I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
1
,
Feb
r
u
ar
y
20
25
,
p
p
.
720
~
730
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
1
.
2
9
9
0
6
720
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
A needs
ana
ly
sis
on cha
lleng
es in
Eng
lish ex
po
sito
r
y
writ
ing
a
mo
ng
Eng
lish a
s
a seco
nd lan
g
ua
g
e
lea
rners
No
o
rf
a
t
in Z
a
ka
ria
,
Nur
Ainil
Su
la
im
a
n
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
s
a
a
n
M
a
l
a
y
si
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
1
0
,
2
0
2
4
R
ev
is
ed
J
u
l 1
8
,
2
0
2
4
Acc
ep
ted
Au
g
24
,
2
0
2
4
Eff
e
c
ti
v
e
c
o
m
m
u
n
ica
ti
o
n
in
En
g
li
sh
,
p
a
rti
c
u
larly
in
writi
n
g
,
is
b
e
c
o
m
in
g
in
c
re
a
sin
g
ly
imp
o
r
tan
t
g
lo
b
a
ll
y
.
De
sp
it
e
b
e
in
g
e
x
p
o
se
d
t
o
a
ll
fo
u
r
lan
g
u
a
g
e
sk
il
ls,
En
g
li
sh
a
s
a
se
c
o
n
d
lan
g
u
a
g
e
(
ES
L
)
lea
rn
e
rs
re
g
u
larly
p
e
rc
e
iv
e
writi
n
g
to
b
e
th
e
m
o
st
d
iffi
c
u
lt
e
lem
e
n
t.
Th
is
sta
n
c
e
is
h
e
ld
b
y
b
o
t
h
t
h
e
En
g
li
s
h
e
d
u
c
a
ti
o
n
sy
ste
m
a
n
d
E
S
L
stu
d
e
n
ts
in
M
a
lay
sia
,
h
i
g
h
li
g
h
ti
n
g
t
h
e
imp
o
rtan
c
e
o
f
writi
n
g
a
s
a
n
imp
o
rtan
t
lan
g
u
a
g
e
sk
il
l
t
h
a
t
is
d
i
fficu
lt
t
o
a
c
q
u
ire.
Wi
t
h
e
x
p
o
sit
o
ry
wri
ti
n
g
i
s
se
e
n
to
b
e
t
h
e
lea
st
re
se
a
rc
h
e
d
g
e
n
r
e
,
th
is
re
se
a
rc
h
se
e
k
s
to
fil
l
th
is
g
a
p
b
y
e
x
a
m
in
in
g
th
e
c
h
a
ll
e
n
g
e
s
ES
L
lea
rn
e
rs
fa
c
e
in
writi
n
g
e
x
p
o
sito
ry
e
ss
a
y
s
to
p
ro
v
id
e
p
o
ten
ti
a
l
c
las
sro
o
m
so
lu
ti
o
n
t
o
imp
ro
v
e
t
h
e
ir
writi
n
g
sk
il
l
i
n
th
is
g
e
n
re
.
A q
u
e
sti
o
n
n
a
ire wa
s a
d
m
in
istere
d
to
6
8
F
o
rm
F
o
u
r
ES
L
lea
rn
e
rs
a
s
p
a
rt
o
f
t
h
is
st
u
d
y
t
o
g
a
t
h
e
r
e
ss
e
n
ti
a
l
d
a
ta.
T
h
e
c
o
ll
e
c
ted
d
a
ta
u
n
d
e
rwe
n
t
a
n
a
l
y
sis
u
sin
g
d
e
sc
rip
ti
v
e
sta
ti
stics
with
t
h
e
sta
ti
stica
l
p
a
c
k
a
g
e
fo
r
t
h
e
so
c
ial
sc
ien
c
e
s
(S
P
S
S
Ve
r.
2
7
).
T
h
e
re
su
lt
s
we
re
th
e
n
p
re
se
n
te
d
in
fre
q
u
e
n
c
ies
,
p
e
rc
e
n
tag
e
s
a
n
d
t
h
e
o
v
e
ra
ll
m
e
a
n
sc
o
re
.
Th
e
fin
d
i
n
g
s
re
v
e
a
led
t
h
a
t
re
sp
o
n
d
e
n
ts
a
re
stil
l
str
u
g
g
li
n
g
wi
t
h
c
o
n
ten
t
d
e
v
e
lo
p
m
e
n
t
a
n
d
o
r
g
a
n
iza
ti
o
n
a
s
we
ll
a
s
th
e
writi
n
g
p
ro
c
e
ss
.
Th
e
re
fo
re
,
a
d
d
in
g
m
o
re
i
n
tera
c
ti
v
e
a
n
d
st
u
d
e
n
t
-
c
e
n
tere
d
lea
rn
i
n
g
a
p
p
r
o
a
c
h
e
s
to
ES
L
writi
n
g
les
so
n
s c
o
u
ld
h
e
l
p
stu
d
e
n
t
s
’
writi
n
g
sk
il
ls
.
K
ey
w
o
r
d
s
:
E
SL
lear
n
er
s
E
x
p
o
s
ito
r
y
ess
ay
Nee
d
s
an
aly
s
is
W
r
itin
g
ch
allen
g
es
W
r
itin
g
s
k
ill
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
:
Nu
r
Ain
il Su
laim
an
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
L
in
g
k
u
n
g
an
I
lm
u
,
4
3
6
0
0
B
an
g
i,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail: n
u
r
ain
il@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
I
n
to
d
a
y
’
s
g
l
o
b
alize
d
s
o
ciety
,
th
e
a
b
ilit
y
to
c
o
m
m
u
n
icate
ef
f
ec
tiv
ely
in
E
n
g
lis
h
—
esp
ec
ially
in
wr
itin
g
—
h
as
b
ec
o
m
e
m
o
r
e
cr
u
cial.
T
h
e
em
p
h
asis
o
n
wr
itin
g
s
k
ills
i
s
an
in
d
i
ca
to
r
o
f
ex
ce
llen
t
co
m
m
u
n
icatio
n
an
d
is
n
ec
ess
ar
y
f
o
r
th
e
s
h
ar
in
g
o
f
k
n
o
wled
g
e
[
1
]
.
I
n
p
ar
ticu
lar
,
ex
p
o
s
itio
n
is
cr
itical
in
ass
is
tin
g
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
ag
e
(
E
SL)
lear
n
er
s
to
u
n
d
er
s
tan
d
co
m
p
lex
to
p
ics
an
d
k
e
ep
u
p
with
cu
r
r
en
t
ev
en
ts
,
as
it
is
s
er
v
ed
as
a
b
r
id
g
e
to
o
v
er
all
lear
n
i
n
g
a
n
d
l
an
g
u
ag
e
ac
h
iev
em
e
n
t
[
2
]
.
T
h
i
s
,
in
tu
r
n
,
lead
s
to
g
r
ea
ter
p
r
o
f
ess
io
n
al
s
u
cc
ess
,
wh
ich
r
ef
lects
lear
n
er
s
’
ex
ce
l
len
t
co
m
m
u
n
icatio
n
an
d
co
g
n
itiv
e
p
r
o
ce
s
s
es
th
at
f
o
s
ter
cr
itical
an
d
r
ef
lectiv
e
t
h
in
k
in
g
,
b
o
th
o
f
wh
ich
a
r
e
v
ital
in
th
eir
ca
r
ee
r
d
ev
elo
p
m
en
t
a
n
d
p
e
r
s
o
n
al
g
r
o
wth
[
3
]
,
[
4
]
.
T
h
is
awa
r
en
ess
d
e
r
iv
es
f
r
o
m
em
p
l
o
y
er
s
,
w
h
o
n
o
w
ac
k
n
o
wled
g
e
th
e
v
alu
e
o
f
E
n
g
lis
h
lan
g
u
a
g
e
a
n
d
co
m
m
u
n
icatio
n
s
k
ills
,
in
clu
d
in
g
b
o
th
wr
itten
a
n
d
s
p
o
k
e
n
ab
ilit
ies,
in
th
e
wo
r
k
p
lace
[
5
]
.
F
u
r
th
er
m
o
r
e,
b
ec
a
u
s
e
wr
itin
g
p
r
o
m
o
tes th
e
d
ev
elo
p
m
en
t o
f
cr
itical
th
in
k
in
g
in
E
S
L
lear
n
er
s
,
it e
n
ab
les lea
r
n
er
s
to
clar
if
y
th
eir
id
ea
s
lo
g
ically
[
6
]
.
E
SL
s
tu
d
e
n
ts
f
r
eq
u
en
tly
id
en
tify
wr
itin
g
as
th
e
m
o
s
t
d
if
f
icu
lt
task
e
v
en
if
th
ey
h
av
e
b
ee
n
ex
p
o
s
ed
to
f
o
u
r
lan
g
u
a
g
e
s
k
ills
in
s
ch
o
o
l
[
7
]
,
as
th
e
p
r
o
ce
s
s
is
p
er
ce
iv
ed
as
f
r
ig
h
ten
in
g
,
esp
ec
ially
f
o
r
th
o
s
e
wh
o
lack
co
n
f
id
en
ce
in
th
eir
a
b
ilit
y
to
u
tili
ze
E
n
g
lis
h
[
8
]
.
T
h
e
E
n
g
lis
h
ed
u
ca
tio
n
s
y
s
tem
an
d
E
SL
s
tu
d
e
n
ts
in
Ma
lay
s
ia
b
o
th
v
iew
wr
itin
g
as
a
c
r
itical
lan
g
u
a
g
e
s
k
ill
th
at
i
s
ch
allen
g
in
g
to
d
ev
elo
p
,
esp
ec
ially
wh
en
wr
itin
g
ex
p
o
s
ito
r
y
ar
ticles
[
1
]
,
[
9
]
.
A
m
o
n
g
th
e
elem
en
ts
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
A
n
ee
d
s
a
n
a
lysi
s
o
n
ch
a
llen
g
es in
E
n
g
lis
h
ex
p
o
s
ito
r
y
w
r
itin
g
a
mo
n
g
E
n
g
lis
h
…
(
N
o
o
r
fa
tin
Za
ka
r
ia
)
721
th
at
co
n
tr
ib
u
ted
to
th
is
p
r
o
b
lem
in
clu
d
e
tr
ad
itio
n
al
a
p
p
r
o
ac
h
es
to
wr
itin
g
in
s
tr
u
ctio
n
[
1
0
]
an
d
an
o
v
er
em
p
h
asis
o
n
a
p
r
o
d
u
ct
-
b
a
s
ed
ap
p
r
o
ac
h
.
As
a
r
esu
lt,
E
S
L
s
tu
d
en
ts
wer
e
o
v
er
ly
r
elian
t
o
n
t
h
eir
teac
h
e
r
s
as
a
r
esu
lt.
T
h
is
r
esu
lted
in
b
o
r
in
g
E
n
g
lis
h
lan
g
u
a
g
e
in
s
tr
u
ctio
n
th
at
h
in
d
er
s
th
e
g
r
o
wth
o
f
wr
itin
g
tech
n
iq
u
es
[
1
0
]
,
as
well
as
th
e
ca
p
ac
ity
to
co
m
m
u
n
icate
ef
f
ec
tiv
ely
an
d
b
u
ild
h
i
g
h
er
-
o
r
d
e
r
th
in
k
in
g
ab
ilit
ies
[
1
1
]
.
Sig
n
if
ican
tly
,
th
ese
h
av
e
p
r
e
v
en
ted
th
em
f
r
o
m
u
s
in
g
E
n
g
lis
h
in
th
eir
d
aily
liv
es
an
d
h
av
e
d
em
o
tiv
ated
th
em
[
1
2
]
.
Fu
r
t
h
er
m
o
r
e,
ch
allen
g
in
g
co
u
r
s
e
co
n
ten
t,
wr
itin
g
a
n
x
i
ety
an
d
d
if
f
icu
lty
cr
ea
tin
g
er
r
o
r
-
f
r
ee
wr
itin
g
h
av
e
all
co
n
tr
ib
u
ted
t
o
d
is
o
r
g
a
n
ized
wr
itin
g
am
o
n
g
E
SL
s
tu
d
en
ts
[
1
3
]
.
Ov
er
all,
th
ese
p
r
o
b
lem
s
h
a
v
e
d
is
co
u
r
a
g
ed
lear
n
er
s
f
r
o
m
en
h
an
ci
n
g
th
eir
wr
itin
g
s
k
ills
an
d
h
ig
h
lig
h
ted
th
e
n
ee
d
f
o
r
g
r
ea
ter
ex
p
o
s
ito
r
y
wr
itin
g
e
d
u
ca
ti
o
n
.
B
ec
au
s
e
it
is
a
wr
itin
g
th
at
s
ee
k
s
to
clar
if
y
,
en
lig
h
ten
,
a
n
d
d
ep
ict
a
p
r
o
b
le
m
in
an
o
r
g
a
n
ized
a
n
d
in
telli
g
ib
le
m
an
n
e
r
,
it
is
ess
en
tial
n
o
t
ju
s
t
f
o
r
la
n
g
u
a
g
e
co
m
p
eten
cy
b
u
t
also
f
o
r
cr
iti
ca
l
th
in
k
in
g
a
n
d
s
u
cc
ess
f
u
l
c
o
m
m
u
n
icatio
n
[
1
4
]
,
[
1
5
]
.
De
s
p
ite
h
av
in
g
b
ee
n
ex
p
o
s
ed
to
a
wea
lth
o
f
s
tu
d
ie
s
o
n
th
e
o
b
s
tacle
s
f
ac
ed
b
y
E
SL
lear
n
er
s
in
ac
q
u
ir
in
g
E
n
g
lis
h
wr
itin
g
u
tili
zin
g
v
ar
io
u
s
co
m
p
o
s
itio
n
g
en
r
es,
t
h
e
d
ir
ec
t
u
s
e
o
f
ex
p
o
s
itio
n
,
in
p
ar
ticu
lar
,
r
em
ai
n
ed
lim
ited
[
1
6
]
.
As
lan
g
u
ag
e
s
k
ills
ar
e
d
iv
id
ed
in
to
two
ar
e
as
in
ed
u
ca
tio
n
:
r
ec
ep
tiv
e
s
k
ills
an
d
p
r
o
d
u
ctiv
e
s
k
ills
[
1
7
]
,
wr
itin
g
is
r
eg
ar
d
e
d
as
o
n
e
o
f
th
e
p
r
o
d
u
ctiv
e
a
b
ilit
ies,
th
at
is
ess
en
tial
f
o
r
ef
f
i
cien
t
co
m
m
u
n
icatio
n
[
1
8
]
.
I
n
o
r
d
e
r
to
b
ec
o
m
e
p
r
o
f
icien
t
wr
iter
s
,
E
SL
lear
n
e
r
s
n
ee
d
to
b
e
ab
le
to
b
len
d
b
a
s
ic
an
d
ad
v
an
ce
d
wr
itin
g
s
tr
at
eg
ies.
T
h
e
f
o
r
m
er
in
v
o
lv
es
u
s
in
g
th
e
ap
p
r
o
p
r
iat
e
wr
itin
g
g
e
n
r
e,
v
o
ca
b
u
lar
y
,
s
p
ellin
g
,
g
r
am
m
ar
,
a
n
d
p
u
n
ct
u
atio
n
[
1
9
]
,
[
2
0
]
,
wh
er
ea
s
th
e
latter
in
clu
d
es
a
d
v
an
ce
d
ab
ilit
ies
s
u
ch
as
co
n
ce
p
t
in
teg
r
atio
n
,
p
r
o
p
er
lan
g
u
ag
e
s
tr
u
ctu
r
e,
an
d
ef
f
icien
t
in
f
o
r
m
atio
n
p
r
esen
ta
tio
n
[
2
1
]
–
[
2
3
]
.
Fo
r
E
SL
lear
n
er
s
to
s
u
cc
ee
d
in
wr
itten
co
m
m
u
n
icatio
n
,
th
ey
m
u
s
t p
o
s
s
ess
th
is
d
u
al
co
m
p
eten
ce
.
T
o
w
r
i
t
e
w
e
ll
-
s
t
r
u
c
t
u
r
e
d
e
x
p
o
s
i
t
i
o
n
e
s
s
a
y
s
,
E
S
L
s
t
u
d
e
n
t
s
wi
l
l
h
a
v
e
t
o
c
o
n
c
e
n
t
r
a
t
e
o
n
d
e
v
e
l
o
p
i
n
g
t
h
e
i
r
r
e
a
d
i
n
g
c
o
m
p
r
e
h
e
n
s
i
o
n
,
w
h
i
c
h
f
a
c
i
l
it
a
t
es
t
h
e
c
r
e
at
i
o
n
o
f
e
x
p
o
s
i
t
o
r
y
t
e
x
ts
.
T
h
is
w
i
ll
h
e
l
p
t
h
e
m
w
r
i
t
e
b
et
t
e
r
c
a
u
s
e
-
a
n
d
-
e
f
f
e
c
t
,
p
r
o
b
l
e
m
-
s
o
l
u
t
i
o
n
,
an
d
c
o
m
p
a
r
i
s
o
n
-
c
o
n
t
r
a
s
t
es
s
a
y
s
.
T
h
i
s
is
c
r
u
c
ia
l
a
s
s
t
r
o
n
g
e
x
p
o
s
i
t
o
r
y
w
r
it
i
n
g
s
k
i
l
ls
a
r
e
a
s
s
es
s
e
d
a
n
d
g
i
v
e
n
t
h
e
m
o
s
t
w
e
i
g
h
t
i
n
t
h
e
w
r
i
t
i
n
g
c
o
m
p
o
n
e
n
t
o
f
t
h
e
S
i
j
il
P
el
a
j
a
r
a
n
Ma
l
a
y
s
i
a
(
S
PM
)
,
t
h
e
N
a
t
i
o
n
a
l
C
e
r
ti
f
i
c
a
te
o
f
E
d
u
c
a
t
i
o
n
,
w
h
i
c
h
p
r
e
s
e
n
ts
c
h
a
ll
e
n
g
e
s
f
o
r
s
t
u
d
e
n
t
s
at
t
e
m
p
ti
n
g
t
o
e
x
c
e
l
i
n
w
r
i
t
i
n
g
e
x
p
o
s
i
t
i
o
n
[
2
4
]
.
B
e
ca
u
s
e
t
h
e
p
u
r
p
o
s
e
o
f
w
r
i
t
i
n
g
a
n
e
x
p
o
s
i
ti
o
n
i
s
t
o
o
f
f
e
r
r
e
a
d
e
r
s
w
i
t
h
i
n
f
o
r
m
a
t
i
o
n
a
n
d
n
e
w
k
n
o
w
l
e
d
g
e
,
E
S
L
l
e
a
r
n
e
r
s
n
e
ed
t
o
p
r
e
s
e
n
t
t
h
ei
r
t
h
o
u
g
h
t
s
i
n
a
m
e
t
h
o
d
i
c
al
,
c
o
h
es
i
v
e
,
a
n
d
t
h
o
r
o
u
g
h
m
a
n
n
e
r
.
H
o
w
e
v
e
r
,
d
i
f
f
i
c
u
l
ti
es
o
f
w
r
i
t
in
g
t
h
e
g
e
n
r
e
r
e
m
a
i
n
,
w
i
t
h
E
S
L
l
e
a
r
n
e
r
s
f
r
e
q
u
e
n
t
l
y
u
n
a
b
l
e
t
o
g
e
t
a
p
p
r
o
p
r
i
a
t
e
i
n
f
o
r
m
a
t
i
o
n
o
w
i
n
g
t
o
a
l
ac
k
o
f
r
e
q
u
i
r
e
d
s
k
i
l
l
,
r
e
a
d
i
n
g
s
a
n
d
r
eso
u
r
c
e
s
,
a
s
w
e
l
l
a
s
b
at
t
li
n
g
w
i
t
h
p
o
o
r
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
l
a
n
g
u
a
g
e
s
t
r
u
c
t
u
r
e
,
w
r
i
ti
n
g
d
e
v
e
l
o
p
m
e
n
t
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
[
2
5
]
.
O
v
e
r
c
o
m
i
n
g
t
h
e
s
e
o
b
s
t
a
c
l
es
i
s
c
r
i
t
i
ca
l
f
o
r
t
h
e
m
t
o
f
l
o
u
r
i
s
h
i
n
c
o
m
p
o
s
i
n
g
w
e
l
l
-
s
t
r
u
c
t
u
r
e
d
e
x
p
o
s
i
t
o
r
y
e
s
s
ay
s
[
2
6
]
.
Du
e
to
in
ad
eq
u
ate
lan
g
u
a
g
e
ab
ilit
y
,
E
SL
lear
n
er
s
h
av
e
s
ig
n
if
ican
t c
h
allen
g
es in
th
eir
E
n
g
lis
h
wr
itin
g
s
k
ills
[
2
7
]
.
T
h
is
m
a
y
b
e
s
h
o
wn
in
th
eir
lack
o
f
g
r
am
m
at
ical
k
n
o
wled
g
e
.
Acc
o
r
d
in
g
to
r
esear
ch
d
o
n
e
b
y
C
h
an
g
et
a
l.
[
1
4
]
,
u
s
in
g
v
er
b
s
in
wr
itin
g
p
r
esen
ts
p
r
o
b
lem
s
f
o
r
E
SL
lear
n
er
s
s
in
ce
g
r
a
m
m
a
r
m
ay
tak
e
s
ev
er
al
f
o
r
m
s
d
ep
e
n
d
in
g
o
n
th
e
ten
s
e
an
d
s
u
b
ject.
