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term
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t
o
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a
tu
re
s
o
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it
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li
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e
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g
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ts
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p
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e
e
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g
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e
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rin
g
fr
o
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b
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g
u
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rsity
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n
iv
e
rs
it
y
o
f
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g
i
n
e
e
rin
g
a
n
d
Tec
h
n
o
l
o
g
y
Ja
m
sh
o
ro
(M
UET)
w
e
re
tau
g
h
t
E
n
g
li
sh
u
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d
e
r
b
l
o
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in
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n
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re
in
terv
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e
d
.
Re
sp
o
n
d
e
n
ts’
a
tt
i
tu
d
e
is
m
a
in
ly
p
o
sit
iv
e
t
o
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rd
s
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lo
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g
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g
.
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e
re
we
re
v
e
ry
fe
w
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iffere
n
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e
s
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ted
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u
t
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o
m
th
e
ir
a
tt
it
u
d
e
to
wa
rd
s
b
lo
g
g
i
n
g
.
K
ey
w
o
r
d
s
:
B
lo
g
g
in
g
E
SL
class
T
ec
h
n
o
lo
g
y
-
m
e
d
iated
r
ea
d
in
g
T
ec
h
n
o
-
s
av
v
y
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
:
Sah
ib
Kh
ato
o
n
,
Sch
o
o
l o
f
E
d
u
ca
tio
n
al
Stu
d
ies,
Un
iv
er
s
ity
Sain
s
Ma
lay
s
ia,
Su
n
g
ai
Du
a
R
o
ad
,
Glu
e
g
o
r
,
Pe
n
an
g
,
Ma
lay
s
ia.
E
m
ail: sah
ib
.
k
h
ato
o
n
@
s
tu
d
en
t.u
s
m
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Pak
is
tan
i
s
o
ciety
is
all
-
g
en
d
er
b
ias
it
is
n
o
t
g
en
d
er
ed
f
r
ien
d
ly
.
W
o
m
en
'
s
ed
u
ca
tio
n
esp
ec
ially
in
r
u
r
al
ar
ea
s
is
n
o
t
co
m
m
o
n
b
ec
a
u
s
e
o
f
n
o
r
m
s
an
d
cu
s
to
m
s
[
1
]
.
E
v
en
t
h
o
u
g
h
th
e
i
n
ter
n
et
i
s
th
o
u
g
h
t
t
o
b
e
a
wo
r
ld
wid
e
tech
n
o
lo
g
y
p
eo
p
le
d
o
h
av
e
d
if
f
er
e
n
ce
s
co
n
ce
r
n
in
g
g
e
n
d
er
[
2
]
.
Acc
o
r
d
in
g
to
W
eiser
[
3
]
in
ter
n
et
as
a
tech
n
o
lo
g
ical
"b
o
y
to
y
,
"
an
au
to
m
ated
way
o
f
r
eso
u
r
ce
s
o
f
in
f
o
r
m
atio
n
a
n
d
e
n
ter
tain
m
e
n
t,
d
ev
el
o
p
ed
s
o
lely
by
m
en
f
o
r
m
e
n
.
Similar
ly
,
Pak
is
tan
i
s
o
ciety
is
h
av
in
g
s
u
ch
d
if
f
er
en
ce
s
in
th
e
u
s
ag
e
o
f
th
e
in
ter
n
et,
s
o
cial
s
ites
,
wik
i
s
,
an
d
b
lo
g
s
,
th
u
s
t
h
o
s
e
d
if
f
er
e
n
ce
s
lead
to
th
e
at
titu
d
e
d
if
f
er
e
n
ce
s
to
o
.
T
h
e
r
e
ar
e
m
u
ltip
le
f
ac
to
r
s
wh
ich
ef
f
ec
t o
n
s
tu
d
en
ts
’
attitu
d
e
t
o
war
d
s
lear
n
in
g
a
n
y
th
in
g
,
o
n
e
o
f
th
em
is
th
e
g
en
d
e
r
d
if
f
er
en
ce
in
Pak
is
tan
,
as g
ir
ls
ar
e
n
o
t f
r
ee
to
u
s
e
th
e
i
n
ter
n
et
all
th
e
tim
e
wh
er
ea
s
b
o
y
s
h
av
e
n
o
r
estrictio
n
s
.
I
n
Pak
is
tan
,
t
h
er
e
is
a
g
e
n
d
er
d
iv
id
e
in
ev
er
y
s
ec
to
r
ac
co
r
d
in
g
to
[
4
]
,
th
e
en
g
in
ee
r
i
n
g
f
ield
is
co
n
s
id
er
ed
as
th
e
m
ale
d
o
m
in
atin
g
f
ield
wh
er
e
wo
m
en
r
atio
is
less
th
an
m
en
.
Mo
r
eo
v
er
,
s
tu
d
e
n
ts
in
en
g
in
ee
r
in
g
u
n
iv
e
r
s
ities
ar
e
s
tu
d
y
in
g
in
m
a
n
y
v
ar
ie
d
d
is
cip
lin
es
lik
e
civ
i
l,
elec
tr
ical,
m
ec
h
an
ical,
an
d
in
d
u
s
tr
ial
,
an
d
s
o
o
n
.
W
e
ca
n
f
in
d
d
if
f
e
r
en
ce
s
ac
r
o
s
s
d
is
cip
lin
es
as
well.
Fo
r
ex
am
p
le,
civ
i
l
en
g
in
ee
r
in
g
is
th
e
m
ale
d
o
m
in
atin
g
f
ield
wh
er
e
as
s
o
f
twar
e
en
g
in
ee
r
in
g
h
as
a
g
o
o
d
n
u
m
b
er
o
f
f
em
ale
s
tu
d
en
ts
.
Su
ch
g
en
d
er
d
if
f
er
en
ce
s
c
u
ltiv
ate
m
o
r
e
d
if
f
er
en
ce
s
as
well,
i.e
.
b
e
h
a
v
io
r
al,
attitu
d
e
,
p
r
o
f
icien
c
y
,
an
d
p
er
f
o
r
m
a
n
ce
.
Acc
o
r
d
in
g
to
[
5
]
th
er
e
is
a
g
o
o
d
co
r
p
u
s
ev
id
en
t
wh
ich
r
e
v
ea
ls
th
at
wo
m
en
in
d
ev
elo
p
in
g
co
u
n
tr
ies
ar
e
n
o
t
u
s
in
g
I
C
T
as
m
en
u
s
e
th
at.
A
c
co
r
d
in
g
to
[
6
]
th
e
g
e
n
d
er
d
iv
id
e
is
p
r
ev
ailin
g
b
ec
a
u
s
e
o
f
t
h
e
d
if
f
er
e
n
t
f
ac
to
r
s
wh
ich
ca
n
b
e
ec
o
n
o
m
ical
o
r
ca
n
b
e
s
o
cial.
T
h
ese
f
ac
to
r
s
h
am
p
e
r
a
n
d
c
r
ea
te
b
ar
r
ier
s
f
o
r
f
em
ales
to
u
s
e
tech
n
o
lo
g
y
,
in
l
o
w
-
in
co
m
e
c
o
u
n
tr
ies,
lik
e
Pak
is
tan
.
T
h
er
e
f
o
r
e,
th
is
r
esear
ch
is
in
v
esti
g
atin
g
th
e
g
e
n
d
er
-
b
ased
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
B
lo
g
g
in
g
in
E
S
L c
la
s
s
-
g
e
n
d
er
-
b
a
s
ed
a
ttit
u
d
e
o
f th
e
e
n
g
in
ee
r
in
g
s
tu
d
en
ts
(
S
a
h
ib
K
h
a
to
o
n
)
1129
attitu
d
e
in
b
lo
g
g
in
g
class
in
en
g
in
ee
r
in
g
u
n
iv
er
s
ities
.
T
h
e
co
n
tin
u
o
u
s
co
n
ce
r
n
o
f
p
o
lic
y
m
ak
er
s
a
n
d
s
o
cial
s
cien
tis
t
s
is
g
ir
ls
/
wo
m
en
r
ep
r
e
s
en
tatio
n
in
s
ci
en
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
a
tics
(
STE
M)
f
ield
s
.
I
t
is
ev
id
en
t
b
y
in
ter
n
atio
n
al
d
atab
ases
th
at
th
is
ed
u
ca
tio
n
al
-
g
en
d
e
r
-
eq
u
ality
p
ar
a
d
o
x
is
also
p
r
esen
t
in
s
ec
o
n
d
ar
y
a
n
d
ter
tiar
y
ed
u
ca
ti
o
n
as we
ll
[
7
]
.
T
h
is
v
ir
tu
al
en
v
ir
o
n
m
en
t
ch
a
n
g
es
th
e
attitu
d
e
o
f
s
tu
d
en
ts
in
lan
g
u
ag
e
lear
n
in
g
.
M
o
r
eo
v
er
[
8
]
s
tated
,
ass
es
s
in
g
th
e
lear
n
er
s
’
attitu
d
e
is
a
m
u
s
t
b
ec
a
u
s
e
attitu
d
e
d
ec
id
es
th
e
ac
ce
p
tan
ce
a
n
d
r
ejec
tio
n
o
f
t
h
e
tech
n
o
lo
g
y
in
teg
r
atio
n
in
to
a
p
ar
ticu
lar
s
y
s
tem
.
User
s
’
at
titu
d
es
ar
e
an
in
teg
r
al
in
d
ica
to
r
o
f
tech
n
o
lo
g
y
in
teg
r
atio
n
.
T
h
e
u
s
er
s
o
f
tech
n
o
lo
g
y
ar
e
m
ale
a
n
d
f
em
ale
b
o
th
,
an
d
t
h
eir
h
an
d
lin
g
o
f
tech
n
o
lo
g
y
is
d
if
f
e
r
en
t
f
r
o
m
ea
c
h
o
th
er
s
o
th
eir
attitu
d
e
to
war
d
s
tech
n
o
lo
g
y
m
ay
b
e
v
ar
ied
f
r
o
m
ea
c
h
o
th
e
r
to
o
.
Similar
ly
,
[
9
]
s
tated
,
th
e
r
elatio
n
o
f
L
2
ac
q
u
is
itio
n
with
g
e
n
d
er
is
v
er
y
well
d
o
cu
m
e
n
ted
i
n
d
if
f
e
r
en
t
r
esear
ch
es
wh
ich
in
d
icate
s
th
at
m
ale
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
an
d
in
ter
est
ar
e
lo
wer
th
an
f
e
m
ale
s
tu
d
en
ts
in
L
2
lan
g
u
ag
e
ac
q
u
is
itio
n
.
T
h
e
attitu
d
e
o
f
f
em
ale
E
SL
s
tu
d
e
n
ts
ca
n
b
e
d
i
f
f
er
en
t
f
r
o
m
th
e
m
ale
E
SL
s
tu
d
en
ts
wh
ile
atten
d
in
g
th
e
E
n
g
lis
h
lan
g
u
ag
e
class
wh
ich
is
tech
n
o
lo
g
y
-
b
a
s
ed
as we
b
lo
g
m
ed
iated
class
.
L
ee
an
d
Pu
lid
o
[
1
0
]
s
tated
,
th
at
th
er
e
is
a
d
if
f
er
en
ce
in
m
ale
an
d
f
em
ale
s
tu
d
en
ts
’
way
o
f
lear
n
in
g
,
an
d
p
er
f
o
r
m
an
ce
,
th
e
m
ale
is
n
o
t
th
at
m
u
ch
in
ter
ested
in
r
e
ad
in
g
ac
tiv
ities
an
d
t
h
ey
s
p
e
n
d
less
tim
e
o
n
th
em
,
wh
er
ea
s
g
ir
ls
lik
ely
t
o
s
p
en
d
m
u
ch
tim
e
o
n
r
ea
d
i
n
g
ac
tiv
iti
es.
T
h
u
s
,
th
is
r
esear
c
h
h
as
in
v
esti
g
ated
th
e
m
ale
an
d
f
em
ale
s
tu
d
e
n
ts
’
attitu
d
es to
war
d
s
web
lo
g
m
e
d
iated
E
S
L
class
s
p
ec
if
ically
r
ea
d
in
g
cl
ass
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Attitu
d
e
is
f
o
r
m
ed
b
y
a
s
et
o
f
n
ee
d
s
an
d
en
v
ir
o
n
m
en
tal
f
a
cto
r
s
an
d
is
ass
ess
ed
co
m
p
le
x
s
tr
u
ctu
r
e
wh
ich
h
as
m
an
y
o
th
e
r
s
u
b
co
m
p
o
n
en
ts
.
T
h
e
s
tr
en
g
th
an
d
d
u
r
ab
ilit
y
o
f
a
n
attitu
d
e
d
e
p
en
d
o
n
its
p
r
in
cip
al
ty
p
e,
wh
ich
m
ig
h
t
b
e
e
f
f
ec
tiv
e,
b
eh
av
io
r
al,
o
r
co
g
n
itiv
e.
C
o
g
n
itiv
ely
b
ased
attitu
d
es
ar
e
th
e
h
ar
d
est
an
d
s
tr
o
n
g
est
to
ch
an
g
e
[
1
1
]
.
T
h
e
r
esear
ch
e
r
[
1
2
]
ex
p
lo
r
ed
,
s
tu
d
en
ts
’
tar
g
et
la
n
g
u
a
g
e
c
o
n
t
ex
t
an
d
s
tu
d
en
ts
’
co
n
tex
ts
m
atter
a
lo
t
in
d
ev
elo
p
in
g
lear
n
er
s
’
attitu
d
es
to
war
d
s
lear
n
in
g
a
lan
g
u
ag
e,
wh
ich
is
a
lear
n
er
’
s
b
elief
a
b
o
u
t
th
o
s
e
co
n
tex
ts
.
B
esid
es
[
1
3
]
p
o
s
tu
lated
,
th
e
n
ew
en
v
ir
o
n
m
en
t
alw
ay
s
n
ee
d
s
a
u
s
er
’
s
p
o
s
itiv
e
attitu
d
e
to
m
ak
e
h
is
i
n
ten
tio
n
s
to
u
s
e
th
at
p
ar
ticu
lar
th
in
g
.
T
h
er
ef
o
r
e
,
attitu
d
e
is
p
r
o
v
i
d
in
g
a
co
n
tex
t
to
u
n
d
er
s
tan
d
th
e
le
ar
n
er
'
s
in
ten
tio
n
s
to
u
s
e
an
d
ac
ce
p
t th
e
co
n
tex
t
,
as tec
h
n
o
lo
g
y
u
s
ag
e
in
lear
n
in
g
a
lan
g
u
ag
e
.
Usi
n
g
tec
h
n
o
lo
g
y
i
n
a
lan
g
u
a
g
e
class
is
also
d
ep
en
d
s
u
p
o
n
its
ac
ce
p
tan
ce
an
d
p
r
o
p
e
r
u
s
e
ac
co
r
d
in
g
to
its
n
ee
d
an
d
co
n
tex
t.
Ar
d
i
es
,
et
a
l.
[
1
4
]
ar
g
u
ed
,
th
at
a
n
y
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
ca
n
b
e
p
o
s
itiv
ely
an
d
p
r
o
p
er
l
y
u
s
ed
,
w
h
en
th
e
u
s
er
k
n
o
ws
its
p
r
ac
ticality
an
d
w
h
en
th
e
u
s
er
h
as
a
p
o
s
itiv
e
a
ttit
u
d
e
to
u
s
e
th
at
tech
n
o
lo
g
y
.
