ar
ticip
an
ts
r
ep
o
r
te
d
th
at
th
e
y
w
o
u
ld
b
e
p
leased
i
f
t
h
eir
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
is
en
co
u
r
ag
ed
th
r
o
u
g
h
D
A
s
es
s
io
n
.
On
e
p
ar
ticip
an
t
also
r
ep
o
r
ted
th
at
DA
s
es
s
io
n
p
r
o
v
id
ed
f
u
ll
s
el
f
-
i
m
p
r
o
v
e
m
e
n
t
an
d
ev
al
u
atio
n
r
at
h
er
th
a
n
co
m
p
e
titi
o
n
.
So
,
t
h
i
s
p
ar
ticip
an
t
f
elt
t
h
at
th
e
ir
lev
el
o
f
s
p
ea
k
in
g
p
er
f
o
r
m
a
n
c
e
w
o
u
ld
n
o
t
b
e
j
u
d
g
ed
as
a
s
co
r
e
co
n
test
s
.
T
h
is
p
ar
ticip
an
t
also
s
aid
th
at
in
DA
s
es
s
io
n
,
th
e
y
d
id
n
o
t
h
av
e
to
th
in
k
ab
o
u
t
th
e
o
th
er
p
a
r
ticip
an
ts
s
p
ea
k
i
n
g
p
er
f
o
r
m
an
ce
,
b
u
t
r
at
h
er
f
o
cu
s
o
n
t
h
eir
p
er
f
o
r
m
a
n
c
e
an
d
i
m
p
r
o
v
e
m
en
t.
T
h
ese
m
a
tter
s
ca
n
b
e
s
ee
n
as
f
o
llo
w
in
g
q
u
o
tatio
n
s
:
P
2
:
I
.
I
a
m
p
le
a
s
ed
th
a
t
I
ca
n
ch
o
o
s
e
a
n
y
to
p
ics
fo
r
my
s
p
e
a
kin
g
p
r
a
ctice
s
in
t
h
e
s
ess
io
n
,
a
n
d
I
a
m
a
ls
o
tr
ig
g
ered
to
p
r
a
ctice
my
s
p
ea
kin
g
w
h
en
th
e
med
ia
to
r
g
a
ve
me
clea
r
ex
a
mp
le
o
f
h
o
w
to
s
p
ea
k
w
ell
b
y
d
emo
n
s
tr
a
tin
g
h
is
s
p
ee
ch
b
efo
r
e
a
s
kin
g
me
to
p
erfo
r
m
in
th
e
p
r
e
-
test
a
n
d
p
o
s
t
-
test
s
ess
io
n
.
P
1
:
N
.
Th
e
s
elf
-
ev
a
lu
a
tio
n
s
s
es
s
io
n
g
ives
me
mo
r
e
s
p
a
ce
to
ex
p
lo
r
e
my
u
n
id
en
tifi
ed
mis
ta
ke
s
th
a
t
I
n
ev
er
r
ela
li
z
ed
.
I
ca
n
lea
r
n
h
o
w
to
a
n
a
l
yzed
,
co
r
r
ec
t,
a
n
d
d
ev
elo
p
my
s
p
ea
kin
g
s
kill b
y
myself th
r
o
u
g
h
feed
b
a
ck
s
a
n
d
p
r
a
ctice
s
g
iven
.
P
3
:
E
.
I
c
a
n
in
vo
lve
t
o
ma
ke
a
s
imp
le
co
r
r
ec
tio
n
fo
r
my
mis
ta
ke
s
th
r
o
u
g
h
tr
a
n
s
crip
tio
n
s
p
r
o
vid
ed
a
n
d
a
s
k
w
h
a
teve
r
th
e
q
u
esti
o
n
s
r
eg
a
r
d
in
g
th
e
mis
t
a
ke
s
I
h
a
ve
d
o
n
e
in
my
s
p
ee
ch
.
I
feel
co
mfo
r
ta
b
le
th
a
t
th
e
a
s
s
ess
men
t
has
n
o
s
co
r
e
a
n
d
co
n
d
u
cted
o
n
e
b
y
o
n
e,
it
is
mo
r
e
p
ers
o
n
a
l I
th
in
k.
P
4
:
D
.
I
a
m
r
elief
th
a
t
th
e
s
ess
io
n
s
d
o
n
o
t
g
ive
th
e
s
co
r
e
fo
r
my
s
p
ee
ch
.
