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ter
n
al
f
ac
to
r
s
co
v
er
is
s
u
es
lik
e
f
ee
lin
g
af
r
aid
o
f
d
o
in
g
m
is
tak
es,
f
ee
lin
g
h
esit
an
t
an
d
h
av
in
g
lo
w
m
o
tiv
atio
n
.
E
x
ter
n
al
f
ac
to
r
s
m
ig
h
t
h
ap
p
en
d
u
e
to
in
f
lu
e
n
ce
s
o
f
en
v
ir
o
n
m
en
ts
,
s
u
ch
as
p
ee
r
r
elatio
n
s
h
ip
s
an
d
s
u
r
r
o
u
n
d
in
g
cir
c
u
m
s
tan
ce
s
[
9
]
.
L
ea
r
n
er
s
’
p
r
o
b
lem
s
in
s
p
ea
k
in
g
m
ig
h
t
h
a
p
p
en
d
u
e
to
s
p
ea
k
in
g
p
r
ac
tice
d
ef
icien
cy
[
1
0
]
.
T
o
h
a
n
d
le
th
ese
s
p
ea
k
i
n
g
p
r
o
b
lem
s
,
lear
n
er
s
m
i
g
h
t
u
s
e
d
ig
ital
m
ed
ia
to
im
p
r
o
v
e
t
h
eir
s
p
ea
k
in
g
s
k
ills
[
1
1
]
.
Usi
n
g
d
ig
ital m
ed
ia
lear
n
er
s
m
ig
h
t d
ev
elo
p
th
eir
s
p
ea
k
in
g
s
k
ills
[
1
2
]
.
So
m
e
d
ig
ital m
ed
i
a
lik
e
g
am
es
in
a
co
llab
o
r
ativ
e
d
esig
n
[
1
3
]
,
d
ig
ital
s
to
r
y
tellin
g
[
1
4
]
,
lates
t
ap
p
s
,
e
-
te
x
tb
o
o
k
s
,
g
am
es,
an
d
d
ig
ital
to
o
ls
[
1
5
]
m
ig
h
t
f
ac
ilit
ate
lear
n
e
r
s
to
ac
h
iev
e
s
p
ea
k
in
g
s
k
ills
.
I
n
ad
d
itio
n
,
d
ig
ital
m
ed
ia
m
i
g
h
t
r
aise
lear
n
er
s
’
m
o
tiv
atio
n
to
d
ev
elo
p
th
eir
s
p
ea
k
in
g
p
r
o
f
icien
cy
[
1
6
]
.
B
esid
es,
u
s
in
g
d
ig
ital
m
ed
ia
m
ig
h
t
m
ak
e
lear
n
in
g
to
s
p
ea
k
m
o
r
e
en
jo
y
ab
le,
f
ascin
atin
g
,
an
d
c
o
m
m
u
n
icativ
e
[
1
7
]
.
T
h
is
f
u
r
th
er
m
ig
h
t
f
ac
ilit
ate
lear
n
er
s
ef
f
ec
tiv
ely
to
ac
h
iev
e
s
p
ea
k
in
g
p
r
o
f
icien
cy
[
1
8
]
.
I
n
E
n
g
lis
h
as
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL)
lear
n
in
g
,
d
ig
ital
m
ed
ia
u
s
ag
e
m
ig
h
t
h
av
e
s
o
m
e
o
th
er
p
o
s
itiv
e
im
p
ac
ts
s
u
ch
a
s
t
h
e
m
a
s
t
e
r
y
o
f
m
a
c
r
o
s
k
i
l
l
s
o
f
l
a
n
g
u
a
g
e
a
n
d
c
r
i
t
i
c
al
th
i
n
k
i
n
g
[
1
9
]
–
[
2
1
]
.
T
h
u
s
,
d
i
g
i
t
a
l
m
e
d
ia
u
s
a
g
e
m
ig
h
t
h
a
v
e
s
o
m
e
p
o
s
i
t
i
v
e
i
m
p
a
ct
s
[
2
2
]
i
n
i
m
p
r
o
v
i
n
g
l
e
a
r
n
e
r
s
’
l
i
n
g
u
i
s
ti
c
e
l
e
m
e
n
t
s
i
n
c
l
u
d
i
n
g
a
d
d
r
e
s
s
i
n
g
l
a
n
g
u
a
g
e
a
n
x
i
e
t
y
.
L
an
g
u
ag
e
a
n
x
iety
m
ig
h
t
b
r
in
g
lear
n
er
s
to
b
e
d
if
f
ic
u
lt
to
ac
h
iev
e
lan
g
u
a
g
e
ac
q
u
is
itio
n
[
2
3
]
–
[
2
5
]
.
I
t
m
ig
h
t
b
e
ap
p
ar
en
t
in
s
o
m
e
d
i
f
f
er
en
t
f
o
r
m
s
s
u
ch
as
f
ea
r
,
s
elf
-
d
o
u
b
t
,
a
n
d
n
er
v
o
u
s
n
ess
[
2
6
]
.
I
t
m
ig
h
t
h
in
d
er
s
tu
d
en
ts
f
r
o
m
s
p
ea
k
in
g
f
lu
en
tl
y
o
r
ac
cu
r
ately
[
2
7
]
.
I
t m
ig
h
t
b
e
ca
u
s
ed
b
y
f
ee
lin
g
af
r
aid
o
f
n
eg
ativ
e
ev
alu
atio
n
f
r
o
m
th
ei
r
s
p
ea
k
in
g
p
ar
t
n
er
s
o
r
teac
h
er
s
o
r
u
n
f
am
iliar
lin
g
u
i
s
tic
co
n
tex
ts
[
2
3
]
.
As
a
r
esu
lt,
lear
n
er
s
m
ig
h
t f
in
d
it
d
if
f
icu
lt
to
ac
tiv
ely
p
ar
tici
p
ate
in
th
e
class
[
2
8
]
.
Fu
r
t
h
e
r
m
o
r
e,
th
is
m
ig
h
t
r
esu
lt
in
th
em
h
av
i
n
g
h
ar
d
to
d
ev
elo
p
th
eir
lan
g
u
ag
e
s
k
ills
an
d
co
m
p
eten
cies
[
2
9
]
.
Usi
n
g
d
ig
ital
m
ed
ia,
lear
n
er
s
m
ig
h
t
im
p
r
o
v
e
th
eir
co
n
f
id
en
ce
,
tech
n
ical
k
n
o
wled
g
e,
a
n
d
la
n
g
u
a
g
e
ap
titu
d
e
,
a
n
d
r
e
d
u
ce
s
p
ea
k
in
g
an
x
iety
[
3
0
]
.
B
esid
es,
to
b
e
ab
le
to
h
an
d
le
lan
g
u
ag
e
an
x
iety
,
lear
n
er
s
n
ee
d
to
im
p
r
o
v
e
th
eir
m
o
tiv
atio
n
in
lear
n
in
g
[
3
1
]
.
Mo
tiv
atio
n
is
v
er
y
cr
u
cial
f
o
r
th
e
s
u
cc
ess
o
f
th
e
lan
g
u
ag
e
lear
n
in
g
p
r
o
ce
s
s
[
3
2
]
,
[
3
3
]
.
L
ea
r
n
er
s
'
f
ee
lin
g
en
j
o
y
s
[
3
4
]
to
war
d
th
eir
task
p
e
r
f
o
r
m
an
ce
m
ig
h
t
b
e
in
d
icate
d
as
h
av
in
g
in
tr
in
s
ic
m
o
tiv
atio
n
.
Mo
tiv
atio
n
f
u
n
ctio
n
s
as
a
d
r
iv
in
g
f
o
r
ce
t
h
at
m
ig
h
t
h
elp
lear
n
er
s
s
o
lv
e
th
ei
r
d
if
f
icu
lties
in
s
p
ea
k
in
g
a
n
d
h
av
e
en
d
u
r
a
n
ce
in
tr
y
in
g
t
o
im
p
r
o
v
e
th
em
s
elv
es
[
3
5
]
.
Hav
in
g
m
o
tiv
atio
n
,
lear
n
er
s
m
i
g
h
t
m
ain
t
ain
en
g
ag
e
m
en
t
an
d
in
v
o
lv
em
e
n
t
d
u
r
i
n
g
th
e
la
n
g
u
ag
e
lear
n
in
g
ac
tiv
ities
[
3
6
]
.