W
ith
o
u
t
h
av
in
g
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
th
e
u
s
ag
e
o
f
th
at
tech
n
o
lo
g
y
o
n
e
ca
n
n
o
t
attain
th
e
r
ea
l
r
esu
lts
o
f
th
at
tech
n
o
l
o
g
y
i
n
teg
r
atio
n
.
T
h
er
e
ar
e
n
u
m
e
r
o
u
s
r
esear
ch
e
s
co
n
d
u
cted
o
n
lea
r
n
er
s
’
attitu
d
e
to
war
d
s
tech
n
o
lo
g
y
in
teg
r
a
tio
n
in
to
a
lan
g
u
ag
e
class
.
J
an
[
1
5
]
co
n
d
u
cted
th
e
s
tu
d
y
in
Pak
is
tan
i
s
ec
o
n
d
ar
y
s
ch
o
o
l
to
k
n
o
w
t
h
e
attitu
d
e
to
war
d
s
tech
n
o
lo
g
y
in
an
E
SL
class
.
T
h
is
s
tu
d
y
s
h
o
ws
d
if
f
er
en
t
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
lik
e
ag
e,
g
en
d
er
,
p
r
o
f
icien
cy
in
E
n
g
lis
h
,
tr
ain
in
g
i
n
u
s
in
g
co
m
p
u
ter
s
,
ac
ce
s
s
to
th
e
in
te
r
n
e
t,
u
s
ag
e
o
f
h
an
d
-
h
eld
tech
n
o
lo
g
ical
d
e
v
ices,
an
d
lev
el
o
f
co
m
p
u
ter
a
r
e
p
o
s
itiv
el
y
ef
f
ec
tin
g
s
tu
d
en
ts
’
attitu
d
es
to
war
d
s
d
ig
ital liter
ac
y
.
As
Pattan
ap
ich
et
[
1
6
]
r
esear
c
h
ed
to
ex
p
l
o
r
e
th
e
im
p
ac
t
o
f
th
e
d
ig
ital
g
a
m
e
“Ka
h
o
o
t”
o
n
s
tu
d
en
ts
’
lear
n
in
g
p
er
f
o
r
m
an
ce
an
d
th
e
ir
m
o
tiv
atio
n
to
war
d
s
lear
n
in
g
.
T
h
e
r
esear
ch
was
co
n
d
u
cte
d
with
two
g
r
o
u
p
s
o
n
e
was
ex
p
er
im
en
tal
wh
ich
was
tau
g
h
t
b
y
g
am
e
a
n
d
an
o
t
h
er
co
n
tr
o
l
g
r
o
u
p
with
th
e
c
o
n
v
en
tio
n
al
m
et
h
o
d
.
R
esu
lts
r
ev
ea
led
d
if
f
er
e
n
ce
s
i
n
th
e
m
o
tiv
atio
n
an
d
p
er
f
o
r
m
an
ce
s
o
f
th
e
s
tu
d
en
ts
wh
o
lear
n
ed
t
h
r
o
u
g
h
th
e
g
am
e
th
a
n
th
e
co
n
tr
o
l
g
r
o
u
p
.
T
h
e
s
u
r
v
ey
also
r
ev
ea
led
th
a
t
s
tu
d
en
ts
h
a
d
a
h
ig
h
ly
p
o
s
itiv
e
attitu
d
e
to
war
d
s
lear
n
in
g
lan
g
u
ag
e
t
h
r
o
u
g
h
t
h
e
g
am
e
ap
p
licatio
n
.
An
o
th
er
r
esear
ch
was
co
n
d
u
cted
b
y
[
1
7
]
in
Om
an
a
n
d
UAE
b
y
co
n
d
u
ctin
g
t
wo
s
u
r
v
ey
q
u
esti
o
n
n
air
es
with
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
to
ex
p
l
o
r
e
th
eir
attitu
d
e
to
war
d
s
M
-
lear
n
in
g
i
n
a
lan
g
u
a
g
e
class
.
R
esu
lts
r
ev
ea
led
a
p
o
s
itiv
e
at
titu
d
e
o
f
ed
u
ca
t
o
r
s
an
d
s
tu
d
en
ts
to
war
d
s
th
e
M
-
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
e
r
esear
ch
er
s
tated
th
at
Attitu
d
e
to
war
d
s
tech
n
o
lo
g
y
u
s
ag
e
is
a
s
ig
n
if
ican
t
f
ac
to
r
to
d
ec
id
e
wh
eth
er
o
r
n
o
t
lear
n
er
s
an
d
ed
u
ca
to
r
s
r
ea
d
y
to
u
s
e
th
at
tech
n
o
lo
g
y
.
Su
ch
an
attitu
d
e
will f
u
r
th
er
id
en
tify
th
e
p
r
o
s
an
d
co
n
s
o
f
th
e
tech
n
o
lo
g
y
a
n
d
its
f
ac
ilit
atio
n
ac
co
r
d
in
g
ly
.
An
o
th
er
s
tu
d
y
was
co
n
d
u
ct
ed
in
Yem
e
n
b
y
d
esig
n
in
g
a
C
o
m
p
u
ter
-
Ass
is
ted
R
ea
d
i
n
g
Yem
en
(
C
AR
E
Y
)
p
r
o
g
r
am
an
d
ex
p
lo
r
ed
wh
eth
er
o
r
n
o
t
it
af
f
ec
ts
th
e
Yem
en
i
E
SL
s
tu
d
e
n
ts
’
r
ea
d
i
n
g
attitu
d
e
to
war
d
s
r
ea
d
in
g
E
n
g
lis
h
m
ater
ials
.
T
h
ese
r
esear
ch
f
i
n
d
in
g
s
r
ev
ea
le
d
p
o
s
itiv
e
r
esu
lts
th
at
s
h
o
we
d
th
at
s
tu
d
e
n
ts
h
av
e
p
o
s
itiv
e
attitu
d
es
to
war
d
s
r
ea
d
in
g
E
n
g
lis
h
m
ater
ials
wh
ich
wer
e
with
d
if
f
e
r
en
t
o
n
lin
e
f
ea
tu
r
es
an
d
th
o
s
e
f
ea
tu
r
es
lik
e
d
ictio
n
ar
ies,
h
i
n
ts
,
clu
es
ab
o
u
t
r
ea
d
i
n
g
te
x
ts
im
p
r
o
v
e
th
eir
p
o
s
itiv
e
attitu
d
e
s
f
r
o
m
th
e
b
eg
in
n
i
n
g
o
f
th
e
ex
p
er
im
en
t
u
n
til th
e
en
d
[
1
8
]
.
On
e
m
o
r
e
r
esear
ch
was
co
n
d
u
cted
in
Sau
d
i
Ar
ab
ia
o
n
f
e
m
ale
s
tu
d
en
ts
b
y
[
1
9
]
f
o
r
ex
p
lo
r
in
g
th
e
ef
f
ec
ts
o
f
E
d
m
o
d
o
o
n
e
o
f
th
e
s
o
cial
m
ed
ia
to
o
ls
in
lan
g
u
ag
e
lear
n
in
g
to
f
in
d
o
u
t
Sau
d
i
f
em
ale
s
tu
d
en
ts
’
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
2
8
-
1
1
3
7
1130
attitu
d
es
to
war
d
s
E
SL
lear
n
in
g
.
R
esu
lts
r
ev
ea
led
a
p
o
s
itiv
e
attitu
d
e
o
f
s
tu
d
en
ts
to
u
s
e
E
d
m
o
d
o
in
lear
n
i
n
g
a
lan
g
u
ag
e.
E
d
m
o
d
o
cr
ea
ted
an
o
n
lin
e
en
v
ir
o
n
m
en
t
th
at
b
e
co
m
es
an
ef
f
ec
tiv
e
f
ac
to
r
to
g
en
er
ate
a
p
o
s
itiv
e
attitu
d
e,
in
cr
ea
s
ed
co
n
f
id
en
ce
,
an
d
m
o
tiv
atio
n
to
war
d
s
lear
n
i
n
g
th
e
lan
g
u
ag
e
o
f
Sau
d
i stu
d
en
ts
.
Mu
ltip
le
f
ac
to
r
s
af
f
ec
t
attitu
d
e
an
d
attitu
d
e
b
ec
o
m
e
p
o
s
itiv
e
o
r
n
e
g
ativ
e.
Similar
ly
,
th
e
atti
tu
d
e
its
elf
af
f
ec
ts
th
e
b
eh
av
io
r
o
r
ac
tio
n
.
R
esear
ch
es
s
h
o
wed
th
o
s
e
lear
n
er
s
wh
o
h
av
e
g
o
o
d
r
ea
d
i
n
g
a
ttit
u
d
es
ar
e
g
o
o
d
at
r
ea
d
in
g
s
k
ills
an
d
m
o
r
e
co
m
p
eten
t
in
r
ea
d
in
g
c
o
m
p
r
e
h
en
s
io
n
as
well
[
2
0
]
.
T
h
e
r
esear
c
h
was
co
n
d
u
cted
in
C
h
u
lalo
n
g
Ko
r
n
Un
iv
e
r
s
ity
,
B
an
g
k
o
k
o
n
e
f
f
ec
ts
o
f
attitu
d
e
o
n
lear
n
er
’
s
r
ea
d
in
g
ac
h
iev
e
m
en
t
an
d
th
e
r
esu
lts
r
ev
ea
led
;
th
er
e
is
a
g
r
ea
t
in
f
l
u
en
ce
o
f
attitu
d
e
o
n
s
tu
d
en
t’
s
r
ea
d
in
g
ac
h
ie
v
em
en
t,
attitu
d
es
ef
f
ec
t
o
n
r
ea
d
in
g
s
k
ill,
an
d
r
ea
d
in
g
b
e
h
av
io
r
t
o
o
[
2
1
]
.
An
o
th
er
s
tu
d
y
was
co
n
d
u
cte
d
o
n
p
r
e
-
in
ter
m
e
d
iate
lev
el
T
u
r
k
is
h
E
FL
lear
n
er
s
’
attitu
d
es
to
war
d
s
r
ea
d
in
g
in
E
n
g
lis
h
.
T
h
e
r
e
we
r
e
p
r
e
an
d
p
o
s
t
q
u
esti
o
n
n
air
e
s
ad
m
in
is
ter
ed
r
e
g
ar
d
in
g
th
e
“Attitu
d
es
to
war
d
s
R
ea
d
in
g
in
E
n
g
lis
h
”.
T
h
e
r
esu
lts
r
ev
ea
led
th
at
s
tu
d
e
n
ts
n
eith
er
lik
e
n
o
r
h
ate
r
ea
d
in
g
in
E
n
g
lis
h
.
T
h
e
r
esear
ch
er
s
tated
it
m
ay
b
e
b
ec
au
s
e
o
f
th
e
in
f
lu
en
ce
o
f
th
e
f
ir
s
t
lan
g
u
ag
e
wh
ich
ca
u
s
es
p
o
o
r
r
ea
d
in
g
h
ab
its
in
th
e
s
ec
o
n
d
la
n
g
u
ag
e
[
2
2
]
.
As
G
r
ab
e
an
d
Sto
ller
[
2
3
]
al
s
o
ag
r
ee
d
o
n
th
e
ar
g
u
m
en
t
t
h
at
p
o
o
r
attitu
d
e
to
war
d
s
f
ir
s
t
lan
g
u
a
g
e
r
ea
d
in
g
ex
p
er
ien
ce
s
m
ay
in
f
lu
en
ce
s
ec
o
n
d
lan
g
u
a
g
e
r
ea
d
in
g
.
Mo
r
eo
v
er
,
th
e
r
esear
ch
was
co
n
d
u
cte
d
in
UiT
M
Sar
awa
k
with
9
8
s
tu
d
en
ts
to
f
i
n
d
o
u
t
th
e
in
f
lu
e
n
ce
o
f
th
e
en
v
ir
o
n
m
en
t
o
n
s
tu
d
en
ts
’
attitu
d
e
s
.
R
esu
lts
r
ev
ea
led
th
er
e
is
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
s
tu
d
en
ts
’
attitu
d
es
a
n
d
th
e
e
n
v
ir
o
n
m
en
t
with
a
v
er
ag
e
h
o
u
r
s
g
iv
e
n
to
th
em
at
h
o
m
e
an
d
th
e
in
s
titu
tio
n
[
2
4
]
.
All
th
e
ab
o
v
e
-
m
e
n
tio
n
ed
r
esear
ch
es
ar
e
m
o
s
tly
s
h
o
win
g
p
o
s
itiv
e
ef
f
ec
ts
o
n
attitu
d
es
b
y
u
s
in
g
tech
n
o
lo
g
y
i
n
th
e
E
SL
class
an
d
s
h
o
wed
p
o
s
itiv
e
r
esu
lt
s
o
f
th
e
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
s
o
f
th
e
E
n
g
lis
h
lan
g
u
ag
e,
th
u
s
th
e
cu
r
r
en
t
r
es
ea
r
ch
h
as
also
i
n
v
esti
g
ated
th
e
attitu
d
e
to
war
d
s
b
lo
g
g
in
g
in
E
SL
r
ea
d
in
g
class
in
ter
m
s
o
f
g
en
d
e
r
.
L
an
g
u
ag
e
lear
n
in
g
is
n
o
t
o
n
ly
co
n
ce
r
n
e
d
with
th
e
in
tel
lectu
al
ca
p
ac
ity
o
f
th
e
lear
n
er
,
b
u
t
h
is
attitu
d
e
m
atter
s
to
o
.
Attitu
d
e
ef
f
ec
ts
c
r
u
cially
o
n
lan
g
u
a
g
e
lear
n
in
g
as
it
d
ec
id
es
th
e
s
u
cc
ess
an
d
f
ailu
r
e
o
f
lan
g
u
a
g
e
lear
n
in
g
s
p
ec
if
ically
i
n
lear
n
in
g
a
s
ec
o
n
d
lan
g
u
ag
e
[
2
5
]
.
Hen
ce
,
ef
f
e
ctiv
e
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
is
p
o
s
s
ib
le
an
d
s
u
cc
ess
f
u
l w
h
en
t
h
er
e
is
an
ac
tiv
e
attitu
d
e
[
2
0
]
.
Stu
d
en
ts
an
d
teac
h
er
s
ar
e
tied
with
ea
ch
o
th
er
b
ec
au
s
e
o
f
te
ac
h
in
g
an
d
lear
n
in
g
;
alo
n
g
with
teac
h
er
an
d
s
tu
d
e
n
t,
t
h
er
e
ar
e
o
th
er
f
a
cto
r
s
to
o
wh
ich
in
f
lu
e
n
ce
s
tu
d
en
ts
’
attitu
d
es
o
f
lear
n
in
g
.