Similar
f
in
d
in
g
s
wer
e
s
u
p
p
o
r
ted
b
y
R
izald
i
et
a
l.
[
2
5
]
,
wh
ich
s
h
o
wed
th
at
E
SL
s
tu
d
en
ts
h
ad
tr
o
u
b
le
ch
o
o
s
in
g
th
e
r
i
g
h
t te
n
s
es wh
en
wr
itin
g
th
eir
ex
p
lan
a
to
r
y
ess
ay
s
.
T
h
is
is
in
lin
e
with
s
tu
d
ies co
n
d
u
cted
in
th
e
s
am
e
f
ield
,
wh
ich
f
o
u
n
d
th
at
an
x
iety
ca
n
b
e
ca
u
s
ed
b
y
a
lack
o
f
g
r
a
m
m
ar
k
n
o
wled
g
e,
wh
ich
is
ess
en
tial
f
o
r
ex
p
r
ess
in
g
id
ea
s
an
d
cr
ea
tin
g
ac
ce
p
tab
le
s
en
ten
ce
s
,
esp
ec
ially
wh
en
E
SL
lear
n
er
s
tr
y
to
p
r
o
d
u
ce
p
h
r
ases
with
p
r
ec
is
e
s
y
n
tax
[
2
8
]
.
A
n
o
t
h
e
r
l
a
n
g
u
a
g
e
d
i
f
f
i
c
u
l
t
y
t
h
a
t
t
h
e
y
h
a
v
e
w
h
i
l
e
w
r
it
i
n
g
e
x
p
o
s
i
t
o
r
y
es
s
a
y
s
is
a
l
a
c
k
o
f
a
p
p
r
o
p
r
i
a
t
e
a
n
d
d
i
v
e
r
s
e
v
o
c
a
b
u
l
a
r
y
.
T
h
e
u
s
a
g
e
o
f
d
i
f
f
i
c
u
lt
o
r
i
n
c
o
r
r
e
ct
v
o
c
a
b
u
l
a
r
y
,
u
s
u
a
ll
y
i
n
a
n
e
f
f
o
r
t
t
o
im
p
r
e
s
s
t
h
e
i
r
r
e
a
d
e
r
s
,
o
r
d
i
r
e
c
t
t
r
a
n
s
l
a
ti
o
n
f
r
o
m
t
h
e
m
o
t
h
e
r
t
o
n
g
u
e
,
c
a
u
s
es
E
SL
l
e
a
r
n
e
r
s
t
o
s
t
r
u
g
g
l
e
r
e
g
u
l
a
r
l
y
i
n
s
e
l
ec
t
i
n
g
p
r
o
p
e
r
w
o
r
d
s
t
o
c
o
m
m
u
n
i
c
a
t
e
t
h
ei
r
v
i
e
ws
[
2
9
]
,
a
s
w
e
ll
a
s
a
l
a
c
k
o
f
t
o
p
i
c
-
s
p
e
c
i
f
i
c
v
o
c
a
b
u
l
a
r
y
[
2
8
]
.
C
o
n
s
e
q
u
e
n
t
l
y
,
t
h
i
s
h
i
n
d
e
r
e
d
t
h
e
i
r
a
b
i
l
i
t
y
t
o
a
r
ti
c
u
l
a
t
e
a
n
d
a
r
r
a
n
g
e
t
h
e
i
r
t
h
o
u
g
h
t
s
i
n
w
r
i
t
i
n
g
,
a
n
d
t
h
e
r
e
c
u
r
r
e
n
c
e
o
f
p
h
r
a
s
e
s
a
n
d
w
o
r
d
s
r
e
d
u
c
e
d
t
h
e
i
r
c
r
e
a
ti
v
i
t
y
a
n
d
h
a
m
p
e
r
e
d
r
e
a
d
e
r
s
'
g
r
as
p
o
f
t
h
e
i
n
t
e
n
d
e
d
m
e
a
n
i
n
g
o
f
t
h
e
s
e
n
t
e
n
c
es
[
3
0
]
.
Asi
d
e
f
r
o
m
g
r
am
m
ar
an
d
v
o
ca
b
u
lar
y
,
th
ey
f
r
eq
u
en
tly
s
u
f
f
er
with
co
n
n
ec
to
r
s
[
3
1
]
,
[
3
2
]
.
E
v
en
th
o
u
g
h
it
is
cr
u
cial
to
p
r
o
d
u
ce
well
-
f
o
r
m
ed
s
en
ten
ce
s
with
a
v
a
r
iety
o
f
s
y
n
tactic
s
tr
u
ctu
r
es,
a
lac
k
o
f
ex
p
e
r
ien
ce
with
ap
p
ly
in
g
a
p
p
r
o
p
r
iate
co
h
esiv
e
d
ev
ices
o
f
ten
lead
s
to
E
SL
lear
n
er
s
u
s
in
g
in
co
r
r
ec
t
an
d
f
r
ag
m
en
te
d
p
h
r
ases
[
3
3
]
,
[
3
4
]
.
As
a
r
esu
lt,
lear
n
er
s
f
o
u
n
d
it
d
if
f
icu
lt
to
g
r
asp
th
e
wr
itten
a
r
ticle,
r
e
d
u
cin
g
th
eir
ca
p
ac
ity
to
g
en
er
ate
h
ig
h
-
q
u
ality
ex
p
o
s
ito
r
y
wr
itin
g
.
Mo
r
eo
v
er
,
s
ev
er
al
s
tu
d
ies
[
2
5
]
,
[
3
5
]
s
h
o
wed
th
at
E
SL
lear
n
er
s
wer
e
u
n
ab
le
to
co
n
s
tr
u
ct
co
h
e
r
en
t
s
en
ten
ce
s
tr
u
ctu
r
es,
wh
ich
is
co
n
s
is
ten
t
with
Nin
d
y
a
a
n
d
W
id
iati
f
in
d
in
g
[
3
6
]
th
at
th
ese
lear
n
er
s
cr
ea
ted
f
e
wer
co
m
p
lex
p
h
r
ases
an
d
s
tr
u
g
g
led
to
u
s
e
co
h
esiv
e
d
ev
ices
,
b
o
th
o
f
w
h
ich
ar
e
n
ec
ess
ar
y
f
o
r
g
en
e
r
atin
g
h
ig
h
-
q
u
ality
wr
itin
g
.
Usi
n
g
m
o
r
e
c
o
m
p
lex
a
n
d
s
o
p
h
is
ticated
s
en
ten
ce
s
in
ex
p
o
s
ito
r
y
wr
itin
g
h
as
b
ec
o
m
e
c
h
allen
g
i
n
g
d
u
e
to
th
eir
i
n
ca
p
ac
ity
to
u
s
e
ap
p
r
o
p
r
iate
co
h
esiv
e
s
tr
ateg
ies.
T
h
is
is
s
u
e
ar
is
es f
r
o
m
th
e
n
ee
d
f
o
r
h
ig
h
e
r
co
g
n
itiv
e
f
u
n
ctio
n
,
wh
ich
h
a
s
led
to
th
e
in
co
h
er
en
c
y
o
f
e
x
p
o
s
ito
r
y
wr
itin
g
.
W
r
itin
g
ex
p
o
s
ito
r
y
ess
ay
s
r
e
q
u
ir
es
m
o
r
e
co
g
n
itiv
e
wo
r
k
t
h
an
o
th
er
t
y
p
es
o
f
wr
itin
g
in
ter
m
s
o
f
d
ev
elo
p
in
g
co
n
ten
t
an
d
o
r
g
a
n
izatio
n
.
E
SL
lear
n
er
s
ty
p
ically
f
in
d
it
d
if
f
icu
lt
to
ex
p
lo
r
e
an
d
ex
p
r
ess
id
ea
s
b
ec
au
s
e
th
ey
p
r
io
r
itize
g
r
am
m
ar
,
s
p
ellin
g
,
an
d
v
o
ca
b
u
lar
y
o
v
er
wr
itin
g
s
tr
u
ctu
r
e
[
3
7
]
.
Per
h
ap
s
as
a
r
esu
lt,
th
e
wr
itten
wo
r
k
lack
s
d
ep
t
h
,
co
n
s
is
ten
cy
,
an
d
o
r
ig
in
ality
.
T
h
is
h
as
p
er
h
ap
s
h
i
n
d
er
ed
to
tal
c
o
n
ten
t
d
ev
el
o
p
m
en
t
[
2
5
]
,
[
3
8
]
.
Fu
r
th
er
m
o
r
e,
p
r
e
v
io
u
s
r
esear
ch
[
3
9
]
,
[
4
0
]
h
ig
h
li
g
h
t
ed
th
e
n
ee
d
o
f
co
m
b
i
n
in
g
r
ea
d
in
g
an
d
wr
itin
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
720
-
730
722
ab
ilit
ies
in
o
r
d
er
to
in
cr
ea
s
e
wr
itin
g
p
er
f
o
r
m
an
ce
am
o
n
g
E
SL
lear
n
er
s
.
As
a
r
esu
lt,
o
b
s
tacle
s
s
u
ch
as
p
o
o
r
r
ea
d
in
g
s
k
ills
[
4
1
]
,
in
ab
ilit
y
t
o
s
u
m
m
ar
ize
,
ex
tr
ac
t
s
ig
n
if
ica
n
t
in
f
o
r
m
atio
n
,
an
d
p
ar
a
p
h
r
as
e
[
4
2
]
r
estrict
th
eir
ca
p
ac
ity
to
ex
p
o
u
n
d
o
n
t
h
eir
ar
g
u
m
en
ts
in
wr
itin
g
an
d
lead
to
d
if
f
icu
lty
in
g
en
er
ati
n
g
well
-
co
n
n
ec
ted
p
ar
ag
r
a
p
h
s
.
L
ater
,
C
h
ig
b
u
et
a
l.
[
2
8
]
em
p
h
asizes
th
is
f
u
r
th
e
r
,
p
o
in
tin
g
o
u
t
th
at
E
SL
lear
n
e
r
s
wh
o
ar
e
s
p
o
r
ad
ic
o
r
in
f
r
eq
u
en
t
r
ea
d
er
s
c
o
u
ld
f
i
n
d
e
x
p
o
s
itio
n
s
d
if
f
icu
lt
b
ec
au
s
e
th
ey
h
av
e
to
o
r
g
a
n
ize
th
eir
wr
itin
g
at
b
o
th
t
h
e
co
n
ten
t
an
d
s
tr
u
ctu
r
e
lev
els.
At
th
e
co
n
ten
t
lev
el,
o
b
s
tacle
s
ar
o
s
e
as
th
ey
attem
p
ted
to
ex
p
lo
r
e
c
o
n
ce
p
ts
,
ex
p
lain
r
ea
s
o
n
in
g
,
an
d
in
v
esti
g
ate
th
e
i
m
p
licatio
n
s
o
f
s
p
ec
if
ic
co
n
ce
r
n
s
.
T
h
is
r
esu
lted
in
u
n
p
leasan
t
o
p
e
n
er
s
,
u
n
d
ev
el
o
p
ed
ex
p
lan
atio
n
s
an
d
ar
g
u
m
en
ts
as
well
as
u
n
ap
p
ea
lin
g
en
d
i
n
g
s
,
all
o
f
wh
ich
h
ad
an
in
f
lu
e
n
ce
o
n
th
e
ess
ay
's s
tr
u
ctu
r
al
lev
el
[
2
8
]
,
[
4
3
]
.
As
h
ig
h
lig
h
ted
b
y
Fer
r
etti
an
d
Gr
ah
am
[
4
4
]
,
wr
itin
g
o
f
f
er
s
a
s
u
b
s
tan
tial
o
b
s
tacle
f
o
r
lear
n
er
s
d
u
e
to
its
co
n
v
o
lu
te
d
ev
o
lu
tio
n
,
wh
i
ch
is
f
r
e
q
u
en
tly
g
e
n
er
ated
in
p
o
o
r
q
u
ality
.
T
h
is
is
c
o
n
s
is
ten
t
with
p
r
ev
io
u
s
f
in
d
in
g
s
[
4
5
]
,
wh
ich
f
o
u
n
d
th
at
lear
n
er
s
u
s
e
m
etac
o
g
n
itiv
e
m
eth
o
d
s
i
n
wr
itin
g
ex
p
o
s
itio
n
s
eld
o
m
.
B
ec
au
s
e
p
r
o
ce
s
s
-
b
ased
wr
itin
g
is
p
ar
t
o
f
m
etac
o
g
n
itiv
e
m
eth
o
d
s
,
w
h
ich
p
r
io
r
itize
th
e
p
r
o
ce
s
s
ab
o
v
e
lin
g
u
is
tics
[
4
6
]
,
ea
ch
lev
el
p
r
esen
ts
u
n
iq
u
e
o
b
s
tacle
s
o
win
g
to
th
e
d
em
an
d
s
o
f
d
iv
er
s
e
co
g
n
itiv
e
a
n
d
lan
g
u
a
g
e
ca
p
ac
ities
[
4
7
]
.
Acc
o
r
d
in
g
to
Pek
et
a
l
.
[
4
8
]
,
m
an
y
E
SL
s
tu
d
e
n
ts
s
tr
u
g
g
le
t
o
g
en
e
r
ate
id
ea
s
to
b
eg
in
th
ei
r
wr
itin
g
b
ec
a
u
s
e
o
f
p
o
o
r
b
ac
k
g
r
o
u
n
d
k
n
o
wled
g
e
an
d
a
lac
k
o
f
cr
ea
tiv
e
an
d
cr
itical
th
in
k
in
g
d
u
r
in
g
th
e
b
r
ai
n
s
to
r
m
in
g
s
ess
io
n
,
wh
ich
h
as
a
n
im
p
ac
t
o
n
th
e
wh
o
le
wr
itin
g
p
r
o
ce
s
s
[
2
8
]
,
[
4
9
]
.
Nex
t,
lear
n
er
s
with
wr
iti
n
g
a
n
x
iety
h
av
e
h
ad
d
if
f
icu
lties
th
r
o
u
g
h
o
u
t
th
e
r
ev
is
in
g
an
d
ed
itin
g
p
r
o
ce
s
s
es,
p
r
ev
en
tin
g
th
e
m
f
r
o
m
th
o
r
o
u
g
h
ly
r
ev
iewin
g
th
ei
r
wr
itin
g
[
5
0
]
.
T
h
o
u
g
h
th
ese
s
tag
es
ar
e
co
m
m
o
n
ly
s
ee
n
as
t
h
e
m
o
s
t
d
if
f
icu
lt
f
o
r
E
SL
lea
r
n
er
s
[
5
1
]
,
th
ey
also
s
tr
u
g
g
le
with
th
e
d
r
af
tin
g
s
tag
e,
wh
ich
is
in
f
lu
en
ce
d
b
y
th
e
co
m
p
licated
n
atu
r
e
o
f
s
en
ten
c
e
f
o
r
m
atio
n
a
n
d
th
e
wr
itin
g
s
tr
u
ctu
r
e
its
elf
[
5
2
]
.
I
n
o
r
d
er
to
d
ea
l
with
th
is
,
it
h
as
b
ee
n
s
h
o
wn
th
at
in
c
o
r
p
o
r
atin
g
co
llab
o
r
ativ
e
ac
tiv
ities
an
d
co
n
s
tr
u
ctiv
ely
cr
itical
p
ee
r
an
d
s
elf
-
ass
ess
m
e
n
t
in
to
th
e
p
r
o
ce
s
s
-
b
ased
ap
p
r
o
ac
h
will
h
elp
y
o
u
av
o
id
g
r
am
m
atica
l e
r
r
o
r
s
,
wh
i
ch
im
p
r
o
v
es wr
itin
g
d
e
v
elo
p
m
en
t a
n
d
o
r
g
an
izatio
n
[
5
3
]
–
[
5
5
]
.
T
o
clo
s
e
th
is
g
ap
a
n
d
o
f
f
e
r
a
th
o
r
o
u
g
h
g
r
asp
o
f
th
e
d
if
f
ic
u
lties
,
th
is
p
ap
er
lo
o
k
s
at
t
h
e
i
s
s
u
es
th
at
E
SL
s
tu
d
en
ts
h
av
e
wh
en
wr
i
tin
g
ex
p
lan
ato
r
y
ess
ay
s
.
T
h
e
in
ten
tio
n
is
to
f
ac
ilit
ate
th
e
cr
ea
tio
n
o
f
wr
itin
g
in
ter
v
en
tio
n
s
th
at
ad
d
r
ess
th
e
p
ar
ticu
lar
r
e
q
u
ir
em
e
n
ts
o
f
E
SL
s
tu
d
en
ts
in
o
r
d
er
to
e
n
h
an
c
e
th
eir
ca
p
ac
ity
f
o
r
ex
p
o
s
ito
r
y
wr
itin
g
.
T
h
e
r
ef
o
r
e
,
th
e
g
o
al
o
f
th
is
s
tu
d
y
is
to
r
es
p
o
n
d
t
o
th
e
f
o
llo
win
g
q
u
esti
o
n
:
−
W
h
at
d
if
f
icu
lties
d
id
Fo
r
m
Fo
u
r
E
SL
s
tu
d
en
ts
h
av
e
wh
ile
wr
itin
g
ex
p
o
s
ito
r
y
ess
ay
s
?
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
d
esig
n
a
d
o
p
te
d
f
o
r
th
is
s
tu
d
y
was
a
s
u
r
v
e
y
r
esear
ch
d
esig
n
,
w
h
ich
in
v
o
lv
ed
th
e
s
y
s
tem
atic
co
llectio
n
o
f
n
u
m
er
ical
d
ata
an
d
th
e
s
u
b
s
eq
u
en
t
ap
p
licatio
n
o
f
s
tatis
tica
l
to
o
l
f
o
r
an
aly
s
is
[
5
6
]
.
T
h
e
r
atio
n
ale
o
f
th
is
ap
p
r
o
ac
h
was
to
in
v
esti
g
ate
th
e
d
i
f
f
icu
lties
en
co
u
n
ter
ed
b
y
E
SL
lear
n
er
s
in
th
e
p
r
o
ce
s
s
o
f
wr
itin
g
ex
p
o
s
ito
r
y
ess
ay
s
.
T
h
is
aim
is
to
f
ac
ilit
ate
th
e
d
e
v
elo
p
m
en
t
o
f
wr
itin
g
in
ter
v
e
n
tio
n
s
th
at
tailo
r
e
d
to
m
ee
t th
e
n
ee
d
s
o
f
E
SL
lear
n
er
s
with
th
e
u
ltima
te
g
o
al
o
f
en
h
an
cin
g
th
eir
p
r
o
f
icien
cy
in
wr
itin
g
ex
p
o
s
itio
n
s
.
Data
was
co
llected
f
r
o
m
6
8
Fo
r
m
Fo
u
r
E
SL
lear
n
er
s
,
in
Alo
r
Gaja
h
,
co
m
p
r
is
in
g
2
9
m
ales
an
d
3
9
f
em
ales,
with
m
ajo
r
ity
h
av
e
l
ea
r
n
ed
E
n
g
lis
h
as
s
ec
o
n
d
lan
g
u
ag
e
f
o
r
o
v
er
f
iv
e
y
ea
r
s
.
T
h
eir
cu
r
r
en
t
E
n
g
lis
h
p
r
o
f
icien
c
y
,
b
ased
o
n
c
o
m
m
o
n
E
u
r
o
p
ea
n
f
r
am
ewo
r
k
(
C
E
F
R
)
ar
e
r
a
n
g
in
g
f
r
o
m
A1
t
o
A
2
,
with
v
er
y
f
ew
in
th
e
B
1
lev
el,
wh
ich
s
h
o
wed
th
at
th
is
g
r
o
u
p
o
f
r
esp
o
n
d
en
ts
ar
e
o
f
m
ix
ed
a
b
ilit
y
E
SL
lear
n
er
s
.
T
h
e
ch
o
s
en
s
am
p
le
s
ize
alig
n
ed
with
th
e
p
r
in
cip
le
ad
v
o
ca
ted
b
y
p
r
ev
io
u
s
s
tu
d
ies
[
5
7
]
,
[
5
8
]
,
wh
er
e
at
l
ea
s
t
3
0
r
esp
o
n
d
en
ts
ar
e
r
eq
u
ir
e
d
f
o
r
q
u
a
n
titativ
e
r
esear
ch
.
T
h
e
d
is
tr
ict
an
d
s
ch
o
o
l
s
elec
tio
n
s
wer
e
in
f
lu
en
ce
d
b
y
th
e
lo
w
ac
h
iev
em
en
t
r
a
n
k
in
g
in
th
e
2
0
2
2
S
ijil
P
ela
j
a
r
a
n
Ma
la
ysia
(
SP
M)
r
esu
lts
an
d
th
e
b
alan
c
ed
r
ep
r
esen
tatio
n
o
f
d
if
f
er
en
t
r
ac
es a
m
o
n
g
lear
n
er
s
,
attr
ib
u
ted
to
its
lo
ca
tio
n
.
Par
ticip
an
ts
wer
e
all
s
ix
teen
y
ea
r
s
o
l
d
a
n
d
p
u
r
p
o
s
iv
ely
s
am
p
led
b
ased
o
n
Piag
et’
s
“Fo
r
m
al
Op
er
atio
n
al
Stag
e,
”
wh
ich
s
ig
n
if
ied
lear
n
er
s
’
ab
s
tr
ac
t
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
i
lls
.
T
h
ese
s
k
ills
ar
e
p
er
tin
en
t
in
h
elp
in
g
lear
n
er
s
to
o
r
g
a
n
ize
co
m
p
le
x
id
ea
s
,
an
aly
ze
in
f
o
r
m
atio
n
cr
itically
an
d
id
e
n
tif
y
r
elatio
n
s
h
ip
s
b
etwe
en
id
ea
s
[
5
9
]
,
[
6
0
]
.
