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co
m
The ef
fect o
f
pro
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iciency
pairing
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EFL
st
uden
ts’
writing
a
bility in
g
enre
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o
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2,
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G
ra
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y:
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1
0
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R
ev
is
ed
Feb
14
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Acc
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ted
Feb
2
4
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2
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Th
is
stu
d
y
a
ime
d
to
k
n
o
w
if
st
u
d
e
n
ts
wh
o
wo
rk
i
n
h
e
tero
g
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o
u
s
(HET
)
p
a
irs
h
a
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ifi
c
a
n
t
ly
b
e
tt
e
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writi
n
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a
b
il
it
y
t
h
a
n
t
h
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se
wh
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x
p
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rien
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rk
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in
h
o
m
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e
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o
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s
(HO
M
)
p
a
irs.
T
h
is
st
u
d
y
i
n
v
o
lv
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d
tw
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term
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it
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c
o
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rse
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th
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g
li
s
h
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c
a
ti
o
n
De
p
a
rtme
n
t
in
o
n
e
o
f
th
e
lar
g
e
p
riv
a
te
u
n
i
v
e
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e
s
in
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n
d
o
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e
sia
.
Th
is
st
u
d
y
e
m
p
lo
y
e
d
a
c
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u
sa
l
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o
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p
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ra
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las
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b
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Ap
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h
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e
d
a
ta
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re
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ll
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c
ted
th
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g
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writi
n
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p
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tes
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a
n
d
p
o
st
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tes
t.
T
h
e
d
a
ta
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re
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n
a
ly
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e
d
u
sin
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M
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n
Wh
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s’
p
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tes
t
sc
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s.
Th
e
fin
d
i
n
g
s
sh
o
w
th
a
t
b
o
th
h
ig
h
a
n
d
l
o
w
p
ro
ficie
n
c
y
stu
d
e
n
ts
wh
o
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x
p
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rien
c
e
d
c
o
ll
a
b
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ra
ti
v
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writi
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g
in
h
o
m
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n
o
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s
p
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ficie
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y
p
a
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g
s
h
a
v
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b
e
tt
e
r
writi
n
g
a
b
il
it
y
th
a
n
t
h
o
se
wh
o
e
x
p
e
rien
c
e
d
c
o
l
lab
o
ra
ti
v
e
writi
n
g
i
n
h
e
tero
g
e
n
e
o
u
s
p
r
o
ficie
n
c
y
p
a
iri
n
g
s.
Th
is
i
n
d
ica
tes
th
a
t
p
a
ir
c
o
ll
a
b
o
ra
ti
o
n
c
a
n
su
p
p
o
rt
la
n
g
u
a
g
e
lea
rn
in
g
m
o
re
o
p
ti
m
a
ll
y
wh
e
n
th
e
re
a
re
n
o
larg
e
p
ro
ficie
n
c
y
g
a
p
s a
m
o
n
g
p
a
irs.
K
ey
w
o
r
d
s
:
C
o
llab
o
r
ativ
e
wr
itin
g
task
s
E
FL
s
tu
d
en
ts
’
wr
itin
g
ab
ilit
y
Pro
f
icien
cy
p
air
i
n
g
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
An
i Su
s
an
ti,
Gr
ad
u
ate
Pro
g
r
am
in
E
n
g
lis
h
L
an
g
u
ag
e
T
ea
ch
in
g
,
Un
iv
er
s
itas
Neg
er
i M
alan
g
,
Sem
ar
an
g
No
.
5
Stre
et
,
Su
m
b
er
s
ar
i,
L
o
wo
k
war
i,
Ma
lan
g
6
5
1
4
5
,
I
n
d
o
n
esia
.
E
m
ail: a
n
i.su
s
an
ti@
p
b
i.u
ad
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
u
s
e
o
f
p
air
wo
r
k
h
as
r
e
ce
n
tly
b
ee
n
p
r
e
d
o
m
in
a
n
t
in
e
d
u
ca
tio
n
,
in
clu
d
in
g
in
s
ec
o
n
d
lan
g
u
a
g
e
wr
itin
g
in
s
tr
u
ctio
n
.
T
h
is
p
h
e
n
o
m
en
o
n
h
as
p
r
o
b
ab
l
y
o
cc
u
r
r
ed
as
a
r
esu
lt
o
f
b
r
o
ad
er
r
ec
o
g
n
itio
n
to
war
d
an
estab
lis
h
ed
th
eo
r
y
in
s
ec
o
n
d
lan
g
u
ag
e
lear
n
in
g
,
wh
ich
b
eli
ev
es
th
at
in
ter
ac
tio
n
h
as
a
r
o
le
in
s
u
p
p
o
r
tin
g
lear
n
in
g
.
So
ci
o
cu
ltu
r
al
t
h
eo
r
y
s
u
g
g
ests
th
at
lear
n
in
g
is
a
s
o
cially
co
n
s
tr
u
cted
ac
tiv
ity
,
a
n
d
in
ter
ac
tio
n
wit
h
o
th
er
s
ca
n
m
ed
iate
th
e
lea
r
n
e
r
s
'
co
g
n
itiv
e
ch
a
n
g
e
o
r
n
ew
u
n
d
er
s
tan
d
in
g
;
th
r
o
u
g
h
th
e
p
r
o
ce
s
s
o
f
in
t
er
ac
tio
n
d
u
r
in
g
p
air
wo
r
k
,
k
n
o
wled
g
e
is
n
eg
o
tiated
to
u
tili
ze
s
ca
f
f
o
ld
in
g
[1
,
2]
.
So
,
wh
e
n
th
e
lear
n
er
s
ar
e
wo
r
k
in
g
i
n
p
air
s
o
n
a
f
o
r
eig
n
lan
g
u
ag
e
task
,
th
ey
s
h
ar
e
th
eir
lan
g
u
ag
e
k
n
o
wled
g
e
to
s
o
lv
e
t
h
eir
lan
g
u
ag
e
p
r
o
b
lem
s
.
Sev
er
al
s
tu
d
ies
h
av
e
ex
am
in
e
d
th
at
wo
r
k
in
g
in
p
air
s
f
o
r
c
o
llab
o
r
ativ
e
w
r
itin
g
ac
tiv
ity
c
o
u
ld
lea
d
th
e
lear
n
er
s
to
h
av
e
m
o
r
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
an
d
to
p
r
o
d
u
ce
m
o
r
e
ac
cu
r
ate
wr
itin
g
tex
ts
co
m
p
ar
ed
t
o
wo
r
k
in
g
in
d
iv
id
u
ally
[3
-
7]
.
Ho
wev
er
,
o
n
e
co
n
ce
r
n
th
e
t
ea
ch
er
s
m
ig
h
t
h
av
e
is
h
o
w
to
p
air
lear
n
er
s
f
o
r
th
e
o
p
tim
al
lear
n
i
n
g
o
u
tco
m
e.
Pro
f
icien
cy
p
air
in
g
is
p
r
o
b
a
b
l
y
th
e
m
o
s
t
co
m
m
o
n
p
air
in
g
te
ch
n
iq
u
e,
esp
ec
ially
in
m
ix
ed
p
r
o
f
icien
cy
class
es.
B
ased
o
n
th
e
o
v
er
all
lan
g
u
ag
e
p
r
o
f
icien
c
y
,
lear
n
e
r
s
ca
n
b
e
p
air
ed
h
o
m
o
g
en
o
u
s
ly
(
Hig
h
-
Hig
h
an
d
L
o
w
-
L
o
w)
or
h
eter
o
g
e
n
eo
u
s
ly
(
Hig
h
-
L
o
w)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
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8
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2
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I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
2
4
5
-
2
5
1
246
E
ar
lier
s
tu
d
ies
h
av
e
d
o
cu
m
en
ted
th
at
in
d
iv
id
u
als
in
p
air
s
g
ain
m
o
r
e
wr
itin
g
ab
il
ity
wh
en
co
llab
o
r
atin
g
with
eit
h
er
eq
u
a
l
o
r
h
ig
h
er
/lo
wer
p
a
r
tn
er
s
[8
-
10]
.
Ho
we
v
er
,
it
h
as
b
ec
o
m
e
a
s
tim
u
latin
g
is
s
u
e
b
ec
au
s
e
th
e
ex
is
tin
g
s
tu
d
ies h
av
e
in
co
n
clu
s
iv
e
o
u
tco
m
es,
p
a
r
ticu
lar
ly
ab
o
u
t w
h
ic
h
p
air
in
g
m
eth
o
d
is
s
u
p
er
io
r
.
A
s
tu
d
y
o
n
t
h
e
ef
f
ec
t
o
f
p
r
o
f
icien
c
y
-
b
ased
h
o
m
o
g
e
n
eo
u
s
an
d
h
eter
o
g
e
n
eo
u
s
p
ee
r
in
ter
ac
tio
n
o
n
th
e
d
ev
el
o
p
m
en
t
o
f
th
e
wr
itin
g
s
k
ills
o
f
s
ix
ty
f
em
ale
E
F
L
s
tu
d
en
ts
was
ca
r
r
ie
d
o
u
t
i
n
o
n
e
o
f
th
e
I
r
a
n
ian
u
n
iv
er
s
ities
[
1
0
]
.
T
h
e
r
esu
lts
o
f
th
is
q
u
asi
-
ex
p
er
im
e
n
tal
s
tu
d
y
s
h
o
wed
th
at
b
o
th
g
r
o
u
p
s
,
v
er
y
s
im
ilar
ly
,
h
a
d
s
ig
n
if
ican
tly
h
ig
h
e
r
p
o
s
t
-
test
s
co
r
es
in
all
th
r
ee
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itin
g
tas
k
s
(
Pictu
r
e
Descr
ip
tio
n
,
T
ab
l
e
Descr
ip
tio
n
,
an
d
Fre
e
C
o
m
p
o
s
itio
n
)
.