Mo
tiv
atio
n
m
ig
h
t
b
e
in
t
h
e
f
o
r
m
o
f
in
tr
in
s
ic
o
r
ex
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
e
in
tr
in
s
ic
m
o
tiv
atio
n
m
ig
h
t
co
v
er
p
er
s
o
n
al
in
ter
est
wh
ile
th
e
e
x
tr
in
s
ic
m
o
tiv
atio
n
m
ig
h
t
r
esu
lt
f
r
o
m
ac
ad
e
m
ic
o
r
ca
r
ee
r
p
u
r
p
o
s
es
[
3
7
]
.
L
ea
r
n
er
s
h
av
i
n
g
g
o
o
d
m
o
ti
v
atio
n
m
ig
h
t
s
h
o
w
s
elf
-
ass
u
r
an
ce
an
d
u
s
e
th
ei
r
ti
m
e
an
d
e
n
er
g
y
to
im
p
r
o
v
e
th
e
ir
lin
g
u
is
tic
elem
en
ts
an
d
e
n
g
a
g
e
ac
tiv
ely
in
s
o
m
e
d
is
co
u
r
s
e
ev
en
ts
[
3
8
]
.
T
h
e
r
ef
o
r
e,
in
s
p
ea
k
in
g
s
k
ills
,
m
o
tiv
atio
n
m
ig
h
t
b
e
c
r
u
cial
as
it
m
ig
h
t
h
elp
lear
n
e
r
s
d
ev
elo
p
t
h
eir
s
p
ea
k
in
g
s
k
ills
[
3
9
]
.
L
ea
r
n
er
s
h
a
v
in
g
g
o
o
d
s
p
ea
k
in
g
s
k
ills
m
ig
h
t
b
e
ac
tiv
e
i
n
a
d
is
cu
s
s
io
n
ex
p
r
ess
in
g
t
h
eir
id
ea
s
ef
f
ec
tiv
ely
an
d
im
p
r
o
v
in
g
th
e
ir
ac
ad
em
ic
ac
h
iev
em
en
ts
[
4
0
]
.
T
h
ey
m
ig
h
t
also
b
ec
o
m
e
m
o
r
e
co
n
f
i
d
en
t
an
d
ef
f
icien
t
in
d
is
cu
s
s
io
n
s
in
v
a
r
io
u
s
s
o
cial
an
d
p
r
o
f
ess
io
n
al
co
n
tex
ts
.
I
n
ad
d
itio
n
,
t
h
ey
m
ig
h
t
en
h
an
ce
th
eir
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
ca
r
ee
r
s
[
4
1
]
.
B
esid
es,
h
av
in
g
g
o
o
d
s
p
ea
k
in
g
s
k
ills
in
E
FL
le
ar
n
in
g
m
ig
h
t
b
r
in
g
lear
n
er
s
to
h
av
e
cu
ltu
r
al
awa
r
en
ess
en
ab
lin
g
th
em
to
co
m
m
u
n
icate
with
n
ativ
e
s
p
ea
k
er
s
an
d
p
ar
ticip
ate
in
r
ea
l
-
life
lan
g
u
ag
e
s
itu
atio
n
s
b
etter
[
3
6
]
.
Nex
t,
d
ig
ital
m
ed
ia
m
ig
h
t
h
elp
lear
n
er
s
to
ac
h
iev
e
ac
a
d
em
ic
ac
h
iev
em
en
t
s
p
ec
if
ically
to
d
ev
elo
p
s
p
ea
k
in
g
s
k
ills
[
4
2
]
.
Af
ter
war
d
s
,
lear
n
e
r
s
m
ig
h
t
d
e
v
elo
p
t
h
eir
s
p
ea
k
i
n
g
s
k
ills
wh
en
th
ey
h
a
v
e
s
tr
o
n
g
l
ea
r
n
in
g
m
o
tiv
atio
n
s
u
p
p
o
r
ted
b
y
d
ig
ital m
ed
ia
p
r
o
v
id
i
n
g
s
o
n
g
s
,
g
am
es,
m
o
v
ies,
an
d
o
th
e
r
s
o
cial
m
ed
ia
[
4
3
]
.
Sev
er
al
r
ec
en
t
s
tu
d
ies
h
av
e
r
ep
o
r
ted
th
e
s
ig
n
if
ican
ce
o
f
d
i
g
ital
m
ed
ia
u
s
ag
e
to
en
h
an
ce
lear
n
er
s
’
s
p
ea
k
in
g
p
r
o
f
icien
cy
.
Fo
r
ex
am
p
le,
Ma
lo
n
ey
[
2
1
]
r
ep
o
r
te
d
th
at
lear
n
er
s
’
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
y
m
ig
h
t
in
f
lu
en
ce
th
eir
la
n
g
u
a
g
e
p
r
o
f
icien
cy
.
T
o
ag
r
ee
with
th
at,
Me
s
a
[
2
2
]
r
ep
o
r
ted
th
at
lear
n
er
s
’
u
s
e
o
f
d
i
g
ital
p
latf
o
r
m
s
m
ig
h
t
im
p
r
o
v
e
th
eir
s
p
ea
k
in
g
s
k
ills
with
o
u
t
co
n
ce
r
n
s
ab
o
u
t
t
h
eir
p
ee
r
s
’
o
p
in
i
o
n
s
.
I
n
lin
e
with
th
at,
s
ev
er
al
s
tu
d
ies
[
1
2
]
,
[
4
4
]
s
tated
th
at
th
e
u
s
e
o
f
d
i
g
ital
m
ed
ia
lik
e
s
to
r
y
tellin
g
m
ig
h
t
d
ev
elo
p
lear
n
e
r
s
’
lan
g
u
ag
e
s
k
ills
d
u
e
to
th
eir
f
ee
lin
g
m
o
r
e
e
n
g
ag
e
d
an
d
en
j
o
y
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
I
n
ad
d
itio
n
,
J
ay
a
an
d
Su
cip
to
[
4
2
]
r
ep
o
r
ted
th
at
u
s
in
g
h
y
b
r
i
d
lear
n
in
g
with
d
i
g
ital
m
ed
ia
m
ig
h
t
in
f
l
u
en
ce
lear
n
er
s
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Nex
t,
Gu
lt
o
m
e
t
a
l.
[
4
5
]
r
ep
o
r
ted
th
at
u
s
in
g
d
ig
ital
s
to
r
y
tellin
g
lear
n
er
s
m
ig
h
t
im
p
r
o
v
e
th
eir
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
.
Su
p
p
o
r
tin
g
th
at,
C
am
er
o
n
[
1
9
]
r
ep
o
r
ted
th
at
d
ig
ital
m
ed
ia
u
s
ag
e
in
lear
n
in
g
m
ig
h
t
im
p
r
o
v
e
lear
n
er
s
’
s
p
ea
k
in
g
s
k
ills
.
T
h
u
s
,
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
lear
n
er
s
’
d
ig
ital
m
ed
ia
u
s
ag
e
im
p
r
o
v
e
d
th
eir
lan
g
u
ag
e
p
er
f
o
r
m
an
ce
.
Ho
we
v
er
,
th
e
p
r
ev
io
u
s
s
tu
d
ies
f
o
c
u
s
ed
o
n
th
e
d
ig
ital
m
ed
ia
u
s
ag
e
b
y
a
g
r
o
u
p
o
f
lear
n
er
s
f
o
cu
s
in
g
o
n
th
eir
la
n
g
u
ag
e
p
er
f
o
r
m
an
ce
,
wh
er
ea
s
t
h
is
p
ar
ticu
lar
s
tu
d
y
p
r
o
b
ed
in
t
o
th
e
d
i
g
ital
m
ed
ia
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dig
ita
l m
ed
ia
’
s
r
o
le
in
o
ve
r
co
min
g
a
n
xiety
,
e
n
h
a
n
cin
g
lin
g
u
is
tic
elem
en
ts
a
n
d
fo
s
teri
n
g
…
(
S
ya
msu
d
in
)
1381
r
o
le
o
f
f
o
u
r
E
FL
lear
n
er
s
in
o
v
er
co
m
in
g
lan
g
u
a
g
e
an
x
iet
y
,
en
h
an
ci
n
g
lin
g
u
is
tic
elem
en
ts
,
an
d
f
o
s
ter
in
g
m
o
tiv
atio
n
f
o
r
d
ev
elo
p
i
n
g
s
p
ea
k
in
g
s
k
ills
.