Ov
e
r
all,
th
ese
s
k
il
ls
co
n
tr
ib
u
te
t
o
th
e
clar
ity
a
n
d
o
r
g
an
izatio
n
o
f
th
o
u
g
h
ts
,
wh
ic
h
en
h
a
n
ce
th
e
q
u
ality
o
f
ex
p
o
s
ito
r
y
w
r
itin
g
.
A
q
u
esti
o
n
n
air
e
,
a
d
ap
ted
f
r
o
m
p
r
e
v
io
u
s
s
tu
d
ies
[
6
1
]
,
[
6
2
]
,
was
u
tili
ze
d
to
co
llect
ess
en
tial
d
ata
o
n
r
esp
o
n
d
en
ts
’
a
b
ilit
y
in
wr
itin
g
ex
p
o
s
itio
n
.
T
h
e
q
u
esti
o
n
n
a
ir
e
was
s
elec
ted
f
o
r
its
co
m
p
atib
ilit
y
with
th
e
p
r
esen
t
r
esear
ch
o
b
jectiv
e.
B
ef
o
r
e
d
is
tr
ib
u
tio
n
,
th
is
in
s
tr
u
m
e
n
t
u
n
d
e
r
wen
t
ad
ju
s
tm
en
ts
,
in
c
lu
d
in
g
s
im
p
lify
in
g
s
en
ten
ce
s
an
d
r
ef
in
in
g
th
e
w
r
itin
g
g
en
r
e.
T
h
e
i
n
s
tr
u
m
en
ts
u
n
d
er
we
n
t
a
co
m
p
r
eh
en
s
iv
e
v
alid
atio
n
p
r
o
ce
s
s
,
wh
ich
was
d
ev
elo
p
ed
b
y
E
lan
g
o
v
an
a
n
d
Su
n
d
ar
av
el
[
6
3
]
.
T
h
is
th
o
r
o
u
g
h
p
r
o
ce
s
s
in
v
o
lv
ed
f
iv
e
ex
p
er
ts
with
ex
ten
s
iv
e
ex
p
er
ie
n
ce
in
m
o
d
u
le
d
ev
elo
p
m
e
n
t.
T
h
e
in
s
tr
u
m
e
n
t
h
ad
g
o
n
e
m
u
ltip
le
r
e
v
iew
p
r
o
ce
s
s
es
af
ter
th
e
ad
ap
tatio
n
an
d
co
n
s
tr
u
ctio
n
o
f
th
e
s
u
r
v
ey
tem
p
late
b
ef
o
r
e
b
ein
g
s
en
t
to
th
e
ex
p
er
ts
.
T
h
ey
en
s
u
r
ed
th
at
th
e
item
s
in
th
e
q
u
esti
o
n
n
air
e
w
er
e
r
elev
a
n
t,
r
e
p
r
esen
tativ
e
a
n
d
ac
c
u
r
ately
m
ea
s
u
r
ed
t
h
e
i
n
ten
d
ed
co
n
s
tr
u
ct,
th
er
eb
y
estab
lis
h
in
g
s
tr
o
n
g
co
n
ten
t
v
alid
ity
f
o
r
th
e
in
s
tr
u
m
e
n
t.
E
s
s
en
tial
f
ee
d
b
ac
k
was
al
s
o
p
r
o
v
id
e
d
b
y
th
e
ex
p
er
ts
to
aid
in
th
e
im
p
r
o
v
em
en
t o
f
th
e
i
n
s
tr
u
m
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
n
ee
d
s
a
n
a
lysi
s
o
n
ch
a
llen
g
es in
E
n
g
lis
h
ex
p
o
s
ito
r
y
w
r
itin
g
a
mo
n
g
E
n
g
lis
h
…
(
N
o
o
r
fa
tin
Za
ka
r
ia
)
723
T
h
e
q
u
esti
o
n
n
air
e
d
elv
e
d
in
th
e
ch
allen
g
es
in
s
p
ec
i
f
ic
wr
itin
g
s
k
ills
in
wr
itin
g
ex
p
o
s
i
tio
n
.
T
h
e
q
u
esti
o
n
n
air
e
em
p
lo
y
ed
a
4
-
p
o
in
t
L
ik
er
t
r
an
g
in
g
f
r
o
m
“e
asy
”,
“m
o
d
er
ate”
,
“c
h
allen
g
i
n
g
”
to
“a
b
s
o
lu
tely
d
em
an
d
in
g
”
to
f
ac
ilit
ate
clea
r
ch
o
ices
an
d
m
in
im
ize
am
b
ig
u
ity
[
6
4
]
.
Du
r
in
g
t
h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
r
eq
u
ests
f
o
r
p
er
m
is
s
io
n
an
d
c
lear
an
ce
wer
e
s
u
b
m
itted
to
th
e
r
elev
an
t
au
th
o
r
ities
,
in
clu
d
i
n
g
th
e
ed
u
ca
tio
n
al
p
lan
n
in
g
an
d
p
o
licy
r
esear
ch
d
iv
is
io
n
(
E
PR
D)
an
d
th
e
s
tat
e
ed
u
ca
tio
n
al
d
ep
ar
tm
e
n
t.
Ad
d
itio
n
ally
,
co
n
s
en
t
was
o
b
tain
ed
d
ir
ec
tly
f
r
o
m
th
e
p
ar
ticip
a
n
ts
,
wh
ich
em
p
h
asizin
g
in
m
ain
tain
in
g
th
e
co
n
f
id
e
n
tiality
o
f
r
esp
o
n
s
es,
en
s
u
r
in
g
t
h
eir
an
o
n
y
m
ity
an
d
p
r
iv
ac
y
th
r
o
u
g
h
o
u
t
th
e
s
u
r
v
ey
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
to
all
r
esp
o
n
d
en
ts
th
r
o
u
g
h
o
n
lin
e
p
latf
o
r
m
.
Par
ticip
an
ts
wer
e
p
r
o
v
id
e
d
with
a
wee
k
to
g
u
ar
an
tee
ad
eq
u
ate
tim
e
f
o
r
th
o
u
g
h
tf
u
l
r
esp
o
n
s
es.
C
ar
ef
u
l
m
o
n
ito
r
in
g
an
d
s
u
p
er
v
is
io
n
b
y
th
e
g
ate
k
ee
p
er
we
r
e
em
p
lo
y
ed
to
en
s
u
r
e
t
h
at
th
e
r
esp
o
n
d
in
g
p
r
o
ce
s
s
r
an
s
m
o
o
th
ly
.
T
h
is
in
clu
d
ed
p
r
o
v
id
in
g
clea
r
in
s
tr
u
ctio
n
s
to
th
e
r
esp
o
n
d
en
ts
an
d
ad
d
r
ess
in
g
an
y
q
u
er
ies th
e
y
h
a
d
.
Qu
an
titativ
e
d
ata
wer
e
ac
q
u
i
r
ed
an
d
an
aly
ze
d
u
s
in
g
d
esc
r
ip
tiv
e
s
tatis
tics
th
r
o
u
g
h
th
e
s
tatis
tica
l
p
ac
k
ag
e
f
o
r
t
h
e
s
o
cial
s
cien
ce
(
SP
SS
,
Ver
.
2
7
)
.
T
h
e
f
in
d
in
g
s
wer
e
p
r
esen
ted
in
f
r
eq
u
en
ci
es,
p
er
ce
n
tag
es
an
d
th
e
to
tal
m
ea
n
s
co
r
es,
w
h
ich
c
o
r
r
esp
o
n
d
ed
with
[
6
5
]
in
ter
p
r
etatio
n
r
an
g
es
an
d
lev
els.
T
h
e
f
in
d
in
g
s
wer
e
t
h
en
tab
u
lated
an
d
ex
p
lain
e
d
in
th
e
f
in
d
in
g
s
s
ec
tio
n
in
lin
e
with
th
e
r
esear
ch
o
b
jectiv
e
as in
T
ab
l
e
1
[
6
5
]
.
T
ab
le
1
.
L
ik
e
r
t scale
r
an
g
e
e
x
p
lan
atio
n
Li
k
e
r
t
s
c
a
l
e
I
n
t
e
r
v
a
l
D
i
f
f
e
r
e
n
c
e
D
e
scri
p
t
i
o
n
1
1
.
0
0
–
1
.
7
5
0
.
7
5
Ea
sy
2
1
.
7
6
–
2
.
5
1
0
.
7
5
M
o
d
e
r
a
t
e
3
2
.
5
2
–
3
.
2
7
0
.
7
5
C
h
a
l
l
e
n
g
i
n
g
4
3
.
2
8
–
4
.
0
0
0
.
7
2
A
b
so
l
u
t
e
l
y
d
e
ma
n
d
i
n
g
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
p
r
o
v
id
es
th
e
r
ese
ar
ch
f
in
d
in
g
s
,
w
h
ich
p
r
esen
te
d
to
a
d
d
r
ess
th
e
c
h
allen
g
es
e
n
co
u
n
ter
ed
b
y
E
SL
lear
n
e
r
s
in
ex
p
o
s
ito
r
y
ess
ay
wr
itin
g
[
6
6
]
.
L
ea
r
n
e
r
s
’
d
if
f
icu
lties
at
d
if
f
er
en
t
co
m
p
o
n
en
ts
o
f
wr
itin
g
a
r
e
d
is
p
lay
ed
in
T
ab
le
2
.
Fo
r
s
tr
u
ctu
r
e
o
f
la
n
g
u
a
g
e,
a
m
ajo
r
it
y
o
f
th
e
r
esp
o
n
d
en
ts
(
5
8
.
9
%,
4
0
E
SL
lear
n
er
s
)
co
n
s
id
er
ed
it
at
a
m
o
d
er
ate
le
v
el
(
M=
2
.
3
8
,
SD=1
.
0
8
3
)
,
with
2
2
.
1
%
(
1
5
E
SL
lear
n
e
r
s
)
v
i
ewe
d
it
‘
ea
s
y
’
an
d
2
0
.
6
%
(
1
4
E
SL
lear
n
er
s
)
co
n
s
id
er
ed
it
‘
m
o
d
e
r
ate’
.
Ho
w
ev
er
,
2
6
.
5
%
(
1
8
E
SL
lear
n
e
r
s
)
r
eg
ar
d
e
d
it
as
‘
ch
allen
g
in
g
’
an
d
1
4
.
7
%
(
1
0
E
SL
lear
n
er
s
)
f
o
u
n
d
it
‘
ex
t
r
em
ely
d
em
an
d
in
g
’
.
T
h
is
s
h
o
ws
th
at
a
s
izab
le
p
r
o
p
o
r
tio
n
o
f
r
esp
o
n
d
e
n
ts
d
o
n
o
t
co
n
f
r
o
n
t
s
u
b
s
tan
tial
o
b
s
tacle
s
in
th
i
s
ar
ea
.
C
o
n
ce
r
n
in
g
th
e
co
n
te
n
t
d
ev
elo
p
m
e
n
t a
n
d
o
r
g
a
n
izatio
n
co
m
p
o
n
en
t,
5
4
.
5
% o
f
th
e
r
esp
o
n
d
en
ts
(
3
7
E
SL
lear
n
e
r
s
)
ex
p
r
ess
ed
a
h
ig
h
lev
el
o
f
d
if
f
icu
lty
(
M=
2
.
5
3
,
SD=1
.
0
8
5
)
.
Am
o
n
g
th
em
,
2
2
.
1
%
(
1
5
E
SL
lear
n
er
s
)
f
o
u
n
d
it
‘
ch
allen
g
in
g
’
an
d
3
2
.
4
%
(
2
2
E
SL
lear
n
er
s
)
co
n
s
id
er
e
d
it
‘
ex
tr
em
ely
d
em
an
d
i
n
g
’
.
H
o
wev
er
,
a
to
tal
o
f
4
5
.
6
%
o
f
t
h
e
r
esp
o
n
d
en
ts
(
3
1
E
SL
lear
n
er
s
)
r
ated
th
is
co
m
p
o
n
en
t
as
‘
ea
s
y
’
(
2
0
.
6
%,
1
4
E
SL
lear
n
er
s
)
an
d
‘
m
o
d
e
r
ate’
(
3
2
.
4
%,
2
2
E
S
L
lear
n
er
s
)
.
Hen
ce
,
it
ca
n
b
e
c
o
n
clu
d
e
d
th
at
th
is
co
m
p
o
n
e
n
t
p
r
esen
ts
a
s
ig
n
if
ican
t
ch
allen
g
e
in
ex
p
o
s
ito
r
y
wr
itin
g
am
o
n
g
Fo
r
m
Fo
u
r
E
S
L
lear
n
er
s
.
T
ab
le
2
.
L
ea
r
n
er
s
’
d
if
f
icu
lties
at
d
if
f
er
en
t c
o
m
p
o
n
en
ts
o
f
w
r
itin
g
C
o
m
p
o
n
e
n
t
i
n
w
r
i
t
i
n
g
W
r
i
t
i
n
g
d
i
f
f
i
c
u
l
t
y
M
e
a
n
SD
D
e
c
i
s
i
o
n
E
n
(
%)
M
n
(
%)
C
n
(
%)
ED
n
(
%)
S
t
r
u
c
t
u
r
e
o
f
l
a
n
g
u
a
g
e
15
(
2
2
.
1
)
25
(
3
6
.
8
)
18
(
2
6
.
5
)
10
(
1
4
.
7
)
2
.
3
8
1
.
0
8
3
M
o
d
e
r
a
t
e
C
o
n
t
e
n
t
d
e
v
e
l
o
p
m
e
n
t
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
14
(
2
0
.
6
)
17
(
2
5
.
0
)
15
(
2
2
.
1
)
22
(
3
2
.
4
)
2
.
5
5
1
.
0
8
5
C
h
a
l
l
e
n
g
i
n
g
W
r
i
t
i
n
g
p
r
o
c
e
ss
12
(
1
7
.
6
)
15
(
2
2
.
1
)
20
(
2
9
.
4
)
21
(
3
0
.
9
)
2
.
6
4
1
.
0
8
7
C
h
a
l
l
e
n
g
i
n
g
N
o
t
e
:
N
=
6
8
;
E=
Ea
s
y
;
M
=
M
o
d
e
r
a
t
e
;
C
=
C
h
a
l
l
e
n
g
i
n
g
;
ED
=
Ex
t
r
e
m
e
l
y
d
e
m
a
n
d
i
n
g
T
h
e
wr
itin
g
p
r
o
ce
s
s
was
r
ated
as
th
e
m
o
s
t
d
em
an
d
in
g
asp
ec
t
b
y
6
0
.
3
%
(
4
1
E
SL
lear
n
er
s
,
M=
2
.
6
4
,
SD=1
.
0
8
7
)
.
Sp
ec
if
ically
,
2
9
.
4
%
(
2
0
E
SL
lear
n
er
s
)
co
n
s
id
er
ed
it
‘
ch
allen
g
in
g
’
,
wh
ile
3
0
.
9
%
(
2
1
E
SL
lear
n
er
s
)
f
o
u
n
d
it
‘
ex
tr
em
ely
d
em
an
d
in
g
’
.
I
n
co
n
tr
ast,
3
9
.
7
%
(
2
7
E
SL
lear
n
er
s
)
p
er
ce
i
v
ed
th
is
asp
ec
t
a
s
‘
ea
s
y
’
(
1
7
.
6
%,
1
2
E
SL
lear
n
er
s
)
an
d
‘
m
o
d
er
ate
’
(
2
2
.
1
%,
1
5
E
SL
lear
n
er
s
)
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
a
s
ig
n
if
ican
t
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
r
eq
u
ir
e
ex
ten
s
iv
e
p
r
ac
tice
in
s
tr
u
ctu
r
in
g
wr
itin
g
co
n
te
n
t a
n
d
in
te
g
r
atin
g
th
e
wr
itin
g
p
r
o
ce
s
s
co
m
p
o
s
itio
n
s
.
T
h
er
ef
o
r
e,
tailo
r
e
d
in
ter
v
en
tio
n
s
an
d
ad
d
itio
n
al
p
r
ac
tice
o
p
p
o
r
tu
n
ities
ar
e
r
eq
u
ir
ed
to
en
h
an
ce
r
esp
o
n
d
e
n
ts
’
s
k
ills
in
tack
lin
g
th
ese
two
wr
itin
g
co
m
p
o
n
en
ts
f
o
r
im
p
r
o
v
ed
co
m
p
o
s
itio
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
720
-
730
724
3
.
1
.
Str
uct
ure
o
f
la
ng
ua
g
e
I
n
T
ab
le
3
,
s
ig
n
if
ican
t
i
n
s
ig
h
ts
ar
e
p
r
esen
ted
in
to
th
e
s
tr
u
ct
u
r
e
o
f
lan
g
u
a
g
e
f
o
u
n
d
in
th
e
ex
p
o
s
ito
r
y
wr
itin
g
o
f
E
SL
lear
n
er
s
.
T
h
e
ch
allen
g
es
f
ac
ed
b
y
r
esp
o
n
d
e
n
ts
ar
e
ev
id
en
t
in
th
eir
s
tr
u
g
g
le
with
u
tili
zin
g
a
v
ar
iety
o
f
s
en
ten
ce
s
tr
u
ctu
r
es,
ap
p
ly
in
g
ap
p
r
o
p
r
iate
v
o
ca
b
u
lar
y
an
d
s
u
cc
ess
f
u
lly
em
p
lo
y
in
g
p
r
o
p
e
r
lo
g
ical
co
n
n
ec
to
r
s
in
wr
itin
g
.
Fu
r
t
h
er
d
etails o
n
th
is
f
in
d
in
g
ar
e
elab
o
r
ated
as p
r
esen
ted
in
T
ab
le
3
.
T
ab
le
3
.
L
ea
r
n
er
s
’
p
e
r
ce
iv
ed
wr
itin
g
d
if
f
icu
lties
in
s
tr
u
ctu
r
e
o
f
lan
g
u
ag
e
I
t
e
ms
E
n
(
%)
M
n
(
%)
C
n
(
%)
ED
n
(
%)
M
e
a
n
D
e
c
i
s
i
o
n
S
t
r
u
c
t
u
r
e
o
f
l
a
n
g
u
a
g
e
To
u
se
a
v
a
r
i
e
t
y
o
f
se
n
t
e
n
c
e
s
t
r
u
c
t
u
r
e
s
10
(
1
4
.
7
)
14
(
2
0
.
6
)
29
(
4
2
.
6
)
15
(
2
2
.
1
)
2
.
7
2
C
h
a
l
l
e
n
g
i
n
g
To
u
se
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
t
o
s
u
c
c
e
ssf
u
l
l
y
c
o
mm
u
n
i
c
a
t
e
w
i
t
h
t
h
e
r
e
a
d
e
r
s
12
(
1
7
.
6
)
18
(
2
6
.
5
)
23
(
3
3
.
8
)
15
(
2
2
.
1
)
2
.
6
0
C
h
a
l
l
e
n
g
i
n
g
To
u
se
l
o
g
i
c
a
l
c
o
n
n
e
c
t
o
r
s
u
c
c
e
ssf
u
l
l
y
15
(
2
2
.
1
)
20
(
2
9
.
4
)
13
(
1
9
.
1
)
20
(
2
9
.
4
)
2
.
5
6
C
h
a
l
l
e
n
g
i
n
g
To
u
se
a
p
p
r
o
p
r
i
a
t
e
w
o
r
d
f
o
r
ms
t
o
s
u
c
c
e
ssf
u
l
l
y
c
o
mm
u
n
i
c
a
t
e
w
i
t
h
t
h
e
r
e
a
d
e
r
s
14
(
2
0
.
6
)
25
(
3
6
.
8
)
19
(
2
7
.
9
)
10
(
1
4
.
7
)
2
.
3
7
M
o
d
e
r
a
t
e
To
u
se
c
o
r
r
e
c
t
g
r
a
mm
a
r
i
n
m
y
w
r
i
t
i
n
g
18
(
2
6
.
5
)
29
(
4
2
.
6
)
10
(
1
4
.
7
)
11
(
1
6
.
2
)
2
.
2
1
M
o
d
e
r
a
t
e
To
u
se
c
o
r
r
e
c
t
s
p
e
l
l
i
n
g
s
i
n
m
y
w
r
i
t
i
n
g
42
(
3
5
.
3
)
22
(
3
2
.
4
)
14
(
2
0
.
6
)
8
(
1
1
.
8
)
2
.
0
9
M
o
d
e
r
a
t
e
To
u
se
c
o
r
r
e
c
t
p
u
n
c
t
u
a
t
i
o
n
25
(
3
6
.
8
)
21
(
3
0
.
9
)
13
(
1
9
.
1
)
9
(
1
3
.
2
)
2
.
0
9
M
o
d
e
r
a
t
e
N
o
t
e
:
N
=
6
8
;
E=
Ea
s
y
;
M
=
M
o
d
e
r
a
t
e
;
C
=
C
h
a
l
l
e
n
g
i
n
g
;
ED
=
Ex
t
r
e
m
e
l
y
d
e
m
a
n
d
i
n
g
I
n
an
aly
zin
g
th
e
s
tr
u
ctu
r
e
o
f
l
an
g
u
ag
e
as
s
h
o
wn
in
T
ab
le
3
,
r
esp
o
n
d
en
ts
o
f
f
er
ed
co
m
p
lex
i
n
s
ig
h
ts
o
n
v
ar
io
u
s
asp
ec
ts
.
