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[
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[
3
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As
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6
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Dec
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at
s
tu
d
en
ts
p
r
ef
er
,
h
elp
in
g
u
s
u
n
d
er
s
tan
d
b
etter
h
o
w
o
n
lin
e
lan
g
u
ag
e
lear
n
in
g
wo
r
k
s
[
7
]
,
[
8
]
.
T
h
is
s
tu
d
y
is
im
p
o
r
tan
t b
ec
au
s
e
it
e
x
p
lo
r
es
n
ew
ar
ea
s
a
n
d
co
u
ld
g
iv
e
u
s
ef
u
l
id
ea
s
to
m
a
k
e
o
n
li
n
e
lan
g
u
ag
e
co
u
r
s
es
b
etter
.
B
y
d
ig
g
in
g
d
ee
p
in
t
o
h
o
w
lear
n
in
g
s
tr
ateg
ies
an
d
g
o
o
d
teac
h
in
g
m
eth
o
d
s
ar
e
c
o
n
n
ec
ted
,
th
is
r
esear
ch
wan
ts
to
f
ill a
g
ap
in
wh
at
we
a
lr
ea
d
y
k
n
o
w.
T
h
is
p
r
o
v
id
es e
d
u
ca
to
r
s
an
d
co
u
r
s
e
d
esig
n
er
s
with
v
alu
ab
le
to
o
ls
to
cu
s
to
m
ize
th
eir
o
n
lin
e
lan
g
u
ag
e
co
u
r
s
es,
th
er
eb
y
im
p
r
o
v
in
g
lan
g
u
a
g
e
ac
q
u
is
itio
n
o
u
tc
o
m
es
in
th
e
d
ig
ital
lear
n
in
g
en
v
ir
o
n
m
en
t
[
9
]
.
L
ea
r
n
in
g
lan
g
u
ag
es
o
n
lin
e
h
a
s
b
ec
o
m
e
r
ea
lly
p
o
p
u
lar
,
g
iv
i
n
g
lear
n
er
s
th
e
ch
an
ce
to
ac
ce
s
s
it
ea
s
ily
an
d
b
e
f
lex
ib
le
with
th
eir
tim
e
[
6
]
,
[
9
]
,
[
1
0
]
.
Ho
we
v
er
,
d
esp
ite
its
p
o
ten
tial,
th
er
e
is
a
n
ee
d
t
o
b
etter
u
n
d
e
r
s
tan
d
h
o
w
s
tu
d
en
ts
’
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
alig
n
with
an
d
im
p
ac
t
ef
f
ec
tiv
e
o
n
lin
e
teac
h
in
g
m
eth
o
d
s
[
9
]
,
[
1
1
]
,
[
1
2
]
.
A
g
ap
ex
is
ts
in
th
e
liter
at
u
r
e
r
eg
a
r
d
in
g
t
h
e
co
m
p
r
eh
e
n
s
iv
e
ex
p
lo
r
atio
n
o
f
th
e
in
ter
p
lay
b
etwe
en
lan
g
u
a
g
e
lear
n
in
g
s
tr
ateg
ies
an
d
o
n
lin
e
teac
h
in
g
p
r
ac
tices
[
1
3
]
,
lim
itin
g
th
e
o
p
tim
izatio
n
o
f
o
n
lin
e
lan
g
u
a
g
e
co
u
r
s
es.
T
h
is
r
esear
ch
aim
is
to
ex
am
in
e
lan
g
u
ag
e
lea
r
n
in
g
s
tr
ateg
i
es
in
o
n
li
n
e
lan
g
u
ag
e
co
u
r
s
es
b
y
an
aly
zin
g
th
e
v
ar
io
u
s
s
tr
ateg
ies
u
s
ed
b
y
lear
n
er
s
.
T
h
er
e
ar
e
two
r
esear
ch
o
b
jectiv
es
(
R
O)
to
s
u
p
p
o
r
t
th
i
s
aim
wh
ich
ar
e
to
ass
es
s
th
e
ce
n
tr
al
ten
d
en
cies
o
f
lan
g
u
a
g
e
lear
n
in
g
s
tr
ateg
ies
in
th
e
c
o
n
tex
t
o
f
o
n
lin
e
lan
g
u
ag
e
ed
u
ca
tio
n
th
r
o
u
g
h
d
escr
ip
tiv
e
an
aly
s
is
,
f
o
cu
s
in
g
o
n
m
ea
n
v
alu
es
o
f
r
elev
a
n
t
v
ar
iab
les
(
R
O1
)
.
W
h
ile
th
e
s
ec
o
n
d
o
b
jectiv
e
is
to
id
en
tify
th
e
k
ey
f
ac
to
r
s
a
n
d
l
aten
t
v
ar
iab
les
in
f
l
u
en
cin
g
s
tu
d
en
ts
’
p
r
ef
er
en
ce
s
i
n
o
n
lin
e
lan
g
u
ag
e
ed
u
ca
tio
n
u
s
in
g
ex
p
lo
r
at
o
r
y
f
ac
to
r
an
aly
s
is
(
R
O2
)
.
T
h
e
s
tu
d
y
s
ee
k
s
in
s
ig
h
ts
in
to
o
p
tim
izin
g
o
n
lin
e
l
an
g
u
ag
e
e
d
u
ca
tio
n
an
d
en
h
an
cin
g
lear
n
in
g
ex
p
e
r
ien
ce
s
f
o
r
a
d
iv
er
s
e
r
an
g
e
o
f
lan
g
u
ag
e
lear
n
er
s
with
in
a
c
o
n
ci
s
e
f
r
am
ewo
r
k
[
3
]
.
L
an
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies,
as
d
ef
in
ed
b
y
Ox
f
o
r
d
[
1
4
]
,
[
1
5
]
,
ar
e
s
p
ec
if
ic
tech
n
iq
u
es
o
r
ap
p
r
o
ac
h
es
th
at
lear
n
er
s
em
p
lo
y
to
e
n
h
an
ce
th
eir
lan
g
u
ag
e
ac
q
u
is
itio
n
p
r
o
ce
s
s
[
1
6
]
.
T
h
ese
s
tr
ateg
ies
ca
n
b
e
ca
teg
o
r
ize
d
in
to
v
ar
io
u
s
d
im
en
s
io
n
s
,
in
cl
u
d
in
g
m
em
o
r
y
,
co
g
n
itiv
e,
co
m
p
en
s
atio
n
,
m
etac
o
g
n
itiv
e,
a
f
f
ec
tiv
e,
an
d
s
o
cial
s
tr
ateg
ies
[
1
7
]
,
[
1
8
]
.
R
esear
ch
s
u
g
g
ests
th
at
s
tu
d
en
ts
o
f
ten
e
m
p
lo
y
a
co
m
b
in
atio
n
o
f
th
ese
s
tr
ateg
ies,
an
d
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
ese
s
tr
ateg
i
es
ca
n
v
ar
y
d
ep
en
d
in
g
o
n
in
d
i
v
id
u
al
f
ac
t
o
r
s
s
u
ch
as
m
o
tiv
at
io
n
,
lear
n
in
g
s
ty
le,
an
d
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
[
1
4
]
,
[
1
9
]
.
I
n
o
n
lin
e
lan
g
u
a
g
e
lear
n
in
g
,
p
eo
p
le
u
s
e
d
if
f
e
r
en
t
s
tr
ateg
ies
to
g
et
b
etter
at
u
n
d
er
s
tan
d
in
g
a
n
d
u
s
in
g
a
n
ew
lan
g
u
ag
e
[
2
0
]
.
T
h
ese
s
tr
ateg
ies
ar
e
lik
e
to
o
ls
th
at
h
elp
in
v
ar
io
u
s
way
s
[
2
1
]
,
[
2
2
]
.
Me
m
o
r
y
s
tr
ateg
ies
h
elp
in
r
em
em
b
er
in
g
wo
r
d
s
an
d
th
in
g
s
s
tu
d
en
ts
lear
n
o
n
lin
e
[
1
8
]
,
[
2
3
]
.
C
o
g
n
itiv
e
s
tr
ateg
ies
m
ak
e
it
ea
s
ier
f
o
r
s
tu
d
en
ts
to
th
in
k
an
d
u
n
d
er
s
tan
d
wh
en
lear
n
in
g
a
lan
g
u
ag
e
t
h
r
o
u
g
h
o
n
lin
e
m
et
h
o
d
s
.
C
o
m
p
en
s
atio
n
s
tr
ateg
ies
ac
t
as
b
ac
k
u
p
p
lan
s
,
esp
ec
ially
wh
en
s
tu
d
en
ts
ar
e
u
n
s
u
r
e
ab
o
u
t
a
wo
r
d
o
r
p
h
r
ase
d
u
r
in
g
o
n
lin
e
lear
n
i
n
g
.
Me
ta
co
g
n
itiv
e
s
tr
ateg
ies
h
elp
s
tu
d
en
ts
co
n
tr
o
l
an
d
u
n
d
er
s
tan
d
h
o
w
th
e
y
lear
n
la
n
g
u
a
g
es
o
n
lin
e
[
1
8
]
.
Af
f
ec
tiv
e
s
t
r
a
t
e
g
i
e
s
a
r
e
i
m
p
o
r
t
a
n
t
f
o
r
m
a
n
a
g
i
n
g
s
t
u
d
e
n
t
’
s
f
e
el
i
n
g
s
a
n
d
s
t
a
y
i
n
g
m
o
t
i
v
a
t
e
d
w
h
i
le
l
ea
r
n
i
n
g
o
n
l
i
n
e
.
S
o
ci
al
s
t
r
a
t
e
g
i
e
s
i
n
v
o
l
v
e
t
al
k
i
n
g
a
n
d
wo
r
k
i
n
g
w
i
t
h
o
t
h
e
r
s
o
n
l
i
n
e
t
o
i
m
p
r
o
v
e
s
t
u
d
e
n
t'
s
l
a
n
g
u
a
g
e
s
k
i
ll
s
[
2
1
]
,
[
2
4
]
.
I
n
o
n
l
i
n
e
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
t
h
e
s
e
s
t
r
a
t
e
g
i
e
s
a
r
e
e
s
s
e
n
ti
a
l
t
o
o
ls
t
h
a
t
m
a
k
e
t
h
e
l
e
a
r
n
i
n
g
p
r
o
c
e
s
s
e
f
f
e
c
t
i
v
e
an
d
e
n
j
o
y
ab
le
[
2
5
]
.
Dir
ec
t
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
ar
e
way
s
y
o
u
d
ir
ec
tly
in
ter
ac
t
with
th
e
lan
g
u
ag
e
to
lear
n
[
2
0
]
.
T
h
is
in
clu
d
es
m
eth
o
d
s
lik
e
p
r
ac
tici
n
g
s
p
ea
k
in
g
,
lis
ten
in
g
to
n
ativ
e
s
p
ea
k
er
s
,
an
d
r
ea
d
in
g
in
th
e
lan
g
u
ag
e
[
2
2
]
.
T
h
ese
s
tr
ateg
ies
in
v
o
lv
e
a
d
ir
ec
t
en
g
ag
em
en
t
with
th
e
lan
g
u
ag
e
its
elf
.
I
n
d
ir
ec
t
lan
g
u
a
g
e
lear
n
in
g
s
tr
ateg
ies
ar
e
m
eth
o
d
s
th
at
d
o
n
o
t
in
v
o
lv
e
d
ir
ec
t
in
ter
ac
tio
n
with
th
e
lan
g
u
ag
e
b
u
t
s
till
co
n
tr
ib
u
te
to
l
ea
r
n
in
g
.
T
h
ese
ca
n
in
clu
d
e
u
s
in
g
r
eso
u
r
ce
s
lik
e
d
ictio
n
ar
ies,
lear
n
i
n
g
g
r
am
m
ar
r
u
les,
o
r
ev
e
n
s
ettin
g
g
o
als
f
o
r
la
n
g
u
a
g
e
im
p
r
o
v
em
e
n
t.
I
n
d
ir
ec
t
s
tr
ateg
i
es
s
u
p
p
o
r
t
y
o
u
r
lear
n
in
g
in
a
m
o
r
e
in
d
ir
ec
t
o
r
s
u
p
p
o
r
tiv
e
w
ay
.
Fig
u
r
e
1
s
h
o
ws
th
e
class
if
icatio
n
o
f
lan
g
u
a
g
e
l
ea
r
n
in
g
s
tr
ateg
ies
.
On
lin
e
lan
g
u
ag
e
e
d
u
ca
tio
n
h
a
s
b
ec
o
m
e
m
o
r
e
p
o
p
u
la
r
in
r
e
ce
n
t
y
ea
r
s
,
o
f
f
e
r
in
g
lear
n
er
s
f
lex
ib
ilit
y
,
ac
ce
s
s
ib
ilit
y
,
an
d
a
d
iv
er
s
e
r
an
g
e
o
f
r
eso
u
r
ce
s
f
o
r
lan
g
u
ag
e
ac
q
u
is
itio
n
[
2
6
]
.
I
t
is
c
h
ar
ac
ter
ized
b
y
its
asy
n
ch
r
o
n
o
u
s
an
d
s
y
n
c
h
r
o
n
o
u
s
co
m
p
o
n
en
ts
,
m
u
ltime
d
ia
r
es
o
u
r
ce
s
,
an
d
in
ter
ac
tiv
e
c
o
m
m
u
n
icatio
n
to
o
ls
[
1
3
]
.
