In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
127~
1
3
7
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
151
79
1
27
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
The infl
uen
ce of proficiency le
vel on the use and c
h
oice of L
1/
L2
comm
unication strategies
u
sed by Iraqi EF
L
students
Raed
Latif Ugla
1
,
M
o
h
a
mad
Jafr
e
Z
ainol A
b
idin
2
, M
o
h
a
m
med
Na
jim
A
bdulla
h
3
1,
3
D
e
par
t
m
e
nt
o
f
En
g
l
i
s
h,
A
l-
Yarmouk Un
iver
sity Co
llege, Iraq
2
Uni
v
ersiti
Sai
n
s Malaysia, Malaysia
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Jun
12
,
2
0
18
Re
vise
d A
ug
20,
201
8
Ac
ce
p
t
ed
J
an
26
,
2
0
19
Th
is
s
t
u
d
y
a
im
ed
t
o
in
vestig
ate
t
h
e
in
f
l
uen
ce
of
l
ang
u
ag
e
pro
f
i
cien
cy
l
evel
on
t
he
f
requ
ency
o
f
th
e
us
e
and
ch
oice
of
L
1/L2
c
om
m
u
n
i
cation
s
trat
e
g
ies
used
b
y
Iraqi
E
F
L
s
t
u
de
nt
s.
T
hi
s
s
t
udy
was
qualitative
in
n
atur
e.
T
h
e
in
teracti
v
e
tas
k
a
n
d
s
p
e
a
k
in
g
task
w
ere
us
ed
t
o
gat
h
er
d
ata
reg
ardi
ng
com
m
unicat
io
n
st
rateg
y
u
s
e
a
n
d
c
h
o
i
ce
f
r
o
m
5
2
s
e
c
o
nd
a
nd
third
ye
a
r
English
ma
j
o
r
st
udent
s
.
Tho
s
e
pa
rt
ic
ipant
s
w
ere
d
i
vi
ded
into
t
w
o
grou
ps
;
l
o
w
a
n
d
h
i
gh
p
ro
fic
i
e
n
t
s
t
ud
e
n
ts
(
n=
2
7
l
ow
p
ro
fic
i
e
n
t
stud
e
n
ts
a
nd
n
=
25
h
ig
h
pro
f
ici
e
n
t
s
tu
de
n
t
s).
Taxo
nom
y
o
f
c
o
m
m
unication
strat
e
g
i
es
w
a
s
ado
p
t
e
d
to
c
o
de
t
he
c
om
mu
n
i
c
a
tion
str
a
te
g
i
e
s
u
se
d
by
l
o
w
a
n
d
h
ig
h
pr
o
f
ic
ie
nt
Iraqi
E
FL
st
ud
ents.
T
h
e resul
t
s
reveal
ed t
hat
lo
w p
r
o
f
i
c
ient
s
tu
dent
s use
c
o
m
mu
nic
a
t
io
n
stra
te
gie
s
m
ore
fre
q
ue
n
t
ly
t
ha
n
hig
h
p
rofic
i
e
n
t
s
t
u
d
e
nts.
B
oth
low
an
d
h
i
gh
pro
f
ici
e
n
t
s
tu
den
t
s
used
c
omm
unicat
io
n
strateg
i
es
o
t
h
er
t
han
t
h
o
s
e
i
n
clu
d
ed
in
s
elected
t
a
x
on
om
y
.
T
his
stu
dy
sh
owed
t
hat
lo
w
prof
i
c
ient
s
tu
de
n
t
s
us
e
L1
-
bas
e
d
strat
e
gi
es
m
o
r
e
f
r
equ
e
ntly,
wh
il
e
h
i
gh
p
ro
fic
i
ent
stud
ent
s
u
s
e
L2
-based
st
rateg
i
es m
ore frequ
ent
l
y
.
K
eyw
ord
s
:
Com
m
uni
c
a
t
ion
strate
gie
s
For
e
ig
n lan
g
u
a
g
e
(Eng
li
sh)
F
i
rst la
ngua
ge (
A
r
abic
)
S
e
cond la
n
gua
ge (
Eng
l
i
s
h)
St
rat
e
gi
c
co
mpet
en
c
e
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Mo
ham
m
e
d
N
ajim
A
bd
ul
la
h,
D
e
pa
rtme
nt
o
f
Engl
is
h,
A
l
-Y
a
r
mouk
U
n
i
v
ersi
ty
C
ol
le
ge
,
Ba
’aq
uba
h, D
i
y
a
l
a
,
Ira
q.
Em
ail:
moha
ma
dn
a
j
i
m
24
6
@
gma
i
l
.
com
1.
I
N
TR
OD
U
C
TI
O
N
Rec
e
n
t
l
y,
i
t
i
s
v
e
r
y
import
a
n
t
f
or
t
h
o
se
w
h
o
w
a
nt
t
o
l
e
arn
a
fo
re
i
gn
la
n
gua
ge
(
F
L
)
to
c
om
m
uni
c
a
t
e
oral
ly
a
n
d
e
ff
e
c
ti
ve
ly.
“
N
o
w
aday
s,
how
t
o
c
o
mm
unica
t
e
e
ffe
c
t
i
v
e
l
y
i
n
E
n
glis
h
as
a
F
or
eig
n
L
a
n
gua
ge
(
EF
L)
set
tin
g
has
tur
n
e
d
i
n
t
o
a
n
e
sse
ntia
l
sk
ill
ne
x
t
t
o
r
eadi
ng
a
n
d
w
r
it
i
n
g”
[
1].
To
r
e
a
c
h
t
his g
o
al,
t
h
e
l
e
arne
r
s
n
e
e
d
t
o
d
ev
elo
p
th
ei
r
c
o
mmu
n
i
c
at
i
v
e
c
o
mp
et
en
ce
.
Acc
o
rd
i
n
g
t
o
[
2
]
,
co
mmu
n
i
c
a
ti
ve
c
o
m
pe
t
e
n
c
e
i
s
d
i
v
ide
d
i
nt
o
gram
m
a
tical,
soci
o
l
i
n
gu
ist
i
c,
d
isc
o
urse,
and
strate
gic
c
o
mp
e
t
e
n
ce
.
The
sp
e
a
ker
s
u
se
s
t
r
a
t
eg
ic
c
omp
e
t
e
nce
t
o
com
m
unic
a
t
e
s
m
oot
h
l
y
a
n
d
fl
ue
nt
ly
t
hr
ou
gh
F
L.
T
he
i
mp
o
r
ta
nce
of
s
trate
g
ic
c
ompe
te
nc
e
is
t
o
w
o
rk
w
i
t
h
t
h
e
st
r
a
te
gic
k
n
o
w
l
ed
ge
v
erba
lly
a
n
d
n
o
n
-verb
a
lly
t
o
c
o
m
p
e
n
sa
t
e
f
or
f
a
i
lur
e
s.
F
or
i
ns
tanc
e
:
a
s
pea
k
er
c
or
rec
t
s
himse
l
f
an
d
at the
s
am
e tim
e stre
n
g
the
n
s
h
i
s
com
m
unica
tio
n
abi
l
it
y.
Ora
l
c
o
m
mu
n
i
c
a
t
i
on
i
s
a
l
way
s
k
no
wn
a
s
co
mmu
n
i
cati
o
n
st
ra
t
e
gi
es
(CS
s
)
[2].
S
om
e
speakers
u
se
these
s
t
rategies
w
hen
they
f
ace
s
o
m
e
d
if
fic
u
lties
to
c
onvey
t
he
ir
i
de
as
/
tho
u
g
h
t
s
i
n
t
he
s
e
c
on
d
la
ng
ua
ge
(
L2)
su
ch
a
s
“ap
p
e
a
l
f
o
r
h
e
l
p
,
”
“a
ski
n
g
fo
r
co
nf
i
r
ma
t
i
on
,”
a
nd
“
a
s
k
i
ng
for
c
l
arifica
tio
n.
”
Th
is
h
a
p
pe
ns
w
hen
spea
ke
rs
cann
o
t
s
elec
t
or
u
se
t
he
a
p
p
r
opr
iate
w
ords,
id
ioms
,
st
ruc
t
ur
es,
or
phra
s
es.
These
di
ff
i
c
ul
ties
m
a
y
b
e
rela
t
e
d
to
t
heir
l
ac
k
o
f
c
omm
u
n
i
ca
ti
o
n
c
om
pete
nce
.
S
pe
ak
er
s
use
a
numb
e
r
of
C
S
s
t
o
re
move
t
he
d
iffic
u
lt
ies
w
h
i
l
e
c
o
n
v
e
y
ing
the
i
r
t
h
o
u
ght
s
or
i
dea
s
i
n
spe
a
k
i
ng
t
as
k.
T
he
y
use
C
S
s
to
o
ve
rcom
e
the
pr
ob
lem
s
a
n
d
d
i
f
f
i
c
u
lti
es
t
h
a
t
t
h
ey
m
a
y
f
ac
e
in
d
eli
v
erin
g
th
e
i
n
t
e
nded
i
d
ea
o
r
e
xpr
essio
n
[
3].
H
o
w
e
ver,
n
o
n
-
nat
i
ve
spea
ke
rs
n
e
e
d
to
f
i
n
d
o
u
t
the
a
p
propr
ia
te
C
S
s
t
ha
t
e
n
a
b
le
t
hem
t
o
d
e
a
l
w
i
t
h
t
h
e
m
i
s
m
a
t
c
h
i
n
t
h
e
i
r
com
m
unic
a
t
iv
e
inte
n
t
i
o
ns
t
o
get
be
t
t
er
c
om
m
uni
c
a
t
i
o
n
c
o
ndi
ti
o
n
s
.
Com
m
u
n
i
c
a
t
ion
str
a
te
gie
s
e
na
b
l
e
lear
ners
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
127
-
1
37
12
8
to
s
ta
y
i
n
a
c
li
m
a
te
o
f
the
c
o
nve
rsa
t
i
o
n
a
n
d
p
r
ov
ide
the
m
w
it
h
a
l
o
t
o
f
i
n
p
u
t
s
a
nd
opp
or
t
u
n
i
t
i
e
s
t
o
che
c
k
a
n
d
verify
t
heir a
ssum
p
t
i
on
s
[4].
C
onc
l
udes
t
h
a
t
“
A
r
ab
l
ear
ners
f
a
c
e
ma
ny
p
rob
l
e
m
s
i
n
a
ll
la
ng
ua
g
e
ski
l
l
s:
l
iste
ni
ng
,
spe
a
ki
n
g
,
rea
d
i
n
g
a
nd
w
r
i
t
i
ng”.
I
r
aqi
E
F
L
stu
d
en
ts,
as
i
n
the
o
t
her
A
r
a
b
c
o
unt
ri
e
s
,
h
a
v
e
l
es
s
o
r
l
i
m
i
t
e
d
op
po
rt
un
iti
e
s
to
use
E
n
glis
h
o
u
t
s
i
de
c
la
ssro
o
m
l
esso
ns,
w
h
i
c
h
m
e
a
n
s
t
h
a
t
t
her
e
a
re
n
o
ot
her
o
ppo
rtu
n
it
i
e
s
fo
r
l
e
arn
i
ng
E
ng
li
sh
thr
o
u
g
h
n
a
t
ura
l
i
ntera
c
tio
ns
[
5],
[6].
T
her
e
a
re
m
any
fac
t
ors
t
h
a
t
a
ffe
c
t
t
h
e
l
ea
rn
ers’
s
trat
egi
c
c
o
m
p
e
te
n
c
e.
Lan
gua
ge
p
r
o
ficie
n
c
y
l
eve
l
i
s
o
n
e
o
f
t
he
se
f
act
ors
t
h
a
t
a
f
f
ec
ts
t
he
u
s
e
o
f
CSs.
R
esearchers
suc
h
a
s
[7]-
[
9
]
st
a
t
ed t
hat
the
r
e is
no r
e
la
t
i
on
betw
e
e
n
la
n
gu
age
pr
of
i
c
i
e
nc
y l
e
v
el
a
nd
th
e
u
s
e
o
f
C
S
s. C
oh
en
a
nd
[10
] s
u
gg
e
s
t
t
h
at
t
h
e
d
i
f
f
e
re
n
t
r
e
s
e
a
rc
h
e
rs’
op
i
n
i
o
n
s
a
bout
t
h
e
r
e
l
ati
o
n
s
h
i
p
b
et
we
en
C
Ss
a
n
d
p
rofi
c
i
en
cy
l
ev
e
l
m
igh
t
b
e
rela
t
e
d
to
t
he
w
a
y
s
t
h
e
y
e
va
l
u
ate
t
h
e
use
of
C
S
s
.
These
s
t
ud
i
e
s
s
ug
g
e
s
t
e
d
t
h
a
t
h
i
gh
p
rof
i
ci
en
cy
l
ea
rn
e
r
s
a
b
l
e
to
s
el
ec
t
t
h
e
e
ffect
i
v
e
C
S
s
be
tter
t
h
an
t
h
o
se
o
f
low
profic
i
e
nc
y
le
v
e
l.
A
ccor
d
i
n
g
to
[
1
1
]
,
CSs
are
the
m
o
st
impor
ta
nt
m
e
a
n
s
for
l
o
w
pr
ofic
ien
t
s
t
ude
n
t
s
t
o
h
a
v
e
o
p
p
o
rt
u
n
it
y
t
o
h
a
ve
m
ore
la
ngua
ge
i
n
p
u
t
s
in
con
v
er
sat
i
on
t
a
sk.
2.
REVIE
W
OF
RE
LA
TE
D
L
I
TE
RATURE
The
st
u
d
y
o
f
CS
s
s
tarte
d
i
n th
e 1
9
70. T
here
w
er
e a num
ber
o
f
s
t
u
d
ie
s i
n
t
his fie
l
d. [12] I
s
c
o
ns
i
d
e
r
ed
the
f
i
r
s
t
one
w
ho
e
xpla
i
ne
d
CS
s
in
L
2.
T
h
e
d
efi
n
i
tio
n
of
C
S
s
v
a
rie
d
a
m
ong
r
e
sea
r
cher
s
such
a
s
[13]-[16]
.
Th
ey
d
e
f
i
n
ed
C
Ss
f
ro
m
dif
f
e
re
nt
p
e
r
sp
e
c
t
i
v
es
t
o
hi
gh
l
i
gh
t
t
h
e
i
m
p
orta
nce
of
t
h
e
se
s
t
r
a
t
eg
ies
in
L
2
com
m
unic
a
t
io
n.
[
14]
D
efi
n
e
d
C
S
as
“
a
sy
stem
at
ic
t
e
c
h
n
i
q
u
e
pra
c
t
ice
d
b
y
the
s
p
ea
ke
rs
w
he
n
fa
ce
d
w
i
t
h
di
ffic
ul
t
y
t
o e
x
press the
in
t
e
n
d
ed m
ea
n
i
n
g
.
”
Conse
q
ue
nt
ly, [1
5
]
defi
n
ed
C
S
s
a
s “
c
onsc
i
ous p
l
a
n
s
t
o o
v
e
r
com
e
the
pro
b
l
e
ms
f
a
c
in
g
a
n
i
n
d
i
v
i
dua
l
t
o
r
eac
h
t
h
e
i
n
te
n
d
ed
m
e
a
ni
n
g
o
f
c
o
mm
unica
t
i
on
pr
oc
ess.”