T
h
er
e
ar
e
m
an
y
p
ie
ce
s
o
f
r
esear
ch
co
n
d
u
cted
o
n
th
e
attitu
d
es
o
f
lear
n
er
s
in
E
SL
c
lass
,
o
n
e
o
f
th
e
s
tu
d
y
c
o
n
d
u
c
ted
b
y
[
2
6
]
wh
ich
r
ev
ea
led
th
er
e
ar
e
m
u
ltip
le
f
a
cto
r
s
wh
ich
in
f
lu
en
ce
o
n
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
lear
n
in
g
a
lan
g
u
a
g
e;
as
th
e
en
v
ir
o
n
m
en
t,
teac
h
er
s
’
m
et
h
o
d
o
lo
g
y
,
an
d
th
e
m
ater
ial
u
s
ed
in
th
e
class
.
T
h
ese
s
tu
d
y
f
in
d
in
g
s
r
e
v
ea
led
lear
n
er
s
wer
e
n
o
t
m
u
c
h
e
x
cited
an
d
e
n
th
u
s
iast
ic
ab
o
u
t
lear
n
i
n
g
a
lan
g
u
ag
e
b
ec
au
s
e
o
f
teac
h
er
s
’
teac
h
in
g
s
ty
le
an
d
an
o
th
e
r
r
ea
s
o
n
was
th
e
en
v
ir
o
n
m
en
t
in
th
e
E
n
g
lis
h
c
lass
r
o
o
m
was
n
o
t
ex
citin
g
en
o
u
g
h
to
en
tice
th
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
lear
n
th
e
E
n
g
lis
h
lan
g
u
ag
e
.
T
h
er
e
f
o
r
e,
th
ese
f
ac
to
r
s
ar
e
co
n
s
id
er
ed
in
th
e
cu
r
r
e
n
t
r
esear
ch
to
in
teg
r
ate
th
e
tech
n
o
lo
g
y
i
n
to
th
e
E
SL
class
to
g
e
n
er
ate
n
ewn
ess
in
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
.
T
h
e
cu
r
r
en
t
g
en
er
atio
n
is
v
e
r
y
m
u
c
h
in
to
u
c
h
with
tech
n
o
lo
g
y
,
as
th
e
n
ew
ad
v
an
ce
m
en
ts
ar
e
ap
p
r
o
ac
h
in
g
,
t
h
is
m
o
tiv
atio
n
an
d
in
ter
est
ar
e
in
c
r
ea
s
in
g
m
o
r
e,
an
d
ad
v
a
n
ce
m
en
ts
ca
n
p
r
o
v
id
e
n
ew
way
s
o
f
teac
h
in
g
an
d
lear
n
i
n
g
[
2
7
]
.
Hen
ce
,
we
m
u
s
t
ac
ce
p
t
th
at
ch
an
g
e
in
to
o
u
r
ed
u
ca
tio
n
al
s
ec
to
r
an
d
m
u
s
t
tak
e
ad
v
an
tag
e
o
f
th
at
[
2
8
]
.
As
tim
e
ad
v
an
ce
s
th
e
way
o
f
teac
h
in
g
an
d
lear
n
i
n
g
h
as
b
ee
n
ad
v
a
n
ce
d
f
r
o
m
teac
h
er
-
ce
n
ter
ed
to
lear
n
er
-
ce
n
te
r
ed
,
teac
h
er
an
d
lear
n
e
r
ar
e
in
s
ea
r
ch
o
f
in
n
o
v
atio
n
ev
e
r
y
wh
er
e
an
d
in
ev
er
y
way
,
b
u
t th
er
e
is
a
d
ea
r
th
o
f
in
n
o
v
at
io
n
in
Pak
is
tan
i te
ac
h
in
g
,
lear
n
in
g
,
a
n
d
s
y
llab
i
[
2
8
]
.
T
h
e
tech
n
o
lo
g
ical
er
a
is
ad
v
an
cin
g
with
in
n
o
v
ativ
e
ad
v
a
n
ce
m
en
ts
,
y
et,
t
h
e
E
n
g
lis
h
teac
h
in
g
i
n
Pak
is
tan
is
d
ep
r
iv
ed
o
f
tech
n
o
lo
g
y
in
teg
r
atio
n
.
Ho
wev
e
r
,
i
n
m
an
y
r
u
r
al
an
d
u
r
b
an
a
r
ea
s
teac
h
er
s
ar
e
s
til
l
u
n
awa
r
e
o
f
th
e
tech
n
o
lo
g
y
u
s
ag
e
in
th
e
class
.
T
h
e
s
tu
d
y
co
n
d
u
cte
d
b
y
[
2
9
]
in
v
esti
g
ate
d
th
at,
m
o
s
t
o
f
t
h
e
in
s
titu
tio
n
s
in
Pak
is
tan
ev
en
th
e
au
d
io
v
is
u
al
aid
s
ar
e
n
o
t
y
e
t
in
tr
o
d
u
ce
d
.
Flas
h
ca
r
d
s
,
ch
ar
t
s
,
p
ictu
r
es,
m
o
d
els,
f
ilm
s
,
s
cr
ip
ts
,
tap
e
r
ec
o
r
d
er
s
,
co
m
p
u
ter
s
,
an
d
o
v
er
h
ea
d
p
r
o
jecto
r
s
,
wh
ich
f
ac
ilit
ate
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
an
d
teac
h
in
g
; b
u
t Pak
is
tan
is
lag
g
in
g
i
n
it.
An
o
th
er
r
esear
ch
er
[
3
0
]
s
tated
th
er
e
is
a
d
ea
r
th
o
f
I
C
T
r
eso
u
r
ce
s
d
u
e
to
u
n
tr
ain
ed
s
taf
f
an
d
lack
o
f
co
o
p
er
atio
n
o
f
g
o
v
e
r
n
m
en
t
d
u
e
to
th
e
r
ea
s
o
n
s
th
er
e
is
less
ac
ce
s
s
to
th
e
r
eso
u
r
ce
s
a
n
d
s
tu
d
en
ts
a
r
e
less
in
ter
ac
tin
g
th
r
o
u
g
h
I
C
T
,
th
e
s
tu
d
y
f
u
r
th
er
e
x
p
lain
ed
th
e
r
e
is
a
n
ee
d
o
f
in
te
g
r
atio
n
o
f
p
r
o
p
er
I
C
T
to
o
ls
in
to
th
e
ed
u
ca
tio
n
o
f
Pak
is
tan
.
Alth
o
u
g
h
s
tu
d
en
ts
h
av
e
n
o
t
m
u
ch
ac
ce
s
s
to
tech
n
o
lo
g
y
in
to
th
eir
ed
u
ca
tio
n
al
co
n
tex
t
in
Pak
is
tan
;
b
u
t
th
ey
u
s
e
tech
n
o
lo
g
y
in
th
eir
r
o
u
ti
n
e
co
m
m
o
n
ly
as
m
o
b
ile
p
h
o
n
es,
co
m
p
u
ter
s
,
an
d
lap
to
p
s
,
th
ey
ar
e
awa
r
e
t
o
u
s
e
th
em
.
A
b
lo
g
is
a
r
ec
en
t
in
v
en
tio
n
wh
ich
is
a
v
er
y
p
r
o
d
u
ctiv
e
r
e
s
o
u
r
ce
f
o
r
s
tu
d
en
ts
to
p
r
ac
tic
e
an
d
lear
n
th
e
E
n
g
lis
h
la
n
g
u
a
g
e
o
u
ts
id
e
an
d
in
s
id
e
t
h
e
class
r
o
o
m
s
.
T
h
e
f
ir
s
t
-
ev
er
b
lo
g
em
er
g
e
d
in
1
9
9
4
with
lin
k
.
n
et.
Sin
ce
th
en
th
e
b
lo
g
s
an
d
b
l
o
g
g
er
s
ar
e
ex
p
an
d
e
d
o
n
a
v
ar
iety
o
f
to
p
ics
an
d
d
is
cip
lin
es.
B
lo
g
s
p
r
o
v
id
e
m
ea
n
in
g
f
u
l
o
p
p
o
r
tu
n
ities
f
o
r
co
llab
o
r
atio
n
,
co
n
ten
t
cr
ea
ti
o
n
,
f
ac
ilit
atio
n
o
f
co
m
m
u
n
ic
atio
n
,
an
d
cr
ea
tin
g
o
n
lin
e
co
m
m
u
n
ity
n
etwo
r
k
s
.
Acc
o
r
d
in
g
to
[
3
1
]
,
b
l
o
g
s
ar
e
lik
e
p
er
s
o
n
al
d
iar
ies
th
at
ar
e
ea
s
y
to
d
ev
elo
p
an
d
ea
s
y
to
u
s
e
f
o
r
r
ea
d
in
g
an
d
w
r
itin
g
.
T
h
ey
f
u
r
t
h
er
s
tated
,
th
r
o
u
g
h
b
lo
g
g
in
g
s
tu
d
e
n
ts
lear
n
f
r
o
m
ea
ch
o
th
er
b
y
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
B
lo
g
g
in
g
in
E
S
L c
la
s
s
-
g
e
n
d
er
-
b
a
s
ed
a
ttit
u
d
e
o
f th
e
e
n
g
in
ee
r
in
g
s
tu
d
en
ts
(
S
a
h
ib
K
h
a
to
o
n
)
1131
k
n
o
win
g
ea
c
h
o
th
er
’
s
id
ea
s
an
d
f
ee
d
b
ac
k
s
ab
o
u
t
p
ar
ticu
la
r
lear
n
in
g
,
s
tu
d
e
n
ts
ca
n
r
ea
d
an
d
wr
ite
ac
co
r
d
in
g
t
o
th
eir
in
ter
ests
an
d
wis
h
with
in
th
eir
o
wn
s
p
ac
e,
i
n
c
o
m
p
ar
is
o
n
with
t
h
e
tr
a
d
itio
n
al
cl
ass
r
o
o
m
,
b
l
o
g
g
in
g
en
h
an
ce
s
s
tu
d
en
ts
’
in
ter
ac
tio
n
s
m
o
r
e
an
d
o
p
en
s
ex
citin
g
h
o
r
izo
n
s
f
o
r
lear
n
in
g
th
e
E
n
g
li
s
h
lan
g
u
ag
e
.
Acc
o
r
d
in
g
to
[
3
2
]
,
b
lo
g
g
in
g
is
a
g
o
o
d
f
o
r
u
m
to
d
is
cu
s
s
,
r
ea
d
,
r
ef
lect,
an
d
th
in
k
cr
itical
ly
.
T
h
e
d
is
cu
s
s
io
n
am
o
n
g
p
ee
r
s
b
y
u
tili
zin
g
a
d
d
itio
n
al
f
ea
tu
r
es
o
f
b
lo
g
s
lik
e
h
y
p
er
lin
k
s
,
im
ag
es,
v
id
eo
s
,
a
u
d
io
,
e
-
d
o
cu
m
en
ts
en
h
an
ce
lear
n
er
s
’
r
ea
d
i
n
g
s
k
ill
.
T
ea
ch
er
s
ar
e
u
s
in
g
b
lo
g
s
f
o
r
m
u
ltip
u
r
p
o
s
e,
as
f
etch
in
g
m
ater
ial,
s
h
ar
in
g
in
f
o
r
m
atio
n
,
tr
ac
k
in
g
s
tu
d
en
ts
’
p
r
o
g
r
ess
,
an
d
en
g
ag
i
n
g
s
tu
d
en
ts
in
to
d
is
cu
s
s
io
n
s
o
n
th
e
m
ater
ial
p
r
o
v
id
e
d
b
y
tea
ch
er
s
.
Stu
d
en
ts
also
f
ee
l
ea
s
y
in
b
lo
g
g
in
g
a
n
d
l
ea
r
n
in
g
wh
ile
co
n
n
ec
ted
an
d
with
th
eir
teac
h
e
r
.
Stu
d
e
n
ts
d
o
th
eir
g
r
o
u
p
ass
ig
n
m
en
ts
an
d
g
ettin
g
f
ee
d
b
ac
k
o
n
th
e
co
u
r
s
e
co
n
ten
t
an
d
d
ev
elo
p
th
eir
lan
g
u
ag
e
ab
ilit
ies
ea
s
ily
b
y
b
lo
g
g
in
g
[
3
3
]
.
B
esid
es
[
3
4
]
e
x
p
r
ess
ed
,
b
lo
g
s
s
h
o
u
ld
b
e
d
esig
n
ed
as
th
ey
im
p
r
o
v
e
in
ter
ac
ti
o
n
an
d
lear
n
in
g
,
as
in
v
ir
tu
al
en
v
ir
o
n
m
en
ts
s
tu
d
e
n
ts
h
av
e
n
o
tim
e
lim
itatio
n
th
ey
ca
n
b
etter
co
m
m
u
n
icate
with
ea
ch
o
th
er
with
co
n
tin
u
o
u
s
d
is
cu
s
s
io
n
s
.
T
h
e
e
n
h
an
ce
m
e
n
t
in
its
p
o
p
u
lar
ity
as
an
ed
u
ca
tio
n
al
to
o
l
is
b
ec
a
u
s
e
o
f
its
attr
ib
u
tes
p
r
o
v
id
e
d
to
th
e
ed
u
ca
t
o
r
s
b
ec
au
s
e
b
lo
g
s
ar
e
th
e
ea
s
iest
ap
p
licatio
n
s
o
f
s
o
cial
m
ed
ia
with
a
lo
w
p
r
o
f
icien
cy
lev
el
o
f
co
m
p
u
ter
s
k
ill o
n
e
ca
n
d
esig
n
an
d
wo
r
k
o
n
b
l
o
g
s
[
3
3
-
35]
.
Sawm
iller
[
3
6
]
o
p
in
e
d
,
b
lo
g
g
in
g
is
s
er
v
in
g
all
th
e
lear
n
e
r
s
with
its
m
u
lti
p
le
attr
ib
u
ti
o
n
s
o
f
au
d
io
co
n
ten
ts
to
s
u
p
p
o
r
t
a
u
d
ito
r
y
lear
n
er
s
,
v
is
u
al
co
n
ten
ts
h
elp
th
o
s
e
wh
o
lo
v
e
to
lea
r
n
b
y
v
is
u
als,
b
lo
g
s
’
p
o
s
ts
teac
h
s
o
cial
lear
n
er
s
,
lin
k
s
to
o
u
ts
id
e
co
n
ten
t
to
en
g
a
g
e
lo
g
ical
lear
n
er
s
,
a
v
er
y
s
ec
u
r
e
en
v
ir
o
n
m
en
t
f
o
r
th
o
s
e
wh
o
lo
v
e
to
lear
n
in
a
s
o
litar
y
en
v
ir
o
n
m
en
t,
th
u
s
b
lo
g
g
in
g
h
elp
all
ty
p
es o
f
lear
n
er
s
to
lear
n
in
an
en
v
ir
o
n
m
en
t w
h
er
e
th
ey
wan
t t
o
lear
n
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
aim
ed
to
in
v
esti
g
ate
th
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
a
m
o
n
g
th
e
en
g
in
ee
r
in
g
s
tu
d
en
t
s
'
att
itu
d
es
to
war
d
s
b
lo
g
g
in
g
i
n
an
E
SL
c
lass
in
ter
m
s
o
f
g
en
d
er
a
n
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
atti
tu
d
es
with
lear
n
in
g
E
n
g
lis
h
th
r
o
u
g
h
b
lo
g
g
in
g
.
