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rna
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v
a
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Resea
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I
J
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)
Vo
l.
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,
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.
4
,
Dec
em
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e
r
2
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p
p
.
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~
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1138
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e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Dig
ital
-
ba
sed inst
ruction:
Chances
a
nd chall
eng
es in
Eng
lish
la
ng
ua
g
e t
ea
ching
contex
t
Ning
t
y
a
s
O
rilina
Arg
a
wa
t
i
1
,
L
ilis
Su
ry
a
ni
2
1
G
ra
d
u
a
te S
c
h
o
o
l
,
Un
i
v
e
rsitas
P
e
n
d
i
d
ik
a
n
In
d
o
n
e
sia
,
In
d
o
n
e
sia
2
En
g
li
s
h
E
d
u
c
a
ti
o
n
De
p
a
rtme
n
t,
I
KIP
S
il
iwa
n
g
i,
I
n
d
o
n
e
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
10
,
2
0
2
0
R
ev
is
ed
Sep
16
,
2
0
2
0
Acc
ep
ted
Oct
1
3
,
2
0
2
0
Th
e
u
se
o
f
Di
g
it
a
l
Ba
se
d
In
str
u
c
ti
o
n
(DBI)
n
o
wa
d
a
y
s
se
e
m
s
to
h
a
v
e
m
a
n
y
o
b
sta
c
les
a
n
d
d
iffi
c
u
lt
ies
.
I
t
is
d
u
e
to
lac
k
o
f
d
i
g
it
a
l
l
it
e
ra
c
y
b
o
t
h
lec
tu
re
rs
a
n
d
st
u
d
e
n
ts.
M
e
a
n
wh
il
e
,
m
a
n
y
a
d
v
a
n
tag
e
s
a
ls
o
e
m
e
rg
e
t
h
ro
u
g
h
th
e
u
se
o
f
DBI.
It
b
e
c
o
m
e
s th
e
re
a
so
n
f
o
r
t
h
e
lec
tu
re
rs t
o
k
e
e
p
o
n
try
i
n
g
to
d
e
v
e
lo
p
th
e
ir
d
ig
it
a
l
li
tera
c
y
to
o
c
c
u
p
y
th
e
n
e
e
d
o
f
DBI
to
th
e
ir
E
n
g
l
ish
Lan
g
u
a
g
e
Tea
c
h
in
g
(EL
T)
c
las
s.
Th
is
st
u
d
y
a
im
ed
a
t
re
v
e
a
li
n
g
th
e
c
h
a
n
c
e
s
a
n
d
c
h
a
ll
e
n
g
e
s
o
f
th
e
imp
lem
e
n
tati
o
n
o
f
DBI.
De
sc
rip
ti
v
e
q
u
a
li
t
a
ti
v
e
wa
s
em
p
lo
y
e
d
i
n
th
is
st
u
d
y
wh
ich
i
n
v
o
l
v
e
d
th
e
u
se
o
f
o
b
se
rv
a
ti
o
n
a
n
d
in
terv
iew
a
s
th
e
in
str
u
m
e
n
ts.
Th
e
p
a
rti
c
ip
a
n
ts
o
f
th
is
stu
d
y
we
re
fiv
e
E
n
g
li
s
h
lec
tu
re
rs
a
n
d
2
0
0
stu
d
e
n
ts.
Th
e
f
in
d
in
g
s
sh
o
we
d
t
h
a
t
t
h
e
c
h
a
n
c
e
s
o
f
a
p
p
ly
in
g
DBI
c
o
v
e
r
a
c
ti
v
a
ti
n
g
stu
d
e
n
ts,
e
lev
a
t
in
g
d
ig
it
a
l
li
tera
c
y
,
p
r
o
v
o
k
i
n
g
stu
d
e
n
ts’
c
re
a
ti
v
it
y
,
a
n
d
c
re
a
ti
n
g
n
e
w
a
p
p
li
c
a
ti
o
n
.
W
h
il
e
so
m
e
c
h
a
ll
e
n
g
e
s
a
re
a
lso
e
m
e
rg
e
d
.
It
is
d
u
e
to
li
m
it
e
d
d
e
v
i
c
e
s
a
n
d
a
c
c
e
ss
,
a
n
d
li
m
it
e
d
d
ig
i
tal
li
tera
c
y
.
T
h
e
imp
lem
e
n
tati
o
n
o
f
DBI
c
o
u
ld
p
ro
v
o
k
e
t
h
e
e
lev
a
ti
o
n
o
f
d
i
g
i
t
a
l
li
tera
c
y
a
n
d
c
re
a
ti
v
it
y
if
we
c
o
u
l
d
h
a
n
d
le
th
e
c
h
a
ll
e
n
g
e
s.
K
ey
w
o
r
d
s
:
C
h
an
ce
s
an
d
ch
allen
g
es
Dig
ital a
p
p
licatio
n
s
Dig
ital d
ev
ices
Dig
ital liter
ac
y
Dig
ital
-
b
ased
in
s
tr
u
ctio
n
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
:
L
ilis
Su
r
y
an
i,
E
n
g
lis
h
E
d
u
ca
tio
n
Dep
ar
tm
e
n
t,
I
KI
P Sili
wan
g
i
,
B
an
d
u
n
g
,
W
est J
av
a,
I
n
d
o
n
esi
a
.
E
m
ail:
s
u
r
y
an
i.lies3
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Dig
ital
er
a
h
as
co
m
e
to
o
u
r
wo
r
l
d
to
d
a
y
.
Peo
p
le’
s
way
o
f
d
o
in
g
m
an
y
th
i
n
g
s
s
u
ch
as
co
m
m
u
n
icatin
g
,
g
ettin
g
in
f
o
r
m
atio
n
,
o
r
s
o
cializin
g
n
o
w
s
h
if
ted
in
to
d
ig
ital
way
s
to
o
.
T
h
ey
alm
o
s
t
h
av
e
th
e
d
ig
ital
d
ev
ices
s
u
c
h
lap
to
p
,
s
m
ar
tp
h
o
n
e,
a
n
d
tab
lets
[
1
]
.
Mo
r
eo
v
er
,
th
e
ex
is
ten
ce
o
f
in
ter
n
et
s
u
p
p
o
r
ts
th
e
ch
an
g
e
o
n
p
eo
p
le
o
n
lear
n
i
n
g
,
co
n
s
tr
u
ct,
p
r
o
c
ess
,
an
d
c
o
m
m
u
n
i
ca
te
th
e
k
n
o
wled
g
e
th
e
y
g
a
in
ed
[
2
]
.
T
e
ac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
m
ig
h
t
also
b
e
in
f
lu
en
ce
d
b
y
th
e
d
ev
elo
p
m
en
t
o
f
tech
n
o
lo
g
y
,
in
th
is
ca
s
e,
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
.
I
t
is
as
an
im
p
ac
t
o
f
th
e
in
d
u
s
tr
y
4
.
0
wh
ich
tr
an
s
f
o
r
m
d
i
g
itally
o
f
p
r
o
d
u
ctio
n
o
r
m
an
u
f
ac
tu
r
in
g
b
ased
in
d
u
s
tr
ies.
I
t
was
d
r
iv
en
b
y
co
n
n
e
cted
tech
n
o
lo
g
ies,
n
am
ely
cy
b
e
r
-
p
h
y
s
ical
s
y
s
tem
s
,
in
te
r
n
et
o
f
t
h
in
g
s
,
clo
u
d
co
m
p
u
tin
g
an
d
co
g
n
itiv
e
co
m
p
u
tin
g
[
3
,
4
]
.
Ma
n
y
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
ar
e
n
o
w
av
ailab
le
f
r
ee
ly
to
b
e
u
s
ed
b
y
teac
h
e
r
s
to
p
r
o
m
o
te
th
eir
teac
h
in
g
an
d
lear
n
i
n
g
q
u
ality
.
T
h
e
in
clu
s
io
n
o
f
th
ese
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
o
n
t
h
e
lear
n
in
g
p
r
o
ce
s
s
will
en
co
u
r
ag
e
s
tu
d
e
n
ts
o
n
in
v
o
lv
i
n
g
th
em
s
elv
es
in
th
e
ac
tiv
ities
.