R
esp
o
n
s
es
r
eg
ar
d
in
g
th
e
u
s
e
o
f
v
ar
io
u
s
s
en
ten
ce
s
tr
u
ctu
r
es
r
ev
ea
l
ed
th
at
1
4
.
7
%
o
f
r
esp
o
n
d
en
ts
th
o
u
g
h
t
it
was
ea
s
y
,
2
0
.
6
%
f
o
u
n
d
it
m
o
d
er
at
e,
4
2
.
6
%
th
o
u
g
h
t
it
as
ch
allen
g
in
g
a
n
d
2
2
.
1
%
co
n
s
id
er
ed
it
h
ig
h
ly
d
em
a
n
d
i
n
g
.
Similar
ly
,
1
7
.
6
%
o
f
r
esp
o
n
d
en
ts
r
ep
o
r
ted
th
at
u
s
in
g
ap
p
r
o
p
r
iate
v
o
ca
b
u
lar
y
was
ea
s
y
,
2
6
.
5
%
th
o
u
g
h
t
it
m
o
d
er
ate,
3
3
.
8
%
v
iewe
d
it
as
c
h
allen
g
in
g
an
d
2
2
.
1
%
r
eg
ar
d
e
d
it
was
ex
tr
em
ely
d
em
an
d
in
g
.
I
n
u
tili
zin
g
lo
g
ica
l c
o
n
n
ec
to
r
s
in
wr
itin
g
,
2
2
.
1
% d
ee
m
ed
th
e
ea
s
e
in
u
s
in
g
th
is
co
m
p
o
n
en
t.
2
9
.
4
%
s
aid
it
m
o
d
er
ate,
1
9
.
1
%
b
elie
v
ed
it
was
d
if
f
icu
lt
an
d
2
9
.
4
%
th
o
u
g
h
t
it
was
h
ig
h
ly
d
e
m
an
d
in
g
.
Usi
n
g
th
e
ap
p
r
o
p
r
iate
wo
r
d
f
o
r
m
s
was
r
ated
as
ea
s
y
b
y
2
0
.
6
%
o
f
r
esp
o
n
d
en
ts
,
m
o
d
e
r
ate
b
y
3
6
.
8
%,
ch
allen
g
in
g
b
y
2
7
.
9
%
an
d
ex
tr
e
m
ely
d
em
an
d
in
g
b
y
1
4
.
7
%.
C
o
r
r
ec
t
g
r
am
m
atica
l
u
s
ag
e
was
r
ated
ea
s
y
b
y
2
6
.
5
%,
m
o
d
er
at
e
b
y
4
2
.
6
%,
ch
allen
g
in
g
b
y
1
4
.
7
% a
n
d
ex
tr
em
ely
d
em
an
d
in
g
b
y
1
6
.
2
%.
C
o
r
r
ec
t sp
ellin
g
s
wer
e
d
ee
m
ed
ea
s
y
b
y
3
5
.
3
%
o
f
r
esp
o
n
d
e
n
ts
,
m
o
d
er
ate
b
y
3
2
.
4
%,
d
if
f
icu
lt
b
y
2
0
.
6
%
an
d
ex
tr
e
m
ely
d
if
f
icu
lt
b
y
1
1
.
8
%.
L
astl
y
,
u
s
in
g
p
r
o
p
e
r
p
u
n
ctu
atio
n
was
ea
s
y
f
o
r
3
6
.
8
%
o
f
th
e
r
esp
o
n
d
en
ts
.
An
o
th
er
3
0
.
9
%
th
o
u
g
h
t
it
was
m
o
d
er
ate,
1
9
.
1
%
v
iewe
d
it
as
c
h
allen
g
in
g
a
n
d
1
3
.
2
%
r
eg
a
r
d
ed
it
as
ex
tr
em
ely
d
em
a
n
d
in
g
.
Desp
ite
th
e
d
iv
er
s
e
r
esp
o
n
s
es,
th
e
o
v
e
r
all
m
ea
n
,
M=
2
.
3
8
,
i
n
d
icate
d
a
m
o
d
er
ate
lev
el
o
f
d
i
f
f
icu
lty
f
o
r
th
ese
la
n
g
u
ag
e
f
ea
tu
r
e.
T
h
o
u
g
h
th
is
co
m
p
o
n
en
t
is
n
o
t
as
d
em
an
d
in
g
as
co
n
ten
t
o
r
g
an
izatio
n
an
d
d
e
v
elo
p
m
e
n
t
as
well
a
s
wr
itin
g
p
r
o
ce
s
s
,
it
is
n
o
tewo
r
th
y
th
at
E
SL
lear
n
er
s
s
till
en
co
u
n
ter
ch
allen
g
es
wh
en
th
e
y
ar
e
r
eq
u
ir
ed
to
u
s
e
a
r
an
g
e
o
f
s
en
ten
ce
p
atter
n
s
,
e
m
p
lo
y
p
r
o
p
er
v
o
ca
b
u
lar
y
a
n
d
in
teg
r
ate
co
h
esiv
e
d
e
v
ices
in
to
th
eir
ex
p
o
s
itio
n
.
T
h
ese
ch
allen
g
es
s
tem
m
ed
f
r
o
m
n
u
m
e
r
o
u
s
r
ea
s
o
n
s
.
First
an
d
f
o
r
em
o
s
t,
u
s
in
g
d
i
f
f
er
en
t
p
h
r
ase
p
atter
n
s
an
d
ad
v
an
ce
d
v
o
ca
b
u
lar
y
b
ec
o
m
es
m
o
r
e
co
m
p
licated
[
2
9
]
,
[
3
0
]
,
[
3
3
]
,
[
3
6
]
.
A
g
r
ea
ter
d
eg
r
ee
o
f
lan
g
u
ag
e
co
m
p
eten
cy
an
d
co
g
n
itiv
e
s
k
i
lls
ar
e
r
eq
u
i
r
ed
f
o
r
th
ese
s
k
ills
,
wh
ich
in
clu
d
e
k
n
o
win
g
th
e
d
is
tin
ctiv
e
way
s
in
wh
ich
co
n
ce
p
ts
m
ay
b
e
r
elat
ed
an
d
s
elec
tin
g
wo
r
d
s
th
at
n
o
t
o
n
ly
ad
h
er
e
to
g
r
am
m
ati
ca
l
r
u
les
b
u
t
also
ac
cu
r
ately
ex
p
r
ess
th
e
in
ten
d
ed
m
ea
n
in
g
[
2
5
]
.
Fu
r
th
er
m
o
r
e,
s
u
cc
ess
f
u
l
u
s
e
o
f
c
o
h
esiv
e
d
ev
ices
d
em
a
n
d
s
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
ts
in
o
r
d
e
r
to
lear
n
to
s
y
n
th
esize
in
f
o
r
m
atio
n
a
n
d
ex
p
r
ess
lin
k
ag
es
b
etwe
en
d
is
tin
ct
id
ea
s
with
i
n
th
e
s
u
b
ject
m
atter
.
T
h
is
n
ec
ess
itate
s
n
o
t
ju
s
t
lin
g
u
is
tic
s
k
ills
b
u
t
also
th
e
ca
p
ac
ity
to
cr
itically
ev
alu
ate
th
e
m
ater
ial
b
ein
g
p
r
o
v
id
ed
[
6
]
.
R
ea
ch
in
g
th
is
lev
el
o
f
co
m
p
eten
cy
in
clu
d
es
u
s
in
g
m
o
r
e
ex
p
r
ess
iv
e
an
d
s
o
p
h
is
ticated
v
o
ca
b
u
lar
y
in
wr
itte
n
co
m
m
u
n
icatio
n
[
1
1
]
.
Asi
d
e
f
r
o
m
th
e
d
if
f
icu
lties
i
n
lear
n
i
n
g
co
m
p
licated
s
k
ills
,
E
SL
lear
n
e
r
s
’
ab
ilit
y
to
u
s
e
v
ar
ie
d
s
en
ten
ce
p
atter
n
s
,
r
ich
v
o
ca
b
u
lar
y
,
an
d
ac
cu
r
ate
lo
g
ical
c
o
n
n
ec
tio
n
s
in
th
eir
wr
itin
g
m
ay
b
e
lim
ited
b
y
in
s
u
f
f
icien
t
ex
p
o
s
u
r
e
to
th
ese
f
ea
tu
r
es
in
b
o
th
r
ea
d
in
g
an
d
wr
itin
g
ex
p
er
ien
ce
s
.
I
n
te
g
r
at
in
g
th
ese
ab
ilit
ies
co
u
ld
s
tr
en
g
th
e
n
lear
n
er
s
’
w
r
itin
g
b
y
ex
p
o
s
in
g
th
em
t
o
a
v
ar
iety
o
f
tex
ts
.
Ad
d
itio
n
a
lly
,
p
r
o
v
i
d
in
g
lo
w
-
p
r
o
f
icien
c
y
lear
n
er
s
with
q
u
a
lity
r
ea
d
in
g
r
eso
u
r
ce
s
th
at
s
er
v
e
as
ex
am
p
le
wr
itin
g
s
h
as
ex
p
o
s
ed
lear
n
er
s
to
ap
p
r
o
p
r
iate
lan
g
u
a
g
e,
wr
itin
g
tech
n
iq
u
es,
an
d
s
en
ten
ce
s
tr
u
ctu
r
es
[
3
9
]
,
[
4
0
]
.
I
n
c
o
n
tr
as
t,
th
e
em
p
h
asis
o
n
ac
q
u
ir
in
g
f
u
n
d
a
m
en
tal
g
r
am
m
ar
an
d
wr
itin
g
ab
ilit
ies
ap
p
ea
r
s
to
m
ak
e
it
ea
s
ier
to
ap
p
ly
ap
p
r
o
p
r
iate
wo
r
d
f
o
r
m
s
,
ac
cu
r
ate
ten
s
es,
s
p
ellin
g
s
,
an
d
p
u
n
ct
u
atio
n
[
3
7
]
.
T
h
e
em
p
h
asis
o
n
th
ese
ab
ilit
ies
h
as
p
r
ev
en
ted
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
A
n
ee
d
s
a
n
a
lysi
s
o
n
ch
a
llen
g
es in
E
n
g
lis
h
ex
p
o
s
ito
r
y
w
r
itin
g
a
mo
n
g
E
n
g
lis
h
…
(
N
o
o
r
fa
tin
Za
ka
r
ia
)
725
s
tu
d
en
ts
f
r
o
m
ex
p
lo
r
i
n
g
m
o
r
e
s
o
p
h
is
ticated
wr
itin
g
tech
n
iq
u
es,
ev
en
th
o
u
g
h
th
ey
ar
e
c
r
u
cial.
As
a
r
esu
lt,
s
tu
d
en
ts
wer
e
n
o
t
g
iv
e
n
e
n
o
u
g
h
d
i
r
ec
tio
n
o
n
h
o
w
to
u
s
e
ap
p
r
o
p
r
iate
lan
g
u
ag
e,
v
ar
io
u
s
s
en
ten
ce
p
atter
n
s
,
an
d
lo
g
ical
co
n
n
ec
to
r
s
[
2
5
]
.
E
x
p
o
s
ito
r
y
wr
itin
g
ch
allen
g
es
s
h
o
u
l
d
th
er
ef
o
r
e
b
e
ad
d
r
ess
ed
b
y
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
wh
er
e
s
tu
d
en
ts
f
ee
l
en
co
u
r
ag
ed
to
ex
p
r
ess
th
em
s
elv
es
cr
ea
tiv
e
ly
an
d
h
av
e
m
o
r
e
o
p
p
o
r
tu
n
ities
to
p
lay
with
la
n
g
u
ag
e.
3
.
2
.
Co
nte
nt
dev
el
o
pm
ent
a
nd
o
rg
a
niza
t
io
n
T
h
e
f
in
d
in
g
s
p
r
esen
ted
in
T
ab
le
4
s
h
e
d
lig
h
t
o
n
th
e
asp
ec
t
o
f
co
n
ten
t
d
e
v
elo
p
m
en
t
a
n
d
o
r
g
an
izatio
n
in
E
SL
lear
n
er
s
’
ex
p
o
s
ito
r
y
wr
itin
g
.
I
t
is
ap
p
ar
en
t
th
at
r
e
s
p
o
n
d
en
ts
en
c
o
u
n
ter
e
d
c
h
allen
g
es
in
wr
itin
g
an
d
ac
cu
r
ate
s
u
m
m
ar
y
o
f
in
f
o
r
m
a
tio
n
th
ey
h
a
v
e
r
ea
d
in
E
n
g
lis
h
,
s
u
p
p
o
r
tin
g
an
d
d
ev
el
o
p
in
g
m
ain
p
o
in
ts
with
ex
am
p
les
wh
en
co
m
p
o
s
in
g
p
a
r
ag
r
ap
h
s
,
tak
in
g
ef
f
ec
tiv
e
n
o
t
es
o
n
r
ea
d
in
g
s
an
d
u
tili
zin
g
t
h
en
to
s
u
p
p
o
r
t
th
eir
id
ea
s
in
wr
itin
g
.
Deta
ils
r
e
g
ar
d
in
g
th
ese
ch
allen
g
es
ar
e
o
u
tlin
ed
in
T
ab
le
4
an
d
th
e
co
r
r
esp
o
n
d
in
g
ex
p
lan
atio
n
.
T
ab
le
4
.
L
ea
r
n
er
s
’
p
e
r
ce
iv
ed
wr
itin
g
d
if
f
icu
lties
in
co
n
ten
t
d
ev
elo
p
m
e
n
t a
n
d
o
r
g
a
n
izatio
n
I
t
e
ms
E
n
(
%)
M
n
(
%)
C
n
(
%)
ED
n
(
%)
M
e
a
n
D
e
c
i
s
i
o
n
C
o
n
t
e
n
t
d
e
v
e
l
o
p
m
e
n
t
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
To
w
r
i
t
e
a
n
a
c
c
u
r
a
t
e
s
u
mm
a
r
y
o
f
i
n
f
o
r
mat
i
o
n
t
h
a
t
I
h
a
v
e
r
e
a
d
i
n
E
n
g
l
i
sh
8
(
1
1
.
8
)
13
(
1
9
.
1
)
30
(
4
4
.
1
)
17
(
2
5
.
0
)
2
.
8
2
C
h
a
l
l
e
n
g
i
n
g
To
s
u
p
p
o
r
t
a
n
d
d
e
v
e
l
o
p
m
y
m
a
i
n
p
o
i
n
t
s wi
t
h
e
x
a
mp
l
e
s
w
h
e
n
I
w
r
i
t
e
a
p
a
r
a
g
r
a
p
h
11
(
1
6
.
2
)
15
(
2
2
.
1
)
28
(
4
1
.
2
)
14
(
2
0
.
6
)
2
.
6
6
C
h
a
l
l
e
n
g
i
n
g
To
t
a
k
e
g
o
o
d
n
o
t
e
o
n
r
e
a
d
i
n
g
s
a
n
d
u
s
e
t
h
e
m
t
o
h
e
l
p
su
p
p
o
r
t
m
y
i
d
e
a
s
i
n
w
r
i
t
i
n
g
11
(
1
6
.
2
)
19
(
2
7
.
9
)
28
(
4
1
.
2
)
10
(
1
4
.
7
)
2
.
5
4
C
h
a
l
l
e
n
g
i
n
g
To
w
r
i
t
e
a
n
a
c
c
u
r
a
t
e
p
a
r
a
p
h
r
a
s
e
o
f
i
n
f
o
r
mat
i
o
n
t
h
a
t
I
h
a
v
e
r
e
a
d
i
n
E
n
g
l
i
sh
8
(
1
1
.
8
)
13
(
1
9
.
1
)
30
(
4
4
.
1
)
17
(
2
5
.
0
)
2
.
5
4
C
h
a
l
l
e
n
g
i
n
g
To
w
r
i
t
e
a
c
l
e
a
r
t
o
p
i
c
s
e
n
t
e
n
c
e
t
h
a
t
i
n
t
r
o
d
u
c
e
t
h
e
mai
n
p
o
i
n
t
s
o
f
t
h
e
p
a
r
a
g
r
a
p
h
12
(
1
7
.
6
)
18
(
2
6
.
5
)
31
(
4
5
.
6
)
7
(
1
0
.
3
)
2
.
4
9
M
o
d
e
r
a
t
e
To
w
r
i
t
e
c
o
n
c
l
u
si
o
n
t
h
a
t
c
o
r
r
e
sp
o
n
d
t
o
t
h
e
i
d
e
a
s
men
t
i
o
n
e
d
i
n
t
h
e
i
n
t
r
o
d
u
c
t
i
o
n
13
(
1
9
.
1
)
26
(
3
8
.
2
)
17
(
2
5
.
0
)
12
(
1
7
.
6
)
2
.
4
1
M
o
d
e
r
a
t
e
To
w
r
i
t
e
u
s
i
n
g
a
f
o
r
mal
st
y
l
e
a
n
d
t
o
n
e
18
(
2
6
.
5
)
17
(
2
5
.
0
)
22
(
3
2
.
4
)
11
(
1
6
.
2
)
2
.
3
8
M
o
d
e
r
a
t
e
N
o
t
e
:
N
=
6
8
;
E=
Ea
s
y
;
M
=
M
o
d
e
r
a
t
e
;
C
=
C
h
a
l
l
e
n
g
i
n
g
;
ED
=
Ex
t
r
e
m
e
l
y
d
e
m
a
n
d
i
n
g
R
e
g
a
r
d
i
n
g
c
o
n
t
e
n
t
o
r
g
a
n
i
z
at
i
o
n
a
n
d
d
e
v
e
l
o
p
m
e
n
t
a
s
d
is
p
l
a
y
e
d
i
n
T
a
b
l
e
4
a
n
d
r
e
f
l
e
c
te
d
i
n
t
h
e
o
v
e
r
a
l
l
m
e
a
n
s
c
o
r
e
,
M
=
2
.
5
5
,
r
e
s
p
o
n
d
e
n
t
s
p
e
r
c
ei
v
e
d
t
h
is
f
e
a
t
u
r
e
a
s
c
h
al
l
e
n
g
i
n
g
as
e
v
i
d
e
n
c
ed
b
y
t
h
e
i
r
d
i
v
e
r
s
e
e
x
p
e
r
i
e
n
c
e
s
a
c
r
o
s
s
d
i
f
f
e
r
e
n
t
co
m
p
o
n
e
n
t
s
.
I
n
t
h
e
t
a
s
k
o
f
w
r
i
t
i
n
g
a
n
a
c
c
u
r
a
t
e
s
u
m
m
a
r
y
o
f
i
n
f
o
r
m
a
t
i
o
n
,
1
1
.
8
%
f
o
u
n
d
i
t
e
as
y
,
1
9
.
1
%
c
o
n
s
i
d
e
r
ed
i
t
m
o
d
e
r
a
te
,
4
4
.
1
%
p
e
r
ce
i
v
ed
i
t
as
c
h
al
l
e
n
g
i
n
g
a
n
d
2
5
.
0
%
d
e
e
m
e
d
i
t
e
x
t
r
e
m
e
l
y
d
e
m
a
n
d
i
n
g
.
S
i
m
il
a
r
l
y
,
t
h
e
i
r
a
b
i
l
i
t
y
t
o
s
u
p
p
o
r
t
a
n
d
e
la
b
o
r
a
t
e
o
n
m
a
i
n
p
o
i
n
ts
wi
t
h
e
x
a
m
p
l
e
s
w
i
t
h
i
n
a
p
a
r
a
g
r
a
p
h
f
a
c
e
d
c
o
r
r
e
s
p
o
n
d
i
n
g
d
i
f
f
i
c
u
l
t
y
l
e
v
e
l
s
,
as
1
6
.
2
%
f
i
n
d
i
n
g
i
t
ea
s
y
,
2
2
.
1
%
c
o
n
s
i
d
e
r
i
n
g
i
t
m
o
d
e
r
a
t
e
,
b
u
t
m
a
j
o
r
i
t
y
c
l
a
i
m
i
n
g
it
t
o
b
e
c
h
a
l
l
e
n
g
i
n
g
(
4
1
.
2
%
)
a
n
d
e
x
t
r
e
m
e
l
y
d
e
m
a
n
d
i
n
g
(
2
0
.
6
%
)
.
T
h
i
s
c
o
u
l
d
b
e
co
n
t
r
i
b
u
t
e
d
b
y
t
h
e
i
r
a
b
i
l
i
t
y
t
o
ta
k
e
e
f
f
e
c
t
i
v
e
n
o
t
es
o
n
r
e
a
d
i
n
g
s
a
n
d
u
t
i
l
i
z
e
t
h
e
m
to
s
u
p
p
o
r
t
t
h
e
i
r
i
d
e
a
s
i
n
w
r
i
t
i
n
g
a
s
i
n
d
i
c
a
t
e
d
b
y
t
h
e
f
i
n
d
i
n
g
t
h
a
t
a
t
o
t
a
l
o
f
5
5
.
9
%
o
f
r
e
s
p
o
n
d
e
n
t
s
c
l
a
i
m
e
d
t
h
is
a
s
‘
c
h
a
l
l
e
n
g
i
n
g
’
(
4
1
.
2
%
)
a
n
d
‘
e
x
t
r
e
m
e
l
y
d
e
m
a
n
d
i
n
g
(
1
4
.
7
%
)
.
N
e
v
e
r
t
h
e
l
e
s
s
,
1
6
.
2
%
f
o
u
n
d
t
h
i
s
f
e
a
t
u
r
e
‘
e
a
s
y
’
a
n
d
2
7
.