T
h
e
r
esear
ch
m
eth
o
d
ad
o
p
te
d
in
th
e
p
r
esen
t
s
tu
d
y
r
elied
o
n
a
q
u
alitativ
e
ap
p
r
o
ac
h
to
ex
p
lo
r
e
an
d
d
ev
elo
p
k
n
o
wl
ed
g
e
o
n
th
e
d
etailed
v
iews
ab
o
u
t
th
e
ex
p
er
ien
ce
s
o
f
th
e
s
tu
d
en
ts
wh
o
s
tu
d
ied
th
r
o
u
g
h
b
lo
g
g
i
n
g
.
T
o
ac
c
o
m
p
lis
h
th
is
,
E
n
g
in
ee
r
in
g
s
tu
d
en
ts
f
r
o
m
co
m
p
u
ter
s
cien
ce
en
g
in
ee
r
in
g
wer
e
tau
g
h
t
E
n
g
lis
h
u
n
d
e
r
b
lo
g
g
in
g
an
d
wer
e
in
ter
v
iewe
d
b
y
u
s
in
g
in
ter
v
iew
s
am
p
lin
g
to
elicit
th
eir
im
p
r
ess
io
n
an
d
in
d
iv
id
u
al
o
p
in
io
n
ab
o
u
t
b
l
o
g
u
s
ag
e.
Me
an
i
n
g
s
wer
e
d
is
co
v
er
ed
f
r
o
m
th
eir
p
er
s
o
n
al
ex
p
er
ien
ce
s
an
d
ex
p
r
ess
ed
in
s
ig
h
ts
an
d
th
e
n
r
e
p
o
r
ted
a
n
d
in
ter
p
r
eted
q
u
alitativ
ely
.
3
.
1
.
Sa
m
pli
ng
s
ub
j
ec
t
a
nd
s
ize
C
o
n
v
en
ien
t
s
am
p
lin
g
was
ad
o
p
ted
in
th
is
s
tu
d
y
,
th
is
tech
n
iq
u
e
is
u
s
ed
to
id
en
tify
an
d
s
elec
t
s
tu
d
en
ts
f
r
o
m
f
ir
s
t
-
y
ea
r
co
m
p
u
ter
s
cien
ce
en
g
in
ee
r
in
g
wh
o
ar
e
g
o
o
d
at
co
m
p
u
ter
u
s
e,
an
d
th
e
f
em
a
le
s
tu
d
en
ts
'
n
u
m
b
er
is
also
g
o
o
d
th
er
e.
As
th
is
s
tu
d
y
is
q
u
alitativ
e,
th
e
s
am
p
le
s
ize
is
s
m
all
s
o
th
at
m
o
r
e
in
-
d
ep
th
d
ata
co
u
ld
b
e
elicited
f
r
o
m
th
e
p
ar
ticip
an
ts
.
T
h
e
s
ix
p
ar
ticip
an
ts
ar
e
i
n
th
is
s
tu
d
y
,
co
m
p
r
is
in
g
t
h
r
ee
m
a
les
(
R
1
,
R
2
,
an
d
R
3
)
an
d
t
h
r
ee
f
e
m
ales
(
R
4
,
R
5
,
an
d
R
6
)
.
T
h
e
in
ter
v
iewe
es
wer
e
f
r
o
m
l
o
ca
l
p
u
b
l
ic
en
g
in
ee
r
in
g
u
n
iv
er
s
ity
Me
h
r
an
Un
iv
er
s
ity
o
f
e
n
g
in
ee
r
in
g
an
d
tech
n
o
lo
g
y
J
am
s
h
o
r
o
(
MU
E
T
)
.
T
h
e
b
io
g
r
ap
h
ical
d
ata
an
d
s
p
ec
ialties
co
n
ce
r
n
in
g
g
e
n
d
er
wer
e
f
o
llo
wed
.
Par
ticip
an
ts
r
an
g
e
d
in
a
g
e
f
r
o
m
1
8
to
2
0
y
ea
r
s
o
ld
.
T
h
ese
s
tu
d
en
ts
h
av
e
b
ee
n
u
s
in
g
th
e
b
lo
g
f
o
r
lear
n
i
n
g
E
n
g
lis
h
,
s
u
ch
as
Fu
n
ctio
n
a
l
E
n
g
lis
h
s
u
b
jects
in
th
e
f
ir
s
t
y
ea
r
.
T
h
e
b
lo
g
was
d
esig
n
ed
an
d
p
r
ep
ar
e
d
b
y
th
e
r
esear
ch
er
an
d
it
was
u
s
ed
b
y
o
n
e
o
f
th
e
teac
h
e
r
s
f
r
o
m
th
e
s
am
e
u
n
iv
er
s
ity
to
teac
h
s
tu
d
en
ts
r
ea
d
in
g
s
k
ills
f
o
r
f
o
u
r
wee
k
s
.
T
h
e
e
n
g
in
ee
r
in
g
u
n
iv
er
s
ity
is
p
r
o
v
id
e
d
with
co
m
p
lete
f
ac
ilit
ies
o
f
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
T
h
u
s
,
th
e
ca
m
p
u
s
h
as
a
lan
g
u
ag
e
lab
o
r
ato
r
y
eq
u
ip
p
ed
with
co
m
p
u
ter
s
,
wir
eless
I
n
ter
n
et
ac
ce
s
s
;
co
m
f
o
r
tab
le
an
d
s
p
ac
i
o
u
s
lectu
r
e
r
o
o
m
s
as
well
as
h
alls
.
T
h
e
r
ese
ar
ch
was
lim
ited
to
s
ix
s
tu
d
en
ts
f
r
o
m
th
e
f
ir
s
t sem
ester
wh
o
p
ar
ticip
ated
in
b
lo
g
m
ed
iated
class
.
3
.
2
.
Resea
rc
h
ins
t
rum
ent
a
nd
pr
o
ce
du
re
s
As
th
is
r
esear
ch
is
p
u
r
ely
q
u
a
litativ
e
s
o
,
d
ata
r
eq
u
ir
ed
f
o
r
a
n
aly
s
is
w
er
e
ac
q
u
ir
ed
with
th
e
s
am
p
lin
g
in
s
tr
u
m
en
t:
A
p
r
e
-
d
esig
n
ed
in
ter
v
iew
to
s
u
r
v
e
y
th
e
s
tu
d
e
n
ts
’
p
er
s
o
n
al
e
x
p
er
ie
n
ce
s
with
b
l
o
g
g
in
g
in
E
n
g
lis
h
lan
g
u
ag
e
e
d
u
ca
tio
n
to
k
n
o
w
t
h
eir
attitu
d
e
to
war
d
s
th
at
b
lo
g
g
in
g
in
E
SL.
A
f
ac
e
-
to
-
f
ac
e
m
o
d
e
o
f
th
e
i
n
ter
v
iew
was
u
s
ed
to
s
am
p
le
s
tu
d
en
t
’
s
r
esp
o
n
s
es
ag
ain
s
t
in
-
d
ep
th
an
d
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iew
q
u
esti
o
n
s
d
ev
elo
p
ed
ea
r
lier
b
y
th
e
r
esear
ch
er
.
Sem
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iews
ar
e
g
e
n
er
ally
“o
r
g
an
ize
d
ar
o
u
n
d
a
s
et
o
f
p
r
ed
eter
m
in
ed
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
,
with
o
th
er
q
u
esti
o
n
s
em
er
g
in
g
f
r
o
m
th
e
d
ialo
g
u
e
b
etwe
en
in
ter
v
ie
wer
an
d
in
ter
v
iewe
e(
s
)
.
”
B
ef
o
r
e
r
u
n
n
in
g
th
e
in
ter
v
iew
s
ess
io
n
,
th
e
p
ar
ticip
an
ts
wer
e
in
itially
i
n
f
o
r
m
e
d
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
a
n
d
en
s
u
r
ed
th
e
co
n
f
id
en
tiality
o
f
th
eir
id
en
titi
es.
T
h
e
p
ar
ticip
a
n
ts
wer
e
id
en
tifie
d
as
R
1
,
R
2
,
R
3
,
R
4
,
R
5
,
an
d
R
6
to
k
ee
p
th
eir
id
e
n
titi
es
co
n
f
id
en
tia
l.
B
esid
es
,
a
Per
s
o
n
al
Dat
a
Fo
r
m
(
PDF)
was
d
esig
n
ed
to
co
llect
b
asic
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
ab
o
u
t
th
e
p
ar
ticip
an
ts
an
d
f
o
r
m
u
late
a
g
en
er
al
id
ea
ab
o
u
t
th
eir
b
ac
k
g
r
o
u
n
d
s
–
in
te
r
v
iew
ee
s
’
p
r
o
f
ile.
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
2
8
-
1
1
3
7
1132
Featu
r
es
o
f
class
in
s
tr
u
ctio
n
o
r
ch
ar
ac
ter
is
tic
u
s
ed
in
th
e
b
l
o
g
.
T
h
e
f
o
llo
win
g
item
s
r
el
ated
to
th
e
m
o
d
e
o
f
class
in
s
tr
u
ctio
n
wer
e
ch
ar
ac
ter
ized
in
th
e
b
lo
g
s
:
o
n
lin
e
r
ea
d
in
g
tex
ts
;
u
s
e
o
f
v
id
eo
m
ater
ials
e.
g
.
Yo
u
T
u
b
e;
u
s
e
o
f
au
d
i
o
e.
g
.
l
e
ctu
r
es,
s
p
ee
ch
es,
s
o
n
g
s
,
m
u
s
ic;
u
s
e
o
f
p
ictu
r
es/p
h
o
to
s
,
u
s
e
o
f
g
r
ap
h
ics;
co
u
r
s
e
s
ch
ed
u
le;
class
d
is
cu
s
s
io
n
o
r
f
o
r
u
m
;
c
o
m
m
e
n
ts
/r
esp
o
n
s
es
b
y
in
s
tr
u
cto
r
s
;
co
m
m
e
n
ts
/r
esp
o
n
s
es
b
y
s
tu
d
en
ts
;
lin
k
to
th
e
d
ictio
n
ar
y
.
3
.
3
.
Da
t
a
m
a
na
g
e
m
ent
I
n
ter
v
iewe
es’
r
esp
o
n
s
es
wer
e
tap
e
-
r
ec
o
r
d
ed
an
d
wr
itten
in
t
r
an
s
cr
ip
ts
f
o
r
p
r
eser
v
atio
n
an
d
an
aly
s
is
.
C
o
d
in
g
th
e
d
ata
f
o
r
ea
ch
in
te
r
v
iewe
d
p
ar
ticip
an
t
was
ap
p
lied
,
an
d
b
ased
o
n
th
e
co
d
es,
th
em
atic
co
d
es
wer
e
d
r
awn
.
T
h
e
d
ata
o
f
all
p
ar
ticip
an
ts
wer
e
s
u
b
ject
to
s
cr
u
tin
izin
g
an
d
o
r
g
a
n
izatio
n
p
r
o
ce
s
s
es
to
f
in
d
o
u
t
co
m
m
o
n
alities
an
d
d
er
iv
e
c
o
d
es
f
r
o
m
s
u
ch
d
ata.
T
h
is
ex
er
cise
allo
wed
f
o
r
s
im
p
le
class
if
icat
io
n
an
d
ca
teg
o
r
izatio
n
o
f
in
ter
v
iews
an
d
b
lo
g
o
b
s
er
v
atio
n
d
ata;
th
u
s
,
s
tr
en
g
th
en
in
g
t
h
e
q
u
alitativ
e
an
aly
s
is
.
Acc
o
r
d
in
g
to
[
3
7
]
,
“q
u
alitativ
e
d
ata
an
aly
s
is
p
r
im
a
r
ily
en
tai
ls
class
if
y
in
g
th
in
g
s
,
p
er
s
o
n
s
,
an
d
ev
e
n
ts
an
d
t
h
e
p
r
o
p
er
ties
wh
ich
c
h
ar
ac
ter
ize
th
em
.
”
4.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
d
ata
d
er
i
v
ed
f
r
o
m
in
te
r
v
iews
was
g
ath
er
ed
,
s
y
s
tem
atize
d
,
m
an
a
g
ed
,
co
d
ed
,
an
d
an
aly
ze
d
in
ten
d
in
g
to
s
ee
k
r
ep
lies
to
th
e
p
r
e
-
s
et
r
esear
ch
q
u
e
r
ies.
An
in
d
u
ctiv
e
ap
p
r
o
ac
h
o
f
an
al
y
s
is
was
ca
r
r
ied
o
u
t
o
n
in
ter
v
iew
d
ata
to
b
r
in
g
a
m
o
r
e
p
r
ec
is
e
a
n
d
ex
is
tin
g
p
ictu
r
e
o
f
th
e
ex
is
tin
g
is
s
u
e.
I
n
d
o
i
n
g
s
o
,
r
esp
o
n
s
es
an
d
f
ee
d
b
ac
k
o
f
in
ter
v
iewe
es
wer
e
ass
ess
ed
to
d
is
co
v
er
th
e
m
ea
n
in
g
-
lad
e
n
in
in
d
i
v
id
u
al
b
l
o
g
g
in
g
ex
p
er
ien
ce
s
an
d
th
en
in
ter
p
r
etin
g
th
ese
m
ea
n
in
g
s
s
cien
tific
ally
in
a
lin
g
u
is
tic
ed
u
ca
tio
n
c
o
n
t
ex
t.
Su
p
p
o
r
tin
g
q
u
o
tatio
n
s
f
r
o
m
th
e
p
a
r
ticip
an
ts
wer
e
p
r
o
v
id
ed
in
th
e
r
ep
o
r
t
to
s
u
p
p
o
r
t
th
e
ev
alu
atio
n
p
r
o
ce
s
s
.
T
h
is
ex
er
cise
wo
u
ld
ad
d
tr
an
s
p
ar
en
cy
an
d
tr
u
s
two
r
th
in
ess
to
d
ata
i
n
ter
p
r
etatio
n
a
n
d
v
alid
ates
th
e
g
en
er
ated
f
in
d
in
g
s
[
3
8
]
.
T
o
test
th
e
h
o
n
esty
an
d
ac
cu
r
ac
y
o
f
in
d
i
v
id
u
al
r
esp
o
n
s
es
to
in
ter
v
iew
q
u
esti
o
n
s
,
co
n
s
is
ten
cy
ch
ec
k
s
wer
e
m
ad
e
o
n
th
e
in
ter
v
iew
tr
an
s
cr
ip
ts
–
a
p
r
o
ce
d
u
r
e
r
ec
o
m
m
en
d
ed
b
y
[
3
9
]
i
n
q
u
alitativ
e
r
esear
ch
.
T
h
e
in
ter
v
iewe
d
s
tu
d
en
ts
r
ep
o
r
ted
th
at
th
ey
wer
e
e
n
jo
y
in
g
th
e
b
lo
g
g
in
g
an
d
r
ea
d
in
g
d
u
e
to
th
e
f
lex
ib
ilit
y
an
d
m
u
ltip
le
ca
p
a
b
ilit
ies
o
f
th
e
b
lo
g
-
r
ea
d
in
g
tex
ts
in
clu
d
in
g
g
r
ap
h
ics,
m
ed
ia
m
ater
ials
u
s
ed
b
y
s
tu
d
en
ts
in
th
eir
r
ea
d
i
n
g
class
b
en
ef
ited
th
em
to
u
n
d
er
s
tan
d
t
h
e
tex
ts
.