S
tu
d
en
ts
ar
e
u
s
u
ally
m
o
tiv
ated
m
o
r
e
if
th
ey
s
ee
s
o
m
eth
in
g
in
t
er
esti
n
g
s
h
o
wn
th
r
o
u
g
h
th
e
d
i
g
ital d
ev
ice
an
d
ap
p
licatio
n
,
it is
s
u
p
p
o
r
ted
b
y
[
5
]
wh
o
s
ay
s
tu
d
en
ts
ar
e
m
o
ti
v
ated
in
lear
n
in
g
a
n
d
th
ey
co
u
l
d
lear
n
ef
f
ec
tiv
ely
u
s
in
g
d
i
g
ital
ap
p
licatio
n
.
T
h
e
r
e
ar
e
m
an
y
k
in
d
s
o
f
d
ig
ital
ap
p
l
icatio
n
s
th
at
ca
n
b
e
im
p
lem
en
ted
;
o
n
e
o
f
p
latf
o
r
m
s
d
ig
ital
is
Kah
o
o
t!
.
Kah
o
o
t!
is
a
lear
n
in
g
to
o
l
th
at
was
r
el
ea
s
ed
in
2
0
1
3
an
d
it
is
ap
p
r
o
p
r
i
ate
f
o
r
ad
d
itio
n
al
r
ef
e
r
en
ce
s
in
th
e
lear
n
in
g
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Dig
ita
l
-
b
a
s
ed
in
s
tr
u
ctio
n
:
C
h
a
n
ce
s
a
n
d
ch
a
llen
g
es in
E
n
g
li
s
h
la
n
g
u
a
g
e
…
(
N
in
g
tya
s
Ori
lin
a
A
r
g
a
w
a
ti
)
1139
teac
h
in
g
p
r
o
ce
s
s
[
6
,
7
]
.
Kah
o
o
t!
ca
n
also
b
e
an
in
ter
ac
tiv
e
lear
n
in
g
to
en
co
u
r
a
g
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
cr
ea
te
ac
tiv
e
lear
n
in
g
[
8
,
9
]
.
I
t
ca
n
b
e
s
ee
n
f
r
o
m
p
r
e
v
io
u
s
r
e
s
ea
r
ch
th
at
s
tu
d
en
ts
will
b
e
tr
ig
g
er
e
d
b
etter
wh
en
th
ey
h
av
e
to
an
s
wer
s
o
m
e
q
u
esti
o
n
s
th
r
o
u
g
h
Kah
o
o
t!
if
it
is
co
m
p
ar
ed
with
wh
e
n
th
ey
wo
r
k
o
n
t
h
eir
wo
r
k
s
h
ee
t.
Mo
r
e
o
v
er
,
t
h
ey
w
o
r
k
b
etter
o
n
th
eir
g
r
o
u
p
wh
en
th
e
teac
h
er
tu
r
n
ed
t
h
e
co
n
d
itio
n
in
to
s
u
c
h
a
co
m
p
etitio
n
th
an
th
r
o
u
g
h
a
r
e
g
u
lar
lear
n
i
ng.
An
o
th
e
r
ex
a
m
p
le
is
OR
AI
ap
p
licatio
n
;
it
is
o
n
e
ap
p
licatio
n
th
at
is
ea
s
y
to
u
s
e
an
d
it
is
u
s
ed
to
en
co
u
r
a
g
e
s
tu
d
e
n
ts
’
co
n
f
id
e
n
t to
talk
i
n
f
r
o
n
t
o
f
p
e
o
p
le
[
1
0
,
1
1
]
.
B
ased
o
n
th
o
s
e
ex
p
lan
atio
n
s
,
s
o
m
e
ap
p
licatio
n
s
ca
n
b
e
u
s
ed
in
teac
h
in
g
to
en
h
an
ce
th
e
g
o
al
o
f
teac
h
i
n
g
.
Nev
er
th
eless
,
th
e
im
p
o
r
tan
t
t
h
in
g
is
n
o
t
o
n
ly
ab
o
u
t
d
ig
ital
ap
p
licatio
n
s
b
u
t
also
th
e
teac
h
er
’
s
r
o
les
in
t
h
e
class
r
o
o
m
;
it
is
b
ec
au
s
e
th
ey
ca
n
ch
o
o
s
e
th
e
ap
p
r
o
p
r
iate
ap
p
licatio
n
t
h
at
c
an
b
e
u
s
ed
in
teac
h
i
n
g
an
d
l
ea
r
n
in
g
p
r
o
ce
s
s
.
I
n
o
th
er
wo
r
d
,
th
e
u
s
e
o
f
tec
h
n
o
lo
g
y
in
teac
h
in
g
p
r
o
ce
s
s
r
elies
o
n
teac
h
er
s
u
tili
ze
th
e
tech
n
o
lo
g
y
in
th
e
class
r
o
o
m
.
T
h
ese
p
o
s
s
ib
le
p
o
s
itiv
e
ef
f
ec
t
s
g
iv
e
a
b
etter
s
ig
h
t
t
o
th
e
lect
u
r
er
s
in
teac
h
in
g
in
in
d
u
s
tr
y
4
.
0
.
So
,
th
e
p
o
s
itiv
e
ef
f
ec
ts
ca
n
b
e
im
p
lem
en
ted
in
o
n
e
u
n
i
v
er
s
ity
in
B
an
d
u
n
g
to
in
v
o
lv
e
s
o
m
e
tech
n
o
lo
g
ies
o
n
th
eir
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
o
f
E
n
g
lis
h
.
T
h
r
o
u
g
h
th
eir
p
r
ac
tices
o
f
co
n
d
u
ctin
g
E
L
T
u
s
in
g
s
o
m
e
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
,
we
co
u
ld
r
ev
ea
l
s
o
m
e
p
o
ten
tia
ls
an
d
ch
allen
g
es
f
ac
ed
b
y
th
o
s
e
lect
u
r
er
s
o
n
cu
ltiv
atin
g
th
e
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
in
th
e
in
s
titu
tio
n
.
L
ec
tu
r
er
s
co
u
l
d
d
e
v
elo
p
t
h
eir
d
ig
ital
liter
ac
y
to
en
co
u
r
ag
e
s
tu
d
en
ts
o
n
d
ev
elo
p
in
g
th
eir
d
ig
ital
liter
ac
y
a
s
well
as
th
eir
cr
ea
tiv
ity
to
war
d
s
th
e
u
s
e
o
f
th
o
s
e
d
ev
ices
an
d
ap
p
licat
io
n
o
n
t
h
eir
lear
n
in
g
p
r
o
ce
s
s
.
B
esid
e
s
,
it
i
s
a
ch
allen
g
e
f
o
r
th
e
s
t
u
d
en
ts
to
s
ee
k
th
e
lear
n
in
g
o
u
tco
m
e
with
r
eg
ar
d
to
th
e
lear
n
in
g
m
an
a
g
em
en
t
b
y
th
e
lectu
r
er
[
1
2
]
.
Dig
ital
-
b
ased
in
s
tr
u
ctio
n
is
an
in
s
tr
u
ctio
n
u
s
in
g
s
o
m
e
d
ig
ital
d
e
v
ices
an
d
ap
p
lic
atio
n
.
On
im
p
lem
en
tin
g
th
e
DB
I
,
teac
h
er
s
n
ee
d
to
c
u
ltiv
ate
th
eir
d
ig
ital
liter
ac
y
in
th
eir
tea
ch
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
1
3
,
1
4
]
.
DB
I
h
elp
s
teac
h
er
s
to
ac
h
iev
e
t
h
e
o
b
jec
tiv
e
o
f
lear
n
i
n
g
an
d
teac
h
er
s
s
h
o
u
ld
ad
a
p
t
th
e
ch
an
g
in
g
o
f
tech
n
o
l
o
g
y
th
at
c
an
b
e
im
p
lem
en
ted
in
th
e
class
r
o
o
m
.
Ma
n
y
s
tu
d
ies
h
ad
b
ee
n
co
n
d
u
cte
d
r
elate
d
to
th
e
u
tili
za
tio
n
o
f
d
ig
ital d
e
v
ices in
class
r
o
o
m
s
ettin
g
[
1
,
1
5
-
18]
.