Ho
wev
er
,
e
f
f
ec
tiv
e
o
n
lin
e
lan
g
u
ag
e
in
s
tr
u
ctio
n
r
eq
u
ir
es
ca
r
ef
u
l
co
n
s
id
er
atio
n
o
f
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es
th
at
tak
e
ad
v
an
ta
g
e
o
f
t
h
e
u
n
i
q
u
e
a
f
f
o
r
d
a
n
ce
s
o
f
o
n
lin
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
[
2
6
]
.
T
h
e
alig
n
m
e
n
t
b
etwe
en
s
tu
d
e
n
ts
’
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
an
d
o
n
lin
e
teac
h
in
g
m
eth
o
d
s
is
cr
u
cial
f
o
r
o
p
tim
izin
g
lan
g
u
ag
e
lear
n
in
g
o
u
tco
m
es
[
2
7
]
,
[
2
8
]
.
R
esear
ch
h
as
s
h
o
wn
t
h
at
wh
en
lan
g
u
ag
e
lea
r
n
er
s
a
r
e
eq
u
ip
p
e
d
with
s
tr
ateg
ies
t
h
at
a
lig
n
with
t
h
eir
in
d
iv
id
u
al
p
r
e
f
e
r
en
ce
s
,
th
ey
ar
e
m
o
r
e
lik
ely
to
ex
p
er
ien
ce
s
u
cc
ess
in
lan
g
u
ag
e
ac
q
u
is
itio
n
[
1
4
]
,
[
2
9
]
,
[
3
0
]
.
I
n
an
o
n
lin
e
c
o
n
tex
t
,
th
is
alig
n
m
en
t
b
ec
o
m
es
p
ar
ti
cu
lar
ly
r
elev
an
t
as
lear
n
er
s
n
av
ig
ate
th
e
ch
allen
g
es a
n
d
o
p
p
o
r
tu
n
ities
p
r
esen
ted
b
y
d
ig
ital
p
latf
o
r
m
s
[
2
0
]
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
em
p
lo
y
s
a
q
u
an
ti
tativ
e
r
esear
ch
d
esig
n
,
u
tili
zin
g
a
s
u
r
v
e
y
-
b
ased
a
p
p
r
o
ac
h
to
g
ath
er
co
m
p
r
eh
e
n
s
iv
e
d
ata
o
n
la
n
g
u
ag
e
lear
n
i
n
g
s
tr
ateg
ies.
T
h
e
s
u
r
v
ey
is
s
tr
u
ctu
r
ed
t
o
ca
p
t
u
r
e
r
esp
o
n
s
es
f
r
o
m
s
tu
d
en
ts
en
r
o
lled
in
o
n
lin
e
la
n
g
u
ag
e
co
u
r
s
es,
em
p
h
asizin
g
th
e
ex
p
lo
r
atio
n
o
f
m
em
o
r
y
s
tr
ateg
y
,
co
g
n
itiv
e
s
tr
ateg
y
,
co
m
p
e
n
s
atio
n
s
tr
ateg
y
,
m
etac
o
g
n
itiv
e
s
tr
ateg
y
,
a
f
f
e
ctiv
e
s
tr
ateg
y
,
an
d
s
o
cial
s
tr
ateg
y
.
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
E
mp
ir
ica
l a
n
a
lysi
s
o
f la
n
g
u
a
g
e
lea
r
n
in
g
s
tr
a
teg
ies fo
r
o
p
ti
miz
in
g
o
n
lin
e
la
n
g
u
a
g
e
co
u
r
s
es
(
R
a
s
h
id
a
h
Lip
)
4127
Fig
u
r
e
1
.
C
lass
if
icatio
n
o
f
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
[
1
4
]
,
[
2
0
]
2
.
1
.
I
ns
t
rum
ent
dev
elo
pm
ent
A
clo
s
e
-
en
d
ed
q
u
esti
o
n
n
air
e
w
as
d
ev
elo
p
ed
b
ased
o
n
th
e
Ox
f
o
r
d
’
s
th
eo
r
etica
l
f
r
am
ewo
r
k
o
f
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
[
1
4
]
,
[
1
5
]
,
[
1
7
]
.
T
h
e
Ox
f
o
r
d
’
s
in
s
tr
u
m
en
t
was
ca
lled
s
tr
ateg
y
in
v
en
to
r
y
o
f
lan
g
u
a
g
e
lear
n
in
g
(
SIL
L
)
[
1
4
]
,
[
3
1
]
.
T
h
e
q
u
esti
o
n
n
air
e
aim
s
to
q
u
an
titativ
ely
a
s
s
es
s
th
e
u
tili
za
tio
n
o
f
d
if
f
er
e
n
t
s
tr
ateg
ies,
en
s
u
r
in
g
a
f
o
cu
s
ed
e
x
p
lo
r
atio
n
o
f
th
e
i
d
en
tifie
d
co
m
p
o
n
e
n
ts
o
f
lan
g
u
ag
e
lear
n
in
g
.
T
h
e
in
clu
s
io
n
o
f
SIL
L
’
s
m
em
o
r
y
,
co
g
n
itiv
e,
co
m
p
e
n
s
atio
n
,
m
et
ac
o
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
s
o
c
ial
s
tr
ateg
ies
in
th
e
q
u
esti
o
n
n
air
e
alig
n
s
with
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
lan
g
u
ag
e
lear
n
in
g
d
y
n
am
ic
s
[
1
6
]
,
[
2
7
]
.
T
h
e
q
u
esti
o
n
n
air
e
was
ad
ap
ted
f
r
o
m
p
r
ev
io
u
s
s
tu
d
y
[
2
8
]
.
T
h
e
q
u
esti
o
n
n
air
e
em
p
lo
y
ed
p
u
r
p
o
s
iv
e
s
am
p
lin
g
,
wh
er
e
s
tu
d
en
ts
wer
e
ask
ed
to
in
d
icate
th
eir
p
r
ef
e
r
en
ce
s
f
o
r
ea
ch
item
lis
ted
u
n
d
er
ea
ch
ca
teg
o
r
y
o
f
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies.
T
h
e
cr
iter
ia
in
clu
d
e
f
o
u
r
L
ik
er
t
s
ca
les,
r
an
g
in
g
f
r
o
m
1
(
Stro
n
g
ly
d
is
ag
r
ee
)
to
4
(
Stro
n
g
ly
ag
r
ee
).
T
h
e
d
ata
o
b
tain
e
d
f
r
o
m
th
e
q
u
esti
o
n
n
air
e
wer
e
s
tu
d
en
t p
r
e
f
er
en
ce
s
o
n
u
s
in
g
ce
r
tain
lea
r
n
in
g
s
tr
ateg
ies to
s
u
p
p
o
r
t th
eir
l
an
g
u
ag
e
co
u
r
s
es.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
co
m
p
r
is
es
7
3
p
ar
t
icip
an
ts
f
r
o
m
a
p
u
b
lic
u
n
iv
e
r
s
ity
in
Ma
lay
s
ia
wh
o
ar
e
en
r
o
lled
in
Ma
n
d
ar
in
la
n
g
u
a
g
e
co
u
r
s
es
.
Par
ticip
an
ts
ar
e
d
r
awn
f
r
o
m
two
f
ac
u
lties
:
4
2
s
tu
d
en
ts
(
5
7
.
5
%)
f
r
o
m
th
e
Facu
lty
o
f
Ma
n
u
f
ac
tu
r
in
g
E
n
g
in
ee
r
i
n
g
(
FKP)
an
d
3
1
s
tu
d
en
ts
(
4
2
.
5
%)
f
r
o
m
th
e
Facu
lty
o
f
I
n
f
o
r
m
atio
n
an
d
C
o
m
m
u
n
icatio
n
T
ec
h
n
o
lo
g
y
(
FTM
K)
.
T
h
is
d
iv
er
s
e
s
am
p
le
en
s
u
r
es
r
ep
r
esen
tatio
n
ac
r
o
s
s
d
if
f
er
en
t
ac
ad
em
ic
d
is
cip
lin
es a
n
d
en
h
a
n
ce
s
th
e
g
en
er
aliza
b
ilit
y
o
f
f
in
d
in
g
s
.
2
.
3
.
Da
t
a
co
llect
io
n
a
nd
da
t
a
a
na
ly
s
is
t
ec
hn
i
qu
es
Data
wer
e
co
llected
th
r
o
u
g
h
a
n
o
n
lin
e
s
u
r
v
e
y
ad
m
in
is
ter
ed
t
o
th
e
p
ar
ticip
an
ts
.
T
h
e
s
u
r
v
e
y
f
o
cu
s
es
o
n
p
ar
ticip
an
ts
'
p
er
ce
p
tio
n
s
an
d
u
tili
za
tio
n
o
f
s
p
ec
if
ic
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies.
T
h
e
cl
o
s
e
-
en
d
ed
n
atu
r
e
o
f
th
e
q
u
esti
o
n
n
air
e
f
ac
ilit
ates
ef
f
icien
t
d
ata
c
o
llectio
n
an
d
e
n
s
u
r
e
s
a
s
tan
d
ar
d
ized
ap
p
r
o
ac
h
in
g
ath
er
in
g
r
esp
o
n
s
es
f
r
o
m
p
ar
ticip
an
ts
.
T
h
is
s
tu
d
y
im
p
lem
en
ts
two
ty
p
es
o
f
d
ata
an
aly
s
is
wh
ich
a
r
e
d
escr
ip
tiv
e
an
aly
s
is
b
ased
o
n
m
ea
n
s
v
alu
es
(
to
s
u
p
p
o
r
t
R
O1
)
an
d
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
(
R
O2
)
to
s
h
o
w
a
co
n
n
ec
tio
n
b
etwe
en
lan
g
u
a
g
e
lear
n
in
g
s
tr
ateg
ies
an
d
s
tu
d
e
n
ts
'
p
r
ef
er
en
ce
s
in
o
n
lin
e
lan
g
u
ag
e
ed
u
ca
tio
n
.
T
h
e
co
m
b
i
n
e
d
u
s
e
o
f
th
ese
two
an
aly
s
es
s
u
g
g
ests
a
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
to
u
n
d
e
r
s
tan
d
in
g
th
e
in
ter
p
lay
b
etwe
en
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
an
d
s
tu
d
en
t
s
'
p
r
ef
e
r
e
n
ce
s
.
Descr
ip
tiv
e
an
al
y
s
is
p
r
o
v
id
es
a
f
o
u
n
d
atio
n
al
o
v
er
v
iew,
wh
ile
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
d
elv
es
d
ee
p
er
in
to
th
e
u
n
d
er
ly
i
n
g
s
tr
u
ctu
r
es
o
r
p
atter
n
s
th
at
m
ay
ex
is
t
w
ith
in
th
e
d
ata.
T
h
e
r
esp
o
n
s
es
co
llected
t
h
r
o
u
g
h
th
e
q
u
esti
o
n
n
air
e
ar
e
s
u
b
jecte
d
t
o
s
tatis
tical
an
aly
s
is
u
s
in
g
Statis
tical
Pack
ag
e
f
o
r
th
e
So
cial
Scien
ce
s
(
SP
SS
)
.
T
h
is
ap
p
r
o
ac
h
allo
ws
f
o
r
a
r
i
g
o
r
o
u
s
ex
am
in
atio
n
o
f
t
h
e
q
u
an
tit
ativ
e
d
ata,
e
n
ab
lin
g
th
e
id
en
tific
atio
n
o
f
p
atter
n
s
an
d
tr
en
d
s
with
in
th
e
p
ar
ticip
an
ts
'
r
ep
o
r
ted
u
s
e
o
f
d
if
f
er
e
n
t
lan
g
u
ag
e
lear
n
i
n
g
s
tr
ateg
ies.
T
h
is
m
eth
o
d
o
lo
g
ic
al
f
r
am
ewo
r
k
e
n
s
u
r
es
a
s
y
s
tem
a
tic
an
d
r
ig
o
r
o
u
s
in
v
esti
g
atio
n
in
to
th
e
lan
g
u
a
g
e
lear
n
in
g
s
tr
ateg
ies
em
p
lo
y
e
d
b
y
p
ar
ticip
an
ts
in
th
e
o
n
lin
e
Ma
n
d
ar
in
lan
g
u
ag
e
co
u
r
s
es.
T
h
e
co
m
b
in
atio
n
o
f
a
well
-
s
tr
u
ctu
r
ed
s
u
r
v
ey
in
s
tr
u
m
en
t,
d
iv
er
s
e
p
ar
ticip
an
t
r
ep
r
esen
tatio
n
,
an
d
d
escr
ip
tiv
e
an
d
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
tech
n
iq
u
es e
n
h
an
ce
s
t
h
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
s
tu
d
y
'
s
f
in
d
in
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
1
2
5
-
4
1
3
7
4128
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
th
is
s
ec
tio
n
,
p
r
esen
t
th
e
r
e
s
u
lts
o
f
th
is
s
tu
d
y
an
d
e
n
g
ag
e
in
d
is
cu
s
s
io
n
s
b
ased
o
n
th
es
e
f
in
d
in
g
s
.
B
eg
in
b
y
ex
am
in
in
g
th
e
d
em
o
g
r
ap
h
ic
ch
a
r
ac
ter
is
tics
o
f
th
e
s
tu
d
ied
p
o
p
u
latio
n
.
