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Th
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fa
c
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las
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ts
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t
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li
sh
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p
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Lag
h
m
a
n
Un
iv
e
rsity
,
Afg
h
a
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istan
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M
o
re
p
re
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ise
ly
,
t
h
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re
se
a
r
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h
d
isc
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fa
c
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re
late
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d
c
las
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-
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th
a
t
h
i
n
d
e
r
stu
d
e
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ts’
p
ra
c
ti
c
e
o
f
o
ra
l
p
a
rti
c
ip
a
ti
o
n
i
n
th
e
c
las
sro
o
m
.
In
c
o
ll
e
c
ti
n
g
t
h
e
d
a
ta,
th
is
stu
d
y
e
m
p
l
o
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e
d
m
ix
e
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m
e
th
o
d
re
se
a
rc
h
with
c
o
n
c
u
rre
n
t
d
e
si
g
n
.
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a
d
a
p
ted
q
u
e
stio
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n
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ire
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n
d
a
se
m
i
-
stru
c
tu
re
d
in
terv
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v
e
b
e
e
n
u
se
d
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s
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h
e
d
a
ta
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o
ll
e
c
ti
o
n
in
str
u
m
e
n
t
o
f
th
i
s
stu
d
y
.
An
o
n
l
in
e
su
rv
e
y
q
u
e
stio
n
n
a
ire
wa
s
c
o
n
d
u
c
ted
wit
h
1
1
0
re
sp
o
n
d
e
n
ts.
In
a
d
d
it
io
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,
a
se
m
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t
u
re
d
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n
terv
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wa
s
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o
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d
u
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e
re
sp
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d
e
n
ts
a
t
th
e
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g
li
s
h
De
p
a
rtme
n
t
o
f
Lag
h
m
a
n
Un
iv
e
rsity
.
Th
e
d
a
ta
fro
m
th
e
q
u
e
sti
o
n
n
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ire
wa
s
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e
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rip
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y
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ly
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t
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th
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tu
re
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terv
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ta
we
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th
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a
ti
c
a
ll
y
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n
a
ly
z
e
d
a
n
d
in
terp
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ted
.
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h
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fin
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in
g
s
re
v
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led
th
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t
c
las
s
-
siz
e
re
late
d
fa
c
to
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is
th
e
first
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fl
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e
n
ti
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l
fa
c
to
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in
a
ffe
c
ti
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g
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ra
l
p
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ip
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ti
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m
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d
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to
h
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v
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g
larg
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n
u
m
b
e
r
st
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d
e
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ts
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n
a
c
las
s.
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c
h
e
r’s
re
late
d
fa
c
to
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is
th
e
se
c
o
n
d
i
n
flu
e
n
ti
a
l
fa
c
to
r
th
a
t
a
ffe
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ts
th
e
o
ra
l
p
a
rti
c
ip
a
ti
o
n
o
f
st
u
d
e
n
ts.
M
a
jo
r
it
y
c
laim
e
d
th
a
t
tea
c
h
e
rs’ ap
p
ro
a
c
h
,
b
e
h
a
v
i
o
r
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a
n
d
q
u
a
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fica
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o
n
h
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v
e
p
ro
m
in
e
n
t
imp
a
c
t
o
n
t
h
e
ir
lev
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l
o
f
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ra
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p
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c
ip
a
ti
o
n
.
Ba
se
d
o
n
th
e
fi
n
d
i
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g
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it
c
a
n
b
e
se
e
n
th
a
t
c
las
s
-
siz
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re
late
d
,
a
n
d
tea
c
h
e
rs’
fa
c
to
rs
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ffe
c
ted
o
ra
l
p
a
rt
icip
a
ti
o
n
o
f
t
h
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e
n
ts
a
t
th
e
En
g
li
sh
D
e
p
a
rtme
n
t
o
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Lag
h
m
a
n
Un
i
v
e
rsity
.
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is
re
c
o
m
m
e
n
d
e
d
th
a
t
th
e
M
i
n
istry
o
f
Hig
h
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r
Ed
u
c
a
ti
o
n
o
f
Af
g
h
a
n
istan
striv
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t
o
d
e
c
re
a
se
th
e
n
u
m
b
e
r
o
f
stu
d
e
n
t
s
in
e
a
c
h
c
las
s
a
n
d
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n
fo
rc
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tea
c
h
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rs
in
i
m
p
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ti
n
g
a
st
u
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e
n
t
-
c
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n
tere
d
lea
rn
in
g
a
p
p
ro
a
c
h
w
h
il
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tea
c
h
in
g
.
K
ey
w
o
r
d
s
:
L
ev
el
o
f
o
r
al
p
ar
ticip
atio
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Or
al
p
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ticip
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T
ea
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s
’
r
elate
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f
ac
t
o
r
s
T
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s
a
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p
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n
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c
c
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a
rticle
u
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d
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CC B
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li
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C
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r
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p
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A
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:
Ham
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Atif
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Dep
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Facu
lt
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L
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Hu
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L
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m
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U
n
iv
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Su
ltan
Gh
az
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a
C
ity
,
Mih
tar
lam
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L
ag
h
m
an
Pro
v
in
ce
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Af
g
h
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tan
E
m
ail: h
am
za
.
h
o
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ar
y
a
r
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
C
las
s
r
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m
p
ar
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p
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v
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d
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ev
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b
en
ef
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to
th
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s
tu
d
en
ts
wh
en
i
n
v
o
lv
e
d
in
t
h
e
class
r
o
o
m
ac
tiv
ities
.
Stu
d
en
ts
ar
e
p
r
o
v
id
ed
with
n
u
m
er
o
u
s
o
f
ad
v
a
n
ce
s
wh
en
en
g
ag
ed
in
class
r
o
o
m
ac
tiv
ities
,
f
o
r
ex
am
p
le,
th
e
y
ca
n
r
ev
italize
t
h
eir
s
elf
-
co
n
f
id
en
ce
;
in
ter
est,
cr
itical,
an
aly
tical,
co
m
m
u
n
ic
ativ
e,
in
ter
p
r
etativ
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s
y
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th
esis
s
k
ill
s
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d
f
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ee
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o
m
cu
ltu
r
e
th
r
o
u
g
h
o
u
t
th
eir
en
tire
life
[
1
]
–
[
4
]
.
Par
ticip
atio
n
s
p
u
r
s
s
tu
d
en
ts
’
co
llab
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atio
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s
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th
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p
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v
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t
in
th
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class
r
o
o
m
[
5
]
.
I
n
d
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ed
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class
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m
p
ar
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p
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p
lay
s
a
co
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id
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ab
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r
o
le
in
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p
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o
v
in
g
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
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ce
s
s
[
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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I
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t
J
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&
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c
,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
4
0
9
-
420
410
T
h
er
e
ar
e
s
tu
d
en
ts
in
th
e
class
r
o
o
m
th
at
a
v
o
id
o
r
al
p
ar
ticip
at
io
n
an
d
s
tay
s
ilen
t
in
ea
ch
p
e
r
io
d
o
f
th
e
class
.
Acc
o
r
d
in
g
to
Sch
m
itt
[
7
]
,
s
tu
d
en
ts
wh
o
d
ec
lin
e
to
tak
e
p
ar
t
in
th
e
m
en
tio
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ac
tiv
ities
ar
e
co
n
s
id
e
r
e
d
to
b
e
p
ass
iv
e
s
tu
d
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ts
.
Par
ticip
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aler
t
o
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ev
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ts
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s
wer
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g
th
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q
u
esti
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n
s
,
an
d
en
g
ag
in
g
in
g
r
o
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p
d
is
cu
s
s
io
n
.
T
h
er
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o
r
e
,
i
n
Af
g
h
an
is
tan
its
elf
,
class
r
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o
m
p
ar
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as
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ee
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s
ee
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as
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s
ig
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t i
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g
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On
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ain
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jectiv
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Min
is
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Hig
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E
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Af
g
h
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itiate
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E
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lan
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d
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tatu
s
o
f
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cu
r
r
e
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ed
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ca
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s
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ch
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iv
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Desp
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m
o
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lecte
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to
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f
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ce
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s
o
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ewa
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d
an
d
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h
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teac
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s
.
T
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ag
e
is
lo
w.
I
n
ad
d
itio
n
,
th
er
e
ar
e
n
o
r
eq
u
ir
em
en
ts
f
o
r
p
ass
in
g
a
s
tan
d
ar
d
ized
E
n
g
lis
h
lan
g
u
a
g
e
test
in
a
d
m
itti
n
g
to
th
e
E
n
g
lis
h
lan
g
u
ag
e
d
ep
ar
tm
e
n
ts
at
th
e
u
n
iv
er
s
ity
lev
el
in
Af
g
h
a
n
is
tan
.
Stu
d
en
ts
b
eliev
e
t
h
at
th
ey
w
ill
b
e
im
p
r
o
v
ed
i
n
th
e
class
r
o
o
m
.
Un
f
o
r
tu
n
ately
,
th
ey
d
o
n
o
t
ac
q
u
ir
e
E
n
g
lis
h
lan
g
u
a
g
e
s
k
ills
with
h
ig
h
q
u
ality
.
Sti
ll,
s
u
ch
a
s
y
s
tem
f
r
o
m
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
h
as
r
esu
lted
in
s
t
u
d
en
ts
lack
in
g
s
elf
-
co
n
f
id
en
ce
,
lo
s
in
g
in
ter
ests
in
co
n
ten
t
s
u
b
jects,
an
d
h
o
p
ele
s
s
n
ess
o
f
g
ettin
g
a
jo
b
af
te
r
g
r
ad
u
atio
n
.
I
n
s
u
ch
s
itu
atio
n
s
s
tu
d
en
ts
'
o
r
al
p
ar
ticip
atio
n
m
ig
h
t c
au
s
e
,
wh
i
ch
m
ay
ca
u
s
e
s
tu
d
en
ts
to
b
e
lo
w
in
o
r
al
p
ar
ticip
atio
n
.
T
h
u
s
,
th
is
r
esear
ch
aim
ed
at
ex
p
lo
r
e
teac
h
e
r
’
s
r
elate
d
,
an
d
class
-
s
ize
f
ac
to
r
s
th
at
af
f
ec
t
E
n
g
lis
h
m
ajo
r
e
d
s
tu
d
en
t
s
at
th
e
L
ag
h
m
an
U
n
iv
er
s
ity
,
Af
g
h
a
n
is
tan
.
Or
al
p
ar
ticip
atio
n
o
f
s
tu
d
e
n
ts
m
ay
b
e
af
f
ec
ted
t
h
r
o
u
g
h
d
if
f
er
en
t
f
ac
to
r
s
,
f
o
r
ex
am
p
le,
lan
g
u
ag
e
p
r
o
b
lem
s
,
s
o
cio
-
cu
ltu
r
al,
te
x
tb
o
o
k
s
,
f
a
cu
lty
m
em
b
er
s
,
cla
s
s
atm
o
s
p
h
er
e,
an
d
et
h
n
icity
.
I
n
lin
e
with
th
is
,
p
r
ev
io
u
s
r
esear
ch
es
in
d
icate
d
th
at
teac
h
er
s
,
s
tu
d
en
t
r
ea
d
in
ess
,
lin
g
u
is
tics
,
en
v
ir
o
n
m
e
n
tal,
an
d
lan
g
u
a
g
e
b
ar
r
ier
ar
e
th
e
p
r
o
b
lem
s
wh
ic
h
ca
n
af
f
ec
t
s
tu
d
en
t’
s
o
r
al
p
ar
ticip
atio
n
[
8
]
,
[
9
]
.
T
h
u
s
,
th
is
r
esear
ch
attem
p
ts
to
ex
am
in
e
teac
h
er
-
r
elate
d
an
d
c
lass
-
s
ize
r
elate
d
f
ac
to
r
s
th
at
af
f
ec
t
th
e
lev
el
an
d
p
r
ac
tices
o
f
o
r
al
p
ar
ticip
atio
n
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
in
Af
g
h
an
is
tan
.
T
ea
ch
er
s
an
d
s
tu
d
en
ts
h
av
e
s
tr
o
n
g
ed
u
c
atio
n
al
an
d
s
o
cial
b
o
u
n
d
with
ea
ch
o
th
e
r
an
d
ca
n
b
e
af
f
ec
tiv
e
o
f
o
n
e
an
o
th
e
r
in
ter
m
s
o
f
o
r
al
p
ar
ticip
atio
n
.
T
ea
ch
er
s
m
ay
af
f
ec
t
th
e
o
r
al
p
ar
ticip
a
tio
n
o
f
s
tu
d
e
n
ts
f
o
r
d
if
f
er
en
t
r
ea
s
o
n
s
,
f
o
r
ex
a
m
p
l
e,
ex
p
ec
tan
cy
,
e
n
th
u
s
iasm,
m
eth
o
d
o
lo
g
y
,
f
l
u
en
cy
,
a
n
d
b
e
h
av
i
o
r
s
.
I
n
ad
d
itio
n
,
r
ev
ea
led
ex
p
ec
tatio
n
o
f
teac
h
er
s
f
r
o
m
s
tu
d
en
ts
,
m
o
tiv
ati
o
n
,
au
th
o
r
itativ
e
teac
h
er
s
,
an
d
th
e
ch
o
ice
o
f
p
ed
ag
o
g
y
,
b
e
h
av
io
r
an
d
h
ig
h
co
m
p
eten
cy
o
n
th
e
lan
g
u
ag
e
ar
e
th
e
m
o
s
t
in
f
lu
en
tial
f
ac
to
r
s
af
f
ec
tin
g
o
r
al
p
ar
ticip
atio
n
o
f
s
tu
d
en
ts
[
1
0
]
,
[
1
1
]
.
Firstl
y
,
en
g
ag
in
g
s
tu
d
en
ts
in
d
if
f
er
en
t
class
r
o
o
m
ac
tiv
it
ies
is
ch
allen
g
in
g
f
o
r
teac
h
er
s
.
Als
o
,
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
m
ay
b
e
af
f
ec
ted
wh
e
n
teac
h
er
s
ar
e
o
v
er
esti
m
atin
g
th
eir
s
tu
d
en
ts
,
an
d
teac
h
er
s
m
ay
n
o
t
m
o
tiv
ate
th
em
to
war
d
v
er
b
al
e
n
g
ag
em
en
t.
Ho
we
v
er
,
p
r
e
p
ar
in
g
s
tu
d
en
ts
f
o
r
o
r
a
l
p
ar
ticip
atio
n
is
a
ch
allen
g
in
g
p
r
o
ce
s
s
f
o
r
teac
h
e
r
s
.
W
h
ile
teac
h
er
s
ex
p
ec
t
th
eir
s
tu
d
en
ts
to
u
tili
ze
tar
g
et
lan
g
u
ag
e
f
r
o
m
th
e
d
a
y
,
th
ey
s
tar
ted
lear
n
in
g
a
lan
g
u
a
g
e
[
1
2
]
.