[8]P
a
u
l
i
sse
a
n
d
Sch
i
ls
d
ef
in
ed
C
Ss
a
s
“st
r
at
egi
e
s
u
s
ed
b
y
th
e
sp
e
a
k
e
rs
w
h
e
n
f
a
c
e
d
w
i
t
h
pr
ob
l
e
ms
i
n
com
m
unica
ti
on
a
n
d
t
h
i
s
hap
p
e
n
w
he
n
t
h
er
e
is
n
o
su
i
t
a
ble
p
o
s
i
t
i
on
o
f
c
om
m
u
n
i
c
a
tion
form
s
in
t
h
e
m
enta
l
dic
t
i
o
nar
y
.”
A
ccor
d
ing
to
[
7
],
C
Ss
a
re
p
rocedural
s
k
ills
t
h
a
t
t
h
e
sp
eak
e
r
s
empl
oy
t
o
c
o
mp
e
n
sa
te
l
ac
k
of
s
our
c
e
s
of
i
nter
lan
g
u
age
.
F
i
n
a
l
l
y
,
[
1
7
]
d
e
f
i
n
e
d
C
S
s
a
s
“
a
s
y
s
t
e
m
a
t
i
c
a
t
t
e
m
p
t
b
y
t
h
e
s
p
e
a
k
e
r
s
or
t
he
l
ea
rner
s
to
d
e
l
ive
r
o
r
gi
v
e
t
he
e
xac
t
me
anin
g t
h
a
t
i
s
n
o
t
pr
op
ort
i
o
n
a
t
e
w
it
h th
e
rul
e
s of the
t
a
r
get
la
ngua
ge.
”
N
on-
na
t
i
ve
s
p
e
aker
s
ca
nn
o
t
m
aster
a
l
l
F
L
/L
2
f
o
rm
s
a
nd
w
o
rds.
L
e
a
r
n
e
r
s
l
a
c
k
i
n
F
L
m
a
y
a
f
f
e
c
t
t
h
e
i
r
u
s
e
of
C
Ss
w
h
e
n
th
ey
c
o
m
mu
ni
cat
e
o
r
al
ly
i
n
th
e
t
a
rg
e
t
l
an
gu
ag
e.
S
pea
k
e
r
s
use
CS
s
t
o
h
e
l
p
t
h
em
o
ve
r
c
om
e
some
o
f
t
h
e
prob
lem
s
t
he
y
ma
y
face
i
n
o
r
al
c
omm
u
n
i
cat
i
o
n
due
t
o
t
he
l
a
c
k
o
f
t
h
eir
l
a
n
gua
ge
p
ro
fic
i
e
n
c
y
.
Com
m
uni
c
a
t
ion
strate
gie
s
a
l
s
o
he
lp
t
h
e
m
a
c
hie
v
e
t
h
e
i
r
com
m
uni
c
a
ti
o
n
i
n
L2
[
8].
S
e
ver
a
l
st
u
d
i
es
d
e
t
e
r
mine
d
t
h
e
e
f
f
e
ct
o
f
l
a
n
g
u
a
g
e
p
ro
fi
cien
c
y
l
ev
el
o
n
th
e
u
s
e
o
f
C
Ss
[
17
]
-[2
4
]
.
S
ome
stud
ies
sh
ow
e
d
t
ha
t
the
s
t
u
d
e
n
t
s
w
ith
l
ow
l
a
n
g
u
age
p
r
oficie
n
c
y
use
CS
s
m
o
re
f
re
q
u
e
n
t
l
y
tha
n
t
ho
s
e
w
i
th
h
i
g
h
lan
g
u
a
g
e
pro
f
i
c
i
e
ncy
do
[
17],
[1
8],
[25]
-[2
8
].
O
n
t
he
o
t
h
e
r
h
an
d,
o
t
h
er
s
t
u
d
i
e
s
e
mpha
si
ze
d
t
h
e
re
lat
i
onsh
i
p
b
e
t
w
e
e
n
t
h
e
u
s
e
o
f
C
S
s
a
n
d
t
h
e
lan
g
u
age
pro
f
i
c
ienc
y
[1
9]
a
n
d
[
2
9
].
A
not
h
e
r
rese
arc
h
er
[
2
1
]
arg
u
e
d
t
h
a
t
l
o
w
p
r
o
f
i
c
i
e
n
c
y
l
e
a
r
n
e
r
s
d
e
p
e
n
d
mor
e
on
t
h
eir first
la
n
gua
ge
(
L1)
kn
ow
le
d
g
e
a
nd
re
sort to CS
s.
A
not
her
stu
d
y
[
27]
s
h
o
w
e
d t
h
at the fre
q
u
enc
y
of
u
se
o
f
CS
s va
ries a
mong
pa
r
tic
ipa
n
ts de
p
e
ndi
ng
on
t
h
eir pr
of
ic
ienc
y
le
v
e
l w
h
ic
h affec
t
s
t
h
e
c
hoic
e
o
f CSs.
M
o
re
r
e
cen
tly
,
ma
n
y
s
t
u
d
i
e
s
h
av
e
i
n
v
e
st
ig
ated
t
h
e
e
f
f
ect
o
f
p
r
o
fi
c
i
en
cy
l
e
v
e
l
o
n
th
e
u
s
e
and
cho
i
ce
of
C
S
s
[
14],
[17],
an
d
[21]
.
C
onse
q
uen
t
ly,
[2
3]
a
rg
ue
d
t
h
at
t
he
p
r
o
f
i
c
i
e
n
c
y
l
e
v
e
l
c
l
e
a
r
l
y
a
f
f
e
c
t
s
t
h
e
u
s
e
a
n
d
the
c
h
oi
c
e
o
f
CS
s.
A
cc
ordin
g
t
o
[
3
0
]
,
l
o
w
profic
ie
n
c
y
s
p
ea
kers
t
e
n
d
t
o
re
ly
on
L
1
-
based
s
t
r
a
te
g
i
es
t
o
overc
ome
comm
unica
ti
on
d
i
f
fic
u
ltie
s.
O
n
t
h
e
ot
her
ha
n
d
,
he
i
de
n
tif
i
e
d
tha
t
t
he
ir
p
ro
fi
cienc
y
l
e
v
e
l
d
i
d
n
o
t
in
flue
nce
t
h
e
num
ber
of
C
S
s
use
d.
A
d
d
i
t
i
o
n
a
l
l
y,
[
29]
c
onc
l
ude
d
tha
t
T
ur
kis
h
E
F
L
l
ear
ners’
pr
ofic
i
en
cy
l
e
v
el
d
id
not
a
ffe
c
t
t
h
e
c
ho
i
ce
of
C
S
s
.
The
y
s
ta
ted
t
h
a
t
h
ig
h
pro
f
ic
ie
nc
y
lea
r
ner
s
u
se
t
heir
b
o
dy
l
a
n
gua
ge
m
ore
effec
t
i
v
el
y,
w
hi
l
e
l
ow
profic
ie
nc
y
lea
r
ner
s
r
e
l
y
m
o
re
on
a
voi
da
nc
e
st
r
a
te
g
i
es.
F
i
nal
l
y
,
a
stud
y
of
[
2
7
]
sh
ow
e
d
t
ha
t
low
pro
f
ic
ie
nt
stude
n
t
s
use
d
C
S
s
m
ore
fre
quen
t
ly
t
ha
n
th
ose
o
f
h
i
g
h
prof
i
c
ien
t
s
tud
e
nt
s.
I
t
al
so
r
e
v
e
a
l
e
d
t
h
at
p
rofi
ci
e
n
cy
leve
l
ha
s
di
r
e
c
t
i
m
p
ac
t
o
n
s
t
ude
n
t
s’
freque
nc
y
use
a
n
d
type
o
f
CSs.
I
n
cont
r
a
st,
sever
a
l
r
e
searchers
showed
tha
t
t
here
w
e
r
e
no si
gn
i
f
i
c
a
n
t e
ffe
c
t
of
t
h
e pr
ofic
ienc
y
le
vel
on
t
h
e
u
s
e
of
C
S
s
s
uch a
s
[1
8
]
, [24],
and
[2
6].
3.
METHOD
3.1.
Rese
arch
quest
i
o
n
s
The
presen
t
stu
d
y
i
n
v
e
s
t
i
ga
tes
how
I
r
a
q
i
E
F
L
s
t
ude
n
t
s
w
i
t
h
l
ow
a
nd
h
i
gh
En
g
lish
l
a
n
g
u
a
g
e
profic
ie
nc
y
le
vel
use
a
n
d
c
h
o
o
se
C
S
s
w
hi
le
t
he
y
sp
e
a
k
E
n
g
l
ish.
It
a
ims
t
o
a
n
s
w
e
r
the
fo
llow
i
ng
tw
o q
u
es
ti
o
n
s:
a.
H
o
w
doe
s la
ng
uage
pr
o
f
i
c
i
e
n
cy le
v
e
l
af
f
ec
t
fr
eque
nc
y
use
of CS
s
i
n
an or
a
l c
o
mm
un
icat
io
n
?
b.
H
o
w
doe
s la
ng
uage
pr
o
f
i
c
i
e
n
cy le
v
e
l
af
f
ec
t
the
ch
o
i
ce
of
C
S
s
i
n
a
n
oral c
omm
unica
t
i
on
?
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e inf
l
u
e
n
ce
of p
r
o
f
i
c
i
e
ncy
l
eve
l on t
h
e
use
and
ch
o
i
ce
o
f
L
1
/L
2…
(Mo
h
a
m
m
e
d Na
jim
Ab
dul
la
h)
12
9
3.2.
Rese
arch
instrum
ent
s
T
o
c
o
l
l
e
c
t
d
a
t
a
,
t
h
e
c
u
r
r
e
n
t
s
t
u
d
y
u
s
e
d
t
w
o
t
y
p
e
s
o
f
i
n
s
t
r
u
m
e
n
t
n
amel
y:
i
nt
e
r
a
c
t
i
v
e
t
a
sk
(con
ve
rsat
io
n
ac
tiv
i
t
y)
a
n
d
s
pe
ak
i
ng
tas
k
(
stor
yt
e
l
l
i
n
g
).
T
he
i
n
t
era
c
t
i
ve
t
a
s
k
w
a
s
ada
p
t
e
d
fr
om
[
31],
w
h
i
l
e the
spea
ki
n
g
t
as
k
was
a
d
o
p
t
e
d
f
rom
[3
2].
The
r
e
sea
r
che
r
u
se
d
t
h
ese
tw
o
t
y
pes
of
i
n
s
trum
en
ts
t
o
pu
t
t
h
e
p
a
rti
c
ip
an
ts
i
n
rea
l
s
p
eak
ing
in
te
rac
t
io
n
an
d
e
l
i
c
it
t
h
e
k
ind
s
of
C
S
s
t
he
y
ma
y
use
d
u
ri
ng
o
r
a
l
t
e
st
a
n
d
spea
ki
n
g
ta
s
k.
I
n
t
his
st
u
dy,
t
he
t
es
t
va
l
i
d
i
t
y
a
n
d
r
el
i
a
b
ili
t
y
w
ere
c
h
ec
ke
d.
T
o
c
he
c
k
t
he
i
n
t
erna
l
con
s
is
te
ncy
relia
bi
l
ity
o
f
t
h
e
in
t
e
rac
t
i
v
e
tas
k
a
n
d
t
he
s
pe
a
k
in
g
tas
k
,
sec
o
nd
g
roup
o
f
38
p
arti
cip
a
nts
was
test
e
d
.
Chr
o
n
b
a
c
h
’s
a
l
p
ha
f
orm
u
l
a
w
as
u
sed
an
d
the
re
lia
b
i
l
ity
c
oeffi
c
i
e
n
t
of
i
n
t
er
act
i
v
e
tas
k
w
as
f
ou
n
d
a
s
(.
85)
wh
il
e
th
e
re
li
ab
il
i
t
y
co
ef
fi
c
i
e
n
t
of
s
p
e
a
k
i
ng
t
a
sk
w
a
s
f
o
und
a
s
(
.82),
w
h
i
c
h
w
e
re
s
tat
i
st
ica
l
l
y
e
xce
lle
n
t
.
The
c
o
nt
en
t
v
a
li
dity
o
f
th
e
s
e
i
n
st
ru
men
t
s
was
c
h
ec
k
e
d
by
g
i
v
ing
t
h
e
i
nt
era
c
ti
v
e
t
a
s
k
a
nd
t
h
e
spea
ki
n
g
t
a
s
k
t
o
f
o
u
r
EF
L
ins
t
r
u
c
t
or
s
w
ho
w
e
re
a
ske
d
t
o
va
li
da
te
t
he
i
nstrum
ent
s
’
con
te
nt
w
i
t
h
re
gard
t
o
the
s
u
i
t
a
b
i
l
i
t
y
an
d
rele
va
nce
of
i
t
e
m
s
t
o
t
h
e
o
b
je
ct
ive
s
o
f
t
h
e
c
u
rrent
s
t
u
dy,
t
he
n
u
m
b
er
a
nd
a
r
r
ange
me
nt
o
f
ite
ms,
and
the
su
i
t
a
b
il
i
t
y
o
f
t
h
e
t
i
m
e
all
o
cate
d
to t
h
e
t
e
s
t
s.
The
f
o
u
r
exper
t
s
unan
i
mo
us
ly a
g
r
eed
t
hat t
h
e
te
st
s
w
e
re
va
l
i
d
.
A
ll
pa
rt
i
c
ipa
n
ts
w
e
r
e
asked
t
o
m
ake
a
conv
ersa
t
i
on
a
c
tiv
it
y
ab
o
u
t
s
om
e
sele
c
t
ed
s
itua
tions
i
n
fr
o
n
t
of
o
t
h
er
s
tu
de
n
t
s.
T
hey
w
e
re
a
lso
as
ke
d
t
o
t
el
l
a
stor
y
a
b
o
u
t
s
om
e
se
lec
t
ed
e
ve
n
t
s
suc
h
a
s
l
i
fe
s
t
o
ry,
f
a
m
i
ly
stor
y,
a
nd
l
as
t
ho
l
i
da
y
ac
tiv
i
tie
s.
T
hey
w
e
r
e
a
ske
d
t
o
draw
t
he
se
e
vents
in
g
iven
d
rawi
n
g
shee
ts
a
nd
the
n
t
e
l
l
a
stor
y
in
fro
n
t
o
f
o
t
her
st
ude
nt
s
base
d
o
n
t
h
e
e
ven
t
s
inc
l
ud
e
d
i
n
draw
in
g
shee
t
s
.
The
par
tic
i
p
an
ts
w
ere
ta
pe-
rec
o
rded
w
hi
l
e
c
a
rryin
g
ou
t
tw
o
tas
k
s:
t
he
i
n
t
era
c
t
i
v
e
tas
k
(
co
nve
r
s
at
i
o
n
a
c
t
i
v
i
t
y
)
a
nd
t
h
e
s
p
e
a
k
in
g
t
a
sk
(st
o
r
yt
e
llin
g
)
.
3.3.