T
h
e
s
tu
d
en
ts
wer
e
ask
ed
to
co
m
m
en
t
o
n
th
e
e
x
er
cises
th
e
u
s
ed
in
th
e
r
ea
d
in
g
tex
t
o
n
t
h
e
b
lo
g
s
o
o
n
e
o
f
th
e
s
tu
d
en
ts
ex
p
lain
ed
,
h
is
ex
p
er
ien
ce
was
g
r
ea
t
b
ec
au
s
e
o
f
m
u
l
tim
ed
ia
f
ea
tu
r
es
h
e
e
n
jo
y
ed
d
o
in
g
th
o
s
e
ex
er
cises
an
d
r
em
ain
ed
co
n
ten
ted
wh
en
h
e
was
d
o
in
g
th
e
ex
er
cises
b
ec
au
s
e
o
f
th
e
m
u
ltime
d
ia
f
ea
tu
r
es
th
e
in
ter
est wa
s
co
n
tin
u
ed
.
I
n
th
is
r
esp
ec
t,
th
e
R
1
p
a
r
ticip
an
t stated
:
“I
w
a
s
ve
r
y
ke
en
to
u
s
e
b
lo
g
s
a
s
o
u
r
r
ea
d
in
g
r
eso
u
r
ce
b
e
ca
u
s
e
a
b
l
o
g
is
ea
s
y
to
u
s
e
a
n
d
ma
n
a
g
e.
A
ll
th
e
med
ia
fea
tu
r
es
h
elp
ed
me
a
l
o
t
to
u
n
d
ers
ta
n
d
th
e
text.
I
u
s
ed
a
d
ictio
n
a
r
y
w
h
ile
r
ea
d
in
g
b
y
ju
s
t
a
click
i
t
w
a
s
to
o
ea
s
y
to
ma
n
a
g
e
w
h
ile
r
ea
d
in
g
o
n
lin
e,
I
d
i
d
n
’
t
feel
to
lea
ve
r
ea
d
in
g
r
a
th
e
r
I
co
n
tin
u
ed
w
ith
g
r
ea
t c
u
r
io
s
ity
to
kn
o
w
mo
r
e.
”
I
n
th
is
r
esp
ec
t,
th
e
R
4
p
a
r
ticip
an
t stated
:
“I
h
a
d
n
o
t
mu
c
h
a
cc
ess
w
ith
in
tern
et
a
n
d
c
o
mp
u
ters
b
efo
r
e
s
o
,
I
a
m
n
o
t
g
o
o
d
a
t
c
o
mp
u
t
ers
ye
t,
b
u
t
I
l
o
ve
d
b
l
o
g
g
in
g
I
lik
ed
th
e
o
n
lin
e
r
ea
d
in
g
b
ec
a
u
s
e
it
crea
ted
ea
s
e
fo
r
r
ea
d
in
g
b
y
a
tta
ch
ed
vid
e
o
s
,
ima
g
es
,
a
n
d
a
u
d
io
.
”
I
n
th
is
r
esp
ec
t,
th
e
R
2
p
a
r
ticip
an
t stated
:
“T
h
e
a
u
d
io
-
visu
a
l
a
i
d
s
en
h
a
n
ce
d
my
in
teres
t
in
lea
r
n
in
g
r
ea
d
in
g
e
s
p
ec
ia
lly,
w
h
ich
I
feel
is
a
b
o
r
in
g
a
ctivity
w
h
en
I
w
a
s
w
a
tch
in
g
ima
g
es
r
ela
ted
to
th
e
texts
it
w
a
s
clea
r
in
g
my
co
n
ce
p
t
mo
r
e
a
b
o
u
t th
e
w
r
itten
ma
tter
.
”
I
n
ter
v
iewe
d
s
tu
d
en
ts
wer
e
ask
ed
to
r
ea
d
a
r
ticles,
p
ar
ticip
ate
in
d
is
cu
s
s
io
n
s
,
an
d
co
m
m
en
tin
g
o
n
p
o
s
ts
in
b
lo
g
s
,
in
th
is
way
t
h
e
y
wer
e
a
u
to
m
atica
lly
im
p
r
o
v
in
g
th
eir
lev
el
o
f
E
n
g
lis
h
.
Stu
d
en
ts
wer
e
r
ep
o
r
ted
to
ac
q
u
ir
e
r
ea
d
in
g
s
tr
ateg
ies.
On
e
p
ar
ticip
an
t (
R
2
)
r
ep
o
r
ted
in
h
is
in
ter
v
iew:
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
B
lo
g
g
in
g
in
E
S
L c
la
s
s
-
g
e
n
d
er
-
b
a
s
ed
a
ttit
u
d
e
o
f th
e
e
n
g
in
ee
r
in
g
s
tu
d
en
ts
(
S
a
h
ib
K
h
a
to
o
n
)
1133
“Be
fo
r
e
I
h
a
d
feelin
g
r
ea
d
in
g
is
a
b
o
r
in
g
a
ctivity
b
u
t,
I
g
r
a
d
u
a
lly
felt
I
lo
ve
r
ea
d
in
g
o
n
c
e
I
fin
is
h
ed
o
n
e
p
a
r
a
g
r
a
p
h
I
w
a
n
ted
to
r
ea
d
mo
r
e
a
n
d
co
mp
let
e
th
e
t
ex
t
w
ith
g
r
ea
t
z
ea
l,
I
fe
el
I
w
a
s
fu
lly
in
vo
lved
in
to
th
e
m
a
tter
p
r
o
vid
ed
to
me
b
ec
a
u
s
e
o
f
th
e
i
n
feren
ce
p
a
r
t
o
f
th
e
t
ex
t
w
h
ere
w
e
w
e
r
e
g
iven
a
vid
eo
a
n
d
th
r
o
u
g
h
th
a
t
w
e
g
o
t
to
kn
o
w
w
h
a
t
is
n
ex
t
in
th
e
text
w
h
ich
ma
ke
s
u
s
cu
r
io
u
s
to
kn
o
w
a
b
o
u
t
th
e
text,
I
th
o
r
o
u
g
h
ly
en
j
o
ye
d
w
h
ile
I
w
a
s
b
lo
g
g
in
g
a
n
d
r
ea
d
in
g
.
”
On
e
p
ar
ticip
an
t (
R
5
)
r
ep
o
r
ted
in
h
er
in
ter
v
iew
:
“I
lo
ve
to
r
ea
d
b
o
o
ks
b
u
t
n
o
w
I
l
o
ve
to
r
ea
d
texts
o
n
lin
e,
b
l
o
g
g
in
g
is
s
u
ch
a
h
ea
lt
h
y
a
ctiv
ity
w
h
ich
n
ev
er
g
a
ve
me
th
e
imp
r
ess
io
n
I
a
m
g
ettin
g
b
o
r
e
r
a
th
e
r
I
felt
my
s
elf
mo
r
e
in
vo
lved
in
r
ea
d
in
g
.
Ho
w
to
r
ea
d
s
tep
b
y
s
tep
w
a
s
b
ec
a
u
s
e
o
f
th
e
ex
ercis
es
g
iven
;
o
n
e
p
a
r
t
w
e
w
ere
co
mp
letin
g
th
e
o
th
er w
a
s
a
p
p
r
o
a
ch
in
g
I
lea
r
n
e
d
a
lo
t
a
b
o
u
t
r
ea
d
in
g
.
”
S
tu
d
en
ts
wer
e
r
ea
d
in
g
o
th
e
r
s
tu
d
en
ts
’
co
m
m
e
n
ts
,
an
d
th
er
ef
o
r
e,
th
e
y
wer
e
lear
n
in
g
f
r
o
m
ea
ch
o
th
er
to
o
.
T
h
is
was e
v
id
en
t in
th
e
o
b
s
er
v
atio
n
o
f
R
3
p
ar
ticip
an
t w
h
o
r
ep
o
r
ted
t
h
at:
“I
w
a
s
r
ea
d
in
g
my
fr
ien
d
s
'
c
o
mme
n
ts
,
a
n
d
s
o
metime
s
I
le
a
r
n
ed
a
b
o
u
t
th
e
ma
in
id
ea
o
f
th
e
text,
a
b
o
u
t t
h
e
ex
ercis
es d
o
n
e
b
y
th
em,
a
n
d
I
w
a
s
t
r
yin
g
to
fo
cu
s
mo
r
e.
”
O
n
e
p
ar
ticip
an
t (
R
6
)
r
ep
o
r
ted
in
h
er
in
ter
v
iew
:
“I
w
a
s
n
o
t
mu
ch
in
to
th
e
d
is
cu
s
s
io
n
a
n
d
co
mme
n
ts
s
ec
ti
o
n
s
d
u
e
to
r
ea
s
o
n
s
,
b
u
t
I
w
a
s
r
ea
d
in
g
o
th
er st
u
d
e
n
ts
’
co
mme
n
ts
a
n
d
I
w
a
s
fin
d
in
g
n
ew id
e
a
s
fr
o
m
th
em.
”
A
n
d
th
at
en
h
an
ce
d
th
eir
p
o
s
itiv
e
attitu
d
e
to
war
d
s
r
ea
d
i
n
g
p
er
f
ec
tly
as
th
ey
ca
n
ta
k
e
p
ar
t
in
d
is
cu
s
s
io
n
s
ea
s
ily
an
d
co
n
tr
ib
u
te
th
eir
id
ea
s
ab
o
u
t th
e
tex
ts
t
h
ey
wer
e
r
ea
d
in
g
t
h
r
o
u
g
h
th
e
b
lo
g
.
T
h
e
im
p
r
ess
io
n
o
f
R
1
in
ter
v
ie
wee
im
p
lied
to
a
s
im
ilar
r
esp
o
n
s
e:
“I
fo
u
n
d
myself
mo
r
e
co
n
fid
e
n
t
w
h
ile
I
w
a
s
d
is
cu
s
s
in
g
w
ith
my
fello
w
s
o
n
th
e
b
lo
g
a
b
o
u
t
th
e
texts,
w
e
w
ere
r
ea
d
in
g
th
a
t
I
lea
r
n
ed
h
o
w
to
r
ea
d
,
b
y
fo
llo
w
in
g
th
e
r
ea
d
in
g
s
tr
a
teg
ies
ta
u
g
h
t
b
y
th
e
tea
ch
er
I
kn
ew
ev
eryb
o
d
y
is
r
ea
d
in
g
s
o
I
b
ec
a
me
mo
r
e
co
n
s
cio
u
s
to
r
ea
d
a
n
d
in
vo
lv
e
in
th
e
d
is
cu
s
s
io
n
o
n
lin
e.
”
On
e
p
ar
ticip
an
t (
R
6
)
r
ep
o
r
ted
in
h
er
in
ter
v
iew
:
“I
feel
b
lo
g
g
in
g
is
a
g
o
o
d
to
o
l
to
u
s
e
fo
r
la
n
g
u
a
g
e
lea
r
n
in
g
,
s
o
cia
l
med
ia
s
ite
s
s
o
meh
o
w
w
e
a
r
e
r
estr
a
in
ed
to
u
s
e
b
u
t
th
is
is
a
n
ed
u
ca
tio
n
a
l
b
lo
g
I
feel
co
mfo
r
ta
b
le
w
ith
th
is
,
a
n
d
I
f
ee
l
co
n
fid
en
t a
n
d
e
a
s
y
w
h
ile
b
lo
g
g
in
g
.
”
T
h
is
attitu
d
e
o
f
k
n
o
wled
g
e
ac
q
u
is
itio
n
an
d
s
h
ar
in
g
h
el
p
ed
s
tu
d
en
ts
in
g
ain
in
g
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
ea
d
in
g
tex
ts
.
T
h
is
was
r
ep
o
r
ted
b
y
th
e
p
a
r
ticip
an
ts
wh
o
,
b
eliev
e
th
at
th
e
i
m
p
o
r
ta
n
t
asp
ec
t
o
f
b
lo
g
g
i
ng
is
d
r
iv
in
g
s
tu
d
en
ts
to
f
o
cu
s
o
n
th
e
k
n
o
wled
g
e
lad
en
in
th
e
in
f
o
r
m
atio
n
th
e
y
en
c
o
u
n
ter
.
T
h
is
s
tated
b
y
th
e
p
a
r
ticip
an
t
R
2
:
“T
h
e
ma
in
p
u
r
p
o
s
e
o
f
th
e
b
l
o
g
g
in
g
is
to
ex
ten
d
th
e
lea
r
n
in
g
p
r
o
ce
s
s
ev
en
o
u
ts
id
e
o
f
t
h
e
cla
s
s
r
o
o
m
to
o
s
o
th
a
t th
ere
m
u
s
t b
e
a
co
n
tin
u
o
u
s
en
r
ich
men
t in
o
u
r
a
cq
u
is
itio
n
o
f k
n
o
w
led
g
e
a
b
o
u
t
t
h
e
texts
o
f
th
e
r
ea
d
in
g
.
Th
e
b
lo
g
g
in
g
w
ill
lea
d
u
s
to
u
n
d
ers
ta
n
d
th
e
r
ea
d
in
g
b
e
tter
a
n
d
,
th
erefo
r
e
th
e
lea
r
n
in
g
o
b
jective
s
o
f th
e
r
ea
d
in
g
ca
n
b
e
met.
”
Similar
ly
,
o
n
e
p
a
r
ticip
an
t (
R
5
)
r
ep
o
r
te
d
in
h
e
r
in
ter
v
iew
:
“
S
h
a
r
in
g
a
n
d
co
n
n
ec
tivity
a
r
e
p
o
s
s
ib
le
th
r
o
u
g
h
b
l
o
g
g
in
g
w
e
a
r
e
co
n
n
ec
ted
ev
en
o
u
t
o
f
th
e
cla
s
s
w
h
ich
s
a
ve
s
o
u
r
time
a
n
d
o
u
r
lea
r
n
in
g
is
co
n
tin
u
o
u
s
I
u
s
ed
mo
s
t
o
f
my
time
to
a
tte
mp
t
a
ll
th
e
ex
ercis
es
to
co
mp
lete
my
ta
s
ks
I
th
o
r
o
u
g
h
ly
e
n
jo
ye
d
w
h
ile
lea
r
n
in
g
th
r
o
u
g
h
b
lo
g
g
in
g
.
”
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
2
8
-
1
1
3
7
1134
Pra
ctica
lity
in
m
an
ag
in
g
th
e
r
ea
d
in
g
task
s
s
tu
d
e
n
ts
f
elt
ea
s
ier
an
d
f
aster
to
d
ea
l
with
t
h
e
lear
n
in
g
p
r
o
ce
s
s
an
d
m
ater
ials
o
n
th
e
b
lo
g
.
T
h
e
in
ter
v
iewe
es
ex
p
e
r
ien
ce
d
t
h
e
p
o
s
itiv
ity
o
f
b
lo
g
s
in
m
an
a
g
in
g
th
e
co
u
r
s
e
m
ater
ial
s
,
co
m
m
u
n
ica
tio
n
with
s
tu
d
en
ts
,
an
d
m
an
ag
in
g
th
e
d
is
cu
s
s
io
n
s
.
T
h
e
r
esp
o
n
s
e
o
f
th
e
R
3
p
ar
ticip
an
t e
x
p
lai
n
ed
th
ese
as
p
ec
ts
:
“Blo
g
h
a
s
b
ec
o
me
a
g
o
o
d
lea
r
n
in
g
to
o
l
f
o
r
me.