I
n
s
u
c
h
a
s
itu
atio
n
,
th
e
teac
h
er
'
s
r
o
le
is
to
ch
o
o
s
e
an
alter
n
ativ
e
m
eth
o
d
o
f
teac
h
in
g
an
d
lear
n
in
g
th
e
la
n
g
u
ag
e
.
B
esid
es,
to
m
ak
e
th
e
lan
g
u
ag
e
class
r
o
o
m
m
o
r
e
in
te
r
ac
tiv
e,
th
e
teac
h
e
r
s
h
o
u
ld
ask
q
u
esti
o
n
s
in
th
e
ta
r
g
et
lan
g
u
a
g
e
co
n
tin
u
o
u
s
ly
in
o
r
d
er
to
en
g
a
g
e
s
tu
d
en
ts
in
t
h
e
class
r
o
o
m
[
1
2
]
.
R
eg
ar
d
in
g
s
tu
d
en
t
m
o
tiv
atio
n
,
C
ar
less
[
1
3
]
s
tated
th
at
teac
h
in
g
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e,
a
n
d
teac
h
e
r
s
ar
e
r
eq
u
ir
ed
t
o
s
p
u
r
th
eir
s
tu
d
en
ts
to
s
p
ea
k
u
p
in
t
h
e
class
r
o
o
m
.
L
ea
r
n
er
s
h
a
v
e
v
er
y
f
e
w
o
p
p
o
r
tu
n
ities
o
f
s
p
ea
k
in
g
in
th
e
class
r
o
o
m
,
wh
ich
is
ch
allen
g
i
n
g
to
im
p
ac
t le
ar
n
er
s
’
p
ar
ticip
atio
n
in
s
u
ch
a
n
en
v
ir
o
n
m
en
t.
Seco
n
d
ly
,
th
e
tr
ad
itio
n
al
way
o
f
teac
h
in
g
is
th
e
m
o
s
t
in
f
lu
en
tial
f
ac
to
r
,
wh
e
r
e
th
e
teac
h
er
is
co
n
ce
r
n
e
d
to
b
e
th
e
d
o
m
in
a
n
t
o
f
t
h
e
class
r
o
o
m
an
d
p
o
s
s
ess
d
if
f
er
en
t
c
h
ar
ac
ter
is
tics
o
f
r
ef
o
r
m
er
an
d
tim
e
m
an
ag
er
.
I
n
f
ac
t,
th
e
r
e
ar
e
tea
ch
er
s
wh
o
ar
e
th
e
c
o
n
tr
o
ller
a
n
d
d
o
m
in
an
t
o
f
th
e
class
r
o
o
m
in
wh
ich
th
ey
h
a
v
e
ch
ar
ac
ter
is
tics
o
f
r
ef
o
r
m
er
s
,
ju
d
g
es,
a
n
d
lead
er
s
th
at
m
ay
af
f
ec
t
o
r
al
p
ar
ticip
atio
n
.
Su
ch
teac
h
e
r
s
ar
e
ass
o
ciate
d
with
th
e
q
u
alities
o
f
cr
ea
t
o
r
s
,
co
r
r
ec
t
o
r
s
,
m
ed
iato
r
s
,
an
d
m
en
to
r
s
t
h
at
ca
u
s
e
s
tu
d
en
ts
to
b
e
p
ass
iv
e
in
th
e
class
r
o
o
m
ac
tiv
ities
,
i
n
clu
d
in
g
d
is
cu
s
s
io
n
,
q
u
esti
o
n
in
g
,
p
r
esen
tatio
n
,
co
m
m
e
n
tin
g
,
an
d
m
a
n
y
m
o
r
e
[
1
4
]
.
I
n
ad
d
itio
n
,
teac
h
e
r
s
wh
o
av
o
id
g
i
v
in
g
tim
e
to
ac
ad
em
ic
task
s
b
u
t
r
ath
er
attem
p
t
to
ar
r
an
g
e
th
eir
class
r
o
o
m
atm
o
s
p
h
er
e
ef
f
ec
ti
v
ely
b
y
u
tili
zin
g
a
g
r
o
u
p
m
a
n
ag
em
en
t
ap
p
r
o
ac
h
(
GM
A)
to
af
f
ec
t
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
[
1
5
]
.
T
h
ir
d
ly
,
th
e
m
o
s
t
tr
en
d
in
g
f
a
cto
r
s
r
elate
d
to
teac
h
er
s
af
f
e
ctin
g
o
r
al
p
ar
ticip
atio
n
,
is
th
e
teac
h
in
g
m
eth
o
d
o
l
o
g
y
u
s
ed
wh
en
teac
h
in
g
an
d
lear
n
in
g
.
n
o
ted
th
at
s
tu
d
en
ts
'
p
ar
ticip
atio
n
is
lo
w
wh
en
teac
h
er
s
u
s
e
th
e
teac
h
er
-
ce
n
ter
e
d
lear
n
in
g
(
T
C
L
)
ap
p
r
o
ac
h
.
M
o
r
eo
v
e
r
,
th
er
e
ar
e
s
till
s
o
m
e
teac
h
er
s
wh
o
d
o
n
o
t
p
a
y
atten
tio
n
to
th
e
lear
n
in
g
p
e
r
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
[
1
6
]
.
T
ea
c
h
er
s
av
o
i
d
g
iv
in
g
h
o
m
ewo
r
k
an
d
ac
co
m
m
o
d
ate
d
i
f
f
er
en
t
lear
n
in
g
ac
tiv
ities
,
an
d
th
ey
d
o
n
o
t
r
ec
o
g
n
ize
th
e
s
tu
d
en
t
’
s
o
v
er
all
ac
ad
em
ic
ac
h
iev
e
m
en
t.
C
o
n
s
eq
u
en
tly
,
s
tu
d
en
ts
b
ec
o
m
e
d
e
m
o
t
iv
ated
an
d
av
o
id
in
ter
ac
tio
n
in
th
e
class
r
o
o
m
[
1
1
]
.
Fu
r
th
er
m
o
r
e,
r
esear
ch
co
n
d
u
cte
d
in
Ho
n
g
Ko
n
g
o
n
3
8
lear
n
er
s
to
f
in
d
o
u
t
th
e
p
ed
ag
o
g
ical
p
r
o
b
lem
s
.
I
t
was
r
e
v
ea
led
t
h
at
m
ak
in
g
lear
n
er
s
s
p
ea
k
was o
n
e
o
f
th
e
m
o
s
t p
r
o
b
lem
atic
p
ar
ts
o
f
s
tu
d
e
n
t p
ar
ti
cip
atio
n
in
th
e
class
[
1
7
]
.
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
Ora
l p
a
r
ticip
a
tio
n
p
r
a
ctice
s
in
cla
s
s
r
o
o
m
a
mo
n
g
u
n
ivers
ity
s
tu
d
en
ts
in
A
fg
h
a
n
is
ta
n
(
Ha
m
z
a
A
tifn
ig
a
r
)
411
Nex
t,
teac
h
er
b
eh
a
v
io
r
is
co
n
s
er
v
ed
as
o
n
e
o
f
t
h
e
f
ac
to
r
s
t
h
at
af
f
ec
t
s
tu
d
en
ts
’
o
r
al
p
a
r
ticip
atio
n
in
th
e
class
.
T
ea
ch
er
s
wh
o
ar
e
f
r
i
en
d
ly
in
t
h
e
class
r
o
o
m
ca
n
b
o
o
s
t
o
r
al
p
ar
ticip
atio
n
an
d
p
r
o
v
id
e
s
elf
-
co
n
f
id
e
n
ce
in
s
tu
d
en
ts
.
P
r
e
v
io
u
s
s
tu
d
y
[
1
8
]
ass
e
r
ted
t
h
at
in
s
tr
u
cto
r
s
,
w
h
o
a
r
e
m
o
r
e
f
lex
ib
le
an
d
u
s
es
a
c
o
m
m
u
n
icativ
e
ap
p
r
o
ac
h
ar
e
m
o
r
e
u
n
d
er
s
ta
n
d
ab
le,
f
r
ien
d
ly
,
a
n
d
m
o
d
eli
n
g
as
a
f
ac
ilit
ato
r
i
n
th
e
cla
s
s
r
o
o
m
.
C
lass
r
o
o
m
p
ar
ticip
atio
n
is
m
o
r
e
in
ter
esti
n
g
wh
en
th
e
teac
h
er
'
s
p
er
s
o
n
al
ity
is
f
r
ien
d
ly
a
n
d
en
c
o
u
r
a
g
in
g
wh
en
teac
h
i
n
g
th
e
s
tu
d
en
ts
.
At
th
e
s
am
e
tim
e,
teac
h
er
s
wh
o
b
eh
av
e
m
o
r
e
s
tr
ictly
ca
n
n
eg
ativ
ely
af
f
e
ct
th
e
lev
el
o
f
o
r
al
p
ar
ticip
atio
n
[
1
0
]
.
W
h
en
ev
e
r
teac
h
er
s
n
eg
ativ
ely
ev
alu
ate,
cr
iticize,
an
d
i
g
n
o
r
e
s
tu
d
en
ts
ca
u
s
es
th
em
to
b
e
p
ass
iv
e
in
th
e
class
r
o
o
m
.
Fu
r
t
h
er
m
o
r
e
,
s
u
ch
s
itu
atio
n
m
ay
h
ar
m
s
tu
d
en
ts
’
s
elf
-
co
n
f
id
en
ce
d
eg
r
ee
,
im
p
lan
tin
g
p
an
ic
in
lear
n
e
r
s
,
an
d
m
i
n
im
al
p
ar
ticip
atio
n
h
a
p
p
en
s
in
th
e
class
r
o
o
m
[
1
9
]
.
M
o
r
eo
v
er
,
b
o
ld
f
ac
es
an
d
u
n
f
r
ien
d
ly
b
e
h
av
io
r
o
f
t
h
e
in
s
tr
u
cto
r
s
ca
u
s
e
s
tu
d
en
ts
to
b
e
p
a
s
s
iv
e
in
th
e
class
[
2
0
]
.
I
n
th
is
s
tu
d
y
,
class
-
s
ize
is
also
o
n
e
o
f
th
e
ess
en
tia
l
f
ac
to
r
s
a
f
f
ec
tin
g
th
e
p
r
ac
tice
o
f
o
r
al
p
a
r
ticip
atio
n
am
o
n
g
s
tu
d
en
ts
.
T
h
is
s
ec
tio
n
f
o
cu
s
s
es
o
n
th
e
b
en
ef
its
o
f
s
m
all
class
r
o
o
m
co
m
p
ar
ed
t
o
t
h
e
lar
g
e,
id
ea
l
class
,
an
d
th
e
th
eo
r
y
th
at
u
n
d
e
r
p
in
s
class
-
s
ize.
T
h
e
class
r
o
o
m
r
o
o
m
is
a
p
lace
in
wh
ich
s
tu
d
e
n
t
s
ar
e
s
tu
d
y
in
g
in
it
f
o
r
a
m
o
r
e
ex
ten
d
e
d
tim
e.
St
u
d
en
ts
f
r
eq
u
e
n
tly
o
b
s
er
v
e
an
d
ex
p
er
ien
ce
d
if
f
e
r
en
t
ty
p
es
o
f
s
tu
d
en
ts
,
teac
h
er
s
,
b
elief
s
,
an
d
tr
ad
itio
n
s
in
th
e
c
lass
r
o
o
m
.
P
r
ev
io
u
s
r
esear
ch
er
s
[
2
1
]
d
e
f
in
ed
a
class
r
o
o
m
as
a
lear
n
in
g
s
p
ac
e,
a
r
o
o
m
in
wh
ich
s
tu
d
e
n
ts
lear
n
.
C
las
s
r
o
o
m
s
ar
e
f
o
u
n
d
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
o
f
all
k
in
d
s
,
r
an
g
in
g
f
r
o
m
p
r
esch
o
o
ls
to
u
n
i
v
er
s
ities
.
T
h
ey
m
ay
also
b
e
f
o
u
n
d
in
o
th
e
r
p
lace
s
wh
er
e
ed
u
ca
tio
n
o
r
t
r
ain
in
g
is
p
r
o
v
id
e
d
,
s
u
ch
as
co
r
p
o
r
atio
n
s
an
d
r
elig
io
u
s
an
d
h
u
m
a
n
itar
ian
o
r
g
an
izatio
n
s
.
T
h
e
class
r
o
o
m
p
r
o
v
i
d
es
a
s
p
ac
e
wh
er
e
lear
n
in
g
ca
n
tak
e
p
lace
u
n
in
ter
r
u
p
ted
b
y
o
u
ts
id
e
d
is
tr
ac
tio
n
s
.
Sm
all
class
es
ar
e
b
en
ef
icial
f
o
r
la
n
g
u
a
g
e
lear
n
in
g
lear
n
e
r
s
.
Sm
all
class
es
p
r
o
v
id
e
s
tu
d
en
ts
with
en
o
u
g
h
o
p
p
o
r
tu
n
ities
to
en
h
a
n
ce
th
eir
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
Acc
o
r
d
in
g
to
B
u
tt
et
a
l
.
[
2
2
]
,
m
o
s
t
o
f
th
e
s
tu
d
en
ts
d
o
b
etter
in
s
m
aller
class
es
th
an
in
lar
g
er
class
es.
Sm
aller
class
s
ize
s
p
r
o
v
id
e
t
h
e
o
p
p
o
r
tu
n
ity
f
o
r
p
er
s
o
n
al
atten
tio
n
an
d
ad
d
itio
n
al
in
s
tr
u
ctio
n
al
h
elp
wh
e
n
n
ec
ess
ar
y
.
Yet,
wh
eth
er
s
m
aller
class
s
ize
s
b
o
o
s
t
ac
ad
em
ic
ac
h
ie
v
em
en
t
h
as
b
e
en
ex
am
i
n
ed
in
n
u
m
er
o
u
s
s
tu
d
ies
with
m
ix
ed
r
esu
lts
.
T
h
is
a
r
ticle
ex
am
in
es
h
o
w
class
s
i
ze
af
f
ec
ts
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
wh
e
r
e
s
m
aller
cl
ass
s
izes
ca
n
h
av
e
th
e
g
r
ea
te
s
t
im
p
ac
t,
an
d
h
o
w
s
o
m
e
cr
itics
q
u
esti
o
n
th
e
b
en
ef
its
an
d
co
s
t
-
ef
f
ec
tiv
en
ess
o
f
class
s
ize
r
ed
u
ctio
n
.
I
n
ad
d
it
io
n
,
Stu
d
en
ts
with
lo
w
n
u
m
b
er
s
in
th
e
class
r
o
o
m
ca
n
en
h
a
n
ce
th
eir
co
m
m
u
n
icatio
n
,
g
r
o
u
p
w
o
r
k
,
d
is
cu
s
s
io
n
,
an
d
s
h
a
r
e
th
eir
id
ea
s
an
d
th
o
u
g
h
t
co
m
p
a
r
ed
t
o
th
e
lar
g
e
class
r
o
o
m
.