Dig
ital
d
ev
ices
u
s
ed
b
y
teac
h
er
s
o
n
cu
ltiv
atin
g
th
eir
tea
ch
in
g
a
n
d
lear
n
in
g
ac
tiv
ities
in
v
o
lv
e
d
s
m
ar
tp
h
o
n
es,
tab
s
,
lap
to
p
,
an
d
d
esk
to
p
co
m
p
u
ter
[
1
,
1
9
,
2
0
]
.
W
h
ile
,
[
13
]
co
n
s
id
er
ed
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
as
a
tech
n
o
lo
g
y
w
h
ich
co
v
er
s
L
C
D
p
r
o
jecto
r
,
lap
to
p
c
o
m
p
u
te
r
,
d
ig
ital
d
ictio
n
ar
ies,
an
d
s
o
f
twar
e
f
o
r
th
eir
p
r
esen
tatio
n
.
T
h
e
u
s
e
o
f
th
e
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
n
ee
d
d
ig
ital
liter
ac
y
.
Ma
n
y
r
esear
ch
er
s
u
s
e
v
ar
io
u
s
ter
m
o
f
d
i
g
ital
liter
ac
y
;
o
n
e
o
f
th
em
is
d
ig
ital
co
m
p
eten
ce
.
Dig
ital
c
o
m
p
eten
ce
is
n
ee
d
ed
b
y
b
o
t
h
lectu
r
er
s
an
d
s
tu
d
en
ts
.
As
s
p
e
cif
ically
d
ef
in
ed
b
y
[
2
1
]
,
d
i
g
ital
co
m
p
eten
ce
is
a
s
k
ill
to
u
tili
ze
tech
n
o
lo
g
y
to
g
ain
,
m
an
a
g
e,
an
d
ev
alu
ate
i
n
f
o
r
m
atio
n
,
c
r
ea
te
an
d
s
h
ar
e
in
f
o
r
m
atio
n
b
y
u
s
in
g
d
ig
ital to
o
ls
.
So
m
e
s
tu
d
ies
r
elate
d
to
th
e
u
s
e
o
f
d
ig
ital
d
ev
ices
an
d
ap
p
l
icatio
n
in
th
e
E
L
T
class
r
o
o
m
h
ad
b
ee
n
alr
ea
d
y
co
n
d
u
cted
.
On
e
o
f
th
e
m
is
b
y
[
1
]
wh
ich
r
ev
ea
led
th
a
t e
v
en
th
o
u
g
h
th
e
p
o
s
s
ess
io
n
o
f
d
ig
ital d
ev
ices o
f
s
o
m
e
teac
h
er
s
was
h
ig
h
,
th
e
u
s
e
o
f
th
ese
d
ig
ital
d
ev
ices
s
ee
m
ed
to
b
e
f
ar
f
o
r
s
atis
f
ac
tio
n
.
T
h
ey
h
a
d
lack
o
f
ab
ilit
y
o
n
cu
ltiv
atin
g
th
e
d
e
v
ices
th
ey
h
ad
in
to
t
h
eir
teac
h
i
n
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
An
o
th
er
r
elate
d
s
tu
d
ies
was
also
co
n
d
u
cted
by
[
13
]
w
h
ich
r
e
v
ea
led
t
h
at
teac
h
er
in
th
e
ag
e
o
f
d
ig
ital
-
n
ati
v
e
also
h
ad
s
o
m
e
o
b
s
tacle
s
o
n
th
e
u
s
e
o
f
d
ig
ital
d
e
v
ices
an
d
ap
p
licatio
n
o
n
t
h
eir
teac
h
in
g
ac
tiv
ities
.
I
n
ad
d
itio
n
,
th
e
y
also
f
o
u
n
d
s
o
m
e
ch
allen
g
es
wh
ich
co
m
e
n
o
t
o
n
ly
f
r
o
m
th
e
lectu
r
er
s
b
u
t
also
f
r
o
m
t
h
e
s
tu
d
en
ts
th
em
s
elv
e
s
.
T
h
e
ty
p
ical
s
tu
d
y
was
also
d
o
n
e
b
y
[
2
2
]
wh
o
f
in
ally
co
n
clu
d
e
d
th
at
m
o
s
t
ed
u
c
ato
r
s
ar
e
n
o
t
r
ea
d
y
to
h
a
v
e
m
a
d
e
ef
f
ec
tiv
e
u
s
e
o
f
tech
n
o
lo
g
y
in
th
e
s
tag
es
o
f
ap
p
r
o
p
r
iatio
n
an
d
ev
en
i
n
v
en
tio
n
.
T
h
er
e
will
b
e
a
m
ajo
r
o
b
s
tacle
if
th
e
teac
h
er
s
h
ad
a
lack
co
m
p
eten
ce
o
n
o
p
er
atin
g
th
e
tech
n
o
lo
g
y
f
o
r
E
L
T
[
1
6
]
.
I
n
ad
d
itio
n
,
e
d
u
ca
to
r
s
n
ee
d
to
k
n
o
w
th
e
ac
h
iev
em
en
t
th
at
ca
n
b
e
ac
h
i
ev
ed
th
r
o
u
g
h
tech
n
o
lo
g
y
an
d
th
e
s
tu
d
n
ets
ca
n
d
e
v
elo
p
b
et
ter
u
n
d
e
r
s
tan
d
in
g
s
with
d
ig
ital te
ch
n
o
lo
g
y
[
2
3
]
.
T
h
e
p
r
e
v
io
u
s
s
tu
d
ies
s
h
o
w
u
s
th
at
th
er
e
a
r
e
s
o
m
e
c
h
allen
g
es
o
n
t
h
e
im
p
lem
e
n
tatio
n
o
f
Dig
ital
-
b
ased
in
s
tr
u
ctio
n
in
th
e
class
r
o
o
m
s
ettin
g
,
y
et
s
o
m
e
ch
an
ce
s
wer
e
also
wid
ely
o
p
en
ed
to
b
e
d
ev
elo
p
e
d
o
n
th
is
im
p
lem
en
tatio
n
o
f
DB
I
.
T
h
er
e
f
o
r
e,
b
ased
o
n
th
e
b
ac
k
g
r
o
u
n
d
o
f
s
tu
d
y
a
b
o
v
e
th
e
o
b
ject
iv
e
o
f
th
is
s
tu
d
y
was
t
o
r
ev
ea
l
th
e
ch
a
n
ce
s
an
d
ch
alle
n
g
es
wh
ich
m
ig
h
t
em
e
r
g
e
f
r
o
m
th
e
im
p
lem
en
tatio
n
o
f
Dig
ital
-
B
ased
I
n
s
tr
u
ctio
n
in
I
n
d
o
n
esian
co
n
tex
t.
I
n
th
is
d
ig
ital
er
a,
teac
h
er
s
an
d
lectu
r
er
s
ar
e
h
o
p
ed
to
b
e
eq
u
ip
p
ed
with
s
u
f
f
icien
t
d
ig
ital
d
ev
ices
a
n
d
ap
p
licatio
n
.
T
h
ey
n
ee
d
b
o
th
o
f
th
e
m
o
n
t
h
e
im
p
lem
en
tati
o
n
o
f
Dig
ital
-
b
ased
in
s
tr
u
cti
o
n
.
Dig
ital
d
ev
ices
m
ea
n
t
h
er
e
ar
e
lap
to
p
s
,
s
m
ar
t
p
h
o
n
es,
tab
s
,
an
d
d
esk
t
o
p
c
o
m
p
u
ter
[
1
]
.
W
h
ile
d
ig
ital
a
p
p
licatio
n
s
u
s
ed
co
v
er
E
d
p
u
zz
le,
P
ad
let,
Kah
o
o
t!
,
an
d
m
an
y
m
o
r
e.
I
t
is
f
r
ee
ly
ac
ce
s
s
ed
an
d
u
s
ed
to
t
h
e
class
r
o
o
m
s
ettin
g
.
T
h
e
u
s
e
o
f
d
ig
ital
d
ev
ices
an
d
a
p
p
licatio
n
o
n
th
e
im
p
lem
en
tatio
n
o
f
Dig
ital
-
b
ased
in
s
tr
u
ctio
n
n
ee
d
s
cu
ltiv
atio
n
o
f
d
i
g
ital
liter
ac
y
b
o
t
h
teac
h
e
r
s
an
d
s
tu
d
en
ts
.