I
t
is
ve
r
y
h
e
lp
fu
l
a
n
d
ve
r
y
p
r
a
ctica
l.
F
ir
s
t,
it
p
r
o
vid
es
me
n
ec
ess
a
r
y
in
fo
r
ma
tio
n
a
b
o
u
t
cl
a
s
s
a
s
s
ig
n
men
ts
a
n
d
r
ea
d
in
g
t
a
s
ks.
I
f
I
d
o
n
’
t
u
n
d
ers
ta
n
d
a
n
yth
in
g
,
I
ca
n
w
r
ite
o
r
a
s
k
in
th
e
co
mme
n
t
b
o
x,
I
g
et
a
n
s
w
ers
to
my
q
u
esti
o
n
s
,
a
n
d
I
g
et
co
n
n
ec
ted
w
ith
my
tea
ch
er a
n
d
fello
w
s
ea
s
ily
a
n
ytime.
S
ec
o
n
d
ly,
w
h
en
I
a
m
a
w
a
y,
I
ca
n
s
till
ma
n
a
g
e
my
lea
r
n
in
g
a
n
d
co
mmu
n
ica
tio
n
w
ith
my
tea
ch
er
a
n
d
fello
w
s
fr
o
m
a
d
is
ta
n
ce
.
”
I
m
p
r
o
v
in
g
s
tu
d
en
ts
’
d
ig
ital
lit
er
ac
y
,
it
was
o
b
s
er
v
e
d
th
at
ad
o
p
tin
g
a
b
l
o
g
in
teac
h
in
g
r
ea
d
i
n
g
c
o
u
r
s
es
r
ef
lecte
d
p
o
s
itiv
ely
in
a
p
p
r
o
a
ch
in
g
th
e
s
tu
d
e
n
t
to
tech
n
o
lo
g
y
.
B
y
allo
win
g
s
tu
d
e
n
ts
to
in
ter
ac
t
with
th
eir
teac
h
er
s
,
p
ee
r
s
,
class
m
ates,
an
d
in
f
o
r
m
ati
o
n
t
h
r
o
u
g
h
b
lo
g
s
(
i.e
.
,
o
n
lin
e
ac
tiv
ities
o
f
r
ea
d
in
g
task
s
,
p
ar
ticip
atio
n
i
n
d
is
cu
s
s
io
n
s
,
e
tc.
)
,
s
tu
d
en
ts
g
r
ad
u
ally
lear
n
h
o
w
to
co
n
s
tr
u
ctiv
el
y
ap
p
ly
t
h
e
tech
n
o
lo
g
y
an
d
ap
p
r
ec
iate
its
v
alu
e
an
d
u
s
e
in
th
eir
life
;
th
u
s
,
im
p
r
o
v
in
g
th
ei
r
I
C
T
s
k
ills
.
T
h
is
was r
ep
o
r
ted
b
y
R
6
p
ar
ti
cip
an
t:
“W
h
en
I
u
s
ed
it
(
b
lo
g
)
,
it
w
a
s
a
n
a
p
p
lica
tio
n
it
w
a
s
n
o
t
a
th
eo
r
y
it
w
a
s
th
e
h
a
n
d
s
-
o
n
ex
p
erien
ce
a
n
d
I
s
ee
immed
ia
tely
h
o
w
to
u
s
e
b
lo
g
g
in
g
in
t
h
e
r
ea
d
in
g
cla
s
s
r
o
o
m.
I
feel
t
h
is
in
teg
r
a
ted
lea
r
n
in
g
th
r
o
u
g
h
b
lo
g
g
in
g
is
a
ctu
a
l
lea
r
n
in
g
to
w
a
r
d
s
th
e
u
s
e
o
f
tec
h
n
o
lo
g
y
a
ls
o
b
ec
a
u
s
e
b
efo
r
e
I
w
a
s
n
o
t
u
s
in
g
b
lo
g
g
in
g
b
u
t
n
o
w
fo
r
lea
r
n
in
g
it
b
ec
o
mes
mea
n
in
g
fu
l
f
o
r
me.
”
I
n
g
en
er
al,
t
h
e
p
ar
ticip
an
ts
h
a
d
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
r
ea
d
in
g
th
e
b
lo
g
an
d
e
m
p
h
asiz
ed
th
at
th
e
in
teg
r
atio
n
o
f
b
l
o
g
s
in
teac
h
in
g
co
n
tr
ib
u
ted
s
u
cc
ess
f
u
lly
to
th
e
d
ev
elo
p
m
en
t
o
f
lea
r
n
in
g
.
Fro
m
an
aly
z
in
g
th
e
in
ter
v
iew
r
esp
o
n
s
es
o
f
th
e
s
am
p
led
s
tu
d
e
n
ts
,
th
e
p
o
s
itiv
e
asp
ec
ts
o
f
e
m
b
ed
d
in
g
b
lo
g
s
in
th
e
class
wer
e
r
ep
o
r
ted
to
b
en
ef
it
ea
ch
m
e
m
b
er
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
–
th
e
teac
h
er
an
d
th
e
s
tu
d
e
n
t.
All
in
ter
v
iewe
d
s
tu
d
en
ts
ex
p
r
ess
ed
th
eir
s
atis
f
ac
tio
n
an
d
co
n
f
id
en
ce
in
th
e
e
d
u
ca
tio
n
al
b
lo
g
in
ac
h
iev
in
g
t
h
e
d
esire
d
lear
n
in
g
o
b
jectiv
es
o
f
t
h
eir
r
ea
d
in
g
c
o
u
r
s
e
b
ec
au
s
e
o
f
its
p
r
ac
ticality
an
d
u
s
ef
u
ln
ess
.
E
x
p
r
ess
io
n
s
ex
tr
ac
ted
f
r
o
m
th
e
in
ter
v
iew
r
esp
o
n
s
es
lik
e
th
e
f
o
llo
win
g
all
im
p
lied
to
th
e
p
r
ac
ticality
an
d
f
ea
s
ib
ilit
y
o
f
th
e
b
lo
g
as
a
r
eliab
le
to
o
l f
o
r
o
n
lin
e
e
d
u
ca
tio
n
.
4
.
1
.
Resul
t
s
m
a
le
a
nd
f
em
a
le
eng
ineering
s
t
ud
e
nts’
a
t
t
it
ud
e
re
g
a
rding
blo
g
g
ing
in t
he
re
a
din
g
cla
s
s
As
th
e
cu
r
r
e
n
t
s
tu
d
y
ex
p
l
o
r
ed
m
ale
an
d
f
em
ale
s
tu
d
en
ts
’
v
iews
r
eg
ar
d
in
g
b
lo
g
g
in
g
in
th
e
ir
r
ea
d
in
g
E
SL
class
,
s
o
th
eir
attitu
d
e
is
m
ain
ly
p
o
s
itiv
e
to
war
d
s
b
lo
g
g
in
g
.
T
h
er
e
a
r
e
v
e
r
y
f
ew
d
if
f
er
en
ce
s
p
o
in
te
d
o
u
t
f
r
o
m
th
eir
attitu
d
e
to
war
d
s
b
l
o
g
g
in
g
.
T
h
o
s
e
d
if
f
er
en
ce
s
ar
e
m
e
n
tio
n
ed
i
n
th
e
T
ab
le
1
.
T
ab
le
1
.
Ma
le
-
f
e
m
ale
s
tu
d
en
ts
’
attitu
d
e
d
if
f
e
r
en
ce
s
M
a
l
e
s
t
u
d
e
n
t
s
F
e
mal
e
s
t
u
d
e
n
t
s
I
w
a
s v
e
r
y
k
e
e
n
t
o
u
s
e
b
l
o
g
s a
s
o
u
r
r
e
a
d
i
n
g
r
e
s
o
u
r
c
e
.
I
h
a
d
n
o
t
m
u
c
h
a
c
c
e
ss
t
o
t
h
e
i
n
t
e
r
n
e
t
a
n
d
c
o
m
p
u
t
e
r
s
b
e
f
o
r
e
.
I
f
o
u
n
d
m
y
se
l
f
m
o
r
e
c
o
n
f
i
d
e
n
t
w
h
i
l
e
I
w
a
s
d
i
s
c
u
ss
i
n
g
w
i
t
h
my
f
e
l
l
o
w
s
o
n
t
h
e
b
l
o
g
.
I
w
a
s n
o
t
m
u
c
h
i
n
t
o
t
h
e
d
i
sc
u
ssi
o
n
a
n
d
c
o
mm
e
n
t
s s
e
c
t
i
o
n
s
d
u
e
t
o
r
e
a
s
o
n
s
.
I
g
e
t
c
o
n
n
e
c
t
e
d
w
i
t
h
m
y
t
e
a
c
h
e
r
a
n
d
f
e
l
l
o
w
s
e
a
s
i
l
y
a
n
y
t
i
me
.
S
o
c
i
a
l
me
d
i
a
s
i
t
e
s s
o
me
h
o
w
,
w
e
a
r
e
r
e
st
r
a
i
n
e
d
t
o
u
se
.
Th
e
b
l
o
g
h
a
s
b
e
c
o
m
e
a
g
o
o
d
l
e
a
r
n
i
n
g
t
o
o
l
f
o
r
m
e
.
B
e
f
o
r
e
I
w
a
s n
o
t
u
si
n
g
b
l
o
g
g
i
n
g
b
u
t
n
o
w
f
o
r
l
e
a
r
n
i
n
g
i
t
b
e
c
o
m
e
s m
e
a
n
i
n
g
f
u
l
f
o
r
me
.
T
ab
le
1
s
h
o
w
s
th
e
d
if
f
er
en
ce
s
o
f
m
ale
an
d
f
em
a
le
s
tu
d
e
n
ts
attitu
d
e
to
war
d
s
b
lo
g
g
in
g
,
wh
er
e
f
em
ale
s
tu
d
en
ts
ar
e
s
h
o
win
g
th
ey
wer
e
r
elu
ctan
t
b
ef
o
r
e
to
u
s
e
b
lo
g
g
in
g
b
ec
au
s
e
o
f
s
o
m
e
r
ea
s
o
n
s
th
o
s
e
r
ea
s
o
n
s
th
e
y
h
av
e
n
o
t
s
h
o
wn
b
u
t
th
o
s
e
ca
n
b
e
s
o
cial,
e
d
u
ca
tio
n
al
o
r
a
n
y
p
r
ess
u
r
e
wh
ich
g
av
e
t
h
em
im
p
r
ess
io
n
n
o
t
t
o
u
s
e
s
o
cial
s
ite
s
f
r
ee
ly
o
r
m
a
y
b
e
th
ey
wer
e
f
o
r
b
id
d
en
b
y
p
ar
en
ts
o
r
th
ey
m
ay
b
e
awa
y
f
r
o
m
th
e
ac
ce
s
s
o
f
in
ter
n
e
t
an
d
co
m
p
u
ter
th
er
e
ca
n
b
e
an
y
r
ea
s
o
n
b
u
t
it
s
h
o
ws
p
r
ev
io
u
s
ly
b
ef
o
r
e
u
s
in
g
th
is
ed
u
ca
tio
n
al
b
lo
g
th
ey
wer
e
n
o
t
co
m
f
o
r
tab
le
with
b
l
o
g
g
in
g
b
u
t
n
o
w
th
ey
h
av
e
ch
a
n
g
ed
th
eir
v
iews
an
d
attitu
d
e
.
W
h
en
th
ey
s
ay
,
“
I
h
a
d
n
o
t
mu
ch
a
cc
ess
to
th
e
in
tern
et
a
n
d
co
mp
u
ters
b
efo
r
e”
wh
en
th
ey
d
o
n
o
t
h
a
v
e
a
p
o
s
itiv
e
attitu
d
e
b
u
t
wh
en
th
ey
h
av
e
u
s
ed
it,
th
ey
f
o
u
n
d
it
ed
u
ca
tio
n
al
aid
an
d
th
eir
a
ttit
u
d
e
to
tak
e
b
lo
g
g
in
g
is
an
ed
u
ca
tio
n
al
s
ite
an
ad
d
itio
n
al
aid
in
lear
n
in
g
s
o
th
eir
attitu
d
e
to
war
d
s
b
lo
g
g
in
g
s
ee
m
s
p
o
s
itiv
e.
Ma
le
s
tu
d
en
ts
ar
e
m
o
r
e
co
n
f
id
en
t,
an
d
t
h
ey
d
id
n
o
t
s
h
o
w
an
y
r
estricte
d
id
ea
o
r
an
y
em
o
tio
n
w
h
ich
s
h
o
ws
th
at
th
e
y
wer
e
f
o
r
b
id
d
e
n
,
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
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c
.
I
SS
N:
2252
-
8
8
2
2
B
lo
g
g
in
g
in
E
S
L c
la
s
s
-
g
e
n
d
er
-
b
a
s
ed
a
ttit
u
d
e
o
f th
e
e
n
g
in
ee
r
in
g
s
tu
d
en
ts
(
S
a
h
ib
K
h
a
to
o
n
)
1135
th
ey
wer
e
n
o
t
u
s
in
g
b
lo
g
g
in
g
b
ef
o
r
e
.
Ov
e
r
all
r
esu
lts
ar
e
s
h
o
win
g
a
v
er
y
p
o
s
itiv
e
attit
u
d
e
o
f
all
s
tu
d
en
ts
to
war
d
s
b
lo
g
g
i
n
g
to
u
s
e
th
at
i
n
th
e
E
SL
class
es in
en
g
in
ee
r
i
n
g
u
n
i
v
er
s
ities
.
T
h
e
r
esu
lts
af
f
ir
m
th
e
s
tatem
en
ts
with
[
3
1
]
th
at,
b
lo
g
s
ar
e
lik
e
p
e
r
s
o
n
al
d
ia
r
ies
th
at
a
r
e
ea
s
y
to
d
ev
elo
p
an
d
ea
s
y
to
u
s
e
f
o
r
r
e
ad
in
g
a
n
d
wr
itin
g
.
T
h
is
is
p
r
o
v
en
b
y
th
e
s
tu
d
en
ts
’
r
esp
o
n
s
e
s
wh
er
e
th
ey
af
f
ir
m
th
at
b
lo
g
g
i
n
g
is
ea
s
y
to
d
o
,
m
ain
tain
,
an
d
m
an
a
g
e.
B
esid
es,
th
ey
s
tated
,
b
lo
g
g
in
g
e
n
h
an
ce
s
s
tu
d
en
ts
’
in
ter
ac
tio
n
s
m
o
r
e
an
d
o
p
en
s
e
x
citin
g
h
o
r
iz
o
n
s
f
o
r
lear
n
in
g
t
h
e
E
n
g
lis
h
lan
g
u
a
g
e,
th
is
is
also
af
f
ir
m
ed
b
y
th
e
r
esp
o
n
s
es b
y
th
e
s
tu
d
e
n
ts
,
th
at
th
ey
f
elt
co
n
n
ec
ted
a
n
d
th
e
y
f
elt
m
o
r
e
ex
cited
.