Als
o
,
Ho
war
d
an
d
Hen
n
ey
[
2
3
]
r
e
v
ea
l
ed
in
th
eir
r
esear
ch
th
at
th
er
e
wo
u
ld
b
e
v
er
y
lo
w
‘
h
id
in
g
’
in
s
m
all
class
e
s
co
m
p
ar
ed
to
th
e
lar
g
e
ty
p
es;
lar
g
e
class
s
izes
p
r
o
n
e
to
h
in
d
er
p
ar
ticip
atio
n
c
lass
s
ize
s
h
o
u
ld
b
e
m
o
r
e
e
x
tr
ap
o
lativ
e
o
f
co
m
m
u
n
icat
io
n
t
h
an
g
e
n
d
er
.
I
n
ad
d
itio
n
,
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
o
f
teac
h
er
s
m
ig
h
t
b
e
a
f
f
ec
ted
in
th
e
lar
g
e
o
r
cr
o
w
d
e
d
class
es
,
an
d
2
1
st
ce
n
tu
r
y
teac
h
i
n
g
a
n
d
lear
n
in
g
s
k
ills
ar
e
also
i
n
ap
p
l
icab
le.
I
n
lar
g
e
class
es,
tr
ad
itio
n
al
teac
h
in
g
o
f
ten
h
ap
p
en
s
,
wh
ic
h
m
ea
n
s
f
ewe
r
in
ter
ac
tio
n
ch
a
n
ce
s
ar
e
p
r
o
v
id
ed
f
o
r
lear
n
er
s
.
I
t
m
ig
h
t
b
e
p
o
s
s
ib
le
th
at
th
e
p
er
ce
p
tio
n
o
f
b
ein
g
in
a
lar
g
e
r
class
ca
n
d
is
co
u
r
ag
e
in
ter
ac
tio
n
,
f
o
r
i
n
s
tan
ce
,
a
class
r
o
o
m
o
f
3
0
lear
n
e
r
s
a
t
u
n
iv
er
s
ity
lev
el
ca
n
b
e
s
m
all,
an
d
it
ca
n
b
e
u
n
d
er
s
to
o
d
as
a
b
ig
class
b
y
lear
n
er
s
o
f
a
n
o
th
er
u
n
i
v
er
s
ity
[
2
4
]
,
[
2
5
]
.
I
n
la
r
g
e
class
es,
th
e
tr
a
d
itio
n
al
way
o
f
teac
h
in
g
ca
n
b
e
d
o
m
i
n
an
t.
T
h
er
ef
o
r
e,
teac
h
er
s
s
h
o
u
ld
f
in
d
a
n
alter
n
ativ
e
teac
h
in
g
m
eth
o
d
to
en
h
an
ce
o
r
al
p
a
r
ticip
atio
n
am
o
n
g
s
tu
d
en
ts
[
2
6
]
.
I
t is o
b
v
io
u
s
th
at
s
tu
d
en
ts
wh
o
ar
e
s
tu
d
y
in
g
s
o
cial
s
cien
ce
s
p
r
ef
er
to
co
m
m
u
n
icate
an
d
in
ter
ac
t
in
th
e
class
r
o
o
m
.
L
ea
r
n
er
s
p
r
ef
er
to
ask
q
u
esti
o
n
s
in
s
o
cial
s
cien
ce
s
u
ch
as
ar
t
class
e
s
r
ath
er
th
an
n
atu
r
al
s
cien
ce
s
clas
s
es
.
I
n
d
ee
d
,
th
ey
p
r
ef
e
r
to
co
m
m
u
n
icate
in
s
o
cial
s
cien
ce
class
es f
o
r
a
m
o
r
e
ex
te
n
d
ed
p
er
io
d
th
an
n
atu
r
al
s
cien
ce
s
cla
s
s
es
[
2
7
]
,
[
2
8
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
was
b
ased
o
n
a
m
ix
ed
m
eth
o
d
r
esear
ch
d
esig
n
.
An
o
n
lin
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
an
d
a
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iew
wer
e
u
s
ed
to
g
ath
er
d
ata
f
r
o
m
th
e
r
esp
o
n
d
en
ts
.
T
h
ey
wer
e
t
h
e
m
ain
d
ata
co
llectio
n
to
o
ls
o
f
th
is
s
tu
d
y
,
a
n
d
aim
t
o
an
s
wer
th
e
s
p
ec
if
ied
r
esear
ch
o
b
jecti
v
es a
n
d
r
esear
c
h
q
u
esti
o
n
s
o
f
th
is
s
tu
d
y
.
2
.
1
.
Resea
rc
h
p
ro
ce
du
re
B
ased
o
n
th
e
d
esig
n
o
f
th
e
s
tu
d
y
,
t
h
e
o
n
lin
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
v
ia
W
h
atsAp
p
an
d
Face
b
o
o
k
Me
s
s
en
g
er
to
th
e
s
tu
d
en
ts
at
th
e
E
n
g
lis
h
Dep
ar
tm
en
t
o
f
L
ag
h
m
a
n
Un
iv
er
s
ity
to
g
ath
er
q
u
a
n
titativ
e
d
ata.
Af
ter
m
ath
,
f
i
v
e
o
f
th
e
f
o
u
r
class
es
(
f
ir
s
t,
s
ec
o
n
d
,
th
ir
d
,
an
d
f
o
u
r
th
y
ea
r
)
wer
e
in
ter
v
iewe
d
to
co
llect
in
-
d
ep
th
d
ata
f
o
r
th
e
q
u
esti
o
n
n
ai
r
e.
Af
ter
co
llectin
g
b
o
th
q
u
a
n
t
itativ
e
an
d
q
u
alitativ
e,
at
f
ir
s
t,
s
tag
e,
q
u
an
titativ
e
d
ata
was
an
aly
zed
an
d
in
ter
p
r
eted
.
I
n
th
e
s
ec
o
n
d
s
tag
e,
q
u
alitativ
e
d
ata
was
th
em
atica
lly
an
aly
ze
d
u
s
in
g
m
an
u
al
tech
n
i
q
u
e,
th
e
n
co
m
p
a
r
ed
,
in
ter
p
r
eted
,
a
n
d
d
is
cu
s
s
ed
as th
e
s
u
p
p
o
r
tin
g
s
ec
tio
n
o
f
q
u
an
titativ
e
d
ata.
2
.
2
.
P
a
rt
icipa
nts in t
he
r
esea
rc
h
C
o
n
v
en
ien
t
a
n
d
p
u
r
p
o
s
iv
e
s
a
m
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iq
u
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em
p
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t
o
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t
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esp
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d
e
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f
r
o
m
f
o
u
r
d
if
f
er
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class
es.
Fo
r
th
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q
u
a
n
titativ
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s
tu
d
y
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p
a
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ticip
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ts
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c
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r
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f
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s
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h
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m
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j
u
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r
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an
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s
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r
)
o
f
t
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e
E
n
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li
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h
Dep
ar
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en
t
at
th
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L
ag
h
m
an
Un
iv
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ity
o
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Af
g
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is
tan
.
T
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e
r
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2
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esp
o
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ts
co
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en
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p
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ticip
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I
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J
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,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
4
0
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-
420
412
q
u
esti
o
n
n
air
e
t
o
f
u
l
f
il
o
b
jec
tiv
es
o
n
e
an
d
two
.
All
o
f
th
e
r
esp
o
n
d
en
ts
wer
e
r
e
q
u
ir
ed
to
f
ill
u
p
t
h
e
q
u
esti
o
n
n
air
e
to
g
ai
n
d
ata
f
o
r
th
e
p
r
ac
tice
o
f
o
r
al
p
a
r
ticip
a
tio
n
.
T
h
er
e
wer
e
1
1
0
r
esp
o
n
d
en
ts
an
s
wer
ed
th
e
o
n
lin
e
q
u
esti
o
n
n
air
e
s
u
cc
ess
f
u
lly
.
Af
ter
co
llectin
g
d
ata
f
r
o
m
th
e
o
n
lin
e
s
u
r
v
ey
,
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
was
co
n
d
u
cted
o
n
f
iv
e
o
f
th
e
r
esp
o
n
d
en
ts
wh
o
alr
ea
d
y
co
n
tr
ib
u
ted
to
th
e
q
u
esti
o
n
n
ai
re
.
T
h
e
in
ter
v
iew
was
aim
ed
to
g
ath
e
r
in
-
d
ep
th
d
ata
f
o
r
th
e
q
u
an
titativ
e
d
ata.
2
.
3
.
Resea
rc
h
i
ns
t
rum
ent
s
An
o
n
lin
e
q
u
esti
o
n
n
air
e
was
u
s
ed
to
g
at
h
er
q
u
an
titativ
e
i
n
f
o
r
m
atio
n
f
r
o
m
th
e
r
esp
o
n
d
en
ts
.
Actu
ally
,
a
q
u
esti
o
n
n
air
e
is
a
m
eth
o
d
o
f
co
llectin
g
d
ata
f
o
r
q
u
an
titativ
e
r
esear
ch
.
T
h
e
p
u
r
p
o
s
e
o
f
en
tails
d
if
f
er
en
t
ca
teg
o
r
ies
o
f
q
u
esti
o
n
n
air
es
a
s
s
is
t
r
esear
ch
in
g
ath
er
in
g
r
e
q
u
ir
ed
d
ata
f
r
o
m
t
h
e
r
esp
o
n
d
en
ts
[
2
9
]
.
I
n
o
r
d
er
to
co
llect
r
esp
o
n
s
es
to
th
e
f
ac
t
o
r
s
af
f
ec
tin
g
o
r
al
p
ar
ticip
ati
o
n
,
a
q
u
esti
o
n
n
air
e
was
ad
a
p
ted
an
d
u
s
ed
f
r
o
m
d
if
f
er
en
t
q
u
esti
o
n
n
air
es u
s
ed
i
n
th
e
p
r
e
v
io
u
s
s
tu
d
ies.
T
h
e
q
u
esti
o
n
n
air
e
d
ev
elo
p
ed
co
n
s
is
ti
n
g
o
f
t
h
r
ee
s
ec
tio
n
s
A,
B
,
an
d
C
.
Sec
tio
n
A
co
m
p
r
is
es o
f
d
em
o
g
r
ap
h
ic
d
ata
o
f
th
e
p
ar
ticip
an
ts
,
s
ec
tio
n
B
co
m
p
r
is
es o
f
th
e
lev
el
o
f
class
r
o
o
m
p
ar
ticip
atio
n
,
a
n
d
s
ec
tio
n
C
co
m
p
r
is
es
o
f
f
ac
to
r
s
af
f
ec
tin
g
class
r
o
o
m
p
a
r
ticip
atio
n
wh
ich
also
co
n
tain
s
two
s
u
b
-
s
ec
tio
n
s
:
i
)
F
o
r
teac
h
er
-
r
elate
d
;
a
n
d
ii)
F
o
r
class
-
s
ize
r
elate
d
f
ac
to
r
s
th
at
af
f
ec
t
class
r
o
o
m
p
ar
ticip
atio
n
.
T
h
e
r
eliab
ilit
y
test
h
av
e
to
b
e
em
p
lo
y
ed
th
r
o
u
g
h
th
e
C
r
o
n
b
a
ch
’
s
a
lp
h
a
to
co
n
f
ir
m
th
e
r
eliab
ilit
y
an
d
co
n
s
is
ten
cy
o
f
th
e
q
u
esti
o
n
n
ai
r
e
[
3
0
]
.
I
n
th
is
s
tu
d
y
,
to
d
eter
m
in
e
th
e
r
eliab
ilit
y
o
f
th
e
s
u
r
v
ey
in
s
tr
u
m
en
t
is
v
ia
C
r
o
n
b
ac
h
’
s
al
p
h
a.
T
h
e
s
elec
ted
r
eliab
ilit
y
c
o
ef
f
icien
t
was
ab
o
v
e
0
.
7
0
,
w
h
ich
h
ig
h
r
elia
b
le.
I
n
m
o
s
t
s
o
cial
s
cien
ce
r
esear
ch
ap
p
licatio
n
s
,
th
is
lev
el
o
r
h
ig
h
er
h
a
d
b
ee
n
co
n
s
id
er
ed
as
“a
cc
ep
tab
le”
.
T
h
e
n
ea
r
er
th
e
v
al
u
e
to
1
.
0
,
th
e
m
o
r
e
r
eliab
le
is
th
e
in
s
tr
u
m
en
t
[
3
1
]
.
Fu
r
th
e
r
m
o
r
e,
th
e
r
eliab
ilit
y
test
is
u
tili
ze
d
f
o
r
all
r
an
k
in
g
s
ca
les
to
g
ain
th
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
to
co
n
f
ir
m
in
ter
n
al
co
n
s
is
ten
cy
,
an
d
a
test
ca
n
b
e
m
o
r
e
co
n
s
is
ten
t
to
th
e
d
eg
r
ee
th
at
it m
ea
s
u
r
es wh
atev
er
it is
m
ea
s
u
r
in
g
[
3
0
]
.
A
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
was
u
tili
ze
d
to
g
at
h
er
d
etailed
in
s
ig
h
ts
an
d
id
ea
s
f
r
o
m
th
e
r
esp
o
n
d
en
ts
to
s
u
p
p
o
r
t
th
e
q
u
an
titativ
e
d
at
a
o
f
th
is
s
tu
d
y
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
in
ter
v
iew
is
to
co
llect
in
-
d
ep
th
d
ata
f
r
o
m
th
e
r
esp
o
n
d
en
ts
t
o
s
u
p
p
o
r
t
th
e
q
u
an
titativ
e
d
ata.
I
n
th
is
s
tu
d
y
,
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
is
co
n
s
is
tin
g
o
f
1
2
clo
s
ed
-
en
d
ed
an
d
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
a
d
ap
ted
f
r
o
m
th
e
p
r
ev
io
u
s
r
eliab
le
a
n
d
v
alid
r
e
s
ea
r
ch
es
[
3
2
]
–
[
3
4
]
.
Fu
r
th
er
m
o
r
e
,
Yazan
[
3
5
]
s
aid
th
at
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
i
ew
is
co
m
p
r
is
ed
o
f
s
eq
u
en
ce
s
o
f
s
tatem
en
ts
an
d
q
u
esti
o
n
s
th
at
o
b
tain
ap
p
r
o
p
r
iate
r
esp
o
n
s
es
f
r
o
m
th
e
p
ar
ti
cip
an
ts
th
r
o
u
g
h
w
h
ich
co
m
p
a
r
ed
an
d
co
n
tr
asted
in
f
o
r
m
atio
n
an
d
id
ea
s
ca
n
b
e
o
b
tain
ed
.
Qu
alitativ
e
r
esear
ch
is
a
co
o
p
er
ativ
e
attem
p
t
an
d
co
m
p
r
e
h
e
n
s
io
n
s
o
f
cu
r
r
en
t
p
h
en
o
m
e
n
a
in
wh
ich
th
e
s
ch
o
lar
th
em
s
elv
es
ar
e
th
e
m
ain
to
o
l
o
f
d
ata
g
ath
er
in
g
a
n
d
d
ata
an
aly
s
is
[
3
6
]
.