9
%
v
i
e
w
e
d
i
t
a
s
‘
m
o
d
e
r
a
t
e’
.
I
n
a
d
d
i
t
i
o
n
t
o
t
h
e
c
o
n
s
t
r
u
c
t
,
m
aj
o
r
i
t
y
o
f
t
h
e
r
es
p
o
n
d
e
n
t
s
e
x
p
r
e
s
s
e
d
t
h
a
t
i
t
w
a
s
‘
c
h
a
l
l
e
n
g
i
n
g
’
(
4
4
.
1
%
)
a
n
d
‘
e
x
tr
e
m
e
l
y
d
e
m
a
n
d
i
n
g
’
(
2
5
.
0
%
)
f
o
r
t
h
e
m
t
o
i
n
c
o
r
p
o
r
a
te
p
a
r
a
p
h
r
a
s
e
d
i
n
f
o
r
m
a
t
i
o
n
i
n
t
o
t
h
e
i
r
w
r
i
ti
n
g
,
w
h
e
r
ea
s
1
1
.
8
%
c
o
n
s
i
d
e
r
e
d
it
t
o
b
e
‘
e
a
s
y
’
a
n
d
a
n
o
t
h
e
r
1
9
.
1
%
a
g
r
ee
d
t
h
a
t
t
h
e
y
h
a
v
e
a
m
o
d
e
r
a
t
e
l
ev
e
l
o
f
p
a
r
a
p
h
r
a
s
i
n
g
s
k
il
l
s
.
F
u
r
t
h
e
r
m
o
r
e
,
w
r
it
i
n
g
a
cl
e
a
r
t
o
p
i
c
s
e
n
t
e
n
c
e
i
n
t
r
o
d
u
c
i
n
g
t
h
e
m
a
i
n
i
d
e
a
o
f
a
p
a
r
a
g
r
a
p
h
w
as
p
er
c
e
i
v
e
d
as
e
a
s
y
b
y
1
7
.
6
%
,
m
o
d
e
r
a
te
b
y
2
6
.
5
%
,
c
h
a
l
l
e
n
g
i
n
g
b
y
4
5
.
6
%
an
d
e
x
t
r
e
m
e
l
y
d
e
m
a
n
d
i
n
g
b
y
1
0
.
3
%
.
T
h
i
s
i
n
d
i
c
a
te
s
t
h
a
t
r
es
p
o
n
d
e
n
t
s
e
n
c
o
u
n
t
e
r
e
d
d
i
f
f
i
c
u
l
t
y
i
n
f
o
r
m
u
l
at
i
n
g
a
c
l
e
a
r
t
o
p
i
c
s
e
n
t
e
n
c
e
.
I
n
c
o
n
tr
a
s
t
,
f
o
r
w
r
it
i
n
g
a
c
o
n
c
l
u
s
i
o
n
c
o
r
r
e
s
p
o
n
d
i
n
g
t
o
th
e
i
d
e
a
s
m
e
n
ti
o
n
e
d
i
n
t
h
e
i
n
tr
o
d
u
c
t
i
o
n
,
a
t
o
t
a
l
o
f
5
7
.
3
%
r
eg
a
r
d
e
d
t
h
i
s
w
r
it
i
n
g
e
l
e
m
e
n
t
as
m
a
n
a
g
e
a
b
l
e
,
w
h
e
r
e
1
9
.
1
%
f
o
u
n
d
i
t
e
a
s
y
a
n
d
3
8
.
2
%
c
o
n
s
i
d
e
r
e
d
i
t
t
o
b
e
m
o
d
e
r
a
te
.
H
o
w
e
v
e
r
,
2
5
.
0
%
p
e
r
c
e
i
v
e
d
i
t
a
s
c
h
al
l
e
n
g
i
n
g
a
n
d
1
7
.
6
%
e
x
p
r
e
s
s
e
d
t
h
a
t
i
t
w
a
s
c
h
a
l
l
e
n
g
i
n
g
.
L
a
s
tl
y
,
w
h
e
n
i
t
co
m
e
s
t
o
a
d
o
p
t
i
n
g
a
f
o
r
m
a
l
s
t
y
l
e
a
n
d
t
o
n
e
i
n
w
r
i
ti
n
g
,
2
6
.
5
%
p
e
r
c
e
i
v
e
d
i
t
e
as
y
a
n
d
2
5
.
0
%
v
i
ew
e
d
it
as
m
o
d
e
r
a
t
e
.
H
e
n
ce
,
t
h
i
s
e
m
p
h
a
s
i
z
e
d
t
h
a
t
t
h
e
r
e
s
p
o
n
d
e
n
t
s
’
a
b
i
l
it
y
t
o
e
m
p
l
o
y
s
u
i
t
a
b
l
e
s
ty
l
e
a
n
d
t
o
n
e
i
n
t
h
e
i
r
w
r
i
t
t
e
n
t
a
s
k
.
A
l
s
o
,
i
t
is
w
o
r
t
h
m
e
n
t
i
o
n
i
n
g
t
h
a
t
3
2
.
4
%
f
o
u
n
d
i
t
c
h
a
l
l
e
n
g
i
n
g
a
n
d
1
6
.
2
%
d
e
e
m
ed
i
t
e
x
t
r
e
m
e
l
y
d
i
f
f
ic
u
l
t
.
I
t
is
clea
r
th
at
co
n
ten
t
d
ev
el
o
p
m
en
t
an
d
o
r
g
a
n
izatio
n
em
er
g
e
as
th
e
ch
allen
g
in
g
asp
ec
t
in
m
aster
in
g
E
SL
ex
p
o
s
ito
r
y
wr
itin
g
s
k
ills
,
as
em
p
h
asized
b
y
th
e
r
es
p
o
n
d
e
n
ts
.
T
h
e
f
i
n
d
in
g
s
r
ev
ea
l
th
at
E
SL
lear
n
er
s
en
co
u
n
ter
h
eig
h
ten
e
d
ch
allen
g
es
to
wr
ite
an
ac
cu
r
ate
s
u
m
m
ar
y
o
f
in
f
o
r
m
atio
n
,
s
u
p
p
o
r
t
an
d
d
ev
el
o
p
m
ain
p
o
in
ts
with
elab
o
r
atio
n
s
an
d
ex
am
p
les,
tak
e
g
o
o
d
n
o
tes
o
n
r
ea
d
in
g
s
f
o
r
id
ea
s
an
d
ac
cu
r
ately
p
ar
ap
h
r
ase
in
f
o
r
m
atio
n
d
u
e
to
th
e
c
o
m
p
le
x
co
g
n
itiv
e
p
r
o
ce
s
s
es
in
v
o
lv
ed
in
th
ese
task
s
.
T
o
f
u
r
th
er
elab
o
r
ate,
th
ese
s
k
ills
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
720
-
730
726
ar
e
clo
s
ely
lin
k
ed
to
th
eir
ab
i
lity
to
u
n
d
er
s
tan
d
an
d
s
y
n
th
es
ize
th
e
r
ea
d
in
g
tex
ts
[
2
8
]
.
Acq
u
ir
in
g
th
ese
s
k
ills
en
ab
les
E
SL
lear
n
er
s
to
ef
f
ec
tiv
ely
ap
p
ly
th
eir
u
n
d
er
s
tan
d
in
g
an
d
b
ac
k
g
r
o
u
n
d
k
n
o
wled
g
e
to
s
u
p
p
o
r
t
id
ea
s
in
th
eir
wr
itin
g
,
wh
ich
s
h
o
wca
s
es
a
d
ee
p
e
r
c
o
m
p
r
e
h
en
s
io
n
o
f
th
e
s
u
b
ject
m
atter
,
as
h
i
g
h
l
ig
h
ted
in
p
r
ev
io
u
s
s
tu
d
ies
[
4
1
]
,
[
4
2
]
.
T
h
is
p
r
o
f
ic
ien
cy
is
p
ar
ticu
lar
ly
ev
id
en
t
wh
en
lear
n
er
s
e
n
g
ag
e
in
s
tr
o
n
g
r
ea
d
in
g
a
n
d
n
o
te
tak
in
g
s
k
ills
,
th
at
r
eq
u
ir
e
th
em
to
id
en
tify
ess
en
tial
in
f
o
r
m
atio
n
an
d
co
n
n
ec
t
it
to
th
eir
o
wn
th
o
u
g
h
ts
.
Un
lik
e
wr
itin
g
to
p
ic
s
en
ten
ce
o
r
co
n
clu
s
io
n
o
r
ap
p
ly
in
g
co
r
r
ec
t
f
o
r
m
at
an
d
s
ty
le
i
n
wr
itin
g
,
th
e
s
e
s
k
ills
d
em
an
d
a
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
s
k
ills
,
cr
itical
an
aly
s
is
an
d
lear
n
er
s
’
a
b
ilit
y
to
ex
p
r
ess
id
ea
s
co
h
er
e
n
tly
an
d
ef
f
ec
ti
v
ely
in
th
eir
ex
p
o
s
ito
r
y
wr
itin
g
.
3
.
3
.
Writ
ing
pro
ce
s
s
T
ab
le
5
illu
s
tr
ates
im
p
o
r
tan
t
f
in
d
in
g
s
r
elate
d
to
th
e
wr
iti
n
g
p
r
o
ce
s
s
in
E
SL
lear
n
er
s
’
ex
p
o
s
ito
r
y
wr
itin
g
.
T
h
e
f
in
d
i
n
g
s
r
ev
ea
le
d
th
at
r
esp
o
n
d
e
n
ts
en
co
u
n
ter
ed
d
if
f
ic
u
lties
in
r
ev
is
in
g
th
eir
o
wn
wr
itin
g
to
en
h
an
ce
th
e
d
ev
el
o
p
m
en
t
an
d
o
r
g
an
izatio
n
o
f
id
ea
s
,
ed
itin
g
th
eir
wr
itin
g
af
ter
co
m
p
letin
g
th
eir
f
ir
s
t
d
r
af
t
a
n
d
d
r
af
tin
g
e
f
f
ec
tiv
e
p
ar
ag
r
ap
h
s
with
elab
o
r
atio
n
s
.
Fu
r
th
er
in
s
i
g
h
ts
in
to
th
ese
ch
allen
g
es
ar
e
d
etailed
in
T
ab
le
5
an
d
its
d
is
cu
s
s
io
n
.
T
ab
le
5
.
L
ea
r
n
er
s
’
p
e
r
ce
iv
ed
wr
itin
g
d
if
f
icu
lties
in
wr
itin
g
p
r
o
ce
s
s
I
t
e
ms
E
n
(
%)
M
n
(
%)
C
n
(
%)
ED
n
(
%)
M
e
a
n
D
e
c
i
s
i
o
n
W
r
i
t
i
n
g
p
r
o
c
e
ss
To
r
e
v
i
se
my
o
w
n
w
r
i
t
i
n
g
t
o
i
m
p
r
o
v
e
t
h
e
d
e
v
e
l
o
p
me
n
t
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
o
f
i
d
e
a
s
11
(
1
6
.
2
)
15
(
2
2
.
1
)
18
(
2
6
.
5
)
24
(
3
5
.
3
)
2
.
8
1
C
h
a
l
l
e
n
g
i
n
g
To
e
d
i
t
my
w
r
i
t
i
n
g
a
f
t
e
r
c
o
m
p
l
e
t
i
n
g
my
f
i
r
s
t
d
r
a
f
t
10
(
1
4
.
7
)
17
(
2
5
.
0
)
27
(
3
9
.
7
)
14
(
2
0
.
6
)
2
.
6
6
C
h
a
l
l
e
n
g
i
n
g
To
d
r
a
f
t
a
g
o
o
d
p
a
r
a
g
r
a
p
h
w
i
t
h
e
l
a
b
o
r
a
t
i
o
n
s
11
(
1
6
.
2
)
16
(
2
3
.
5
)
29
(
4
2
.
6
)
12
(
1
7
.
6
)
2
.
6
2
C
h
a
l
l
e
n
g
i
n
g
To
o
u
t
l
i
n
e
a
n
d
l
o
g
i
c
a
l
l
y
o
r
g
a
n
i
z
e
my
i
d
e
a
s
b
e
f
o
r
e
w
r
i
t
i
n
g
13
(
1
9
.
1
)
22
(
3
2
.
4
)
24
(
3
5
.
3
)
9
(
1
3
.
2
)
2
.
4
3
M
o
d
e
r
a
t
e
N
o
t
e
:
N
=
6
8
;
E=
Ea
s
y
;
M
=
M
o
d
e
r
a
t
e
;
C
=
C
h
a
l
l
e
n
g
i
n
g
;
ED
=
Ex
t
r
e
m
e
l
y
d
e
m
a
n
d
i
n
g
T
h
e
th
ir
d
co
n
s
tr
u
ct,
as
h
ig
h
lig
h
ted
in
T
ab
le
5
,
in
d
icate
d
th
e
h
ig
h
est
o
v
er
all
m
ea
n
s
co
r
e
o
f
M=
2
.
6
4
,
s
u
g
g
ests
th
at
wr
itin
g
p
r
o
ce
s
s
is
th
e
m
o
s
t
d
if
f
ic
u
lt
elem
en
t
th
e
r
esp
o
n
d
e
n
ts
in
th
eir
wr
itin
g
.
T
h
is
asp
ec
t
en
co
m
p
ass
ed
v
ar
io
u
s
asp
ec
ts
o
f
s
k
ill
an
d
p
r
o
f
icien
c
y
.
Firstl
y
,
co
n
ce
r
n
in
g
th
e
task
o
f
r
ev
i
s
in
g
th
e
wr
itin
g
to
im
p
r
o
v
e
th
e
d
ev
elo
p
m
en
t
an
d
o
r
g
an
izatio
n
o
f
id
ea
s
,
r
esp
o
n
d
en
ts
s
h
o
wed
a
h
ig
h
lev
el
o
f
d
if
f
icu
lty
,
with
2
6
.
5
%
p
e
r
ce
iv
ed
it
as
ch
alle
n
g
in
g
a
n
d
3
5
.
3
%
claim
in
g
it
to
b
e
e
x
tr
em
ely
d
em
an
d
i
n
g
.
Ho
wev
er
,
a
n
o
th
er
1
6
.
2
% f
o
u
n
d
it to
b
e
ea
s
y
a
n
d
2
2
.
1
% r
ep
o
r
ted
it a
s
m
o
d
er
ate.
Nex
t,
ed
itin
g
af
ter
co
m
p
letin
g
th
e
in
itial
d
r
af
t
is
also
ass
e
s
s
ed
with
v
ar
y
in
g
lev
els
o
f
e
ase.
Her
e,
1
4
.
7
%
f
o
u
n
d
it
ea
s
y
,
2
5
.
0
%
c
o
n
s
id
er
ed
it
m
o
d
er
ate,
3
9
.
7
%
p
er
ce
iv
ed
it
as
ch
allen
g
in
g
a
n
d
2
0
.
6
%
r
ated
it
as
ex
tr
em
ely
d
em
an
d
in
g
.
T
h
is
f
i
n
d
in
g
s
u
g
g
ests
th
at
r
esp
o
n
d
en
ts
wer
e
p
r
o
n
e
to
f
in
d
th
is
ele
m
en
t
as
a
s
ig
n
if
ican
t
o
b
s
tacle
in
th
eir
ab
ilit
y
to
p
r
o
d
u
ce
g
o
o
d
co
m
p
o
s
itio
n
.
I
n
co
n
s
tr
u
ctin
g
a
well
-
o
r
g
a
n
ized
p
ar
a
g
r
ap
h
with
d
etailed
elab
o
r
atio
n
s
,
th
e
f
in
d
i
n
g
f
o
u
n
d
th
at
1
6
.
2
%
o
f
th
e
r
es
p
o
n
d
e
n
ts
v
iewe
d
th
is
as
ea
s
y
an
d
2
3
.
5
%
claim
ed
th
e
elem
en
t
is
m
o
d
e
r
ate.
I
n
co
n
tr
ast,
4
2
.
6
%
f
o
u
n
d
it
ch
allen
g
in
g
an
d
1
7
.
6
%
th
o
u
g
h
t
it
was
ex
tr
em
ely
d
em
an
d
in
g
.
As
f
o
r
th
e
f
in
al
i
tem
in
t
h
e
co
n
s
tr
u
ct,
e
v
alu
ati
n
g
th
e
o
u
tlin
in
g
an
d
lo
g
ical
s
tr
u
ctu
r
in
g
o
f
id
ea
s
b
ef
o
r
e
in
itiatin
g
t
h
e
wr
itin
g
p
r
o
ce
s
s
r
ev
ea
led
th
at
1
9
.
1
%
co
n
s
id
er
ed
it
ea
s
y
,
3
2
.
4
%
s
aid
it
was
m
o
d
er
ate,
3
5
.
3
%
o
f
th
e
r
esp
o
n
d
e
n
ts
th
o
u
g
h
t
it
was
ch
allen
g
in
g
an
d
1
3
.
2
%
claim
ed
it
was
ex
tr
em
ely
d
em
an
d
in
g
f
o
r
th
em
.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
ts
th
e
c
o
m
p
lex
n
atu
r
e
o
f
th
e
wr
itin
g
p
r
o
ce
s
s
,
with
r
esp
o
n
d
en
ts
b
eliev
ed
m
o
s
t
item
s
in
th
is
co
n
s
tr
u
ct
as c
h
allen
g
in
g
t
o
p
r
ac
tice
in
t
h
eir
wr
it
in
g
less
o
n
s
.
Acc
o
r
d
in
g
to
th
e
f
in
d
in
g
s
o
f
th
e
r
esear
ch
,
wr
itin
g
co
h
er
en
t
p
ar
ag
r
a
p
h
s
with
elab
o
r
atio
n
s
an
d
ed
itin
g
an
d
r
ewo
r
k
in
g
th
em
a
r
e
co
m
m
o
n
ch
allen
g
es
f
o
r
E
SL
s
tu
d
en
ts
.
T
h
eir
in
ad
eq
u
ate
p
r
o
f
icien
cy
in
E
n
g
lis
h
m
ay
co
n
tr
ib
u
te
to
th
eir
ch
allen
g
es
as
th
ey
m
ay
f
in
d
it
ch
allen
g
in
g
to
id
e
n
tify
a
n
d
co
r
r
ec
t
g
r
am
m
atica
l,
s
y
n
tactic,
an
d
v
o
ca
b
u
lar
y
is
s
u
es
[
2
7
]
.
Mo
r
eo
v
er
,
th
ese
is
s
u
es
ar
e
m
ad
e
wo
r
s
e
b
y
a
lack
o
f
v
ast
E
n
g
lis
h
wr
itin
g
ex
p
er
ien
ce
an
d
ex
p
o
s
u
r
e
to
ap
p
r
o
p
r
iate
wr
itin
g
s
tr
u
ctu
r
es
[
4
7
]
,
[
5
1
]
.
E
SL
lear
n
er
s
f
in
d
it
ch
allen
g
in
g
to
u
n
d
er
s
tan
d
th
e
co
m
p
lex
n
atu
r
e
o
f
wr
itin
g
b
ec
au
s
e
th
ey
lack
ap
p
r
o
p
r
iate
f
ee
d
b
ac
k
,
ass
is
tan
ce
,
an
d
co
n
f
id
en
ce
in
th
eir
ab
ilit
y
to
u
s
e
th
e
lan
g
u
ag
e
[
1
7
]
,
[
2
0
]
,
[
5
0
]
.
Mo
r
e
o
v
er
,
th
e
lack
o
f
o
r
g
a
n
izatio
n
o
f
th
o
u
g
h
ts
in
wr
itin
g
is
also
in
f
lu
en
ce
d
b
y
th
e
in
ef
f
ec
tiv
e
u
s
e
co
h
esiv
e
d
e
v
ices
[
3
5
]
an
d
ex
ce
s
s
iv
e
em
p
h
asis
o
n
o
t
h
er
lin
g
u
is
tic
elem
en
ts
[
4
6
]
.
A
d
d
r
ess
in
g
th
ese
ch
allen
g
es
n
ec
ess
itates
ta
ilo
r
ed
lan
g
u
ag
e
in
ter
v
en
tio
n
s
,
s
p
ec
if
ic
f
ee
d
b
ac
k
,
p
ee
r
co
llab
o
r
atio
n
a
n
d
ac
ce
s
s
ib
le
lan
g
u
a
g
e
r
eso
u
r
ce
s
a
n
d
s
u
p
p
o
r
t a
s
s
u
g
g
ested
b
y
s
ev
er
al
s
tu
d
ies
[
5
4
]
,
[
5
5
]
.
I
n
s
u
m
m
ar
y
,
th
e
r
esu
lt
o
f
th
i
s
s
tu
d
y
in
d
icate
th
at
th
e
r
esp
o
n
d
en
ts
h
a
d
a
m
o
d
er
ate
lev
el
o
f
s
k
ill
in
lan
g
u
ag
e
s
tr
u
ctu
r
e.
T
h
e
y
d
e
m
o
n
s
tr
ated
d
if
f
icu
lties
in
s
en
ten
ce
s
tr
u
ctu
r
es,
v
o
ca
b
u
lar
y
u
s
ag
e
an
d
th
e
o
f
l
o
g
ical
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
A
n
ee
d
s
a
n
a
lysi
s
o
n
ch
a
llen
g
es in
E
n
g
lis
h
ex
p
o
s
ito
r
y
w
r
itin
g
a
mo
n
g
E
n
g
lis
h
…
(
N
o
o
r
fa
tin
Za
ka
r
ia
)
727
co
n
n
ec
to
r
s
.