T
h
is
s
tu
d
y
aim
ed
to
in
v
esti
g
ate
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
d
ig
ital
m
ed
ia
o
n
lan
g
u
a
g
e
lear
n
in
g
,
p
ar
ticu
lar
ly
in
th
e
d
ev
elo
p
m
e
n
t
o
f
s
p
ea
k
in
g
s
k
ills
.
I
t
ex
p
lo
r
ed
h
o
w
d
ig
ital
m
ed
ia
m
ig
h
t
r
ed
u
ce
an
x
iety
,
en
h
a
n
ce
lin
g
u
is
tic
elem
en
ts
an
d
l
ea
r
n
er
s
’
m
o
tiv
atio
n
lead
in
g
to
b
etter
lan
g
u
ag
e
lear
n
in
g
o
u
tco
m
es.
T
h
is
s
tu
d
y
h
o
ld
s
s
ig
n
i
f
ican
ce
as
it
m
i
g
h
t
p
o
te
n
tially
tr
an
s
f
o
r
m
lan
g
u
ag
e
e
d
u
ca
tio
n
b
y
o
f
f
er
in
g
d
ig
ital
m
ed
ia
-
b
ased
s
tr
ateg
ies
f
o
r
o
v
e
r
co
m
in
g
an
x
i
ety
,
en
h
an
ci
n
g
lin
g
u
is
tic
elem
en
ts
an
d
f
o
s
ter
in
g
m
o
tiv
atio
n
f
o
r
d
e
v
elo
p
in
g
s
p
ea
k
in
g
s
k
ills
.
T
h
is
f
u
r
th
er
m
ig
h
t
lead
to
m
o
r
e
e
f
f
ec
tiv
e
lan
g
u
ag
e
lear
n
in
g
ex
p
er
ien
ce
s
f
o
r
lear
n
e
r
s
to
ac
h
iev
e
th
eir
lear
n
in
g
g
o
als.
2.
M
E
T
H
O
D
T
h
e
cu
r
r
en
t
s
tu
d
y
em
p
lo
y
e
d
a
q
u
alitativ
e
r
esear
ch
m
eth
o
d
o
lo
g
y
with
in
th
e
E
n
g
lis
h
d
ep
ar
tm
en
t,
f
o
cu
s
in
g
o
n
f
o
u
r
th
i
r
d
-
s
em
ester
s
tu
d
en
ts
(
r
ef
er
r
ed
to
as
S1
,
S2
,
S3
,
an
d
S4
)
.
T
h
ey
wer
e
s
e
lecte
d
p
u
r
p
o
s
ef
u
lly
f
o
r
th
eir
ac
tiv
e
p
ar
ticip
atio
n
in
s
p
ea
k
in
g
ac
tiv
ities
b
o
t
h
i
n
g
r
o
u
p
a
n
d
class
d
is
cu
s
s
io
n
s
,
as
well
as
th
eir
p
r
o
f
icien
c
y
in
s
p
ea
k
in
g
.
T
h
ese
s
tu
d
en
ts
,
e
n
r
o
lled
in
a
s
p
ea
k
in
g
class
,
wer
e
task
e
d
with
u
ti
lizin
g
d
ig
ital
m
ed
ia
as
p
ar
t
o
f
th
eir
s
p
ea
k
i
n
g
lear
n
in
g
p
r
o
ce
s
s
.
T
h
ey
we
r
e
g
iv
e
n
th
e
au
to
n
o
m
y
to
c
h
o
o
s
e
th
e
d
ig
ital
m
ed
ia
to
o
ls
th
ey
p
r
e
f
er
r
ed
,
s
u
ch
as
m
o
b
ile
p
h
o
n
es
o
r
lap
t
o
p
s
,
f
o
r
ac
tiv
ities
co
n
d
u
cted
b
o
th
in
an
d
o
u
ts
id
e
th
e
class
r
o
o
m
.
Fo
llo
win
g
th
e
c
o
n
s
u
m
p
tio
n
o
f
d
ig
ital
m
ed
ia
,
th
e
s
tu
d
en
ts
en
g
ag
ed
i
n
d
is
cu
s
s
io
n
s
with
th
ei
r
p
ee
r
s
,
f
ir
s
t
with
in
s
m
all
g
r
o
u
p
s
a
n
d
th
en
c
o
n
tin
u
in
g
in
a
lar
g
er
class
s
ettin
g
.
T
h
is
ap
p
r
o
ac
h
aim
ed
to
en
h
an
ce
th
eir
s
p
ea
k
in
g
s
k
ills
th
r
o
u
g
h
in
ter
ac
tiv
e
en
g
a
g
em
en
t w
ith
th
e
c
h
o
s
en
d
ig
ital
m
ed
ia
to
o
ls
.
Data
co
llectio
n
in
th
e
s
tu
d
y
in
v
o
lv
ed
a
co
m
b
in
atio
n
o
f
o
b
s
er
v
atio
n
an
d
in
-
d
ep
th
in
ter
v
iews.
T
o
g
ath
er
in
f
o
r
m
atio
n
o
n
lear
n
er
s
'
lan
g
u
ag
e
an
x
iety
,
q
u
esti
o
n
s
ad
ap
ted
f
r
o
m
Ho
r
witz
et
a
l
.
[
2
3
]
wer
e
u
tili
ze
d
.
Ad
d
itio
n
ally
,
o
b
s
er
v
atio
n
was
co
n
d
u
cted
to
f
o
cu
s
o
n
h
o
w
lear
n
er
s
u
tili
ze
d
d
ig
ital
to
o
ls
to
en
h
an
ce
th
eir
s
p
ea
k
in
g
s
k
ills
.
Du
r
in
g
th
e
o
b
s
er
v
atio
n
,
t
h
e
r
esear
ch
er
m
ain
tain
ed
a
n
o
n
-
p
a
r
ticip
ato
r
y
r
o
le,
cl
o
s
ely
m
o
n
ito
r
in
g
th
e
lear
n
er
s
'
in
ter
ac
tio
n
s
with
d
ig
ital m
ed
ia
an
d
th
eir
en
g
ag
em
en
t in
s
p
ea
k
in
g
a
ctiv
ities
with
p
ee
r
s
b
o
th
in
g
r
o
u
p
a
n
d
class
d
is
cu
s
s
io
n
s
.
T
h
e
u
tili
za
tio
n
o
f
Ho
r
witz
'
s
q
u
esti
o
n
s
in
th
e
s
tu
d
y
a
lig
n
s
with
p
r
ev
io
u
s
r
esear
ch
th
at
th
e
em
p
h
asis
o
n
o
b
s
er
v
in
g
lear
n
er
s
'
u
s
e
o
f
d
ig
ital to
o
ls
r
eso
n
ates w
ith
s
tu
d
ies
th
at
h
av
e
ex
p
lo
r
ed
th
e
im
p
ac
t o
f
tec
h
n
o
l
o
g
y
o
n
la
n
g
u
ag
e
lear
n
in
g
an
d
a
n
x
iety
[
4
6
]
.
T
h
e
s
tu
d
y
aim
e
d
to
g
et
a
th
o
r
o
u
g
h
in
s
ig
h
t
in
to
d
ig
ital
m
ed
i
a
u
s
ag
e
o
n
lear
n
er
s
r
elate
d
to
o
v
er
co
m
i
n
g
lan
g
u
ag
e
a
n
x
iety
,
en
h
an
cin
g
lin
g
u
is
tic
elem
en
ts
an
d
f
o
s
ter
in
g
m
o
tiv
atio
n
f
o
r
d
ev
elo
p
in
g
s
p
ea
k
in
g
s
k
ills
th
r
o
u
g
h
a
co
m
b
in
atio
n
o
f
o
b
s
er
v
atio
n
an
d
in
te
r
v
iews.