Stu
d
en
ts
d
o
t
h
eir
g
r
o
u
p
ass
ig
n
m
en
ts
an
d
g
ettin
g
f
ee
d
b
ac
k
o
n
th
e
co
u
r
s
e
co
n
te
n
t
an
d
d
e
v
elo
p
th
ei
r
lan
g
u
ag
e
a
b
ilit
ies
ea
s
ily
b
y
b
lo
g
g
in
g
[
3
3
]
.
I
n
t
h
e
c
u
r
r
en
t
s
tu
d
y
r
esu
lts
also
s
h
o
w
t
h
e
s
am
e
p
iece
s
o
f
ev
id
en
ce
th
at
s
tu
d
en
ts
wer
e
im
p
r
o
v
in
g
th
eir
r
ea
d
in
g
attitu
d
e
an
d
lea
r
n
in
g
th
r
o
u
g
h
b
lo
g
g
in
g
.
T
h
e
an
s
wer
to
q
u
esti
o
n
two
is
o
b
v
io
u
s
f
r
o
m
s
tu
d
en
ts
’
r
esp
o
n
s
es
th
at
th
er
e
is
a
p
o
s
itiv
e
ef
f
ec
t
o
f
m
u
ltimo
d
al
f
ea
tu
r
es
o
f
th
e
b
lo
g
g
in
g
o
n
th
e
s
tu
d
en
ts
’
attitu
d
e
to
war
d
s
b
lo
g
g
i
n
g
i
n
th
e
E
SL
class
.
T
ab
le
2
is
s
h
o
win
g
t
h
o
s
e
p
o
s
itiv
e
ex
p
r
ess
io
n
s
o
f
th
e
s
tu
d
en
ts
wh
o
wer
e
in
v
o
lv
e
d
in
th
e
b
lo
g
g
i
n
g
an
d
th
ey
ex
p
er
ien
ce
d
r
ea
d
in
g
th
r
o
u
g
h
b
lo
g
g
in
g
i
n
E
SL
class
.
T
h
o
s
e
r
esp
o
n
s
es
ar
e
m
e
n
tio
n
e
d
in
T
ab
le
2
.
T
ab
le
2
.
T
h
e
ef
f
ec
t
o
f
m
u
ltim
o
d
al
f
ea
tu
r
es o
n
s
tu
d
en
ts
’
attit
u
d
e
to
war
d
s
r
ea
d
in
g
t
h
r
o
u
g
h
b
lo
g
g
in
g
S
/
N
o
R
e
s
p
o
n
se
s
1
E
a
sy
t
o
u
s
e
a
n
d
ma
n
a
g
e
,
me
d
i
a
f
e
a
t
u
r
e
s
h
e
l
p
e
d
m
e
a
l
o
t
t
o
u
n
d
e
r
s
t
a
n
d
t
h
e
t
e
x
t
.
I
u
se
d
a
d
i
c
t
i
o
n
a
r
y
w
h
i
l
e
r
e
a
d
i
n
g
b
y
j
u
st
a
c
l
i
c
k
i
t
w
a
s
t
o
o
e
a
s
y
t
o
ma
n
a
g
e
w
h
i
l
e
r
e
a
d
i
n
g
o
n
l
i
n
e
,
I
d
i
d
n
’
t
f
e
e
l
t
o
l
e
a
v
e
r
e
a
d
i
n
g
r
a
t
h
e
r
I
c
o
n
t
i
n
u
e
d
w
i
t
h
g
r
e
a
t
c
u
r
i
o
s
i
t
y
t
o
k
n
o
w
mo
r
e
.
”
2
I
l
o
v
e
d
b
l
o
g
g
i
n
g
I
l
i
k
e
d
t
h
e
o
n
l
i
n
e
r
e
a
d
i
n
g
b
e
c
a
u
se
i
t
c
r
e
a
t
e
d
e
a
se
f
o
r
r
e
a
d
i
n
g
b
y
a
t
t
a
c
h
e
d
v
i
d
e
o
s,
i
ma
g
e
s
,
a
n
d
a
u
d
i
o
.
3
I
f
e
e
l
I
w
a
s
f
u
l
l
y
i
n
v
o
l
v
e
d
i
n
t
h
e
ma
t
t
e
r
p
r
o
v
i
d
e
d
t
o
me
b
e
c
a
u
s
e
o
f
t
h
e
i
n
f
e
r
e
n
c
e
p
a
r
t
o
f
t
h
e
t
e
x
t
w
h
e
r
e
w
e
w
e
r
e
g
i
v
e
n
a
v
i
d
e
o
.
4
A
u
d
i
o
-
v
i
s
u
a
l
a
i
d
s
e
n
h
a
n
c
e
d
m
y
i
n
t
e
r
e
st
i
n
l
e
a
r
n
i
n
g
r
e
a
d
i
n
g
.
T
ab
le
2
is
clea
r
ly
s
h
o
win
g
th
at
b
lo
g
g
in
g
a
n
d
its
m
u
ltimo
d
a
l
f
ea
tu
r
es
h
av
e
a
v
er
y
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
’
attitu
d
es
to
war
d
s
b
l
o
g
g
i
n
g
in
t
h
e
E
SL
class
.
Stu
d
en
ts
r
em
ar
k
e
d
th
at
m
u
ltimo
d
al
f
ea
tu
r
es
h
elp
ed
th
em
to
im
p
r
o
v
e
r
ea
d
in
g
an
d
o
th
er
s
k
ills
with
th
e
h
elp
o
f
v
id
eo
s
,
im
ag
es,
au
d
i
o
s
,
an
d
d
ic
tio
n
ar
y
a
d
d
ed
ea
s
e
to
d
ev
elo
p
th
eir
lan
g
u
ag
e
s
k
il
ls
.
T
h
ese
f
in
d
in
g
s
af
f
ir
m
th
e
s
tatem
en
ts
o
f
[
3
2
]
wh
o
s
ay
m
u
ltimo
d
al
f
ea
tu
r
es
h
elp
s
tu
d
en
ts
in
d
is
cu
s
s
io
n
an
d
s
tu
d
y
.
R
esp
o
n
d
en
ts
f
elt
th
e
s
e
m
u
ltimo
d
al
f
ea
tu
r
es
h
elp
ed
th
em
to
lear
n
a
n
d
m
o
tiv
ated
,
e
x
cited
,
a
n
d
en
h
a
n
ce
d
th
eir
in
ter
est
in
lea
r
n
in
g
t
h
e
lan
g
u
ag
e.
T
h
ese
f
i
n
d
in
g
s
a
r
e
alig
n
ed
with
th
e
o
p
in
io
n
o
f
[
3
6
]
wh
o
o
p
in
ed
th
ese
m
u
ltimo
d
al
f
ea
tu
r
es e
n
h
an
ce
d
s
tu
d
en
ts
’
lear
n
in
g
in
m
a
n
y
way
s
.
5.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
th
er
e
ar
e
n
o
t
m
a
n
y
d
if
f
er
e
n
ce
s
in
th
e
attitu
d
es
o
f
g
ir
ls
an
d
b
o
y
s
s
tu
d
en
ts
o
f
th
e
en
g
in
ee
r
in
g
u
n
iv
er
s
ity
o
f
Sin
d
h
Pak
is
tan
to
war
d
s
b
lo
g
g
i
n
g
,
alth
o
u
g
h
th
er
e
ar
e
d
if
f
e
r
en
ce
s
in
m
an
y
o
t
h
er
c
o
n
tex
ts
b
ec
au
s
e
o
f
th
e
g
en
d
e
r
b
ias
s
o
cie
ty
an
d
g
e
n
d
er
b
ias
ed
u
ca
tio
n
al
s
y
s
tem
o
f
Pak
is
tan
.
T
h
is
s
tu
d
y
r
ev
ea
led
s
tu
d
e
n
t
s
eith
er
b
o
y
s
o
r
g
ir
ls
ar
e
v
er
y
m
u
ch
in
ter
ested
in
tech
n
o
lo
g
y
u
s
e
in
t
h
e
E
SL
class
es
l
ik
e
b
lo
g
g
in
g
,
as
th
e
s
tatu
s
o
f
u
s
in
g
b
lo
g
s
in
P
a
k
is
tan
i
en
g
in
ee
r
in
g
u
n
iv
er
s
ities
f
o
r
s
ec
o
n
d
lan
g
u
a
g
e
ed
u
ca
tio
n
is
s
till
in
th
e
in
iti
al
s
tag
e.
T
h
e
s
u
r
v
ey
ed
s
tu
d
en
t
s
in
th
is
s
tu
d
y
wh
o
ex
p
er
ien
ce
d
b
lo
g
s
in
lan
g
u
ag
e
lear
n
in
g
p
er
ce
iv
e
d
b
lo
g
s
as
a
r
eliab
le
an
d
ef
f
ec
tiv
e
to
o
l
f
o
r
d
ev
elo
p
in
g
th
e
lear
n
in
g
r
ea
d
i
n
g
t
o
Pak
is
tan
i
s
tu
d
en
ts
.
T
h
e
en
d
ea
v
o
r
s
o
f
in
teg
r
atin
g
b
l
o
g
s
in
lan
g
u
ag
e
teac
h
in
g
r
ec
eiv
e
d
p
o
s
itiv
e
r
ef
lectio
n
f
r
o
m
th
e
s
u
r
v
ey
e
d
s
tu
d
e
n
ts
,
th
ey
f
o
u
n
d
b
lo
g
-
b
ased
ed
u
ca
tio
n
s
y
s
tem
s
f
ea
s
ib
le,
p
r
ac
tical,
an
d
s
er
v
in
g
th
e
s
tu
d
en
t
in
ac
h
iev
in
g
th
e
d
esire
d
o
b
jecti
v
es.
B
esid
es
s
tu
d
en
ts
wan
t
to
u
s
e
th
o
s
e
m
u
ltimo
d
al
f
ea
tu
r
es
wh
ich
o
n
ly
ca
n
b
e
u
s
ed
th
r
o
u
g
h
tech
n
o
lo
g
y
,
n
o
t
in
b
o
o
k
s
s
o
,
th
is
ty
p
e
o
f
lear
n
in
g
with
m
u
ltimo
d
al
f
ea
tu
r
es
im
p
r
o
v
es
th
eir
lear
n
in
g
as
well
as
m
o
tiv
atio
n
,
an
d
th
eir
p
o
s
itiv
e
attitu
d
e
to
wa
r
d
s
tech
n
o
lo
g
y
u
s
e
lik
e
b
lo
g
g
in
g
.
B
esid
es
o
n
lin
e
en
v
ir
o
n
m
en
t
e
n
h
an
ce
s
s
tu
d
e
n
ts
’
c
o
n
f
id
en
ce
to
r
ea
d
in
p
ee
r
an
d
en
jo
y
r
ea
d
in
g
s
o
,
h
o
w
b
l
o
g
g
in
g
im
p
r
o
v
es
o
r
n
o
t
th
e
co
llab
o
r
ativ
e
lear
n
in
g
an
d
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
c
an
b
e
ex
p
lo
r
ed
in
d
if
f
er
en
t c
o
n
tex
ts
b
y
o
th
er
r
esear
ch
er
s
.
RE
F
E
R
E
NC
E
S
[1
]
A.
M
.
S
a
n
d
h
u
,
“
P
o
li
ti
c
s
o
f
Wo
m
e
n
’s
Ed
u
c
a
ti
o
n
in
P
a
k
ista
n
:
A
n
An
a
l
y
sis
o
f
G
o
v
e
rn
m
e
n
t
P
o
l
i
c
ie
s
a
n
d
t
h
e
ir
Im
p
lem
e
n
tatio
n
,
”
P
a
k
ista
n
J
.
Hist
.
Cu
lt
.
,
v
o
l.
3
3
,
n
o
.
1
,
p
p
.
1
1
3
–
1
3
6
,
2
0
1
2
.
[2
]
P
.
Ra
jas
e
k
h
a
r,
C.
N.
Ve
e
n
a
,
a
n
d
S
.
Ku
m
a
r,
“
Ge
n
d
e
r
d
iffere
n
c
e
s
in
in
tern
e
t
p
re
fe
re
n
c
e
s
a
n
d
u
sa
g
e
p
a
tt
e
rn
a
m
o
n
g
m
e
d
ica
l
stu
d
e
n
ts,”
N
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
P
h
y
sio
l
o
g
y
P
h
a
rm
a
c
y
a
n
d
Ph
a
rm
a
c
o
lo
g
y
,
v
o
l.
8
,
n
o
.
5
,
p
p
.
6
8
3
–
6
8
7
,
2
0
1
8
.
[3
]
E.
B.
Weise
r,
“
Ge
n
d
e
r
d
iffere
n
c
e
s
in
in
tern
e
t
u
se
p
a
tt
e
rn
s
a
n
d
in
tern
e
t
a
p
p
li
c
a
ti
o
n
p
re
fe
re
n
c
e
s:
a
two
-
sa
m
p
le
c
o
m
p
a
ri
so
n
,
”
Cy
b
e
rPsy
c
h
o
lo
g
y
&
Beh
a
v
io
r
,
v
o
l.
3
,
n
o
.
2
,
2
0
1
5
.
[
On
li
n
e
].
A
v
a
il
a
b
le:
1
0
.
1
0
8
9
/1
0
9
4
9
3
1
0
0
3
1
6
0
1
2
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
2
8
-
1
1
3
7
1136
[4
]
G
.
G
h
ias
i,
V.
Lariv
ière
,
a
n
d
C.
R.
S
u
g
imo
to
,
“
On
th
e
c
o
m
p
li
a
n
c
e
o
f
w
o
m
e
n
e
n
g
i
n
e
e
rs
with
a
g
e
n
d
e
re
d
sc
ien
ti
fic
sy
ste
m
,
”
PL
o
S
On
e
,
v
o
l
.
1
0
,
n
o
.
1
2
,
p
p
.
1
–
1
9
,
2
0
1
5
.
[5
]
J.
Ho
wa
rd
,
“
Re
v
isit
in
g
th
e
Di
g
it
a
l
Div
i
d
e
(
s
):
Tec
h
n
o
lo
g
y
-
e
n
h
a
n
c
e
d
En
g
li
s
h
Lan
g
u
a
g
e
P
ra
c
ti
c
e
s
a
t
a
Un
iv
e
rsity
in
P
a
k
istan
,
”
A
u
stra
li
a
n
J
o
u
r
n
a
l
o
f
Ap
p
li
e
d
L
i
n
g
u
isti
c
s
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
6
4
–
8
6
,
2
0
1
8
.
[6
]
J.
Web
s
ter
a
n
d
R.
An
d
e
rso
n
,
“
Kn
o
wle
d
g
e
,
a
c
c
e
ss
,
a
n
d
d
e
c
isio
n
-
m
a
k
in
g
:
W
o
m
e
n
’
s
fin
a
n
c
ial
i
n
c
lu
si
o
n
in
P
a
k
istan
,
”
Pro
c
e
e
d
in
g
s
o
f
t
h
e
1
st
ACM
S
IG
CAS
Co
n
fer
e
n
c
e
o
n
Co
mp
u
ti
n
g
a
n
d
S
u
st
a
in
a
b
le S
o
c
ieties
,
p
p
.
1
-
1
2
,
2
0
1
8
.
[7
]
G
.
S
to
e
t
a
n
d
D.
C.