I
n
a
d
d
it
io
n
,
th
e
v
alid
ity
o
f
q
u
alitativ
e
d
ata
d
e
p
en
d
e
d
o
n
th
e
s
ch
o
lar
’
s
ar
g
u
m
en
t
ab
o
u
t
th
e
lev
el
o
f
p
ar
ticip
an
ts
wh
o
r
esp
o
n
d
ed
to
th
e
ac
tu
ality
o
f
b
ein
g
s
tu
d
ied
[
3
7
]
.
T
h
e
v
alid
ity
a
n
d
r
eliab
ilit
y
o
f
th
e
in
ter
v
iew
to
o
l
g
o
v
e
r
n
th
e
s
ch
o
lar
'
s
ab
ilit
y
o
r
th
eir
s
k
ills
in
th
e
in
ter
v
iew.
T
h
e
v
alid
ity
o
f
th
e
in
ter
v
iew
to
o
l
is
n
o
t
o
n
l
y
lim
ited
to
th
e
r
esu
lts
b
u
t
to
th
e
r
esear
ch
p
r
o
ce
s
s
[
3
8
]
.
Ho
wev
er
,
f
o
r
th
e
v
alid
ity
o
f
th
e
q
u
e
s
tio
n
n
air
e
u
s
ed
in
th
e
s
tu
d
y
,
t
h
e
q
u
esti
o
n
s
wer
e
r
ev
iewe
d
b
y
t
h
e
r
esear
ch
er
’
s
s
u
p
er
v
is
o
r
,
wh
o
is
a
s
en
io
r
lectu
r
er
at
th
e
L
an
g
u
ag
e
Aca
d
em
y
o
f
Un
iv
er
s
iti
T
ek
n
o
lo
g
i M
alay
s
ia
(
UT
M)
.
2
.
4
.
Da
t
a
a
na
ly
s
is
I
n
th
is
s
tu
d
y
,
q
u
esti
o
n
n
air
e
an
d
s
em
i
-
s
tr
u
ctu
r
e
d
d
ata
wer
e
s
eq
u
en
tially
an
aly
ze
d
.
First,
th
e
r
esear
ch
er
an
aly
z
ed
th
e
q
u
a
n
titativ
e
d
ata
an
d
th
e
n
th
e
q
u
alitativ
e
d
ata.
Data
an
aly
s
is
is
a
p
r
o
ce
d
u
r
e
th
at
u
tili
ze
s
s
tat
is
tical
an
d
lo
g
ical
tech
n
iq
u
es
to
elab
o
r
ate,
p
r
ec
is
e,
s
u
m
m
ar
ize,
an
d
e
v
alu
ate
in
f
o
r
m
atio
n
[
3
0
]
.
T
o
b
e
m
o
r
e
s
p
ec
if
ic,
o
n
lin
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
d
ata
(
q
u
a
n
titativ
e)
was
d
escr
ip
tiv
ely
an
al
y
ze
d
th
r
o
u
g
h
u
s
in
g
p
er
ce
n
tag
es,
an
d
m
ea
n
s
,
wh
il
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
d
ata
(
q
u
alitativ
e)
was
th
em
atica
lly
an
aly
ze
d
.
T
h
e
aim
o
f
q
u
alitativ
e
d
ata
was
to
s
u
p
p
o
r
t
th
e
d
ata
f
r
o
m
t
h
e
q
u
esti
o
n
n
air
e.
Fu
r
th
e
r
m
o
r
e
,
T
a
b
le
1
d
escr
ib
es
th
e
s
co
r
e
in
ter
p
r
etatio
n
,
wh
ich
h
as b
ee
n
d
i
v
id
ed
in
t
o
th
r
ee
ca
te
g
o
r
ies
:
lo
w,
m
ed
iu
m
,
an
d
h
ig
h
.
T
ab
le
1
.
Sco
r
e
i
n
ter
p
r
etatio
n
M
e
a
n
s
c
o
r
e
l
e
v
e
l
Le
v
e
l
1
.
0
0
–
2
.
3
3
Lo
w
2
.
3
4
–
3
.
6
6
A
v
e
r
a
g
e
3
.
6
7
–
5
.
0
0
H
i
g
h
3.
RE
SU
L
T
S
T
h
is
r
esear
ch
ex
p
lo
r
e
d
th
e
f
a
cto
r
s
af
f
ec
tin
g
o
r
al
p
ar
ticip
ati
o
n
wh
ich
ar
e
teac
h
er
-
r
elate
d
an
d
class
-
s
ize
r
elate
d
f
ac
to
r
s
am
o
n
g
s
tu
d
en
ts
.
Qu
an
titativ
e
d
ata
f
r
o
m
th
e
q
u
esti
o
n
n
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W
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at
is
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lev
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.
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s
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te
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m
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t th
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ata
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th
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T
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2
.
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e
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No
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P
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s i
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ss?
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0
6
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o
w
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n
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y
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m
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t
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l
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ss
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p
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p
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d
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m
p
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t
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t
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m
p
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t
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/
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g
?
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%
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3
3.
H
o
w
o
f
t
e
n
d
o
y
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t
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k
e
p
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t
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n
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c
l
a
s
sr
o
o
m
d
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sc
u
ss
i
o
n
?
5
7
.
1
%
2
.
8
5
4.
W
h
e
n
y
o
u
r
i
n
s
t
r
u
c
t
o
r
a
s a
q
u
e
s
t
i
o
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i
n
t
h
e
c
l
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ss
,
h
o
w
o
f
t
e
n
d
i
d
y
o
u
v
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l
u
n
t
e
e
r
a
n
a
n
sw
e
r
?
5
4
.
4
%
2
.
7
2
5.
I
n
y
o
u
r
c
l
a
ss
,
h
o
w
o
f
t
e
n
d
o
y
o
u
r
e
m
a
i
n
s
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l
e
n
t
f
o
r
t
h
e
w
h
o
l
e
c
l
a
ss
p
e
r
i
o
d
?
5
1
.
5
%
2
.
5
7
6.
I
n
y
o
u
r
c
l
a
ss
,
h
o
w
o
f
t
e
n
d
i
d
y
o
u
p
a
r
t
i
c
i
p
a
t
e
o
r
a
l
l
y
?
4
8
.
7
%
2
.
4
4
7.
H
o
w
o
f
t
e
n
d
o
y
o
u
a
s
k
q
u
e
s
t
i
o
n
s i
n
t
h
e
c
l
a
ss
?
4
7
.
8
%
2
.
3
9
8.
H
o
w
o
f
t
e
n
d
o
y
o
u
r
p
r
e
se
n
t
a
g
i
v
e
n
t
a
s
k
i
n
t
h
e
c
l
a
ssr
o
o
m
a
s
a
l
e
a
d
e
r
o
f
y
o
u
r
g
r
o
u
p
?
4
3
.
6
%
2
.
1
8
T
ab
le
3
.
R
esp
o
n
s
es f
r
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m
th
e
p
ar
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an
ts
R
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p
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t
R
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s
p
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R
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p
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t
1
“
Y
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s.
F
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m
s,
o
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t
u
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d
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r
st
a
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d
a
n
y
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d
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a
s
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p
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sc
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sse
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”
.
R
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s
p
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n
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t
2
“
Y
e
s.
S
o
m
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m
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s
I
p
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c
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p
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t
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a
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m
e
.
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t
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k
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p
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s
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o
n
,
w
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d
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d
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c
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a
s
sro
o
m
…
”
R
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s
p
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d
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t
3
“
I
a
l
w
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y
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p
a
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”
R
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s
p
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d
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4
“
Y
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rt
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.
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l
w
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t
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st
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t
ru
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t
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l
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d
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so
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m
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a
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m
y
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ss,
b
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g
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c
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d
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p
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k
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p
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t
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c
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ry
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n
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s,
b
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n
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w
,
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a
m
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ry
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R
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s
p
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n
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“
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m
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I
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tr
ast,
T
ab
le
3
in
d
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t
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i
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u
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ter
v
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ir
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s
t
o
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th
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tu
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ts
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ter
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in
o
r
al
p
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i
n
th
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class
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m
(
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1
,
2
,
3
,
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.
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R
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d
ir
ec
tin
g
an
y
q
u
esti
o
n
in
th
e
class
r
o
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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ased
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s
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ally
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m
,
(
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th
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r
m
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r
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th
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e
class
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s
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ts
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e
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ter
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g
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o
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h
e
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ter
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iews
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er
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em
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icate
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(
R
esp
o
n
d
en
ts
4
an
d
5
)
.
T
ab
le
6
.
R
esp
o
n
s
es o
f
p
a
r
ticip
an
ts
ab
o
u
t th
e
class
-
s
ize
r
elate
d
f
ac
to
r
R
e
s
p
o
n
d
e
n
t
R
e
s
p
o
n
se
R
e
s
p
o
n
d
e
n
t
1
“
I
w
a
n
t
t
o
s
t
u
d
y
i
n
t
h
e
sm
a
l
l
c
l
a
sses
b
e
c
a
u
se
t
h
e
re
a
r
e
e
q
u
a
l
o
p
p
o
rt
u
n
i
t
i
e
s
f
o
r
l
e
a
rn
e
rs
t
o
p
a
rt
i
c
i
p
a
t
e
,
c
o
m
m
u
n
i
c
a
t
e
,
a
n
d
t
a
k
e
p
a
r
t
i
n
t
h
e
d
i
s
c
u
ss
i
o
n
a
n
d
p
res
e
n
t
p
r
e
se
n
t
a
t
i
o
n
.
Be
s
i
d
e
s,
t
h
e
r
e
i
s
a
t
i
m
e
l
i
m
i
t
a
t
i
o
n
t
h
a
t
w
e
c
a
n
n
o
t
p
a
r
t
i
c
i
p
a
t
e
i
n
t
h
e
c
l
a
ssro
o
m
,
a
n
d
t
e
a
c
h
e
rs
c
a
n
n
o
t
i
m
p
l
e
m
e
n
t
t
u
r
n
-
t
a
k
i
n
g
;
t
h
a
t
’
s
w
h
y
m
o
s
t
o
f
t
h
e
st
u
d
e
n
t
s
st
a
y
p
a
ss
i
v
e
.
”
R
e
s
p
o
n
d
e
n
t
2
“
…
N
o
i
s
e
c
a
n
n
e
g
a
t
i
v
e
l
y
i
m
p
a
c
t
t
h
e
c
l
a
ssro
o
m
p
a
r
t
i
c
i
p
a
t
i
o
n
,
a
n
d
t
h
e
re
a
re
t
o
o
m
u
c
h
w
h
i
s
p
e
r
i
n
g
a
n
d
n
o
i
se
o
f
c
h
a
i
rs
i
n
t
h
e
c
l
a
ssro
o
m
,
a
n
d
w
e
c
a
n
n
o
t
c
o
n
f
i
d
e
n
t
l
y
t
a
l
k
a
n
d
d
i
s
c
u
ssi
o
n
.
”
R
e
s
p
o
n
d
e
n
t
3
“
…
I
n
c
r
o
w
d
e
d
c
l
a
sses
,
t
h
e
t
e
a
c
h
e
r
o
n
l
y
s
e
e
s
a
f
e
w
st
u
d
e
n
t
’
s
i
m
p
r
o
v
e
m
e
n
t
s.
I
se
e
m
a
n
y
st
u
d
e
n
t
s
p
l
a
y
g
a
m
e
s
o
n
t
h
e
i
r m
o
b
i
l
e
p
h
o
n
e
s
a
n
d
d
o
n
’
t
c
a
re
a
b
o
u
t
t
h
e
t
e
a
c
h
e
rs
a
n
d
t
h
e
i
r
l
e
ss
o
n
a
n
d
v
i
c
e
v
e
rs
a
,
t
h
e
t
e
a
c
h
e
rs
a
l
so
.
”
R
e
s
p
o
n
d
e
n
t
4
“
I
n
c
r
o
w
d
e
d
c
l
a
sses
,
t
e
a
c
h
e
r
c
a
n
n
o
t
m
o
t
i
v
a
t
e
t
h
e
i
r
s
t
u
d
e
n
t
s
.
I
f
t
h
e
r
e
w
e
re
sm
a
l
l
c
l
a
sses
,
e
v
e
ry
st
u
d
e
n
t
w
o
u
l
d
b
e
m
o
t
i
v
a
t
e
d
f
o
r
o
ra
l
p
a
rt
i
c
i
p
a
t
i
o
n
.
”
R
e
s
p
o
n
d
e
n
t
5
“
…
S
o
m
e
o
f
t
h
e
s
t
u
d
e
n
t
s
w
h
o
a
r
e
i
n
t
e
l
l
i
g
e
n
t
a
n
d
g
o
o
d
i
n
t
h
e
i
r l
a
n
g
u
a
g
e
s
k
i
l
l
,
a
n
d
s
o
m
e
o
f
t
h
e
t
e
a
c
h
e
rs d
o
l
e
t
t
h
e
m
t
a
l
k
.
T
h
a
t
’
s
w
h
y
g
o
o
d
st
u
d
e
n
t
s
a
re
d
e
m
o
t
i
v
a
t
e
d
.
A
l
so
,
m
o
s
t
o
f
t
h
e
st
u
d
e
n
t
s
i
n
l
a
r
g
e
c
l
a
ss
e
s c
a
n
n
o
t
b
e
m
o
t
i
v
a
t
e
d
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ora
l p
a
r
ticip
a
tio
n
p
r
a
ctice
s
in
cla
s
s
r
o
o
m
a
mo
n
g
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n
ivers
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s
tu
d
en
ts
in
A
fg
h
a
n
is
ta
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(
Ha
m
z
a
A
tifn
ig
a
r
)
415
3
.
3
.
2
.
T
ea
cher
s
’
re
la
t
ed
f
a
ct
o
rs a
f
f
ec
t
ing
o
ra
l pa
rt
icipa
t
io
n
T
ab
le
7
s
h
o
ws
th
e
teac
h
er
’
s
r
elate
d
f
ac
to
r
t
h
at
af
f
ec
ted
th
e
o
r
al
p
a
r
ticip
atio
n
o
f
s
tu
d
e
n
ts
an
d
was
r
an
k
ed
as
th
e
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ec
o
n
d
af
f
ec
tiv
e
f
ac
to
r
s
.
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ased
o
n
th
e
tab
le
,
m
o
s
t
o
f
th
e
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
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n
is
af
f
ec
ted
wh
en
th
e
teac
h
er
n
eg
ativ
ely
ev
alu
ates
th
em
(
7
2
.
4
%)
a
n
d
d
o
es
n
o
t
u
tili
ze
a
s
tu
d
en
t
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ce
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ter
ed
lear
n
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g
ap
p
r
o
ac
h
wh
e
n
teac
h
in
g
s
tu
d
e
n
ts
(
6
3
.