Partic
i
p
ants
The
sa
mp
le
o
f
the
c
u
rr
en
t
st
u
dy
c
o
ns
i
s
te
d
of
52
(
22
m
a
le
a
nd
3
0
f
em
ale
)
s
e
c
o
nd
a
n
d
th
i
r
d
yea
r
E
F
L
stude
n
t
s
w
h
o
s
t
ud
y
E
n
g
l
ish
a
t
d
e
p
artm
en
t
o
f
E
n
g
li
sh
l
a
n
g
u
age
a
t
a
p
r
i
va
t
e
u
n
i
v
e
rsity
i
n
Iraq.
T
hose
s
t
ude
nts
w
e
r
e
n
ati
v
e
s
p
e
a
ke
rs
o
f
A
r
ab
ic.
The
y
r
an
ge
d
i
n
a
ge
f
r
o
m
19
to
2
3
year
s
ol
d.
E
ac
h
st
u
d
e
nt
c
om
p
l
e
t
ed
8
y
e
a
rs
of En
g
l
is
h
s
t
ud
y
pr
i
o
r
to
e
n
t
e
r
in
g
t
h
e
c
o
l
l
e
g
e
.
T
hose
par
tic
ipa
n
t
s
w
e
re
s
e
l
e
c
ted
bec
a
u
se of
t
h
e
i
r
ava
ila
b
i
l
ity
a
t
part
icu
l
ar
t
i
m
e
s
,
w
h
ic
h
m
e
a
n
s
t
h
a
t
t
he
y
w
e
r
e
n
ot
r
an
dom
ly
a
ss
ig
ne
d.
T
h
e
r
e
s
ear
cher
d
ivi
d
e
d
t
he
m
int
o
t
wo
gro
ups
:
low
a
n
d
h
i
gh
pro
f
icie
nt
s
tu
de
n
t
s.
T
he
y
w
e
re
d
iv
ide
d
i
n
t
o
tw
o
gro
ups
b
ase
d
o
n
t
h
eir
ac
hi
e
v
em
ent
s
i
n
the
a
c
a
d
em
i
c
y
e
a
r
(20
1
6
-2
0
17).
The
gr
ou
p
of
s
t
u
den
t
s
w
i
t
h
l
ow
p
ro
fi
ci
e
n
cy
l
ev
el
c
o
n
s
i
s
t
e
d
o
f
27
st
ud
ent
s
w
h
i
l
e
the
gr
ou
p of stu
de
n
t
s
w
ith
h
i
g
h
pro
f
i
c
i
e
nc
y le
ve
l
co
n
s
ist
e
d
of
2
5
s
t
ud
ent
s
.
4.
RESULT
S
A
N
D
DISCU
SSIO
N
On
ce
i
nt
era
c
t
i
v
e
t
a
s
k
and
sp
eak
i
n
g
t
a
sk
w
ere
a
u
di
o
-rec
o
rded
a
nd
t
ranscr
ibed,
the
fram
e
w
o
rk
by [
3
3]
wa
s
ado
p
t
e
d
t
o
c
o
d
e
t
h
e
C
Ss
u
sed
by
l
o
w
a
nd
h
i
gh
p
r
ofi
c
i
e
nt
I
ra
q
i
E
F
L
s
tu
de
nts.
I
n
order
t
o
c
he
c
k
t
he
relia
bi
l
ity
a
n
d
c
on
sis
t
e
n
cy
o
f
the
c
o
d
i
ng,
t
w
o
E
F
L
i
n
s
truc
tor
s
w
i
t
h
P
h.D
in
a
pp
l
i
ed
l
i
n
g
u
i
s
t
i
cs
w
er
e
asked
by
the
re
se
arc
h
er
t
o
c
ode
2
0%
o
f
da
t
a
.
F
i
rst
o
f
a
l
l
,
t
h
e
r
e
s
e
a
r
che
r
e
x
pl
ain
e
d
th
e
c
o
d
i
ng
p
ro
ce
du
res
t
o
t
ho
se
expe
r
t
s.
T
he
n
he
c
om
par
e
d
h
i
s
co
d
i
n
g
w
i
t
h
tha
t
o
f
those
in
struc
t
o
rs.
Th
e
re
se
arc
h
er
u
se
d
th
i
s
c
odi
ng
s
ch
e
m
e
to
f
i
nd
ou
t
t
h
e
e
x
te
nt
t
o
w
h
ic
h
m
o
r
e
t
ha
n
tw
o
coder
s
a
gr
e
e
d
o
n
t
h
e
co
d
i
n
g
s
chem
e.
T
he
r
ese
a
rc
her
and
the
tw
o i
n
s
t
r
u
c
t
ors
in
depe
n
d
e
n
t
l
y
code
d 2
0
% o
f
transc
r
i
b
e
d
da
t
a
fro
m the inte
r
acti
v
e t
a
s
k
an
d
spea
k
in
g ta
sk.
A
n
d
the
n
t
he
y
c
a
l
c
u
late
d
the
c
o
d
i
n
g
a
gr
eem
en
ts
t
o
che
c
k
t
h
e
i
r
re
li
a
b
ili
t
y
.
The
coef
fic
i
e
n
t
co
d
i
n
g
r
e
lia
bi
l
i
t
y
for
t
h
e
in
t
e
rac
t
i
v
e
tas
k
w
as
0
.
86
an
d
for
t
h
e
spea
ki
n
g
t
as
k
w
a
s
0.89.
T
hese
r
esu
lts
w
er
e
a
cce
pt
a
b
l
e
s
i
n
ce
the
i
n
t
e
r
-
code
r
sh
o
u
l
d
b
e
range
d
fro
m
0
.
70
to
0
.
90
[3
4].
Raba
b
’
a
h
’s
t
axo
n
om
y
(T
able
1
)
wa
s
selecte
d
s
i
n
c
e
i
t’s
deri
ve
d
from
L1
A
rab
i
c
la
n
gua
ge
,
w
h
ich
w
a
s
use
d
b
y
J
o
rda
n
ia
ns
a
nd
L
2
th
e
t
a
rg
et
l
an
gu
ag
e
,
w
h
i
ch
w
a
s
t
h
e
En
glis
h
lan
g
u
a
g
e
a
nd
t
h
is
s
itua
t
i
o
n
w
a
s
t
h
e
sa
me
a
s
w
i
t
h
Iraqi
EF
L
stu
d
e
n
ts
(
6)
.
A
freque
nc
y
form
w
as
des
i
g
n
e
d
t
o
c
l
assi
fy
t
he
C
S
s
t
ha
t
are
used
by
bo
t
h
l
ow
a
nd
hig
h
p
ro
fi
cie
n
t
st
u
d
e
n
t
s
du
ri
n
g
th
e
c
onve
rsat
i
o
n
and
story
t
e
l
li
n
g
a
c
t
i
v
i
t
i
e
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
127
-
1
37
13
0
Tab
l
e
1. Raba
b
’ah’
s
taxo
n
o
my
o
f CS
s
[3
5]
C
o
m
m
uni
c
a
t
i
on S
t
ra
t
e
gi
e
s
D
e
s
c
r
ipt
i
on
A.
L1
-
b
a
s
ed
s
t
r
at
eg
i
e
s
1.
L
i
t
e
ra
l
tra
n
sl
a
tion
T
r
a
n
sl
a
ting lit
e
r
a
l
l
y
a
l
e
x
ica
l
it
e
m.
E.g
. “
It is el
e
c
tri
c
al s
t
a
i
r
s
"
f
o
r
”
Es
cal
at
o
r
".
2.
La
ngua
g
e
s
w
i
t
c
h:
T
his
r
e
f
e
r
s
t
o
the
use
of
a
w
or
d
o
r
a
phra
s
e
f
rom
LI
t
o
re
pr
e
s
e
n
t
in
t
he
t
a
r
g
e
t
la
n
gua
g
e
i
t
e
m
.
T
h
i
s
ca
t
e
gory
m
a
y
be
d
ivi
d
e
d
i
nto
s
u
b
-
c
a
t
e
gor
ie
s
a
cc
o
r
ding
t
o
t
he
rea
s
on
s
for
sw
itc
hing.
a.
L
1
s
lips
a
nd
i
m
m
e
dia
t
e
i
n
s
e
rtion
Lea
r
ne
r
s
i
nse
r
t
a
w
o
r
d
uninte
n
t
i
ona
lly
-
a
s
lip
o
f
t
h
e
t
ongue
.
L
e
a
r
n
e
rs
a
lso
inse
rt
w
o
r
d
s
to
c
o
m
pl
e
t
e
the
int
e
n
d
e
d m
e
a
n
i
ng.
E
.
g.
N
a
s
i
(tr
:
I
f
o
r
got
)…
s
ki
n
sc
a
n
e
:
r
(
15
se
c
)
q
iya
s
(
t
r
:
m
e
as
u
r
e)
(
6
s
ec)
e
:
r
((u
n
i
n
t
e
l
3
sec))
em t
emp
e
ratu
r
e
d
e
g
re
e
?
b.
L
1
a
ppea
l
f
or
h
e
l
p
T
h
is
r
e
f
e
r
s
to
w
h
e
n
le
a
r
ne
rs
u
se
A
ra
bic
t
o
a
p
p
e
a
l
f
o
r
h
e
l
p
.
T
h
e
f
o
l
l
o
w
i
n
g
e
x
a
m
p
l
e
i
s
ta
k
e
n
fr
om
t
he
s
tory
-
t
e
lling
ta
sk.
E
.
g.
e
:
r
ye
st
e
r
da
y
em
.
..
,
th
e
guy
?
G
h
a
l
a
t
?
(
T
R
:
w
rong
?
)
d
rive
e
r
…
e
r
d
r
i
v
e
t
h
e
[ba
i
skle
t]
c.
L
1
-
opti
ona
l m
e
ani
ng
stra
te
g
y
T
he
l
ea
r
n
e
r
s
use
LI
-
inte
nd
e
d
m
ea
n
ing
(e
xa
c
t
A
ra
bi
c
word
)
to
r
e
f
e
r
t
o
the
obj
ec
t
a
s
in
t
he
f
ollow
i
ng
e
x
a
m
pl
e
.
T
h
e
u
se
o
f
t
h
e
word
a
s
c
e
n
s
e
ur
w
hic
h
w
a
s
o
r
i
gi
na
lly
Fre
n
c
h
,
but
h
a
s
b
ec
o
m
e
p
a
r
t
o
f
e
v
e
r
yday
la
ngua
g
e
,
is
u
s
e
d
b
y
t
h
e
l
e
a
r
n
e
r
s
.
as
cen
s
e
u
r
(tr
:
l
i
f
t)
(
(
t
h
e
re
s
e
a
r
c
h
e
r
a
sk
e
d
"
In
E
n
g
l
i
sh
?
"))
the
sub
j
e
c
t
i
nsist
e
d
hi
a
a
s
c
e
n
s
e
ur
(
tr:
it'
s a
li
f
t
)
d.
L1
-
r
etr
i
e
v
al
s
tr
at
eg
i
e
s
L
e
a
r
n
e
r
s
m
a
y
r
e
a
l
i
ze
a
t
a
cer
t
a
i
n
t
i
m
e
tha
t
th
e
item
th
e
y
w
a
n
t to use
i
s th
e
r
e,
but
th
e
y
ha
v
e
t
o
re
trie
v
e
i
t
i
n
s
ome
way
,
s
o
the
y
w
a
it
f
o
r
the
te
rm
t
o
a
p
p
e
a
r
.
I
n
th
e
mean
t
i
m
e
,
the
y
u
se
A
r
a
bi
c
tr
y
i
ng
to
r
e
c
a
ll
wha
t
i
t
e
ms
t
hey
h
a
ve
.
T
h
e
foll
ow
ing
is
a
c
lea
r
ex
am
p
l
e
o
f
L
I
-
r
e
t
r
i
ev
al
s
t
r
a
t
eg
y.
H
at
h
i
b
i
s
a
m
o
u
h
a
(
t
r
:
t
h
i
s
i
s
c
a
l
l
e
d)
(
20
sec
)
t
o
light
the
roo
m
e
:
r
t
o
l
ight
t
he
r
oo
m
.
e.
L
1
i
gnor
a
n
ce
ac
k
n
o
w
l
e
d
g
e
m
e
nt
T
his
is
u
se
d
wh
e
n
l
ea
r
n
e
r
s
e
xpre
s
s
t
he
ir
i
gnor
a
n
ce
o
f
the
ta
rge
t
l
a
ngua
g
e
item
re
quire
d.
E
.
g.
e
r m
u
sh aa
r
e
f
ha
i
(
tr:
I
don'
t
kno
w
thi
s
)
.
B.
L2
-
b
a
s
ed
s
t
r
at
eg
i
e
s
1.
Avoi
da
nce
stra
t
e
gi
e
s
:
a.
Me
ss
a
g
e
a
b
a
ndonm
e
n
t
T
h
is
r
e
f
e
r
s
to
l
e
a
v
ing
a
m
e
ss
a
g
e
unfinishe
d
b
ec
a
u
s
e
of
som
e
l
a
ngua
g
e
d
iffic
u
lty.
E
.
g
.
Th
e
d
r
iv
er d
id
n
'
t d
o
a
n
yth
i
n
g
to
em t
o
p
r
e
v
e
n
t
e
r
e
m
o
r
to
... h
e
didn'
t
do
a
n
y
t
hing.
b.
T
opic
a
v
o
i
d
a
n
c
e
T
h
is
r
e
f
e
r
s
to
r
e
d
u
c
ing
th
e
m
e
ss
a
g
e
by
a
voidi
ng
c
e
r
t
a
in
l
a
ngua
g
e
s
tru
c
tures
or
t
opic
s
c
onsi
d
e
r
e
d
p
roble
m
atic
l
a
ngu
a
g
e
-
wi
s
e
,
or
b
y
l
e
a
v
ing
out
s
om
e
in
te
n
d
e
d
e
le
m
e
n
t
s
a
s
a
re
s
u
l
t
o
f
lac
k
ing
the
n
e
ce
ss
a
r
y
linguist
ic
r
e
s
ource
s.
2.
Word
c
oin
a
ge
T
his
re
fe
rs
t
o
the
cre
a
tion
of
a
non-e
x
i
s
te
nt
L
2
w
ord by a
pply
i
ng
a
suppos
e
d
L
2
rule
.
E
.
g.
"
un
m
o
v
e
"
in
t
he
f
ollow
i
ng
utte
r
a
nce
.
h
e
f
ound
t
h
i
s
t
he
m
a
n
w
ho
dr
w
ho
hit
th
em
e
r f
i
n
d
h
im h
is c
a
r
is
er is,..
. it's
u
n
m
o
v
e
3.
C
i
r
c
u
m
l
o
c
u
tion
T
h
is
r
e
f
e
r
s
t
o
e
xe
m
p
lif
y
i
ng,
i
l
l
ustra
ting,
o
r
de
sc
ribing
t
he
p
r
o
pe
rti
e
s
of
t
he
t
a
r
ge
t
obje
c
t
o
r ac
tion.
E
.
g.
"
We
u
s
e
i
t
t
o
m
a
k
e
th
e
b
a
by
w
a
lking
in
t
he
house
e
a
s
il
y
"
t
o
re
fe
r
t
o
'
ba
by
wa
lk
e
r
'
4.