T
h
e
ef
f
ec
t
o
f
p
r
o
f
icien
cy
b
ased
-
h
eter
o
g
en
eo
u
s
an
d
h
o
m
o
g
en
o
u
s
p
air
i
n
g
s
was
co
n
d
u
cted
o
n
Sau
d
i
Ar
ab
ian
h
i
g
h
s
ch
o
o
l
E
FL
s
tu
d
en
ts
'
wr
itin
g
ac
h
iev
em
en
t
u
s
in
g
a
p
r
e
-
test
an
d
p
o
s
t
-
test
ex
p
er
im
en
tal
d
esig
n
[
1
1
]
.
T
h
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
m
e
an
s
o
f
p
o
s
t
-
test
s
o
f
th
e
two
co
m
p
ar
ed
g
r
o
u
p
s
,
an
d
h
o
m
o
g
en
o
u
s
p
air
s
h
av
e
b
ee
n
claim
ed
to
h
av
e
a
s
tr
o
n
g
er
e
f
f
ec
t
th
a
n
th
e
h
eter
o
g
e
n
eo
u
s
p
air
s
.
An
o
t
h
er
ex
p
er
im
e
n
tal
s
tu
d
y
in
Nig
er
ia
co
n
clu
d
es th
at
in
an
in
teg
r
ated
s
cien
ce
co
u
r
s
e
in
Nig
er
ian
ju
n
io
r
h
ig
h
s
ch
o
o
l
co
n
tex
t,
h
o
m
o
g
en
o
u
s
p
air
s
al
lo
w
s
tu
d
en
ts
to
ac
h
iev
e
i
n
f
as
ter
lear
n
in
g
r
ate
to
co
n
tin
u
e
to
p
r
o
g
r
ess
[
8
]
.
So
m
e
o
th
er
s
tu
d
ie
s
h
a
v
e
f
o
u
n
d
th
at
h
eter
o
g
en
eo
u
s
p
air
s
g
e
t
b
etter
r
esu
lts
th
an
h
o
m
o
g
e
n
o
u
s
p
air
s
.
On
e
o
f
th
e
s
tu
d
ies
ex
am
in
ed
t
h
e
ef
f
ec
t
o
f
wo
r
k
in
g
i
n
h
o
m
o
g
en
e
o
u
s
an
d
h
ete
r
o
g
e
n
eo
u
s
p
air
s
o
n
s
tu
d
en
ts
'
wr
itin
g
s
k
ills
u
s
in
g
a
q
u
asi
-
ex
p
er
im
en
tal
r
esear
ch
d
esig
n
in
v
o
lv
in
g
4
0
E
FL
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
in
I
n
d
o
n
esia
[
1
2
]
.
T
h
e
r
esu
lt
s
h
o
ws
th
at
th
e
q
u
ality
o
f
d
escr
ip
tiv
e
ess
ay
s
p
r
o
d
u
ce
d
in
d
iv
id
u
a
lly
b
y
th
e
s
tu
d
en
ts
f
r
o
m
th
e
h
eter
o
g
en
e
o
u
s
g
r
o
u
p
was,
o
n
av
er
ag
e,
s
ig
n
if
ica
n
tly
b
etter
th
an
th
e
q
u
ality
o
f
d
escr
ip
tiv
e
ess
ay
s
p
r
o
d
u
ce
d
b
y
th
e
s
tu
d
en
ts
f
r
o
m
th
e
h
o
m
o
g
e
n
eo
u
s
g
r
o
u
p
.
Usi
n
g
a
q
u
alitativ
e
r
esear
ch
ap
p
r
o
ac
h
,
a
s
tu
d
y
ex
am
in
es
h
o
w
h
eter
o
g
e
n
eo
u
s
g
r
o
u
p
in
g
,
p
ar
ticu
lar
l
y
in
wr
itin
g
,
wo
u
ld
im
p
ac
t
th
e
lear
n
in
g
in
f
if
th
-
g
r
ad
e
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
in
New
J
er
s
ey
,
USA
[
9
]
.
T
h
e
f
in
d
in
g
s
in
f
o
r
m
th
at
h
eter
o
g
en
e
o
u
s
wr
itin
g
g
r
o
u
p
s
ca
n
lead
to
im
p
r
o
v
e
d
wr
itin
g
a
m
o
n
g
all
s
tu
d
e
n
ts
.
Sin
ce
th
e
s
tu
d
ies,
as
m
en
tio
n
e
d
ea
r
lier
,
h
av
e
n
o
t
s
h
o
wn
a
co
n
f
id
en
t
c
o
n
clu
s
io
n
,
f
u
r
t
h
er
in
v
esti
g
atio
n
is
wo
r
th
t
o
c
o
n
f
ir
m
th
e
p
r
ev
io
u
s
s
tu
d
ies.
T
h
er
e
f
o
r
e,
th
e
p
r
es
en
t
s
tu
d
y
aim
s
at
a
n
s
wer
in
g
w
h
eth
er
th
er
e
is
a
n
y
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
th
e
wr
itin
g
ab
ilit
y
o
f
th
e
s
tu
d
e
n
ts
wh
o
ex
p
er
ien
ce
c
o
llab
o
r
at
iv
e
wr
itin
g
ac
r
o
s
s
p
r
o
f
icien
c
y
p
air
i
n
g
s
(
h
ete
r
o
g
en
eo
u
s
p
air
s
v
er
s
u
s
h
o
m
o
g
e
n
o
u
s
p
air
s
)
.
Fu
r
th
er
m
o
r
e,
t
h
is
s
tu
d
y
also
aim
s
at
r
ev
ea
lin
g
if
th
er
e
is
an
y
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
wr
itin
g
ab
ilit
y
o
f
eith
er
th
e
h
i
g
h
an
d
th
e
lo
w
p
r
o
f
icien
c
y
s
tu
d
en
ts
wh
o
ex
p
e
r
ien
ce
co
l
lab
o
r
ativ
e
wr
itin
g
ac
r
o
s
s
p
r
o
f
icien
cy
p
ai
r
in
g
s
(
h
et
er
o
g
e
n
eo
u
s
p
air
s
v
er
s
u
s
h
o
m
o
g
en
o
u
s
p
air
s
)
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
was
co
n
d
u
cted
i
n
th
e
E
n
g
lis
h
E
d
u
ca
tio
n
De
p
ar
tm
en
t,
U
n
iv
er
s
itas
Ah
m
a
d
Dah
lan
,
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia,
o
n
e
o
f
th
e
lead
in
g
u
n
i
v
er
s
ities
in
Yo
g
y
ak
ar
ta
p
r
o
v
in
ce
,
I
n
d
o
n
esia.
T
h
is
s
tu
d
y
in
v
o
lv
ed
two
in
tact
class
es
o
f
Ad
v
an
ce
d
R
ea
d
in
g
an
d
W
r
itin
g
co
u
r
s
e
i
n
th
e
ac
a
d
em
ic
y
ea
r
o
f
2
0
1
8
/2
0
1
9
with
2
0
f
o
u
r
th
-
s
em
ester
s
tu
d
en
ts
in
ea
ch
class
.
T
h
e
s
tu
d
en
ts
at
ten
d
th
is
co
u
r
s
e
in
two
m
ee
tin
g
s
a
wee
k
.
E
ac
h
m
ee
tin
g
last
ed
f
o
r
1
0
0
m
in
u
tes,
wh
er
e
o
n
e
m
ee
tin
g
co
n
c
er
n
s
with
r
ea
d
in
g
task
s
,
an
d
th
e
o
th
er
m
ee
tin
g
co
n
ce
n
tr
ates
o
n
wr
itin
g
task
s
.
T
h
e
task
s
f
o
r
th
e
r
ea
d
in
g
an
d
th
e
wr
itin
g
ar
e
in
ter
r
elate
d
r
eg
ar
d
in
g
th
e
to
p
ics,
tex
t
ty
p
es,
o
r
/a
n
d
v
o
ca
b
u
lar
ie
s
.
B
ased
o
n
th
e
co
u
r
s
e
d
escr
i
p
tio
n
in
t
h
e
co
u
r
s
e
s
y
llab
u
s
,
t
h
is
c
o
u
r
s
e
aim
s
at
p
r
o
v
id
i
n
g
ex
p
e
r
ien
ce
f
o
r
th
e
s
tu
d
en
ts
to
r
ea
d
an
d
wr
ite
s
e
v
er
al
tex
t
ty
p
es
th
at
in
clu
d
e
ex
p
o
s
ito
r
y
wr
itin
g
.
T
h
e
two
in
tact
class
ed
n
am
ed
HE
T
C
lass
an
d
HOM
C
la
s
s
.
T
h
is
s
tu
d
y
co
m
p
ar
es
two
ty
p
es
o
f
p
r
o
f
icien
cy
p
ai
r
in
g
an
d
s
ee
s
wh
ich
o
n
e
is
m
o
r
e
ef
f
ec
tiv
e
th
an
th
e
o
th
er
;
th
er
ef
o
r
e,
it
is
co
n
s
id
er
ed
as
a
ca
u
s
al
-
co
m
p
ar
ativ
e
s
tu
d
y
[
1
3
,
1
4
]
.
Stu
d
en
ts
wer
e
p
air
ed
b
ased
o
n
th
eir
p
r
o
f
icien
cy
(
Fig
u
r
e
1
)
,
a
s
s
h
o
wn
in
th
eir
T
OE
FL
-
lik
e
s
co
r
e,
r
ec
o
r
d
ed
in
th
e
f
ac
u
lty
la
n
g
u
ag
e
lab
o
r
ato
r
y
.
Stu
d
en
ts
wh
o
s
e
s
co
r
e
w
as
eq
u
al
to
o
r
m
o
r
e
th
an
4
4
0
wer
e
co
n
s
id
er
ed
HI
GH
E
n
g
lis
h
p
r
o
f
icien
cy
s
tu
d
en
ts
,
an
d
th
o
s
e
wh
o
s
e
s
co
r
e
w
as
less
th
an
4
4
0
wer
e
c
o
n
s
id
er
ed
L
OW
E
n
g
lis
h
p
r
o
f
i
cien
cy
s
tu
d
en
ts
.