Su
b
s
eq
u
en
t
ly
,
th
e
r
esu
lts
wer
e
o
b
tain
ed
th
r
o
u
g
h
d
escr
ip
tiv
e
an
aly
s
is
an
d
p
r
in
cip
al
co
m
p
o
n
en
t
an
aly
s
is
(
PC
A)
.
Fo
llo
wi
n
g
th
is
p
r
esen
tatio
n
,
we
en
g
ag
ed
in
a
d
etailed
d
is
cu
s
s
io
n
th
at
co
n
tex
tu
alize
d
th
ese
f
in
d
in
g
s
.
3
.
1
.
Dem
o
g
ra
ph
y
T
h
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
t
h
e
p
ar
ticip
an
ts
(
n
=7
3
)
in
th
e
s
u
r
v
ey
o
n
o
p
tim
izin
g
o
n
lin
e
lan
g
u
ag
e
co
u
r
s
es
r
ev
ea
ls
a
p
r
ed
o
m
in
an
t
ly
y
o
u
n
g
ad
u
lt
co
h
o
r
t,
with
8
9
%
f
allin
g
with
in
th
e
ag
e
r
a
n
g
e
o
f
2
1
t
o
2
5
y
ea
r
s
.
T
h
e
g
en
d
er
d
is
tr
ib
u
tio
n
is
b
alan
ce
d
,
with
5
2
.
1
%
m
ale
an
d
4
7
.
9
%
f
em
ale
p
ar
ticip
an
ts
.
T
h
e
r
ac
ial
co
m
p
o
s
itio
n
is
p
r
im
ar
ily
Ma
lay
(
8
4
.
9
%),
r
ef
lectin
g
th
e
r
eg
io
n
al
co
n
tex
t,
wh
ile
th
e
d
is
tr
ib
u
tio
n
ac
r
o
s
s
f
ac
u
lties
in
d
icate
s
a
s
ig
n
if
ican
t
r
ep
r
esen
tatio
n
f
r
o
m
th
e
FKP
at
5
7
.
5
%,
an
d
th
e
FTM
K
at
4
2
.
5
%.
T
h
ese
d
em
o
g
r
ap
h
ics
o
f
f
er
in
s
ig
h
ts
in
to
th
e
s
p
ec
if
ic
co
n
tex
t
o
f
th
e
s
tu
d
y
a
n
d
s
u
g
g
est
th
at
th
e
f
in
d
in
g
s
ar
e
r
ef
lectiv
e
o
f
a
d
iv
er
s
e
y
et
p
r
ed
o
m
i
n
an
tly
y
o
u
n
g
an
d
tech
n
o
lo
g
ically
en
g
ag
ed
p
o
p
u
latio
n
.
T
h
ese
d
etai
ls
s
h
o
w
h
o
w
cr
u
cial
it
is
to
m
ak
e
o
n
lin
e
lan
g
u
ag
e
co
u
r
s
es
f
it
th
e
n
ee
d
s
an
d
lik
es
o
f
th
is
p
a
r
ticu
lar
g
r
o
u
p
.
W
h
en
d
esig
n
i
n
g
an
d
g
iv
i
n
g
la
n
g
u
a
g
e
class
es
o
n
lin
e,
it
is
es
s
en
tial
to
p
u
t
in
to
co
n
s
id
er
atio
n
th
e
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
s
u
ch
as
ag
e,
g
en
d
er
,
an
d
wh
i
ch
f
ac
u
lty
s
tu
d
en
ts
b
elo
n
g
t
o
.
R
ef
er
to
T
a
b
le
1
to
s
ee
th
e
d
em
o
g
r
ap
h
y
o
f
t
h
e
p
ar
ticip
an
ts
.
T
ab
le
1
.
Dem
o
g
r
ap
h
y
o
f
th
e
p
ar
ticip
an
ts
(
n
=7
3
)
I
t
e
m
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
n
(
%)
G
e
n
d
e
r
M
a
l
e
5
2
.
1
%
F
e
mal
e
4
7
.
9
%
A
g
e
1
7
t
o
2
0
y
e
a
r
s
9
.
6
%
2
1
t
o
2
5
y
e
a
r
s
8
9
.
0
%
2
6
y
e
a
r
s
a
n
d
a
b
o
v
e
1
.
4
%
R
a
c
e
M
a
l
a
y
8
4
.
9
%
C
h
i
n
e
se
0
.
0
%
I
n
d
i
a
n
1
1
.
0
%
O
t
h
e
r
s
4
.
1
%
F
a
c
u
l
t
y
F
TM
K
4
2
.
5
%
F
K
P
5
7
.
5
%
3
.
2
.
Resul
t
s
:
de
s
cr
iptiv
e
a
na
ly
s
is
3
.
2
.
1
.
Af
f
ec
t
iv
e
s
t
ra
t
eg
y
(
AS)
Af
f
ec
tiv
e
s
tr
ateg
ies
(
AS)
em
er
g
ed
as
th
e
m
o
s
t
d
o
m
in
a
n
t
am
o
n
g
o
n
lin
e
lan
g
u
ag
e
lear
n
er
s
,
with
a
r
em
ar
k
ab
le
m
ea
n
s
co
r
e
o
f
3
.
2
3
as
s
h
o
wn
in
T
a
b
le
2
.
T
h
is
s
u
g
g
ests
th
at
a
s
ig
n
i
f
ican
t
m
aj
o
r
ity
o
f
r
esp
o
n
d
e
n
ts
ac
tiv
ely
en
g
ag
e
in
em
o
tio
n
al
an
d
m
o
tiv
atio
n
al
asp
ec
ts
d
u
r
in
g
th
eir
lan
g
u
a
g
e
lear
n
in
g
jo
u
r
n
ey
.
T
h
e
h
ig
h
p
er
ce
n
tag
e
o
f
8
0
.
7
5
%
r
e
f
lects
a
wid
esp
r
ea
d
u
tili
za
tio
n
o
f
ef
f
ec
tiv
e
s
tr
ateg
ies,
u
n
d
er
s
co
r
i
n
g
th
e
im
p
o
r
tan
ce
o
f
cu
ltiv
atin
g
a
p
o
s
itiv
e
em
o
tio
n
al
an
d
m
o
tiv
atio
n
al
en
v
i
r
o
n
m
e
n
t in
o
n
lin
e
lan
g
u
a
g
e
ed
u
ca
tio
n
.
T
h
e
s
u
r
v
ey
r
esu
lts
f
o
cu
s
in
g
o
n
AS
s
h
ed
lig
h
t
o
n
th
e
e
m
o
ti
o
n
al
an
d
m
o
tiv
atio
n
al
asp
ec
ts
o
f
o
n
lin
e
lan
g
u
ag
e
lear
n
i
n
g
.
Par
ticip
an
ts
,
o
n
av
er
ag
e,
ex
h
ib
it
a
p
o
s
itiv
e
em
o
tio
n
al
r
esp
o
n
s
e
to
lan
g
u
ag
e
lear
n
i
n
g
ac
tiv
ities
,
as
in
d
icate
d
b
y
th
e
r
elativ
ely
h
ig
h
o
v
e
r
all
m
ea
n
o
f
3
.
2
3
.
No
tewo
r
t
h
y
item
s
i
n
clu
d
e
AS2
(
"I
n
o
tice
m
y
ten
s
io
n
an
d
n
er
v
o
u
s
n
ess
wh
en
s
p
ea
k
in
g
in
f
r
o
n
t
o
f
th
e
class
r
o
o
m
")
an
d
AS4
(
"
I
tr
y
to
r
elax
wh
en
ev
e
r
I
f
ee
l
af
r
aid
o
f
u
s
in
g
a
th
ir
d
lan
g
u
a
g
e"
)
,
wh
ich
s
u
g
g
est
a
h
eig
h
te
n
ed
awa
r
en
ess
o
f
em
o
tio
n
al
s
tate
s
an
d
ef
f
o
r
ts
to
m
an
ag
e
an
x
iety
d
u
r
in
g
lan
g
u
a
g
e
p
r
esen
tatio
n
s
.
W
h
ile
AS6
(
"I
talk
to
m
y
f
r
ie
n
d
s
ab
o
u
t
m
y
f
ee
lin
g
b
ef
o
r
e
d
o
in
g
a
p
r
esen
tatio
n
in
a
th
ir
d
lan
g
u
ag
e"
)
r
ec
eiv
ed
a
s
lig
h
tly
lo
wer
m
ea
n
s
co
r
e,
it st
ill
s
h
o
ws th
at
s
tu
d
en
ts
ar
e
tr
y
in
g
to
u
s
e
s
tr
ateg
i
es
ab
o
u
t
f
ee
lin
g
s
.
T
h
is
m
ea
n
s
s
tu
d
en
ts
ar
e
wo
r
k
in
g
h
ar
d
to
f
ee
l
g
o
o
d
an
d
p
o
s
itiv
e
wh
en
lear
n
in
g
a
n
ew
lan
g
u
a
g
e.
T
ab
le
2
.
Af
f
ec
tiv
e
s
tr
ateg
y
I
t
e
m I
D
I
t
e
m
M
e
a
n
SD
A
S
1
I
f
e
e
l
h
a
p
p
y
a
f
t
e
r
d
o
i
n
g
a
p
r
e
s
e
n
t
a
t
i
o
n
i
n
a
t
h
i
r
d
l
a
n
g
u
a
g
e
.
3
.
1
1
0
.
6
6
A
S
2
I
n
o
t
i
c
e
d
m
y
t
e
n
si
o
n
a
n
d
n
e
r
v
o
u
s
n
e
ss
w
h
i
l
e
s
p
e
a
k
i
n
g
i
n
f
r
o
n
t
o
f
t
h
e
c
l
a
ssr
o
o
m.
3
.
4
5
0
.
6
9
A
S
3
I
w
i
l
l
b
r
i
n
g
m
y
n
o
t
e
s w
h
e
n
I
d
o
t
h
e
p
r
e
se
n
t
a
t
i
o
n
.
N
o
t
e
m
a
k
e
s m
e
f
e
e
l
h
e
l
p
e
d
.
3
.
3
2
0
.
6
8
A
S
4
I
t
r
y
t
o
r
e
l
a
x
w
h
e
n
e
v
e
r
I
f
e
e
l
a
f
r
a
i
d
o
f
u
s
i
n
g
a
t
h
i
r
d
l
a
n
g
u
a
g
e
.
3
.
3
0
0
.
6
2
A
S
5
I
t
r
y
t
o
s
p
e
a
k
a
t
h
i
r
d
l
a
n
g
u
a
g
e
t
o
m
y
f
r
i
e
n
d
s.
3
.
1
5
0
.
7
6
A
S
6
I
t
a
l
k
t
o
m
y
f
r
i
e
n
d
s
a
b
o
u
t
my
f
e
e
l
i
n
g
s
b
e
f
o
r
e
d
o
i
n
g
a
p
r
e
s
e
n
t
a
t
i
o
n
i
n
a
t
h
i
r
d
l
a
n
g
u
a
g
e
.
3
.
0
4
0
.
9
0
To
t
a
l
a
v
e
r
a
g
e
3
.
2
3
0
.
7
2
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
E
mp
ir
ica
l a
n
a
lysi
s
o
f la
n
g
u
a
g
e
lea
r
n
in
g
s
tr
a
teg
ies fo
r
o
p
ti
miz
in
g
o
n
lin
e
la
n
g
u
a
g
e
co
u
r
s
es
(
R
a
s
h
id
a
h
Lip
)
4129
3
.
2
.
2
.
M
et
a
co
g
nitiv
e
s
t
ra
t
eg
y
(
M
CS)
Me
taco
g
n
itiv
e
s
tr
ateg
ies
(
MC
S)
s
ec
u
r
ed
t
h
e
s
ec
o
n
d
p
o
s
itio
n
as
ex
p
lain
ed
in
T
ab
le
3
with
a
m
ea
n
s
co
r
e
o
f
3
.
0
9
.
T
h
is
in
d
icate
s
a
s
u
b
s
tan
tial
en
g
ag
em
en
t
o
f
o
n
li
n
e
lan
g
u
ag
e
lea
r
n
er
s
in
ac
ti
v
ities
th
at
in
v
o
lv
e
m
o
n
ito
r
in
g
an
d
co
n
tr
o
llin
g
th
eir
co
g
n
itiv
e
p
r
o
ce
s
s
es.
T
h
e
h
ig
h
p
er
ce
n
tag
e
o
f
7
7
.
2
5
%
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
lear
n
er
s
'
awa
r
en
es
s
an
d
r
ef
lectio
n
o
n
th
eir
l
ea
r
n
in
g
s
tr
ateg
ies,
co
n
t
r
ib
u
tin
g
to
m
o
r
e
ef
f
ec
tiv
e
lan
g
u
ag
e
ac
q
u
is
itio
n
.
T
h
e
s
u
r
v
ey
r
esu
lts
f
o
c
u
s
in
g
o
n
MCS
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
c
o
g
n
itiv
e
an
d
s
elf
-
r
eg
u
lato
r
y
a
p
p
r
o
ac
h
es
ad
o
p
ted
b
y
s
tu
d
e
n
ts
in
o
n
lin
e
l
an
g
u
ag
e
c
o
u
r
s
e
s
.