Se
lf
-c
o
rrec
tion/ R
estruc
t
u
ring
T
his
re
fe
rs
t
o
a
t
tem
p
ts
t
o
c
o
r
r
e
c
t
o
ne
s
e
lf
b
y
t
r
y
i
ng
to
r
e
s
truc
t
u
r
e
t
h
e
u
tte
r
a
nce
to
rea
c
h
t
h
e
opt
i
m
a
l
m
ea
ning.
E
.
g.
t
h
e
c
a
r
wa
s
b
roke
…
br
oke
n.
5.
Appro
x
ima
tion
Using
a
n
a
lte
rna
tiv
e
l
e
xi
c
a
l
i
t
e
m
th
at
s
ha
re
s
ce
r
ta
in
s
ema
n
ti
c
f
e
at
ur
e
s
w
i
t
h
the
t
a
r
g
e
t
ite
m
,
o
r
usi
ng
a
g
e
ne
r
a
l
i
s
e
d
T
L
i
t
e
m
.
E
.
g.
T
h
e
u
se
o
f
'q
uic
k
e
r
'
in
t
he
f
ol
lo
wi
n
g
e
xam
p
l
e
t
o
m
e
an
'
fa
s
t
e
r
'
T
h
e
b
o
y
s
e
m
b
e
b
e
c
a
u
:
s
e
t
h
e
y
b
e
c
a
u
s
e
h
e
i
s
er
…
v
e
r
y
…
er
q
u
i
c
k
er
…
I
n
s
p
e
e
er
v
er
y
s
p
e
e
d
i
n
drivi
ng.
6.
M
u
m
b
ling
Swa
l
lowi
ng
or
m
u
tte
r
i
ng
i
n
a
udibly
a
w
o
rd
(
or
p
a
r
t
o
f
a
w
ord)
w
ho
se
c
o
r
re
c
t
f
or
m
the
s
p
ea
k
e
r is uncer
t
a
in a
bou
t
.
E
.
g.
h
e
go e
r
o
r e
r
(
(m
utte
r
i
ng)
)
on
hi
s
bicyc
l
e
.
7.
L
2
a
ppea
l
f
or
h
e
l
p
T
h
is
r
e
f
e
r
s
to
a
ski
ng
f
o
r
he
lp
d
ir
e
c
tly
o
r
i
ndire
c
t
l
y
.
T
hough
t
h
e
a
u
thor
d
i
d
not
i
nte
nd
to
g
ive
a
ny
h
e
l
p
,
s
o
m
e
subje
c
ts a
ppea
l
e
d
f
or
h
e
l
p.
E
.
g.
e
:
r…
I
d
o
n
't
know
.
E
l
ec
tric
e
:
r
(
1
3
se
c
)
e
lec
t
r
i
c…,
l
a
dd
er
?
El
ect
r
i
c
l
a
d
d
er?
E
l
ec
tri
c
s
te
ps?
Ste
p
?
I
d
on't
kn
ow
.
8.
Se
lf
-re
p
e
tition
T
h
e
l
e
a
r
n
e
r
re
pe
a
t
s
a
wo
rd
o
r
a
string
o
f
w
o
r
d
s
i
mme
d
i
at
el
y
a
f
ter
t
h
e
y
h
a
v
e
b
een
sa
i
d
.
E
.
g.
h
e
wa
s
ve
ry
h
a
ppy
b
e
c
a
u
se
h
e
didn't
ca
(
re
)
he
d
idn'
t
c
a
r
e
f
o
r
h
i
m
w
h
e
n
h
e
fe
ll.
9.
Us
e
of
s
i
m
il
a
r
-sou
nding
w
o
r
d
s
T
h
is
s
tra
t
e
g
y
i
s
u
se
d
t
o
r
e
p
l
a
c
e
a
l
e
x
i
c
a
l
i
t
em
w
h
o
s
e
f
o
r
m
t
h
e
s
p
eak
er
i
s
u
n
s
ur
e
o
f
w
ith
a
n
e
x
i
s
ting
or
non-e
x
iste
nt
w
ord
whic
h
sounds
like
the
ta
r
ge
t
it
e
m
.
E
.
g.
"
this
i
s
le
k
s
t
e
nture
l
"
fo
r
"f
ire
e
x
tinguishe
r
"
10.
Us
e
of
a
ll-purpose
w
o
r
d
s
T
h
is
r
e
f
e
r
s
to
t
he
u
s
e
o
f
w
o
r
d
s
l
i
ke
"
s
t
uff
'
,
"thing"
,
"things"
"do"
o
r
"m
a
k
e".
E.
g.
t
h
e
m
a
n
wa
s
tryi
ng t
o
f
ix
i
t
(
t
he
ca
r
)
.
h
e
l
ooke
d
a
t
it a
nd
h
e
did
the
sam
e
t
hing
11.
I
g
n
o
ra
nc
e
a
c
know
l
e
dg
e
m
e
n
t
T
h
is
r
e
f
e
r
s
to
t
he
l
e
a
r
n
e
r's
a
d
m
i
ss
io
n
of
h
is
l
ac
k
of
t
he
r
e
quire
d
know
le
d
g
e
w
h
e
n
h
e
say
s
t
h
a
t
h
e
d
o
e
s
n
o
t
know
.
E
.
g.
e
:
r e
r
n
I
d
on'
t
know,
t
ell m
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e inf
l
u
e
n
ce
of p
r
o
f
i
c
i
e
ncy
l
eve
l on t
h
e
use
and
ch
o
i
ce
o
f
L
1
/L
2…
(Mo
h
a
m
m
e
d Na
jim
Ab
dul
la
h)
13
1
4.1.
Resu
l
t
s
re
l
a
t
e
d
to
rese
a
rch
q
ue
s
t
i
o
n
1:
How d
oes l
a
ngu
age
p
rof
i
c
i
enc
y
leve
l
a
ffe
ct
f
re
qu
e
n
cy u
se
o
f
CSs in a
n
o
ra
l
commu
nica
t
i
o
n
?
I
n
t
he
c
ur
rent
s
t
u
d
y
,
the
fr
equ
e
nc
y
a
n
d
t
h
e
p
e
r
centa
ge
d
is
trib
u
t
i
on
w
e
r
e
u
s
ed
a
s
st
ati
s
t
i
c
a
l
ind
i
c
a
to
rs
t
o
d
e
t
e
r
m
i
n
e
h
o
w
o
f
t
e
n
I
r
a
q
i
E
F
L
s
t
u
d
e
n
t
s
w
i
t
h
l
o
w
p
r
o
f
i
c
i
e
n
c
y
le
ve
l
u
s
e
d
C
Ss.
The
rese
arc
h
er
u
sed
t
h
e
form
ula
use
d
by
4
2
[
3]
t
o
c
a
l
c
u
la
te
t
he
f
re
q
u
e
n
c
y
o
f
CS
s
use
d
b
y
low
profic
ien
t
p
a
r
t
i
c
i
pa
n
t
s.
T
h
i
s
form
ula
aft
e
r som
e
j
us
t
i
fica
ti
o
n
c
oul
d
be e
xp
l
a
ine
d
a
s
fol
l
o
w
s
:
Frequ
e
n
c
y of
C
S
s
p
er
1
00
words
✕
’
Ta
b
l
e
2
pr
ese
n
ts
o
n
l
y
fre
que
ncy
use
o
f
C
S
s
b
y
l
o
w
pr
ofi
c
ien
t
s
t
u
d
en
t
s
.
I
t
g
av
e
a
n
o
v
e
r
v
i
e
w
o
f
t
h
e
numbe
r
of
f
re
que
nc
ies
of
C
S
s
u
se
d
b
y
l
o
w
p
rofic
i
en
t
s
t
ude
n
t
s.
I
t
s
h
o
w
ed
t
he
9
C
S
s
u
se
d
by
p
ar
t
i
ci
pa
nt
s.
These
CSs
na
m
e
ly:
“
u
se
o
f
f
iller
s
”
(f=
2
6/
4
.8%)
,
“
a
ppr
oxi
m
a
t
i
o
n”
(
f
=
1
0/
1
.8
%),
“ask
i
ng
f
o
r
c
l
a
ri
fic
a
t
ion
i
n
Arabi
c
”
(f
=
6
/
1.1%)
,
“
sel
f-repet
ition”
(f
=
4/
0
.7%)
,
“L1
slips
a
n
d
i
m
m
e
di
ate
i
n
sert
i
on”
(
f
=
4
/
0
.7
%)
,
“
a
sk
i
n
g
f
o
r
rep
e
ti
tio
n
usin
g
L1
”
(f=
1
/
0
.
1
%
),
“
me
ssa
g
e
r
epl
a
c
e
ment
”
(f=
1
/
0.
1
%
),
“
L1
a
ppea
l
f
or
h
e
l
p”
(f=
1/
0
.
1
%
)
,
and
“
f
e
i
gn
i
ng
un
der
s
t
a
n
d
in
g”
(
f=
1
/
0.1%)
.
Low
pro
f
i
c
ie
n
t
s
tu
de
nt
u
se
d
“
f
ille
rs
s
trate
g
y”
m
or
e
frequ
e
n
t
l
y.
F
ill
e
r
s
a
r
e
phr
ases,
words
or
e
m
p
t
y
w
o
rds
suc
h
a
s
“
you
k
n
o
w
,”
“
a
c
tual
l
y
,”
“
well,”
“
i
t
is
g
o
o
d
q
ues
t
i
on,
”
“um
,
”
and
“
uh.”
Lear
ners
u
se
t
hese
w
o
rds
to
g
a
i
n
time
a
n
d
th
ink
a
b
ou
t
t
h
e
t
a
rg
et
w
or
d
dur
i
n
g
t
h
e
o
r
a
l
c
o
m
m
uni
c
a
t
ion.
A
l
t
ho
ug
h
t
h
er
e
w
e
re
2
6
in
sta
n
c
e
s
of
“
u
s
e
of
f
i
l
lers
s
trateg
y,
”
low
pr
ofic
ien
t
s
tu
de
n
t
s
u
se
d
ve
ry
r
estric
te
d
t
ypes
o
f
f
i
l
l
e
r
s
suc
h
a
s
“
uh”
a
n
d
“u
m.”
Fo
r
e
x
amp
l
e”
Exam
p
l
e 1
(Inter
acti
v
e
t
a
s
k
:
c
o
n
v
er
sa
t
i
on
ac
t
i
v
ity)
Stude
n
t
12
:
I
wa
n
t t
o
i
nv
ite
y
o
u
to g
o
w
ith
m
e
to the
A
l-Zw
ar
ae
Park.
S
t
ude
n
t
5:
U
h
uh
u
m
(filler
s
)
I w
ill
com
e
w
ith yo
u
,
A
s
i
t
i
s
s
e
e
n
i
n
e
x
a
m
p
l
e
1
,
s
t
u
d
e
n
t
5
m
i
g
h
t
n
o
t
b
e
a
b
l
e
t
o
r
e
m
e
m
b
er
t
he
t
arge
t
w
o
r
d
s
o
t
h
at
h
e
use
d
fi
l
l
e
r
s
(um
,
uh,
u
m
)
t
o
ga
i
n
t
i
m
e
t
o
r
e
m
e
m
be
r
the
i
n
te
n
d
e
d
w
o
rd
o
r
t
o
a
r
r
ange
h
is
i
dea
s
.
Low
pro
f
ic
ie
nt
stude
n
t
s
a
l
so
u
se
d
“
a
ppro
x
i
m
a
tion
stra
te
g
y
”
m
o
re
f
re
qu
e
n
tl
y.
T
h
i
s
s
t
r
at
egy
en
ab
l
e
s
t
h
e
l
ean
e
r
s
t
o
u
se
a
n
alter
n
a
t
i
v
e le
x
i
ca
l
term
i
n s
i
t
u
ati
o
n
t
h
e
y
lac
k
th
e
ta
r
g
et
w
or
d
s.
I
n
the cur
r
e
n
t
s
t
ud
y, th
e
re wer
e 10
ins
t
a
n
ces of
“
a
p
p
r
ox
i
m
at
io
n
s
t
ra
t
e
gy.”
F
r
om
t
he
f
oll
o
w
i
n
g
e
xam
p
l
e
2
,
t
h
e
s
t
u
de
n
t
41
c
o
uld
n
o
t
rem
e
m
b
er
t
h
e
w
ord
“
you
nger
”
o
r
s
h
e
c
o
u
l
d no
t
k
now
t
he targe
t
w
o
rd
s
o
tha
t
s
he
u
se
d
t
h
e
w
o
rd
“
sma
l
l
”
i
ns
te
ad.
Thi
s
w
ord
sha
r
es
some
lex
ica
l
f
e
a
ture
w
ith
t
he
i
nte
n
ded
w
o
rd
“
you
n
g
e
r
”.
Exam
p
l
e 2
(Inter
acti
v
e
t
a
s
k
:
c
o
n
v
er
sa
t
i
on
ac
t
i
v
ity)
S
t
ude
n
t
4
1
:
I
h
a
v
e
t
h
re
e
bro
t
hers
;
tw
o
of
t
hem
a
r
e
sec
onda
r
y
s
t
u
d
e
n
ts
a
nd
t
h
e
sm
al
l
br
othe
r
(
y
ounge
r
)
(appr
o
x
i
m
at
i
o
n strate
gy)
is p
r
im
ary
st
ude
n
t
.
St
u
d
e
nt
2
2:
Uh n
i
c
e
,
I h
ave
on
ly o
ne
bro
t
h
er…
I
n
t
h
i
s
s
t
u
d
y
,
t
h
e
r
e
w
e
r
e
6
i
n
s
t
a
n
c
e
s
o
f
“
a
s
k
i
n
g
f
o
r
c
l
a
r
i
f
i
c
a
t
io
n
i
n
A
rabic
.
”
U
s
in
g
t
h
i
s
s
trateg
y
ena
b
le
s
a spea
k
e
r
to
u
se
h
i
s
L1
(
A
rabic
)
t
o ask
f
o
r
clar
ific
a
t
i
o
n
s
in
c
e
t
h
e
i
n
t
e
r
l
o
c
u
t
o
r
a
l
s
o
i
s
n
a
t
i
v
e
s
p
e
a
k
e
r
o
f
A
r
a
b
i
c
.
I
n
e
xa
mple
3
,
t
h
e
stu
d
en
t
31
d
i
d
no
t
u
n
d
er
sta
n
d
w
h
at
h
i
s
frie
nd
w
a
s
tal
k
i
n
g
ab
ou
t
s
o
t
ha
t
he
a
ske
d
him
t
o
e
x
p
l
a
i
n
m
o
re
using
hi
s
L1 (A
r
abic)
.
Exam
p
l
e 3
(Inter
acti
v
e
t
a
s
k
:
c
o
n
v
er
sa
t
i
on
ac
t
i
v
ity)
S
t
ude
n
t
3
1:
O
ur
f
rien
d
i
s
v
e
r
y
sick
a
n
d
h
e
has
be
e
n
s
e
n
t
to
t
he
hos
p
ita
l
.
W
e
ha
ve
t
o
vi
si
t
h
i
m
as
s
oon
as
pos
si
b
l
e.