I
n
HOM
C
lass
,
th
e
s
tu
d
en
ts
wer
e
p
air
ed
HI
GH
-
HI
GH
a
n
d
L
OW
-
L
OW
,
wh
ile
in
HE
T
C
lass
,
th
e
s
tu
d
en
ts
wer
e
p
air
ed
HI
GH
-
L
OW
.
T
h
e
two
ty
p
es
o
f
p
r
o
f
icien
c
y
p
air
in
g
s
wer
e
co
m
p
ar
ed
to
ex
am
in
e
wh
eth
er
t
h
e
tr
ea
tm
en
t
g
iv
en
af
f
ec
ts
th
e
s
tu
d
en
ts
’
wr
itin
g
ab
ilit
y
.
Pre
-
test
an
d
p
o
s
t
-
test
wer
e
em
p
lo
y
e
d
to
m
ea
s
u
r
e
t
h
e
s
tu
d
en
ts
’
wr
itin
g
ab
ilit
y
b
ef
o
r
e
an
d
af
ter
th
e
tr
e
atm
en
t.
T
h
e
test
r
eq
u
ir
e
d
th
e
s
tu
d
en
ts
to
wr
ite
an
ess
ay
b
y
s
elec
tin
g
o
n
e
o
f
two
alter
n
ativ
e
to
p
ics.
T
o
p
ics
f
o
r
p
r
e
-
test
wer
e
F
o
r
eig
n
La
n
g
u
a
g
e
Lea
r
n
in
g
an
d
Wa
ys
o
f
Gettin
g
F
it
,
wh
ile
th
e
to
p
ics f
o
r
th
e
p
o
s
t
-
test
wer
e
Th
e
R
o
le
o
f
R
eg
u
la
r
E
xe
r
cise
an
d
Teen
a
g
ers
’
On
lin
e
Ha
b
i
t
.
T
h
e
s
tu
d
en
ts
h
a
d
to
r
ea
d
f
o
u
r
to
p
ic
-
r
elate
d
-
s
h
o
r
t
-
tex
ts
b
ef
o
r
e
th
ey
s
tar
ted
to
wr
ite
th
e
3
0
0
-
4
0
0
-
wo
r
d
len
g
th
ess
ay
s
with
in
9
0
m
in
u
tes.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
effec
t o
f p
r
o
ficien
cy
p
a
ir
in
g
s
o
n
E
F
L st
u
d
e
n
ts
’
w
r
itin
g
a
b
ilit
y
…
(
A
n
i S
u
s
a
n
ti
)
247
Fig
u
r
e
1
.
Pro
f
icien
cy
p
ai
r
in
g
s
in
HE
T
cla
s
s
an
d
HOM
clas
s
T
h
is
s
tu
d
y
was
co
n
d
u
cted
in
6
wee
k
s
with
1
2
m
ee
tin
g
s
,
in
clu
d
in
g
th
e
s
ess
io
n
s
f
o
r
p
r
e
-
test
an
d
p
o
s
t
-
test
(
T
ab
le
1
)
.
T
r
an
in
g
o
n
p
ai
r
in
g
s
k
ills
wer
e
g
iv
en
to
th
e
s
tu
d
en
ts
to
ex
p
o
s
e
th
e
s
tu
d
e
n
ts
with
co
llab
o
r
ativ
e
wr
itin
g
s
tr
ateg
ies
[
1
5
]
.
Du
r
in
g
th
e
tr
ea
tm
e
n
t,
th
e
s
tu
d
en
ts
wer
e
ass
ig
n
ed
to
wr
ite
t
h
r
ee
o
p
in
io
n
ess
ay
s
,
b
y
d
r
af
tin
g
th
e
ess
ay
to
g
et
h
er
wi
th
th
eir
p
ai
r
.
T
o
f
ac
ilit
ate
m
o
r
e
ac
tiv
e
in
ter
ac
tio
n
,
th
e
s
tu
d
e
n
ts
wer
e
allo
wed
to
u
s
e
L
1
[
1
6
, 1
7]
.
T
h
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
in
Ad
v
an
ce
d
R
ea
d
in
g
an
d
W
r
itin
g
co
u
r
s
e
in
Un
iv
er
s
itas
Ah
m
ad
Dah
lan
u
s
es
Gen
r
e
-
B
ased
Ap
p
r
o
ac
h
(
GB
A)
(
Fig
u
r
e
2
)
.
T
h
er
e
ar
e
t
h
r
ee
m
ain
s
tep
s
in
th
e
teac
h
in
g
an
d
lear
n
in
g
cy
cle,
Mo
d
ellin
g
,
J
o
in
t
C
o
n
s
tr
u
ctio
n
,
an
d
I
n
d
ep
en
d
en
t
C
o
n
s
tr
u
ctio
n
o
f
T
ex
t
[
1
8
]
as
s
h
o
wn
in
Fig
u
r
e
2
.
I
n
th
is
co
u
r
s
e,
th
e
Mo
d
ellin
g
s
tag
e
ex
p
o
s
es
th
e
s
tu
d
en
ts
with
s
o
m
e
r
ea
d
in
g
p
ass
ag
es
as
a
s
o
u
r
ce
o
f
id
ea
s
f
o
r
wr
itin
g
an
d
as
a
s
am
p
le
o
f
th
e
tar
g
et
tex
t.
T
h
e
p
ass
ag
es
in
th
e
Mo
d
ellin
g
s
tag
e
wer
e
v
ar
ied
(
in
th
e
g
en
r
e
)
to
h
elp
th
e
s
tu
d
en
ts
id
en
tify
th
e
tar
g
et
tex
t.
T
h
e
J
o
in
t
C
o
n
s
tr
u
ctio
n
was
co
n
d
u
cted
in
th
e
f
o
r
m
o
f
p
air
co
llab
o
r
ativ
e
wr
itin
g
(
wh
ich
was th
e
f
o
cu
s
o
f
th
e
p
r
e
s
en
t stu
d
y
)
.
T
h
e
r
o
le
o
f
th
e
tea
ch
er
in
th
is
s
tag
e
is
as
a
p
r
o
m
p
t
p
r
o
v
id
e
r
an
d
a
less
o
n
o
r
g
an
izer
.
I
n
th
e
th
ir
d
s
tag
e
,
I
n
d
e
p
en
d
e
n
t
C
o
n
s
tr
u
ctio
n
o
f
t
h
e
T
ex
t
,
th
e
s
tu
d
en
ts
d
e
v
elo
p
e
d
a
tex
t
i
n
d
iv
id
u
ally
,
an
d
th
e
teac
h
er
p
r
o
v
id
ed
f
o
c
u
s
ed
f
ee
d
b
ac
k
class
ically
to
th
e
wh
o
le
s
tu
d
en
ts
in
b
o
th
class
es.
T
h
e
f
o
cu
s
o
f
f
ee
d
b
ac
k
was
b
ased
o
n
th
e
ess
ay
s
co
r
in
g
r
u
b
r
ic.
F
o
cu
s
ed
f
ee
d
b
ac
k
is
p
ed
ag
o
g
ically
m
o
r
e
ef
f
ec
tiv
e
s
in
ce
it
h
elp
s
lear
n
er
s
to
p
a
y
m
o
r
e
atten
tio
n
o
n
th
e
f
o
cu
s
ed
asp
ec
t
[
1
9
-
2
1
]
.
T
o
co
n
tr
o
l
th
e
s
tu
d
en
ts
’
p
ar
ti
cip
atio
n
,
th
e
s
tu
d
en
ts
wer
e
en
co
u
r
ag
e
d
to
atten
d
r
e
g
u
lar
ly
an
d
g
et
in
v
o
lv
ed
in
ev
er
y
s
tag
e
o
f
th
e
r
esear
ch
p
r
o
ce
d
u
r
e.
W
h
en
th
e
s
tu
d
en
t
s
d
id
n
o
t
atten
d
th
e
class
d
u
r
in
g
th
e
tr
ea
tm
en
t
,
th
e
teac
h
er
g
a
v
e
th
em
a
s
u
m
m
ar
y
an
d
an
e
q
u
al
task
.
I
n
a
d
d
itio
n
,
th
e
teac
h
er
r
e
f
r
esh
ed
t
h
e
p
r
ev
i
o
u
s
m
ater
ials
b
ef
o
r
e
s
tar
tin
g
th
e
task
s
.
Fro
m
th
e
p
r
e
-
test
an
d
p
o
s
t
-
tes
t,
two
s
ets
o
f
s
co
r
es
(
4
0
ess
ay
s
f
r
o
m
p
r
e
-
test
,
an
d
4
0
ess
ay
s
f
r
o
m
p
o
s
t
-
test
)
wer
e
o
b
tain
ed
.
T
h
e
ess
ay
s
wer
e
r
ated
b
y
two
r
ater
s
wh
o
h
a
v
e
at
least
ten
-
y
ea
r
o
f
ex
p
er
ien
ce
in
teac
h
in
g
E
n
g
lis
h
wr
itin
g
f
o
r
u
n
iv
er
s
it
y
s
tu
d
en
ts
.
T
h
e
in
v
o
lv
em
en
t
o
f
two
r
ater
s
was
to
av
o
id
b
ias
an
d
to
in
cr
ea
s
e
r
eliab
ilit
y
.
T
h
er
ef
o
r
e
,
to
h
elp
th
e
r
ater
s
to
b
e
m
o
r
e
f
am
iliar
with
th
e
r
u
b
r
ic,
th
ey
wer
e
tr
ain
ed
b
ef
o
r
e
th
e
y
s
tar
ted
to
u
s
e
th
e
r
u
b
r
ic.