No
tab
ly
,
p
a
r
ticip
an
ts
ex
h
ib
it
a
s
tr
o
n
g
in
clin
atio
n
t
o
war
d
s
p
lan
n
in
g
an
d
s
elf
-
r
ef
lectio
n
,
as
e
v
id
en
t
in
h
i
g
h
m
ea
n
s
co
r
es
f
o
r
MCS
1
(
"I
alwa
y
s
m
ak
e
p
la
n
n
in
g
f
o
r
p
r
o
jects
o
r
ass
ig
n
m
en
ts
th
at
I
h
av
e"
)
an
d
MCS
4
(
"I
a
m
co
n
ce
r
n
e
d
a
b
o
u
t
wh
at
p
r
o
g
r
ess
I
ac
h
iev
e
d
u
r
in
g
lear
n
in
g
m
y
th
ir
d
lan
g
u
ag
e"
)
.
T
h
ese
f
in
d
in
g
s
alig
n
with
estab
li
s
h
ed
liter
atu
r
e
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
m
etac
o
g
n
itiv
e
a
war
en
ess
in
ef
f
ec
tiv
e
lan
g
u
ag
e
lear
n
in
g
.
H
o
wev
er
,
ce
r
tain
item
s
,
s
u
ch
as
MCS
7
(
"I
s
in
g
m
y
th
ir
d
lan
g
u
ag
e
s
o
n
g
s
to
p
r
ac
tice
m
y
to
n
g
u
e"
)
an
d
MCS
9
(
"I
tr
y
to
p
r
ac
tice
wh
en
tex
t m
y
lect
u
r
er
s
b
y
u
s
in
g
m
y
th
ir
d
la
n
g
u
a
g
e"
)
,
r
ec
eiv
ed
lo
wer
m
ea
n
s
co
r
es.
T
h
is
s
u
g
g
ests
a
v
ar
iab
ilit
y
in
th
e
ad
o
p
tio
n
o
f
ce
r
tain
MCS
,
in
d
icatin
g
th
at
n
o
t
all
s
t
u
d
en
ts
em
p
l
o
y
s
im
ilar
tech
n
iq
u
es
to
en
h
an
ce
t
h
eir
lan
g
u
ag
e
l
ea
r
n
in
g
ex
p
er
ie
n
ce
.
3
.
2
.
3
.
Co
m
pens
a
t
io
n str
a
t
e
g
y
(
CP
S)
W
h
ile
th
ese
s
tr
ateg
ies
h
av
e
s
li
g
h
tly
lo
wer
m
ea
n
s
co
r
es,
T
ab
l
e
4
s
h
o
ws
th
e
p
er
ce
n
tag
es
r
an
g
in
g
f
r
o
m
7
0
.
2
5
%
to
7
4
.
7
5
%
in
d
icatin
g
th
eir
s
u
b
s
tan
tial
u
s
ag
e.
C
o
m
p
en
s
atio
n
s
tr
ateg
ies
(
C
PS
)
h
ig
h
lig
h
t
lear
n
er
s
'
ad
ap
tiv
e
s
k
ills
in
o
v
e
r
co
m
in
g
l
an
g
u
ag
e
ch
allen
g
es,
co
g
n
itiv
e
s
tr
ateg
ies
p
o
in
t
to
en
g
ag
em
en
t
in
d
ee
p
er
th
in
k
in
g
p
r
o
ce
s
s
es,
an
d
s
o
cial
an
d
m
em
o
r
y
s
tr
ateg
ies
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
in
ter
ac
tio
n
a
n
d
i
n
f
o
r
m
atio
n
r
eten
tio
n
.
T
h
e
s
u
r
v
e
y
'
s
f
o
cu
s
o
n
C
PS
p
r
o
v
id
es
v
al
u
ab
le
in
s
ig
h
ts
in
to
h
o
w
o
n
lin
e
la
n
g
u
a
g
e
lear
n
er
s
n
av
ig
ate
c
h
allen
g
es
in
u
n
d
e
r
s
tan
d
in
g
a
n
d
e
x
p
r
ess
in
g
th
em
s
elv
es
in
a
th
i
r
d
lan
g
u
ag
e.
T
h
e
o
v
e
r
all
m
ea
n
s
co
r
e
o
f
3
.
0
2
s
u
g
g
ests
a
m
o
d
er
ate
en
g
a
g
em
en
t
with
c
o
m
p
en
s
atio
n
s
tr
ateg
ies.
No
ta
b
ly
,
C
PS
1
r
e
v
ea
ls
a
p
r
ev
alen
t
u
s
e
o
f
co
n
tex
tu
al
g
u
ess
in
g
,
h
ig
h
lig
h
tin
g
lear
n
e
r
s
'
r
elian
ce
o
n
th
e
s
u
r
r
o
u
n
d
in
g
tex
t
to
d
ed
u
ce
wo
r
d
m
ea
n
i
n
g
s
.
Ho
wev
er
,
th
e
s
lig
h
tly
lo
wer
m
ea
n
s
co
r
es
f
o
r
C
PS
2
an
d
C
PS
4
in
d
icate
le
s
s
f
r
eq
u
en
t
u
s
e
o
f
s
u
b
s
titu
tin
g
s
im
ilar
wo
r
d
s
o
r
m
en
tio
n
in
g
co
r
r
elatin
g
ter
m
s
wh
en
f
ac
ed
with
la
n
g
u
a
g
e
g
a
p
s
.
Ad
d
itio
n
ally
,
th
e
u
tili
za
tio
n
o
f
b
o
d
y
g
estu
r
es
(
C
PS
3
)
s
ig
n
if
ies an
alter
n
ativ
e
m
o
d
e
o
f
co
m
m
u
n
icatio
n
em
p
l
o
y
ed
b
y
lear
n
e
r
s
d
u
r
i
n
g
lan
g
u
ag
e
p
r
esen
tatio
n
s
.
T
ab
le
3
.
Me
taco
g
n
itiv
e
s
tr
ateg
y
I
t
e
m I
D
I
t
e
m
M
e
a
n
SD
M
C
S
1
I
a
l
w
a
y
s m
a
k
e
p
l
a
n
n
i
n
g
f
o
r
p
r
o
j
e
c
t
s
o
r
a
ssi
g
n
me
n
t
s
t
h
a
t
I
h
a
v
e
.
3
.
2
5
0
.
6
4
M
C
S
2
I
a
l
w
a
y
s
d
i
sc
u
ss m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
a
s
si
g
n
me
n
t
w
i
t
h
my
f
r
i
e
n
d
s.
3
.
2
5
0
.
7
8
M
C
S
3
I
p
u
t
m
y
a
t
t
e
n
t
i
o
n
t
o
m
y
f
r
i
e
n
d
s’
p
e
r
f
o
r
ma
n
c
e
d
u
r
i
n
g
t
h
e
p
r
e
se
n
t
a
t
i
o
n
.
3
.
1
6
0
.
7
3
M
C
S
4
I
a
m
c
o
n
c
e
r
n
e
d
a
b
o
u
t
w
h
a
t
p
r
o
g
r
e
ss
I
a
c
h
i
e
v
e
d
u
r
i
n
g
l
e
a
r
n
i
n
g
my
t
h
i
r
d
l
a
n
g
u
a
g
e
.
3
.
3
7
0
.
6
1
M
C
S
5
I
r
e
a
d
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
t
e
x
t
s
t
o
c
o
m
p
l
e
t
e
m
y
t
a
s
k
.
3
.
1
6
0
.
7
5
M
C
S
6
I
t
r
y
t
o
f
i
n
d
o
u
t
h
o
w
t
o
b
e
a
b
e
t
t
e
r
l
e
a
r
n
e
r
o
f
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
.
3
.
4
2
0
.
5
8
M
C
S
7
I
si
n
g
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
so
n
g
s t
o
p
r
a
c
t
i
c
e
m
y
t
o
n
g
u
e
.
2
.
6
6
0
.
9
3
M
C
S
8
I
t
r
y
t
o
p
r
a
c
t
i
c
e
s
p
e
a
k
i
n
g
w
i
t
h
my
f
r
i
e
n
d
s
b
y
u
s
i
n
g
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
.
2
.
9
7
0
.
7
8
M
C
S
9
I
t
r
y
t
o
p
r
a
c
t
i
c
e
w
h
e
n
t
e
x
t
my
l
e
c
t
u
r
e
r
s b
y
u
si
n
g
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
.
2
.
5
3
0
.
8
7
To
t
a
l
a
v
e
r
a
g
e
3
.
0
9
0
.
7
4
T
ab
le
4
.
C
o
m
p
e
n
s
atio
n
s
tr
ateg
y
I
t
e
m I
D
I
t
e
m
M
e
a
n
SD
C
P
S
1
I
t
r
y
t
o
g
u
e
ss
t
h
e
me
a
n
i
n
g
o
f
my
t
h
i
r
d
l
a
n
g
u
a
g
e
w
o
r
d
s
b
a
se
d
o
n
i
t
s c
o
n
t
e
x
t
.
3
.
3
0
0
.
5
4
C
P
S
2
W
h
e
n
I
d
o
n
o
t
k
n
o
w
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
w
o
r
d
s,
I
u
se
si
mi
l
a
r
w
o
r
d
s
d
u
r
i
n
g
t
h
e
p
r
e
se
n
t
a
t
i
o
n
.
2
.
9
2
0
.
7
0
C
P
S
3
I
u
se
b
o
d
y
g
e
st
u
r
e
s
t
o
e
x
p
l
a
i
n
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
w
o
r
d
s
d
u
r
i
n
g
t
h
e
p
r
e
s
e
n
t
a
t
i
o
n
.
2
.
9
7
0
.
7
1
C
P
S
4
I
men
t
i
o
n
s
o
me
w
o
r
d
s t
h
a
t
c
o
r
r
e
l
a
t
e
t
o
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
w
o
r
d
s
t
h
a
t
I
d
o
n
o
t
k
n
o
w
.
2
.
8
9
0
.
7
2
To
t
a
l
a
v
e
r
a
g
e
3
.
0
2
0
.
6
7
3
.
2
.
4
.
Co
g
nitiv
e
s
t
ra
t
eg
y
(
CS)
T
h
e
s
u
r
v
ey
'
s
f
o
cu
s
o
n
co
g
n
iti
v
e
s
tr
ateg
ies
(
C
S)
u
n
v
eils
th
e
d
iv
er
s
e
ap
p
r
o
ac
h
es
th
at
o
n
lin
e
lan
g
u
ag
e
lear
n
er
s
em
p
lo
y
to
e
n
h
an
ce
th
eir
u
n
d
er
s
tan
d
i
n
g
an
d
u
s
ag
e
o
f
a
th
ir
d
lan
g
u
a
g
e.
T
ab
le
5
s
h
o
ws
th
e
to
tal
av
er
ag
e
m
ea
n
o
f
2
.
8
2
s
u
g
g
ests
a
m
o
d
e
r
ate
en
g
a
g
em
en
t
wi
th
c
o
g
n
itiv
e
s
tr
ateg
ies.
No
tab
ly
,
p
a
r
ticip
an
ts
ex
h
ib
it
a
s
tr
o
n
g
in
clin
atio
n
to
war
d
s
u
tili
zin
g
t
h
e
in
ter
n
et
f
o
r
b
r
o
wsi
n
g
m
ater
ials
(
C
S4
)
,
h
ig
h
lig
h
tin
g
th
e
s
i
g
n
if
ican
ce
o
f
o
n
lin
e
r
eso
u
r
ce
s
in
th
e
lan
g
u
ag
e
lea
r
n
in
g
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
a
co
n
s
id
er
ab
le
em
p
h
as
is
is
p
lace
d
o
n
th
e
r
ep
etitio
n
an
d
co
r
r
ec
tio
n
o
f
u
tter
an
ce
s
(
C
S1
,
C
S9
)
,
in
d
icatin
g
a
co
m
m
itm
en
t
to
r
ein
f
o
r
cin
g
lear
n
in
g
t
h
r
o
u
g
h
p
r
ac
tice
an
d
s
elf
-
co
r
r
ec
tio
n
.
Ho
wev
er
,
th
e
s
lig
h
tly
lo
wer
m
ea
n
s
co
r
es
f
o
r
item
s
s
u
ch
as
C
S2
an
d
C
S6
s
u
g
g
est
v
a
r
y
in
g
d
eg
r
ee
s
o
f
i
n
v
o
l
v
em
en
t in
d
is
cu
s
s
in
g
m
ater
ials
with
f
r
ien
d
s
an
d
co
r
r
ec
tin
g
p
r
o
n
u
n
ciatio
n
e
r
r
o
r
s
,
r
ev
ea
lin
g
th
e
d
iv
er
s
ity
in
co
g
n
itiv
e
s
tr
ateg
y
p
r
ef
er
en
ce
s
am
o
n
g
lear
n
er
s
.
T
h
e
im
p
o
r
tan
ce
o
f
CS
in
th
e
o
n
lin
e
lan
g
u
ag
e
lear
n
in
g
lan
d
s
ca
p
e,
with
a
to
tal
av
e
r
ag
e
m
e
an
o
f
2
.
8
2
.
T
h
e
p
r
ev
alen
ce
o
f
in
ter
n
et
u
s
ag
e
f
o
r
ac
ce
s
s
in
g
m
ater
ials
alig
n
s
with
th
e
ev
o
lv
in
g
r
o
le
o
f
tec
h
n
o
lo
g
y
in
lan
g
u
a
g
e
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u
e
lear
n
in
g
n
ee
d
s
o
f
a
d
iv
e
r
s
e
g
r
o
u
p
o
f
s
tu
d
e
n
ts
.
3
.
2
.
5
.