S
t
ude
n
t
1:
"
لھ
كﻧ
ﻛﻣﻳ
نا
ﺢﺿ
و
ﺗ
ﻲﻟ
؟ﺮ
ﺜ
ﻛ
ا
"
“
H
al Youm
k
i
n
a
k An
T
u
wat
h
i
h
Akt
h
e
r
?”
T
r
ans
la
tio
n: “C
ou
ld you
e
x
p
l
ai
n
m
o
re
?”
Exam
p
l
e 5:
L
1
sl
i
p
s a
nd im
me
di
a
t
e
i
n
sert
i
o
n
(Intera
ct
i
v
e
ta
sk
:
co
nv
ersa
tion
a
c
t
i
v
it
y
)
S
t
ude
n
t
9:
H
e
l
l
o
m
y dea
r
friend,
how
a
re
you
?
S
t
u
d
e
nt
5
0:
H
e
l
lo
,
I
a
m
f
i
n
e
S
t
ude
n
t
9:
Wh
at do
y
o
u
like
m
e
t
o
brin
g for
you
?
(L
1
slips and im
medi
at
e insertion strate
gy
)
"ﻝ
ﻮ
ﻗ
ﺍ
ﺍ
ﺫﺎﻣ
ﻑﺮ
ﻋﺍﻻ
"
S
t
u
d
en
t
50:
U
h
Tra
n
sla
t
io
n
:
“
I do
no
t
know
w
hat
to
s
ay”
“
L
1
a
ppea
l
f
or hel
p
s
t
ra
t
e
gy
”
a
llow
s
a
s
peak
e
r
t
o use
his o
w
n
l
an
gu
a
g
e
to
a
sk
f
o
r
h
elp
.
I
n
thi
s
s
t
udy
,
there
w
e
re
onl
y
2
ins
t
anc
e
s
o
f
usin
g
t
h
i
s
s
tr
ateg
y
b
y
l
ow
p
r
o
fi
c
i
e
n
t
s
t
ude
n
t
s.
I
n
the
fo
ll
ow
i
ng
e
x
am
pl
e
6,
t
he
stude
n
t
45 d
i
d no
t h
o
w
t
o
s
ay
t
he
w
ord
“
w
ate
r
fa
l
l
s”
i
n
En
g
l
i
s
h
so
t
ha
t s
h
e
aske
d for he
lp
u
sing
L1 (A
r
abi
c
).
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
127
-
1
37
13
2
Exam
p
l
e 6
(Sp
e
aki
n
g tas
k
: s
t
ory
t
el
l
i
n
g
)
S
t
ude
n
t
45:
I
w
ent
w
i
th
m
y
fam
i
l
y
t
o
the
nort
h
o
f
I
r
aq
l
a
s
t
ho
l
i
d
a
y
.
U
h
w
e
vis
i
te
d
ma
ny
p
l
ac
es
t
he
r
e
espec
i
al
ly
uh u
h
ﺕ
ﻻ
ﻼ
ﺸ
ﻟﺍ
ﻲ
ﻤ
ﺴ
ﻧ
ﺍ
ﺫﺎﻣ
"
؟
”
(
L
1
a
pp
e
a
l
for
hel
p stra
te
gy)
Tran
sl
ati
on:
Wh
a
t
do
we c
a
l
l
t
h
e
wat
e
r
f
a
ll
s
?
Low
pro
f
icie
n
t
s
tu
de
nts
use
d
“
a
s
kin
g
f
or
r
e
p
et
i
t
i
on
us
in
g
L
1
(
A
ra
bi
c
)
,”
“
me
ssa
g
e
re
place
me
nt
,
”
“
f
e
i
g
n
in
g
u
nde
rst
a
n
d
in
g,
”
a
nd
“
f
eig
n
in
g
forge
t
t
i
n
g
s
trateg
i
e
s”
less
fr
eq
ue
nt
l
y
.
The
r
e
w
a
s
on
ly
one
e
xa
m
p
le
for
e
ach
s
trate
gy.
“
A
s
king
fo
r
r
e
peti
tio
n
us
ing
L
1
(
A
r
abic)
str
ate
gy”
e
nab
l
es
a
l
ea
rner
t
o
ask
for
re
petit
io
n
i
n
hi
s
ow
n
la
ng
u
a
ge
w
he
n
he
o
r
she
w
a
n
t
s
t
o
m
a
k
e
sure
t
hat
he
o
r
s
he
h
e
a
rd
t
he
m
es
sage
c
orre
ctl
y
.
In
t
he
fo
l
l
ow
i
n
g
e
x
a
m
ple
7,
t
he
s
t
ude
n
t
1
7
a
s
ke
d
the
st
u
d
en
t
3
to
r
epe
a
t
t
h
e
q
uest
i
o
n
u
s
ing
his
ow
n
l
a
ng
ua
g
e
(A
ra
bic).
This m
ea
ns tha
t the
stude
n
t
1
7 m
i
ght
n
ot
u
n
d
ersta
nd
t
he
q
ues
t
i
o
n w
e
ll so
t
ha
t he
asked
t
he
st
u
d
e
nt 3
f
o
r re
p
e
ti
tio
n
to
b
e su
re
t
hat he
h
eard correctl
y
.
Exam
p
l
e 7
(Inter
acti
v
e
t
a
s
k
:
c
o
n
v
er
sa
t
i
on
ac
t
i
v
ity)
Student 3:
Hello
St
u
d
e
nt
1
7:
He
l
lo
Student 3:
Do you want
t
o
c
om
e w
ith m
e to
t
he
m
arke
t t
o
b
uy som
et
hin
g
?
St
u
d
e
nt
1
7:
"
لھ
نﺎﻛ
ﻣ
ﻻﺎ
ﺑ
نا
دﻴ
ﻌﺗ
مﻼ
ﻛﻟا
يذ
ﻟا
ﻪﺘ
ﻠ
ﻗ
؟ن
ﻵ
ا
"
T
r
ans
la
tio
n: “C
ou
ld you
re
p
e
at wh
a
t
you
s
a
i
d
j
u
s
t
no
w
?
”
S
ubseq
ue
n
t
l
y
,
“
u
sin
g
m
essag
e
r
e
p
l
a
cem
ent
”
e
nab
l
e
s
a
l
e
a
r
ner
to
re
pl
a
ce
t
h
e
m
e
ssag
e
i
ns
tea
d
o
f
say
i
n
g
t
he
i
nd
e
n
t
e
d
one
d
ue
t
o
i
n
suf
f
ic
ie
nt
lin
gu
is
tic
k
n
o
w
le
dg
e.
I
n
th
e
f
o
l
l
o
wi
ng
e
x
a
mp
l
e
8
,
t
h
e
st
ud
ent
5
1
repla
c
e
d
t
he
m
essage
.
Th
is
m
e
a
ns
t
ha
t
s
h
e
c
o
u
l
d
no
t
un
dersta
n
d
t
h
e
me
ssa
g
e
f
ro
m
t
h
e
st
ud
en
t
36
o
r
she
w
a
nte
d
t
o av
o
i
d tal
k
in
g a
b
o
u
t
thi
s
sub
jec
t
b
e
c
a
u
se
of her
i
n
su
f
ficie
n
t li
n
g
u
i
s
tic
k
now
le
dge
.
Exam
p
l
e 8
(Inter
acti
v
e
t
a
s
k
:
c
o
n
v
er
sa
t
i
on
ac
t
i
v
ity)
St
u
d
e
nt
3
6:
I d
i
d
not
see
y
ou
f
o
r
l
ong
t
i
m
e
.
S
t
ude
n
t
51
:
y
e
s
,
u
h
u
m I
l
i
ve
in… (Message
r
eplacement
)
F
i
nal
l
y,
a
l
t
h
o
u
gh
a
s
p
ea
ker
d
i
d
n
o
t
u
nders
t
a
nd
the
m
e
ssage
,
he
w
a
s
fe
i
gni
ng
unde
rs
ta
nd
i
n
g
i
t
a
n
d
c
o
nti
n
u
e
s
t
h
e
co
nv
e
r
sa
ti
o
n
.
I
n
t
h
e
ex
a
m
pl
e
9,
t
h
e
s
tu
d
e
nt
3
9
f
e
i
g
ne
d
tha
t
h
e
u
nders
tan
d
s
the
m
e
ssage
o
f
t
h
e
stude
n
t
4
a
nd h
e
c
ont
inue
d h
i
s
spea
kin
g
.
Exam
p
l
e 9
(Inter
acti
v
e
t
a
s
k
:
c
o
n
v
er
sa
t
i
on
ac
t
i
v
ity)
S
t
ude
n
t
4:
I a
m
s
o sorry
f
or
l
at
e. A
ctual
l
y I
have
a
n
o
t
h
er
m
e
e
t
i
n
g w
i
t
h
m
y bos
s.
S
t
ude
n
t
39
:
I
know
u
m
um
uh I
broug
h
t
the
… (F
e
i
g
n
i
n
g u
nder
s
ta
n
d
in
g)
Tab
l
e 2.
F
reque
ncy u
s
e
of
c
o
m
munica
t
i
o
n
stra
t
e
g
ies u
s
ed
by l
o
w
pr
o
f
ic
ie
nt s
tu
de
nts
CS
s
F
r
eq
u
e
n
c
y
T
o
tal
wo
r
d
s
u
s
ed
P
er
cen
t
a
g
e
o
f
e
ach
CS
100%
Ra
nk
i
ng
Us
e
of
f
il
le
rs
2
6
535
4
.
8
1
Appro
x
ima
tion
10
=
1
.8
2
As
king
f
o
r
c
l
a
r
if
i
c
a
t
ion
in
A
r
a
bi
c
6
=
1.
1
3
As
king
f
o
r
r
e
pe
ti
ti
on
using
L
1
(
A
r
a
b
ic
)
1
=
0.
1
6
Me
ss
a
g
e
re
plac
eme
n
t
1
=
0.
1
6
Se
lf
-re
p
e
tition
4
=
0.7
4
L
1
a
ppea
l
f
or
h
e
l
p
2
=
0.
3
5
Fe
igning
unde
rsta
n
d
i
ng
1
=
0.
1
8
L
1
s
lips a
nd i
mme
dia
t
e
ins
e
rtion
4
=
0.
7
4
To
t
a
l
5
5
=
9
.7
9
Ta
b
l
e
3
presen
te
d
freq
u
e
n
c
y
u
se
o
f
CS
s
u
s
e
d
b
y
h
i
gh
pr
ofic
ien
t
stu
d
e
n
ts
dur
in
g
the
i
n
te
r
acti
v
e
tas
k
and
s
p
ea
k
i
n
g
t
ask.
T
h
i
s
t
a
b
l
e
gave
a
n
o
v
e
r
v
i
ew
o
f
t
h
e
n
u
m
ber
of
fre
qu
en
ci
es
o
f
C
S
s
u
s
ed
b
y
high
p
ro
fi
ci
e
n
t
stude
n
t
s.
I
t
s
h
ow
ed
t
he
9
C
S
s
u
se
d
b
y
p
art
i
cipa
n
t
s.
T
hese
C
S
s
n
am
e
l
y
:
“
use
of
f
i
l
l
ers”
(
f=
37
/
6.9%)
,
“
se
lf-
corr
ection”
(
f
=
4/ 0.
7%),
“
sel
f-repetition”
(
f
=
2/ 0.3%),
and
“a
ppr
ox
im
at
ion
”
(f=
1
/
0.
1
%).
H
i
g
h
profic
i
e
n
t stude
n
t
a
ls
o us
ed “
use
of f
i
l
le
rs st
r
ate
gy”
m
or
e
f
r
eq
u
e
nt
ly
. Th
ey
u
se
d
thi
s
k
ind
o
f
st
r
a
t
e
g
ie
s
to
gai
n
t
ime
t
o
t
hin
k
a
bo
u
t
t
he
i
nte
n
ded
m
e
a
n
in
g
or
w
ords
.
Their
u
sa
ge
w
a
s
d
i
f
fe
rent
from
low
pr
oficie
n
t
stude
n
t
s
w
h
o
use
d
o
nly
very
l
i
m
i
t
e
d
t
y
p
es
o
f
fil
l
ers
suc
h
a
s
“
u
h”
a
n
d
“
um
.”
H
igh
pr
ofic
ie
nt
s
t
ude
n
t
s
use
d
fi
l
l
e
r
s such
a
s
“
uh,”
“
u
m,”
“
i
t
i
s
ok,”
“
you
know
,”
“
w
e
l
l
,
”
“
er
,
”
a
nd “
a
c
t
ua
l
l
y.
” F
o
r e
x
a
m
ple:
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e inf
l
u
e
n
ce
of p
r
o
f
i
c
i
e
ncy
l
eve
l on t
h
e
use
and
ch
o
i
ce
o
f
L
1
/L
2…
(Mo
h
a
m
m
e
d Na
jim
Ab
dul
la
h)
13
3
Exam
p
l
e 10
(Spe
ak
i
ng ta
sk
: stor
yte
l
lin
g)
S
t
ude
n
t
3
4
:
I
w
ent
w
i
th
m
y
mother
t
o
Bag
hda
d
to
s
ee
a
d
o
c
t
or
t
h
ere
.
“
U
m
”
“u
h
”
“
a
c
t
u
al
l
y
”
(fi
ll
ers
st
ra
t
e
gy
)
my
m
o
t
he
r w
a
s sick a
n
d
“
you
know
”
(fi
l
l
e
rs stra
t
e
gy) a
ft
er
t
hat
…
S
ubseq
ue
n
t
l
y
,
“
s
elf-
corre
cti
o
n
s
t
rate
gy”
w
a
s
t
he
s
ec
o
n
d
s
t
r
ateg
y
use
d
b
y
hi
g
h
p
r
o
fici
en
t
stu
d
e
n
ts.
In
th
i
s
s
tu
d
y
t
he
re
w
e
r
e
only
4
in
st
a
n
ces
o
f
u
s
in
g
t
h
is
s
trate
g
y.
Usi
n
g
th
is
s
t
r
a
t
eg
y
en
abl
e
s
a
sp
e
a
k
er
t
o
co
rre
c
t
himse
l
f w
h
i
l
e
s
p
ea
k
i
ng
i
n E
n
g
lish w
h
en he
fe
els tha
t
t
h
e
re is s
ome
t
hi
n
g
w
ron
g
w
i
t
h w
h
a
t
h
e t
r
i
e
s to s
ay.
A
s
i
t
w
a
s
see
n
i
n
th
e
exam
ple
11,
t
he
s
tude
n
t
2
6
fel
t
t
ha
t
he
m
ade
m
i
st
a
k
e
a
n
d
im
m
e
diate
l
y
corr
ecte
d
h
i
m
se
lf
b
y
u
s
i
n
g
t
h
e t
a
rg
et
o
r t
h
e co
rrec
t
wo
r
d
.
Exam
p
l
e 11
(Spe
ak
i
ng ta
sk
: stor
yte
l
lin
g)
S
t
ude
n
t
26:
M
y fa
the
r
is a
d
o
c
tor
an
d my mot
her
is a
tea
c
h
er
. S
h
e
i
s
wo
rk
i
n
g
in
a
s
ec
onda
ry
sc
h
ool
...