No
n
eth
eless
,
d
i
f
f
i
cu
lties
ar
o
s
e
with
r
e
g
ar
d
to
th
e
d
e
v
elo
p
m
e
n
t
an
d
o
r
g
an
iza
tio
n
o
f
th
e
co
n
te
n
t.
T
h
e
r
esp
o
n
d
e
n
ts
n
o
ted
th
at
ac
tiv
ities
l
ik
e
s
u
m
m
ar
izin
g
,
d
ev
elo
p
in
g
an
d
s
u
p
p
o
r
tin
g
th
eir
p
o
in
ts
with
elab
o
r
atio
n
in
wr
itin
g
,
n
o
te
-
ta
k
in
g
an
d
p
ar
ap
h
r
asin
g
wer
e
e
s
p
ec
ially
ch
allen
g
in
g
.
T
h
e
wr
itin
g
p
r
o
ce
s
s
s
to
o
d
u
p
as
th
e
m
o
s
t
d
if
f
ic
u
lt
asp
ec
t,
in
d
icatin
g
ch
allen
g
es
with
a
ctiv
ities
lik
e
ed
itin
g
th
e
wr
itte
n
d
r
a
f
t,
s
u
p
p
o
r
tin
g
im
p
o
r
tan
t
ar
g
u
m
en
ts
with
in
p
ar
ag
r
a
p
h
s
an
d
r
ev
is
in
g
f
o
r
i
m
p
r
o
v
e
d
wr
itin
g
d
ev
elo
p
m
en
t
an
d
o
r
g
an
izatio
n
.
T
o
g
eth
er
,
t
h
ese
in
s
ig
h
ts
h
ig
h
l
ig
h
t
th
e
co
m
p
lex
ity
o
f
th
e
w
r
itin
g
p
r
o
ce
s
s
an
d
t
h
e
d
if
f
ic
u
lties
in
r
aisi
n
g
th
e
o
v
er
all
q
u
ality
o
f
th
e
w
r
itten
p
iece
s
.
T
h
ese
c
h
allen
g
es
f
u
r
th
er
em
p
h
asize
th
e
in
h
er
e
n
t
d
if
f
icu
lty
in
ac
q
u
ir
i
n
g
p
r
o
f
icien
t w
r
itin
g
s
k
ills
.
4.
CO
NCLU
SI
O
N
I
n
co
n
cl
u
s
io
n
,
th
is
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
ch
allen
g
es
f
ac
ed
b
y
E
SL
lear
n
er
s
in
th
eir
p
u
r
s
u
it
o
f
im
p
r
o
v
in
g
th
eir
ex
p
o
s
ito
r
y
wr
itin
g
s
k
ills
.
T
h
e
s
tu
d
y
em
p
h
asizes
th
at
th
e
lear
n
er
s
ar
e
s
tr
u
g
g
lin
g
m
o
r
e
i
n
d
ev
elo
p
in
g
a
n
d
o
r
g
an
izin
g
th
eir
wr
itin
g
co
n
ten
ts
an
d
i
n
teg
r
atin
g
wr
itin
g
p
r
o
ce
s
s
in
p
r
o
d
u
cin
g
th
eir
ex
p
o
s
itio
n
,
co
m
p
ar
ed
to
ap
p
ly
in
g
b
asic la
n
g
u
ag
e
f
ea
tu
r
es in
th
eir
wr
itin
g
,
as th
e
f
o
r
m
er
r
e
q
u
ir
es th
em
to
h
av
e
h
ig
h
er
co
g
n
itiv
e
ab
ilit
y
to
u
n
d
er
s
tan
d
th
e
s
u
b
ject
m
atter
an
d
co
n
n
ec
t id
ea
s
,
s
o
th
at
th
eir
wr
itin
g
s
ar
e
co
h
er
en
t
,
wh
ich
f
ac
ilit
ates
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
.
Sp
ec
i
f
ically
,
th
e
s
tu
d
y
also
h
ig
h
lig
h
ts
ch
allen
g
es
in
v
ar
y
in
g
th
eir
s
en
ten
ce
s
tr
u
ctu
r
es,
ex
p
an
d
in
g
r
an
g
e
o
f
v
o
ca
b
u
lar
y
an
d
ef
f
ec
tiv
ely
lin
k
id
ea
s
th
r
o
u
g
h
ap
p
r
o
p
r
iate
co
h
esiv
e
d
ev
ices.
C
o
n
s
eq
u
en
tly
,
th
is
h
as
d
r
awn
atten
tio
n
to
th
e
n
ee
d
o
f
cr
ea
tin
g
co
n
d
u
civ
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
th
a
t
p
r
o
m
o
tes cr
ea
tiv
ity
a
n
d
allo
w
s
ex
p
er
im
en
tatio
n
with
lan
g
u
a
g
e
u
s
ag
e,
g
iv
en
th
e
lim
ited
o
p
p
o
r
tu
n
ities
f
o
r
th
em
to
p
r
ac
tice
in
d
o
i
n
g
s
o
.
Als
o
,
th
e
r
esear
ch
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
t
o
b
s
tacle
s
f
ac
ed
b
y
th
e
lear
n
e
r
s
in
d
ev
elo
p
in
g
an
d
o
r
g
a
n
izin
g
i
d
ea
s
,
as
well
as
th
e
o
v
er
all
p
r
o
ce
s
s
o
f
p
r
o
d
u
cin
g
q
u
alit
y
ex
p
o
s
itio
n
.
T
h
is
em
p
h
asizes
th
e
im
p
e
r
ativ
e
f
o
r
th
ese
lear
n
er
s
to
em
p
lo
y
cr
iti
ca
l
th
in
k
in
g
s
k
ills
in
a
n
aly
zin
g
in
f
o
r
m
atio
n
an
d
g
ain
m
o
r
e
ex
p
o
s
u
r
e
in
wr
itin
g
s
tr
ateg
ies.
T
h
e
r
esear
ch
o
f
f
er
s
p
o
ten
tial
s
tr
ateg
ies
in
o
v
er
co
m
in
g
th
ese
ch
allen
g
es,
in
clu
d
in
g
p
r
o
v
id
i
n
g
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
an
d
f
o
s
ter
in
g
co
llab
o
r
atio
n
am
o
n
g
p
ee
r
s
.
L
o
o
k
i
n
g
ah
ea
d
,
f
u
r
th
er
r
esear
ch
s
h
o
u
l
d
b
e
c
o
n
d
u
cted
in
d
ev
elo
p
in
g
tailo
r
ed
teac
h
in
g
an
d
lear
n
in
g
ap
p
r
o
ac
h
th
at
ca
n
ass
is
t th
ese
E
SL
lear
n
er
s
.
T
o
im
p
r
o
v
e
th
e
g
en
er
aliza
ti
o
n
an
d
a
p
p
licatio
n
o
f
th
e
s
t
u
d
y
’
s
f
in
d
in
g
s
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
l
d
b
r
o
ad
e
n
its
s
co
p
e
to
i
n
clu
d
e
d
if
f
er
en
t
d
iv
er
s
ity
o
f
E
SL
s
ettin
g
s
an
d
a
la
r
g
er
r
ep
r
esen
tat
iv
e
s
am
p
le
o
f
E
SL
lear
n
er
s
b
y
co
m
p
ar
in
g
u
r
b
an
an
d
r
u
r
al
la
n
g
u
a
g
e
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
o
r
e
x
p
lo
r
i
n
g
t
h
e
d
if
f
er
en
ce
s
b
etwe
en
E
SL
lear
n
er
s
in
p
u
b
lic
s
ch
o
o
ls
an
d
p
r
iv
ate
i
n
s
titu
tio
n
s
.
T
h
is
b
r
o
ad
er
ap
p
r
o
ac
h
ca
n
y
ield
s
tr
o
n
g
er
an
d
g
en
er
ally
m
o
r
e
p
r
ac
tical
r
esu
l
ts
,
wh
ich
wo
u
ld
co
n
tr
ib
u
te
to
a
g
r
ea
ter
u
n
d
er
s
tan
d
in
g
o
f
E
S
L
lear
n
er
s
’
wr
itin
g
d
if
f
icu
lties
.
Fu
r
th
er
m
o
r
e
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
in
clu
d
e
in
v
esti
g
atin
g
wr
itin
g
g
en
r
es
o
t
h
er
th
an
ex
p
o
s
ito
r
y
ess
ay
s
to
en
r
ich
th
e
u
n
d
er
s
t
an
d
in
g
o
f
ef
f
ec
tiv
e
in
ter
v
en
t
io
n
s
in
E
SL
wr
itin
g
,
as
a
wh
o
le.
I
n
c
o
r
p
o
r
atin
g
r
ef
lectiv
e
o
r
c
r
ea
tiv
e
wr
itin
g
in
to
r
esear
ch
ef
f
o
r
ts
will
p
r
o
v
id
e
a
m
o
r
e
h
o
lis
tic
v
iew
th
at
allo
ws
r
esear
ch
er
s
an
d
e
d
u
ca
to
r
s
to
c
r
ea
te
tr
ea
tm
en
ts
th
at
p
r
o
m
o
te
s
u
cc
ess
in
b
r
o
ad
e
r
r
a
n
g
e
o
f
lan
g
u
ag
e
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t.
B
y
em
b
r
ac
in
g
a
m
o
r
e
d
iv
er
s
e
r
an
g
e
o
f
E
SL
co
n
te
x
ts
an
d
in
co
r
p
o
r
atin
g
m
u
ltip
le
wr
it
in
g
g
en
r
es,
f
u
tu
r
e
r
esear
ch
ca
n
m
a
k
e
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
s
to
th
e
ad
v
an
ce
m
en
t o
f
ef
f
ec
tiv
e
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
r
esear
ch
was
s
u
p
p
o
r
te
d
b
y
Un
iv
e
r
s
iti
Keb
an
g
s
aa
n
Ma
lay
s
ia,
u
n
d
er
th
e
GGPM
-
2022
-
0
1
8
r
esear
ch
g
r
an
t.
T
h
e
au
th
o
r
s
ex
p
r
ess
g
r
atitu
d
e
to
all
co
n
t
r
ib
u
to
r
s
,
with
s
p
ec
ial
ac
k
n
o
wled
g
em
en
t
to
th
e
Ma
lay
s
ian
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
th
e
Facu
lty
o
f
E
d
u
c
atio
n
at
Un
iv
er
s
iti
Keb
an
g
s
a
an
Ma
lay
s
ia,
th
e
p
ar
ticip
atin
g
s
ch
o
o
l,
lan
g
u
ag
e
o
f
f
icer
s
,
teac
h
er
s
,
lear
n
er
s
an
d
o
th
er
s
in
v
o
l
v
ed
.
RE
F
E
R
E
NC
E
S
[
1
]
I
.
H
a
ssan
,
A
.
M
.
A
.
R
a
h
m
a
n
,
a
n
d
M
.
N
.
L
.
A
z
m
i
,
“
D
e
v
e
l
o
p
me
n
t
o
f
En
g
l
i
sh
w
r
i
t
i
n
g
sk
i
l
l
s
t
h
r
o
u
g
h
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
a
m
o
n
g
ES
L
l
e
a
r
n
e
r
s
i
n
M
a
l
a
y
si
a
,
”
Ara
b
W
o
rl
d
E
n
g
l
i
sh
J
o
u
r
n
a
l
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
3
7
7
–
3
8
9
,
2
0
2
1
,
d
o
i
:
1
0
.
2
4
0
9
3
/
a
w
e
j
/
c
a
l
l
7
.
2
6
.
[
2
]
M
.
D
.
B
a
h
a
n
g
,
A
.
R
.
N
a
w
u
n
,
A
.
A
.
W
u
t
u
n
,
a
n
d
M
.
N
u
r
h
u
sa
i
n
,
“
T
h
e
u
s
e
o
f
t
h
e
ma
t
i
c
p
r
o
g
r
e
ssi
o
n
i
n
w
r
i
t
i
n
g
:
h
o
r
t
a
t
o
r
y
e
x
p
o
s
i
t
i
o
n
t
e
x
t
a
t
s
e
c
o
n
d
g
r
a
d
e
s
t
u
d
e
n
t
s
o
f
S
M
A
N
e
g
e
r
i
1
E
l
a
r
,
”
T
h
e
E
d
u
c
a
t
i
o
n
a
l
Re
v
i
e
w
,
U
S
A
,
v
o
l
.
5
,
n
o
.
1
0
,
p
p
.
3
8
5
–
3
9
0
,
2
0
2
1
,
d
o
i
:
1
0
.
2
6
8
5
5
/
e
r
.
2
0
2
1
.
1
0
.
0
0
2
.
[
3
]
R
.
S
m
i
t
h
,
P
.
S
n
o
w
,
T
.
S
e
r
r
y
,
a
n
d
L.
H
a
mm
o
n
d
,
“
T
h
e
r
o
l
e
o
f
b
a
c
k
g
r
o
u
n
d
k
n
o
w
l
e
d
g
e
i
n
r
e
a
d
i
n
g
c
o
mp
r
e
h
e
n
s
i
o
n
:
a
c
r
i
t
i
c
a
l
r
e
v
i
e
w
,
”
Re
a
d
i
n
g
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
4
2
,
n
o
.
3
,
p
p
.
2
1
4
–
2
4
0
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
7
0
2
7
1
1
.
2
0
2
1
.
1
8
8
8
3
4
8
.
[
4
]
U
.
D
e
m
i
r
a
l
,
“
Ex
a
mi
n
a
t
i
o
n
o
f
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
s
k
i
l
l
s
o
f
p
r
e
ser
v
i
c
e
sci
e
n
c
e
t
e
a
c
h
e
r
s
:
a
p
e
r
s
p
e
c
t
i
v
e
o
f
s
o
c
i
a
l
c
o
n
st
r
u
c
t
i
v
i
st
t
h
e
o
r
y
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
7
,
n
o
.
4
,
p
.
1
7
9
,
2
0
1
8
,
d
o
i
:
1
0
.
5
5
3
9
/
j
e
l
.
v
7
n
4
p
1
7
9
.
[
5
]
T.
S
u
-
H
i
e
,
M
.
Er
n
i
sa
,
C
.
K
e
e
-
M
a
n
,
M
.
Jec
k
y
,
a
n
d
J.
C
o
l
l
i
n
,
“
E
mp
l
o
y
e
r
s
’
v
i
e
w
o
n
t
h
e
i
mp
o
r
t
a
n
c
e
o
f
En
g
l
i
s
h
p
r
o
f
i
c
i
e
n
c
y
a
n
d
c
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
l
f
o
r
e
m
p
l
o
y
a
b
i
l
i
t
y
i
n
M
a
l
a
y
s
i
a
,
”
I
n
d
o
n
e
s
i
a
n
J
o
u
r
n
a
l
o
f
Ap
p
l
i
e
d
L
i
n
g
u
i
s
t
i
c
s
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
3
1
5
–
3
2
7
,
2
0
1
7
.
[
6
]
C
.
K
.
S
.
S
i
n
g
h
,
R
.
G
o
p
a
l
,
E
.
T.
O
n
g
,
T.
S
.
M
.
S
i
n
g
h
,
N
.
A
.
M
o
st
a
f
a
,
a
n
d
R
.
K
.
A
.
S
i
n
g
h
,
“
ESL
t
e
a
c
h
e
r
s’
st
r
a
t
e
g
i
e
s
t
o
f
o
st
e
r
h
i
g
h
e
r
-
o
r
d
e
r
t
h
i
n
k
i
n
g
sk
i
l
l
s
t
o
t
e
a
c
h
w
r
i
t
i
n
g
,
”
Ma
l
a
y
si
a
n
J
o
u
r
n
a
l
o
f
L
e
a
r
n
i
n
g
a
n
d
I
n
s
t
ru
c
t
i
o
n
,
v
o
l
.
1
7
,
n
o
.
2
,
p
p
.
1
9
5
–
2
2
6
,
2
0
2
0
,
d
o
i
:
1
0
.
3
2
8
9
0
/
m
j
l
i
2
0
2
0
.
1
7
.
2
.
7
.
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
720
-
730
728
[
7
]
N
.
C
e
y
l
a
n
a
,
“
S
t
u
d
e
n
t
p
e
r
c
e
p
t
i
o
n
s
o
f
d
i
f
f
i
c
u
l
t
i
e
s i
n
se
c
o
n
d
l
a
n
g
u
a
g
e
w
r
i
t
i
n
g
,
”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
a
n
d
L
i
n
g
u
i
s
t
i
c
S
t
u
d
i
e
s
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
1
1
1
–
1
3
5
,
2
0
1
9
.
[
8
]
A
.
S
.
S
o
o
mr
o
,
“
C
h
a
l
l
e
n
g
e
s
f
a
c
e
d
b
y
t
h
e
se
c
o
n
d
l
a
n
g
u
a
g
e
l
e
a
r
n
e
r
s:
a
r
e
v
i
e
w
,
”
S
i
n
d
h
J
o
u
r
n
a
l
o
f
L
i
n
g
u
i
st
i
c
s
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
5
1
–
5
7
,
2
0
2
2
,
d
o
i
:
1
0
.
5
8
9
2
1
/
s
i
n
d
h
j
o
l
.
v
1
i
1
.
1
0
.
[
9
]
T.
P
.
U
t
a
m
a
,
“
P
o
r
t
f
o
l
i
o
sy
s
t
e
m
i
n
t
e
a
c
h
i
n
g
w
r
i
t
i
n
g
:
e
f
l
s
t
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
s
,
”
Pe
d
a
g
o
g
y
:
J
o
u
rn
a
l
o
f
E
n
g
l
i
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l
.
8
,
n
o
.
2
,
p
.
1
5
9
,
2
0
2
0
,
d
o
i
:
1
0
.
3
2
3
3
2
/
p
e
d
a
g
o
g
y
.
v
8
i
2
.
2
2
6
2
.
[
1
0
]
Y
.
C
h
e
n
g
,
“
R
e
s
e
a
r
c
h
o
n
c
o
o
p
e
r
a
t
i
v
e
i
n
t
e
r
a
c
t
i
v
e
t
e
a
c
h
i
n
g
m
o
d
e
l
i
n
c
o
l
l
e
g
e
En
g
l
i
sh
b
a
se
d
o
n
mu
l
t
i
me
d
i
a
n
e
t
w
o
r
k
,
”
i
n
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
2
0
1
6
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
E
d
u
c
a
t
i
o
n
,
S
p
o
r
t
s,
Ar
t
s
a
n
d
M
a
n
a
g
e
m
e
n
t
En
g
i
n
e
e
r
i
n
g
,
P
a
r
i
s,
F
r
a
n
c
e
:
A
t
l
a
n
t
i
s
P
r
e
ss,
2
0
1
6
.
d
o
i
:
1
0
.
2
9
9
1
/
i
c
e
sa
me
-
1
6
.
2
0
1
6
.
2
6
6
.
[
1
1
]
S
.
T.
P
a
l
p
a
n
a
d
a
n
,
E.
M
.
A
n
t
h
o
n
y
,
N
.
M
.
N
g
a
d
i
r
a
n
,
H
.
K
a
d
i
r
,
a
n
d
A
.
Za
i
n
a
l
,
“
C
o
mp
a
r
a
t
i
v
e
a
n
a
l
y
s
i
s
o
f
w
r
i
t
i
n
g
a
p
p
r
o
a
c
h
e
s
p
r
a
c
t
i
s
e
d
i
n
M
a
l
a
y
si
a
n
ESL
c
l
a
ssr
o
o
ms,”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
&
S
o
c
i
a
l
P
o
l
i
c
y
,
v
o
l
.
6
,
n
o
.
3
,
2
0
1
9
,
d
o
i
:
1
0
.
3
0
8
4
5
/
j
e
s
p
.
v
6
n
3
p
1
7
.
[
1
2
]
W
.
N
a
e
e
m,
Z
.
A
sh
r
a
f
,
a
n
d
Z
.
A
.
A
f
sa
r
,
“
F
a
c
t
o
r
s c
a
u
si
n
g
ESL
s
t
u
d
e
n
t
s’
d
e
mo
t
i
v
a
t
i
o
n
t
o
l
e
a
r
n
E
n
g
l
i
sh
,”
G
l
o
b
a
l
L
a
n
g
u
a
g
e
Re
v
i
e
w
,
v
o
l
.
V
I
I
I
,
n
o
.
I
,
p
p
.
1
1
4
–
1
2
2
,
2
0
2
3
,
d
o
i
:
1
0
.
3
1
7
0
3
/
g
l
r
.
2
0
2
3
(
v
i
i
i
-
i
)
.
1
1
.
[
1
3
]
A
.
M
u
s
t
a
f
a
,
A
.
N
.
A
r
b
a
b
,
a
n
d
A
.
A
.
El
S
a
y
e
d
,
“
D
i
f
f
i
c
u
l
t
i
e
s
i
n
a
c
a
d
e
m
i
c
w
r
i
t
i
n
g
i
n
E
n
g
l
i
s
h
a
s
a
s
e
c
o
n
d
/
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
f
r
o
m
t
h
e
p
e
r
s
p
e
c
t
i
v
e
o
f
u
n
d
e
r
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s
i
n
O
man
,
”
Ar
a
b
W
o
rl
d
E
n
g
l
i
sh
J
o
u
r
n
a
l
,
v
o
l
.
1
,
n
o
.
3
,
p
p
.
2
2
6
–
2
3
8
,
2
0
1
3
.
[
1
4
]
P
.
C
h
a
n
g
,
C
.
C
.