So
cia
l st
ra
t
e
g
y
T
h
e
ex
p
lo
r
atio
n
o
f
AS
in
o
n
lin
e
lan
g
u
ag
e
lear
n
in
g
r
ev
ea
ls
in
s
ig
h
ts
in
to
s
tu
d
en
ts
'
em
o
tio
n
al
an
d
s
o
cial
en
g
ag
em
e
n
t
with
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
ab
le
6
s
h
o
ws
th
e
t
o
tal
av
er
ag
e
m
ea
n
o
f
2
.
8
1
s
u
g
g
ests
a
m
o
d
er
ate
in
v
o
lv
em
e
n
t
in
a
f
f
ec
tiv
e
s
tr
at
eg
ies.
No
tab
ly
,
p
ar
t
icip
an
ts
e
x
p
r
ess
a
co
n
s
id
er
ab
le
in
clin
at
io
n
to
war
d
s
s
ee
k
i
n
g
clar
if
icatio
n
wh
en
f
ac
in
g
d
if
f
i
cu
lties
(
SC
1
)
;
en
g
ag
in
g
in
co
llab
o
r
ativ
e
lear
n
in
g
b
y
p
r
ac
ti
cin
g
s
p
ea
k
in
g
with
f
r
ien
d
s
(
SC
2
)
;
an
d
s
ee
k
in
g
as
s
is
tan
ce
f
r
o
m
p
ee
r
s
(
SC
6
)
.
T
h
e
s
e
f
i
n
d
i
n
g
s
i
n
d
i
ca
t
e
a
n
a
c
ti
v
e
e
f
f
o
r
t
t
o
c
r
e
a
t
e
a
s
u
p
p
o
r
t
i
v
e
l
ea
r
n
i
n
g
e
n
v
i
r
o
n
m
en
t
t
h
r
o
u
g
h
i
n
t
e
r
p
e
r
s
o
n
a
l
i
n
t
e
r
ac
t
i
o
n
s
.
H
o
w
e
v
e
r
,
l
o
w
e
r
m
e
a
n
s
c
o
r
e
s
f
o
r
i
t
e
m
s
s
u
c
h
a
s
SC
3
a
n
d
SC
4
s
u
g
g
e
s
t
a
l
e
s
s
f
r
e
q
u
e
n
t
e
n
g
a
g
e
m
e
n
t
i
n
as
k
i
n
g
q
u
e
s
t
i
o
n
s
i
n
t
h
e
t
h
i
r
d
l
a
n
g
u
a
g
e
a
n
d
i
n
v
o
l
v
i
n
g
f
a
m
i
l
y
m
e
m
b
e
r
s
i
n
l
a
n
g
u
a
g
e
p
e
r
f
o
r
m
an
c
e
,
r
e
v
e
a
l
i
n
g
v
a
r
i
a
ti
o
n
s
in
th
e
ap
p
licatio
n
o
f
af
f
ec
tiv
e
s
tr
ateg
ies.
3
.
2
.
6
.
M
em
o
ry
s
t
r
a
t
eg
ies (
M
S)
T
h
e
ex
am
i
n
atio
n
o
f
m
em
o
r
y
s
tr
ateg
ies
(
MS)
in
o
n
lin
e
lan
g
u
ag
e
lear
n
in
g
p
r
o
v
i
d
es
v
alu
ab
l
e
in
s
ig
h
ts
in
to
h
o
w
s
tu
d
en
ts
en
g
ag
e
with
an
d
r
etain
n
ew
lan
g
u
ag
e
k
n
o
wled
g
e.
T
ab
le
7
s
h
o
ws
th
e
t
o
tal
av
er
ag
e
m
ea
n
o
f
2
.
8
1
s
u
g
g
ests
a
m
o
d
er
ate
in
v
o
lv
em
en
t
in
m
em
o
r
y
s
tr
ateg
i
es.
No
tab
ly
,
p
ar
ticip
a
n
ts
s
h
o
w
a
p
r
ef
er
e
n
ce
f
o
r
im
m
er
s
iv
e
lear
n
in
g
ex
p
e
r
ien
c
es,
as
in
d
icate
d
b
y
th
e
h
ig
h
er
m
ea
n
s
co
r
es
f
o
r
item
s
lik
e
M
S2
(
"I
lear
n
a
th
ir
d
lan
g
u
ag
e
th
r
o
u
g
h
m
o
v
ies")
an
d
MS6
(
"I
watc
h
th
ir
d
lan
g
u
a
g
e
-
s
u
b
titl
ed
m
o
v
ies
to
lear
n
m
y
th
ir
d
lan
g
u
ag
e"
)
.
Ad
d
itio
n
ally
,
th
e
em
p
h
asis
o
n
d
aily
r
e
v
iew
(
MS7
)
a
n
d
f
in
d
in
g
th
e
m
ea
n
in
g
o
f
wo
r
d
s
wit
h
in
co
n
tex
t
(
MS9
)
s
u
g
g
ests
a
co
m
m
itm
en
t
to
r
ein
f
o
r
cin
g
an
d
co
n
te
x
tu
alizin
g
la
n
g
u
ag
e
k
n
o
wled
g
e.
H
o
wev
er
,
lo
wer
m
ea
n
s
co
r
es
f
o
r
item
s
s
u
ch
as
MS3
an
d
MS5
in
d
icate
a
less
f
r
eq
u
en
t
en
g
a
g
em
en
t
in
d
aily
s
p
ea
k
in
g
p
r
ac
t
ice
an
d
a
r
el
u
ctan
ce
to
tr
an
s
late
wo
r
d
b
y
wo
r
d
,
r
e
v
ea
lin
g
v
ar
iatio
n
s
in
t
h
e
ap
p
lica
tio
n
o
f
m
e
m
o
r
y
s
tr
ateg
ies am
o
n
g
lear
n
e
r
s
.
T
ab
le
5
.
C
o
g
n
itiv
e
s
tr
ateg
y
I
t
e
m I
D
I
t
e
m
M
e
a
n
SD
C
S
1
I
say
a
n
d
w
r
i
t
e
n
e
w
t
h
i
r
d
l
a
n
g
u
a
g
e
w
o
r
d
s se
v
e
r
a
l
t
i
m
e
s.
2
.
7
9
0
.
7
1
C
S
2
I
d
i
scu
s
s t
h
e
ma
t
e
r
i
a
l
w
i
t
h
f
r
i
e
n
d
s
b
y
u
si
n
g
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
.
2
.
3
8
0
.
8
6
C
S
3
I
w
r
i
t
e
d
o
w
n
i
n
a
n
o
t
e
b
o
o
k
t
o
ma
k
e
a
l
i
st
o
f
d
i
f
f
e
r
e
n
t
w
o
r
d
s
.
2
.
9
6
0
.
8
1
C
S
4
I
u
se
t
h
e
i
n
t
e
r
n
e
t
t
o
b
r
o
w
se
t
h
e
m
a
t
e
r
i
a
l
s.
3
.
7
0
0
.
4
6
C
S
5
I
sp
e
a
k
my
t
h
i
r
d
l
a
n
g
u
a
g
e
b
y
c
o
n
s
i
d
e
r
i
n
g
c
o
r
r
e
c
t
g
r
a
m
mar.
2
.
7
9
0
.
7
1
C
S
6
I
n
o
t
i
c
e
my
f
r
i
e
n
d
s’
e
r
r
o
r
s
i
n
p
r
o
n
u
n
c
i
a
t
i
o
n
a
n
d
t
r
y
t
o
c
o
r
r
e
c
t
t
h
e
m.
2
.
3
4
0
.
8
5
C
S
7
I
c
r
e
a
t
e
q
u
e
s
t
i
o
n
s
b
y
u
s
i
n
g
t
h
e
c
o
r
r
e
c
t
sen
t
e
n
c
e
s
t
r
u
c
t
u
r
e
i
n
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
.
2
.
5
1
0
.
8
8
C
S
8
I
a
m a
w
a
r
e
o
f
m
y
p
r
o
n
u
n
c
i
a
t
i
o
n
.
2
.
8
8
0
.
7
8
C
S
9
I
r
e
p
e
a
t
my
u
t
t
e
r
a
n
c
e
w
h
e
n
I
f
i
n
d
a
n
e
r
r
o
r
.
3
.
0
3
0
.
7
3
To
t
a
l
a
v
e
r
a
g
e
2
.
8
2
0
.
7
5
T
ab
le
6
.
Af
f
ec
tiv
e
s
tr
ateg
y
I
t
e
m I
D
I
t
e
m
M
e
a
n
SD
S
C
1
I
a
sk
t
h
e
l
e
c
t
u
r
e
r
t
o
r
e
p
e
a
t
h
i
s
/
h
e
r
e
x
p
l
a
n
a
t
i
o
n
w
h
e
n
I
d
o
n
’
t
u
n
d
e
r
st
a
n
d
t
h
e
mat
e
r
i
a
l
s.
3
.
1
0
0
.
7
5
S
C
2
I
p
r
a
c
t
i
c
e
sp
e
a
k
i
n
g
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
w
i
t
h
m
y
f
r
i
e
n
d
s.
3
.
0
3
0
.
8
2
S
C
3
I
a
sk
q
u
e
s
t
i
o
n
s
i
n
my
t
h
i
r
d
l
a
n
g
u
a
g
e
.
2
.
5
8
0
.
8
0
S
C
4
I
a
sk
my
f
a
m
i
l
y
t
o
see
my
t
h
i
r
d
l
a
n
g
u
a
g
e
p
e
r
f
o
r
ma
n
c
e
.
2
.
4
0
0
.
9
8
S
C
5
I
r
e
a
d
a
l
o
u
d
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
t
e
x
t
i
n
my
c
l
a
s
s.
2
.
6
2
0
.
9
5
S
C
6
I
a
sk
my
f
r
i
e
n
d
s t
o
h
e
l
p
me
s
p
e
a
k
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
.
3
.
1
5
0
.
7
0
To
t
a
l
a
v
e
r
a
g
e
2
.
8
1
0
.
8
3
T
ab
le
7
.
Me
m
o
r
y
s
tr
ateg
y
I
t
e
m I
D
I
t
e
m
M
e
a
n
SD
M
S
1
I
l
i
st
e
n
t
o
t
h
i
r
d
l
a
n
g
u
a
g
e
so
n
g
s t
o
l
e
a
r
n
n
e
w
v
o
c
a
b
u
l
a
r
y
.
2
.
7
9
0
.
9
3
M
S
2
I
l
e
a
r
n
a
t
h
i
r
d
l
a
n
g
u
a
g
e
t
h
r
o
u
g
h
m
o
v
i
e
s.
3
.
1
8
0
.
8
4
M
S
3
I
p
r
a
c
t
i
c
e
sp
e
a
k
i
n
g
a
t
h
i
r
d
l
a
n
g
u
a
g
e
m
o
r
e
t
h
a
n
5
t
i
mes
a
d
a
y
.
2
.
3
2
0
.
7
6
M
S
4
I
a
d
d
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
k
n
o
w
l
e
d
g
e
b
y
c
o
r
r
e
l
a
t
i
n
g
w
h
a
t
I
h
a
v
e
k
n
o
w
n
t
o
w
h
a
t
I
h
a
v
e
l
e
a
r
n
e
d
.
3
.
0
1
0
.
7
0
M
S
5
I
t
r
y
n
o
t
t
o
t
r
a
n
s
l
a
t
e
w
o
r
d
b
y
w
o
r
d
i
n
t
o
m
y
n
a
t
i
v
e
l
a
n
g
u
a
g
e
.
2
.
3
6
0
.
8
2
M
S
6
I
w
a
t
c
h
t
h
i
r
d
l
a
n
g
u
a
g
e
-
s
u
b
t
i
t
l
e
d
mo
v
i
e
s t
o
l
e
a
r
n
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
.
2
.
8
2
0
.
9
8
M
S
7
I
r
e
v
i
e
w
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
l
e
ss
o
n
s e
v
e
r
y
d
a
y
.
2
.
5
1
0
.
7
5
M
S
8
I
n
o
t
i
c
e
my
e
r
r
o
r
i
n
m
y
t
h
i
r
d
l
a
n
g
u
a
g
e
a
n
d
f
i
n
d
t
h
e
c
o
r
r
e
c
t
o
n
e
s
.
3
.
1
0
0
.
7
7
M
S
9
I
f
i
n
d
t
h
e
me
a
n
i
n
g
o
f
my
t
h
i
r
d
l
a
n
g
u
a
g
e
w
o
r
d
b
y
l
o
o
k
i
n
g
a
t
t
h
e
c
o
n
t
e
x
t
.
3
.
1
9
0
.
6
8
To
t
a
l
a
v
e
r
a
g
e
2
.
8
1
0
.
8
0
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I
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E
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lysi
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4131
3
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3
.
Dis
cu
s
s
io
n:
s
t
u
dents’
pref
er
ence
o
f
o
nli
ne
la
ng
ua
g
e
lea
r
nin
g
s
t
ra
t
eg
ies
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
,
p
r
e
s
en
ted
in
T
ab
le
8
,
p
r
o
v
id
e
a
co
m
p
r
e
h
en
s
iv
e
o
v
er
v
iew
o
f
s
tu
d
en
ts
’
lan
g
u
ag
e
lea
r
n
in
g
s
tr
ateg
ies
(
L
L
S)
in
th
e
co
n
tex
t
o
f
o
n
lin
e
lan
g
u
ag
e
co
u
r
s
es.