N
o
i
n
a
n
in
t
e
rm
edia
te
s
c
h
o
o
l
…
(Se
l
f-cor
r
ec
t
i
on
stra
te
gy).
A
d
d
i
t
i
o
n
a
l
l
y,
t
here
w
e
r
e
on
l
y
t
w
o
i
ns
ta
nce
s
o
f
usi
n
g
“
s
elf-r
e
pe
ti
ti
o
n
s
t
rat
e
gy
.”
U
sin
g
t
hi
s
st
ra
t
e
gy
ena
b
le
s
a
s
p
e
a
ke
r
to
r
epe
a
t
w
h
at
h
e
j
u
s
t
s
aid
t
o
b
e
s
u
re
t
ha
t
h
i
s
m
e
ssa
g
e
i
s
c
onve
y
e
d
c
o
rrec
t
l
y
t
o
th
e
in
t
e
rl
oc
ut
or.
For
exa
m
ple
:
Exam
p
l
e 12
(Spe
ak
i
ng ta
sk
: stor
yte
l
lin
g)
S
t
ude
n
t
5
0
:
I
a
m
liv
ing
w
i
t
h
m
y
fam
i
l
y
i
n
Ba
ladr
o
u
se
.
I
have
o
n
e
bro
t
h
e
r
a
nd
tw
o
s
i
st
e
r
s.
M
y
fa
ther
d
ea
th
w
h
en
I
w
a
s
in t
h
e
prima
r
y
sc
h
o
o
l
“
w
h
e
n
I
w
a
s
in
the
prim
ary
sch
oo
l” (
se
lf-re
peti
tio
n stra
te
gy).
F
i
nal
l
y,
hi
gh p
r
ofic
ie
nt s
t
ude
nt
s use
d
“
approx
im
at
io
n s
t
rat
e
gy”
less
frequen
t
ly. This
st
rat
e
gy
e
n
a
bl
e
s
a
spea
ker
t
o
u
s
e
a
w
ord
whic
h
sha
r
es
t
he
s
a
m
e
fe
atures
o
f
the
i
n
t
e
nde
d
o
n
e.
T
here
w
as
o
n
l
y
o
n
e
exam
ple
o
f
us
i
n
g thi
s
stra
t
e
g
y
by
h
igh
prof
ic
ien
t
st
u
den
t
s. In the
fo
l
l
o
w
i
n
g
e
xa
mp
le 13, s
tude
n
t
6 u
sed “
r
oster
”
in
s
tea
d
o
f
“
phea
s
an
t.”
H
e
used
a w
o
r
d
whic
h
s
hare
s
en
ou
g
h
lex
ic
a
l
fe
a
ture
of
t
he
tar
ge
t w
o
rd.
Exam
p
l
e 13
(Inter
a
c
t
i
v
e
t
a
s
k
:
conver
s
a
t
i
o
n a
c
ti
v
i
t
y
)
S
t
ude
n
t
9:
H
o
w
a
r
e
you
?
Stude
n
t
6:
I a
m
f
ine
S
t
ude
n
t
9:
I he
ard
t
h
a
t
yo
u
a
re
goo
d
h
u
n
t
e
r
S
t
ude
n
t
6:
ye
s,
I
like
h
u
n
t
i
ng
S
t
ude
n
t
9:
Wh
at ki
n
ds of b
i
rd
s you pr
e
f
e
r
to
h
u
n
t
?
S
t
ude
n
t
6:
U
h
um
I
pre
f
er
t
he one
li
k
e a
r
o
os
ter
(phe
asan
t)
(
ap
pr
ox
im
at
io
n strate
gy)
Ta
ble
3.
F
r
e
quenc
y u
s
e
of c
o
m
m
unica
ti
o
n
strate
g
ie
s
u
s
ed
by
h
i
gh
p
r
o
fici
ent
stu
d
e
n
ts
C
S
s
F
r
e
que
n
c
y
T
o
ta
l
words
use
d
P
e
r
ce
nt
a
g
e
of
e
ac
h
C
S
100%
R
a
nki
ng
Use
of
fille
r
s
3
7
535
6
.9
1
A
ppro
x
i
m
a
t
i
o
n
1
=
0.
1
4
S
e
lf-c
orr
e
c
t
i
o
n
4
=
0.
7
2
S
e
lf-r
e
p
e
t
i
tion
2
=
0.
3
3
To
t
a
l
4
4
=
8
4
4.2.
Resu
l
t
s
re
l
a
t
e
d
to
rese
a
rch
q
ue
s
t
i
o
n
2:
How d
oes l
a
ngu
age
p
rof
i
c
i
enc
y
leve
l
a
ffe
ct
t
he
choice
of
C
S
s
i
n
an
or
al
c
omm
u
n
i
c
a
ti
o
n
?
Ta
b
l
e
4
prese
n
ts
t
he
k
inds
o
f
CS
s
chose
n
b
y
low
an
d
h
i
g
h
p
r
o
fic
i
e
nt
s
t
ude
n
t
s
du
ri
ng
t
h
e
i
nt
e
r
a
c
t
i
v
e
tas
k
a
nd
s
pe
ak
in
g
tas
k
.
T
h
is
t
a
b
l
e
g
a
v
e
a
n
over
v
iew
o
f
t
h
e
n
umb
er
frequ
e
n
c
i
es
a
nd
p
e
rc
entage
o
f
diff
erent
ty
pes
of
C
S
s
u
se
d
b
y
t
h
o
se
s
t
ude
n
t
s.
I
t
sho
w
ed
t
hat
there
w
a
s
a
s
ig
nif
i
c
a
n
t
d
i
ffer
ence
b
etwee
n
l
ow
a
n
d
h
igh
profic
ie
nt
s
t
u
d
e
nt
s
in
t
e
r
m
s
o
f
c
h
o
o
s
i
n
g
t
h
e
ki
n
d
s
of
C
S
s
.
Th
i
s
s
i
g
n
i
fica
n
t
d
i
f
fe
renc
e
be
tw
e
e
n
l
o
w
a
nd
h
i
g
h
p
r
o
f
i
c
i
e
n
t
s
t
u
d
e
nt
s
wa
s
no
t
rest
ri
c
t
ed
t
o
5
CSs
inc
l
ud
ed
i
n
the
R
a
b
ab
’ah
’
s
t
a
x
ono
my
n
amel
y:
“ap
p
r
o
x
i
m
a
t
i
o
n
,
”
“sel
f-c
o
r
re
ct
ion
,
”
“
s
el
f
-rep
e
tit
i
o
n
,
”
“
L
1
ap
p
e
a
l
f
or
h
e
l
p,
”
an
d
“
L
1
s
l
i
p
s
a
n
d
im
m
e
diate
in
se
rti
on,
”
but
a
lso
t
o
o
t
h
er
5
s
t
r
a
t
eg
ies
na
me
ly
:
“
a
sk
i
ng
for
re
pe
tit
io
n
us
in
g
L
1
(
A
r
a
b
ic)
,
”
“
u
se
o
f
fil
l
ers,
”
“m
essage
re
p
l
a
ce
me
nt
,
”
“
asking for
cla
r
ifica
t
i
o
n in A
rabic,
” a
n
d “
f
eig
n
i
n
g
un
dersta
n
d
i
n
g.”
O
n
t
he
o
n
e
h
a
nd,
l
ow
p
rofic
i
en
t
s
t
ud
e
n
t
s
u
sed
4
CS
s
w
h
ic
h
rela
t
e
d
t
o
t
h
e
i
r
L
1
(
A
r
a
b
i
c
)
s
u
c
h
a
s
ask
i
n
g
f
or
c
lar
i
fic
a
tio
n
i
n
A
rabic
(f
=6
/
1.1
%
)
,
“
a
s
kin
g
f
o
r
r
e
p
etiti
o
n
u
si
ng
L
1
(
A
r
a
b
i
c
)”
(f=
1
/
0
.1
%)
,
“
L
1
appe
a
l
f
or
h
e
l
p”
(
f=
2
/
0
.3%)
,
a
n
d
“
L
1
sli
p
s
and
im
me
diat
e
inser
ti
o
n
”
(f=
4
/
0.7%)
.
O
n
t
h
e
ot
her
han
d
,
hig
h
profic
ie
nt
s
tud
e
nts
d
i
d
no
use
any
CS
s
w
h
ic
h
r
e
late
d
t
o
L
1
(Ar
a
bic).
The
y
u
se
d
“
u
se
o
f
fi
ller
s
”
(f=
37,
6
.9%)
,
“
s
elf-corr
ecti
o
n”
(
f= 4,
0.7%
), “
self-
r
epe
t
i
t
io
n” (
f=2,
0.
3
%),
and
“
a
ppr
ox
im
atio
n”
(f=1, 0.
1
%).
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
127
-
1
37
13
4
A
d
d
i
t
i
o
n
a
l
l
y,
l
ow
p
r
o
fic
i
en
t
st
ude
n
t
s
use
d
5
C
S
s
w
hi
c
h
i
s
r
e
lat
ed
t
o
L
2
(
Englis
h)
s
uc
h
as
“
use
of
f
ill
ers”
(f=
26/
4
.8
%),
“a
p
p
r
o
x
i
ma
tio
n”
(
f
=
1
0/
1
.8%),
“
s
e
l
f
-
re
pet
iti
on”
(
f=
4
/
0.7%)
,
“
message
r
ep
lac
e
m
ent”
(f= 1
/
0
.1%),
and “
f
ei
gn
ing
u
nders
tan
d
i
n
g
” (
f
= 1
/
0.
1
%).
A
s
it
w
a
s
show
n
in
T
a
b
le
4
,
the
pr
ofic
ien
c
y
le
ve
l
ha
d
d
i
re
ct
e
f
f
ects
o
n
t
he
c
ho
ice
o
f
C
Ss.
High
profic
ie
nt
s
tud
e
nts
focu
sed
mor
e
on
L
2
(
En
glis
h)
C
S
s
w
hi
le
l
ow
profic
i
e
n
t
s
t
u
de
nts
’
c
ho
ice
o
f
C
S
s
v
a
r
ie
d
betw
ee
n
the
L
1
(
A
r
abic
)
a
n
d
L2
(
En
g
l
ish)
C
Ss.
This
d
i
ffe
r
e
nc
e
m
i
g
h
t
b
e
re
late
d t
o
t
he
ir
l
i
n
gu
ist
i
c kn
o
w
led
g
e
w
h
ic
h
ma
de
t
he
h
ig
h
pr
ofic
ien
t
s
t
u
den
t
s
ec
ure
m
o
re
i
n
s
p
ea
kin
g
ta
sk
a
n
d
i
n
t
era
c
tive
tas
k
t
h
a
n
l
o
w
profic
ie
nt
s
tu
d
e
nt
s.
Ta
ble
4.
T
he
k
inds
o
f CS
s
cho
s
en b
y
low
an
d
hi
g
h
p
ro
fic
i
e
n
t
st
u
de
n
t
s
C
S
s
Profic
ie
n
c
y
lev
e
l
F
r
e
que
n
c
y
T
o
ta
l
words
use
d
P
e
r
c
e
n
ta
g
e
o
f ea
c
h
C
S
100%
R
a
nking
Use
of fille
r
s
H
L
37
26
535
6
.
9
4.
8
1
4
A
pproxi
m
a
ti
o
n
H
L
1
10
=
0.
1
1.
8
2
2
S
e
lf-c
orr
e
c
t
i
o
n
H
L
4
0
0
.
7
0.
0
2
0
Asking
f
o
r
c
l
a
r
ific
a
tion
in Ara
bi
c
H
L
0
6
=
0.
0
1.
1
0
3
Asking
fo
r
re
p
e
tition
usi
n
g
L
1
(
Ara
b
ic
)
H
L
0
1
=
0.
0
0.
1
0
6
M
e
s
s
ag
e
r
e
p
l
ac
em
en
t
H
L
0
1
=
0.
0
0.
1
0
6
S
e
lf-r
e
p
e
t
i
tion
H
L
2
4
=
0.
3
0.
7
3
4
L
1
a
ppe
a
l
f
or
h
e
l
p
H
L
0
2
=
0.
0
0.
3
0
5
F
e
igning
unde
r
s
t
a
nding
H
L
0
1
=
0.
0
0.
1
0
8
L
1
s
l
i
ps
a
nd
i
m
m
e
di
a
t
e
ins
e
rtion
H
L
0
4
=
0.
0
0.
7
0
4
To
t
a
l
H
L
45
57
=
=
8.
1
9.
9
4
9
Re
ga
rdi
ng w
h
e
t
her
la
n
gua
ge
pr
o
fic
i
enc
y
le
v
el of Ir
aqi EF
L
stu
d
e
nts has an i
m
p
ac
t
on
t
he use
o
f CSs
in
a
n
oral
c
o
m
m
unica
ti
o
n
,
the
r
e
s
u
lts
i
n
t
h
e
i
n
t
e
rac
t
i
v
e
ta
sk
(
c
o
n
v
ersa
tio
n
a
c
tiv
it
y
)
a
nd
s
p
ea
k
i
n
g
t
a
s
k
(story
te
lli
ng)
i
nd
i
c
a
t
ed
t
ha
t
the
pa
r
tic
i
p
an
ts’
pr
oficie
nc
y
l
e
v
el
h
ad
d
i
r
ect
i
mp
act
o
n
t
h
e
u
s
e
o
f
C
Ss
.
Th
e
s
e
f
i
n
d
i
n
g
s
w
e
r
e
i
n
l
i
n
e
w
i
t
h
a
s
t
u
d
y
o
f
[
3
6
]
,
[
3
7
]
w
h
ic
h
i
n
dic
a
ted
t
h
at
l
a
n
g
u
a
ge
p
ro
f
i
c
i
e
n
c
y
a
f
f
ec
t
s
t
he
u
se
a
n
d
cho
i
ce
o
f
CSs.
T
he
s
t
a
t
i
s
tica
l
a
na
lys
i
s
d
o
n
e
on
the
i
n
tera
c
tive
t
ask
a
n
d
s
p
e
a
k
i
ng
ta
sk
r
e
s
u
lts
a
l
s
o
rev
e
aled
sign
ifica
n
t
di
ffe
r
enc
e
s
be
t
w
e
e
n
l
o
w
a
n
d
h
i
gh
p
r
o
ficie
n
t
s
t
u
d
e
n
t
s’
u
se
o
f
CSs.
T
his
st
ud
y
rev
e
al
ed
t
ha
t
l
o
w
profic
ie
nt
s
tu
de
nts
use
d
L
1-b
a
se
d
stra
teg
i
es
a
nd
L
2
-base
d
s
trat
e
g
ie
s
var
i
o
u
s
l
y.
I
t
w
a
s
cons
ist
e
n
t
w
it
h
a
stud
y
of
[
2
7
]
w
h
o
fou
nd
t
h
at
t
he
freq
u
enc
y
u
se
o
f
CS
s
va
ries
a
m
o
n
g
p
a
r
t
ic
ip
a
n
ts
d
e
p
e
n
d
i
n
g
o
n
t
h
e
i
r
profic
ie
nc
y le
v
e
l
s
.