Dig
ital
liter
ac
y
b
ased
o
n
[
2
4
]
is
:
“
T
h
e
s
k
ill
t
o
b
e
an
ef
f
ec
tiv
e
citizen
in
th
e
2
1
s
t
ce
n
tu
r
y
,
in
clu
d
i
n
g
c
o
m
p
r
eh
e
n
d
in
g
th
e
ch
a
r
ac
ter
is
tics
an
d
f
ea
tu
r
es
o
f
d
i
g
ital
tech
n
o
lo
g
y
an
d
th
e
ef
f
ec
t
o
f
d
ig
ital
id
en
titi
es,
h
av
in
g
th
e
ab
ilit
y
to
m
an
ag
e,
co
m
p
r
eh
e
n
d
,
ass
ess
,
s
h
ar
e
an
d
co
m
m
u
n
icate
in
f
o
r
m
atio
n
u
s
in
g
d
ig
ital te
ch
n
o
lo
g
y
as we
ll a
s
in
ter
ac
t in
th
e
d
ig
ital w
o
r
ld
s
af
ely
.
”
L
ec
tu
r
er
s
also
ar
e
ex
p
ec
ted
to
h
av
e
g
o
o
d
d
ig
ital
liter
ac
y
,
ef
f
icien
t
u
tili
za
tio
n
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
[
2
5
]
,
s
o
th
at
th
ey
ca
n
im
p
le
m
en
t
b
etter
o
n
u
s
in
g
th
e
d
i
g
ital
d
ev
ices
an
d
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.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
1
3
8
-
1
1
4
4
1140
ap
p
licatio
n
.
L
ec
tu
r
er
s
in
v
o
l
v
e
d
in
th
is
s
tu
d
y
wer
e
d
ig
ital
-
n
a
tiv
e
teac
h
er
s
wh
o
wer
e
b
o
r
n
i
n
1
9
8
2
-
1
9
9
1
[
2
6
]
.
T
h
ey
h
a
v
e
b
ee
n
f
am
iliar
with
th
e
u
s
e
o
f
tech
n
o
lo
g
y
in
th
ei
r
d
aily
life
.
I
n
t
h
at
ca
s
e,
in
s
tan
t
m
ess
ag
in
g
,
tex
t
m
ess
ag
in
g
,
an
d
b
l
o
g
s
ch
a
r
ac
ter
ize
th
e
wa
y
th
e
d
ig
ital
n
ativ
e
co
m
m
u
n
icate
[
2
7
]
.
T
h
ey
ar
e
u
s
ed
to
r
e
ce
i
ve
in
f
o
r
m
atio
n
r
ea
lly
f
ast,
lik
e
t
o
p
ar
allel
p
r
o
ce
s
s
an
d
m
u
lti
-
task
,
an
d
f
u
n
ctio
n
b
est
wh
en
n
et
-
wo
r
k
ed
[
2
8
]
.
B
y
th
is
co
n
d
itio
n
,
f
o
r
tu
n
ately
,
th
e
y
h
av
e
t
h
e
s
am
e
ca
teg
o
r
y
as
t
h
e
s
tu
d
en
ts
th
ey
a
r
e
teac
h
in
g
.
T
h
is
is
wh
at
m
ak
es
th
ey
f
ee
l
m
o
r
e
co
m
f
o
r
tab
le
o
n
im
p
lem
en
tin
g
s
u
ch
a
d
ig
ita
l
ap
p
licatio
n
f
o
r
th
eir
teac
h
in
g
ac
tiv
ities
.
Fro
m
s
ev
er
al
d
ef
in
itio
n
r
elate
d
to
s
o
m
e
ter
m
s
a
b
o
v
e
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
d
ig
ital
-
b
ased
in
s
t
r
u
ctio
n
is
a
way
o
f
cu
ltiv
atin
g
d
ig
ital
liter
ac
y
o
n
th
e
u
s
e
o
f
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
to
war
d
s
th
e
tea
ch
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
in
class
r
o
o
m
s
ettin
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
A
d
escr
ip
tiv
e
q
u
alitativ
e
was
em
p
lo
y
ed
in
th
is
s
tu
d
y
.
I
t
tr
ie
d
to
d
escr
ib
e
th
e
c
h
an
ce
s
an
d
ch
allen
g
es
f
ac
e
b
y
t
h
e
lectu
r
er
s
in
o
n
e
u
n
iv
er
s
ity
in
B
an
d
u
n
g
o
n
co
n
d
u
ctin
g
teac
h
in
g
an
d
lea
r
n
in
g
ac
tiv
ities
u
s
in
g
s
o
m
e
d
ig
ital
d
ev
ices
an
d
a
p
p
licatio
n
in
E
L
T
class
r
oom.
I
t
is
r
el
ated
to
[
2
9
]
wh
o
s
ay
t
h
at
th
e
g
o
al
o
f
q
u
alitativ
e
d
escr
ip
tiv
e
is
a
co
m
p
r
eh
en
s
iv
e
s
u
m
m
ar
izatio
n
b
ased
o
n
ex
p
er
ien
ce
s
an
d
it
ca
n
b
e
d
o
n
e
in
d
iv
id
u
al
o
r
a
g
r
o
u
p
.
T
h
e
in
s
tr
u
m
e
n
ts
u
s
ed
we
r
e
o
b
s
er
v
atio
n
a
n
d
in
ter
v
iew
to
w
ar
d
s
5
lectu
r
er
s
o
f
E
n
g
lis
h
s
t
u
d
y
p
r
o
g
r
am
wh
o
teac
h
E
n
g
lis
h
u
s
in
g
s
o
m
e
d
ig
ital
d
ev
ices
an
d
a
p
p
licatio
n
s
.
I
t
was
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
s
in
ce
th
e
s
am
p
les
wer
e
tak
en
p
u
r
p
o
s
iv
ely
b
ased
o
n
th
eir
way
o
f
teac
h
in
g
.
T
h
e
r
esear
ch
er
s
ch
o
s
e
f
i
v
e
lectu
r
e
r
s
wh
o
teac
h
u
s
in
g
d
ig
ital d
ev
ices o
r
a
p
p
lica
tio
n
o
n
ly
.
T
h
e
r
esear
ch
e
r
s
o
b
s
er
v
e
d
f
i
v
e
lectu
r
er
s
wh
ile
th
ey
tau
g
h
t
in
f
iv
e
d
if
f
er
e
n
t
s
u
b
ject
s
s
u
ch
as
I
n
n
o
v
atio
n
in
E
n
g
lis
h
L
a
n
g
u
ag
e
T
ea
ch
in
g
(
E
L
T
)
,
Fo
u
n
d
a
tio
n
o
f
E
n
g
lis
h
Gr
am
m
ar
,
I
n
s
tr
u
ctio
n
al
Me
d
ia,
L
is
ten
in
g
f
o
r
Gen
er
al
C
o
m
m
u
n
icatio
n
,
a
n
d
Sp
ea
k
in
g
f
o
r
Gen
er
al
C
o
m
m
u
n
icatio
n
.
T
h
e
in
ter
v
iew
was
d
o
n
e
b
ef
o
r
e
a
n
d
a
f
ter
th
e
y
p
er
f
o
r
m
ed
teac
h
in
g
to
k
n
o
w
th
eir
d
et
ail
p
lan
n
in
g
an
d
r
esu
lt
af
ter
te
ac
h
in
g
,
s
o
th
at
th
ey
co
u
ld
co
m
p
ar
e
b
ef
o
r
e
an
d
af
ter
co
n
d
itio
n
r
elate
d
t
o
th
eir
o
p
in
io
n
to
wa
r
d
s
th
e
u
s
e
o
f
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
.
I
n
d
etail,
th
e
s
tep
s
o
f
th
e
r
esear
c
h
ca
n
b
e
s
ee
n
in
F
ig
u
r
e
1
.
Fig
u
r
e1
.
Step
s
o
f
t
h
e
s
tu
d
y
Af
ter
d
eter
m
in
in
g
th
e
s
am
p
le
s
tu
d
y
,
th
e
r
esear
ch
er
s
p
r
e
p
ar
ed
s
o
m
e
in
s
tr
u
m
en
t
u
s
ed
o
n
th
e
s
tu
d
y
.
T
h
e
in
s
tr
u
m
en
ts
co
v
er
ed
o
b
s
er
v
atio
n
an
d
in
ter
v
iew.