8
%).
T
h
e
s
tatem
en
t
“
T
ea
ch
er
d
o
es
n
o
t
fo
llo
w
tu
r
n
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ta
kin
g
b
u
t
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ly
let
a
few
s
tu
d
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ts
to
in
tera
ct
in
th
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s
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r
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o
m
”
also
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f
ec
ted
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tu
d
en
ts
’
o
r
al
p
ar
ticip
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n
(
6
2
.
5
%),
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d
th
e
av
er
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g
e
lev
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o
f
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ts
’
o
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al
p
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r
ticip
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n
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al
s
o
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ec
ted
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y
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e
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h
er
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s
u
n
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ly
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e
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io
r
(
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8
.
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%).
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h
er
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s
,
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h
er
s
’
atten
tio
n
to
war
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s
tu
d
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ts
’
lan
g
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ag
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was
c
o
n
s
id
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ed
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e
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ig
n
if
ican
t
i
n
af
f
ec
tin
g
th
eir
o
r
al
p
ar
ticip
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n
(
4
6
.
9
)
.
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t
f
o
llo
w
ed
b
y
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e
s
tatem
en
t
i
n
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r
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ts
(
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%; 5
8
.
8
%).
T
ab
le
7
.
T
ea
c
h
er
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s
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elate
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No
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t
a
t
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P
e
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e
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t
a
g
e
M
e
a
n
2
6
.
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e
t
e
a
c
h
e
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t
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l
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t
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me
7
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1
2
7
.
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e
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h
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e
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t
e
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h
e
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n
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d
a
p
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a
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h
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r
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r
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,
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a
m
p
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ss
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v
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i
n
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h
e
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l
a
ssr
o
o
m
6
3
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%
3
.
1
9
2
8
.
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a
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h
e
r
d
o
e
s
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l
o
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r
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t
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y
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t
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d
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t
s t
o
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n
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e
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t
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n
t
h
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c
l
a
ssr
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o
m
6
2
.
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%
3
.
1
2
2
9
.
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e
t
e
a
c
h
e
r
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n
f
r
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e
n
d
l
y
a
t
t
i
t
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d
e
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i
n
t
h
e
c
l
a
ssr
o
o
m
c
a
u
ses
d
e
st
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c
t
i
o
n
.
5
8
.
9
%
2
.
9
4
3
0
.
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r
e
mai
n
e
d
s
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l
e
n
t
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e
c
a
u
se
I
a
m a
f
r
a
i
d
t
o
m
a
k
e
m
i
st
a
k
e
s a
n
d
l
o
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n
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n
t
e
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l
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g
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t
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5
8
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%
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3
3
1
.
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g
e
t
u
p
s
e
t
b
e
c
a
u
s
e
m
y
t
e
a
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h
e
r
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a
n
n
o
t
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n
d
e
r
st
a
n
d
m
e
t
h
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n
I
r
e
mai
n
si
l
e
n
t
5
5
.
6
%
2
.
7
8
T
ab
le
8
s
h
o
ws
th
e
r
esp
o
n
s
e
s
o
b
tain
ed
f
r
o
m
th
e
in
ter
v
ie
w
in
o
r
d
er
to
s
u
p
p
o
r
t
id
ea
s
f
r
o
m
th
e
q
u
an
titativ
e
d
ata.
T
h
e
tab
le
s
h
o
ws
th
at
teac
h
er
s
also
af
f
ec
ted
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
.
R
esp
o
n
d
en
ts
2
an
d
5
r
ep
lied
th
at
teac
h
er
s
wh
o
a
r
e
well
q
u
alif
ied
o
r
h
o
l
d
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g
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m
aster
’
s
d
eg
r
ee
an
d
ar
e
wel
l
ex
p
er
ien
ce
d
th
e
y
en
g
ag
e
s
tu
d
e
n
ts
in
th
e
class
r
o
o
m
ac
tiv
ities
.
W
h
ile
,
R
esp
o
n
d
en
ts
1
,
3
,
an
d
4
r
e
p
lied
th
at
te
ac
h
er
s
wh
o
u
s
e
th
e
teac
h
er
-
ce
n
ter
e
d
lear
n
i
n
g
(
T
C
L
)
ap
p
r
o
ac
h
p
u
t
t
h
em
i
n
to
p
ass
iv
e
an
d
c
o
n
s
id
er
ed
it
as
th
e
m
o
s
t
in
f
lu
en
tial
f
ac
to
r
.
B
ac
h
elo
r
’
s
d
e
g
r
ee
l
ec
tu
r
er
s
an
d
co
n
tr
ac
t
-
b
ased
lectu
r
es
also
h
in
d
er
class
r
o
o
m
p
ar
ticip
atio
n
.
Fu
r
th
er
m
o
r
e
,
R
esp
o
n
d
en
ts
1
,
2
,
3
,
4
,
a
n
d
5
r
e
p
lied
th
at
th
ey
ar
e
n
eg
ativ
ely
af
f
ec
te
d
wh
en
teac
h
er
s
n
eg
ativ
ely
ev
alu
ated
.
Mo
r
eo
v
e
r
,
teac
h
e
r
’
s
b
eh
av
i
o
r
,
f
o
r
e
x
am
p
le,
u
s
in
g
th
r
ea
te
n
in
g
w
o
r
d
s
a
s
f
ee
d
b
ac
k
,
b
ein
g
p
ess
im
is
tic,
an
d
b
o
ld
f
ac
ed
d
u
r
in
g
th
e
wh
o
le
class
m
ad
e
s
tu
d
en
ts
b
e
p
ass
iv
e
in
th
e
class
r
o
o
m
.
T
ab
le
8
.
R
esp
o
n
s
es o
f
p
a
r
ticip
an
t a
b
o
u
t c
lass
-
s
ize
r
elate
d
f
ac
to
r
s
R
e
s
p
o
n
d
e
n
t
R
e
s
p
o
n
se
R
e
s
p
o
n
d
e
n
t
1
“
T
e
a
c
h
e
r
s
d
o
n
o
t
p
a
y
a
t
t
e
n
t
i
o
n
t
o
o
u
r
c
o
m
m
u
n
i
c
a
t
i
o
n
;
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n
s
t
e
a
d
,
t
h
e
y
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r
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h
i
n
g
m
e
t
h
o
d
s
i
n
w
h
i
c
h
o
n
l
y
u
s
e
f
o
c
u
s
o
n
t
h
e
i
r
l
e
c
t
u
r
e
a
n
d
a
v
o
i
d
i
n
v
o
l
v
i
n
g
st
u
d
e
n
t
s
i
n
t
h
e
a
c
t
i
v
i
t
i
e
s
.
”
R
e
s
p
o
n
d
e
n
t
2
“
S
o
m
e
o
f
t
h
e
t
e
a
c
h
e
rs
a
r
e
w
e
a
k
o
r
e
v
e
n
c
o
n
t
r
a
c
t
b
a
s
e
d
-
l
e
c
t
u
r
e
rs;
t
h
e
y
a
l
w
a
y
s
d
o
n
o
t
p
a
y
a
t
t
e
n
t
i
o
n
t
o
o
u
r
c
o
m
m
u
n
i
c
a
t
i
o
n
.
T
h
a
t
’
s
w
h
y
w
e
d
o
n
o
t
t
a
l
k
n
e
x
t
t
i
m
e
.
”
R
e
s
p
o
n
d
e
n
t
3
“
U
n
f
o
rt
u
n
a
t
e
l
y
,
so
m
e
o
f
t
h
e
t
e
a
c
h
e
r’
w
h
o
a
re
n
o
t
t
a
l
e
n
t
e
d
o
r
h
a
v
i
n
g
b
a
c
h
e
l
o
r
d
e
g
r
e
e
t
h
e
y
d
o
n
o
t
p
a
y
a
t
t
e
n
t
i
o
n
t
o
o
u
r
c
o
m
m
u
n
i
c
a
t
i
o
n
a
n
d
o
n
l
y
f
o
c
u
s
o
n
t
h
o
se
s
t
u
d
e
n
t
s
w
h
o
a
re
a
l
w
a
y
s
a
c
t
i
v
e
a
n
d
g
o
o
d
i
n
c
o
m
m
u
n
i
c
a
t
i
o
n
”
.
R
e
s
p
o
n
d
e
n
t
3
“
S
o
m
e
t
i
m
e
s,
i
f
I
m
a
k
e
m
i
s
t
a
k
e
s w
h
e
n
sp
e
a
k
i
n
g
i
n
t
h
e
c
l
a
ssr
o
o
m
,
t
h
e
t
e
a
c
h
e
r
u
ses
b
a
d
w
o
r
d
s a
s
f
e
e
d
b
a
c
k
,
w
h
i
c
h
h
u
r
t
m
e
…
.
”
R
e
s
p
o
n
d
e
n
t
4
“
Y
e
s.
S
o
m
e
o
f
t
h
e
t
e
a
c
h
e
rs
a
re
b
o
l
d
f
a
c
e
d
,
u
n
f
ri
e
n
d
l
y
b
e
h
a
v
i
o
r
,
a
n
d
l
o
o
k
n
e
r
v
o
u
s
w
h
e
n
e
v
e
r
I
m
a
k
e
a
m
i
s
t
a
k
e
w
h
e
n
sp
e
a
k
i
n
g
,
a
n
d
t
h
e
y
m
a
k
e
m
e
a
n
n
o
y
e
d
w
h
e
n
i
n
s
u
l
t
i
n
g
m
y
l
a
n
g
u
a
g
e
u
s
e
.
”
R
e
s
p
o
n
d
e
n
t
4
“
Y
e
s.
S
o
m
e
o
f
t
h
e
t
e
a
c
h
e
rs
a
re
p
e
ss
i
m
i
st
i
c
i
n
n
a
t
u
r
e
a
n
d
t
h
e
y
d
o
n
o
t
c
a
re
w
h
a
t
w
e
a
re
d
o
i
n
g
o
r
s
a
y
i
n
g
.
O
n
c
e
I
w
a
s
p
rese
n
t
i
n
g
a
p
r
e
se
n
t
a
t
i
o
n
a
n
d
I
p
a
ss
e
d
t
h
e
p
r
e
se
n
t
a
t
i
o
n
w
i
t
h
i
t
s
r
u
l
e
a
n
d
re
g
u
l
a
t
i
o
n
.
B
u
t
,
a
t
t
h
e
e
n
d
o
f
t
h
e
p
res
e
n
t
a
t
i
o
n
,
t
h
e
t
e
a
c
h
e
rs
p
o
i
n
t
e
d
a
l
l
t
h
e
n
e
g
a
t
i
v
e
p
o
i
n
t
s
o
f
m
y
p
r
e
s
e
n
t
a
t
i
o
n
t
h
a
t
’
s
w
h
y
I
b
e
c
a
m
e
v
e
ry
d
e
m
o
t
i
v
a
t
e
d
a
n
d
n
e
x
t
t
i
m
e
I
a
v
o
i
d
e
d
m
y
sel
f
t
o
p
r
e
se
n
t
a
p
r
e
se
n
t
a
t
i
o
n
i
n
h
i
s
p
e
r
i
o
d
.
”
R
e
s
p
o
n
d
e
n
t
5
“
Y
e
s.
N
o
w
a
d
a
y
’
s
m
o
st
o
f
t
h
e
i
n
s
t
r
u
c
t
o
r
a
re
Ma
s
t
e
rs’
D
e
g
re
e
h
o
l
d
e
r
a
n
d
a
re
i
m
p
r
o
v
e
d
i
n
t
h
e
i
r
t
e
a
c
h
i
n
g
s
t
y
l
e
s
t
h
a
t
’
s
w
h
y
w
e
a
r
e
v
e
ry
p
l
e
a
se
d
b
e
c
a
u
se
e
v
e
ry
b
o
d
y
c
a
n
c
o
m
m
u
n
i
c
a
t
e
i
n
t
h
e
c
l
a
ssro
o
m
…
”
4.
DIS
CU
SS
I
O
N
T
h
e
p
u
r
p
o
s
e
o
f
th
is
m
ix
ed
-
m
eth
o
d
s
tu
d
y
was
to
ex
p
lo
r
e
t
h
e
two
f
ac
to
r
s
af
f
ec
tin
g
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
am
o
n
g
th
e
s
tu
d
en
ts
in
th
e
E
n
g
lis
h
De
p
ar
t
m
en
t
o
f
L
ag
h
m
an
U
n
iv
er
s
ity
in
Af
g
h
an
is
tan
.
Par
ticu
lar
ly
,
to
ex
am
i
n
e
s
tu
d
en
ts
’
lev
el
o
f
o
r
al
p
ar
t
icip
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o
n
,
teac
h
er
s
-
r
elate
d
,
an
d
clas
s
r
o
o
m
s
ize
-
r
elate
d
f
ac
to
r
s
af
f
ec
te
d
th
e
o
r
al
p
a
r
ticip
atio
n
o
f
s
tu
d
e
n
ts
.
Data
wer
e
co
llected
t
h
r
o
u
g
h
an
o
n
lin
e
s
u
r
v
ey
q
u
esti
o
n
n
air
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f
r
o
m
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e
h
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n
d
r
e
d
an
d
ten
r
esp
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n
d
e
n
ts
an
d
a
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iew
f
r
o
m
f
iv
e
r
a
n
d
o
m
l
y
r
esp
o
n
d
e
n
ts
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
r
ev
ea
le
d
th
at
th
e
m
o
s
t
in
f
lu
en
tial
f
ac
to
r
s
th
at
af
f
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ted
t
h
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s
tu
d
en
ts
’
o
r
al
p
ar
ticip
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n
wer
e
class
r
o
o
m
s
ize
-
r
elate
d
,
an
d
teac
h
er
s
’
r
elate
d
f
ac
to
r
s
,
r
esp
ec
tiv
ely
.
T
h
e
f
o
llo
win
g
is
a
d
is
cu
s
s
io
n
an
d
in
ter
p
r
etatio
n
o
f
th
is
s
tu
d
y
b
ased
o
n
ea
c
h
r
esear
ch
q
u
esti
o
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
4
0
9
-
420
416
4
.
1
.
Student
s
’
lev
el
o
f
o
ra
l pa
rt
ic
ipa
t
io
n
T
h
e
f
in
d
i
n
g
s
r
ev
ea
led
f
r
o
m
th
e
q
u
esti
o
n
n
air
e
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iew
th
at
class
r
o
o
m
p
ar
ticip
atio
n
is
b
elo
w
th
e
av
e
r
ag
e
lev
el
am
o
n
g
s
tu
d
en
ts
at
th
e
E
n
g
lis
h
Dep
ar
tm
en
t
o
f
L
a
g
h
m
a
n
Un
i
v
er
s
ity
.