T
h
is
m
eth
o
d
o
lo
g
y
is
s
u
p
p
o
r
ted
b
y
ex
is
tin
g
r
esear
ch
h
ig
h
lig
h
tin
g
th
e
s
ig
n
if
ican
ce
o
f
a
d
d
r
ess
in
g
s
tu
d
en
ts
'
an
x
iety
to
en
h
a
n
ce
t
h
eir
la
n
g
u
a
g
e
le
ar
n
in
g
p
r
o
ce
s
s
[
4
7
]
.
B
y
in
co
r
p
o
r
atin
g
o
b
s
er
v
atio
n
,
in
-
d
e
p
th
in
te
r
v
iews,
an
d
ad
a
p
ted
q
u
esti
o
n
s
f
r
o
m
Ho
r
witz
et
a
l
.
[
2
3
]
,
th
e
s
tu
d
y
estab
lis
h
ed
a
s
tu
r
d
y
f
r
a
m
ewo
r
k
f
o
r
ex
p
l
o
r
in
g
lea
r
n
er
s
'
lan
g
u
ag
e
a
n
x
iety
an
d
th
e
im
p
ac
t
o
f
d
ig
ital
to
o
ls
o
n
im
p
r
o
v
in
g
th
eir
s
p
ea
k
in
g
s
k
ills
.
Dr
awin
g
o
n
estab
lis
h
ed
r
esear
ch
,
th
e
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
d
is
co
u
r
s
e
o
n
lan
g
u
ag
e
a
n
x
iety
an
d
tech
n
o
lo
g
y
in
teg
r
atio
n
in
lan
g
u
ag
e
lear
n
in
g
,
s
p
ec
if
ically
em
p
h
asizin
g
th
e
r
o
le
o
f
d
ig
ital
m
ed
ia
in
aid
in
g
E
FL
lear
n
er
s
to
o
v
er
co
m
e
an
x
iety
,
en
h
an
c
e
lin
g
u
is
tic
ab
ilit
ies,
an
d
in
cr
ea
s
e
m
o
tiv
atio
n
f
o
r
d
ev
elo
p
in
g
s
p
ea
k
in
g
p
r
o
f
icien
cy
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
is
o
r
g
an
ized
ac
c
o
r
d
in
g
to
th
e
f
o
llo
win
g
s
eq
u
en
ce
:
f
ee
lin
g
o
f
an
x
iety
ex
p
e
r
ien
ce
d
b
y
s
u
b
ject
1
(
S1
)
,
s
u
b
ject
2
(
S2
)
,
s
u
b
ject
3
(
S3
)
,
an
d
s
u
b
ject
4
(
S4
)
in
lea
r
n
in
g
s
p
ea
k
in
g
,
d
i
g
ital
m
ed
ia
u
s
ed
by
S1
,
S2
,
S3
,
S4
i
n
lear
n
in
g
s
p
e
ak
in
g
a
n
d
th
e
way
s
a
n
d
r
ea
s
o
n
s
S1
,
S2
,
S3
,
S4
u
s
ed
d
ig
ital
m
ed
ia
r
elate
d
to
t
h
e
h
an
d
le
o
f
lan
g
u
ag
e
a
n
x
iety
,
l
in
g
u
is
tic
elem
en
ts
en
h
an
ce
m
e
n
t
an
d
th
e
m
o
tiv
atio
n
im
p
r
o
v
em
en
t.
Nex
t,
ea
ch
s
u
b
ject
is
ass
ig
n
ed
a
co
d
e
s
u
c
h
as S1
,
S2
,
S3
,
a
n
d
S4
.
3
.
1
.
F
ee
lin
g
o
f
a
nx
iet
y
in lea
rning
s
pea
k
ing
Qu
esti
o
n
s
r
eg
ar
d
in
g
f
ee
lin
g
s
o
f
a
n
x
iety
i
n
lear
n
in
g
t
o
s
p
ea
k
wer
e
p
o
s
ed
to
th
e
s
u
b
jects.
T
h
e
tr
an
s
cr
ip
ts
o
f
th
eir
r
esp
o
n
s
es a
r
e:
“
…
I
s
o
metime
s
g
et
n
ervo
u
s
o
r
a
n
xio
u
s
d
u
r
in
g
my
s
p
ea
ki
n
g
p
r
a
ctice
w
h
en
I
s
p
ea
k
in
f
r
o
n
t
o
f
fr
ien
d
s
a
n
d
I
d
o
n
o
t
kn
o
w
th
e
to
p
ic
w
ell
a
n
d
fo
r
g
et
th
e
vo
ca
b
u
la
r
y
o
r
p
r
o
n
u
n
ci
a
tio
n
.
I
t
m
a
ke
s
me
d
iffi
cu
lt to
co
n
tin
u
e
s
p
e
a
kin
g
.
.
.
”
(
S1
)
“
…
I
n
s
p
ea
kin
g
,
feelin
g
a
n
xio
u
s
w
h
en
I
d
is
cu
s
s
w
ith
f
r
ien
d
s
a
n
d
I
d
o
n
o
t
kn
o
w
th
e
vo
ca
b
to
s
a
y
o
r
th
e
fo
r
m
o
f
ten
s
es
to
u
s
e
.
A
ls
o
d
o
n
o
t
kn
o
w
o
r
ma
s
t
er
th
e
to
p
ic
o
f
d
is
cu
s
s
io
n
a
n
d
it
is
d
is
tu
r
b
in
g
b
ec
a
u
s
e
I
ca
n
n
o
t sp
ea
k
flu
en
tly…
”
(
S2
)
“
…
S
p
e
a
kin
g
a
n
xiety
co
mes
w
h
en
I
s
h
o
u
ld
p
r
esen
t
t
h
e
p
r
esen
ta
tio
n
in
th
e
cla
s
s
a
n
d
I
d
o
n
o
t
kn
o
w
th
e
to
p
ic,
f
o
r
g
et
th
e
vo
c
a
b
s
a
n
d
a
fr
a
id
o
f
m
a
kin
g
mis
ta
ke
s
in
p
r
o
n
u
n
cia
tio
n
s
o
I
o
ft
en
s
to
p
s
p
ea
kin
g
…
”
(
S3
)
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
.
2
,
Ap
r
il
20
25
:
1
3
7
9
-
1
3
8
8
1382
“
…
I
feel
a
n
xio
u
s
,
esp
ec
ia
ll
y
w
h
en
I
d
is
cu
s
s
in
a
g
r
o
u
p
o
r
cla
s
s
d
is
cu
s
s
io
n
a
n
d
I
d
o
n
o
t
u
n
d
ers
ta
n
d
th
e
to
p
ic
o
r
s
o
metime
s
a
fr
a
id
o
f
d
o
in
g
mis
ta
ke
s
in
p
r
o
n
u
n
cia
tio
n
o
r
g
r
a
mma
r
o
r
co
n
fu
s
ed
to
ch
o
o
s
e
th
e
r
ig
h
t
d
ictio
n
s
.
B
ec
a
u
s
e
o
f
th
is
,
I
ca
n
'
t
s
p
ea
k
w
ell
a
n
d
s
o
metime
s
I
l
o
s
e
my
s
elf
-
co
n
fid
en
ce
…
”
(
S4
)
3
.
2
.
Dig
it
a
l m
edia
us
ed
in lea
rni
ng
s
pea
k
ing
Qu
esti
o
n
s
r
eg
ar
d
in
g
th
e
u
s
e
o
f
d
ig
ital m
ed
ia
in
lear
n
in
g
s
p
ea
k
in
g
wer
e
p
o
s
ed
to
th
e
s
u
b
ject
s
.
T
h
e
tr
an
s
cr
ip
ts
o
f
th
eir
r
esp
o
n
s
es a
r
e:
“
…
I
like,
a
s
I
s
a
id
b
efo
r
e,
I
u
s
ed
s
ev
era
l
d
ig
ita
l
med
ia
to
imp
r
o
ve
my
s
p
ea
kin
g
s
kills
s
u
ch
a
s
Wh
a
t
S
a
p
p
to
p
r
a
ctice
s
p
ea
ki
n
g
via
mu
tu
a
l
ca
lls
w
ith
fr
ien
d
s
a
n
d
Yo
u
Tu
b
e
to
w
a
tch
s
o
n
g
s
,
s
h
o
r
t
s
to
r
ies,
mo
vies,
etc…
”
(
S1
)
“
…
I
u
s
e
N
etflix
a
n
d
a
n
y
o
th
er
p
la
tfo
r
m
to
w
a
tch
films
fo
r
s
h
a
d
o
w
in
g
…
”
(
S2
)
“
…
I
like
to
u
s
e
Yo
u
Tu
b
e
,
esp
ec
ia
lly
b
y
w
a
tch
in
g
s
o
n
g
s
p
r
o
vid
in
g
s
o
me
lyri
cs…
”
(
S3
)
“
…
I
like
to
u
s
e
my
s
ma
r
tp
h
o
n
e
a
s
a
to
o
l
to
le
a
r
n
s
p
ea
kin
g
s
u
ch
a
s
to
n
o
te
a
n
d
r
ec
o
r
d
r
a
th
er
th
a
n
a
s
kin
g
fr
ien
d
s
.