T
h
e
m
ea
n
s
co
r
es,
s
tan
d
ar
d
d
ev
iatio
n
s
(
SD)
,
r
an
k
s
,
an
d
p
e
r
ce
n
tag
es
o
f
f
er
in
s
ig
h
ts
in
to
th
e
p
r
ev
alen
ce
a
n
d
p
r
o
m
in
e
n
ce
o
f
d
if
f
er
en
t
s
tr
ateg
ies
em
p
lo
y
ed
b
y
t
h
e
o
v
e
r
all
r
esp
o
n
d
en
ts
as sh
o
wn
in
T
a
b
le
8
.
T
ab
le
8
.
Ov
e
r
all
r
esu
lts
o
n
s
tu
d
en
t
’
s
p
r
ef
e
r
en
ce
o
f
o
n
lin
e
L
L
S
N
o
.
Ty
p
e
s
o
f
L
LS
M
e
a
n
SD
P
e
r
c
e
n
t
a
g
e
D
i
r
e
c
t
st
r
a
t
e
g
i
e
s
1.
C
o
m
p
e
n
s
a
t
i
o
n
s
t
r
a
t
e
g
y
3
.
0
2
0
.
6
7
7
4
.
7
5
%
2.
C
o
g
n
i
t
i
v
e
s
t
r
a
t
e
g
y
2
.
8
2
0
.
7
5
7
0
.
5
0
%
3.
M
e
m
o
r
y
st
r
a
t
e
g
y
2
.
8
1
0
.
8
0
7
0
.
2
5
%
I
n
d
i
r
e
c
t
s
t
r
a
t
e
g
i
e
s
4.
A
f
f
e
c
t
i
v
e
st
r
a
t
e
g
y
3
.
2
3
0
.
7
2
8
0
.
7
5
%
5.
M
e
t
a
c
o
g
n
i
t
i
v
e
s
t
r
a
t
e
g
y
3
.
0
9
0
.
7
4
7
7
.
2
5
%
6.
S
o
c
i
a
l
st
r
a
t
e
g
y
2
.
8
1
0
.
8
3
7
0
.
2
5
%
T
h
e
s
u
r
v
ey
r
esu
lts
h
ig
h
lig
h
t
t
h
at
af
f
ec
tiv
e
s
tr
ateg
y
ar
e
t
h
e
m
o
s
t
co
m
m
o
n
ly
u
s
ed
,
with
a
m
ea
n
s
co
r
e
o
f
3
.
2
3
,
in
d
icatin
g
th
eir
im
p
o
r
tan
ce
in
o
n
lin
e
lan
g
u
ag
e
c
o
u
r
s
es.
T
h
is
u
n
d
er
s
co
r
es
th
e
n
ee
d
to
ad
d
r
ess
th
e
em
o
tio
n
al
an
d
m
o
tiv
atio
n
al
asp
ec
ts
in
lan
g
u
ag
e
lear
n
in
g
.
Me
taco
g
n
itiv
e
s
tr
ateg
ies
clo
s
ely
f
o
llo
w,
with
a
m
ea
n
s
co
r
e
o
f
3
.
0
9
,
em
p
h
asizin
g
p
r
o
ac
tiv
e
p
lan
n
in
g
,
s
elf
-
i
m
p
r
o
v
e
m
en
t
e
f
f
o
r
ts
,
an
d
r
ef
lectiv
e
p
r
ac
tices.
C
o
m
p
en
s
atio
n
s
tr
ateg
ies
,
with
a
m
ea
n
o
f
3
.
0
2
,
s
h
o
w
m
o
d
er
ate
en
g
ag
em
e
n
t,
esp
ec
ially
th
r
o
u
g
h
co
n
tex
tu
al
g
u
ess
in
g
.
C
o
g
n
itiv
e
an
d
s
o
cial
s
tr
ateg
ies
h
av
e
s
lig
h
tly
lo
wer
m
ea
n
s
co
r
es,
i
n
d
i
c
a
ti
n
g
v
a
r
y
i
n
g
d
e
g
r
e
e
s
o
f
i
n
v
o
l
v
e
m
e
n
t
.
M
e
m
o
r
y
s
t
r
a
te
g
ie
s
a
ls
o
s
h
o
w
m
o
d
e
r
a
t
e
e
n
g
a
g
em
e
n
t
,
e
m
p
h
a
s
i
z
i
n
g
i
m
m
e
r
s
i
v
e
le
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
.
T
h
e
l
o
w
e
r
m
e
a
n
s
c
o
r
e
s
f
o
r
c
o
g
n
i
t
i
v
e
,
s
o
c
ia
l
a
n
d
m
e
m
o
r
y
s
t
r
a
te
g
i
e
s
i
n
o
n
l
i
n
e
l
a
n
g
u
a
g
e
c
o
u
r
s
es
m
a
y
b
e
i
n
f
l
u
e
n
c
e
d
b
y
t
h
e
e
v
o
l
v
i
n
g
n
a
t
u
r
e
o
f
v
i
r
t
u
a
l
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
,
th
e
d
i
v
e
r
s
e
p
r
e
f
e
r
e
n
c
e
s
a
m
o
n
g
l
e
a
r
n
e
r
s
,
a
n
d
t
h
e
d
o
m
i
n
a
n
c
e
o
f
in
teg
r
ated
lear
n
i
n
g
ap
p
r
o
ac
h
es
[
3
2
]
,
[
3
3
]
.
T
h
es
e
f
in
d
in
g
s
r
ev
ea
l
th
e
d
etailed
a
s
p
ec
ts
o
f
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
in
o
n
lin
e
c
o
u
r
s
es,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
tailo
r
ed
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
alig
n
ed
with
d
iv
er
s
e
lear
n
er
p
r
ef
er
e
n
ce
s
.
T
h
e
s
u
r
v
ey
in
d
icate
s
th
at
o
n
lin
e
lear
n
er
s
em
p
lo
y
v
ar
io
u
s
s
tr
ateg
ies
f
o
r
lan
g
u
a
g
e
lear
n
in
g
.
Af
f
ec
tiv
e
an
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
a
r
e
th
e
m
o
s
t
p
o
p
u
la
r
,
s
u
g
g
esti
n
g
th
eir
im
p
o
r
tan
ce
in
im
p
r
o
v
i
n
g
o
n
lin
e
lan
g
u
ag
e
co
u
r
s
es.
C
o
m
p
en
s
atio
n
,
co
g
n
it
iv
e,
s
o
cial,
a
n
d
m
em
o
r
y
s
tr
ateg
ies
ar
e
u
s
ed
less
f
r
e
q
u
en
tly
.
T
h
is
u
n
d
e
r
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
f
lex
i
b
ilit
y
in
t
ea
ch
in
g
m
eth
o
d
s
to
ac
co
m
m
o
d
ate
d
if
f
e
r
en
t
lear
n
e
r
p
r
e
f
er
en
ce
s
.
T
h
e
f
in
d
in
g
s
p
r
o
v
id
e
in
s
ig
h
ts
f
o
r
en
h
a
n
cin
g
o
n
lin
e
lan
g
u
ag
e
co
u
r
s
es,
co
n
s
id
er
in
g
t
h
e
co
m
p
lex
ity
o
f
l
ea
r
n
in
g
a
lan
g
u
ag
e
o
n
lin
e.
T
h
e
s
u
r
v
e
y
r
esu
lts
ca
teg
o
r
ize
lan
g
u
ag
e
lea
r
n
in
g
s
tr
ateg
ies
in
to
two
ty
p
es:
d
ir
ec
t
s
tr
ateg
ies
(
m
em
o
r
y
,
co
g
n
itiv
e,
an
d
co
m
p
en
s
atio
n
)
an
d
in
d
ir
ec
t
s
tr
ateg
ies
(
a
f
f
ec
ti
v
e,
m
etac
o
g
n
itiv
e,
an
d
s
o
cial)
.
Dir
ec
t
s
tr
ateg
ies
ar
e
f
av
o
r
e
d
b
y
a
s
ig
n
if
ican
t
p
er
ce
n
tag
e
o
f
p
ar
ticip
an
ts
,
with
7
4
.
7
5
%
f
o
r
co
m
p
e
n
s
atio
n
,
7
0
.
5
0
%
f
o
r
co
g
n
itiv
e,
a
n
d
7
0
.
2
5
%
f
o
r
m
em
o
r
y
s
tr
ateg
ie
s
.
I
n
d
ir
ec
t
s
tr
ateg
ies
also
h
av
e
n
o
tab
le
p
r
ef
e
r
en
ce
s
,
with
8
0
.
7
5
%
f
o
r
af
f
ec
tiv
e,
7
7
.
2
5
%
f
o
r
m
etac
o
g
n
itiv
e,
a
n
d
7
0
.
2
5
%
f
o
r
s
o
cia
l
s
tr
ateg
ies.
T
h
ese
f
i
n
d
in
g
s
i
n
d
icate
a
b
a
lan
ce
d
u
s
e
o
f
b
o
th
d
ir
ec
t
an
d
in
d
ir
ec
t
s
tr
ateg
ies,
em
p
h
asizin
g
th
e
co
m
p
lex
ity
o
f
lan
g
u
ag
e
lear
n
in
g
o
n
lin
e.
E
d
u
ca
to
r
s
s
h
o
u
ld
co
n
s
id
er
in
co
r
p
o
r
atin
g
a
v
ar
ie
ty
o
f
s
tr
ateg
ies
to
ca
ter
to
d
iv
er
s
e
lear
n
er
p
r
ef
e
r
en
ce
s
an
d
e
n
h
an
ce
th
e
o
v
er
al
l
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lan
g
u
a
g
e
co
u
r
s
es.
T
h
is
s
u
r
v
ey
f
in
d
i
n
g
s
o
n
la
n
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
in
o
n
lin
e
co
u
r
s
es
r
ev
ea
l
d
etailed
asp
ec
ts
in
f
lu
en
ce
d
b
y
d
iv
er
s
e
s
tu
d
e
n
t
p
r
ef
er
en
ce
s
.
Af
f
ec
tiv
e
s
t
r
ateg
y
s
h
o
ws
a
p
o
s
itiv
e
em
o
tio
n
al
r
esp
o
n
s
e,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
m
an
ag
i
n
g
lan
g
u
ag
e
-
r
elate
d
a
n
x
ieties.
Par
ticip
an
ts
ex
h
ib
it
a
p
r
o
ac
tiv
e
a
p
p
r
o
ac
h
in
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
t
h
r
o
u
g
h
p
lan
n
in
g
,
s
elf
-
im
p
r
o
v
em
en
t,
a
n
d
r
ef
lectiv
e
p
r
ac
ti
ce
s
.
C
o
m
p
en
s
atio
n
s
tr
ateg
ies
a
r
e
m
o
d
er
ately
u
s
ed
,
m
ain
ly
th
r
o
u
g
h
c
o
n
tex
t
g
u
ess
in
g
,
wh
ile
co
g
n
itiv
e
s
tr
ateg
ie
s
v
ar
y
,
f
o
c
u
s
in
g
o
n
in
ter
n
et
u
s
ag
e
an
d
r
ep
etitio
n
.
Me
m
o
r
y
s
tr
ateg
ies
in
d
icate
m
o
d
e
r
ate
in
v
o
lv
em
en
t,
with
a
p
r
ef
er
en
ce
f
o
r
im
m
er
s
iv
e
lear
n
in
g
e
x
p
er
ien
c
es.
T
h
ese
in
s
ig
h
ts
em
p
h
asize
th
e
n
ee
d
f
o
r
e
d
u
ca
to
r
s
to
ac
k
n
o
wled
g
e
d
iv
er
s
ity
with
in
ea
ch
s
tr
ateg
y
d
o
m
ai
n
,
allo
win
g
tailo
r
ed
in
s
tr
u
ct
io
n
al
ap
p
r
o
ac
h
es
alig
n
e
d
w
ith
v
ar
ied
lear
n
er
p
r
ef
er
en
ce
s
.
T
h
e
f
in
d
in
g
s
co
n
tr
ib
u
te
to
o
p
tim
izin
g
o
n
lin
e
lan
g
u
ag
e
co
u
r
s
es
f
o
r
an
in
cl
u
s
iv
e
an
d
ef
f
ec
tiv
e
l
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t.
T
h
e
d
o
m
in
an
ce
o
f
af
f
ec
tiv
e
an
d
m
eta
co
g
n
itiv
e
s
tr
ateg
ies
s
u
g
g
ests
ac
tiv
e
en
g
ag
e
m
en
t
in
em
o
tio
n
al
r
eg
u
latio
n
,
m
o
tiv
at
io
n
,
s
elf
-
awa
r
en
ess
,
an
d
co
g
n
itiv
e
co
n
tr
o
l
in
o
n
lin
e
lan
g
u
a
g
e
lear
n
er
s
.
T
h
ese
f
in
d
in
g
s
alig
n
with
b
r
o
a
d
er
liter
atu
r
e
o
n
ef
f
ec
tiv
e
lan
g
u
ag
e
lear
n
in
g
,
em
p
h
asizin
g
th
e
i
n
ter
co
n
n
ec
ted
n
ess
o
f
af
f
ec
tiv
e
an
d
co
g
n
itiv
e
d
im
en
s
io
n
s
.
Ad
d
itio
n
ally
,
th
e
s
u
b
s
tan
tial
u
s
e
o
f
co
m
p
en
s
atio
n
,
c
o
g
n
itiv
e,
s
o
cial,
an
d
m
em
o
r
y
s
tr
ateg
ies
em
p
h
asizes
th
e
m
u
ltifa
ce
ted
n
atu
r
e
o
f
lan
g
u
ag
e
lear
n
in
g
o
n
lin
e.