I
n
th
is
w
a
y,
I
ca
n
fo
cu
s
to
p
r
a
ctice
a
n
d
p
r
a
ctice
fo
r
myself.
S
o
metime
s
,
I
fe
el
d
o
w
n
w
h
en
my
b
a
d
E
n
g
lis
h
s
p
ea
kin
g
is
s
co
r
in
g
o
r
j
u
d
g
e
d
a
s
my
fin
a
l
a
b
ilit
y.
S
o
,
I
feel
n
o
t
b
e
s
h
y
a
n
d
b
e
c
o
mp
a
r
ed
w
it
h
o
th
er st
u
d
en
ts
in
th
e
s
ess
io
n
.
P
4
:
D
.
Th
e
s
ess
io
n
tea
ch
es
m
e
h
o
w
to
th
in
k
in
s
eq
u
en
ce
o
r
w
ith
clea
r
s
tep
s
to
d
elive
r
th
e
s
p
ee
ch
.
I
th
o
u
g
h
t
th
a
t I
g
o
t a
lo
t o
f p
r
a
ctice
s
in
th
is
s
ess
io
n
in
s
h
o
r
t time
.
T
h
e
ab
o
v
e
m
att
er
s
w
er
e
i
n
l
in
e
w
i
th
Sh
a
f
iee,
T
alak
o
o
b
,
an
d
Fatah
i
[
4
7
]
w
h
o
s
tated
t
h
at
t
h
e
lear
n
er
s
n
ee
d
ed
to
f
ee
l
f
r
ee
to
p
r
ac
tice
th
eir
o
r
al
p
r
o
d
u
ctio
n
in
o
r
d
er
to
d
ev
elo
p
th
eir
ac
cu
r
ac
y
.
T
h
er
ef
o
r
e,
th
e
y
d
id
n
o
t
f
ee
l
b
ein
g
co
m
p
ar
ed
o
r
j
u
d
g
ed
w
i
th
th
e
o
th
er
p
ar
ticip
an
t
s
r
eg
ar
d
in
g
th
eir
s
p
ea
k
i
n
g
p
er
f
o
r
m
an
ce
.
T
h
e
lear
n
er
s
n
atu
r
al
l
y
n
ee
d
ed
a
f
r
ee
d
o
m
i
n
w
h
ic
h
s
y
n
c
h
r
o
n
o
u
s
w
it
h
th
e
ir
s
elf
-
o
r
ien
ta
tio
n
i
n
lear
n
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Dyn
a
mic
a
s
s
ess
men
t e
ffect
o
n
s
p
ea
kin
g
p
erfo
r
ma
n
ce
o
f I
n
d
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n
esia
n
E
F
L
lea
r
n
ers
(
F
a
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)
787
Fu
r
t
h
er
m
o
r
e,
th
e
s
elf
-
e
v
al
u
ati
o
n
an
d
k
n
o
w
led
g
e
e
x
p
en
s
io
n
s
ess
io
n
s
w
a
s
g
iv
e
n
n
o
t
o
n
l
y
t
o
en
h
a
n
ce
th
e
lear
n
er
s
’
u
n
d
er
s
tan
d
i
n
g
o
n
th
e
ir
m
i
s
ta
k
es
a
n
al
y
s
is
,
b
u
t
also
to
en
h
a
n
ce
t
h
e
as
s
ess
o
r
’
s
u
n
s
er
s
ta
n
d
in
g
o
n
lear
n
er
s
'
d
if
f
ic
u
ltie
s
an
d
p
r
o
b
le
m
s
t
h
at
f
o
u
n
d
d
u
r
in
g
th
e
s
ess
io
n
.
T
h
e
ass
e
s
o
r
s
g
av
e
f
u
l
l
atten
tio
n
to
th
eir
i
m
p
r
o
v
e
m
en
t
m
atter
a
n
d
s
tr
at
eg
ies
f
o
r
a
b
etter
s
p
ea
k
in
g
p
e
r
f
o
r
m
an
ce
i
n
t
h
e
f
u
t
u
r
e
lear
n
i
n
g
.
I
n
o
th
er
w
o
r
d
s
,
ass
es
s
i
n
g
t
h
e
p
o
ten
tial
o
f
lear
n
er
s
’
lear
n
i
n
g
m
ea
n
s
is
en
co
u
r
ag
in
g
t
h
eir
Z
P
D
th
r
o
u
g
h
m
e
d
iatio
n
[
4
7
]
.