A
ls
o
u
s
in
g
Yo
u
Tu
b
e
to
w
a
tch
v
a
r
iety
s
h
o
w
s
a
n
d
P
o
d
ca
s
t
o
n
S
p
o
tify
o
n
va
r
iety
s
h
o
w
s
.
”
(
S4
)
.
3
.
3
.
T
he
wa
y
s
a
n
d
re
a
s
o
n
s
u
s
i
ng
dig
it
a
l
m
edia
t
o
o
v
er
co
m
e
la
ng
ua
g
e
a
nx
iet
y
,
enha
nce
lin
g
ui
s
t
ic
elem
ent
s
,
a
nd
f
o
s
t
er
mo
t
iv
a
t
io
n f
o
r
dev
elo
pin
g
s
pea
k
ing
s
k
ill
Qu
esti
o
n
s
d
ea
lin
g
with
th
e
w
ay
s
an
d
r
ea
s
o
n
s
th
e
s
u
b
jects
u
s
ed
d
ig
ital
m
ed
ia
to
o
v
er
co
m
e
lan
g
u
ag
e
an
x
iety
,
en
h
a
n
ce
lin
g
u
is
tic
elem
en
ts
an
d
f
o
s
ter
m
o
tiv
atio
n
f
o
r
d
ev
elo
p
in
g
s
p
ea
k
in
g
s
k
ills
wer
e
p
o
s
ed
to
th
e
s
u
b
jects a
n
d
th
e
tr
an
s
cr
ip
ts
o
f
th
eir
an
s
wer
s
ar
e:
“
I
ca
n
p
r
a
ctice
s
p
ea
kin
g
b
y
ta
lkin
g
to
myself
imita
tin
g
a
cto
r
s
in
th
e
vid
eo
o
r
d
o
in
g
a
p
h
o
n
e
ca
ll
w
ith
my
fr
ien
d
s
u
s
in
g
E
n
g
lis
h
w
ith
o
u
t
mee
tin
g
fa
ce
to
fa
ce
.
I
t
ma
d
e
me
feel
less
n
ervo
u
s
a
n
d
I
en
jo
ye
d
it
mo
r
e
th
a
n
h
a
vi
n
g
t
o
mee
t
my
s
p
ea
kin
g
p
a
r
tn
er
d
ir
ec
tly…
I
t
imp
r
o
ve
s
my
mo
tiv
a
tio
n
to
lea
r
n
s
p
ea
kin
g
b
ec
a
u
s
e
I
c
a
n
h
a
ve
n
ew
vo
c
a
b
s
,
p
r
o
n
u
n
cia
tio
n
a
n
d
s
p
ea
k
mo
r
e
flu
en
tly
like
a
n
a
tive…
I
w
a
n
t
to
w
a
tch
mo
r
e
vid
eo
s
a
n
d
s
p
ea
k
via
my
p
h
o
n
e
mo
r
e
to
imp
r
o
ve
my
s
p
ea
kin
g
…
”
(
S1
)
“
…
A
s
I
s
a
id
in
my
a
n
s
w
er
b
efo
r
e,
I
d
o
s
h
a
d
o
w
in
g
tech
n
i
q
u
es
w
ith
mo
vies.
Th
i
s
tech
n
iq
u
e
h
elp
s
me
h
a
n
d
le
my
la
n
g
u
a
g
e
a
n
xiet
y
b
ec
a
u
s
e
I
h
a
ve
to
s
p
ea
k
a
s
n
a
tives
d
o
,
a
n
d
th
is
tech
n
iq
u
e
n
ee
d
n
't
a
n
y
p
a
r
tn
ers
.
.
.
S
o
,
I
d
o
n
’
t
feel
s
h
y
w
h
en
I
ma
ke
mis
ta
ke
s
…I
en
jo
ye
d
lea
r
n
i
n
g
u
s
in
g
th
is
s
t
r
a
teg
y.
S
h
a
d
o
w
in
g
tech
n
iq
u
e
ca
n
imp
r
o
ve
my
mo
tiva
tio
n
b
ec
a
u
s
e
w
ith
th
is
tech
n
iq
u
e
I
h
a
ve
to
r
ep
ea
t
th
e
p
a
r
t
o
f
th
e
mo
vie.
Wit
h
th
is
tech
n
iq
u
e,
I
ca
n
imp
r
o
ve
m
y
p
r
o
n
u
n
cia
tio
n
,
vo
c
a
b
s
a
n
d
f
lu
en
cy
o
f sp
ea
kin
g
like
n
a
tives…I
w
a
n
t to
w
a
tch
mo
r
e
mo
vies to
imp
r
o
ve
my
s
p
ea
kin
g
s
kills
…
”
(
S2
)
“
I
p
r
efer
to
u
s
e
Yo
u
Tu
b
e,
esp
e
cia
lly
b
y
w
a
tch
in
g
s
o
n
g
vid
eo
s
h
a
vin
g
s
o
me
lyri
cs.
I
co
u
ld
g
et
n
ew
vo
ca
b
s
a
n
d
k
n
o
w
th
e
mea
n
in
g
o
f
th
e
w
o
r
d
s
…
I
d
o
n
’
t
feel
a
n
xio
u
s
a
n
d
I
ev
en
feel
h
a
p
p
y
a
n
d
en
jo
y
w
ith
th
e
s
o
n
g
s
…fro
m
th
e
s
o
n
g
vid
e
o
s
in
Yo
u
Tu
b
e
I
ca
n
imp
r
o
ve
my
v
o
ca
b
s
a
n
d
p
r
o
n
u
n
cia
tio
n
a
n
d
g
r
a
mma
r
to
o
.
I
t
h
a
s
g
iven
mo
r
e
in
tere
s
t
to
p
r
a
ctice
s
p
ea
ki
n
g
…
I
w
a
n
t
to
w
a
tch
mo
r
e
s
o
n
g
vid
eo
s
.
..
”
(
S3
)
“
I
u
s
e
d
ig
ita
l
med
ia
in
va
r
io
u
s
w
a
ys
s
u
ch
a
s
my
n
o
tes,
s
o
I
'll
typ
e
my
p
o
in
t
in
my
p
h
o
n
e
a
n
d
ma
ke
it
a
s
g
u
id
a
n
ce
w
h
en
I
a
m
s
p
ea
kin
g
.
A
ls
o
,
a
s
a
r
ec
o
r
d
in
g
to
o
l…
in
s
p
ea
kin
g
,
r
ec
o
r
d
in
g
co
u
ld
h
el
p
me
to
imp
r
o
ve
my
p
r
esen
ta
tio
n
,
vo
ca
b
s
,
p
r
o
n
u
n
c
ia
tio
n
a
n
d
g
r
a
mma
r
to
o
…
I
a
m
n
o
t
a
fr
a
id
o
f
m
a
kin
g
mis
ta
ke
s
…
I
fell
en
jo
ye
d
u
s
in
g
it.
I
ev
en
fe
el
s
u
r
e
th
a
t
I
ca
n
p
erfo
r
m
w
el
l
u
s
in
g
th
ese
to
o
ls
.
.
.
I
t
co
u
l
d
imp
r
o
v
e
my
mo
tiva
tio
n
in
lea
r
n
in
g
s
p
ea
kin
g
…I
w
a
n
t
to
u
s
e
mo
r
e
d
ig
ita
l
med
ia
to
h
elp
me
lea
r
n
in
g
s
p
e
a
kin
g
”
(
S4
)
3
.
4
.