L
ea
r
n
er
s
s
h
o
wca
s
e
ad
a
p
tiv
e
s
k
ills
,
d
ee
p
er
co
g
n
itiv
e
en
g
a
g
em
en
t,
an
d
th
e
im
p
o
r
tan
ce
o
f
in
ter
ac
tio
n
an
d
m
em
o
r
y
r
ete
n
tio
n
in
lan
g
u
ag
e
ac
q
u
is
itio
n
.
E
d
u
ca
to
r
s
s
h
o
u
ld
co
n
s
id
er
th
e
s
e
r
esu
lts
wh
en
d
ev
elo
p
in
g
o
n
l
in
e
lan
g
u
ag
e
co
u
r
s
es,
em
p
h
asi
zin
g
th
e
in
teg
r
atio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
1
2
5
-
4
1
3
7
4132
o
f
af
f
ec
tiv
e
an
d
m
etac
o
g
n
itiv
e
co
m
p
o
n
en
ts
.
Fo
s
ter
in
g
a
n
en
v
ir
o
n
m
en
t
en
c
o
u
r
a
g
in
g
ad
ap
tiv
e
s
tr
ateg
ies,
co
g
n
itiv
e
e
n
g
ag
e
m
en
t,
a
n
d
m
ea
n
in
g
f
u
l
s
o
cial
in
ter
ac
tio
n
s
co
u
ld
e
n
h
an
ce
th
e
e
f
f
icac
y
o
f
o
n
lin
e
lan
g
u
a
g
e
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
'
s
in
s
ig
h
ts
co
n
tr
ib
u
te
to
u
n
d
er
s
tan
d
in
g
d
iv
e
r
s
e
s
tr
ateg
ies
in
o
n
lin
e
lan
g
u
a
g
e
lear
n
in
g
,
p
r
o
v
id
i
n
g
a
f
o
u
n
d
atio
n
f
o
r
r
ef
in
in
g
teac
h
i
n
g
m
et
h
o
d
o
lo
g
i
es
an
d
o
p
tim
izin
g
th
e
o
n
lin
e
lan
g
u
ag
e
lear
n
in
g
ex
p
er
ien
ce
.
3
.
4
.
E
x
plo
ra
t
o
ry
f
a
ct
o
r
a
na
ly
s
is
3
.
4
.
1
.
Resul
t
s
:
princi
p
a
l c
o
mp
o
nent
a
na
ly
s
is
T
h
e
s
tu
d
y
in
v
o
lv
e
d
7
3
p
ar
tici
p
an
ts
an
d
f
u
tu
r
e
r
esear
ch
co
u
l
d
b
en
ef
it
f
r
o
m
ex
p
lo
r
in
g
a
lar
g
er
s
am
p
le
s
ize.
T
h
e
4
3
item
s
f
r
o
m
th
e
SIL
L
u
n
d
er
wen
t
p
r
in
cip
al
co
m
p
o
n
e
n
ts
an
aly
s
is
(
PC
A)
u
s
in
g
SP
SS
v
er
s
io
n
2
7
.
B
ef
o
r
e
co
n
d
u
ctin
g
PC
A,
we
ass
es
s
ed
th
e
d
ata'
s
s
u
itab
ilit
y
f
o
r
f
ac
to
r
a
n
aly
s
is
,
wh
ich
r
e
q
u
ir
es
a
co
r
r
elatio
n
m
atr
ix
s
h
o
win
g
at
least
s
o
m
e
co
r
r
elatio
n
s
o
f
r
=
.
3
o
r
g
r
ea
ter
.
T
h
e
in
s
p
ec
tio
n
o
f
th
e
co
r
r
elati
o
n
m
atr
ix
r
ev
ea
led
m
an
y
c
o
ef
f
icien
ts
o
f
.
3
an
d
ab
o
v
e
f
o
r
all
4
3
item
s
.
Su
b
s
eq
u
e
n
tly
,
we
p
er
f
o
r
m
ed
a
PC
A
o
n
th
e
4
3
item
s
u
s
in
g
th
e
Dir
ec
t
Ob
lim
in
r
o
tatio
n
m
eth
o
d
.
T
h
e
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
v
alu
e
ex
ce
ed
ed
th
e
r
ec
o
m
m
en
d
e
d
.
6
0
[
3
4
]
–
[
3
6
]
,
an
d
B
ar
tlett’s
T
est
o
f
Sp
h
er
icity
[
3
7
]
r
ea
ch
e
d
s
tatis
tical
s
ig
n
if
ican
ce
(
p
=
0
.
0
0
0
)
,
s
u
p
p
o
r
tin
g
th
e
f
ac
to
r
ab
ilit
y
o
f
th
e
c
o
r
r
elatio
n
m
atr
ix
.
Fro
m
th
e
co
m
m
u
n
ality
v
alu
es,
we
f
o
c
u
s
ed
o
n
ex
tr
ac
tio
n
v
alu
es
ex
ce
ed
in
g
.
3
0
[
3
4
]
,
as
lo
w
v
alu
es
s
u
g
g
est
p
o
o
r
f
it
with
in
co
m
p
o
n
e
n
ts
[
3
4
]
.
No
item
s
wer
e
d
elete
d
as
n
o
n
e
h
ad
an
ex
tr
ac
tio
n
v
alu
e
b
elo
w
.
3
0
,
aim
in
g
to
m
a
x
im
ize
th
e
to
tal
ex
p
lain
ed
v
ar
ian
ce
.
T
h
e
PC
A
r
ev
ea
led
12
co
m
p
o
n
en
ts
with
eig
en
v
alu
es
ex
ce
ed
in
g
1
,
ex
p
lain
i
n
g
v
ar
y
in
g
p
er
c
en
tag
es
o
f
th
e
v
ar
ian
ce
.
A
s
cr
ee
p
lo
t
in
d
i
ca
ted
a
b
r
ea
k
af
ter
th
e
f
o
u
r
t
h
c
o
m
p
o
n
en
t.
Fo
llo
win
g
th
e
p
r
ev
io
u
s
s
cr
ee
test
[
3
8
]
,
we
p
r
o
ce
e
d
ed
with
f
o
u
r
c
o
m
p
o
n
en
ts
,
e
x
p
lain
in
g
a
t
o
tal
o
f
4
7
.
3
4
%
o
f
th
e
v
ar
ian
ce
,
wit
h
ea
ch
co
m
p
o
n
en
t
c
o
n
t
r
i
b
u
t
i
n
g
d
i
f
f
e
r
e
n
t
p
e
r
c
e
n
t
a
g
e
s
.
D
i
r
e
c
t
O
b
li
m
i
n
r
o
t
a
t
i
o
n
wa
s
t
h
e
n
p
e
r
f
o
r
m
e
d
f
o
r
i
n
t
e
r
p
r
e
t
a
t
i
o
n
.
C
o
m
p
o
n
e
n
t
1
in
clu
d
ed
item
s
r
elate
d
to
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e
,
af
f
ec
t
iv
e,
an
d
s
o
cial
s
tr
ateg
ies,
w
h
ile
co
m
p
o
n
e
n
t
2
e
n
c
o
m
p
a
s
s
e
d
m
e
m
o
r
y
a
n
d
c
o
m
p
e
n
s
a
t
i
o
n
s
t
r
at
e
g
i
es
.
C
o
m
p
o
n
e
n
t
s
3
a
n
d
4
h
a
d
m
o
s
t
l
y
n
e
g
a
t
i
v
e
l
o
a
d
i
n
g
s
,
p
o
s
s
ib
ly
in
f
lu
en
ce
d
b
y
th
e
s
m
all
s
am
p
le
s
ize.
T
h
e
r
o
tated
s
o
lu
tio
n
h
i
g
h
lig
h
ted
two
co
m
p
o
n
en
ts
wi
th
s
tr
o
n
g
lo
a
d
in
g
s
,
wh
er
e
p
o
s
itiv
e
af
f
ec
t
item
s
lo
ad
ed
o
n
co
m
p
o
n
e
n
t
1
an
d
2
,
an
d
n
eg
ativ
e
af
f
ec
t
item
s
o
n
co
m
p
o
n
en
t
3
an
d
4
.
T
h
is
s
u
p
p
o
r
ts
th
e
s
ep
ar
ate
u
s
e
o
f
p
o
s
itiv
e
an
d
n
eg
ativ
e
a
f
f
e
ct
item
s
as
s
u
g
g
ested
b
y
th
e
s
ca
le
[
3
9
]
.
Fig
u
r
e
2
s
h
o
ws th
e
PC
A
r
esu
lts
f
o
r
ea
ch
item
in
ea
ch
d
im
en
s
io
n
o
f
la
n
g
u
ag
e
lear
n
in
g
s
tr
ateg
y
.
W
e
co
n
d
u
cted
f
u
r
th
er
an
aly
s
is
b
y
co
n
s
id
er
i
n
g
t
h
e
f
a
cto
r
l
o
ad
in
g
m
a
g
n
itu
d
e
as
: stro
n
g
lo
a
d
in
g
(
0
.
6
o
r
h
ig
h
er
)
,
m
o
d
er
ate
lo
ad
in
g
(
0
.
4
to
0
.
5
9
)
,
lo
w
lo
ad
in
g
(
0
.
3
9
o
r
lo
wer
)
.
A
p
o
s
itiv
e
lo
ad
in
g
in
d
icate
s
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
item
an
d
th
e
f
ac
to
r
.
A
n
eg
ativ
e
lo
a
d
in
g
in
d
icate
s
a
n
e
g
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
item
an
d
t
h
e
f
ac
to
r
.
B
ased
o
n
th
e
PC
A
r
esu
lts
,
co
m
p
o
n
en
t
1
co
n
s
is
ts
o
f
in
teg
r
ated
lear
n
in
g
s
tr
ateg
ies
th
at
ac
co
u
n
ts
f
o
r
th
e
m
o
s
t
v
ar
ian
c
e
(
2
5
.
9
9
%)
s
u
g
g
ests
a
d
o
m
in
an
t
lear
n
in
g
s
ty
le
th
at
co
m
b
in
e
s
v
ar
io
u
s
s
tr
ateg
ies.
C
o
m
p
o
n
en
t
2
co
n
s
is
ts
o
f
m
e
d
ia
-
b
ased
m
em
o
r
y
s
tr
ateg
ies
th
at
ac
co
u
n
ts
f
o
r
8
.
0
6
%
o
f
v
ar
ian
ce
r
ep
r
esen
ts
a
d
is
tin
ct
lear
n
in
g
ap
p
r
o
ac
h
.
T
ab
le
9
s
h
o
ws
th
e
d
is
tr
ib
u
tio
n
o
f
t
h
e
item
s
lo
ad
in
g
h
ig
h
ly
f
o
r
ea
c
h
lan
g
u
a
g
e
lear
n
i
n
g
s
tr
ateg
y
in
co
m
p
o
n
e
n
t
1
a
n
d
2
b
ased
o
n
th
e
PC
A
r
esu
lts
.
I
n
co
n
clu
s
io
n
,
lear
n
e
r
s
in
o
u
r
s
am
p
le
ex
h
ib
it
two
p
r
im
ar
y
lear
n
in
g
s
tr
ateg
ies
in
lan
g
u
a
g
e
lear
n
in
g
:
i
)
I
n
teg
r
ated
s
tr
ateg
y
:
em
p
lo
y
in
g
a
r
an
g
e
o
f
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
a
f
f
ec
tiv
e,
a
n
d
s
o
cial
s
tr
ateg
ies
;
an
d
ii
)
Me
d
ia
-
b
ased
m
em
o
r
y
s
tr
ateg
y
:
f
o
cu
s
in
g
o
n
m
ed
ia
ex
p
o
s
u
r
e
an
d
co
m
p
en
s
ato
r
y
t
ec
h
n
iq
u
es.
L
ea
r
n
er
s
wh
o
s
co
r
e
h
ig
h
o
n
co
m
p
o
n
en
t
1
ac
tiv
e
ly
en
g
ag
e
with
th
e
lan
g
u
ag
e
th
r
o
u
g
h
p
lan
n
in
g
,
d
is
cu
s
s
io
n
,
r
ef
lectio
n
,
s
ee
k
in
g
s
u
p
p
o
r
t,
an
d
m
a
n
ag
in
g
e
m
o
tio
n
s
.
T
h
ey
u
tili
ze
b
o
t
h
co
g
n
itiv
e
a
n
d
s
o
cial
r
eso
u
r
ce
s
f
o
r
lear
n
in
g
.
On
th
e
o
th
er
h
a
n
d
,
lear
n
er
s
wh
o
s
co
r
e
h
ig
h
o
n
co
m
p
o
n
e
n
t
2
r
ely
o
n
m
ed
ia
-
b
ased
ex
p
o
s
u
r
e
f
o
r
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
an
d
co
m
p
en
s
ato
r
y
s
tr
ateg
ies to
o
v
er
c
o
m
e
lan
g
u
a
g
e
g
ap
s
.
T
h
ey
m
ay
p
r
ef
e
r
m
o
r
e
p
ass
iv
e
lear
n
in
g
m
et
h
o
d
s
.
T
h
e
to
tal
v
ar
ian
ce
ex
p
lain
ed
(
4
7
.