I
n
th
is
co
n
tex
t,
t
h
e
i
n
d
iv
id
u
al
ases
s
m
en
t
ap
p
r
o
ac
h
b
ased
o
n
Z
P
D
is
D
A
[
4
4
]
.
Mo
r
eo
v
er
,
th
e
p
ar
ticip
an
ts
w
er
e
attr
ac
ted
w
i
th
r
e
s
p
o
n
s
i
v
e
f
ee
d
b
ac
k
an
d
ce
n
ter
ed
in
ter
ac
t
io
n
o
n
th
e
ir
p
r
o
g
r
ess
.
So
,
t
h
e
y
f
e
lt
th
at
th
e
y
w
er
e
n
o
t
af
r
aid
an
y
m
o
r
e
f
o
r
m
a
k
i
n
g
m
i
s
tak
e
s
in
s
p
ea
k
i
n
g
,
a
n
d
f
elt
t
h
a
t th
eir
co
n
f
id
en
ce
w
a
s
v
er
y
e
n
co
u
r
ag
ed
.
P
r
ev
io
u
s
l
y
,
s
o
m
e
p
ar
ticip
an
t
s
f
elt
th
at
th
e
y
w
er
e
af
r
aid
to
d
ea
l
w
it
h
t
h
eir
m
is
tak
e
s
i
n
s
p
ea
k
in
g
.
T
h
e
y
f
r
eq
u
en
tl
y
f
elt
a
f
r
aid
o
f
m
ak
in
g
m
i
s
ta
k
es
i
n
s
p
ee
ch
,
f
elt
af
r
aid
o
f
th
e
i
m
p
r
o
p
er
w
o
r
d
s
an
d
u
n
o
r
g
o
n
ized
s
en
te
n
ce
s
,
f
e
lt
e
m
b
ar
r
ass
ed
t
o
m
a
k
e
th
e
s
a
m
e
er
r
o
r
,
an
d
f
elt
e
m
b
ar
r
ass
ed
f
o
r
m
a
k
i
n
g
m
an
y
f
illed
p
au
s
ed
s
w
h
ile
s
p
ea
k
i
n
g
.
Ho
w
ev
er
,
a
f
t
er
ex
p
er
ien
ci
n
g
in
ten
s
iv
e
D
A
s
ess
io
n
,
t
h
o
s
e
p
ar
ticip
an
t
s
f
elt
m
o
r
e
co
n
f
id
en
t
to
s
p
ea
k
w
h
ate
v
er
th
e
to
p
ic
w
a
s
.
T
h
u
s
,
th
e
y
w
er
e
n
o
t
a
f
r
aid
o
r
em
b
ar
r
ass
ed
a
n
y
m
o
r
e
to
p
er
f
o
r
m
,
o
r
w
ith
o
u
t
w
o
r
r
y
i
n
g
b
ein
g
lab
eled
o
r
j
u
d
g
ed
ab
o
u
t
h
o
w
m
an
y
m
i
s
tak
e
s
o
r
n
o
n
-
f
l
u
en
c
y
t
h
e
y
h
ad
d
o
n
e
i
n
D
A
s
es
s
io
n
s
.
A
ll o
f
th
e
s
e
m
a
tter
s
ca
n
b
e
s
ee
n
in
f
o
llo
w
i
n
g
q
u
o
tat
io
n
s
:
P2
:
I
.
Th
e
s
ess
io
n
ea
s
ed
me
t
o
fix
s
o
me
err
o
r
s
in
my
s
p
ee
ch
b
ec
a
u
s
e
th
e
co
r
r
ec
tio
n
s
a
n
d
feed
b
a
ck
s
w
ere
g
iven
d
ir
ec
tl
y
and
imm
ed
ia
tely.
.
.
I
a
ls
o
ca
n
a
s
k
w
h
a
teve
r
th
e
q
u
esti
o
n
r
ela
ted
to
my
d
ev
elo
p
men
t.
P3
:
E
.
P
r
ev
io
u
s
ly,
I
d
o
ma
n
y
fill
ed
p
a
u
s
ed
s
a
n
d
r
ep
etitio
n
s
a
s
I
s
ee
n
in
th
e
tr
a
n
s
cr
ip
tio
n
s
a
n
d
r
ec
o
r
d
s
o
f
th
e
p
r
e
-
test
.