Su
m
m
a
ry
o
f
t
he
f
ind
ing
s
I
t
was
f
o
u
n
d
th
at
all
s
u
b
jects
–
S1
,
S2
,
S3
,
an
d
S4
–
ex
p
e
r
ien
ce
d
lan
g
u
ag
e
an
x
iet
y
d
u
r
in
g
th
eir
s
p
ea
k
in
g
lear
n
in
g
p
r
o
ce
s
s
.
T
h
i
s
an
x
iety
h
ap
p
en
e
d
d
u
e
to
s
ev
er
al
f
ac
to
r
s
s
u
ch
as lac
k
o
f
lim
ited
m
aster
y
o
f
th
e
d
is
cu
s
s
io
n
to
p
ic,
v
o
ca
b
u
la
r
y
,
p
r
o
n
u
n
ciatio
n
,
a
n
d
g
r
a
m
m
ar
.
Nex
t,
all
s
u
b
jects
em
p
lo
y
ed
d
ig
ital
m
ed
ia
in
th
eir
lear
n
in
g
s
p
ea
k
in
g
p
r
o
ce
s
s
.
Usi
n
g
v
ar
io
u
s
d
ig
ital
m
ed
ia
th
ey
m
ig
h
t
h
a
n
d
le
lan
g
u
a
g
e
an
x
iety
,
im
p
r
o
v
e
lin
g
u
is
tic
elem
en
ts
an
d
f
o
s
ter
m
o
tiv
atio
n
f
o
r
d
ev
elo
p
in
g
s
p
e
ak
in
g
s
k
ills
.
Su
b
ject
1
(
S1
)
u
s
ed
W
h
atsAp
p
an
d
Yo
u
T
u
b
e
in
h
er
s
p
ea
k
in
g
lear
n
in
g
.
Sh
e
en
jo
y
e
d
lear
n
in
g
to
s
p
ea
k
u
s
in
g
th
is
m
ed
ia
as
s
h
e
m
ig
h
t
s
p
ea
k
lik
e
a
n
ativ
e,
a
n
d
im
p
r
o
v
e
lin
g
u
is
tic
elem
en
ts
s
u
ch
as
v
o
ca
b
u
lar
y
,
p
r
o
n
u
n
ciatio
n
,
f
lu
en
c
y
a
n
d
it
h
as
m
o
tiv
ated
h
e
r
to
lear
n
to
s
p
ea
k
with
o
u
t
b
ein
g
af
r
aid
o
f
p
ee
r
s
’
ju
d
g
em
en
t b
r
in
g
in
g
h
er
to
ac
h
iev
e
s
p
ea
k
i
n
g
p
r
o
f
icien
cy
.
Su
b
ject
2
(
S2
)
u
s
ed
Netf
lix
a
n
d
o
th
e
r
p
latf
o
r
m
s
to
watc
h
m
o
v
ies
in
h
er
s
p
ea
k
in
g
lea
r
n
i
n
g
.
Sh
e
d
i
d
n
o
t
n
ee
d
an
y
p
a
r
tn
er
s
in
lear
n
in
g
s
o
s
h
e
d
id
n
o
t
f
ee
l
s
h
y
wh
en
s
h
e
m
ad
e
m
is
tak
es.
T
h
is
tech
n
iq
u
e
m
ig
h
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dig
ita
l m
ed
ia
’
s
r
o
le
in
o
ve
r
co
min
g
a
n
xiety
,
e
n
h
a
n
cin
g
lin
g
u
is
tic
elem
en
ts
a
n
d
fo
s
teri
n
g
…
(
S
ya
msu
d
in
)
1383
im
p
r
o
v
e
h
er
m
o
tiv
ati
o
n
i
n
le
ar
n
in
g
to
s
p
ea
k
as
s
h
e
m
ig
h
t
h
av
e
b
etter
p
r
o
n
u
n
ciatio
n
,
m
o
r
e
v
o
ca
b
u
la
r
y
a
n
d
f
lu
en
cy
in
s
p
ea
k
in
g
lik
e
a
n
ati
v
e.
T
h
is
m
ig
h
t
m
ak
e
h
e
r
to
h
a
v
e
m
o
r
e
lea
r
n
in
g
b
y
watc
h
i
n
g
m
o
r
e
m
o
v
ies.
Su
b
ject
3
(
S3
)
u
s
ed
Yo
u
T
u
b
e
to
watc
h
s
o
n
g
v
id
eo
s
p
r
o
v
i
d
in
g
s
o
m
e
l
y
r
ics.
Usi
n
g
th
is
m
ed
ia,
h
e
m
ig
h
t
im
p
r
o
v
e
v
o
ca
b
s
,
p
r
o
n
u
n
ciatio
n
an
d
g
r
am
m
ar
.
T
h
e
n
,
h
e
f
elt
e
n
jo
y
e
d
an
d
m
o
tiv
ated
b
r
in
g
in
g
h
im
t
o
h
av
e
m
o
r
e
s
p
ea
k
in
g
p
r
ac
tices
to
d
ev
elo
p
s
p
ea
k
in
g
s
k
ills
b
y
watc
h
in
g
m
o
r
e
s
o
n
g
v
id
eo
s
.
Su
b
ject
4
(
S4
)
u
s
ed
m
y
n
o
tes
an
d
r
ec
o
r
d
in
g
o
n
h
er
s
m
ar
t
p
h
o
n
e
to
p
r
ac
tice
s
p
ea
k
i
n
g
.
M
y
n
o
te
was
u
s
ed
to
wr
ite
s
o
m
e
im
p
o
r
ta
n
t
p
o
in
ts
o
n
h
er
m
o
b
ile
p
h
o
n
e
to
h
av
e
a
g
o
o
d
s
p
o
k
en
p
r
esen
tat
io
n
.
Nex
t,
s
h
e
also
watc
h
ed
a
v
a
r
iety
o
f
s
h
o
ws
o
n
Yo
u
T
u
b
e
a
n
d
E
n
g
lis
h
Po
d
c
asts
o
n
Sp
o
tify
.
Usi
n
g
th
o
s
e
m
ed
ia,
s
h
e
im
p
r
o
v
e
d
h
er
v
o
ca
b
u
la
r
y
,
p
r
esen
tatio
n
,
p
r
o
n
u
n
ciatio
n
,
an
d
g
r
am
m
ar
.
Sh
e
m
ig
h
t
h
an
d
le
an
x
iet
y
an
d
d
id
n
o
t
f
ee
l
af
r
aid
o
f
m
ak
in
g
m
is
tak
es;
s
h
e
ev
en
f
elt
en
jo
y
ed
an
d
m
o
tiv
ated
a
n
d
wan
ted
to
u
s
e
m
o
r
e
d
ig
ital
m
ed
ia
to
h
elp
h
er
im
p
r
o
v
e
h
er
s
p
ea
k
i
n
g
s
k
ills
.
3
.
5
.
Dis
cu
s
s
io
n
First
o
f
all,
a
s
ig
n
if
ican
t
f
in
d
in
g
in
o
u
r
s
tu
d
y
is
th
at
all
le
ar
n
er
s
–
S1
,
S2
,
S3
,
an
d
S4
–
e
x
p
er
ien
ce
d
lan
g
u
ag
e
a
n
x
iety
in
t
h
eir
s
p
ea
k
in
g
lear
n
i
n
g
.
T
h
is
an
x
iety
ar
o
s
e
d
u
e
to
th
eir
lim
ited
m
aster
y
o
f
t
h
e
d
is
cu
s
s
io
n
to
p
ic,
f
o
r
g
ettin
g
v
o
ca
b
u
lar
y
,
an
d
f
ea
r
o
f
m
ak
i
n
g
m
is
tak
es
in
g
r
am
m
ar
an
d
p
r
o
n
u
n
ciati
o
n
.
T
h
is
f
ee
lin
g
o
f
an
x
iety
m
ig
h
t h
in
d
er
th
eir
ab
il
ity
to
d
ev
elo
p
th
eir
s
p
ea
k
i
n
g
s
k
ill.
T
h
is
f
in
d
in
g
alig
n
s
with
s
ev
er
al
s
tu
d
ies [
4
8
]
,
[
4
9
]
,
wh
ich
r
ep
o
r
te
d
th
at
la
n
g
u
ag
e
an
x
iety
is
a
co
m
m
o
n
is
s
u
e
am
o
n
g
lan
g
u
ag
e
lear
n
er
s
,
i
n
f
lu
en
ce
d
b
y
f
ac
to
r
s
af
f
ec
tin
g
th
eir
o
r
al
p
er
f
o
r
m
a
n
ce
.