T
h
e
o
b
s
er
v
atio
n
s
h
ee
t
a
n
d
in
ter
v
i
ew
wer
e
d
ev
elo
p
e
d
b
ased
o
n
two
-
s
id
e
s
ig
h
t
(
b
o
t
h
lectu
r
er
s
an
d
s
tu
d
e
n
ts
)
.
T
h
ey
co
v
er
e
d
b
o
t
h
lectu
r
er
s
’
a
n
d
s
tu
d
en
ts
’
d
ig
ital
liter
ac
y
an
d
th
e
co
n
d
itio
n
o
f
th
e
class
r
o
o
m
r
elate
d
to
th
e
im
p
lem
en
tatio
n
o
f
DB
I
.
T
h
e
f
ir
s
t
in
ter
v
iew
was
d
o
n
e
b
ef
o
r
e
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
to
k
n
o
w
th
e
p
r
e
p
a
r
atio
n
an
d
p
lan
n
in
g
o
f
th
e
lectu
r
e
r
s
.
I
t
d
ea
ls
with
th
eir
r
ea
d
in
ess
to
w
ar
d
s
s
o
m
e
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
b
ei
n
g
u
s
ed
.
Fo
r
o
b
s
er
v
atio
n
,
r
esear
c
h
er
s
p
r
ep
a
r
e
a
s
h
ee
t
co
n
tain
in
g
s
o
m
e
p
o
in
ts
to
b
e
o
b
s
er
v
e
d
s
u
ch
as
s
tu
d
en
ts
’
r
ea
d
in
ess
,
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
th
e
in
s
tr
u
ctio
n
d
o
n
e
b
y
th
e
lectu
r
er
s
,
lectu
r
e
r
s
’
u
s
e
o
f
d
ig
i
tal
d
ev
ices
an
d
ap
p
licatio
n
.
T
h
e
s
ec
o
n
d
i
n
ter
v
iew
was
d
o
n
e
to
r
ev
ea
l
wh
at
h
ap
p
e
n
ed
d
u
r
in
g
th
e
teac
h
in
g
p
r
o
ce
s
s
an
d
to
u
n
d
er
s
tan
d
t
h
e
lectu
r
er
s
’
o
p
in
i
o
n
to
war
d
s
th
e
i
m
p
lem
en
tatio
n
o
f
d
i
g
ital
-
b
ased
in
s
tr
u
ctio
n
.
T
h
e
d
ata
g
ath
e
r
ed
th
r
o
u
g
h
o
b
s
er
v
atio
n
an
d
i
n
ter
v
iew
wer
e
th
en
an
aly
ze
d
an
d
ca
teg
o
r
ize
d
in
to
two
m
ain
p
o
in
ts
;
ch
an
ce
an
d
ch
all
en
g
es
o
n
d
ig
ital
-
b
ased
in
s
tr
u
c
tio
n
.
T
h
e
d
ata
wer
e
f
in
ally
d
is
p
lay
ed
in
th
e
f
o
r
m
o
f
d
escr
ip
tiv
e
d
ata
g
ath
er
e
d
f
r
o
m
th
o
s
e
in
s
tr
u
m
e
n
ts
p
r
ep
ar
e
d
b
ef
o
r
e.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lt o
f
th
is
s
tu
d
y
is
p
r
es
en
ted
in
th
e
f
o
r
m
o
f
p
ictu
r
es,
t
ab
les an
d
r
esu
lt d
escr
ip
tio
n
c
o
v
er
in
g
th
e
ch
an
ce
s
an
d
c
h
allen
g
es
o
f
t
h
e
u
s
e
o
f
Dig
ital
-
B
ased
I
n
s
tr
u
ctio
n
in
C
lass
r
o
o
m
co
n
te
x
t in
I
n
d
o
n
esia.
Pr
e
p
a
r
i
n
g
i
n
st
r
u
me
n
t
s
C
o
n
d
u
c
t
i
n
g
F
i
r
st
I
n
t
e
r
v
i
e
w
D
o
i
n
g
o
b
se
r
v
a
t
i
o
n
C
o
n
d
u
c
t
i
n
g
Se
c
o
n
d
I
n
t
e
r
v
i
e
w
A
n
a
l
y
z
i
n
g
t
h
e
d
a
t
a
Disp
l
a
y
i
n
g
t
h
e
r
e
su
l
t
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
Dig
ita
l
-
b
a
s
ed
in
s
tr
u
ctio
n
:
C
h
a
n
ce
s
a
n
d
ch
a
llen
g
es in
E
n
g
li
s
h
la
n
g
u
a
g
e
…
(
N
in
g
tya
s
Ori
lin
a
A
r
g
a
w
a
ti
)
1141
3
.
1
.
Dig
it
a
l dev
ices a
nd
a
pp
lica
t
io
n us
ed
T
h
e
f
in
d
in
g
o
f
th
is
s
tu
d
y
co
v
er
s
two
m
ain
p
o
in
ts
;
th
ey
ar
e
th
e
ch
an
ce
s
o
f
im
p
lem
en
tin
g
Dig
ital
-
b
ased
I
n
s
tr
u
ctio
n
in
class
r
o
o
m
an
d
ch
allen
g
es
to
war
d
it.
T
h
e
lectu
r
er
s
b
ein
g
o
b
s
er
v
ed
tau
g
h
t
in
f
iv
e
d
if
f
e
r
en
t
class
es
with
f
iv
e
d
if
f
er
en
t
s
u
b
jects.
On
th
eir
tea
ch
in
g
an
d
lear
n
in
g
ac
tiv
ities
,
th
ey
u
s
ed
d
ig
ital
d
ev
ices
o
r
ap
p
licatio
n
in
d
eliv
e
r
in
g
th
e
m
ater
ial.
T
h
e
d
ig
ital
d
ev
ices
an
d
ap
p
licatio
n
u
s
ed
in
th
eir
t
ea
ch
in
g
ca
n
b
e
s
ee
n
in
d
etail
in
T
ab
le
1
.
T
ab
le
1
.
Dig
ital d
ev
ices a
n
d
a
p
p
licatio
n
u
s
ed
b
y
lectu
r
e
r
s
Le
c
t
u
r
e
r
S
u
b
j
e
c
t
D
i
g
i
t
a
l
d
e
v
i
c
e
s
D
i
g
i
t
a
l
a
p
p
l
i
c
a
t
i
o
n
1
I
n
n
o
v
a
t
i
o
n
i
n
EL
T
La
p
t
o
p
,
i
n
f
o
c
u
s,
P
P
T,
s
mart
p
h
o
n
e
s
Le
c
t
u
r
e
r
’
s
b
l
o
g
2
F
o
u
n
d
a
t
i
o
n
o
f
En
g
l
i
s
h
G
r
a
mm
a
r
La
p
t
o
p
,
i
n
f
o
c
u
s,
P
P
T,
s
mart
p
h
o
n
e
s
Le
c
t
u
r
e
r
’
s
b
l
o
g
,
K
a
h
o
o
t
!
3
I
n
st
r
u
c
t
i
o
n
a
l
M
e
d
i
a
La
p
t
o
p
,
i
n
f
o
c
u
s,
P
P
T,
l
o
u
d
s
p
e
a
k
e
r
,
s
martp
h
o
n
e
s
Le
c
t
u
r
e
r
’
s
b
l
o
g
,
P
a
d
l
e
t
4
Li
st
e
n
i
n
g
f
o
r
G
e
n
e
r
a
l
C
o
mm
u
n
i
c
a
t
i
o
n
La
p
t
o
p
,
i
n
f
o
c
u
s,
P
P
T,
s
mart
p
h
o
n
e
s
Le
c
t
u
r
e
r
’
s
b
l
o
g
,
Y
o
u
T
u
b
e
,
E
d
p
u
z
z
l
e
5
S
p
e
a
k
i
n
g
f
o
r
G
e
n
e
r
a
l
C
o
m
mu
n
i
c
a
t
i
o
n
S
martp
h
o
n
e
s
O
r
a
i
,
E
d
p
u
z
z
l
e
,
3
.
2
.
O
bs
er
v
a
t
io
n o
n t
ea
chin
g
a
nd
lea
rning
pro
ce
s
s
T
h
e
r
esear
ch
er
s
ca
m
e
i
n
th
e
class
r
o
o
m
to
o
b
s
er
v
e
h
o
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No
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n
s
L1
L2
L3
L4
L5
1.