T
h
e
r
u
b
r
ic
in
clu
d
es
s
ix
asp
ec
ts
th
at
wer
e
g
r
o
u
p
ed
in
to
f
o
u
r
ca
teg
o
r
ies,
n
am
ely
co
n
ten
t,
wr
itin
g
p
u
r
p
o
s
e,
o
r
g
a
n
izatio
n
a
n
d
s
tr
u
ct
u
r
e,
an
d
g
r
a
m
m
ar
a
n
d
m
ec
h
an
ics.
I
t
was
a
d
o
p
ted
f
r
o
m
a
ca
s
e
s
tu
d
y
[
2
2
]
.
T
h
e
r
u
b
r
ic
was
u
s
ed
in
th
is
s
tu
d
y
b
ec
au
s
e
it
is
s
u
itab
le
f
o
r
th
e
wr
itin
g
task
u
s
ed
in
th
is
s
t
u
d
y
an
d
it
h
ad
b
ee
n
test
ed
.
Af
ter
t
h
e
ess
ay
s
wer
e
r
ated
,
th
e
s
co
r
es
wer
e
an
aly
ze
d
u
s
in
g
in
d
e
p
e
n
d
en
t
s
am
p
le
test
s
to
s
ee
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
two
g
r
o
u
p
s
.
T
h
e
s
tatis
tica
l
an
aly
s
is
was
c
o
n
d
u
cte
d
b
y
u
s
in
g
SP
SS
s
o
f
twar
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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9
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248
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3
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x
t
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d
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m
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p
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x
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m
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4
S
t
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t
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d
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c
o
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l
a
b
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t
a
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o
p
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o
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e
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y
a
b
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t
Ex
t
reme
S
p
o
r
t
.
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t
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n
t
s
d
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d
c
o
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l
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b
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t
Ex
t
r
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m
e
S
p
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5
S
t
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t
s
r
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v
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se
d
t
h
e
d
r
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d
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n
t
l
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.
T
h
e
t
e
a
c
h
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g
a
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d
b
a
c
k
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c
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n
g
o
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t
h
e
a
sp
e
c
t
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f
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o
n
t
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n
t
a
n
d
w
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i
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g
p
u
r
p
o
ses.
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t
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t
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d
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h
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t
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6
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7
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8
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a
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t
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r
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9
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x
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o
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P
a
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i
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.
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e
x
e
r
c
i
s
e
s a
b
o
u
t
P
a
r
e
n
t
i
n
g
.
10
S
t
u
d
e
n
t
s
d
i
d
c
o
l
l
a
b
o
r
a
t
i
v
e
w
r
i
t
i
n
g
i
n
h
e
t
e
r
o
g
e
n
e
o
u
s
p
a
i
r
s
t
o
d
r
a
f
t
a
n
o
p
i
n
i
o
n
e
ssa
y
a
b
o
u
t
P
a
re
n
t
i
n
g
.
S
t
u
d
e
n
t
s
d
i
d
c
o
l
l
a
b
o
r
a
t
i
v
e
w
r
i
t
i
n
g
i
n
h
o
m
o
g
e
n
o
u
s
p
a
i
r
s t
o
d
r
a
f
t
a
n
o
p
i
n
i
o
n
e
ss
a
y
a
b
o
u
t
Pa
re
n
t
i
n
g
.
11
S
t
u
d
e
n
t
s
r
e
v
i
se
d
t
h
e
d
r
a
f
t
i
n
d
e
p
e
n
d
e
n
t
l
y
.
T
h
e
t
e
a
c
h
e
r
g
a
v
e
f
e
e
d
b
a
c
k
f
o
c
u
s
i
n
g
o
n
t
h
e
a
s
p
e
c
t
o
f
g
r
a
mm
a
r
a
n
d
m
e
c
h
a
n
i
c
s.
S
t
u
d
e
n
t
s
r
e
v
i
s
e
d
t
h
e
d
r
a
f
t
i
n
d
e
p
e
n
d
e
n
t
l
y
.
T
h
e
t
e
a
c
h
e
r
g
a
v
e
f
e
e
d
b
a
c
k
f
o
c
u
s
i
n
g
o
n
t
h
e
a
sp
e
c
t
o
f
g
r
a
m
mar
a
n
d
mec
h
a
n
i
c
s.
12
W
r
i
t
i
n
g
P
o
st
Te
s
t
(
c
h
o
se
o
n
e
t
o
p
i
c
)
To
p
i
c
s
f
o
r
t
h
e
p
o
st
-
t
e
s
t
w
e
r
e
T
h
e
R
o
l
e
o
f
Re
g
u
l
a
r
E
x
e
rc
i
se
o
r
T
e
e
n
a
g
e
rs’
O
n
l
i
n
e
H
a
b
i
t
W
r
i
t
i
n
g
P
o
st
Te
s
t
(
c
h
o
se
o
n
e
t
o
p
i
c
)
To
p
i
c
s
f
o
r
t
h
e
p
o
st
-
t
e
s
t
w
e
r
e
T
h
e
Ro
l
e
o
f
Re
g
u
l
a
r
Ex
e
r
c
i
se
o
r
T
e
e
n
a
g
e
rs’
O
n
l
i
n
e
H
a
b
i
t
Fig
u
r
e
2
.
T
ea
c
h
in
g
a
n
d
lear
n
in
g
cy
cle
in
GB
A
[
1
8
]
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
ab
le
2
s
h
o
w
s
th
at
th
e
m
ea
n
o
f
th
e
p
r
e
-
test
o
f
HE
T
class
was
6
4
.
2
5
,
with
a
s
tan
d
a
r
d
d
ev
iatio
n
o
f
8
.
3
0
a
n
d
t
h
e
m
ea
n
o
f
HOM
c
lass
was
6
1
.
8
0
,
with
a
s
tan
d
a
r
d
d
e
v
iatio
n
o
f
1
0
.
2
1
.
T
h
ese
s
co
r
es
in
d
icate
th
at
b
o
th
class
es we
r
e
r
elativ
ely
id
en
tical
in
ter
m
s
o
f
s
tu
d
e
n
ts
'
wr
iti
n
g
ab
ilit
y
.
T
ab
le
2
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
p
r
e
-
test
s
co
r
e
o
f
HE
T
a
n
d
HOM
class
N
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
H
e
t
P
r
e
20
5
0
.
0
0
8
1
.
0
0
6
4
.
2
5
0
0
8
.
3
0
9
0
0
H
o
mP
r
e
20
4
4
.
0
0
7
8
.
0
0
6
1
.
8
0
0
0
1
0
.
2
1
1
4
5
T
h
e
p
r
etest
s
co
r
es
o
f
th
e
two
in
tact
g
r
o
u
p
s
(
HE
T
an
d
HOM
)
wer
e
th
en
an
aly
ze
d
b
y
u
tili
zin
g
L
ev
en
e
test
to
k
n
o
w
th
e
h
o
m
o
g
en
eit
y
o
f
th
e
two
g
r
o
u
p
s
.
T
h
e
test
r
esu
lt
d
em
o
n
s
tr
ated
th
at
th
e
s
ig
n
if
ican
ce
lev
el
was
.
3
5
7
(
>0
.
0
5
)
;
it
m
ea
n
s
th
at
s
tu
d
en
ts
in
b
o
th
g
r
o
u
p
s
wer
e
h
o
m
o
g
en
eo
u
s
in
ter
m
s
o
f
th
eir
wr
itin
g
ab
ilit
y
(
T
ab
le
3
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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&
R
es E
d
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.
I
SS
N:
2252
-
8
8
2
2
Th
e
effec
t o
f p
r
o
ficien
cy
p
a
ir
in
g
s
o
n
E
F
L st
u
d
e
n
ts
’
w
r
itin
g
a
b
ilit
y
…
(
A
n
i S
u
s
a
n
ti
)
249
T
ab
le
3
.
T
est o
f
h
o
m
o
g
en
eity
o
f
v
ar
ia
n
ce
s
Le
v
e
n
e
S
t
a
t
i
st
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c
d
f
1
d
f
2
S
i
g
.
.
8
7
1
1
38
.
3
5
7
T
h
e
m
ea
n
s
o
f
th
e
p
o
s
t
-
test
in
b
o
th
HE
T
an
d
HOM
class
es
i
m
p
r
o
v
e
d
.
T
h
e
m
ea
n
o
f
s
tu
d
en
ts
’
wr
itin
g
p
o
s
t
-
test
in
HE
T
class
wa
s
6
9
.
3
0
,
with
a
s
tan
d
ar
d
d
ev
ia
tio
n
o
f
9
.
6
9
.
Me
a
n
wh
ile,
th
e
m
ea
n
o
f
s
tu
d
e
n
ts
’
wr
itin
g
p
o
s
t
-
test
in
HOM
class
was
7
3
.
2
5
,
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
9
.
8
4
.
Fig
u
r
e
3
p
o
r
tr
ay
s
th
e
im
p
r
o
v
em
en
t in
b
o
th
class
es,
as sh
o
wn
f
r
o
m
t
h
e
m
ea
n
s
c
o
r
es o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
te
s
t.
Fig
u
r
e
3
.
Pre
test
an
d
p
o
s
ttes
t
m
ea
n
co
m
p
ar
is
o
n
T
h
e
r
esear
ch
er
s
u
s
ed
Ma
n
n
W
h
itn
ey
to
k
n
o
w
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
s
tu
d
en
ts
'
wr
i
tin
g
ab
ilit
y
.
T
ab
le
4
s
h
o
ws
th
at
th
e
in
d
e
p
en
d
en
t
s
am
p
le
test
r
esu
lt
was
.
1
2
7
.
T
h
is
r
esu
lt
was
m
o
r
e
th
an
(
>
)
lev
el
o
f
s
ig
n
if
ican
ce
(
=5
%).
T
h
er
ef
o
r
e
it
co
u
ld
b
e
co
n
clu
d
ed
t
h
at
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
s
tu
d
en
ts
’
wr
itin
g
ab
ilit
y
in
HE
T
an
d
HOM
class
es a
f
ter
th
ey
ex
p
er
ien
ce
d
p
air
c
o
llab
o
r
ativ
e
wr
itin
g
.