I
n
g
e
n
er
al,
lo
w
profic
i
e
nt
s
t
ude
n
t
s
use
d
C
S
s
m
o
r
e
frequ
ent
l
y
t
h
an
h
i
gh
pr
ofic
ie
nt
s
tude
n
t
s.
T
hi
s
me
ans
t
h
a
t
I
r
a
qi
E
F
L
l
ow
p
rofic
i
e
n
t
st
u
d
en
ts
m
ay
e
nc
oun
te
r
ma
ny
c
om
munica
t
i
on
p
r
o
b
l
em
s
duri
n
g
t
h
e
ora
l
com
m
unic
a
t
io
n
in
t
he
t
arge
t
l
a
n
g
u
a
g
e,
s
o
t
h
ey
t
e
n
de
d
t
o
u
se
C
S
s
t
o
c
o
pe
w
i
t
h
t
hese
d
iffic
u
l
tie
s
or
t
o
s
o
l
v
e
the
i
r
com
m
uni
c
a
tio
n
pr
ob
le
ms.
T
h
e
s
e
re
sult
s
w
e
r
e
c
onsis
te
nt
w
it
h
a
st
ud
y
o
f
[
6
]
w
h
i
ch
s
tate
d
t
h
a
t
Ira
qi
l
ow
profic
ie
nt
s
tu
d
e
nt
s
use
CS
s
m
o
re
f
re
quen
t
ly
i
n
the
i
r
oral
c
omm
u
nic
a
t
i
o
n
i
n
t
h
e
t
arge
t
lan
g
u
age.
I
n
c
o
n
t
r
a
st,
hi
gh
profic
ie
nt
stud
e
nts te
nde
d
less
f
r
equently to us
e
CSs to s
olv
e
the
ir co
m
m
unica
t
i
o
n
pr
o
blems. This
m
eans
tha
t
h
i
g
h
pr
o
f
ic
ien
t
s
tude
nts
have
t
he
a
bi
l
i
t
y
t
o
o
v
erc
o
me
t
h
e
i
r
bre
a
kd
o
w
ns
i
n
the
t
a
rg
et
l
an
g
u
age
.
T
hi
s
w
a
s
in l
ine
w
ith a s
tu
d
y
o
f [3
5] w
hic
h
ind
ica
t
ed tha
t h
i
g
h
profi
cie
nt
s
tu
d
e
nt
s
u
s
e
fe
w
C
S
s
si
n
c
e
t
h
e
y
f
elt
co
nfi
d
ent
and
the
i
r
li
ngu
i
s
t
i
c
a
b
il
it
y
w
a
s
goo
d
.
P
r
oficie
nc
y
le
ve
l
d
o
es
n
ot
o
n
l
y
a
ffe
c
t
t
he
u
se
o
f
CS
s,
b
ut
a
l
s
o
t
he
c
hoic
e
of
C
S
s
[
2
3
].
C
o
n
se
que
n
t
l
y
,
th
i
s
s
t
u
dy
r
e
v
eale
d
t
h
a
t
h
i
gh
profic
ien
t
s
t
ude
n
t
s
use
d
o
nl
y
L2-
ba
sed
strate
g
i
e
s
.
This
m
eans
tha
t
h
igh
profic
ie
nt
s
tu
d
e
nt
s
di
d
n
o
t
r
e
l
y
on
the
i
r
L1
k
n
o
w
l
e
d
ge,
bu
t
the
y
re
tur
n
e
d
t
o
t
h
e
i
r
L2
k
n
o
w
l
e
dge
w
he
n
the
y
have
o
r
a
l
c
o
m
m
u
nic
a
t
ion
d
i
ffi
c
u
l
t
y.
T
hi
s
w
a
s
in
l
in
e
of
a
s
tud
y
o
f
[
3
3]
w
hic
h
a
rg
ues
t
h
at
a
dva
nc
e
d
l
ear
ners
use
CSs
tha
t
d
ra
w
on
L1-ba
s
e
d
s
trate
g
ies
le
ss
freq
u
e
n
t
l
y
,
be
ca
u
s
e
t
h
e
i
r
h
i
g
h
p
r
o
f
i
c
i
e
n
t
l
e
v
e
l
a
s
s
i
s
t
s
t
h
e
m
o
r
t
h
ey
d
o
not
e
nc
o
unt
e
r
s
o
man
y
d
i
ffi
c
ult
i
e
s
.
In
c
on
t
r
a
s
t
,
l
ow
p
r
ofic
ien
t
s
t
ude
n
t
s
did
no
t
m
a
na
ge
t
he
ir
u
sa
ge
o
f
C
S
s
w
h
e
n
t
he
y
fac
e
c
e
r
tai
n
d
i
f
ficu
l
tie
s
in
t
h
e
t
arge
t
la
ng
ua
ge.
T
h
e
y
use
d
“
use
of
f
i
llers”
m
o
re
f
re
q
u
en
t
l
y
in
the
i
r spe
a
k
i
ng
bec
a
u
s
e
of t
he
i
r
l
a
c
k
of li
n
g
u
ist
i
c kn
ow
le
dge
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e inf
l
u
e
n
ce
of p
r
o
f
i
c
i
e
ncy
l
eve
l on t
h
e
use
and
ch
o
i
ce
o
f
L
1
/L
2…
(Mo
h
a
m
m
e
d Na
jim
Ab
dul
la
h)
13
5
H
i
g
h
p
r
o
fic
i
e
n
t
st
ude
n
t
s
de
pe
nde
d
m
o
re
o
n
t
h
eir
l
i
n
g
u
i
s
tic
k
n
o
w
l
e
dg
e
a
nd
th
ey
a
l
s
o
t
e
nde
d
mo
re
t
o
u
s
e
“u
se
of
f
i
llers
s
t
r
ate
gy.
”
L
o
w
profi
c
ien
t
s
t
ude
n
t
s
do
n
o
t
h
a
v
e
e
n
ou
g
h
ex
po
su
re
t
o
t
h
e
t
a
rg
et
l
a
n
gu
ag
e,
s
o
t
h
at
t
h
e
y
rely
on
t
h
eir
nat
i
v
e
la
ng
ua
g
e
(
A
r
a
b
i
c
)
to
c
a
rry
o
n
th
e
inte
n
d
e
d
m
essages;
t
heref
o
re,
they
u
se
L
1-
based
st
r
a
te
gie
s
n
a
m
e
l
y
:
l
it
e
r
al
t
ra
nsla
ti
on
a
n
d
c
ode
s
w
i
tch
i
ng
stra
t
e
g
i
e
s
[3
7
]
.
Low
profic
i
e
ncy
lea
r
ner
s
d
epe
n
d
mor
e
o
n
the
i
r (L1) kn
o
w
l
e
dge
a
n
d
r
e
s
or
t
to
C
S
s
[21].
A
d
d
i
t
i
o
n
a
l
l
y,
t
he
r
e
s
ul
ts
o
f
t
h
i
s
s
t
u
dy
a
l
s
o
sh
ow
ed
t
ha
t
low
pr
ofic
ie
nt
l
e
a
rne
r
s
u
s
e
d
a
voi
da
nc
e
st
r
a
tegies
s
uch
as
“
approximat
i
on”
and
“sel
f-repetition”
m
o
re
f
r
e
que
nt
l
y
t
ha
n
hi
g
h
profic
ie
nt
l
e
a
r
ner
s
.
S
t
ude
n
t
s
t
e
n
d
t
o
u
s
e
a
v
o
i
da
nc
e
strate
g
i
es
i
n
situa
t
io
ns
w
he
n
th
e
y
f
ac
e
la
n
gua
ge
d
i
f
f
i
c
u
l
t
ies
[3
4].
This
w
a
s
i
n
line
o
f
a
s
tud
y
of [29]
w
hic
h
s
how
e
d
tha
t
lo
w
profic
ien
t
l
e
a
rne
rs de
p
e
n
d m
o
re
on a
void
a
nce
st
r
a
te
g
i
es.
F
i
nal
l
y,
t
he
f
in
di
n
g
s
r
e
vea
l
e
d
t
ha
t
bo
t
h
l
ow
a
nd
h
i
g
h
p
r
o
fic
i
e
n
t
stu
d
e
nt
s
use
so
me
C
S
s
t
ha
t
we
re
n
o
t
inc
l
ude
d
in
t
he
[
3
3
]
ta
x
o
n
o
m
y
.
O
n
t
he
o
ne
h
an
d,
l
ow
p
r
o
ficie
n
t
s
t
ude
n
t
s
use
d
“
aski
n
g
f
or
r
epe
t
i
t
i
o
n
us
in
g
L
1
(A
ra
bic),
”
“
m
e
ssage
r
ep
la
ce
m
e
nt,”
“
asking
f
or
c
lar
i
fi
c
a
t
ion
in
A
r
a
b
i
c
,”
a
nd
“
f
e
i
gn
i
n
g
un
de
rsta
nd
ing
.
”
Thi
s
me
ans
t
h
at
l
o
w
p
roficie
n
t
s
t
u
d
e
n
t
s
r
e
l
y
m
o
re
f
r
e
q
u
en
t
l
y
on
t
h
ei
r
L
1
(
A
r
a
b
ic)
a
nd
le
ss
fr
eq
uen
t
ly
on
L
2
(Eng
li
sh)
to
s
o
l
ve
c
erta
in
o
r
a
l
c
o
mm
un
i
c
at
i
o
n
pr
ob
lem
s
o
r
diffi
cu
lt
i
e
s.
I
t
al
so
m
e
a
n
s
t
h
a
t
th
ey
r
e
l
y
on
C
Ss
tha
t
a
l
r
eady
e
x
i
s
t
in
t
he
ir
r
e
p
ert
o
ire
o
f
L
1
or
F
L.
O
n
the
o
t
he
r
ha
n
d
,
high
pro
f
ic
ie
nt
u
se
d
f
i
l
l
ers
mor
e
fre
que
n
tly
t
ha
n
low
pr
o
f
icie
nt.
I
t
m
ea
ns
t
h
a
t
the
y
k
now
h
ow
t
o
de
a
l
w
i
t
h
t
he
i
r
o
ral
c
o
m
m
uni
c
a
t
i
on
a
nd
rel
y
mor
e
o
n
the ta
r
g
et la
n
gua
ge.
The
y
a
lso re
lie
d
on t
h
e
i
r
CS
s tha
t
a
l
r
ead
y
ex
is
t
e
d i
n
t
heir
r
epe
r
t
o
ire
of L1
or F
L.
I
t
appe
ars t
h
a
t
there
i
s
n
o
inf
o
r
m
a
ti
o
n
ab
o
u
t
a
ny
s
t
ud
y
i
n
I
raq
tha
t
i
nve
st
ig
a
t
e
s
t
he effec
t
of l
a
n
gua
ge
profic
ie
nc
y
l
e
vel
on
t
h
e
u
s
e
and
c
h
o
i
ce
o
f
CS
s.
M
ost
of
p
re
v
i
o
u
s
s
t
u
d
i
es
i
n
the
A
r
ab
r
e
g
i
o
n
ado
p
t
e
d
tax
o
nomie
s
of
C
S
s
c
ond
uc
t
e
d
by
[
15],
[38]
.
In
t
he
p
re
sen
t
s
t
u
d
y
,
t
h
e
re
searc
h
er
a
d
o
p
t
e
d
t
h
e
C
S
s
i
n
c
l
ud
ed
i
n
t
h
e
[33
]
t
a
x
onomy
o
f
C
S
s
.
5.
CONCL
U
S
ION
Th
e
fi
ndi
ng
s
of
t
hi
s
st
udy
r
ev
e
a
l
e
d
t
h
a
t
Ira
q
i
EF
L
l
e
a
r
n
e
rs
u
se
C
Ss
w
hen
t
h
ey
f
ac
e
c
o
m
m
unica
tio
n
di
ffic
ul
t
i
e
s
, but
th
e
y
w
e
re not be
ab
le
t
o
use
t
h
e su
i
t
ab
le o
ne
. Low
profic
ie
nt st
ude
n
t
s d
e
p
e
nde
d m
o
r
e
on
the
i
r
L1
l
a
n
gua
ge
k
no
w
l
e
d
ge
a
n
d
t
he
y
u
s
e
L1-ba
s
ed
s
tra
t
e
g
ies
mor
e
f
r
e
quen
t
l
y
t
o
d
e
a
l
w
it
h
t
h
e
i
r
com
m
un
i
c
a
tio
n
p
r
o
b
l
e
m
s
.
T
h
i
s
m
e
a
n
s
t
h
a
t
t
h
e
y
l
a
c
k
l
i
n
g
u
i
s
t
i
c
k
n
o
w
l
e
d
g
e
o
f
t
h
e
t
arge
t
l
a
ng
ua
ge
.
O
n
t
he
o
ther
h
a
nd,
h
i
gh
profic
ie
nt
s
tu
d
e
nt
s use
d
L
2-b
a
se
d strate
g
i
e
s
m
or
e freque
n
t
l
y
t
o
d
ea
l
w
ith
s
uc
h pr
ob
lem
s
.
I
n
f
ac
t,
I
raqi
E
F
L
s
tu
de
n
t
s
use
d
C
S
s
t
ha
t
a
l
r
ead
y
e
x
i
s
t
e
d
in
t
h
eir
repertoire
o
f
L1
o
r
FL.
By
enha
nc
ing
th
ei
r
usage
of
C
S
s
a
nd
a
l
er
ti
ng
them
a
b
o
u
t
h
o
w
C
S
s
a
r
e
impor
ta
nt
t
o
ge
t
bes
t
c
omm
u
n
i
cati
v
e
circ
umsta
n
c
e
s
in
t
he
t
a
r
ge
t
l
a
ng
ua
ge.
Te
ach
e
r
s
shou
l
d
r
ais
e
t
he
ir
s
tu
de
nt
s
’
a
w
a
rene
ss
t
o
w
ards
t
he
i
mp
orta
nc
e
of
C
S
s
i
n
t
h
e
i
r
ora
l
c
om
m
unic
a
t
i
on
a
n
d
g
ive
them
t
he
d
e
f
i
n
i
t
i
o
n
s
an
d
exa
m
ple
s
o
f
CS
s.
T
he
y
s
h
o
u
l
d
a
l
s
o
enc
our
age
t
h
ei
r
st
u
d
e
n
t
s
t
o
u
s
e
th
em
i
n
the
i
r
or
al
c
omm
unica
t
i
o
n,
s
o
t
h
at
t
h
e
y
le
ar
n
h
o
w
t
o
s
t
a
y
sa
fe
a
nd
con
v
e
y
t
he
ir messa
g
e
to the
i
n
t
e
r
l
oc
u
t
ors e
ffe
cti
v
e
l
y w
h
i
l
e the
y fa
ce c
o
m
m
unica
t
i
on
pro
b
lem
s
or brea
k
dow
ns
in E
ng
l
i
sh.
S
y
ll
a
b
us
d
es
i
g
ners
a
re
a
l
s
o
inv
i
ted
t
o
b
e
n
e
f
i
t
f
rom
thi
s
s
t
u
d
y
a
n
d
i
d
e
n
ti
fy
w
ha
t
k
i
nds
o
f
CS
s
tha
t
sho
u
l
d
b
e
i
n
c
l
ude
d
i
n
t
he
E
F
L
s
yl
la
bu
s.