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f
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c
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.
Q
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o
n
s
L1
L2
L3
L4
L5
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G
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d
t
h
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g
s
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a
p
p
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d
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c
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3
.
4
.
Dis
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s
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Dig
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er
a
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its
n
o
wad
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s
o
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u
r
life
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I
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lead
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to
s
h
if
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way
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m
an
u
ally
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it
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wa
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co
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also
af
f
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way
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f
lectu
r
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d
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m
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th
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class
r
o
o
m
in
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n
g
lis
h
lear
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in
g
an
d
teac
h
in
g
.
T
h
e
s
tu
d
y
co
n
d
u
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is
aim
ed
at
d
escr
ib
in
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th
e
p
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s
s
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le
ch
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s
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d
ch
allen
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m
a
y
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is
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b
y
t
h
e
im
p
lem
en
tatio
n
o
f
Dig
ital
-
b
ased
I
n
s
tr
u
ctio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
8
2
2
Dig
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-
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a
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s
tr
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:
C
h
a
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ce
s
a
n
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ch
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llen
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1143
T
h
e
u
s
e
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Dig
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ased
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s
t
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ctio
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ain
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tili
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ased
I
n
s
tr
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e
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s
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v
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DB
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4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
is
aim
ed
at
d
escr
ib
in
g
th
e
p
o
s
s
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le
ch
an
ce
s
an
d
ch
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m
ay
b
e
f
ac
e
d
b
y
le
ctu
r
er
s
o
n
im
p
lem
en
tin
g
Dig
ital
-
b
ased
i
n
s
tr
u
ctio
n
s
.
T
h
e
r
e
a
r
e
s
o
m
e
p
o
s
s
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le
ch
an
ce
s
an
d
ch
allen
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e
s
wh
ich
h
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v
e
b
ee
n
r
ev
ea
led
th
r
o
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g
h
t
h
is
s
tu
d
y
.
T
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e
ch
a
n
ce
s
co
v
e
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ed
s
o
m
e
it
em
s
r
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d
to
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e
im
p
r
o
v
em
en
t
o
f
b
o
t
h
lectu
r
e
r
s
an
d
s
tu
d
e
n
ts
ab
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o
n
u
s
in
g
d
ig
ital
d
ev
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a
n
d
ap
p
lica
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n
,
an
d
also
d
ev
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o
p
ac
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well
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th
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cr
ea
tiv
ity
.
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h
ile
s
o
m
e
ch
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g
es
m
ig
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t
also
b
e
a
p
p
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r
d
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th
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ited
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ich
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e.
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er
,
lectu
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s
tu
d
en
ts
’
d
ig
ital
liter
ac
y
also
c
h
allen
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e
th
em
to
b
e
im
p
r
o
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d
if
th
ey
wan
t
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k
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p
u
s
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g
th
e
Dig
ital
-
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ased
I
n
s
tr
u
cti
o
n
.
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ally
,
in
th
is
d
ig
ital
er
a,
o
n
e
h
as to
cu
ltiv
ate
an
d
im
p
r
o
v
e
t
h
eir
ab
ilit
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o
n
u
s
in
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s
o
m
e
d
ig
i
tal
d
ev
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n
d
ap
p
licatio
n
s
o
th
at
h
e
o
r
s
h
e
co
u
ld
elev
ate
th
e
q
u
ality
o
f
E
n
g
lis
h
lear
n
in
g
a
n
d
teac
h
in
g
.
ACK
NO
WL
E
DG
E
M
E
NT
S
Au
th
o
r
s
wo
u
ld
lik
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to
th
an
k
to
all
th
e
lectu
r
er
s
a
n
d
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tu
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en
ts
in
v
o
lv
e
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i
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o
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g
th
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esear
ch
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Au
th
o
r
s
also
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ld
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ca
tio
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s
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y
p
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r
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o
f
I
KI
P Sili
wan
g
i
.
RE
F
E
R
E
NC
E
S
[1
]
S
u
h
e
r
d
i,
D.
a
n
d
M
ia
n
,
Y.
,
“
To
w
a
rd
s
th
e
e
sta
b
li
sh
m
e
n
t
o
f
tea
c
h
e
rs’
m
u
lt
ico
n
tex
t
i
n
fo
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
(ICT)
train
i
n
g
,”
En
g
li
sh
la
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
T
e
c
h
n
o
l
o
g
y
J
o
u
rn
a
l
,
vol
. 1
,
no
.
1
,
p
p
.
1
-
11
,
2
0
1
7
.
[2
]
G
iala
m
a
s,
V.,
Nik
o
l
o
p
o
u
l
o
u
,
K.,
a
n
d
Ko
u
tr
o
m
a
n
o
s
G
.,
“
S
tu
d
e
n
t
T
e
a
c
h
e
rs’
P
e
rc
e
p
ti
o
n
a
b
o
u
t
Th
e
Im
p
a
c
t
o
f
I
n
tern
e
t
Us
a
g
e
o
n
T
h
e
ir
Lea
rn
i
n
g
a
n
d
J
o
b
,”
Co
mp
u
ter
s a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l.
6
2
,
p
p
.
1
-
7
,
M
a
r.
2
0
1
3
.
[3
]
H.
Ka
g
e
rm
a
n
n
,
e
t
a
l.
,
“
Re
c
o
m
m
e
n
d
a
ti
o
n
s
fo
r
imp
lem
e
n
ti
n
g
t
h
e
stra
teg
ic
in
it
iati
v
e
IND
UST
RIE
4
.
0
,”
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e
c
u
rin
g
t
h
e
fu
tu
re
o
f
G
e
rm
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n
m
a
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in
d
u
stry
,
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in
a
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p
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e
In
d
u
stries
4
.
0
Wo
r
k
in
g
G
ro
u
p
,
Ac
a
tec
h
–
Na
ti
o
n
a
l
Ac
a
d
e
m
y
o
f
S
c
ien
c
e
a
n
d
En
g
in
e
e
rin
g
,
2
0
1
3
.
[4
]
P
.
G
a
j
,
e
t
a
l.
,
“
Co
m
p
u
ter
c
o
m
m
u
n
ica
ti
o
n
with
i
n
i
n
d
u
strial
d
istri
b
u
ted
e
n
v
iro
n
m
e
n
t
—
A
su
rv
e
y
,
”
IE
EE
T
ra
n
sa
c
ti
o
n
s
o
n
I
n
d
u
stria
l
In
f
o
rm
a
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c
s,
v
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l
.
9
,
n
o
.
1
,
p
p
.
1
8
2
-
1
8
9
,
2
0
1
2
.
[5
]
S
u
ry
a
n
i,
L
.
,
S
y
a
h
riza
l,
T
.
,
a
n
d
F
a
u
z
iah
,
U.
N.
E
.
,
“
Us
in
g
ORA
I
a
p
p
li
c
a
ti
o
n
in
tea
c
h
in
g
p
r
o
n
u
n
c
iati
o
n
,”
In
d
o
n
e
sia
n
EF
L
J
o
u
rn
a
l,
v
o
l.
5
,
n
o
.
2,
p
p
.
93
-
1
0
2
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
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8
8
2
2
I
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&
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4
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2
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1144
[6
]
M
a
rti
n
s,
E.
R.
,
G
e
ra
ld
e
s,
W.
B.
,
Afo
n
se
c
a
,
U.
R.
,
a
n
d
G
o
u
v
e
ia,
L.
M
.
B.
,
“
Us
in
g
k
a
h
o
o
t
a
s
a
lea
rn
in
g
t
o
o
l
,”
In
Ra
m
o
s
I.
,
Qu
a
re
sm
a
R.
,
S
il
v
a
P
.
,
Oli
v
e
ira
T.
(e
d
s)
,
In
f
o
rm
a
ti
o
n
S
y
ste
ms
fo
r
In
d
u
stry
4
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0
.
L
e
c
tu
re
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tes
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n
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fo
rm
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t
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n
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y
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ms
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n
d
Or
g
a
n
is
a
ti
o
n
,
vol
.
3
1
.
S
p
ri
n
g
e
r,
Ch
a
m
,
2
0
1
2
.
[7
]
P
u
tri
,
A.R.
a
n
d
M
u
z
a
k
i,
M
.