Sev
er
al
f
ac
to
r
s
co
n
tr
ib
u
te
to
lan
g
u
ag
e
an
x
iet
y
,
in
cl
u
d
in
g
d
if
f
icu
lty
in
f
in
d
in
g
ap
p
r
o
p
r
iate
w
o
r
d
s
,
f
ee
lin
g
s
o
f
in
f
er
io
r
ity
,
p
o
o
r
p
r
o
n
u
n
ciatio
n
,
lack
o
f
p
r
o
f
ic
ien
cy
,
an
d
lim
ited
ex
p
er
ien
ce
in
p
r
esen
tatio
n
s
[
5
0
]
.
Oteir
an
d
Al
-
Otaib
i
[
5
1
]
in
d
icate
d
th
at
lan
g
u
ag
e
an
x
iety
m
ig
h
t
h
ap
p
en
b
ec
au
s
e
o
f
th
e
f
ea
r
o
f
m
ak
in
g
m
is
tak
es,
teac
h
er
s
'
er
r
o
r
co
r
r
e
ctio
n
s
,
an
d
s
p
ea
k
in
g
in
f
r
o
n
t
o
f
teac
h
er
s
o
r
p
ee
r
s
.
Ad
d
itio
n
ally
,
J
in
[
5
2
]
r
ep
o
r
ted
th
at
lan
g
u
ag
e
an
x
iety
m
ig
h
t
a
r
is
e
d
u
e
to
th
e
f
ea
r
o
f
s
p
ea
k
in
g
in
f
r
o
n
t
o
f
o
th
e
r
s
an
d
c
o
n
ce
r
n
s
ab
o
u
t
g
r
am
m
ati
ca
l
er
r
o
r
s
.
L
iu
an
d
W
u
[
5
3
]
s
tated
th
at
la
n
g
u
a
g
e
a
n
x
iety
m
i
g
h
t
o
c
c
u
r
d
u
e
t
o
t
h
e
f
e
a
r
o
f
s
p
e
a
k
i
n
g
E
n
g
l
i
s
h
i
n
c
l
a
s
s
a
n
d
a
l
a
c
k
o
f
c
o
n
f
i
d
e
n
c
e
i
n
t
h
e
t
a
r
g
e
t
l
a
n
g
u
a
g
e
.
F
u
r
t
h
e
r
m
o
r
e
,
an
x
iety
[
5
4
]
m
ig
h
t
ar
is
e
f
r
o
m
s
h
y
n
ess
in
c
o
m
m
u
n
icatio
n
,
f
ea
r
o
f
f
ailu
r
e,
a
n
d
f
ea
r
o
f
n
eg
ativ
e
ev
al
u
atio
n
.
Fin
ally
,
la
n
g
u
a
g
e
an
x
iety
m
ig
h
t
b
e
ca
u
s
ed
b
y
a
lack
o
f
s
elf
-
co
n
f
id
en
ce
,
i
n
co
m
p
r
eh
en
s
ib
le
in
p
u
t,
an
d
in
s
u
f
f
icien
t
p
r
ep
ar
atio
n
[
5
5
]
.
T
o
h
a
n
d
le
lan
g
u
ag
e
a
n
x
i
ety
,
th
e
s
u
b
jects h
av
e
u
s
ed
d
i
g
i
t
a
l
m
e
d
ia
i
n
l
e
a
r
n
i
n
g
t
o
s
p
e
a
k
.
T
h
en
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
th
er
e
ar
e
s
ev
er
al
d
ig
ital
m
ed
ia
t
h
ey
u
s
ed
i
n
th
eir
s
p
ea
k
in
g
lear
n
in
g
s
u
c
h
as
s
to
r
y
tellin
g
,
m
o
v
ies,
v
ar
iet
y
s
h
o
ws,
an
d
s
o
n
g
v
id
eo
s
.
Usi
n
g
th
is
d
ig
ital
m
ed
ia,
s
tu
d
e
n
ts
m
ig
h
t
f
ee
l
r
elax
e
d
an
d
e
n
jo
y
ed
.
T
h
ey
wer
e
n
o
t
f
e
elin
g
s
h
y
o
r
af
r
aid
o
f
m
ak
in
g
m
is
tak
es
as
th
ey
d
o
n
o
t
n
ee
d
s
p
ea
k
in
g
p
ar
t
n
er
s
in
s
p
ea
k
in
g
lear
n
in
g
u
s
in
g
d
i
g
ital
m
ed
ia.
T
h
ey
m
i
g
h
t
also
im
p
r
o
v
e
th
ei
r
v
o
ca
b
u
lar
y
,
p
r
o
n
u
n
ciatio
n
,
g
r
am
m
ar
,
an
d
s
p
ea
k
in
g
f
l
u
en
cy
.
T
h
ese
f
in
d
in
g
s
p
r
o
v
e
th
at
th
e
u
tili
za
tio
n
o
f
d
ig
ital
m
ed
ia
m
ig
h
t
en
h
an
ce
s
tu
d
en
ts
'
s
p
ea
k
in
g
s
k
ills
[
2
2
]
.
I
n
a
d
d
itio
n
,
d
i
g
ital
m
ed
ia
u
s
ag
e
m
ig
h
t
e
n
co
u
r
a
g
e
lea
r
n
er
s
t
o
im
p
r
o
v
e
th
eir
o
r
al
p
r
o
d
u
ctio
n
with
o
u
t
f
ee
lin
g
f
ea
r
o
f
p
e
er
j
u
d
g
m
e
n
t.
T
h
en
,
Pan
g
g
u
a
et
a
l.
[
5
6
]
r
e
p
o
r
ted
th
at
u
s
in
g
d
ig
ital
m
ed
ia
in
lan
g
u
ag
e
lear
n
in
g
m
ig
h
t
m
ak
e
s
tu
d
en
ts
m
o
r
e
c
r
ea
tiv
e
a
n
d
in
n
o
v
ativ
e.
B
esid
es,
it
m
ig
h
t
im
p
r
o
v
e
lear
n
er
s
’
v
o
ca
b
u
lar
y
an
d
s
elf
-
co
n
f
id
en
c
e.
T
h
is
f
u
r
th
e
r
m
ig
h
t
im
p
r
o
v
e
s
tu
d
en
ts
’
s
p
ea
k
in
g
p
er
f
o
r
m
a
n
ce
[
5
7
]
.
T
h
u
s
,
th
e
r
esear
ch
in
d
icate
s
th
at
in
lan
g
u
ag
e
lear
n
in
g
,
th
e
in
c
o
r
p
o
r
atio
n
o
f
d
ig
ital
m
ed
ia
m
ig
h
t
ad
d
r
ess
lan
g
u
ag
e
an
x
iety
an
d
en
h
a
n
ce
s
p
ea
k
in
g
s
k
ills
am
o
n
g
lear
n
er
s
.
Nex
t,
th
e
s
tu
d
y
f
o
u
n
d
th
at
b
y
u
s
in
g
d
ig
ital
m
ed
ia
lear
n
er
s
m
ig
h
t
en
jo
y
a
n
d
im
p
r
o
v
e
th
ei
r
s
p
ea
k
in
g
s
k
ills
.
T
h
ese
f
in
d
in
g
s
ar
e
in
li
n
e
with
th
e
s
tu
d
y
by
Ma
u
lin
a
et
a
l
.
[
1
1
]
r
ep
o
r
ted
th
at
d
ig
ital m
ed
ia
h
as a
p
iv
o
tal
r
o
l
e
i
n
e
n
s
u
r
i
n
g
e
n
j
o
y
a
b
l
e
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
.
T
h
i
s
m
e
d
i
a
m
i
g
h
t
e
v
e
n
m
a
k
e
l
e
a
r
n
i
n
g
m
o
r
e
e
n
g
a
g
i
n
g
,
d
r
a
m
a
t
i
c
an
d
co
m
m
u
n
icativ
e
to
b
r
in
g
lear
n
er
s
to
h
av
e
b
etter
-
s
p
ea
k
i
n
g
co
m
p
eten
ce
[
4
4
]
.