I
a
ls
o
s
ee
th
a
t
I
o
ften
u
s
e
d
o
u
b
l
e
ve
r
b
imp
r
o
p
erly.
R
ec
o
g
n
iz
in
g
th
ese
mis
ta
ke
s
in
th
e
s
e
s
s
io
n
g
ive
me
immed
ia
te
a
ctio
n
to
co
r
r
ec
t
a
n
d
min
imiz
e
th
e
n
o
n
-
flu
en
cy
in
my
s
p
ee
ch
.
P
1
:
N
.
I
a
m
a
lw
a
ys
th
in
kin
g
in
my
min
d
th
a
t
h
o
w
if
I
ma
ke
ma
n
y
mis
ta
ke
s
in
my
s
p
ee
ch
?
I
a
m
r
ea
lly
a
fr
a
id
if
my
s
p
ea
kin
g
a
b
ilit
y
is
ve
r
y
b
a
d
esp
ec
ia
lly
in
co
n
s
tr
u
ctin
g
th
e
s
en
ten
ce
i
n
s
p
ee
ch
.
Th
e
s
ess
io
n
s
erve
s
me
th
e
o
p
p
o
r
tu
n
ity
to
fix
my
mis
ta
ke
s
a
n
d
ch
a
n
g
e
my
min
d
to
n
o
t
w
o
r
r
y
a
b
o
u
t b
ein
g
j
u
d
g
e
d
a
n
y
mo
r
e
w
h
ile
p
erfo
r
min
g
s
p
ee
ch
.
P
1
:
N
.
A
fter
lis
ten
in
g
th
e
r
ec
o
r
d
s
a
n
d
r
ea
d
in
g
th
e
tr
a
n
s
crip
tio
n
s
o
f
my
s
p
ea
ki
n
g
p
erfo
r
ma
n
ce
in
th
e
p
o
s
t
-
test
,
I
ca
n
clea
r
ly
lis
ten
a
n
d
s
ee
m
y
imp
r
o
ve
men
t
in
my
s
p
ee
ch
.
I
s
ee
th
a
t
I
o
n
ly
ma
ke
litt
le
mis
ta
ke
s
in
th
e
tr
a
n
s
crip
tio
n
s
.
My
p
erfo
r
ma
n
ce
a
ls
o
mo
r
e
a
cti
ve
a
n
d
co
n
fid
en
ce
a
s
I
h
a
ve
lis
ten
ed
in
th
e
s
p
ea
kin
g
r
ec
o
r
d
s
.
I
th
o
u
g
h
t
t
h
a
t
I
ca
n
ma
n
a
g
e
m
y
mis
ta
ke
s
if th
e
s
tep
s
a
r
e
clea
r
.
P
1
:
N
.
Th
e
g
iven
to
p
ics
a
r
e
in
teres
tin
g
a
n
d
h
a
ve
clea
r
s
tep
s
to
ex
p
lo
r
e
it,
it
g
ives
me
w
illl
in
g
n
ess
to
ta
lk
a
b
o
u
t th
e
i
t
esp
ec
ia
lly
th
e
o
p
tio
n
a
l to
p
ics
a
n
d
fr
ee
to
p
ics.
P
4
:
D
.
P
r
ev
io
u
s
ly,
I
a
m
a
fr
a
id
o
f
b
ein
g
la
b
eled
a
s
a
b
a
d
E
n
g
lis
h
s
p
ea
ke
r
w
h
en
h
a
vin
g
co
n
ve
r
s
a
tio
n
a
b
o
u
t
s
o
me
to
p
ics.
B
u
t,
I
feel
r
elief
w
h
en
I
ca
n
fix
it
a
n
d
fin
d
o
u
t
th
a
t
my
E
n
g
lis
h
s
p
ea
kin
g
w
a
s
imp
r
o
ve
d
a
s
I
r
ea
d
a
n
d
lis
ten
in
my
s
p
ea
kin
g
’
s
tr
a
n
s
crip
tio
n
s
a
n
d
s
p
ea
kin
g
’
s
r
ec
o
r
d
s
in
th
e
p
o
s
t
-
test
s
ta
g
e.