T
ab
le
4
.
Descr
ip
tiv
e
s
tatis
tics
an
d
m
an
n
wh
itn
ey
test
r
esu
lt o
f
m
ea
n
s
o
f
p
o
s
t
t
ests
in
HE
T
an
d
HOM
class
es
N
M
i
n
M
a
x
M
e
a
n
SD
M
a
n
n
-
W
h
i
t
n
e
y
A
sy
mp
.
S
i
g
.
(
2
-
t
a
i
l
e
d
)
H
ET
P
o
s
t
20
5
6
.
0
0
8
1
.
0
0
6
9
.
3
0
0
0
9
.
6
9
5
9
0
-
1
.
5
2
4
.
1
2
7
H
O
M
P
o
s
t
20
5
6
.
0
0
8
4
.
0
0
7
3
.
2
5
0
0
9
.
8
4
0
1
7
T
h
e
s
am
e
s
tatis
tical
an
aly
s
is
was
f
u
r
th
er
em
p
lo
y
ed
to
s
ee
t
h
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
h
i
g
h
an
d
lo
w
p
r
o
f
icien
c
y
s
tu
d
en
ts
'
wr
itin
g
a
b
ilit
y
.
T
h
e
m
ea
n
o
f
h
ig
h
p
r
o
f
icien
cy
s
t
u
d
en
ts
’
wr
itin
g
ab
ilit
y
in
HE
T
c
lass
was
7
8
.
3
0
,
with
a
s
tan
d
a
r
d
d
e
v
iatio
n
o
f
3
.
3
0
.
Me
a
n
wh
ile,
th
e
m
ea
n
o
f
s
tu
d
e
n
t’
s
wr
itin
g
a
b
ilit
y
in
HOM
c
lass
was
8
1
.
6
0
,
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
3
.
4
0
.
T
ab
le
5
s
h
o
ws
th
at
th
e
test
r
esu
lt
was
.
0
3
2
.
T
h
is
r
esu
lt
was
le
s
s
th
an
(
<)
lev
el
o
f
s
ig
n
if
ica
n
ce
(
=
5
%).
T
h
er
e
f
o
r
e,
it
co
u
ld
b
e
c
o
n
clu
d
e
d
th
at
t
h
er
e
was
a
s
i
g
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
h
ig
h
p
r
o
f
icien
cy
s
t
u
d
en
ts
’
wr
itin
g
ab
ilit
y
in
H
E
T
an
d
HOM
class
es
af
ter
ex
p
e
r
ien
cin
g
p
air
co
llab
o
r
ativ
e
wr
itin
g
.
T
ab
le
5
.
Descr
ip
tiv
e
s
tatis
tics
an
d
m
an
n
wh
itn
ey
te
s
t r
esu
lt o
f
m
ea
n
s
o
f
p
o
s
t
te
st
s
o
f
h
ig
h
p
r
o
f
icien
c
y
s
tu
d
en
ts
in
HE
T
an
d
HOM
c
lass
es
N
M
i
n
M
a
x
M
e
a
n
SD
M
a
n
n
-
W
h
i
t
n
e
y
A
sy
mp
.
S
i
g
.
(
2
-
t
a
i
l
e
d
)
HH
ET
P
o
s
t
10
7
2
.
0
0
8
1
.
0
0
7
8
.
3
0
0
0
3
.
3
0
1
5
1
-
2
.
1
4
8
.
0
3
2
HH
O
M
P
o
s
t
10
7
5
.
0
0
8
4
.
0
0
8
1
.
6
0
0
0
3
.
4
0
5
8
8
T
h
e
m
ea
n
o
f
l
o
w
p
r
o
f
icie
n
c
y
s
tu
d
en
ts
’
wr
itin
g
ab
ilit
y
in
HE
T
class
wa
s
6
0
.
6
,
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
2
.
7
5
.
Me
a
n
wh
ile,
th
e
m
ea
n
o
f
s
tu
d
e
n
t’
s
wr
itin
g
ab
ilit
y
in
HOM
class
was
6
4
.
9
0
,
with
a
s
tan
d
a
r
d
d
ev
iatio
n
o
f
6
.
1
5
.
T
ab
le
6
s
h
o
ws
th
at
th
e
tes
t
r
esu
lt
w
a
s
.
0
3
8
.
T
h
is
r
esu
lt
was
les
s
th
a
n
(
<)
th
e
lev
el
o
f
s
ig
n
if
ican
ce
(
=5
%).
T
h
er
ef
o
r
e
it
c
o
u
ld
b
e
c
o
n
clu
d
ed
t
h
at
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
lo
w
p
r
o
f
icien
cy
s
tu
d
e
n
ts
'
wr
itin
g
ab
ilit
y
in
HE
T
an
d
HOM
class
es
af
ter
th
ey
ex
p
er
ien
ce
d
p
air
co
llab
o
r
ativ
e
wr
itin
g
.
T
ab
le
6
.
Descr
ip
tiv
e
s
tatis
tics
an
d
m
an
n
wh
itn
ey
test
r
esu
lt o
f
m
ea
n
s
o
f
p
o
s
t
test
s
o
f
lo
w
p
r
o
f
icien
cy
s
tu
d
en
ts
in
HE
T
an
d
HOM
cl
ass
es
N
M
i
n
M
a
x
M
e
a
n
SD
M
a
n
n
-
W
h
i
t
n
e
y
A
sy
mp
.
S
i
g
.
(
2
-
t
a
i
l
e
d
)
LH
ET
P
o
st
10
5
6
.
0
0
6
6
.
0
0
6
0
.
6
0
0
0
2
.
7
5
6
8
1
-
2
.
0
7
1
.
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250
lin
e
with
p
r
e
v
io
u
s
f
in
d
in
g
s
o
n
th
e
im
p
ac
t
o
f
c
o
llab
o
r
ati
v
e
wr
itin
g
task
s
o
n
in
d
iv
id
u
als
'
wr
itin
g
ab
ilit
y
[
2
3
-
2
7
]
.
T
h
is
f
in
d
i
n
g
s
tr
en
g
th
en
s
Vy
g
o
ts
k
y
'
s
th
eo
r
y
o
f
Z
o
n
e
Pro
x
im
al
Dev
elo
p
m
en
t
(
Z
PD)
,
wh
ich
b
elie
v
es
in
th
e
r
o
le
o
f
in
ter
ac
tio
n
f
o
r
lan
g
u
ag
e
lear
n
i
n
g
[
2
8
]
.
I
n
v
o
l
v
ed
in
co
llab
o
r
ativ
e
wr
itin
g
t
ask
s
,
s
tu
d
en
ts
wh
o
wo
r
k
ed
in
h
eter
o
g
en
eo
u
s
o
r
h
o
m
o
g
e
n
o
u
s
p
air
s
im
p
r
o
v
e
d
th
eir
o
v
er
all
wr
itin
g
a
b
ilit
y
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
s
h
o
w
th
at
s
tu
d
en
ts
in
th
e
HOM
c
lass
g
ain
a
h
ig
h
er
m
ea
n
s
co
r
e
co
m
p
ar
ed
to
th
o
s
e
in
HE
T
class
,
ev
en
th
o
u
g
h
th
e
s
tatis
tical
d
if
f
er
en
ce
was
n
o
t
s
ig
n
if
ican
t.
T
h
is
f
in
d
in
g
r
ein
f
o
r
ce
s
th
e
ea
r
lier
s
tu
d
ies
[8
,
1
1
]
b
u
t
it
is
co
n
t
r
ad
icto
r
y
to
th
e
o
th
er
s
tu
d
ies
[
9
,
1
2
,
2
9
]
.
T
h
is
c
o
n
tr
ad
ictio
n
m
ig
h
t
b
e
af
f
ec
ted
b
y
s
ev
er
al
f
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o
r
s
,
s
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ch
as
d
if
f
er
en
t
wr
itin
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task
s
an
d
co
n
d
itio
n
s
[
3
0
]
,
p
er
c
ep
tio
n
an
d
attitu
d
e
[
3
1
]
,
a
n
d
task
co
m
p
lex
ity
[
6
,
3
2
]
.
I
n
th
is
r
esear
ch
,
th
e
s
tu
d
en
ts
wer
e
ass
ig
n
ed
to
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ea
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o
r
e
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ay
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e
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ailab
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o
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e
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tex
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ch
Gen
r
e
-
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ased
Ap
p
r
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ac
h
h
el
p
ed
b
o
th
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ig
h
an
d
lo
w
p
r
o
f
icien
c
y
s
tu
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ts
to
p
lan
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etter
wr
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g
as
th
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v
e
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ee
n
ex
p
o
s
e
d
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s
tim
u
latin
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in
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o
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m
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o
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s
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k
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elp
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tu
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en
ts
to
p
ay
m
o
r
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ten
tio
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o
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t
h
e
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o
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s
ed
asp
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t.
Fu
r
th
er
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th
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s
tu
d
y
e
x
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lo
r
e
d
wh
ich
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r
o
f
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cy
g
r
o
u
p
s
o
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s
tu
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ts
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av
e
s
ig
n
if
ican
tly
b
e
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ter
ex
p
e
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cin
g
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r
o
f
icien
cy
p
air
in
g
s
in
co
llab
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ativ
e
wr
iti
n
g
task
s
.
I
t p
r
o
v
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es
em
p
ir
ical
ev
id
en
ce
th
at
h
i
g
h
p
r
o
f
icien
c
y
s
tu
d
en
ts
wh
o
ex
p
er
ien
ce
wo
r
k
i
n
g
in
h
o
m
o
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en
o
u
s
p
air
s
h
av
e
s
ig
n
if
ican
tly
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etter
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ab
ilit
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th
an
th
o
s
e
wh
o
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er
ie
n
ce
wo
r
k
in
g
in
h
eter
o
g
e
n
eo
u
s
p
air
s
.