G
e
a
ry
,
“
Th
e
G
e
n
d
e
r
-
Eq
u
a
li
ty
P
a
ra
d
o
x
i
n
S
c
ie
n
c
e
,
Tec
h
n
o
lo
g
y
,
En
g
i
n
e
e
rin
g
,
a
n
d
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
,
”
Psy
c
h
o
lo
g
ica
l
S
c
ien
c
e
,
v
o
l
.
29
,
n
o
.
4
,
p
p
.
5
8
1
-
5
9
3
,
2
0
1
8
.
[8
]
N.
J.
Alz
a
id
iy
e
e
n
,
“
En
g
li
s
h
a
s
a
F
o
re
ig
n
Lan
g
u
a
g
e
S
t
u
d
e
n
ts
Atti
t
u
d
e
s
to
wa
rd
s
t
h
e
Util
iza
ti
o
n
o
f
i
P
a
d
in
Lan
g
u
a
g
e
Lea
rn
in
g
,
”
M
a
la
y
sia
n
On
li
n
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
5
,
n
o
.
3
,
p
p
.
1
6
–
2
4
,
2
0
1
7
.
[9
]
M
.
S
h
a
h
b
a
z
,
M
.
Isla
m
,
a
n
d
M
.
A.
M
a
li
k
,
“
Ro
le
o
f
G
e
n
d
e
r
Diffe
re
n
c
e
s
a
n
d
P
a
re
n
ts’
Ed
u
c
a
ti
o
n
in
S
h
a
p
in
g
L2
M
o
ti
v
a
ti
o
n
o
f
P
a
k
istan
i
S
t
u
d
e
n
ts,
”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
a
n
d
Reflec
ti
o
n
s
in
E
d
u
c
a
ti
o
n
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
2
1
0
–
2
2
3
,
2
0
1
7
.
[1
0
]
S
.
Lee
a
n
d
D
.
P
u
li
d
o
,
“
T
h
e
imp
a
c
t
o
f
to
p
ic
in
tere
st,
L2
p
ro
f
icie
n
c
y
,
a
n
d
g
e
n
d
e
r
o
n
EF
L
i
n
c
id
e
n
tal
v
o
c
a
b
u
lary
a
c
q
u
isit
io
n
t
h
ro
u
g
h
re
a
d
i
n
g
,
”
L
a
n
g
.
T
e
a
c
h
.
Res
.
,
v
o
l.
2
1
,
n
o
.
1
,
p
p
.
1
1
8
–
1
3
5
,
2
0
1
7
.
[1
1
]
M
.
Bo
u
c
h
e
fra
a
n
d
M
.
Ba
g
h
o
u
ss
i,
“
Alg
e
rian
EF
L
Un
i
v
e
rsity
Te
a
c
h
e
rs
’
Atti
tu
d
e
s
to
wa
rd
s
Co
m
p
u
ter
As
siste
d
Lan
g
u
a
g
e
Lea
rn
in
g
:
Th
e
Ca
se
o
f
Djil
a
li
Li
a
b
e
s
Un
i
v
e
rsity
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
a
n
d
L
i
ter
a
c
y
S
tu
d
ies
,
v
o
l.
5
,
n
o
.
2
,
p
p
.
1
3
2
-
1
3
9
,
2
0
1
7
.
[1
2
]
R.
El
li
s,
Un
d
e
rs
ta
n
d
in
g
se
c
o
n
d
la
n
g
u
a
g
e
a
c
q
u
isit
i
o
n
,
2
n
d
e
d
i
t
io
n
.
O
x
fo
r
d
a
p
p
li
e
d
li
n
g
u
isti
c
s
P
re
ss
,
Ox
fo
r
d
u
n
i
v
e
rsity
,
2
0
1
5
.
[1
3
]
H.
Ba
rk
i
,
“
M
e
a
su
rin
g
Us
e
r
P
a
rti
c
ip
a
ti
o
n
,
Us
e
r
In
v
o
l
v
e
m
e
n
t
,
a
n
d
Us
e
r
Atti
tu
d
e
M
e
a
su
rin
g
u
se
r
p
a
rti
c
ip
a
ti
o
n
,
u
se
r
in
v
o
lv
e
m
e
n
t
,
a
n
d
u
se
r
a
tt
it
u
d
e
,
”
J
S
T
OR
,
v
o
l.
1
8
,
n
o
.
1
,
p
p
.
5
9
-
82
,
2
0
1
4
.
[1
4
]
J.
Ard
ies
,
S
.
De
M
a
e
y
e
r,
D.
G
ij
b
e
ls,
a
n
d
H.
Va
n
Ke
u
le
n
,
“
S
t
u
d
e
n
ts
a
tt
it
u
d
e
s
t
o
wa
rd
s
tec
h
n
o
lo
g
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
De
sig
n
Ed
u
c
a
ti
o
n
,
v
o
l.
2
5
,
n
o
.
1
,
p
p
.
4
3
–
6
5
,
2
0
1
5
.
[1
5
]
S
.
Ja
n
,
“
I
n
v
e
stig
a
ti
n
g
th
e
re
lati
o
n
sh
ip
b
e
twe
e
n
st
u
d
e
n
ts’
d
i
g
it
a
l
l
it
e
ra
c
y
a
n
d
t
h
e
ir
a
tt
it
u
d
e
to
wa
rd
s
u
sin
g
ICT,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
, v
o
l.
5
,
n
o
.
2
,
p
p
.
26
-
34
,
2
0
1
8
.
[1
6
]
F
.
P
a
tt
a
n
a
p
ich
e
t,
“
E
n
h
a
n
c
e
m
e
n
t
o
f
p
e
rf
o
rm
a
n
c
e
a
n
d
m
o
ti
v
a
ti
o
n
t
h
ro
u
g
h
a
p
p
li
c
a
ti
o
n
o
f
d
ig
it
a
l
g
a
m
e
s
,
”
T
e
a
c
h
in
g
En
g
li
s
h
wit
h
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
1
8
,
n
o
.
1
,
p
p
.
7
7
–
9
2
,
2
0
1
8
.
[1
7
]
M
.
Al
-
e
m
ra
n
,
H.
M
.
El
sh
e
rif,
a
n
d
K.
S
h
a
a
lan
,
“
C
o
m
p
u
ters
in
H
u
m
a
n
Be
h
a
v
io
r
In
v
e
stig
a
ti
n
g
a
tt
it
u
d
e
s
to
wa
rd
s
t
h
e
u
se
o
f
m
o
b
il
e
lea
rn
i
n
g
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
Co
m
p
u
t
e
rs
i
n
Hu
m
a
n
Beh
a
v
io
u
r
,
v
o
l.
5
6
,
p
p
.
9
3
–
1
0
2
,
M
a
r.
2
0
1
6
.
[1
8
]
M
.
Y.
Al
-
sh
a
we
sh
a
n
d
S
.
H
u
ss
in
,
“
T
h
e
Eff
e
c
t
o
f
t
h
e
CAREY
P
r
o
g
ra
m
o
n
th
e
S
t
u
d
e
n
ts
’
Re
a
d
i
n
g
At
ti
tu
d
e
t
o
wa
rd
s
Re
a
d
in
g
E
n
g
li
sh
M
a
teria
ls,”
En
g
l
ish
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l
.
8
,
n
o
.
1
2
,
p
p
.
9
8
–
1
1
1
,
2
0
1
5
.
[1
9
]
F
.
Al
-
k
a
t
h
iri
,
“
Be
y
o
n
d
t
h
e
Clas
sro
o
m
Walls :
Ed
m
o
d
o
in
S
a
u
d
i
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
EF
L
In
str
u
c
ti
o
n
,
Atti
tu
d
e
s
a
n
d
Ch
a
ll
e
n
g
e
s,”
E
n
g
li
s
h
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
8
9
-
2
0
4
,
2
0
1
5
.
[2
0
]
L.
Li
n
,
“
Im
p
a
c
ts
o
f
t
h
e
P
ro
b
lem
-
b
a
se
d
Lea
rn
in
g
P
e
d
a
g
o
g
y
o
n
En
g
li
sh
Lea
rn
e
rs’
Re
a
d
in
g
C
o
m
p
re
h
e
n
sio
n
,
S
trate
g
y
Us
e
,
a
n
d
Ac
ti
v
e
Lea
rn
in
g
Atti
t
u
d
e
s,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
T
ra
in
i
n
g
S
t
u
d
ies
,
v
o
l.
5
,
n
o
.
6
,
p
p
.
1
0
9
–
1
2
5
,
2
0
1
7
.
[2
1
]
S
.
Ch
o
ti
th
a
m
a
n
d
S
.
Wo
n
g
wa
n
ich
,
“
Th
e
Re
a
d
in
g
Att
it
u
d
e
M
e
a
su
re
m
e
n
t
fo
r
En
h
a
n
c
i
n
g
El
e
m
e
n
tary
S
c
h
o
o
l
S
tu
d
e
n
ts
’
Ac
h
iev
e
m
e
n
t,
”
Pr
o
c
e
d
i
a
-
S
o
c
.
Be
h
a
v
.
S
c
i.
,
v
o
l.
1
1
6
,
p
p
.
3
2
1
3
–
3
2
1
7
,
2
0
1
4
.
[2
2
]
D.
Ku
laç
a
n
d
J.
Walters
,
“
T
h
e
Eff
e
c
t
o
f
Co
n
tex
t
u
a
l
I
n
fe
re
n
c
in
g
S
trate
g
ies
o
n
E
F
L
Lea
rn
e
rs’
At
ti
t
u
d
e
s
to
wa
rd
s
Re
a
d
in
g
,
”
Pr
o
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
2
3
2
,
n
o
.
A
p
ril
,
p
p
.
4
8
6
–
4
9
3
,
2
0
1
6
.
[2
3
]
W.
G
ra
b
e
a
n
d
F
.
L.
S
to
ll
e
r,
T
e
a
c
h
in
g
a
n
d
re
se
a
rc
h
in
g
re
a
d
in
g
,
2
n
d
Ed
i
ti
o
n
.
Ne
w Yo
rk
,
USA:
R
o
u
t
led
g
e
,
2
0
0
2
.
[2
4
]
A.
M
o
rn
i
a
n
d
S
.
S
a
h
a
ri,
“
T
h
e
Im
p
a
c
t
o
f
Li
v
in
g
E
n
v
iro
n
m
e
n
t
o
n
Re
a
d
in
g
Atti
t
u
d
e
s,”
Pro
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
0
1
,
p
p
.
4
1
5
–
4
2
5
,
2
0
1
3
.
[2
5
]
G
.
T.
S
a
fo
tso
a
n
d
N
.
T
o
m
p
te,
“
A
tt
it
u
d
e
s
a
n
d
M
o
t
iv
a
ti
o
n
o
f
C
h
a
d
i
a
n
Lea
rn
e
rs
o
f
En
g
li
sh
,
”
W
o
rl
d
J
.
Ed
u
c
.
,
v
o
l
.
8
,
n
o
.
2
,
p
p
.
1
7
4
-
1
8
0
,
2
0
1
8
.
[2
6
]
F
.
Z
u
lk
e
fl
y
,
“
M
a
lay
sia
n
R
u
ra
l
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
S
tu
d
e
n
ts
’
Att
it
u
d
e
s
to
wa
rd
s
Lea
rn
in
g
E
n
g
li
sh
a
s
a
S
e
c
o
n
d
Lan
g
u
a
g
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
stru
c
ti
o
n
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
1
1
4
1
–
1
1
5
6
,
2
0
1
9
.
[2
7
]
Y.
S
h
a
w,
“
At
th
e
c
ro
ss
ro
a
d
s
o
f
lea
rn
in
g
a
n
d
c
u
lt
u
re
:
Id
e
n
ti
fy
i
n
g
a
c
o
n
stru
c
t
fo
r
e
ffe
c
ti
v
e
Co
m
p
u
ter
-
As
siste
d
Lan
g
u
a
g
e
Lea
rn
in
g
fo
r
E
n
g
l
ish
la
n
g
u
a
g
e
lea
rn
e
rs,”
Pro
Qu
e
st
Diss
.
T
h
e
se
s
,
p
p
.
1
9
7
-
n
/a,
2
0
1
0
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
:
//
se
a
rc
h
.
p
r
o
q
u
e
st.co
m
/d
o
c
v
ie
w/3
0
5
2
2
7
8
7
3
?
a
c
c
o
u
n
ti
d
=
1
1
2
6
2
L
A
-
En
g
li
s
h
[2
8
]
A.
G
il
a
k
jan
i
a
n
d
N.
S
a
b
o
u
ri,
“
A
De
tailed
An
a
ly
sis
o
v
e
r
I
ra
n
ian
EF
L
Tea
c
h
e
rs’
Be
li
e
fs
to
wa
rd
s
Us
in
g
P
ro
n
u
n
c
iati
o
n
S
o
f
twa
re
in
Tea
c
h
in
g
E
n
g
l
ish
P
ro
n
u
n
c
iatio
n
,
”
In
t
e
rn
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
L
in
g
u
isti
c
s
a
n
d
En
g
li
s
h
L
it
e
ra
tu
re
,
v
o
l.
6
,
n
o
.
7
,
p
p
.
2
2
7
-
2
3
5
,
2
0
1
7
.
[2
9
]
M
.
Ya
sin
,
S.
M
e
h
m
o
o
d
,
G
.
F
a
re
e
d
,
a
n
d
M
.
Ul
Ha
ss
a
n
,
“
P
e
rc
e
p
ti
o
n
s
o
f
t
h
e
Tea
c
h
e
rs
a
n
d
th
e
S
tu
d
e
n
t
s
to
wa
rd
Us
in
g
M
u
lt
ime
d
ia
a
s
a
n
Eff
e
c
ti
v
e
To
o
l
f
o
r
Tea
c
h
in
g
a
n
d
Lea
rn
in
g
En
g
li
s
h
i
n
P
a
k
istan
,
”
Bu
ll
e
ti
n
o
f
Bu
si
n
e
ss
a
n
d
Eco
n
o
mic
s
,
v
o
l.
3
,
n
o
.
4
,
p
p
.
1
7
6
–
1
8
1
,
2
0
1
4
.
[3
0
]
M
.
S
a
l
e
e
m
,
“
Eff
e
c
ts
o
f
ICT
o
n
S
tu
d
e
n
t’
s
Lea
rn
i
n
g
a
t
S
e
c
o
n
d
a
ry
Lev
e
l
in
P
ri
v
a
te
S
c
h
o
o
ls
o
f
th
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ter
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[3
1
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J.
M
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u
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rv
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a
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.
,
“
Cl
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.
[3
2
]
L.
C.
Lars
o
n
,
“
Re
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Re
sp
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se
M
e
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.
[3
3
]
C.
L.
Al
-
q
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ll
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f
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n
d
A.
S
.
R.
Al
-
m
u
tairi,
“
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g
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,
20
16
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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1137
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.
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Ism
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5
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Y.
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6
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A.
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[3
7
]
N.
V.
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,
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W.
Cre
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.
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8]
A.
To
n
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.
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a
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,
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d
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Cra
ig
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iew
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ro
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n
t.
J
.
Qu
a
l.
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a
l
.
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re
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l.
1
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o
.
6
,
p
p
.
3
4
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7
,
2
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0
7
.
[3
9
]
J.
W.
Cre
sw
e
ll
a
n
d
V.
L.
P
.
C
lark
,
M
ixe
d
me
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s d
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d
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.
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P
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0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.