R
eg
ar
d
in
g
lab
eli
n
g
,
T
eo
[
6
]
b
eliev
ed
th
at
cr
ea
ti
n
g
lab
el
to
th
e
lear
n
er
s
w
i
ll
lead
t
o
n
eg
ati
v
e
p
ar
ad
ig
m
t
h
at
all
lo
w
ac
h
iev
er
lear
n
er
s
r
e
m
ai
n
lo
w
i
n
t
h
eir
p
er
f
o
r
m
an
ce
.
T
h
er
e
f
o
r
e,
DA
is
a
g
o
o
d
alter
n
ati
v
e
to
i
m
p
r
o
v
e
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
in
E
n
g
lis
h
s
p
ea
k
in
g
.
B
esi
d
es,
th
e
r
esu
lt s
h
o
w
ed
th
at
D
A
clea
r
l
y
en
co
u
r
a
g
ed
lear
n
er
s
’
co
n
f
id
e
n
ce
,
m
o
ti
v
ati
o
n
,
an
d
s
p
ea
k
i
n
g
ab
ilit
ie
s
d
u
r
in
g
t
h
e
s
e
s
s
io
n
s
.
Ma
n
y
ex
p
er
ts
d
is
cu
s
s
ed
ab
o
u
t
DA
co
n
tr
ib
u
tio
n
s
to
w
ar
d
lear
n
er
s
’
co
n
f
id
en
ce
an
d
m
o
t
iv
at
i
o
n
as
th
e
r
es
u
lt
o
f
s
e
lf
-
e
v
al
u
a
tio
n
,
f
ee
d
b
ac
k
,
an
d
s
elf
-
o
r
ien
ta
tio
n
i
n
D
A
m
ed
iati
o
n
.
Fo
r
ex
a
m
p
le,
lear
n
er
s
u
s
e
d
th
eir
in
n
er
v
o
ice
o
r
s
elf
-
o
r
ien
tatio
n
a
s
p
r
i
m
ar
y
p
r
in
cip
le
in
lear
n
in
g
s
in
ce
i
t
in
cr
ea
s
ed
th
e
ir
s
el
f
-
co
n
f
id
en
c
e
an
d
d
ec
r
ea
s
e
th
eir
an
x
iet
y
[
4
8
]
.
T
h
e
s
tu
d
en
ts
o
b
tain
ed
co
n
f
id
en
ce
an
d
s
elf
-
e
s
tee
m
w
h
en
th
e
y
f
i
n
d
o
u
t
s
o
m
e
im
p
r
o
v
e
m
e
n
t
in
th
eir
lan
g
u
a
g
e
s
k
il
ls
ca
u
s
ed
b
y
DA
[
4
9
]
.
T
h
e
lear
n
er
s
f
e
lt
m
o
r
e
less
p
r
es
s
u
r
e
a
n
d
m
o
r
e
lear
n
in
g
ad
v
a
n
tag
e
in
DA
w
h
er
e
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
i
n
cr
ea
s
e
s
i
g
n
if
ic
an
tl
y
th
r
o
u
g
h
m
ai
n
tai
n
i
n
g
g
o
o
d
m
ed
iatio
n
i
n
lear
n
i
n
g
p
r
o
ce
s
s
co
m
p
ar
e
w
ith
f
o
cu
s
in
g
o
n
th
e
s
co
r
e
-
o
r
ien
tat
io
n
[
3
8
]
.
DA
h
elp
ed
th
e
lear
n
er
s
to
en
co
u
r
ag
e
th
e
m
s
elv
e
s
to
b
eliev
e
in
th
eir
o
w
n
ex
is
tin
g
s
o
u
r
ce
s
an
d
i
m
p
r
o
v
e
th
eir
s
el
f
-
s
p
o
n
ta
n
eo
u
s
o
r
n
atu
r
al
lear
n
i
n
g
[
3
3
]
.
Du
e
to
th
e
i
m
p
le
m
e
n
tatio
n
o
f
DA
is
v
er
y
u
n
co
m
m
o
n
i
n
I
n
d
o
n
esia,
th
e
r
esear
ch
er
s
w
er
e
attr
ac
ted
to
p
r
o
m
o
te
an
d
ex
p
lo
r
e
th
e
s
ig
n
i
f
ica
n
t
b
en
if
i
t a
n
d
in
f
l
u
e
n
ce
o
f
D
A
to
w
ar
d
I
n
d
o
n
esia
n
E
F
L
lear
n
er
s
th
r
o
u
g
h
t
h
e
r
esear
ch
.
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