T
h
e
y
ha
ve
t
o
a
l
e
r
t
t
h
e
st
u
d
en
ts
on
the
impa
c
t
o
f
suc
h
C
Ss
i
n
the
i
r
oral
c
om
mun
i
ca
tio
n
an
d
at
t
he
s
am
e
tim
e
give
t
hem
som
e
e
xa
mples
on
how
t
o
us
e
these
s
t
r
a
te
g
i
es
i
n
di
ffe
re
nt si
t
u
a
tions.
F
u
rtherm
ore
,
t
his
s
t
u
d
y
w
as
c
a
rried
o
u
t
a
t
a
par
tic
ul
a
r
u
n
i
ve
rs
ity
a
nd
i
nc
lude
d
o
n
l
y
s
e
c
o
n
d
a
n
d
t
hir
d
yea
r
l
ow
a
n
d
h
i
gh
profic
i
e
n
t
s
t
ude
n
t
s.
T
h
e
refore,
the
fi
n
d
i
n
gs
can
not
b
e
g
e
n
e
ra
li
z
e
d
to
o
th
e
r
c
ont
ext
s
a
nd
part
ici
p
a
n
t
s
w
ith
d
iffer
e
n
t
p
r
o
fic
i
enc
y
l
e
v
e
l
s
(low
,
interm
edia
t
e
,
hi
g
h
).
R
e
s
e
a
rc
hers
a
d
v
ise
no
t
o
n
l
y
t
o
f
oc
us
on
l
ow
a
nd
h
i
g
h
pr
ofic
i
e
n
t
s
tu
de
nt
s,
but
o
n
in
term
edia
t
e
p
ro
fic
ie
n
t
s
tu
den
t
s
t
oo.
T
he
y
h
a
ve
t
o
c
a
rry
o
u
t
rese
arc
h
es
i
n
di
ffe
re
nt
c
o
n
te
xt
s
b
y
f
oc
us
in
g
o
n
d
iffe
rent
a
spec
t
s
o
f
CSs
s
u
ch
a
s
t
e
a
c
h
ing
C
S
s
an
d
the
e
f
f
e
c
t
iv
en
ess
of
C
Ss
i
n
EFL
c
o
nt
ex
t
.
T
h
e
y
al
so
a
dvi
se
t
o
te
st
h
ow
C
S
s
t
rain
i
ng
a
f
f
ect
t
he
l
ow
,
in
ter
m
e
d
ia
t
e
,
and
hi
gh
pr
ofic
ien
t
st
u
den
t
s’ u
se
of
CS
s.
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r
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F.,
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t
rategies
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m
on
g
EF
L
s
t
u
d
e
n
ts
–
a
n
e
x
a
m
in
a
t
i
o
n
o
f
f
re
q
u
e
nc
y
o
f
u
s
e
a
n
d
t
y
p
e
s
o
f
s
t
r
a
t
e
g
i
e
s
u
s
e
d
,
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t
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econ
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l
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gu
a
g
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A
m
ulti-m
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t
ho
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app
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(Ed
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),
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Ha
nd
bo
ok o
f
r
e
s
e
ar
ch i
n
s
econ
d
l
ang
ua
ge
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g
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ni
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a
riani
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L
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"Devel
op
in
g
s
t
rategic
com
p
eten
ce
:
to
wards
aut
o
n
o
my
i
n
o
r
a
l
i
nterac
t
i
on,"
P
e
rs
pect
ives,
a
Jour
na
l of
TESO
L-Italy
–
(
XX),
vo
l
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la.
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n
a
n
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N
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I.
,
an
d
Ab
di
n.
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J.
,
"
S
t
udy
o
f
com
m
u
n
ica
tion
s
tra
t
e
g
ie
s
use
d
b
y
Ira
q
i
E
F
L
s
tu
de
n
t
s
,
"
In
te
rn
at
io
na
l J
o
urna
l o
f
Ev
a
l
ua
t
i
o
n
a
n
d
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se
arc
h
in
Edu
c
a
tion
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l.
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3.
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Elli
s
. R.
,
"Clas
sroo
m
seco
nd
lan
gu
a
g
e dev
e
lo
pm
ent
,
"
Pergamon
, O
xf
o
r
d
,
1
98
4
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P
o
u
l
i
s
se,
N.,
&
S
c
hi
ls.
E.,
"The
i
nfl
u
ence
o
f
t
ask
-
a
n
d
p
ro
f
i
ci
ency-rel
a
ted
f
a
c
t
ors
o
n
t
h
e
u
se
o
f
co
m
p
ens
a
to
ry
st
rategi
es
: A
qua
ntitative anal
ys
i
s
,
"
L
a
ng
ua
ge L
e
a
r
ni
ng
, vo
l
. 3
9(1
)
,
p
p
. 1
5-4
8
,
1
9
8
9
.
[9]
Nak
a
tani
.
Y.,
"Devel
op
in
g
a
n
o
ra
l
com
m
unicat
ion
s
t
rat
e
gy
i
nven
t
ory
,"
Th
e mo
de
rn La
ng
ua
ge
J
o
u
r
na
l
,
v
o
l
.
9
0
,
p
p
.
15
1-1
68,
2
0
0
6
.
[10]
Macaro.
G
.,
"
L
a
nguage
l
earner
st
rategi
es
:
cl
a
i
ms
a
nd
c
ritiques,
"
In:
E
M
acaro
,
AD
Cohen
(ed
s
.)
L
a
n
gua
ge Lea
r
ner
st
rategi
es: 30
years
of
r
e
s
e
ar
ch a
n
d
pr
act
i
ce
.
O
x
f
o
rd
:
Oxford
U
ni
versit
y
Press
,
pp
.
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0
0
7
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F
a
ucet
te.
P
.
,
"A
p
edag
og
ical
p
e
r
spect
iv
e
on
co
m
m
unicati
o
n
st
rat
egi
e
s:
B
e
n
efits
o
f
t
rainin
g
an
d
an
a
n
a
ly
sis
o
f
En
glish l
a
ngu
age t
eachi
n
g
m
a
terial
s
,
"
S
econ
d
L
angu
ag
e St
ud
ies
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nker.
L
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Int
e
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e
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p
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ie
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i
ngu
is
ti
cs
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.
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09-2
3
1
,
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9
7
2.
[13]
Rabab
’
a
h
. G
., "S
econ
d
l
ang
u
ag
e
com
m
unicati
o
n
s
t
rateg
i
es: D
e
fini
ti
on
s,
T
axo
nomies
,
Da
t
e Elicitatio
n M
e
t
hod
o
l
ogy
and
Teachi
b
i
l
ity
I
s
s
u
e
s
,
"
Education
a
l R
e
source
s Ce
ntre ERIC
.
Ret
r
iev
e
d
f
r
om
www.e
r
ic
.e
d
.
go
v/ER
IC
W
e
b
P
o
r
ta
l/d
e
ta
i
l
?
a
cc
no
=ED4
72
69
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,
Apr
,
20
13
.
[14]
Co
rde
r
.
S.
,"
La
n
g
u
a
ge
-le
a
r
ne
r
la
ng
ua
ge
,"
I
n
Jac
k
C
.
Ric
h
a
r
ds
(
E
d
.).
Un
derst
andin
g
Seco
nd
a
n
d
F
o
r
e
ign
L
ang
uage
L
e
ar
nin
g
.
R
owle
y,
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ass
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ewbury
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s
e,
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,
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[15]
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aerch. C.
,
and
Kas
per.
G
.,
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S
t
rategi
es i
n
interlangu
age co
mm
u
n
ication,
"
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g
ma
n
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nd
on
,
19
83
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[16]
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s
se.
N
.
,
"Pr
o
blem
s a
n
d
solu
t
i
on
s
in
t
h
e
c
la
s
s
i
f
i
c
a
t
i
o
n
o
f
com
p
en
sato
ry
s
tra
t
egies,"
S
econd
L
a
ngu
ag
e Res
e
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ch
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7
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[17]
B
o
x
e
r
.
D
.
,
a
n
d
D
.
C
o
h
e
n
.
A
.
,
"
S
t
u
d
y
i
n
g
s
p
e
a
k
i
n
g
t
o
i
n
f
o
r
m
s
e
c
o
n
d
l
a
nguag
e
l
earnin
g
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Eds
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Dö
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rob
l
em
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o
l
vi
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mechan
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s
i
n
L
2
com
m
u
n
i
cati
on:
A
p
sy
cho
lin
guisti
c
p
ers
p
ecti
v
e,"
st
udies in
seco
nd
la
ngu
ag
e acq
u
i
s
i
t
io
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Hy
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"
T
he
i
d
e
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ificat
io
n
o
f
c
om
m
u
n
i
cat
io
n
st
rategi
es
i
n
th
e
i
n
t
e
rlang
u
ag
e
o
f
S
p
a
n
i
sh
l
earners
o
f
E
nglis
h
,
"
An
gl
o-Am
eri
c
an
St
udies
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l
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Bial
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.,
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n
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F
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m
u
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i
cat
ion
strateg
i
e
s
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o
r
lexi
cal
d
i
ffi
culties,"
Int
e
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gua
ge Stu
d
i
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Bul
l
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a
kht
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"
S
t
r
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c
c
om
pet
e
nce
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n
d
lang
uag
e
p
rofi
ciency
,"
A
ppli
e
d Lin
g
u
i
stics
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l
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4
6
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8
5.
[22]
Liskin
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Ga
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rro
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C
irc
u
m
l
o
c
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,
c
om
mu
ni
c
a
t
io
n
stra
te
g
i
e
s
,
a
n
d
t
h
e
A
C
T
F
L
P
r
o
f
i
c
i
e
n
c
y
G
u
i
d
e
l
i
n
e
s
:
a
n
An
alysis
o
f
Stu
d
en
t
Dis
c
ou
rse,"
F
o
r
e
ig
n
L
a
ng
ua
ge A
n
n
a
ls
,
vo
l
.
2
9
(
3)
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3
0
,
1
9
9
6.
[23]
Do
bao
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A
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,
"Com
m
unicatio
n
s
t
rat
e
gies
i
n
t
h
e
int
e
rlan
guag
e
o
f
Ga
l
i
cian
s
tud
e
nt
s
o
f
E
ngli
s
h
:
t
he
i
n
f
l
u
ence
of
le
a
r
ne
r-a
nd
t
a
s
k-re
la
te
d fa
c
t
or
s,"
A
t
l
antis
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3(1),
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Li.
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.,
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The
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i
o
n
s
h
i
p
b
et
wee
n
s
peaki
n
g
a
n
xiety
an
d
s
p
eaki
n
g
s
tra
t
egi
e
s
a
m
o
n
g
universit
y
s
tu
dent
s
in
T
aiwan,"
Mas
t
e
r thes
is
,
N
a
t
i
on
al
Pi
ng
T
ong
Un
iv
ersit
y
o
f
E
d
u
catio
n
,
P
i
n
g
T
o
n
g
,
Tai
w
an
.
Retriev
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d
A
ug
us
t
23
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20
1
4
,
fro
m
etd.npue.edu.
t
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E
T
D-se
ar
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M
e
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e
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oom
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ra.
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m
u
ni
c
a
tion
st
rategy
u
se
o
f
hi
gh
a
n
d
l
ow
p
ro
ficien
cy
l
earn
e
rs
o
f
E
ngli
s
h
at
a
Thai
u
nivers
ity
,
"
L
E
ARN Jo
urn
a
l
:
La
ng
ua
ge
Ed
uca
tio
n a
n
d
A
c
qu
isiti
o
n
Resea
r
ch
Net
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or
k
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l
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0
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3
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Rabab
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a
h
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m
unication
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r
ob
lem
s
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acing
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l
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e
rs
o
f
E
ng
li
sh:
A
P
e
rson
al
P
erspect
iv
e,"
TE
FL We
b
J
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urna
l,
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S
tu
dy
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f
c
om
m
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s
t
rat
e
gi
es
i
n
interlangu
age
pro
duc
t
i
o
n
by
Chi
n
es
e
EF
L
l
earners
I
,"
L
a
n
g
u
age L
e
ar
nin
g
,
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40
(2),
p
p
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1
55
-1
87
,
Ret
r
ieved
N
o
v
e
m
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015
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p
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Tu
an.
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"Is
e
x
t
r
ov
ers
i
o
n
-i
nt
ro
vers
io
n
ten
d
en
cy
a
v
ari
a
ble
i
n
t
h
e
cho
i
ce
of
s
trat
egies
in
c
omm
u
n
i
cati
o
n
?
"
In
:
Pr
oceedi
n
g
s
of
t
h
e Eig
ht
eenth
Co
nf
erence
on
E
nglis
h T
e
achi
n
g
a
n
d
L
e
ar
ni
ng i
n
the Rep
u
b
l
ic
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a
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Erten
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Th
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im
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act
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f
Engl
is
h
p
r
o
f
i
c
iency
o
n
t
he
u
se
o
f
co
mm
uni
cation
st
rateg
i
es:
An
in
teracti
o
n
-
bas
e
d
s
t
u
dy
in
T
urkish
E
FL
c
o
n
t
e
xt,
"
Jour
na
l
o
f
L
angu
ag
e
an
d Li
ng
uistic Stu
d
ies,
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A
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ustin
g
co
m
m
unicati
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n
st
rategi
es
to
l
an
guag
e
p
ro
f
i
ciency,
"
Prospe
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t
,
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8-36,
2
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Ko
ng
som.
T
.,
"
T
h
e
eff
e
c
t
s
of
t
eac
h
i
n
g
c
om
m
u
n
i
cat
io
n
s
t
ra
t
e
gies
to
T
hai
l
earn
e
rs
i
n
English,"
(Doctoral
thes
is,
Un
iv
e
r
sit
y
S
o
u
t
h
am
p
t
on
,
S
o
u
t
ha
m
p
t
on,
UK
)
,
Retrieved
Ju
ly
1
5
,
2
0
15, from
ht
tps://eprints
.
soto
n.ac.uk/
6
9653/1/Tiw
apor
n_K
o
ngsom
_
24_11_0
9
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009.
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British
Counc
i
l
.,
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ivities
o
f
s
pe
aking.
B
ri
tish
Counc
il
Onli
ne
A
c
t
i
v
ities,"
Retri
e
ved
F
e
bru
a
ry
1
5,
f
ro
m
ht
tp:/
/ww
w
.t
eachi
n
g
e
n
g
lis
h.o
r
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.
u
k
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15.
[33]
Rabab
’
a
h
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,
"An
i
n
v
e
st
igatio
n
in
to
t
he
s
t
r
ategi
c
c
om
pet
e
nce
o
f
Arab
l
earn
e
rs
o
f
En
gl
ish
at
J
ord
a
nian
un
iv
ersities
,
"
Ph
.
D
.
Dis
s
ert
a
tion,
U
n
i
vers
it
y
o
f
N
ewcast
l
e
upon
T
yn
e.
UK
,
Retri
e
ved
J
u
n
e
5
,
20
14,
f
ro
m
ht
tps://t
h
es
es
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cl.ac.
uk/
ds
pace/h
a
nd
le/
104
43/9
5
,
2
0
01.
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