Similar
f
in
d
in
g
s
ar
e
al
s
o
ev
id
en
t
f
o
r
lo
w
p
r
o
f
icien
c
y
s
tu
d
en
ts
.
T
h
ese
f
i
n
d
in
g
s
in
d
icate
th
at
s
tu
d
e
n
ts
m
ig
h
t le
ar
n
m
o
r
e
co
m
f
o
r
ta
b
ly
with
r
elativ
ely
eq
u
al
p
r
o
f
icien
c
y
p
ee
r
s
.
T
h
is
s
tu
d
y
is
co
n
d
u
cted
in
a
c
o
u
n
tr
y
wh
i
ch
is
m
o
r
e
h
ier
ar
c
h
ical
[
3
3
]
.
I
n
h
ier
ar
ch
y
cu
ltu
r
e
,
th
e
lo
wer
ten
d
s
to
ta
k
e
d
ir
ec
ti
o
n
f
r
o
m
th
o
s
e
ab
o
v
e,
r
esp
ec
t
t
h
em
an
d
d
o
n
o
t
ch
allen
g
e
o
p
in
io
n
s
o
f
t
h
o
s
e
wh
o
ar
e
in
h
ig
h
er
p
o
s
itio
n
[
3
4
]
.
I
n
th
is
r
esear
ch
co
n
tex
t,
wh
en
wo
r
k
in
g
in
h
o
m
o
g
e
n
o
u
s
p
air
in
g
,
s
tu
d
en
ts
m
ig
h
t
f
ee
l
m
o
r
e
eq
u
al
to
th
e
o
th
er
s
tu
d
en
ts
in
th
e
p
air
s
s
o
t
h
e
y
p
r
o
b
ab
l
y
b
ec
o
m
e
m
o
r
e
co
m
f
o
r
tab
le
an
d
less
em
b
ar
r
ass
ed
to
h
av
e
m
u
tu
al
i
n
ter
ac
tio
n
.
I
t
is
n
o
te
wo
r
th
y
th
at
g
o
o
d
c
o
llab
o
r
atio
n
h
as
tw
o
m
ain
p
r
in
cip
les,
eq
u
ality
an
d
m
u
tu
ality
[
3
5
,
3
6
]
.
T
h
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
al
s
o
in
d
icate
t
h
at
b
o
th
h
o
m
o
g
e
n
o
u
s
a
n
d
h
eter
o
g
en
eo
u
s
p
air
s
s
ca
f
f
o
ld
ef
f
ec
tiv
ely
as
r
ef
lecte
d
in
th
eir
p
o
s
t
-
test
g
ain
.
Ho
wev
er
,
th
e
o
v
er
all
f
in
d
in
g
s
h
ig
h
lig
h
t
th
at
h
o
m
o
g
e
n
o
u
s
p
air
in
g
s
g
et
m
o
r
e
b
e
n
ef
it
th
an
h
eter
o
g
e
n
eo
u
s
p
ai
r
in
g
s
.
B
ased
o
n
t
h
e
Vy
g
o
ts
k
ian
p
er
s
p
ec
ti
v
e,
m
o
r
e
co
m
p
eten
t
lear
n
er
s
s
ca
ffo
ld
less
co
m
p
eten
t
o
n
es
an
d
f
ac
ilit
ate
th
eir
p
r
o
g
r
ess
[
3
7
]
.
T
h
is
p
er
s
p
ec
ti
v
e
d
o
es
n
o
t
d
ir
ec
tly
attr
ib
u
te
co
m
p
eten
t
l
ea
r
n
er
s
as
h
ig
h
p
r
o
f
icien
cy
lea
r
n
er
s
an
d
less
co
m
p
ete
n
t
as
lo
w
p
r
o
f
icien
cy
lear
n
er
s
.
I
f
th
e
g
ap
b
etwe
en
th
e
p
air
s
is
to
o
lar
g
e,
lear
n
i
n
g
m
ay
n
o
t
o
cc
u
r
.
Sin
ce
Z
PD
is
th
e
g
ap
b
etwe
en
wh
at
lear
n
er
s
ca
n
d
o
b
y
th
em
s
elv
es
an
d
wh
at
th
ey
ca
n
d
o
with
o
th
e
r
ass
is
ta
n
ce
[
2
7
]
,
it
is
p
r
o
b
a
b
ly
th
e
ca
s
e
wh
en
h
eter
o
g
en
e
o
u
s
p
air
s
g
o
t le
s
s
b
en
ef
its
as th
eir
p
r
o
f
icien
c
y
g
a
p
s
was m
o
r
e
th
an
5
0
p
o
in
ts
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
ev
id
e
n
ce
th
at
s
tu
d
en
ts
wh
o
ex
p
er
ien
c
ed
co
llab
o
r
ativ
e
wr
itin
g
in
h
o
m
o
g
e
n
o
u
s
p
r
o
f
icien
c
y
p
air
in
g
s
h
a
v
e
b
etter
wr
itin
g
ab
ilit
y
th
an
th
o
s
e
wh
o
ex
p
er
ien
ce
d
c
o
llab
o
r
ativ
e
wr
itin
g
in
h
eter
o
g
en
eo
u
s
p
r
o
f
icie
n
cy
p
air
in
g
s
.
T
h
is
in
d
icate
s
th
at
i
n
t
er
ac
tio
n
ca
n
f
ac
ilit
ate
lan
g
u
ag
e
lear
n
in
g
m
o
r
e
o
p
tim
ally
wh
en
th
e
r
e
ar
e
n
o
lar
g
e
g
ap
s
am
o
n
g
p
ee
r
s
.
T
h
ese
f
in
d
in
g
s
in
f
o
r
m
E
FL
teac
h
er
s
o
f
m
ix
ed
class
es
to
b
e
awa
r
e
o
f
th
e
ef
f
ec
t
o
f
p
r
o
f
i
cien
cy
p
air
in
g
s
o
n
s
tu
d
en
ts
'
wr
itin
g
ab
ilit
y
.
E
v
e
n
t
h
o
u
g
h
s
tu
d
en
ts
’
p
a
r
ticip
atio
n
was
co
n
tr
o
lled
th
r
o
u
g
h
in
s
tr
u
ctio
n
al
ac
tio
n
s
a
n
d
t
h
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
s
h
o
ws
h
o
m
o
g
en
o
u
s
p
ai
r
in
g
s
g
i
v
e
m
o
r
e
ef
f
ec
t
o
n
s
tu
d
en
ts
’
wr
i
tin
g
ab
ilit
y
,
t
h
is
co
n
clu
s
io
n
s
h
o
u
ld
b
e
s
ee
n
with
ca
u
tio
n
s
in
ce
th
is
r
esear
ch
in
v
o
lv
es
r
elativ
ely
s
m
all
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
.
T
h
is
s
tu
d
y
d
id
n
o
t
s
ee
clo
s
ely
th
e
in
ter
ac
tio
n
p
r
o
ce
s
s
d
u
r
in
g
th
e
co
llab
o
r
ativ
e
wr
itin
g
task
s
.
I
t
is
wo
r
th
wh
ile
f
o
r
o
th
er
r
esear
ch
er
s
to
co
n
d
u
ct
s
im
ilar
r
esear
ch
in
v
o
lv
in
g
m
o
r
e
r
esp
o
n
d
en
ts
an
d
in
clu
d
in
g
in
v
esti
g
atio
n
o
f
th
e
co
llab
o
r
atio
n
p
r
o
ce
s
s
.
Fu
tu
r
e
r
esear
ch
m
ay
also
e
x
p
lo
r
e
m
o
r
e
d
etail
th
e
d
y
n
a
m
ics
o
f
h
o
m
o
g
e
n
o
u
s
an
d
h
ete
r
o
g
e
n
eo
u
s
p
air
in
g
in
ter
ac
tio
n
d
u
r
in
g
co
llab
o
r
ativ
e
wr
itin
g
task
s
s
o
th
at
ad
d
itio
n
al
in
-
d
e
p
t
h
ex
p
lan
atio
n
ca
n
b
e
ad
d
ed
to
th
is
co
n
clu
s
io
n
.
RE
F
E
R
E
NC
E
S
[1
]
J.
P
.
Lan
to
lf
a
n
d
M
.
E.
P
o
e
h
n
e
r,
“
S
o
c
io
c
u
lt
u
ra
l
Th
e
o
r
y
,
”
T
h
e
En
c
y
c
lo
p
e
d
i
a
o
f
A
p
p
li
e
d
L
in
g
u
i
stics
.
Blac
k
we
ll
P
u
b
l
ish
i
n
g
L
td
.
,
2
0
1
3
.
[2
]
L.
S
.
V
y
g
o
tsk
y
,
M
i
n
d
in
S
o
c
iety
:
T
h
e
De
v
e
lo
p
me
n
t
o
f
Hi
g
h
e
r
Psy
c
h
o
lo
g
ica
l
Pr
o
c
e
ss
e
s
.
Lo
n
d
o
n
,
E
n
g
lan
d
:
Ha
rv
a
rd
Un
iv
e
rsity
P
re
ss
,
1
9
7
8
.
[3
]
A.
F
.
Da
b
a
o
,
“
Co
ll
a
b
o
ra
ti
v
e
writ
in
g
tas
k
s
in
t
h
e
L
2
c
las
sro
o
m
:
Co
m
p
a
rin
g
g
r
o
u
p
,
p
a
ir,
a
n
d
in
d
i
v
id
u
a
l
wo
r
k
,
”
J
.
S
e
c
o
n
d
L
a
n
g
.
W
rit.
,
v
o
l
.
2
1
,
n
o
.
1
,
p
p
.
4
0
-
5
8
,
2
0
1
2
.
[4
]
K.
M
c
Do
n
o
u
g
h
,
J.
De
Vl
e
e
sc
h
a
u
we
r,
a
n
d
W
.