Tsa
i
,
a
n
d
P
.
j
u
C
h
e
n
,
“
O
r
g
a
n
i
z
a
t
i
o
n
st
r
a
t
e
g
i
e
s
i
n
EFL
e
x
p
o
s
i
t
o
r
y
e
ss
a
y
s
i
n
a
c
o
n
t
e
n
t
-
b
a
s
e
d
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
c
o
u
r
se,
”
As
i
a
-
Pa
c
i
f
i
c
E
d
u
c
a
t
i
o
n
R
e
se
a
rc
h
e
r
,
v
o
l
.
2
9
,
n
o
.
2
,
p
p
.
1
8
3
–
1
9
7
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s
4
0
2
9
9
-
0
1
9
-
0
0
4
6
4
-
2.
[
1
5
]
A
.
L.
R
o
j
a
s
V
a
r
g
a
s
,
A
.
P
.
S
o
l
a
n
o
Q
u
e
s
a
d
a
,
J.
M
.
V
a
r
g
a
s
V
á
s
q
u
e
z
,
a
n
d
A
.
Ji
mé
n
e
z
R
o
j
a
s,
“
C
o
n
sc
i
o
u
s
n
e
ss
-
r
a
i
si
n
g
t
a
s
k
s
f
o
r
t
h
e
med
i
a
t
i
o
n
o
f
t
e
x
t
s
t
r
u
c
t
u
r
e
,
c
o
h
e
s
i
o
n
,
a
n
d
c
o
h
e
r
e
n
c
e
i
n
e
ssa
y
w
r
i
t
i
n
g
,
”
A
c
t
u
a
l
i
d
a
d
e
s
I
n
v
e
s
t
i
g
a
t
i
v
a
s
e
n
E
d
u
c
a
c
i
ó
n
,
v
o
l
.
2
0
,
n
o
.
2
,
p
.
2
7
,
2
0
2
0
,
d
o
i
:
1
0
.
1
5
5
1
7
/
a
i
e
.
v
2
0
i
2
.
4
1
6
6
9
.
[
1
6
]
N
.
K
i
t
j
a
r
o
o
n
c
h
a
i
a
n
d
S
.
S
u
p
p
a
s
e
t
ser
e
e
,
“
O
n
l
i
n
e
c
o
l
l
a
b
o
r
a
t
i
v
e
w
r
i
t
i
n
g
v
i
a
G
o
o
g
l
e
D
o
c
s
:
c
a
se
st
u
d
i
e
s
i
n
t
h
e
EFL
c
l
a
ssr
o
o
m,”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
R
e
se
a
rc
h
,
v
o
l
.
1
2
,
n
o
.
6
,
p
p
.
9
2
2
–
9
3
4
,
2
0
2
1
,
d
o
i
:
1
0
.
1
7
5
0
7
/
J
LT
R
.
1
2
0
6
.
0
8
.
[
1
7
]
R
.
A
k
h
t
a
r
,
H
.
H
a
s
sa
n
,
A
.
B
.
S
a
i
d
a
l
v
i
,
a
n
d
S
.
H
u
ss
a
i
n
,
“
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
f
t
h
e
c
h
a
l
l
e
n
g
e
s
a
n
d
so
l
u
t
i
o
n
s
o
f
ESL
st
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
w
r
i
t
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
g
i
n
e
e
ri
n
g
a
n
d
Ad
v
a
n
c
e
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
8
,
n
o
.
5
,
p
p
.
1
1
6
9
–
1
1
7
1
,
2
0
1
9
,
d
o
i
:
1
0
.
3
5
9
4
0
/
i
j
e
a
t
.
E
1
1
6
4
.
0
5
8
5
C
1
9
.
[
1
8
]
C
.
W
.
Jo
,
“
E
x
p
l
o
r
i
n
g
g
e
n
e
r
a
l
v
e
r
s
u
s
a
c
a
d
e
m
i
c
E
n
g
l
i
s
h
p
r
o
f
i
c
i
e
n
c
y
a
s
p
r
e
d
i
c
t
o
r
s
o
f
a
d
o
l
e
sc
e
n
t
EFL
e
ss
a
y
w
r
i
t
i
n
g
,
”
Wr
i
t
t
e
n
C
o
m
m
u
n
i
c
a
t
i
o
n
,
v
o
l
.
3
8
,
n
o
.
2
,
p
p
.
2
0
8
–
2
4
6
,
2
0
2
1
,
d
o
i
:
1
0
.
1
1
7
7
/
0
7
4
1
0
8
8
3
2
0
9
8
6
3
6
4
.
[
1
9
]
T.
N
.
F
i
t
r
i
a
,
“
Er
r
o
r
a
n
a
l
y
s
i
s
f
o
u
n
d
i
n
s
t
u
d
e
n
t
s’
w
r
i
t
i
n
g
c
o
m
p
o
si
t
i
o
n
o
f
s
i
mp
l
e
f
u
t
u
r
e
t
e
n
s
e
,
”
EL
S
J
o
u
rn
a
l
o
n
I
n
t
e
rd
i
sc
i
p
l
i
n
a
ry
S
t
u
d
i
e
s
i
n
H
u
m
a
n
i
t
i
e
s
,
v
o
l
.
1
,
n
o
.
3
,
p
p
.
2
4
0
–
2
5
1
,
2
0
1
8
,
d
o
i
:
1
0
.
3
4
0
5
0
/
e
l
s
-
j
i
sh
.
v
1
i
3
.
5
0
2
8
.
[
2
0
]
R
.
N
.
M
o
ses
a
n
d
M
.
M
o
h
a
ma
d
,
“
C
h
a
l
l
e
n
g
e
s
f
a
c
e
d
b
y
st
u
d
e
n
t
s
a
n
d
t
e
a
c
h
e
r
s
o
n
w
r
i
t
i
n
g
s
k
i
l
l
s
i
n
ESL
c
o
n
t
e
x
t
s:
a
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
C
re
a
t
i
v
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
,
n
o
.
1
3
,
p
p
.
3
3
8
5
–
3
3
9
1
,
2
0
1
9
,
d
o
i
:
1
0
.
4
2
3
6
/
c
e
.
2
0
1
9
.
1
0
1
3
2
6
0
.
[
2
1
]
M
.
G
.
M
a
r
u
,
C
.
C
.
P
i
k
i
r
a
n
g
,
a
n
d
N
.
L
i
a
n
d
o
,
“
I
n
t
e
g
r
a
t
i
n
g
w
r
i
t
i
n
g
w
i
t
h
l
i
st
e
n
i
n
g
i
n
EFL
c
l
a
ss:
a
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
3
r
d
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
S
o
c
i
a
l
S
c
i
e
n
c
e
s
(
I
C
S
S
2
0
2
0
)
,
A
t
l
a
n
t
i
s Pr
e
ss,
2
0
2
0
.
d
o
i
:
1
0
.
2
9
9
1
/
a
sse
h
r
.
k
.
2
0
1
0
1
4
.
0
4
8
.
[
2
2
]
S
.
R
.
M
u
r
t
i
n
i
n
g
si
h
, S
.
K
u
r
n
i
a
w
a
t
i
,
a
n
d
A
.
W
.
D
.
P
u
t
r
i
, “
U
n
i
v
e
r
s
i
t
y
EFL S
t
u
d
e
n
t
s’
G
r
a
mm
a
r
M
a
s
t
e
r
y
a
n
d
Th
e
i
r
W
r
i
t
i
n
g
A
b
i
l
i
t
y
:
A
Q
u
a
n
t
i
t
a
t
i
v
e
S
t
u
d
y
,”
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
S
u
st
a
i
n
a
b
l
e
I
n
n
o
v
a
t
i
o
n
o
n
H
u
m
a
n
i
t
i
e
s,
Ed
u
c
a
t
i
o
n
,
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
(
I
C
O
S
I
-
H
E
S
S
2
0
2
2
)
,
2
0
2
2
.
d
o
i
:
1
0
.
2
9
9
1
/
9
7
8
-
2
-
4
9
4
0
6
9
-
65
-
7
_
2
1
.
[
2
3
]
L.
B
.
Za
k
i
,
“
Th
e
u
s
e
o
f
d
i
c
t
o
g
l
o
ss
t
o
i
mp
r
o
v
e
st
u
d
e
n
t
s’
w
r
i
t
i
n
g
i
n
M
u
h
a
mm
a
d
i
y
a
h
p
l
u
s
se
c
o
n
d
a
r
y
s
c
h
o
o
l
b
a
t
a
m
,
”
J
o
u
r
n
a
l
o
f
En
g
l
i
sh
Pe
d
a
g
o
g
y
,
L
i
n
g
u
i
st
i
c
s,
L
i
t
e
r
a
t
u
r
e
,
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
1
0
,
n
o
.
2
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
3
5
1
9
4
/
j
j
.
v
1
0
i
2
.
2
6
0
6
.
[
2
4
]
Z.
M
o
h
a
ma
d
S
a
f
a
r
,
T
h
e
s
c
i
e
n
c
e
a
n
d
a
rt
o
f
t
e
a
c
h
i
n
g
w
r
i
t
i
n
g
a
m
o
n
g
p
o
t
e
n
t
i
a
l
ES
L
l
e
a
r
n
e
rs
.
K
e
d
a
h
:
D
a
r
u
l
A
ma
n
E
n
g
l
i
s
h
L
a
n
g
u
a
g
e
Le
a
r
n
i
n
g
a
n
d
Te
a
c
h
i
n
g
A
ss
o
c
i
a
t
i
o
n
(
D
ELTA)
,
2
0
2
0
.
[
2
5
]
F
.
R
i
z
a
l
d
i
,
M
.
M
u
k
r
i
m
,
a
n
d
H
.
H
a
st
i
n
i
,
“
I
d
e
n
t
i
f
i
c
a
t
i
o
n
o
f
st
u
d
e
n
t
s’
d
i
f
f
i
c
u
l
t
y
i
n
w
r
i
t
i
n
g
e
x
p
o
s
i
t
o
r
y
e
ss
a
y
,
”
e
-
J
o
u
rn
a
l
o
f
ELT
S
(
En
g
l
i
s
h
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
S
o
c
i
e
t
y
)
,
v
o
l
.
1
0
,
n
o
.
3
,
p
p
.
2
1
7
–
2
2
6
,
2
0
2
3
,
d
o
i
:
1
0
.
2
2
4
8
7
/
e
l
t
s.
v
1
0
i
3
.
3
1
8
1
.
[
2
6
]
M
a
l
a
y
si
a
M
i
n
i
s
t
r
y
o
f
Ed
u
c
a
t
i
o
n
,
M
a
l
a
y
s
i
a
E
d
u
c
a
t
i
o
n
B
l
u
e
p
r
i
n
t
2
0
1
3
-
2
0
2
5
.
P
u
t
r
a
j
a
y
a
:
M
i
n
i
st
r
y
o
f
E
d
u
c
a
t
i
o
n
,
2
0
1
3
.
[
2
7
]
J.
N
.
B
.
A
p
o
l
o
n
i
o
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
‘
h
o
w
t
o
w
r
i
t
e
a
s
e
n
t
e
n
c
e
’
a
s
i
n
s
t
r
u
c
t
i
o
n
a
l
m
a
t
e
r
i
a
l
t
o
i
m
p
r
o
v
e
t
h
e
w
r
i
t
i
n
g
sk
i
l
l
s
o
f
g
r
a
d
e
6
p
u
p
i
l
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
u
l
t
i
d
i
s
c
i
p
l
i
n
a
ry:
Ap
p
l
i
e
d
Bu
si
n
e
ss
a
n
d
Ed
u
c
a
t
i
o
n
Re
se
a
r
c
h
,
v
o
l
.
4
,
n
o
.
3
,
p
p
.
9
5
8
–
9
6
3
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
9
4
/
i
j
m
a
b
e
r
.
0
4
.
0
3
.
2
5
.
[
2
8
]
G
.
U
.
C
h
i
g
b
u
e
t
a
l
.
,
“
E
n
h
a
n
c
i
n
g
e
s
l
s
t
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
i
n
e
x
p
o
s
i
t
o
r
y
e
ssa
y
w
r
i
t
i
n
g
u
s
i
n
g
d
i
g
i
t
a
l
g
r
a
p
h
i
c
o
r
g
a
n
i
sers
:
a
mi
x
e
d
-
me
t
h
o
d
s re
sea
r
c
h
,
”
H
e
l
i
y
o
n
,
v
o
l
.
9
,
n
o
.
5
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
h
e
l
i
y
o
n
.
2
0
2
3
.
e
1
5
5
8
9
.
[
2
9
]
R
.
K
a
r
i
mi
a
n
S
h
i
r
e
j
i
n
i
a
n
d
A
.
D
e
r
a
k
h
sh
a
n
,
“
A
n
i
n
v
e
s
t
i
g
a
t
i
o
n
o
f
t
h
e
I
r
a
n
i
a
n
EFL
l
e
a
r
n
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
t
o
w
a
r
d
s
t
h
e
mo
s
t
c
o
m
mo
n
w
r
i
t
i
n
g
p
r
o
b
l
e
ms,”
S
AG
E
O
p
e
n
,
v
o
l
.
1
0
,
n
o
.
2
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
2
1
5
8
2
4
4
0
2
0
9
1
9
5
2
3
.
[
3
0
]
R
.
D
h
u
l
i
,
P
.
La
m
o
,
a
n
d
V
.
N
.
La
r
sa
r
i
,
“
A
n
a
n
a
l
y
s
i
s
o
f
t
h
e
si
g
n
i
f
i
c
a
n
c
e
o
f
v
o
c
a
b
u
l
a
r
y
i
n
f
o
st
e
r
i
n
g
ESL
/
EFL
st
u
d
e
n
t
s’
w
r
i
t
i
n
g
sk
i
l
l
s
:
a
n
e
m
p
i
r
i
c
a
l
s
t
u
d
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
C
o
n
t
e
m
p
o
r
a
r
y
S
t
u
d
i
e
s
i
n
E
d
u
c
a
t
i
o
n
(
I
J
-
C
S
E)
,
v
o
l
.
2
,
n
o
.
1
,
2
0
2
3
,
d
o
i
:
1
0
.
5
6
8
5
5
/
i
j
c
se
.
v
2
i
1
.
2
5
2
.
[
3
1
]
C
.
C
.
A
.
J.
Li
n
g
g
i
r
a
n
d
H
.
Y
a
mat
,
“
C
o
mm
o
n
m
i
st
a
k
e
s
i
n
p
r
i
mary
y
e
a
r
6
En
g
l
i
s
h
a
s
sec
o
n
d
l
a
n
g
u
a
g
e
(
ES
L
)
p
u
p
i
l
s’
s
e
n
t
e
n
c
e
c
o
n
st
r
u
c
t
i
o
n
u
s
i
n
g
w
o
r
d
-
p
h
r
a
se
-
se
n
t
e
n
c
e
(
WPS
)
p
y
r
a
m
i
d
st
r
a
t
e
g
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ac
a
d
e
m
i
c
R
e
se
a
rc
h
i
n
Bu
s
i
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
0
,
n
o
.
2
,
2
0
2
0
,
d
o
i
:
1
0
.
6
0
0
7
/
i
j
a
r
b
ss
/
v
1
0
-
i
2
/
6
9
6
0
.
[
3
2
]
V
.
C
h
a
n
d
r
a
S
e
g
a
r
a
n
a
n
d
H
.
H
a
s
h
i
m
,
“
‘
M
o
r
e
o
n
l
i
n
e
q
u
i
z
z
e
s
,
p
l
e
a
se!’
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
o
n
l
i
n
e
q
u
i
z
t
o
o
l
s
i
n
e
n
h
a
n
c
i
n
g
t
h
e
l
e
a
r
n
i
n
g
o
f
g
r
a
mm
a
r
a
m
o
n
g
e
sl
l
e
a
r
n
e
r
s,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
A
c
a
d
e
m
i
c
R
e
se
a
rc
h
i
n
B
u
si
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
2
,
n
o
.
1
,
J
a
n
.
2
0
2
2
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
B
S
S
/
v
1
2
-
i
1
/
1
2
0
6
4
.
[
3
3
]
K
.
A
r
i
f
f
i
n
,
N
.
A
.
D
a
r
u
s,
N
.
A
b
d
u
l
H
a
l
i
m,
a
n
d
N
.
A
.
A
w
a
n
g
,
“
A
n
a
l
y
s
i
n
g
m
o
r
p
h
o
l
o
g
i
c
a
l
e
r
r
o
r
s
i
n
e
sl
g
r
a
d
u
a
t
i
n
g
st
u
d
e
n
t
s’
w
r
i
t
i
n
g
b
a
s
e
d
o
n
su
r
f
a
c
e
s
t
r
u
c
t
u
r
e
t
a
x
o
n
o
my
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
o
d
e
rn
L
a
n
g
u
a
g
e
s
a
n
d
Ap
p
l
i
e
d
L
i
n
g
u
i
s
t
i
c
s
,
v
o
l
.
5
,
n
o
.
3
,
p
.
4
2
,
2
0
2
1
,
d
o
i
:
1
0
.
2
4
1
9
1
/
i
j
m
a
l
.
v
5
i
3
.
1
4
2
3
1
.
[
3
4
]
H
.
W
i
j
a
y
a
n
t
i
,
S
.
S
u
w
a
n
d
i
,
a
n
d
S
.
W
.
F
i
t
r
i
a
t
i
,
“
A
sses
si
n
g
t
h
e
s
t
u
d
e
n
t
s’
u
s
e
o
f
c
o
h
e
si
v
e
d
e
v
i
c
e
s
i
n
w
r
i
t
i
n
g
h
o
r
t
a
t
o
r
y
e
x
p
o
si
t
i
o
n
t
e
x
t
,
”
E
n
g
l
i
sh
E
d
u
c
a
t
i
o
n
J
o
u
rn
a
l
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
3
6
3
–
3
6
9
,
2
0
2
3
,
d
o
i
:
1
0
.
1
5
2
9
4
/
e
e
j
.
v
1
3
i
3
.
7
2
8
0
5
.
[
3
5
]
H
.
H
a
sh
i
m,
K
.
R
a
f
i
q
a
h
M
.
R
a
f
i
q
,
a
n
d
M
.
M
d
.
Y
u
n
u
s,
“
I
mp
r
o
v
i
n
g
e
sl
l
e
a
r
n
e
r
s’
g
r
a
mm
a
r
w
i
t
h
g
a
m
i
f
i
e
d
-
l
e
a
r
n
i
n
g
,
”
Ara
b
Wo
r
l
d
En
g
l
i
sh
J
o
u
r
n
a
l
,
n
o
.
5
,
p
p
.
4
1
–
5
0
,
J
u
l
.
2
0
1
9
,
d
o
i
:
1
0
.
2
4
0
9
3
/
a
w
e
j
/
c
a
l
l
5
.
4
.
[
3
6
]
M
.
A
.
N
i
n
d
y
a
a
n
d
U
.
W
i
d
i
a
t
i
,
“
C
o
h
e
si
v
e
d
e
v
i
c
e
s
i
n
a
r
g
u
me
n
t
a
t
i
v
e
e
ss
a
y
s
b
y
I
n
d
o
n
e
s
i
a
n
EFL
l
e
a
r
n
e
r
s,
”
J
o
u
r
n
a
l
o
n
E
n
g
l
i
sh
a
s
a
Fo
re
i
g
n
L
a
n
g
u
a
g
e
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
3
3
7
–
3
5
8
,
2
0
2
0
,
d
o
i
:
1
0
.
2
3
9
7
1
/
j
e
f
l
.
v
1
0
i
2
.
1
9
4
9
.
[
3
7
]
S
.
A
/
L
P
a
l
a
n
i
sam
y
a
n
d
A
.
A
.
A
z
i
z
,
“
S
y
s
t
e
m
a
t
i
c
r
e
v
i
e
w
:
c
h
a
l
l
e
n
g
e
s
i
n
t
e
a
c
h
i
n
g
w
r
i
t
i
n
g
sk
i
l
l
s
f
o
r
u
p
p
e
r
s
e
c
o
n
d
a
r
y
i
n
ESL
c
l
a
ssr
o
o
ms
a
n
d
s
u
g
g
e
s
t
i
o
n
s
t
o
o
v
e
r
c
o
me
t
h
e
m,”
Ma
l
a
y
si
a
n
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s
a
n
d
H
u
m
a
n
i
t
i
e
s
(
M
J
S
S
H
)
,
v
o
l
.
6
,
n
o
.
4
,
p
p
.
2
6
2
–
2
7
5
,
2
0
2
1
.
[
3
8
]
N
.
H
.
B
.
I
smai
l
a
n
d
A
.
B
.
M
.
S
a
b
i
l
,
“
A
n
a
n
a
l
y
s
i
s o
f
w
r
i
t
i
n
g
c
o
mp
e
t
e
n
c
y
p
r
i
n
c
i
p
l
e
a
n
d
i
t
s p
r
o
b
l
e
m
i
n
e
ssa
y
w
r
i
t
i
n
g
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ac
a
d
e
m
i
c
R
e
se
a
rc
h
i
n
Pr
o
g
ress
i
v
e
E
d
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
8
,
n
o
.
4
,
2
0
1
9
,
d
o
i
:
1
0
.
6
0
0
7
/
i
j
a
r
p
e
d
/
v
8
-
i
4
/
6
9
1
0
.
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
A
n
ee
d
s
a
n
a
lysi
s
o
n
ch
a
llen
g
es in
E
n
g
lis
h
ex
p
o
s
ito
r
y
w
r
itin
g
a
mo
n
g
E
n
g
lis
h
…
(
N
o
o
r
fa
tin
Za
ka
r
ia
)
729
[
3
9
]
K
.