T
h
e
d
ata
f
r
o
m
t
h
e
f
in
d
in
g
s
also
in
d
icate
d
th
at
m
o
s
t
o
f
th
e
s
tu
d
en
ts
ar
e
in
ter
ested
in
o
r
al
p
ar
ticip
atio
n
;
th
ey
co
m
m
o
n
l
y
s
h
o
wed
th
eir
p
ar
tic
ip
atio
n
b
y
v
o
lu
n
tar
ily
co
m
m
e
n
tin
g
an
d
r
aisi
n
g
th
eir
h
a
n
d
s
to
an
s
wer
q
u
esti
o
n
s
ask
ed
in
th
e
class
r
o
o
m
.
S
u
c
h
t
ec
h
n
iq
u
es m
ig
h
t b
e
a
tr
ad
itio
n
al
way
o
f
i
n
ter
ac
tin
g
in
t
h
e
cla
s
s
r
o
o
m
th
at
r
o
o
te
d
b
ac
k
f
r
o
m
th
eir
s
ch
o
o
l
lev
el.
I
n
lin
e
with
a
n
s
wer
in
g
q
u
esti
o
n
s
to
th
e
teac
h
er
,
Kh
atu
n
[
3
9
]
ass
er
ted
t
h
at
th
e
q
u
ality
o
f
o
r
al
p
ar
ticip
atio
n
is
in
f
lu
e
n
ce
d
b
y
th
e
in
s
tr
u
cto
r
s
’
q
u
esti
o
n
in
g
s
tr
ateg
y
.
Fu
r
t
h
er
m
o
r
e,
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
o
r
ally
p
a
r
ticip
ate
in
th
e
class
r
o
o
m
d
is
cu
s
s
io
n
,
d
eb
ate,
an
d
g
i
v
in
g
a
p
r
esen
tatio
n
in
th
e
class
r
o
o
m
,
an
d
s
u
ch
p
a
r
ticip
atio
n
m
ig
h
t
b
e
d
u
e
to
th
eir
b
ac
k
g
r
o
u
n
d
s
tu
d
ies,
o
r
th
e
way
th
ey
a
r
e
tau
g
h
t
at
s
ch
o
o
l.
T
ak
in
g
p
ar
t
in
th
e
d
is
cu
s
s
io
n
is
im
p
o
r
tan
t
,
s
in
ce
Sin
g
h
et
a
l.
[
4
0
]
d
e
clar
ed
th
at
if
s
tu
d
en
ts
p
ar
ticip
atio
n
is
o
b
s
er
v
ed
in
th
e
d
is
cu
s
s
io
n
,
th
ey
ar
e
m
ak
in
g
th
em
s
elv
es
ac
cu
s
to
m
ed
to
th
e
u
s
e
o
f
th
e
E
n
g
lis
h
lan
g
u
ag
e
.
T
h
ey
ar
e
also
p
ick
in
g
lan
g
u
ag
e
s
tr
u
ctu
r
e
to
b
ec
o
m
e
m
o
r
e
ef
f
icien
t
s
p
ea
k
er
s
in
th
e
c
lass
r
o
o
m
t
h
r
o
u
g
h
wh
ich
s
tu
d
en
ts
’
p
ar
ticip
atio
n
is
o
p
tim
ized
.
Fu
r
th
er
m
o
r
e
,
th
e
f
in
d
i
n
g
s
d
is
clo
s
ed
th
at
m
o
s
t
o
f
th
e
s
tu
d
en
t
s
ar
e
atten
d
in
g
th
e
class
u
n
p
r
e
p
ar
ed
an
d
n
o
t
r
ea
d
in
g
th
eir
less
o
n
,
n
o
t
d
o
in
g
th
ei
r
ass
ig
n
m
en
t,
lac
k
in
g
s
tr
o
n
g
lan
g
u
a
g
e
s
k
ills
,
an
d
s
el
f
-
co
n
f
id
en
ce
av
o
id
ed
th
em
t
o
b
e
p
ass
iv
e
in
th
e
class
r
o
o
m
.
Su
ch
p
r
o
b
lem
s
m
ig
h
t
b
e
r
o
o
ted
in
th
e
f
ac
u
lty
th
at
th
ey
m
ay
n
o
t
en
f
o
r
ce
th
e
r
u
les
an
d
r
eg
u
lat
io
n
s
o
f
t
h
e
u
n
iv
er
s
ity
f
o
r
f
u
l
f
illi
n
g
th
e
ass
ig
n
m
en
ts
o
r
co
m
in
g
to
th
e
class
u
n
p
r
e
p
ar
ed
,
o
r
s
o
m
etim
es
th
e
p
ar
e
n
ts
an
d
s
o
cial
m
o
ti
v
atio
n
ca
n
also
ca
u
s
e
th
em
to
b
e
in
ac
tiv
e
in
th
e
class
r
o
o
m
.
Similar
ly
,
th
ese
f
in
d
in
g
s
h
av
e
r
esem
b
le
d
with
R
eisma
n
et
a
l
.
[
4
1
]
,
t
h
ey
claim
ed
th
at
p
r
ep
ar
atio
n
is
an
ef
f
ec
tiv
e
s
tr
ateg
y
u
s
ed
b
y
th
e
s
tu
d
en
ts
b
ef
o
r
e
co
m
in
g
t
o
th
e
class
to
p
ar
t
in
th
e
d
is
cu
s
s
io
n
ac
tiv
ely
.
Fo
r
ex
am
p
le,
b
ef
o
r
e
co
m
i
n
g
to
cl
ass
,
s
tu
d
en
ts
ar
e
r
eq
u
ir
ed
t
o
p
er
f
o
r
m
s
o
m
e
r
ea
d
in
g
a
n
d
m
ak
e
s
o
m
e
n
o
tes.
Als
o
,
a
lim
ited
n
u
m
b
er
o
f
s
tu
d
en
ts
wr
ite
d
o
wn
s
o
m
e
q
u
esti
o
n
s
to
b
e
ask
ed
d
u
r
in
g
th
e
less
o
n
.
Acc
o
r
d
in
g
to
p
r
ev
io
u
s
r
ese
ar
ch
er
s
[
4
2
]
,
p
r
ep
ar
atio
n
ass
is
ts
s
tu
d
en
ts
in
u
n
d
er
s
tan
d
in
g
th
e
less
o
n
s
b
etter
;
it
also
ac
tiv
ates
th
em
to
p
o
s
s
ess
id
ea
s
o
n
wh
at
to
co
n
tr
ib
u
te
d
u
r
i
n
g
th
e
class
r
o
o
m
d
is
cu
s
s
io
n
.
4
.
2
.
F
a
ct
o
rs a
f
f
ec
t
ing
o
r
a
l pa
rt
icipa
t
io
n
T
h
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
o
f
th
is
s
tu
d
y
was
th
e
two
f
a
cto
r
s
af
f
ec
tin
g
th
e
o
r
al
p
ar
tic
ip
atio
n
o
f
s
tu
d
en
ts
at
th
e
E
n
g
lis
h
Dep
ar
tm
en
t
o
f
L
ag
h
m
a
n
Un
iv
er
s
ity
.
Af
ter
s
cr
u
tin
izin
g
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
,
it
h
as
b
ee
n
o
b
s
er
v
e
d
th
at
th
e
m
o
s
t
d
o
m
in
an
t
f
ac
to
r
s
th
at
af
f
ec
ted
t
h
e
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
r
an
g
ed
f
r
o
m
class
-
s
ize
an
d
,
teac
h
er
f
ac
t
o
r
s
ac
co
r
d
in
g
ly
.
4
.
3
.
Cla
s
s
s
ize
re
la
t
ed
f
a
ct
o
rs
T
h
e
n
u
m
b
e
r
o
f
s
tu
d
en
ts
in
t
h
e
class
is
a
s
ig
n
if
ican
t
f
ac
to
r
in
a
p
h
y
s
ical
s
ettin
g
th
at
im
p
ac
ts
th
e
b
eh
av
io
r
s
o
f
b
o
t
h
teac
h
e
r
s
an
d
s
tu
d
en
ts
[
4
3
]
.
I
t
is
h
ar
d
to
te
ac
h
an
d
m
a
n
ag
e
th
e
o
v
er
lar
g
e
class
es,
wh
ich
ar
e
co
n
ce
r
n
e
d
as
a
f
ac
to
r
th
at
h
in
d
er
s
th
e
p
r
o
v
is
io
n
o
f
a
s
tim
u
latin
g
class
r
o
o
m
en
v
ir
o
n
m
en
t
in
wh
ich
lea
r
n
er
s
ca
n
b
e
tau
g
h
t
s
u
cc
ess
f
u
lly
[
4
4
]
.
I
t
is
r
ev
ea
led
th
at
th
e
av
er
ag
e
n
u
m
b
e
r
o
f
s
tu
d
en
ts
in
ea
c
h
class
in
th
e
E
n
g
lis
h
Dep
ar
tm
en
t
at
L
ag
h
m
a
n
Un
i
v
er
s
ity
is
m
o
r
e
th
an
6
0
ass
er
ted
th
at
teac
h
er
s
ar
e
u
n
a
b
le
to
c
o
n
tr
o
l
t
h
e
n
o
is
e
an
d
p
ay
eq
u
al
atten
tio
n
to
th
e
lea
r
n
er
’
s
p
er
f
o
r
m
a
n
ce
an
d
lan
g
u
ag
e
u
s
e.
Usu
ally
,
s
tu
d
en
ts
wh
o
ar
e
s
ea
ted
in
th
e
f
r
o
n
t
r
o
ws
ty
p
ically
ta
k
e
p
a
r
t
in
th
e
class
r
o
o
m
ac
tiv
ities
,
b
u
t
th
e
r
est
o
f
t
h
em
s
tay
p
ass
iv
e.
I
n
lin
e
with
,
f
in
d
in
g
s
o
f
C
lem
es
et
a
l
.
[
3
]
r
ev
ea
led
th
at
s
tu
d
en
ts
wh
o
h
ad
lo
wer
p
a
r
ticip
atio
n
f
r
eq
u
en
cy
wer
e
s
ea
ted
at
th
e
b
ac
k
o
f
th
e
class
r
o
o
m
t
h
an
th
o
s
e
s
ea
ted
in
o
th
er
p
ar
ts
o
f
th
e
class
.
T
h
er
e
was
n
o
r
ea
s
o
n
b
eh
in
d
th
eir
s
ea
tin
g
p
o
s
itio
n
b
u
t
o
n
ly
a
v
o
id
in
g
th
e
m
s
elv
es f
r
o
m
o
r
al
p
ar
ticip
atio
n
.
I
n
ad
d
itio
n
,
it
h
as
b
ee
n
f
o
u
n
d
th
at
s
tu
d
e
n
ts
’
o
r
al
p
ar
ticip
ati
o
n
is
af
f
ec
ted
d
u
e
to
to
o
m
u
c
h
n
o
is
e
in
th
eir
class
r
o
o
m
s
.
Fo
r
in
s
tan
ce
,
wh
is
p
er
in
g
,
th
e
s
o
u
n
d
o
f
ch
ai
r
s
,
an
d
lo
u
s
y
wea
th
er
ca
u
s
ed
s
tu
d
en
ts
to
b
e
s
ilen
t
in
th
e
class
r
o
o
m
.
I
t
o
b
v
io
u
s
if
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
p
er
class
is
m
o
r
e
th
an
f
i
f
ty
,
th
e
n
tea
ch
in
g
a
n
d
lear
n
in
g
m
ig
h
t
b
e
v
er
y
d
if
f
ic
u
lt
d
u
e
to
to
o
m
u
ch
n
o
is
e,
ar
r
an
g
e
m
en
t,
an
d
wea
th
er
.
Similar
ly
,
a
s
tu
d
y
r
ev
ea
led
,
s
tu
d
en
ts
m
ay
lo
s
e
th
eir
co
n
f
id
en
ce
in
a
n
o
is
y
an
d
cr
o
wd
e
d
class
,
an
d
th
e
way
th
ey
p
r
ac
tice
th
e
lan
g
u
ag
e
d
o
in
g
g
r
o
u
p
wo
r
k
s
,
an
d
p
r
esen
tin
g
p
r
esen
tatio
n
s
ar
e
af
f
ec
ted
in
it.
T
h
ese
f
in
d
in
g
s
r
esem
b
le
th
e
r
esu
lts
o
f
Ab
eb
e
an
d
De
n
ek
e
[
4
5
]
,
t
h
ey
d
is
co
v
er
ed
th
at
th
e
r
e
is
less
d
eg
r
ee
o
f
o
r
al
p
a
r
ticip
atio
n
in
th
e
lar
g
e
class
es.
T
h
e
s
tu
d
en
ts
h
av
e
f
ewe
r
c
h
an
ce
s
o
f
m
ak
in
g
q
u
esti
o
n
s
o
r
co
m
m
e
n
tin
g
in
class
es wh
er
e
th
er
e
is
m
o
r
e
th
an
av
er
a
g
e.
4
.
4
.
T
ea
cher
s
’
r
ela
t
ed
f
a
ct
o
rs
I
n
th
is
s
tu
d
y
,
it
h
as
b
ee
n
f
o
u
n
d
th
e
teac
h
er
s
’
r
elate
d
f
ac
to
r
was
r
an
k
ed
th
e
s
ec
o
n
d
f
ac
to
r
in
af
f
ec
tin
g
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
.
I
t
is
r
ep
o
r
ted
th
at
th
e
teac
h
er
s
’
ap
p
r
o
ac
h
,
b
eh
a
v
io
r
,
an
d
q
u
alif
icatio
n
h
av
e
af
f
ec
ted
s
tu
d
e
n
ts
’
o
r
al
p
ar
tici
p
atio
n
.
T
h
e
d
a
ta
f
r
o
m
th
e
f
in
d
in
g
s
r
ev
ea
le
d
th
at
s
tu
d
en
ts
'
o
r
al
p
ar
ticip
atio
n
is
af
f
ec
ted
wh
en
teac
h
er
s
n
eg
ati
v
ely
ev
alu
ate
th
em
o
r
u
s
in
g
th
r
ea
ten
in
g
lan
g
u
ag
e
as
f
ee
d
b
ac
k
.
T
h
e
n
eg
ativ
e
ev
alu
atio
n
o
f
s
tu
d
en
ts
is
d
u
e
to
th
e
d
o
m
in
an
cy
o
f
teac
h
er
s
i
n
th
e
class
r
o
o
m
in
th
e
Af
g
h
an
i c
o
n
tex
t.
T
h
er
e
f
o
r
e,
m
o
s
t
o
f
th
e
s
tu
d
en
ts
d
o
n
o
t
d
a
r
e
to
s
p
ea
k
u
p
co
n
f
id
en
tly
i
n
f
r
o
n
t
o
f
teac
h
er
s
i
n
th
e
class
r
o
o
m
.