Cra
wfo
rd
,
“
C
o
m
p
a
rin
g
th
e
q
u
a
li
t
y
o
f
c
o
l
lab
o
ra
ti
v
e
writi
n
g
,
c
o
ll
a
b
o
ra
ti
v
e
p
re
writi
n
g
,
a
n
d
in
d
i
v
id
u
a
l
tex
ts
in
a
T
h
a
i
EF
L
c
o
n
tex
t,
”
S
y
ste
m
,
v
o
l.
7
4
,
n
o
.
3
,
p
p
.
1
0
9
-
1
2
0
,
2
0
1
8
.
[5
]
G
.
Wi
g
g
les
wo
rth
a
n
d
N.
S
to
rc
h
,
“
P
a
ir
v
e
rsu
s
in
d
i
v
id
u
a
l
writi
n
g
:
Eff
e
c
ts
o
n
flu
e
n
c
y
,
c
o
m
p
lex
i
ty
a
n
d
a
c
c
u
ra
c
y
,
”
L
a
n
g
.
T
e
st.
,
v
o
l.
2
6
,
n
o
.
3
,
p
p
.
4
4
5
-
4
6
6
,
2
0
0
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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.
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N:
2252
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t o
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(
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)
251
[6
]
S
.
Ka
n
g
a
n
d
J.
-
H
.
Lee
,
“
Are
two
h
e
a
d
s a
lwa
y
s b
e
tt
e
r
th
a
n
o
n
e
?
Th
e
e
ff
e
c
ts o
f
c
o
ll
a
b
o
ra
ti
v
e
p
lan
n
i
n
g
o
n
L2
writ
in
g
in
re
latio
n
t
o
tas
k
c
o
m
p
lex
it
y
,
”
J
.
S
e
c
o
n
d
L
a
n
g
.
W
rit.
,
v
o
l
.
4
5
,
n
o
.
1
-
2
,
p
p
.
6
1
-
7
2
,
2
0
1
9
.
[7
]
K.
M
c
Do
n
o
u
g
h
,
J.
De
Vle
e
sc
h
a
y
we
r,
a
n
d
W.
J.
Cra
wfo
rd
,
“
Ex
p
l
o
rin
g
th
e
b
e
n
e
fit
s
o
f
c
o
ll
a
b
o
ra
ti
v
e
p
re
writi
n
g
in
a
Th
a
i
EF
L
c
o
n
tex
t,
”
L
a
n
g
.
T
e
a
c
h
.
Res
.
,
v
o
l.
2
3
,
n
o
.
6
,
p
p
.
6
8
5
-
7
0
1
,
2
0
1
9
.
[8
]
S
.
O.
Ad
o
d
o
a
n
d
J.
O.
Ag
b
a
y
e
wa
,
“
Eff
e
c
t
o
f
h
o
m
o
g
e
n
o
u
s
a
n
d
h
e
tero
g
e
n
e
o
u
s
a
b
il
i
ty
g
ro
u
p
i
n
g
c
las
s
tea
c
h
in
g
o
n
stu
d
e
n
t’s
in
tere
st,
a
tt
it
u
d
e
a
n
d
a
c
h
iev
e
m
e
n
t
i
n
i
n
teg
ra
ted
sc
ien
c
e
,
”
In
t.
J
.
Psy
c
h
o
l
.
C
o
u
n
s.
,
v
o
l.
3
,
n
o
.
3
,
p
p
.
4
8
-
5
4
,
2
0
1
1
.
[9
]
J.
L.
Ca
d
y
,
“
T
h
e
Eff
e
c
ts
o
f
Im
p
lem
e
n
ti
n
g
He
tero
g
e
n
e
o
u
s
Wr
it
in
g
G
ro
u
p
s
in
a
F
ift
h
G
ra
d
e
Clas
sro
o
m
,
”
Un
p
u
b
li
sh
e
d
th
e
sis.
Ro
wa
n
U
n
iv
e
rsit
y
,
Ne
w Je
rse
y
.
,
2
0
1
1
.
[1
0
]
P
.
M
a
fto
o
n
a
n
d
N.
G
h
a
fo
o
ri,
F
,
“
A co
m
p
a
ra
ti
v
e
stu
d
y
o
f
t
h
e
e
ffe
c
t
o
f
h
o
m
o
g
e
n
e
o
u
s a
n
d
h
e
tero
g
e
n
e
o
u
s c
o
ll
a
b
o
ra
ti
v
e
in
tera
c
ti
o
n
o
n
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
EF
L
lea
rn
e
rs’ writ
i
n
g
sk
il
l
,
”
J
.
A
p
p
l.
L
i
n
g
u
ist.
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
2
7
-
1
5
8
,
2
0
0
9
.
[1
1
]
I.
A.
E
.
M
.
M
a
h
m
o
u
d
,
“
T
h
e
Eff
e
c
t
o
f
Ho
m
o
g
e
n
e
o
u
s
G
ro
u
p
i
n
g
v
e
rsu
s
He
tero
g
e
n
e
o
u
s
G
ro
u
p
in
g
o
n
Hi
g
h
S
c
h
o
o
l
S
tu
d
e
n
ts’
EF
L
Wr
it
in
g
Ac
h
iev
e
m
e
n
t,
”
Un
p
u
b
l
ish
e
d
Th
e
sis.
Un
it
e
d
Ara
b
Emira
tes
Un
iv
e
rsity
,
2
0
1
1
.
[1
2
]
H.
F
a
u
z
iah
a
n
d
M
.
Latief,
“
Th
e
e
ffe
c
t
o
f
wo
rk
in
g
in
h
e
ter
o
g
e
n
e
o
u
s
a
n
d
h
o
m
o
g
e
n
e
o
u
s
p
a
irs
o
n
t
h
e
stu
d
e
n
ts’
writi
n
g
sk
il
l,
”
Ara
b
W
o
rl
d
E
n
g
li
s
h
J
.
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
7
4
-
1
8
8
,
2
0
1
6
.
[1
3
]
D.
Ary
,
L.
C.
J
a
b
o
b
s,
C.
S
o
re
n
se
n
,
a
n
d
A.
Ra
z
a
v
ieh
,
I
n
tro
d
u
c
ti
o
n
to
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
,
8
t
h
e
d
.
Ca
n
a
d
a
,
USA:
Ce
n
g
a
g
e
Lea
rn
i
n
g
,
2
0
1
0
.
[1
4
]
J.
W.
Cre
sw
e
ll
,
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
:
p
l
a
n
n
in
g
,
c
o
n
d
u
c
ti
n
g
a
n
d
e
v
a
lu
a
ti
n
g
q
u
a
n
t
it
a
t
ive
a
n
d
q
u
a
l
it
a
ti
v
e
re
se
a
rc
h
,
4
th
e
d
.
B
o
sto
n
,
M
A:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
2
0
1
2
.
[1
5
]
M
.
A.
Alwa
lee
d
i,
R.
M
.
G
il
li
e
s,
a
n
d
M
.
O.
Ha
m
id
,
“
Co
l
lab
o
ra
ti
v
e
writi
n
g
in
Ara
b
ic
a
s
a
se
c
o
n
d
l
a
n
g
u
a
g
e
(
A
S
L
)
c
las
sro
o
m
s :
A
m
ix
e
d
-
m
e
th
o
d
st
u
d
y
c
las
sro
o
m
s :
A
m
ix
e
d
-
m
e
th
o
d
stu
d
y
,
”
L
a
n
g
.
C
u
lt
.
Cu
rr
ic.
,
v
o
l.
3
2
,
n
o
.
2
,
p
p
.
1
5
7
-
1
7
2
,
2
0
1
9
.
[1
6
]
M
.
Z
h
a
n
g
,
“
Co
ll
a
b
o
ra
ti
v
e
writi
n
g
i
n
t
h
e
EF
L
c
las
sro
o
m
:
T
h
e
e
f
fe
c
ts
o
f
L1
a
n
d
L
2
u
se
,
”
S
y
ste
m
,
v
o
l.
7
6
,
n
o
.
5
,
p
p
.
1
-
1
2
,
2
0
1
8
.
[1
7
]
M
.
Z
h
a
n
g
,
“
Un
d
e
rsta
n
d
in
g
L
1
a
n
d
L2
i
n
tera
c
ti
o
n
i
n
c
o
ll
a
b
o
ra
ti
v
e
writi
n
g
:
A
lex
ico
-
g
ra
m
m
a
ti
c
a
l
a
n
a
ly
sis,”
L
a
n
g
.
T
e
a
c
h
.
Res
.
,
v
o
l.
Ju
l
y
,
p
p
.
1
-
2
2
,
2
0
1
9
.
[1
8
]
K.
Hy
lan
d
,
S
e
c
o
n
d
L
a
n
g
u
a
g
e
W
riti
n
g
.
Lo
n
d
o
n
,
E
n
g
la
n
d
:
Ca
m
b
ri
d
g
e
Un
iv
e
rsity
P
re
ss
,
2
0
0
3
.
[1
9
]
F
.
F
a
r
ro
k
h
i
a
n
d
S
.
S
a
tt
a
rp
o
u
r,
“
T
h
e
Eff
e
c
ts o
f
F
o
c
u
se
d
a
n
d
Un
f
o
c
u
se
d
Wr
it
ten
C
o
rre
c
ti
v
e
F
e
e
d
b
a
c
k
o
n
G
ra
m
m
a
ti
c
a
l
Ac
c
u
ra
c
y
o
f
Ira
n
ian
EF
L
Lea
rn
e
rs,”
T
h
e
o
ry
Pra
c
t.
L
a
n
g
.
S
tu
d
.
,
v
o
l
.
1
,
n
o
.
1
2
,
p
p
.
1
7
9
7
-
1
8
0
3
,
2
0
1
1
.
[2
0
]
S
.
M
.
Ara
g
h
i
a
n
d
F
.