A.
,
“
Im
p
lem
e
n
tatio
n
o
f
Ka
h
o
o
t
a
s
a
d
i
g
it
a
l
g
a
m
e
-
b
a
se
d
lea
rn
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g
m
e
d
ia
in
fa
c
in
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t
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e
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ra
o
f
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h
e
in
d
u
strial
re
v
o
lu
ti
o
n
4
.
0
(in
Ba
h
a
sa
),
”
Pr
o
sid
i
n
g
s
e
min
a
r
n
a
si
o
n
a
l
,
2
0
1
9
,
[On
li
n
e
].
A
v
a
il
a
b
le
:
h
tt
p
:
//
p
g
sd
.
u
m
k
.
a
c
.
i
d
/fi
les
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o
sid
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n
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/
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0
1
9
/
2
7
_
_
A
p
ril
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Ri
y
a
n
a
.
p
d
f
[8
]
Irwa
n
,
I.
,
L
u
th
f
i,
Z.
F
.
,
a
n
d
Wa
ld
i,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
u
sin
g
Ka
h
o
o
t!
to
imp
r
o
v
e
stu
d
e
n
t
lea
rn
in
g
o
u
tco
m
e
s
(in
Ba
h
a
sa
),
”
PE
DAGO
GIA:
J
u
rn
a
l
Pen
d
i
d
ika
n
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
95
-
1
0
4
,
2
0
1
9
.
[9
]
P
lu
m
p
,
C.
M
.
,
a
n
d
LaRo
sa
,
J.
,
“
U
sin
g
Ka
h
o
o
t!
in
th
e
c
las
sro
o
m
t
o
c
re
a
te
e
n
g
a
g
e
m
e
n
t
a
n
d
a
c
ti
v
e
lea
rn
in
g
:
A
g
a
m
e
-
b
a
se
d
tec
h
n
o
lo
g
y
s
o
lu
ti
o
n
fo
r
e
Lea
rn
in
g
n
o
v
ice
s
,
”
M
a
n
a
g
e
me
n
t
T
e
a
c
h
in
g
Rev
iew
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
1
5
1
-
1
5
8
,
2
0
1
7
.
[1
0
]
H
a
li
m
a
h
,
H.,
He
lmie
,
J.,
a
n
d
S
u
silaw
a
ti
,
N.
,
“
Ora
i
a
p
p
li
c
a
ti
o
n
to
p
r
o
m
o
te au
to
n
o
m
o
u
s lea
rn
in
g
to
En
g
li
sh
lea
rn
e
r
a
t
se
n
io
r
h
ig
h
sc
h
o
o
l
,”
IJ
ET
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
1
1
0
-
1
1
7
,
2
0
1
8
.
[1
1
]
S
a
rip
u
d
in
,
T
.
,
“
Th
e
Im
p
lem
e
n
tatio
n
o
f
ORA
I
a
p
p
li
c
a
ti
o
n
in
tea
c
h
in
g
s
p
e
a
k
in
g
t
o
se
n
io
r
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts
,
”
J
o
u
rn
a
l
o
f
E
n
g
li
s
h
Ped
a
g
o
g
y
,
L
i
n
g
u
isti
c
s,
L
it
e
ra
tu
re
,
a
n
d
T
e
a
c
h
i
n
g
(
J
OEPA
L
L
T
)
,
v
o
l.
8
,
n
o
.
1
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s://
ju
r
n
a
l.
u
n
su
r.
a
c
.
id
/j
e
o
p
a
ll
t/
a
rti
c
le/v
iew
/
8
2
4
/6
9
5
[1
2
]
P
u
n
c
re
o
b
u
tr
,
V.
,
“
Ed
u
c
a
ti
o
n
4
.
0
:
Ne
w
Ch
a
ll
e
n
g
e
o
f
Lea
rn
i
n
g
,”
J
o
u
rn
a
l
o
f
Hu
ma
n
it
ies
a
n
d
S
o
c
i
a
l
S
c
ien
c
e
s
,
vol
.
2
,
no
.
2
,
p
p
.
9
2
-
9
7
,
2
0
1
6
.
[1
3
]
Ku
rn
iaw
a
ti
,
N.,
M
a
o
li
d
a
,
E.
H.
,
An
jan
ip
u
tra,
A.
G
.
,
“
Th
e
p
ra
x
is
o
f
d
i
g
it
a
l
li
tera
c
y
in
t
h
e
Efl
c
las
sro
o
m
:
d
i
g
it
a
l
-
imm
ig
ra
n
t
v
s
d
ig
it
a
l
-
n
a
ti
v
e
tea
c
h
e
r
,”
In
d
o
n
e
sia
n
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
L
i
n
g
u
isti
c
s
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
2
8
-
3
7
,
2
0
1
8
.
[1
4
]
F
e
rra
ri,
A
.
DIG
COMP
:
A
Fr
a
me
wo
rk
fo
r
d
e
v
e
lo
p
in
g
a
n
d
u
n
d
e
rs
ta
n
d
in
g
d
ig
it
a
l
c
o
m
p
e
ten
c
e
in
Eu
ro
p
e
.
Lu
x
e
m
b
o
u
r
g
:
P
u
b
l
ica
ti
o
n
s Office
o
f
t
h
e
Eu
r
o
p
e
a
n
U
n
io
n
,
2
0
1
3
.
[1
5
]
No
we
ll
,
S
.
D.
“
Us
in
g
d
isru
p
ti
v
e
t
e
c
h
n
o
l
o
g
ies
t
o
m
a
k
e
d
i
g
it
a
l
c
o
n
n
e
c
ti
o
n
s:
S
t
o
ries
o
f
m
e
d
ia
u
se
a
n
d
d
ig
i
tal
li
tera
c
y
in
se
c
o
n
d
a
ry
c
las
sro
o
m
s
,”
E
d
u
c
a
t
io
n
a
l
M
e
d
ia
In
ter
n
a
ti
o
n
a
l,
v
o
l.
51
,
n
o
.
2
,
p
p
.
1
0
9
-
1
2
3
,
2
0
1
4
.
[1
6
]
Yo
u
n
g
,
R.
,
Us
i
n
g
T
e
c
h
n
o
l
o
g
y
T
o
o
ls
in
th
e
P
u
b
l
ic
S
c
h
o
o
l
Cla
ss
ro
o
m.
M
e
n
o
m
o
n
ie,
WI
:
Un
iv
e
rsit
y
o
f
Wi
sc
o
n
si
n
-
S
to
u
t
,
2
0
1
8
.
[1
7
]
Ho
b
b
s,
R.
“
Im
p
ro
v
iza
ti
o
n
a
n
d
stra
teg
ic
risk
-
tak
i
n
g
in
i
n
fo
rm
a
l
l
e
a
rn
in
g
wit
h
d
ig
i
tal
m
e
d
ia
li
tera
c
y
,”
L
e
a
rn
i
n
g
,
M
e
d
ia
a
n
d
T
e
c
h
n
o
lo
g
y
,
v
o
l.
38
,
n
o
.
2
,
p
p
.
1
8
2
-
1
9
7
,
2
0
1
3
.
[1
8
]
P
a
rk
,
S
.
,
a
n
d
B
u
rfo
r
d
,
S
.
,
“
A
lo
n
g
it
u
d
in
a
l
st
u
d
y
o
n
t
h
e
u
se
s
o
f
m
o
b
il
e
tab
let
d
e
v
ice
s
a
n
d
c
h
a
n
c
e
s
in
d
i
g
it
a
l
m
e
d
ia
li
tera
c
y
o
f
y
o
u
n
g
a
d
u
lt
s
,”
E
d
u
c
a
t
i
o
n
a
l
M
e
d
ia
In
ter
n
a
ti
o
n
a
l,
v
o
l
.
50
,
n
o
.
4
,
p
p
.
2
6
6
-
2
8
0
,
2
0
1
3
.
[1
9
]
Do
u
g
las
,
D
.
,
An
g
e
l,
H.,
a
n
d
Be
th
a
n
y
,
W
.
“
Dig
it
a
l
d
e
v
ice
s,
d
istrac
ti
o
n
,
a
n
d
stu
d
e
n
t
p
e
rfo
rm
a
n
c
e
:
Do
e
s
in
-
c
las
s
c
e
ll
p
h
o
n
e
u
se
re
d
u
c
e
lea
rn
in
g
?