A
n
a
k
t
o
t
o
t
y
,
B
.
S
a
m
p
o
n
u
,
a
n
d
H
.
L
o
p
p
i
e
s,
“
P
o
r
t
r
a
y
i
n
g
s
t
u
d
e
n
t
s’
g
r
a
mm
a
t
i
c
a
l
e
r
r
o
r
s
i
n
e
ssa
y
w
r
i
t
i
n
g
:
a
st
u
d
y
a
t
e
n
g
l
i
s
h
e
d
u
c
a
t
i
o
n
st
u
d
y
p
r
o
g
r
a
m
p
a
t
t
i
m
u
r
a
u
n
i
v
e
r
s
i
t
y
,
”
E
n
g
l
i
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
L
i
n
g
u
i
s
t
i
c
s
S
t
u
d
i
e
s
,
v
o
l
.
5
,
n
o
.
1
,
p
.
p
6
,
2
0
2
3
,
d
o
i
:
1
0
.
2
2
1
5
8
/
e
l
t
l
s.
v
5
n
1
p
6
.
[
4
0
]
L.
E
ma
k
a
n
d
H
.
H
.
I
smai
l
,
“
I
n
c
o
r
p
o
r
a
t
i
n
g
r
e
a
d
i
n
g
i
n
w
r
i
t
i
n
g
c
l
a
sses
a
n
d
i
t
s
e
f
f
e
c
t
s
o
n
e
sl
l
e
a
r
n
e
r
s’
w
r
i
t
i
n
g
,
”
C
r
e
a
t
i
v
e
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
2
,
n
o
.
0
8
,
p
p
.
1
9
4
9
–
1
9
6
2
,
2
0
2
1
,
d
o
i
:
1
0
.
4
2
3
6
/
c
e
.
2
0
2
1
.
1
2
8
1
4
9
.
[
4
1
]
S
.
C
.
A
n
d
e
r
sen
,
M
.
V
.
C
h
r
i
st
e
n
s
e
n
,
H
.
S
.
N
i
e
l
se
n
,
M
.
K
.
Th
o
ms
e
n
,
T
.
Ø
st
e
r
b
y
e
,
a
n
d
M
.
L.
R
o
w
e
,
“
H
o
w
r
e
a
d
i
n
g
a
n
d
w
r
i
t
i
n
g
su
p
p
o
r
t
e
a
c
h
o
t
h
e
r
a
c
r
o
ss
a
sc
h
o
o
l
y
e
a
r
i
n
p
r
i
mar
y
sc
h
o
o
l
c
h
i
l
d
r
e
n
,
”
C
o
n
t
e
m
p
o
r
a
ry
E
d
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
5
5
,
p
p
.
1
2
9
–
1
3
8
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
e
d
p
s
y
c
h
.
2
0
1
8
.
0
9
.
0
0
5
.
[
4
2
]
H
.
T.
N
.
N
g
u
y
e
n
,
T.
U
.
P
h
a
m,
a
n
d
T.
M
.
U
.
P
h
a
n
,
“
D
i
f
f
i
c
u
l
t
i
e
s
i
n
w
r
i
t
i
n
g
e
s
sa
y
s
o
f
e
n
g
l
i
s
h
ma
j
o
r
e
d
so
p
h
o
mo
r
e
s
a
t
t
a
y
d
o
u
n
i
v
e
r
si
t
y
,
v
i
e
t
n
a
m
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
E
n
g
l
i
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l
.
6
,
n
o
.
2
,
2
0
2
1
,
d
o
i
:
1
0
.
4
6
8
2
7
/
e
j
e
l
.
v
6
i
2
.
3
5
1
8
.
[
4
3
]
N
.
A
.
S
u
l
a
i
m
a
n
,
K
.
S
a
l
e
h
u
d
d
i
n
,
a
n
d
R
.
K
h
a
i
r
u
d
d
i
n
,
“
R
e
a
d
i
n
g
e
n
g
l
i
s
h
a
c
a
d
e
mi
c
t
e
x
t
s
:
e
v
i
d
e
n
c
e
f
r
o
m
e
sl
u
n
d
e
r
g
r
a
d
u
a
t
e
s’
e
y
e
mo
v
e
me
n
t
d
a
t
a
,
”
3
L
:
L
a
n
g
u
a
g
e
,
L
i
n
g
u
i
s
t
i
c
s,
L
i
t
e
ra
t
u
r
e
,
v
o
l
.
2
6
,
n
o
.
1
,
p
p
.
6
0
–
7
8
,
2
0
2
0
,
d
o
i
:
1
0
.
1
7
5
7
6
/
3
L
-
2
0
2
0
-
2
6
0
1
-
0
5
.
[
4
4
]
R
.
P
.
F
e
r
r
e
t
t
i
a
n
d
S
.
G
r
a
h
a
m
,
“
A
r
g
u
men
t
a
t
i
v
e
w
r
i
t
i
n
g
:
t
h
e
o
r
y
,
a
ss
e
ssm
e
n
t
,
a
n
d
i
n
st
r
u
c
t
i
o
n
,
”
R
e
a
d
i
n
g
a
n
d
Wr
i
t
i
n
g
,
v
o
l
.
3
2
,
n
o
.
6
,
p
p
.
1
3
4
5
–
1
3
5
7
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
1
4
5
-
0
1
9
-
0
9
9
5
0
-
x.
[
4
5
]
M
.
R
a
s
h
t
c
h
i
,
R
.
P
o
r
k
a
r
,
a
n
d
S
.
F
.
G
.
M
.
S
a
e
e
d
,
“
P
r
o
d
u
c
t
-
b
a
se
d
,
p
r
o
c
e
ss
-
b
a
sed
,
a
n
d
g
e
n
r
e
-
b
a
se
d
i
n
s
t
r
u
c
t
i
o
n
s i
n
e
x
p
o
s
i
t
o
r
y
w
r
i
t
i
n
g
:
f
o
c
u
si
n
g
o
n
EFL
l
e
a
r
n
e
r
s’
p
e
r
f
o
r
ma
n
c
e
,
”
Eu
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
S
t
u
d
i
e
s
,
v
o
l
.
6
,
n
o
.
6
,
p
p
.
1
1
5
–
1
3
6
,
2
0
1
9
.
[
4
6
]
F
.
Li
a
g
h
a
t
a
n
d
R
.
B
i
r
i
a
,
“
A
c
o
m
p
a
r
a
t
i
v
e
st
u
d
y
o
n
m
e
n
t
o
r
t
e
x
t
m
o
d
e
l
l
i
n
g
a
n
d
c
o
m
mo
n
a
p
p
r
o
a
c
h
e
s
t
o
t
e
a
c
h
i
n
g
w
r
i
t
i
n
g
i
n
I
r
a
n
i
a
n
EFL
c
o
n
t
e
x
t
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
s
t
r
u
c
t
i
o
n
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
7
0
1
–
7
2
0
,
2
0
1
8
,
d
o
i
:
1
0
.
1
2
9
7
3
/
I
JI
.
2
0
1
8
.
1
1
3
4
7
A
.
[
4
7
]
T.
Ja
g
a
i
a
h
,
D
.
H
o
w
a
r
d
,
a
n
d
N
.
O
l
i
n
g
h
o
u
se
,
“
W
r
i
t
e
r
’
s
c
h
e
c
k
l
i
s
t
:
a
p
r
o
c
e
d
u
r
a
l
su
p
p
o
r
t
f
o
r
st
r
u
g
g
l
i
n
g
w
r
i
t
e
r
s,
”
R
e
a
d
i
n
g
T
e
a
c
h
e
r
,
v
o
l
.
7
3
,
n
o
.
1
,
p
p
.
1
0
3
–
1
1
0
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
2
/
t
r
t
r
.
1
8
0
2
.
[
4
8
]
L.
S
.
P
e
k
,
R
.
W
.
M
.
M
e
e
,
a
n
d
K
.
A
b
d
u
l
G
h
a
n
i
,
“
S
e
l
f
i
e
a
s
p
r
o
m
p
t
f
o
r
n
a
r
r
a
t
i
v
e
w
r
i
t
i
n
g
,
”
PRO
J
EC
T
(
Pro
f
e
ss
i
o
n
a
l
J
o
u
r
n
a
l
o
f
En
g
l
i
sh
E
d
u
c
a
t
i
o
n
)
,
v
o
l
.
3
,
n
o
.
6
,
p
.
6
5
1
,
2
0
2
0
,
d
o
i
:
1
0
.
2
2
4
6
0
/
p
r
o
j
e
c
t
.
v
3
i
6
.
p
6
5
1
-
6
5
6
.
[
4
9
]
X
.
Li
u
,
N
.
A
.
S
a
ma
h
,
a
n
d
S
.
M
.
S
a
l
l
e
h
,
“
Th
e
i
mp
a
c
t
o
f
u
si
n
g
a
m
o
b
i
l
e
a
p
p
o
n
i
mp
r
o
v
i
n
g
st
u
d
e
n
t
s’
c
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
i
n
b
u
si
n
e
ss
En
g
l
i
sh
w
r
i
t
i
n
g
w
i
t
h
se
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
t
e
ra
c
t
i
v
e
M
o
b
i
l
e
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
1
6
,
n
o
.
1
5
,
p
p
.
4
6
–
6
1
,
2
0
2
2
,
d
o
i
:
1
0
.
3
9
9
1
/
i
j
i
m
.
v
1
6
i
1
5
.
3
1
4
7
7
.
[
5
0
]
R
.
P
.
K
a
b
i
g
t
i
n
g
e
t
a
l
.
,
“
A
n
x
i
e
t
y
a
n
d
w
r
i
t
i
n
g
a
b
i
l
i
t
y
o
f
F
i
l
i
p
i
n
o
ESL
l
e
a
r
n
e
r
s,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
L
i
n
g
u
i
s
t
i
c
s,
L
i
t
e
ra
t
u
re
a
n
d
T
ra
n
s
l
a
t
i
o
n
,
v
o
l
.
3
,
n
o
.
7
,
p
p
.
1
2
6
–
1
3
2
,
2
0
2
0
,
d
o
i
:
1
0
.
3
2
9
9
6
/
i
j
l
l
t
.
2
0
2
0
.
3
.
7
.
1
4
.
[
5
1
]
I
.
H
.
S
a
n
d
h
y
a
F
e
r
n
a
n
d
o
,
“
I
mp
r
o
v
i
n
g
w
r
i
t
i
n
g
sk
i
l
l
s
i
n
e
n
g
l
i
sh
a
s a
se
c
o
n
d
l
a
n
g
u
a
g
e
(
ESL
)
t
h
r
o
u
g
h
f
e
e
d
b
a
c
k
,
r
e
v
i
s
i
n
g
a
n
d
m
u
l
t
i
p
l
e
d
r
a
f
t
w
r
i
t
i
n
g
:
a
n
a
c
t
i
o
n
r
e
se
a
r
c
h
,
”
C
I
N
EC
Ac
a
d
e
m
i
c
J
o
u
r
n
a
l
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
3
9
–
4
3
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
4
0
3
8
/
c
a
j
.
v
4
i
0
.
3
1
.
[
5
2
]
M
.
A
l
g
h
a
m
d
i
a
n
d
M
.
C
.
R
e
e
d
,
“
Th
e
v
a
l
u
e
s
t
u
d
e
n
t
s
a
n
d
i
n
s
t
r
u
c
t
o
r
s
p
l
a
c
e
o
n
mu
l
t
i
mo
d
a
l
c
o
m
p
o
s
i
t
i
o
n
w
i
t
h
i
n
a
c
a
d
e
m
i
c
l
i
f
e
,
”
Ar
a
b
Wo
r
l
d
E
n
g
l
i
s
h
J
o
u
r
n
a
l
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
2
8
3
–
2
9
7
,
2
0
1
9
,
d
o
i
:
1
0
.
2
4
0
9
3
/
a
w
e
j
/
v
o
l
1
0
n
o
1
.
2
4
.
[
5
3
]
M
.
N
.
B
i
n
A
z
ma
n
a
n
d
M
.
K
.
B
i
n
A
y
u
b
,
“
C
o
l
l
a
b
o
r
a
t
i
v
e
w
r
i
t
i
n
g
st
r
a
t
e
g
i
e
s:
t
h
e
e
f
f
e
c
t
s
o
n
M
a
l
a
y
si
a
s
e
c
o
n
d
a
r
y
sc
h
o
o
l
l
e
a
r
n
e
r
s’
w
r
i
t
i
n
g
f
l
u
e
n
c
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ac
a
d
e
m
i
c
Re
se
a
r
c
h
i
n
Pr
o
g
r
e
ss
i
v
e
E
d
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
0
,
n
o
.
2
,
2
0
2
1
,
d
o
i
:
1
0
.
6
0
0
7
/
i
j
a
r
p
e
d
/
v
1
0
-
i
2
/
1
0
5
9
5
.
[
5
4
]
N
.
H
i
d
a
y
a
t
i
,
S
.
Zu
b
a
i
d
a
h
,
a
n
d
S
.
A
mn
a
h
,
“
Ef
f
e
c
t
i
v
e
l
e
a
r
n
i
n
g
m
o
d
e
l
b
a
s
e
s
p
r
o
b
l
e
m
b
a
s
e
d
l
e
a
r
n
i
n
g
a
n
d
d
i
g
i
t
a
l
m
i
n
d
ma
p
s
t
o
i
mp
r
o
v
e
st
u
d
e
n
t
’
s
c
o
l
l
a
b
o
r
a
t
i
o
n
s
k
i
l
l
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ER
E
)
,
v
o
l
.
1
2
,
n
o
.
3
,
p
p
.
1
3
0
7
–
1
3
1
4
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
2
i
3
.
2
2
6
5
4
.
[
5
5
]
R
.
G
.
B
a
u
t
i
st
a
a
n
d
W
.
B
.
B
a
n
i
q
u
e
d
,
“
F
r
o
m
c
o
m
p
e
t
i
t
i
o
n
t
o
c
o
l
l
a
b
o
r
a
t
i
o
n
:
u
n
r
a
v
e
l
i
n
g
t
e
a
c
h
e
r
s’
l
e
ss
o
n
s
t
u
d
y
e
x
p
e
r
i
e
n
c
e
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
R
e
se
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ERE)
,
v
o
l
.
1
0
,
n
o
.
3
,
p
p
.
9
2
1
–
9
2
9
,
2
0
2
1
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
0
i
3
.
2
1
1
0
1
.
[
5
6
]
J.
P
a
l
l
a
n
t
,
S
P
S
S
s
u
rvi
v
a
l
m
a
n
u
a
l
,
6
t
h
e
d
.
N
e
w
Y
o
r
k
:
M
c
G
r
a
w
H
i
l
l
E
d
u
c
a
t
i
o
n
,
2
0
1
6
.
[
5
7
]
M
.
G
.
Lo
d
i
c
o
,
D
.
T.
S
p
a
u
l
d
i
n
g
,
a
n
d
K
.
H
.
V
o
e
g
t
l
e
,
Me
t
h
o
d
s
i
n
e
d
u
c
a
t
i
o
n
a
l
res
e
a
r
c
h
:
f
r
o
m
t
h
e
o
ry
t
o
p
ra
c
t
i
c
e
.
S
a
n
F
r
a
n
c
i
sc
o
:
Jo
sse
y
-
B
a
ss A
W
i
l
e
y
I
mp
r
i
n
t
,
2
0
0
6
.
[
5
8
]
R
.
V
.
K
r
e
j
c
i
e
a
n
d
D
.
W
.
M
o
r
g
a
n
,
“
D
e
t
e
r
mi
n
i
n
g
sam
p
l
e
si
z
e
f
o
r
r
e
sea
r
c
h
a
c
t
i
v
i
t
i
e
s
,
”
E
d
u
c
a
t
i
o
n
a
l
a
n
d
Psy
c
h
o
l
o
g
i
c
a
l
Me
a
su
r
e
m
e
n
t
,
v
o
l
.
3
0
,
n
o
.
3
,
p
p
.
6
0
7
–
6
1
0
,
1
9
7
0
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
1
3
1
6
4
4
7
0
0
3
0
0
0
3
0
8
.
[
5
9
]
Z.
H
.
B
a
b
a
k
r
,
P
.
M
o
h
a
me
d
a
m
i
n
,
a
n
d
K
.
K
a
k
a
ma
d
,
“
P
i
a
g
e
t
’
s
c
o
g
n
i
t
i
v
e
d
e
v
e
l
o
p
me
n
t
a
l
t
h
e
o
r
y
:
c
r
i
t
i
c
a
l
r
e
v
i
e
w
,
”
E
d
u
c
a
t
i
o
n
Q
u
a
r
t
e
r
l
y
Re
v
i
e
w
s
,
v
o
l
.
2
,
n
o
.
3
,
2
0
1
9
,
d
o
i
:
1
0
.
3
1
0
1
4
/
a
i
o
r
.
1
9
9
3
.
0
2
.
0
3
.
8
4
.
[
6
0
]
S
.
C
a
m
p
b
e
l
l
e
t
a
l
.
,
“
P
u
r
p
o
s
i
v
e
s
a
mp
l
i
n
g
:
c
o
mp
l
e
x
o
r
si
m
p
l
e
?
r
e
sea
r
c
h
c
a
s
e
e
x
a
m
p
l
e
s,
”
J
o
u
r
n
a
l
o
f
Re
s
e
a
r
c
h
i
n
N
u
rs
i
n
g
,
v
o
l
.
2
5
,
n
o
.
8
,
p
p
.
6
5
2
–
6
6
1
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
7
4
4
9
8
7
1
2
0
9
2
7
2
0
6
.
[
6
1
]
J.
V
i
c
e
n
t
e
,
“
ESLP
8
2
q
u
e
st
i
o
n
n
a
i
r
e
:
sel
f
-
a
ss
e
ssm
e
n
t
o
f
E
n
g
l
i
sh
w
r
i
t
i
n
g
sk
i
l
l
s
a
n
d
u
s
e
o
f
w
r
i
t
i
n
g
st
r
a
t
e
g
i
e
s
s
e
l
f
-
a
sses
sme
n
t
o
f
En
g
l
i
sh
w
r
i
t
i
n
g
s
k
i
l
l
s
u
se
o
f
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s
,
”
p
p
.
2
–
4
,
2
0
1
8
.
[
6
2
]
J.
M
e
t
o
a
n
d
K
.
C
.
M
i
sh
r
a
,
“
ESL
a
c
a
d
e
mi
c
w
r
i
t
i
n
g
:
p
e
r
c
e
p
t
i
o
n
s
o
f
p
o
st
-
g
r
a
d
u
a
t
e
l
e
a
r
n
e
r
s
o
f
A
r
u
n
a
c
h
a
l
P
r
a
d
e
sh
,
”
J
o
u
rn
a
l
o
f
En
g
l
i
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l
.
6
4
,
n
o
.
5
,
p
p
.
3
–
1
5
,
2
0
2
2
.
[
6
3
]
N
.
El
a
n
g
o
v
a
n
a
n
d
E.
S
u
n
d
a
r
a
v
e
l
,
“
M
e
t
h
o
d
o
f
p
r
e
p
a
r
i
n
g
a
d
o
c
u
me
n
t
f
o
r
su
r
v
e
y
i
n
s
t
r
u
me
n
t
v
a
l
i
d
a
t
i
o
n
b
y
e
x
p
e
r
t
s
,
”
M
e
t
h
o
d
sX
,
v
o
l
.
8
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
m
e
x
.
2
0
2
1
.
1
0
1
3
2
6
.
[
6
4
]
J
.
T
.
C
r
o
a
sm
u
n
a
n
d
L
.
O
st
r
o
m,
“
U
s
i
n
g
Li
k
e
r
t
-
t
y
p
e
s
c
a
l
e
s
i
n
t
h
e
so
c
i
a
l
s
c
i
e
n
c
e
s,
”
J
o
u
r
n
a
l
o
f
A
d
u
l
t
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
0
,
n
o
.
1
,
p
p
.
1
9
–
2
2
,
2
0
1
1
.
[
6
5
]
J.
L
.
P
i
me
n
t
e
l
,
“
S
o
me
b
i
a
s
e
s
i
n
Li
k
e
r
t
sc
a
l
i
n
g
u
sa
g
e
a
n
d
i
t
s
c
o
r
r
e
c
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
s:
B
a
si
c
a
n
d
A
p
p
l
i
e
d
Re
se
a
rc
h
,
v
o
l
.
4
5
,
n
o
.
1
,
p
p
.
1
8
3
–
1
9
1
,
2
0
1
9
.
[
6
6
]
A
.
Li
b
e
r
a
t
i
e
t
a
l
.
,
“
T
h
e
P
R
I
S
M
A
st
a
t
e
men
t
f
o
r
r
e
p
o
r
t
i
n
g
sy
st
e
mat
i
c
r
e
v
i
e
w
s
a
n
d
me
t
a
-
a
n
a
l
y
s
e
s o
f
s
t
u
d
i
e
s t
h
a
t
e
v
a
l
u
a
t
e
h
e
a
l
t
h
c
a
r
e
i
n
t
e
r
v
e
n
t
i
o
n
s:
e
x
p
l
a
n
a
t
i
o
n
a
n
d
e
l
a
b
o
r
a
t
i
o
n
,
”
PLo
S
Me
d
i
c
i
n
e
,
v
o
l
.
6
,
n
o
.
7
,
2
0
0
9
,
d
o
i
:
1
0
.
1
3
7
1
/
j
o
u
r
n
a
l
.
p
m
e
d
.
1
0
0
0
1
0
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.