S
a
h
e
b
k
h
e
i
r,
“
Th
e
e
ffe
c
t
o
f
fo
c
u
se
d
v
e
rsu
s
u
n
fo
c
u
se
d
c
o
rre
c
ti
v
e
fe
e
d
b
a
c
k
o
n
d
e
v
e
lo
p
i
n
g
g
ra
m
m
a
ti
c
a
l
a
c
c
u
ra
c
y
o
f
Ira
n
ian
EF
L
Lea
rn
e
rs’
Wr
it
ten
P
e
rf
o
rm
a
n
c
e
with
i
n
Diffe
re
n
t
G
e
n
d
e
r
G
ro
u
p
s
,
”
In
d
i
a
n
J
.
Fu
n
d
a
m.
Ap
p
l.
L
if
e
S
c
i
.
,
v
o
l.
4
,
n
o
.
S
3
,
p
p
.
7
2
0
-
7
2
9
,
2
0
1
4
.
[2
1
]
N.
S
h
i
n
tan
i,
R.
El
l
is,
a
n
d
W
.
S
u
z
u
k
i,
“
Eff
e
c
ts
o
f
writ
ten
fe
e
d
b
a
c
k
a
n
d
re
v
isi
o
n
o
n
lea
rn
e
rs’
a
c
c
u
ra
c
y
in
u
sin
g
tw
o
En
g
li
s
h
,
”
L
a
n
g
.
L
e
a
rn
.
,
v
o
l.
6
4
,
n
o
.
1
,
p
p
.
1
0
3
-
1
3
1
,
2
0
1
4
.
[2
2
]
S
.
Ch
a
n
,
C.
I
n
o
u
e
,
a
n
d
L
.
Tay
l
o
r,
“
De
v
e
lo
p
i
n
g
r
u
b
rics
to
a
ss
e
ss
th
e
re
a
d
in
g
-
i
n
to
-
wri
ti
n
g
sk
il
ls:
A
c
a
s
e
stu
d
y
,
”
Asse
ss
.
W
rit.
,
v
o
l.
2
6
,
p
p
.
2
0
-
3
7
,
2
0
1
5
.
[2
3
]
A.
S
h
e
h
a
d
e
h
,
“
Eff
e
c
ts
a
n
d
stu
d
e
n
t
p
e
rc
e
p
ti
o
n
s
o
f
c
o
l
lab
o
ra
ti
v
e
wri
ti
n
g
in
L
2
,
”
J
.
S
e
c
o
n
d
L
a
n
g
.
W
rit
.
,
v
o
l.
2
0
,
n
o
.
4
,
p
p
.
2
8
6
-
3
0
5
,
2
0
1
1
.
[2
4
]
H.
Na
ss
a
ji
a
n
d
J.
Ti
a
n
,
“
Co
ll
a
b
o
ra
ti
v
e
a
n
d
i
n
d
iv
i
d
u
a
l
o
u
t
p
u
t
tas
k
s
a
n
d
th
e
ir
e
ffe
c
ts
o
n
lea
rn
i
n
g
En
g
li
s
h
p
h
ra
sa
l
v
e
rb
s,”
L
a
n
g
.
T
e
a
c
h
.
Res
.
,
v
o
l.
1
4
,
n
o
.
4
,
p
p
.
3
9
7
-
4
1
9
,
2
0
1
0
.
[2
5
]
M
.
Kh
a
ti
b
a
n
d
H.
M
e
i
h
a
m
i,
“
Lan
g
u
a
g
i
n
g
a
n
d
Wr
i
ti
n
g
S
k
il
l
:
T
h
e
E
ffe
c
t
o
f
C
o
ll
a
b
o
ra
ti
v
e
Wr
it
i
n
g
o
n
EF
L
S
t
u
d
e
n
ts’
Wr
it
in
g
P
e
rfo
rm
a
n
c
e
,
”
Ad
v
.
L
a
n
g
.
L
it
.
S
t
u
d
.
,
2
0
1
5
.
[2
6
]
P
.
Ajid
e
h
,
G
.
Leitn
e
r,
a
n
d
S
.
Y.
Ya
z
d
i
-
Am
irk
h
iz,
“
Th
e
in
fl
u
e
n
c
e
o
f
c
o
ll
a
b
o
ra
ti
o
n
o
n
i
n
d
i
v
i
d
u
a
l
wri
ti
n
g
q
u
a
li
t
y
:
Th
e
c
a
se
o
f
Ira
n
ian
v
s.
M
a
lay
sia
n
c
o
ll
e
g
e
stu
d
e
n
ts
,
”
v
o
l.
1
7
,
n
o
.
1
7
,
p
p
.
1
-
2
4
,
2
0
1
6
.
[2
7
]
M
.
Zam
a
n
i,
“
Co
o
p
e
ra
ti
v
e
lea
rn
i
n
g
:
H
o
m
o
g
e
n
e
o
u
s
a
n
d
h
e
tero
g
e
n
e
o
u
s
g
r
o
u
p
in
g
o
f
Ira
n
ian
E
F
L
lea
rn
e
rs
in
a
writi
n
g
c
o
n
tex
t,
”
C
o
g
e
n
t
E
d
u
c
.
,
v
o
l.
3
,
p
p
.
1
-
1
1
,
2
0
1
6
.
[2
8
]
M
.
S
a
v
i
ll
e
-
Tro
i
k
e
,
I
n
tro
d
u
c
in
g
S
e
c
o
n
d
L
a
n
g
u
a
g
e
Acq
u
isit
i
o
n
.
Ne
w Yo
rk
,
USA:
Ca
m
b
rid
g
e
Un
i
v
e
rsit
y
P
re
ss
,
2
0
0
6
.
[2
9
]
Z.
Wan
g
,
“
Eff
e
c
ts
o
f
He
tero
g
e
n
e
o
u
s
a
n
d
Ho
m
o
g
e
n
e
o
u
s
G
ro
u
p
in
g
o
n
S
tu
d
e
n
t
Lea
rn
in
g
,
”
U
n
p
u
b
li
s
h
e
d
Th
e
sis,
Un
iv
e
rsity
o
f
N
o
rth
Ca
ro
li
n
a
,
2
0
1
3
.
[3
0
]
K.
M
c
Do
n
o
u
g
h
a
n
d
C.
G
.
F
u
e
n
t
e
s,
“
Th
e
e
ffe
c
t
o
f
wri
ti
n
g
tas
k
a
n
d
tas
k
c
o
n
d
it
i
o
n
s
o
n
C
o
l
o
m
b
ia
n
E
F
L
lea
rn
e
rs
’
lan
g
u
a
g
e
u
se
,
”
T
E
S
L
C
a
n
a
d
a
J
.
,
v
o
l.
3
2
,
n
o
.
2
,
p
p
.
6
7
-
7
9
,
2
0
1
5
.
[3
1
]
W.
C
h
e
n
a
n
d
S
.
Yu
,
“
A
lo
n
g
it
u
d
in
a
l
c
a
se
stu
d
y
o
f
c
h
a
n
g
e
s
i
n
st
u
d
e
n
ts
’
a
tt
it
u
d
e
s
,
p
a
rti
c
ip
a
ti
o
n
,
a
n
d
lea
rn
in
g
i
n
c
o
ll
a
b
o
ra
ti
v
e
writi
n
g
,
”
S
y
ste
m
,
v
o
l.
8
2
,
p
p
.
8
3
-
9
6
,
2
0
1
9
.
[3
2
]
Y.
Kim
,
“
Th
e
e
ffe
c
ts o
f
tas
k
c
o
m
p
lex
it
y
o
n
lea
rn
e
r
–
lea
rn
e
r
i
n
tera
c
ti
o
n
,
”
S
y
ste
m
,
v
o
l.
3
7
,
n
o
.
2
,
p
p
.
2
5
4
-
2
6
8
,
2
0
0
9
.
[3
3
]
C.
Y.
Ra
y
m
o
n
d
a
n
d
T
.
C
h
o
o
n
,
“
Un
d
e
rsta
n
d
in
g
a
sia
n
st
u
d
e
n
ts
lea
rn
in
g
sty
les
,
c
u
lt
u
ra
l
in
fl
u
e
n
c
e
a
n
d
lea
rn
in
g
stra
teg
i
e
s,”
J
.
Ed
u
c
.
S
o
c
.
Po
li
c
y
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
1
9
4
-
2
1
0
,
2
0
1
7
.
[3
4
]
B.
P
e
ters
o
n
,
C
u
lt
u
r
a
l
I
n
telli
g
e
n
c
e
:
A
G
u
id
to
W
o
rk
in
g
wit
h
Peo
p
le
fro
m
Ot
h
e
r
Cu
lt
u
re
s
.
M
a
in
e
,
U
S
A:
In
terc
u
lt
u
ra
l
P
re
ss
,
2
0
0
4
.
[3
5
]
N.
S
t
o
rc
h
,
“
Co
ll
a
b
o
ra
ti
v
e
writi
n
g
:
P
ro
d
u
c
t
,
p
ro
c
e
ss
,
a
n
d
st
u
d
e
n
ts
’
re
flec
ti
o
n
s,”
J
.
S
e
c
o
n
d
L
a
n
g
.
W
rit.
,
v
o
l.
1
4
,
n
o
.
3
,
p
p
.
1
5
3
-
1
7
3
,
2
0
0
5
.
[3
6
]
N.
S
to
rc
h
a
n
d
A.
Ald
o
sa
ri,
“
P
a
iri
n
g
lea
rn
e
rs
in
p
a
ir
wo
r
k
a
c
ti
v
it
y
,
”
L
a
n
g
.
T
e
a
c
h
.
Res
.
,
v
o
l.
1
7
,
n
o
.
1
,
p
p
.
3
1
-
4
8
,
2
0
1
3
.
[3
7
]
J.
M
y
n
a
rd
a
n
d
I.
Alm
a
rz
o
u
q
i
,
“
In
v
e
stig
a
ti
n
g
p
e
e
r
tu
t
o
rin
g
,
”
EL
T
J
.
,
v
o
l
.
6
0
,
p
p
.
1
3
-
2
2
,
2
0
0
6
.
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