”
Astro
n
o
my
E
d
u
c
a
ti
o
n
Rev
iew
,
v
o
l
.
11
,
n
o
.
1
,
p
p
.
0
1
0
1
0
8
1
-
0
1
0
1
0
8
4
,
2
0
1
2
.
[2
0
]
S
e
v
il
lan
o
-
G
a
rc
ia,
M
.
L.
,
a
n
d
V
á
z
q
u
e
z
-
Ca
n
o
,
E
.
,
“
T
h
e
imp
a
c
t
o
f
d
ig
it
a
l
m
o
b
il
e
d
e
v
ice
s
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
T
e
c
h
n
o
lo
g
y
&
S
o
c
iety
,
v
o
l
.
18
,
n
o
.
1,
p
p
.
1
0
6
-
1
1
8
,
2
0
1
5
.
[2
1
]
Ha
tl
e
v
ik
,
O
.
E
.
,
a
n
d
Ch
ist
o
p
h
e
rse
n
,
K.
-
A
.
“
Di
g
it
a
l
c
o
m
p
e
ten
c
e
a
t
t
h
e
b
e
g
in
n
in
g
o
f
u
p
p
e
r
se
c
o
n
d
a
r
y
sc
h
o
o
l
:
id
e
n
ti
f
y
in
g
fa
c
to
rs ex
p
lai
n
in
g
d
ig
i
tal
in
c
lu
si
o
n
,”
Co
mp
u
ter
s &
Ed
u
c
a
ti
o
n
,
v
o
l
.
6
3
,
p
p
.
2
4
0
-
2
4
7
,
A
p
r.
2
0
1
3
.
[2
2
]
Re
in
,
D.
,
W
h
a
t
is
e
ff
e
c
ti
v
e
in
te
g
ra
ti
o
n
o
f
tec
h
n
o
l
o
g
y
,
a
n
d
d
o
e
s
it
m
a
k
e
a
d
i
ff
e
re
n
c
e
?
Cu
p
e
rti
n
o
,
CA:
Ap
p
le
Co
m
p
u
ter,
in
c
.
2
0
0
0
.
[2
3
]
He
n
d
e
rso
n
,
M
.
,
S
e
lwy
n
,
N.,
a
n
d
As
to
n
,
R
.
“
Wh
a
t
wo
r
k
s
a
n
d
wh
y
?
S
tu
d
e
n
t
p
e
rc
e
p
ti
o
n
s
o
f
‘u
se
fu
l’d
ig
it
a
l
tec
h
n
o
l
o
g
y
i
n
u
n
i
v
e
rsity
tea
c
h
i
n
g
a
n
d
lea
rn
i
n
g
,”
S
t
u
d
ies
i
n
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
42
,
n
o
.
8
,
p
p
.
1
5
6
7
-
1
5
7
9
,
2
0
1
5
.
[2
4
]
Zh
a
n
g
,
H.
a
n
d
Zh
u
,
C.
,
“
A
stu
d
y
o
f
d
ig
it
a
l
m
e
d
ia
li
tera
c
y
o
f
t
h
e
5
th
a
n
d
6
th
g
ra
d
e
p
r
ima
ry
stu
d
e
n
ts
in
Be
ij
i
n
g
,”
Asia
-
Pa
c
if
ic E
d
u
c
a
ti
o
n
Res
e
a
rc
h
e
r
,
v
o
l.
25
,
n
o
.
4
,
p
p
.
5
7
9
-
5
9
2
.
2
0
1
6
.
[2
5
]
Ko
lt
a
y
,
T.
,
“
Th
e
m
e
d
ia
a
n
d
th
e
li
tera
c
ies
:
m
e
d
ia
li
tera
c
y
,
i
n
fo
r
m
a
ti
o
n
l
it
e
ra
c
y
,
d
ig
it
a
l
l
it
e
ra
c
y
,”
M
e
d
i
a
Cu
lt
u
re
S
o
c
iety
,
v
o
l.
33
,
n
o
.
2
,
p
p
.
2
1
1
-
221
,
2
0
1
1
.
[2
6
]
Ob
li
n
g
e
r,
D.,
a
n
d
Ob
li
n
g
e
r,
J.
,
“
Is
it
a
g
e
o
r
I
T:
F
irst
S
te
p
t
o
wa
rd
U
n
d
e
rsta
n
d
in
g
t
h
e
n
e
t
G
e
n
e
ra
ti
o
n
,
”
in
D
.
Ob
l
in
g
e
r
&
J.
Ob
li
n
g
e
r
(E
d
s.)
,
E
d
u
c
a
ti
n
g
t
h
e
Ne
t
Ge
n
e
ra
ti
o
n
.
B
o
u
ld
e
r,
CO:
EDUCA
USE
,
2
0
0
5
.
[2
7
]
Ha
rtma
n
,
J.,
M
o
sk
a
l,
P
.
,
a
n
d
Dz
iu
b
a
n
,
C.
,
“
P
re
p
a
ri
n
g
t
h
e
a
c
a
d
e
m
y
o
f
to
d
a
y
f
o
r
th
e
lea
rn
e
r
o
f
t
o
m
o
rro
w
,”
i
n
D.
Ob
li
n
g
e
r
&
J.
Ob
li
n
g
e
r
(
Ed
s.)
,
Ed
u
c
a
ti
n
g
t
h
e
Ne
t
Ge
n
e
ra
ti
o
n
.
Bo
u
l
d
e
r,
CO:
EDUCA
USE
,
2
0
0
5
.
[2
8
]
P
re
n
sk
y
,
M
.
,
Di
g
it
a
l
Na
ti
v
e
s,
Di
g
it
a
l
Imm
i
g
ra
n
ts
p
a
rt
1
.
On
t
h
e
Ho
rizo
n
,
M
CB
Un
iv
e
rsit
y
P
re
ss
,
v
o
l.
9
,
n
o
.
5
,
2
0
0
1
.
[2
9
]
Lam
b
e
rt,
V.
A.,
a
n
d
Lam
b
e
rt,
C.
E
.
,
“
Qu
a
li
tati
v
e
d
e
sc
rip
ti
v
e
re
se
a
rc
h
:
An
a
c
c
e
p
tab
le
d
e
sig
,
”
Pa
c
if
ic
Ri
m
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
N
u
rs
in
g
Res
e
a
rc
h
,
v
o
l.
16
,
n
o
.
4
,
p
p
.
2
5
5
-
2
5
6
,
2
0
1
2
.
[3
0
]
S
u
h
e
r
d
i,
D.,
Ih
r
o
m
,
S
.
M
.
,
a
n
d
Nu
rb
i
y
a
tu
n
,
N.
,
“
In
c
o
rp
o
ra
ti
n
g
S
e
lf
-
Re
g
u
late
d
Lea
rn
i
n
g
i
n
to
E
n
g
li
sh
Tea
c
h
in
g
:
Early
les
so
n
s
fr
o
m
th
e
imp
lem
e
n
t
a
ti
o
n
o
f
S
M
E
LT
I
4
.
0
DE
in
a
n
UPI
S
e
n
io
r
Hi
g
h
Lab
S
c
h
o
o
l
c
las
s
,”
Pro
c
e
e
d
in
g
s
o
f
t
h
e
2
n
d
I
n
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
E
d
u
c
a
t
io
n
a
l
S
c
ien
c
e
s (ICE
S
2
0
1
8
),
v
o
l
.
2
1
4
,
p
p
.
4
5
-
4
9
,
2
0
1
9
.
[3
1
]
An
g
g
ra
e
n
i
,
C.
W.
,
“
P
r
o
m
o
ti
n
g
E
d
u
c
a
ti
o
n
4
.
0
in
En
g
li
sh
f
o
r
S
u
r
v
i
v
a
l
Clas
s:
Wh
a
t
a
re
th
e
Ch
a
ll
e
n
g
e
s?
”
M
e
ta
th
e
sis:
J
o
u
rn
a
l
o
f
E
n
g
li
s
h
l
a
n
g
u
a
g
e
,
l
it
e
ra
tu
re
,
a
n
d
tea
c
h
in
g
,
vol
.
2
,
no
.
1
,
p
p
.
1
2
-
2
4
,
2
0
1
8
.
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