Similar
ly
,
f
ea
r
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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2252
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8
8
2
2
Ora
l p
a
r
ticip
a
tio
n
p
r
a
ctice
s
in
cla
s
s
r
o
o
m
a
mo
n
g
u
n
ivers
ity
s
tu
d
en
ts
in
A
fg
h
a
n
is
ta
n
(
Ha
m
z
a
A
tifn
ig
a
r
)
417
o
f
b
ein
g
cr
iticized
a
n
d
h
u
m
il
iated
in
f
r
o
n
t
o
f
p
ee
r
s
is
o
n
e
o
f
th
e
d
etr
im
en
ts
ass
o
ciate
d
with
th
e
s
tu
d
en
ts
’
u
n
willin
g
n
ess
to
p
ar
ticip
ate
in
th
e
class
r
o
o
m
d
is
cu
s
s
io
n
[
4
6
]
.
L
ea
r
n
er
s
’
f
ea
r
o
f
ev
al
u
atio
n
an
d
f
ea
r
o
f
co
r
r
ec
tn
ess
o
f
s
p
ee
ch
r
ed
u
ce
d
th
eir
willin
g
n
ess
to
co
m
m
u
n
ic
ate
in
E
n
g
lis
h
as f
o
r
eig
n
lan
g
u
ag
e
(
E
FL
)
class
es.
Similar
ly
,
th
e
teac
h
er
’
s
r
o
le
is
af
f
ec
tin
g
th
e
s
tu
d
e
n
ts
’
in
ter
ac
t
io
n
in
th
e
class
r
o
o
m
[
4
7
]
.
Fu
r
th
er
m
o
r
e
,
m
o
s
t
o
f
th
e
s
tu
d
en
ts
’
o
r
al
p
a
r
ticip
atio
n
is
af
f
e
cted
b
y
t
h
e
teac
h
er
s
'
teac
h
in
g
ap
p
r
o
ac
h
.
I
n
d
ee
d
,
teac
h
er
s
wh
o
d
i
d
n
o
t
im
p
lem
en
t
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
(
SC
L
)
ap
p
r
o
ac
h
an
d
its
r
elev
an
t
tech
n
iq
u
es,
f
o
r
ex
am
p
le,
th
e
g
r
o
u
p
wo
r
k
s
,
d
is
cu
s
s
io
n
,
p
r
es
en
tatio
n
,
an
d
tu
r
n
-
tak
in
g
ca
u
s
ed
s
tu
d
en
ts
to
s
h
o
w
d
ec
lin
atio
n
in
o
r
al
p
ar
ticip
ati
o
n
.
T
h
ese
f
i
n
d
in
g
s
ar
e
in
lin
e
with
a
s
tu
d
y
co
n
d
u
cte
d
b
y
Ser
t
an
d
W
alsh
[
4
8
]
,
th
ey
f
o
u
n
d
th
at
t
h
e
teac
h
er
s
’
a
p
p
r
o
ac
h
ca
n
af
f
ec
t
s
tu
d
en
ts
’
p
ar
ticip
atio
n
in
th
e
class
r
o
o
m
d
is
cu
s
s
io
n
in
wh
ich
s
tu
d
en
ts
’
p
ar
ticip
atio
n
is
lo
w
wh
en
teac
h
e
r
s
ar
e
d
o
m
in
an
t
in
th
e
class
r
o
o
m
.
Als
o
,
wo
r
k
s
h
o
p
-
b
ased
less
o
n
s
an
d
ar
r
a
n
g
in
g
s
m
all
g
r
o
u
p
s
co
u
ld
ac
tiv
ely
in
cr
ea
s
e
th
e
p
o
s
s
ib
ilit
ies o
f
lear
n
in
g
in
t
h
e
class
r
o
o
m
.
B
esid
es,
s
tu
d
en
ts
'
o
r
al
p
ar
ticip
atio
n
is
af
f
ec
ted
wh
en
th
ey
d
o
n
o
t f
o
llo
w
tu
r
n
-
tak
i
n
g
in
t
h
e
c
lass
r
o
o
m
.
Stu
d
en
ts
b
eliev
ed
th
at
th
e
tea
ch
er
o
n
ly
let
a
f
ew
s
tu
d
en
ts
w
h
o
ar
e
s
ea
ted
in
th
e
f
r
o
n
t
r
o
w
s
to
tak
e
p
ar
t
i
n
th
e
less
o
n
o
r
co
m
m
u
n
icate
in
th
e
class
r
o
o
m
,
an
d
th
e
r
est
o
f
th
e
s
tu
d
en
ts
s
tay
s
ilen
t
ev
er
y
d
ay
.
I
n
s
u
ch
a
s
itu
atio
n
,
s
tu
d
en
ts
d
o
n
o
t
f
in
d
th
e
o
p
p
o
r
tu
n
ity
o
f
s
p
ea
k
in
g
in
th
e
class
r
o
o
m
.
Pre
v
io
u
s
s
tu
d
y
s
h
o
wed
th
at
tu
r
n
-
tak
i
n
g
in
p
ar
ticip
atio
n
ess
en
tial
tech
n
iq
u
e
o
f
t
h
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
th
at
en
g
ag
es
s
tu
d
en
ts
i
n
th
e
class
r
o
o
m
.
A
s
tu
d
y
co
n
d
u
cted
b
y
B
u
d
d
in
a
n
d
Z
am
ar
r
o
[
4
9
]
r
ev
ea
le
d
th
a
t
th
er
e
is
less
atten
tio
n
to
tu
r
n
-
tak
in
g
in
th
e
class
b
ec
au
s
e
m
o
s
t
o
f
th
e
tim
e,
o
n
l
y
in
tellig
en
t
s
tu
d
en
t
r
aise
th
ei
r
h
a
n
d
t
o
p
ar
ticip
atio
n
an
d
th
e
r
est
o
f
th
e
n
e
g
lect
f
r
o
m
o
r
al
p
ar
ticip
atio
n
.
Ad
d
itio
n
ally
,
d
ata
f
r
o
m
t
h
e
i
n
ter
v
iew
r
ev
ea
led
t
h
at
teac
h
e
r
s
wh
o
ar
e
b
ac
h
elo
r
d
eg
r
ee
h
o
ld
er
s
o
r
p
o
s
s
ess
lim
ited
p
ed
ag
o
g
ical
ex
p
er
ien
ce
h
a
v
e
also
n
eg
ativ
el
y
af
f
ec
ted
s
tu
d
e
n
ts
’
o
r
al
p
ar
ti
cip
atio
n
.
R
eg
ar
d
in
g
th
e
q
u
alif
icatio
n
o
f
th
e
teac
h
er
as
a
s
tu
d
y
in
d
icate
d
th
at
teac
h
er
q
u
ality
is
a
cr
itical
e
lem
en
t
o
f
s
tu
d
en
t
ac
ad
em
i
c
s
u
cc
ess
,
b
u
t
f
ew
s
p
ec
if
ic
teac
h
er
c
h
ar
ac
ter
is
tics
in
f
lu
en
ce
class
r
o
o
m
o
u
tco
m
es
[
4
7
]
,
[
4
8
]
.
T
h
e
m
ajo
r
ity
o
f
th
e
p
e
r
m
an
e
n
t
teac
h
er
s
ar
e
p
u
r
s
u
in
g
t
h
eir
f
u
r
t
h
er
s
tu
d
ies
ab
r
o
a
d
.
I
n
s
tead
o
f
th
em
,
u
n
iv
er
s
ity
ad
m
in
is
tr
atio
n
em
p
lo
y
e
d
co
n
t
r
ac
t
-
b
ased
lectu
r
er
s
.
T
h
ey
p
o
s
s
es
s
f
ewe
r
teac
h
in
g
ex
p
er
ien
ce
s
,
an
d
co
m
m
an
d
o
n
th
eir
s
u
b
ject
ca
u
s
ed
s
tu
d
en
ts
to
b
e
p
ass
iv
e
in
th
e
class
r
o
o
m
.
I
n
th
is
r
eg
a
r
d
,
th
e
n
eg
ativ
e
r
esu
lts
o
n
s
tu
d
en
ts
lear
n
in
g
o
f
h
ir
in
g
co
n
tr
ac
t
-
b
as
ed
teac
h
er
s
ca
n
b
e
d
etr
im
e
n
tal
to
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
in
th
e
lo
n
g
r
u
n
[
3
9
]
.
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
o
f
Af
g
h
an
is
tan
s
h
o
u
l
d
o
b
lig
e
teac
h
er
s
to
im
p
lem
e
n
t
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
(
SC
L
)
ap
p
r
o
ac
h
a
n
d
r
elev
an
t
tech
n
iq
u
e,
i
n
cl
u
d
in
g
,
f
o
r
co
n
d
u
cti
n
g
wo
r
k
s
h
o
p
-
b
ased
class
es,
p
r
esen
tatio
n
s
,
d
is
cu
s
s
io
n
s
,
d
eb
ates,
g
r
o
u
p
wo
r
k
s
to
en
h
an
c
e
s
tu
d
en
ts
’
in
ter
ac
tio
n
.
Fu
r
th
er
m
o
r
e,
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
s
h
o
u
l
d
r
ec
o
n
s
id
er
d
ec
r
ea
s
in
g
th
e
n
u
m
b
er
o
f
s
tu
d
en
t
a
d
m
is
s
io
n
in
a
class
,
wh
ich
ca
n
s
ig
n
if
ican
tly
h
elp
to
im
p
r
o
v
e
s
tu
d
en
ts
’
o
r
al
p
a
r
ticip
atio
n
,
an
d
teac
h
er
s
m
a
y
im
p
lem
en
t
a
s
tu
d
en
t
-
ce
n
ter
e
d
lear
n
in
g
a
p
p
r
o
ac
h
in
th
e
clas
s
r
o
o
m
.
I
n
ad
d
itio
n
,
teac
h
er
s
s
h
o
u
ld
em
p
lo
y
tec
h
n
o
lo
g
y
-
b
a
s
ed
in
s
tr
u
ctio
n
in
en
g
ag
in
g
s
tu
d
en
ts
in
class
r
o
o
m
ac
tiv
ities
,
d
is
cu
s
s
io
n
s
,
p
r
es
en
tatio
n
s
,
an
d
d
e
b
ates.
T
ea
ch
er
s
ar
e
s
u
g
g
ested
to
m
ak
e
th
e
teac
h
in
g
en
v
ir
o
n
m
e
n
t
f
r
ien
d
l
y
to
im
p
r
o
v
e
s
tu
d
en
t
p
ar
ticip
atio
n
in
t
h
e
class
r
o
o
m
an
d
p
r
o
v
i
d
e
th
em
o
p
p
o
r
tu
n
ities
to
tak
e
p
ar
t
in
ass
ig
n
m
en
ts
,
g
r
o
u
p
wo
r
k
s
,
p
r
esen
tatio
n
s
,
an
d
d
is
cu
s
s
io
n
s
in
th
e
class
r
o
o
m
.
Mo
r
eo
v
er
,
p
ar
en
ts
s
h
o
u
ld
m
o
t
iv
ate
th
eir
o
f
f
s
p
r
in
g
to
co
m
m
u
n
icate
in
f
r
o
n
t
o
f
eld
er
s
at
th
e
h
o
m
e
,
v
illag
e,
o
r
ev
en
at
s
ch
o
o
l
an
d
let
th
em
s
p
ea
k
ev
er
y
wh
er
e
to
en
h
an
ce
th
eir
co
n
f
id
en
ce
in
s
p
ea
k
in
g
.
On
ce
a
s
tu
d
en
t
is
m
o
tiv
ated
to
s
p
ea
k
co
n
f
id
e
n
tly
,
th
en
th
ey
ca
n
co
m
f
o
r
tab
ly
co
m
m
u
n
icate
an
d
d
is
cu
s
s
th
e
ed
u
ca
tio
n
al
m
atter
with
th
eir
teac
h
er
s
,
p
ee
r
s
,
a
n
d
class
m
ates,
an
d
b
ec
o
m
e
a
s
u
c
ce
s
s
f
u
l stu
d
en
t in
th
e
f
u
t
u
r
e.
T
h
is
r
esear
ch
h
a
d
s
o
m
e
lim
ita
tio
n
s
.
T
h
e
f
ir
s
t
lim
itatio
n
was
th
e
s
elec
tio
n
o
f
th
e
s
am
p
le
s
i
ze
,
wh
ich
was
o
n
ly
s
tu
d
en
ts
f
r
o
m
th
e
E
n
g
lis
h
Dep
ar
tm
en
t
o
f
L
ag
h
m
an
Un
iv
er
s
ity
.
Mo
r
e
i
d
ea
s
an
d
in
s
ig
h
t
co
u
l
d
b
e
g
ain
ed
if
a
g
r
ea
ter
n
u
m
b
er
o
f
s
tu
d
en
ts
f
r
o
m
d
if
f
er
en
t
d
ep
ar
t
m
en
ts
an
d
f
ac
u
lties
wer
e
s
am
p
led
,
a
n
d
d
ata
co
u
ld
b
e
ea
s
ily
g
en
e
r
alize
d
to
a
lar
g
er
s
am
p
le.
I
n
th
is
s
tu
d
y
,
an
o
n
lin
e
s
u
r
v
e
y
q
u
esti
o
n
n
air
e
a
n
d
a
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iew
wer
e
u
s
ed
as
th
e
m
ain
d
ata
g
ath
er
in
g
to
o
ls
.
An
o
b
s
er
v
atio
n
to
o
l
co
u
ld
b
r
in
g
in
in
-
d
ep
th
an
d
r
ea
l
-
life
p
r
o
b
lem
s
o
f
s
tu
d
en
ts
ab
o
u
t
th
eir
o
r
al
p
ar
ticip
atio
n
,
d
u
e
to
tim
e
lim
itatio
n
an
d
ac
ce
s
s
to
th
e
s
ettin
g
an
d
p
ar
ticip
an
t it
was n
o
t c
o
n
d
u
cte
d
.
5.
CO
NCLU
SI
O
N
T
h
e
o
v
er
all
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
r
ev
ea
led
th
e
s
tu
d
en
ts
’
le
v
el
o
f
class
r
o
o
m
p
ar
ticip
atio
n
i
s
b
elo
w
th
e
av
er
ag
e
lev
el.
Stu
d
e
n
ts
u
s
u
ally
v
o
lu
n
ta
r
ily
co
m
m
e
n
t,
r
ep
ly
i
n
g
to
th
e
q
u
esti
o
n
s
d
ir
ec
ted
in
th
e
class
r
o
o
m
,
an
d
s
h
ar
e
th
eir
o
p
in
io
n
s
ab
o
u
t
an
y
is
s
u
e.
I
n
co
n
tr
ast,
m
o
s
t
o
f
th
e
s
tu
d
en
ts
ar
e
ex
tr
em
ely
in
ter
esti
n
g
in
o
r
al
p
ar
ticip
atio
n
,
b
u
t
th
e
in
cr
e
asin
g
n
u
m
b
er
o
f
s
tu
d
en
ts
av
o
id
th
eir
p
ar
ticip
atio
n
.