3
4
%)
s
u
g
g
ests
r
o
o
m
f
o
r
f
u
r
th
er
a
n
aly
s
is
to
u
n
co
v
er
a
d
d
itio
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t
f
o
r
m
s
c
a
n
en
co
u
r
ag
e
p
ee
r
i
n
ter
ac
tio
n
,
s
h
ar
in
g
o
f
e
x
p
er
ie
n
ce
s
,
an
d
g
r
o
u
p
p
r
o
b
lem
-
s
o
lv
in
g
[
4
5
]
.
T
h
is
s
o
cial
d
im
en
s
io
n
en
h
a
n
ce
s
th
e
o
v
er
all
lear
n
in
g
e
x
p
er
ie
n
c
e
[
4
2
]
.
T
o
ca
ter
f
o
r
lear
n
er
s
ad
o
p
ti
n
g
m
e
d
ia
-
b
ased
m
em
o
r
y
s
tr
ateg
ies
,
f
o
u
r
r
ec
o
m
m
en
d
atio
n
s
ca
n
b
e
co
n
s
id
er
ed
.
First,
th
e
o
n
lin
e
p
latf
o
r
m
s
ca
n
o
f
f
er
cu
r
ated
m
u
ltime
d
ia
r
eso
u
r
ce
s
[
4
6
]
.
P
r
o
v
id
in
g
ac
ce
s
s
to
a
v
ar
iety
o
f
e
n
g
ag
i
n
g
a
n
d
ed
u
ca
t
io
n
al
au
d
io
a
n
d
v
id
eo
m
ater
ial
s
lik
e
s
o
n
g
s
,
m
o
v
ies,
p
o
d
ca
s
ts
,
an
d
d
o
cu
m
en
tar
ies
ca
n
en
r
ich
th
e
lear
n
in
g
ex
p
er
i
en
ce
.
Nex
t,
in
teg
r
atin
g
s
p
ac
ed
r
ep
etitio
n
an
d
r
ev
iew
m
ec
h
a
n
is
m
s
is
cr
u
cial
f
o
r
m
em
o
r
y
r
eten
t
io
n
.
On
lin
e
co
u
r
s
e
d
ev
elo
p
e
r
s
ca
n
im
p
lem
en
t
alg
o
r
ith
m
s
o
r
t
o
o
ls
th
at
p
r
esen
t
v
o
ca
b
u
lar
y
an
d
g
r
am
m
ar
co
n
ce
p
ts
at
tim
ed
in
t
er
v
als,
r
ein
f
o
r
cin
g
lear
n
in
g
an
d
p
r
ev
en
tin
g
f
o
r
g
ettin
g
[
4
6
]
,
[
4
7
]
.
T
h
is
ap
p
r
o
ac
h
s
u
p
p
o
r
ts
lo
n
g
-
te
r
m
r
eten
tio
n
a
n
d
ap
p
licatio
n
o
f
lan
g
u
a
g
e
s
k
ills
[
4
8
]
.
Su
p
p
o
r
tin
g
co
n
tex
t
-
b
a
s
ed
co
m
p
r
eh
e
n
s
io
n
is
an
o
th
er
r
ec
o
m
m
e
n
d
atio
n
f
o
r
lear
n
e
r
s
u
s
in
g
m
ed
ia
-
b
ase
d
m
em
o
r
y
s
tr
ateg
ies.
E
n
co
u
r
a
g
in
g
lear
n
er
s
to
u
s
e
co
n
tex
t
clu
es
to
g
u
ess
th
e
m
e
an
in
g
o
f
n
ew
wo
r
d
s
a
n
d
e
x
p
r
ess
io
n
s
ca
n
en
h
an
ce
lan
g
u
ag
e
u
n
d
e
r
s
tan
d
in
g
[
4
9
]
.
Dev
elo
p
in
g
ac
tiv
ities
th
at
f
o
cu
s
o
n
co
m
p
r
eh
en
d
in
g
lan
g
u
ag
e
in
n
atu
r
al
co
n
tex
ts
co
n
tr
ib
u
tes
to
p
r
ac
tical
lan
g
u
ag
e
ap
p
licatio
n
.
Pro
v
id
i
n
g
o
p
p
o
r
tu
n
ities
f
o
r
ac
tiv
e
p
r
ac
tice
is
v
ital
to
co
m
p
lem
en
t
p
ass
iv
e
m
ed
ia
co
n
s
u
m
p
tio
n
[
4
7
]
.
O
n
l
i
n
e
l
a
n
g
u
a
g
e
c
o
u
r
s
e
s
s
h
o
u
l
d
n
o
t
j
u
s
t
d
e
p
e
n
d
o
n
p
a
s
s
i
v
e
l
e
a
r
n
i
n
g
t
h
r
o
u
g
h
m
u
l
t
i
m
e
d
i
a
[
4
6
]
.
B
y
in
teg
r
atin
g
in
ter
ac
tiv
e
ex
e
r
cises
,
q
u
izze
s
,
a
n
d
g
a
m
e
s
,
d
ev
elo
p
er
s
ca
n
en
s
u
r
e
ac
tiv
e
p
ar
ticip
atio
n
,
a
l
l
o
w
i
n
g
l
e
a
r
n
e
r
s
t
o
c
o
n
s
o
l
i
d
a
te
t
h
e
i
r
lea
r
n
i
n
g
a
n
d
i
m
p
r
o
v
e
m
e
m
o
r
y
r
e
t
e
n
t
i
o
n
[
4
6
]
,
[
5
0
]
.
B
y
i
n
c
o
r
p
o
r
a
t
i
n
g
th
ese
a
d
a
p
t
e
d
r
e
c
o
m
m
e
n
d
a
t
i
o
n
s
,
o
n
l
i
n
e
l
a
n
g
u
a
g
e
c
o
u
r
s
e
d
e
v
e
l
o
p
e
r
s
c
a
n
c
r
e
a
t
e
m
o
r
e
e
f
f
e
c
t
i
v
e
a
n
d
e
n
g
a
g
i
n
g
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
t
h
a
t
c
a
t
e
r
t
o
t
h
e
d
i
v
e
r
s
e
n
e
e
d
s
a
n
d
p
r
e
f
e
r
e
n
c
es
o
f
l
ea
r
n
e
r
s
a
d
o
p
t
i
n
g
d
i
f
f
e
r
e
n
t
s
t
r
a
t
eg
i
e
s
[
4
6
]
,
[
4
8
]
,
[
4
9
]
.
4.
CO
NCLU
SI
O
N
I
n
s
u
m
m
ar
izin
g
th
e
d
escr
ip
ti
v
e
r
esu
lts
,
th
e
s
tu
d
y
’
s
d
escr
ip
tiv
e
r
esu
lts
r
ev
ea
l
th
at
o
n
lin
e
lan
g
u
ag
e
lear
n
er
s
p
r
im
ar
ily
u
tili
ze
s
tr
ateg
ies
r
elate
d
to
m
a
n
ag
in
g
em
o
tio
n
s
an
d
th
in
k
in
g
ab
o
u
t
t
h
eir
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
u
n
d
e
r
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
em
o
ti
o
n
al
r
e
g
u
latio
n
,
m
o
tiv
atio
n
,
an
d
c
o
g
n
itiv
e
a
war
en
ess
in
o
n
lin
e
lan
g
u
ag
e
ed
u
ca
tio
n
.
W
h
ile
o
t
h
er
s
tr
ateg
ies
lik
e
p
r
o
b
lem
-
s
o
lv
in
g
,
s
o
cial
in
ter
ac
tio
n
,
an
d
m
em
o
r
y
ar
e
also
em
p
lo
y
ed
,
th
ey
a
r
e
s
lig
h
tly
less
p
r
ev
alen
t.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
ed
u
ca
to
r
s
to
r
ec
o
g
n
iz
e
th
e
d
iv
er
s
e
way
s
lear
n
er
s
ap
p
r
o
ac
h
lan
g
u
ag
e
le
ar
n
in
g
an
d
tailo
r
th
ei
r
teac
h
in
g
m
eth
o
d
s
ac
co
r
d
in
g
ly
,
f
o
cu
s
in
g
o
n
em
o
tio
n
al
a
n
d
co
g
n
itiv
e
asp
ec
ts
to
en
h
an
ce
t
h
e
o
n
lin
e
lea
r
n
in
g
e
x
p
er
ie
n
ce
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
’
s
PC
A
p
r
o
v
i
d
es
a
d
ee
p
er
u
n
d
er
s
ta
n
d
in
g
o
f
h
o
w
th
ese
s
tr
ateg
ies
in
ter
r
elate
.
Af
f
ec
tiv
e
an
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
em
er
g
e
as
p
iv
o
tal
f
ac
to
r
s
,
em
p
h
asizin
g
lear
n
er
s
’
en
g
ag
e
m
en
t
with
em
o
tio
n
al
r
eg
u
latio
n
,
m
o
tiv
a
tio
n
,
an
d
s
elf
-
awa
r
e
n
ess
.
I
n
teg
r
ated
lear
n
in
g
s
tr
ateg
ies
,
wh
ich
en
co
m
p
ass
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
s
o
cial
d
im
e
n
s
io
n
s
,
alig
n
with
h
ig
h
s
co
r
es
f
o
r
af
f
ec
tiv
e
an
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
.
T
h
is
in
d
icate
s
a
b
alan
ce
d
u
til
izatio
n
o
f
b
o
th
d
ir
ec
t
an
d
in
d
ir
ec
t
s
tr
ateg
ies,
u
n
d
er
s
co
r
i
n
g
th
e
co
m
p
lex
ity
o
f
o
n
lin
e
lan
g
u
ag
e
lear
n
i
n
g
.
E
d
u
ca
to
r
s
ar
e
en
co
u
r
ag
ed
t
o
co
n
s
id
er
th
is
d
iv
er
s
ity
wh
en
d
esig
n
in
g
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es,
p
r
o
m
o
tin
g
i
n
clu
s
iv
ity
an
d
e
f
f
ec
tiv
en
ess
in
o
n
lin
e
lan
g
u
ag
e
c
o
u
r
s
es.
I
n
co
n
cl
u
s
io
n
,
th
e
c
o
m
b
in
e
d
f
in
d
in
g
s
o
f
f
er
v
alu
ab
le
i
n
s
ig
h
ts
f
o
r
e
d
u
ca
to
r
s
to
c
r
ea
te
tailo
r
ed
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
ca
ter
to
d
iv
er
s
e
lear
n
er
p
r
e
f
er
en
ce
s
an
d
o
p
tim
ize
o
n
lin
e
lan
g
u
ag
e
e
d
u
ca
tio
n
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
e
x
p
r
ess
ap
p
r
ec
iatio
n
f
o
r
th
e
in
v
alu
ab
le
s
u
p
p
o
r
t
p
r
o
v
id
ed
b
y
all
th
o
s
e
in
v
o
lv
ed
,
eith
er
d
ir
ec
tly
o
r
in
d
ir
ec
tly
,
in
th
e
co
m
p
letio
n
o
f
th
is
p
ap
er
,
esp
ec
ially
to
th
e
P
er
v
asiv
e
C
o
m
p
u
tin
g
&
E
d
u
ca
tio
n
al
T
ec
h
n
o
lo
g
y
(
P
E
T
)
,
C
en
tr
e
f
o
r
Ad
v
an
ce
d
C
o
m
p
u
tin
g
T
ec
h
n
o
lo
g
ies
(
C
-
AC
T
)
,
Fak
u
lti
T
ek
n
o
lo
g
i
Ma
k
lu
m
at
d
an
Ko
m
u
n
ik
asi
(
F
T
MK
)
o
f
Un
iv
er
s
iti
T
ek
n
ik
al
Ma
lay
s
ia
Me
lak
a
(
UT
eM
)
an
d
J
ab
atan
Pen
d
id
ik
an
Po
litek
n
ik
d
an
K
o
lej
Ko
m
u
n
it
i (
J
PP
KK)
,
Kem
en
ter
ian
Pen
g
ajian
T
in
g
g
i M
alay
s
ia.
RE
F
E
R
E
NC
E
S
[
1
]
J.
Ta
o
a
n
d
X
.
G
a
o
,
“
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
l
a
n
g
u
a
g
e
s
o
n
l
i
n
e
:
C
h
a
l
l
e
n
g
e
s
a
n
d
r
e
sp
o
n
ses,
”
S
y
s
t
e
m
,
v
o
l
.
1
0
7
,
Ju
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
sy
s
t
e
m
.
2
0
2
2
.
1
0
2
8
1
9
.
[
2
]
B
.
R
i
e
n
t
i
e
s
,
T.
Le
w
i
s
,
R
.
M
c
F
a
r
l
a
n
e
,
Q
.
N
g
u
y
e
n
,
a
n
d
L
.
T
o
e
t
e
n
e
l
,
“
A
n
a
l
y
t
i
c
s
i
n
o
n
l
i
n
e
a
n
d
o
f
f
l
i
n
e
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s:
t
h
e
r
o
l
e
o
f
l
e
a
r
n
i
n
g
d
e
si
g
n
t
o
u
n
d
e
r
s
t
a
n
d
st
u
d
e
n
t
o
n
l
i
n
e
e
n
g
a
g
e
m
e
n
t
,
”
C
o
m
p
u
t
e
r
Assi
s
t
e
d
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
,
v
o
l
.
3
1
,
n
o
.
3
,
p
p
.
2
7
3
–
2
9
3
,
M
a
r
.
2
0
1
8
,
d
o
i
:
1
0
.
1
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