Mo
r
eo
v
er
,
s
tu
d
e
n
ts
’
p
ar
ticip
atio
n
is
af
f
ec
te
d
wh
en
th
ey
c
o
m
e
to
th
e
class
u
n
p
r
e
p
ar
ed
b
y
n
o
t
d
o
in
g
th
eir
ass
ig
n
m
en
t
o
r
r
ea
d
th
eir
less
o
n
b
ef
o
r
e
co
m
in
g
to
th
e
class
.
Sig
n
if
ican
tly
,
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
was
af
f
ec
ted
b
y
th
e
class
-
s
ize
r
elate
d
f
ac
to
r
.
I
t
h
as
r
esu
lted
th
at
a
g
r
ea
te
r
n
u
m
b
er
o
f
s
tu
d
en
ts
in
th
e
class
r
o
o
m
ca
u
s
ed
th
em
to
b
e
p
ass
iv
e,
an
d
th
er
ef
o
r
e,
th
e
y
p
r
ef
e
r
to
s
tu
d
y
in
t
h
e
s
m
all
class
r
o
o
m
s
.
I
n
d
ee
d
,
th
e
cu
r
r
e
n
t
n
u
m
b
er
o
f
s
tu
d
en
ts
in
ea
ch
class
at
th
e
d
ep
ar
tm
en
t
o
f
L
ag
h
m
an
Un
iv
e
r
s
ity
is
m
o
r
e
th
an
60
;
t
h
er
ef
o
r
e
,
m
o
s
t
o
f
th
e
s
tu
d
en
t
o
r
al
p
ar
ticip
atio
n
is
af
f
ec
ted
b
y
th
i
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
4
0
9
-
420
418
T
ea
ch
er
s
’
r
elate
d
f
ac
to
r
was a
ls
o
th
e
s
ec
o
n
d
f
ac
to
r
t
h
at
af
f
ec
ted
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
.
Usu
ally
,
s
tu
d
en
ts
’
o
r
al
is
af
f
ec
ted
wh
en
th
e
teac
h
er
s
n
eg
ativ
ely
e
v
alu
ated
th
e
m
o
r
u
s
ed
th
r
ea
ten
in
g
la
n
g
u
a
g
e
as
f
ee
d
b
ac
k
.
Mo
s
t
o
f
th
e
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
is
af
f
ec
t
ed
b
y
th
e
teac
h
er
s
’
teac
h
in
g
ap
p
r
o
ac
h
.
I
n
d
ee
d
,
teac
h
er
s
wh
o
d
id
n
o
t
im
p
lem
en
t
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
(
SC
L
)
ap
p
r
o
ac
h
in
th
e
class
r
o
o
m
an
d
its
r
elev
an
t
tech
n
iq
u
es
s
u
ch
as
g
r
o
u
p
wo
r
k
s
,
d
is
cu
s
s
io
n
,
p
r
esen
tat
io
n
,
an
d
tu
r
n
-
tak
in
g
.
B
esid
es,
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
is
af
f
ec
ted
wh
en
teac
h
er
s
d
o
n
o
t
f
o
llo
w
tu
r
n
-
tak
in
g
in
th
e
class
r
o
o
m
.
Stu
d
en
ts
b
eliev
ed
th
at
th
e
teac
h
er
o
n
l
y
let
a
f
ew
s
tu
d
en
t
s
wh
o
ar
e
s
ea
ted
in
th
e
f
r
o
n
t
r
o
ws
to
tak
e
p
ar
t
in
th
e
less
o
n
o
r
co
m
m
u
n
icate
in
th
e
class
r
o
o
m
,
an
d
th
e
r
est
o
f
th
e
s
tu
d
en
ts
s
tay
s
ilen
t
ev
er
y
d
ay
.
Data
f
r
o
m
th
e
in
ter
v
iew
r
ev
ea
led
th
at
teac
h
er
s
wh
o
ar
e
b
ac
h
elo
r
d
e
g
r
ee
h
o
ld
er
s
o
r
p
o
s
s
ess
lim
it
ed
p
ed
ag
o
g
ical
ex
p
er
ien
ce
h
a
v
e
also
n
eg
ativ
ely
af
f
ec
ted
s
tu
d
en
ts
’
o
r
al
p
ar
ticip
atio
n
.
Fu
tu
r
e
s
tu
d
ies
ca
n
co
n
d
u
ct
all
o
n
ea
s
ter
n
u
n
iv
er
s
ities
o
f
A
f
g
h
an
is
tan
to
f
in
d
o
u
t
i
n
-
de
p
t
h
id
ea
s
o
f
f
ac
to
r
s
af
f
ec
tin
g
p
r
ac
tices o
f
o
r
al
p
ar
ticip
atio
n
am
o
n
g
s
tu
d
e
n
ts
.
A
co
m
p
ar
ativ
e
s
tu
d
y
ca
n
b
e
co
n
d
u
cte
d
to
f
in
d
o
u
t
d
if
f
er
e
n
ce
s
am
o
n
g
s
tu
d
en
ts
’
lev
el
o
f
en
g
ag
e
m
en
t
f
r
o
m
two
o
r
th
r
ee
u
n
iv
er
s
ities
in
th
e
d
if
f
er
en
t
p
ar
ts
o
f
Af
g
h
an
is
tan
.
B
esid
es,
f
u
tu
r
e
r
esear
ch
er
s
m
ay
u
s
e
th
e
o
b
s
er
v
atio
n
al
s
tu
d
y
to
ex
p
lo
r
e
f
ac
to
r
s
af
f
ec
tin
g
th
e
o
r
al
p
ar
ticip
atio
n
o
f
th
e
s
tu
d
en
ts
.
RE
F
E
R
E
NC
E
S
[
1
]
J.
C
.
B
e
a
n
a
n
d
D
.
P
e
t
e
r
so
n
,
“
G
r
a
d
i
n
g
c
l
a
ssr
o
o
m
p
a
r
t
i
c
i
p
a
t
i
o
n
,
”
N
e
w
D
i
re
c
t
i
o
n
s
f
o
r
T
e
a
c
h
i
n
g
a
n
d
L
e
a
rn
i
n
g
,
v
o
l
.
1
9
9
8
,
n
o
.
7
4
,
p
p
.
3
3
–
4
0
,
1
9
9
8
,
d
o
i
:
1
0
.
1
0
0
2
/
t
l
.
7
4
0
3
.
[
2
]
R
.
B
.
G
u
l
e
t
a
l
.
,
“
E
n
h
a
n
c
i
n
g
e
d
u
c
a
t
o
r
s’
sk
i
l
l
s
f
o
r
p
r
o
mo
t
i
n
g
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
i
n
t
h
e
i
r
c
l
a
ssr
o
o
m
d
i
sc
o
u
r
ses
:
A
r
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
t
r
i
a
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
T
e
a
c
h
i
n
g
a
n
d
L
e
a
r
n
i
n
g
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
6
,
n
o
.
1
,
p
p
.
3
7
–
5
4
,
2
0
1
4
.
[
3
]
S
.
A
.
C
l
e
mes
e
t
a
l
.
,
“
S
t
a
n
d
o
u
t
i
n
c
l
a
ss:
R
e
st
r
u
c
t
u
r
i
n
g
t
h
e
c
l
a
ssr
o
o
m
e
n
v
i
r
o
n
m
e
n
t
t
o
r
e
d
u
c
e
s
i
t
t
i
n
g
t
i
me
–
f
i
n
d
i
n
g
s
f
r
o
m
a
p
i
l
o
t
c
l
u
st
e
r
r
a
n
d
o
mi
s
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
B
e
h
a
v
i
o
r
a
l
N
u
t
ri
t
i
o
n
a
n
d
Ph
y
si
c
a
l
A
c
t
i
v
i
t
y
,
v
o
l
.
1
7
,
n
o
.
1
,
p
.
5
5
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
2
9
6
6
-
0
2
0
-
0
0
9
5
8
-
z.
[
4
]
D
.
L.
P
o
w
e
l
l
a
n
d
R
.
G
.
P
o
w
e
l
l
,
C
l
a
ssro
o
m
c
o
m
m
u
n
i
c
a
t
i
o
n
a
n
d
d
i
v
e
rs
i
t
y
:
En
h
a
n
c
i
n
g
i
n
s
t
ru
c
t
i
o
n
a
l
p
r
a
c
t
i
c
e
,
3
r
d
e
d
.
Lo
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
1
5
.
[
5
]
B
.
J
.
H
a
l
l
,
P
.
O
.
C
o
v
a
r
r
u
b
i
a
s
,
a
n
d
K
.
A
.
K
i
r
sch
b
a
u
m
,
Am
o
n
g
c
u
l
t
u
r
e
s:
T
h
e
c
h
a
l
l
e
n
g
e
o
f
c
o
m
m
u
n
i
c
a
t
i
o
n
,
3
r
d
e
d
.
Lo
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
1
7
.
[
6
]
J.
E
.
La
w
r
e
n
c
e
a
n
d
U
.
A
.
T
a
r
,
“
F
a
c
t
o
r
s
t
h
a
t
i
n
f
l
u
e
n
c
e
t
e
a
c
h
e
r
s’
a
d
o
p
t
i
o
n
a
n
d
i
n
t
e
g
r
a
t
i
o
n
o
f
I
C
T
i
n
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
p
r
o
c
e
ss
,
”
Ed
u
c
a
t
i
o
n
a
l
Me
d
i
a
I
n
t
e
rn
a
t
i
o
n
a
l
,
v
o
l
.
5
5
,
n
o
.
1
,
p
p
.
7
9
–
1
0
5
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
2
3
9
8
7
.
2
0
1
8
.
1
4
3
9
7
1
2
.
[
7
]
N
.
S
c
h
mi
t
t
a
n
d
D
.
S
c
h
m
i
t
t
,
V
o
c
a
b
u
l
a
r
y
i
n
l
a
n
g
u
a
g
e
t
e
a
c
h
i
n
g
,
2
n
d
e
d
.
C
a
mb
r
i
d
g
e
:
C
a
m
b
r
i
d
g
e
U
n
i
v
e
r
si
t
y
P
r
e
ss,
2
0
2
0
.
[
8
]
N
.
A
.
A
.
Ez
z
i
,
“
Y
e
me
n
i
t
e
a
c
h
e
r
s’
b
e
l
i
e
f
s
o
f
g
r
a
mm
a
r
t
e
a
c
h
i
n
g
a
n
d
c
l
a
ss
r
o
o
m
p
r
a
c
t
i
c
e
s
,
”
E
n
g
l
i
s
h
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l
.
5
,
n
o
.
8
,
p
p
.
1
7
0
–
1
8
4
,
2
0
1
2
,
d
o
i
:
1
0
.
5
5
3
9
/
e
l
t
.
v
5
n
8
p
1
7
0
.
[
9
]
L.
K
h
o
j
a
s
t
e
h
,
N
.
S
h
o
k
r
p
o
u
r
,
a
n
d
R
.
K
a
f
i
p
o
u
r
,
“
I
r
a
n
i
a
n
me
d
i
c
a
l
s
t
u
d
e
n
t
s
’
p
e
r
c
e
p
t
i
o
n
a
b
o
u
t
c
l
a
ssr
o
o
m
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
g
e
n
e
r
a
l
En
g
l
i
sh
c
o
u
r
s
e
a
n
d
i
t
s
g
r
a
d
i
n
g
c
r
i
t
e
r
i
a
,
”
P
e
rt
a
n
i
k
a
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s &
H
u
m
a
n
i
t
i
e
s
,
v
o
l
.
2
6
,
n
o
.
1
,
p
p
.
3
7
5
–
3
9
6
,
2
0
1
8
.
[
1
0
]
S
.
A
y
u
b
a
,
“
I
n
f
l
u
e
n
c
e
o
f
s
o
c
i
a
l
st
u
d
i
e
s
t
e
a
c
h
e
r
s’
p
r
o
f
e
ss
i
o
n
a
l
t
r
a
i
n
i
n
g
o
n
j
u
n
i
o
r
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
s
t
u
d
e
n
t
s’
p
e
r
f
o
r
man
c
e
i
n
K
a
d
u
n
a
S
t
a
t
e
,
N
i
g
e
r
i
a
,
”
2
0
1
8
.
[
1
1
]
K
.
H
i
r
a
o
,
“
C
o
m
p
a
r
i
s
o
n
o
f
f
e
e
l
i
n
g
s
o
f
i
n
f
e
r
i
o
r
i
t
y
a
mo
n
g
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
w
i
t
h
a
u
t
o
t
e
l
i
c
,
a
v
e
r
a
g
e
,
a
n
d
n
o
n
a
u
t
o
t
e
l
i
c
p
e
r
s
o
n
a
l
i
t
i
e
s,
”
N
o
r
t
h
Am
e
r
i
c
a
n
J
o
u
rn
a
l
o
f
M
e
d
i
c
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
6
,
n
o
.
9
,
p
p
.
4
4
0
–
4
4
4
,
2
0
1
4
,
d
o
i
:
1
0
.
4
1
0
3
/
1
9
4
7
-
2
7
1
4
.
1
4
1
6
2
7
.
[
1
2
]
W
.
M
.
R
i
v
e
r
s,
T
e
a
c
h
i
n
g
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
s
k
i
l
l
s
,
2
n
d
e
d
.
C
h
i
c
a
g
o
:
U
n
i
v
e
r
s
i
t
y
o
f
C
h
i
c
a
g
o
P
r
e
ss
,
2
0
1
8
.
[
1
3
]
D
.
C
a
r
l
e
s
s,
Fro
m
t
e
st
i
n
g
t
o
p
r
o
d
u
c
t
i
v
e
st
u
d
e
n
t
l
e
a
rn
i
n
g
:
I
m
p
l
e
m
e
n
t
i
n
g
f
o
rm
a
t
i
v
e
a
ssessm
e
n
t
i
n
c
o
n
f
u
c
i
a
n
-
h
e
ri
t
a
g
e
se
t
t
i
n
g
s
.
Lo
n
d
o
n
:
R
o
u
t
l
e
d
g
e
,
2
0
1
2
.
[
1
4
]
L.
C
a
n
t
e
r
,
C
l
a
ssro
o
m
m
a
n
a
g
e
m
e
n
t
f
o
r a
c
a
d
e
m
i
c
s
u
c
c
e
ss
.
B
l
o
o
m
i
n
g
t
o
n
:
S
o
l
u
t
i
o
n
Tr
e
e
P
r
e
ss
,
2
0
1
4
.
[
1
5
]
S
.
S
h
a
r
i
c
k
,
“
C
a
se
s
t
u
d
y
o
n
h
o
w
h
i
g
h
sc
h
o
o
l
t
e
a
c
h
e
r
s
i
n
c
o
r
p
o
r
a
t
e
t
e
c
h
n
o
l
o
g
y
i
n
t
h
e
c
l
a
ssr
o
o
m
t
o
me
e
t
2
1
st
c
e
n
t
u
r
y
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
n
e
e
d
s,
”
P
h
.
D
.
D
i
sser
t
a
t
i
o
n
,
D
e
p
a
r
t
me
n
t
o
f
E
d
u
c
a
t
i
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