Su
p
p
o
r
t
in
g
th
at,
Her
i
[
5
8
]
r
ep
o
r
ted
th
at
u
tili
zin
g
au
d
io
-
v
is
u
al
im
p
r
o
v
es
lear
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r
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th
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d
y
b
y
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h
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g
et
a
l
.
[
3
6
]
r
e
p
o
r
ted
th
at
co
llab
o
r
ativ
e
o
n
lin
e
in
ter
n
atio
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lear
n
in
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u
s
in
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o
m
e
d
ig
ital
m
ed
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m
i
g
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t
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m
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r
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l
e
a
r
n
e
r
s
'
s
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e
a
k
i
n
g
s
k
i
ll
s
.
T
h
u
s
,
b
y
u
s
i
n
g
d
i
g
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ta
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m
e
d
ia
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e
.
Af
ter
war
d
s
,
th
is
s
tu
d
y
f
o
u
n
d
t
h
at
b
y
u
s
in
g
d
i
g
ital
m
ed
ia
s
tu
d
en
ts
m
ig
h
t
g
et
im
p
r
o
v
em
en
t
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th
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g
u
is
tic
elem
en
ts
.
T
h
is
is
in
lin
e
with
Z
h
o
u
et
a
l.
[
5
9
]
r
e
p
o
r
ted
t
h
at
lear
n
er
s
’
u
s
e
o
f
d
i
g
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-
b
ased
lear
n
in
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m
ig
h
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im
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r
o
v
e
th
eir
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h
o
n
o
lo
g
ical
s
k
ills
.
T
o
ag
r
ee
with
th
at,
a
s
tu
d
y
by
B
u
tar
b
u
ta
r
et
a
l
.
[
6
0
]
r
e
p
o
r
ted
t
h
at
s
p
ea
k
in
g
b
ased
o
n
d
ig
ital
m
e
d
ia
m
ig
h
t
m
ak
e
th
e
class
m
o
r
e
f
ea
s
ib
le
an
d
ef
f
ec
tiv
e
i
n
im
p
r
o
v
i
n
g
s
tu
d
en
ts
'
s
p
ea
k
in
g
s
k
ills
.
Nu
m
er
o
u
s
b
e
n
ef
its
ex
is
t
co
n
ce
r
n
in
g
th
e
ap
p
licatio
n
o
f
d
ig
ital
m
e
d
ia
d
u
r
i
n
g
th
e
class
[
6
1
]
.
I
t
m
ig
h
t
en
h
an
ce
lear
n
er
s
’
lan
g
u
ag
e
m
ac
r
o
s
k
ills
[
4
0
]
.
I
n
ad
d
it
io
n
,
W
u
a
n
d
L
am
b
e
n
icio
[
6
2
]
r
ep
o
r
ted
t
h
at
E
FL
lear
n
er
s
’
d
ig
ital m
ed
ia
u
s
ag
e
m
ig
h
t im
p
r
o
v
e
th
eir
v
o
ca
b
u
lar
ies.
Oth
er
s
tu
d
ies r
ep
o
r
ted
th
at
s
p
ea
k
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g
m
ater
ials
co
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tain
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au
d
io
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v
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al
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eso
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r
ce
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m
ig
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p
lear
n
er
s
im
p
r
o
v
e
th
eir
v
o
ca
b
u
lar
y
[
6
3
]
,
g
r
am
m
a
r
,
p
r
o
n
u
n
ciatio
n
,
f
l
u
en
cy
,
an
d
c
o
m
p
r
eh
e
n
s
io
n
[
1
1
]
.
Su
p
p
o
r
tin
g
th
at,
a
s
tu
d
y
by
Z
h
o
u
et
a
l.
[
5
9
]
r
ep
o
r
ted
th
at
s
p
ec
if
ic
ap
p
s
m
ig
h
t
h
elp
lear
n
er
s
in
lear
n
in
g
an
d
g
a
in
in
g
n
ew
ex
p
r
ess
io
n
s
.
T
o
ag
r
ee
with
th
at,
B
u
tar
b
u
tar
et
a
l.
[
6
0
]
f
o
u
n
d
th
at
u
s
in
g
m
o
b
ile
-
ass
is
ted
la
n
g
u
ag
e
lear
n
i
n
g
(
MA
L
L
)
m
i
g
h
t
ar
o
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s
e
lear
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s
'
en
g
ag
em
e
n
t
in
s
o
m
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in
g
ac
tiv
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in
clu
d
in
g
s
elf
-
d
ir
ec
ted
lan
g
u
a
g
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lear
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in
g
.
I
t
f
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r
t
h
er
m
ig
h
t
f
ac
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lear
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v
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with
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r
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r
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k
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e
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f
c
u
ltu
r
e
,
an
d
s
p
ea
k
in
g
s
k
ills
[
6
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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Su
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r
ac
tices.
T
h
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r
esu
lts
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e
in
lin
e
with
Me
s
a
[
22
]
r
ep
o
r
t
ed
t
h
at
th
e
u
s
e
o
f
d
ig
ital
m
ed
ia
m
ig
h
t
b
r
in
g
lear
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g
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r
aid
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m
ak
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m
is
tak
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o
r
th
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n
eg
at
iv
e
co
n
ce
r
n
s
o
f
th
eir
p
ee
r
s
.
Ad
d
itio
n
ally
,
lear
n
er
s
en
g
ag
i
n
g
in
th
e
in
ter
ac
tiv
e
d
ig
ital
m
ed
ia
ass
ig
n
m
en
t
(
I
DM
A)
m
ig
h
t
im
p
r
o
v
e
t
h
eir
s
elf
-
co
n
f
id
en
ce
,
tech
n
ical
liter
ac
y
,
an
d
lan
g
u
ag
e
s
k
ills
,
an
d
d
ec
r
ea
s
e
s
p
ea
k
in
g
an
x
iety
[6
5
]
.
Nex
t,
d
ig
ital
l
ea
r
n
in
g
m
i
g
h
t
m
ak
e
lea
r
n
in
g
to
b
ec
o
m
e
m
o
r
e
in
ter
esti
n
g
an
d
en
jo
y
ab
le
[6
6
]
;
it
m
ig
h
t
b
e
u
s
ed
as
lear
n
in
g
m
ater
ials
b
o
th
in
th
e
class
r
o
o
m
an
d
at
h
o
m
e
.
T
h
e
u
s
e
o
f
d
ig
ital
s
to
r
y
tellin
g
m
i
g
h
t
s
er
v
e
as
a
cr
u
cial
m
ed
iu
m
to
m
ak
e
lear
n
in
g
ex
p
e
r
ien
ce
s
b
ec
o
m
e
m
o
r
e
en
jo
y
ab
le
an
d
ef
f
ec
tiv
e
[
4
4
]
.
L
ea
r
n
e
r
s
en
jo
y
ed
ca
r
to
o
n
v
i
d
eo
s
an
d
e
n
g
ag
e
d
in
in
ter
ac
t
iv
e
ac
tiv
ities
,
b
o
t
h
in
d
iv
id
u
ally
a
n
d
in
team
s
[6
6
]
.
I
n
ad
d
itio
n
,
r
elate
d
to
th
e
f
u
n
ctio
n
o
f
d
ig
ital
m
ed
ia
th
at
m
ig
h
t
en
h
an
ce
lear
n
er
s
’
m
o
ti
v
atio
n
,
all
s
u
b
jects
ag
r
ee
d
th
at
d
ig
ital
m
ed
ia
u
s
ag
e
m
ig
h
t
im
p
r
o
v
e
th
eir
m
o
tiv
atio
n
t
o
lear
n
to
s
p
e
ak
.
I
t
is
s
h
o
wn
b
y
wan
tin
g
to
h
av
e
m
o
r
e
d
ig
ital
m
ed
ia
in
th
eir
lear
n
i
n
g
s
p
ea
k
i
n
g
.
Dea
lin
g
with
d
i
g
ital
m
ed
i
a
u
s
ag
e
to
im
p
r
o
v
e
lear
n
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s
’
s
p
ea
k
in
g
m
o
tiv
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n
,
th
e
s
tu
d
y
ag
r
ee
s
with
p
r
ev
io
u
s
f
in
d
in
g
s
[
1
2
]
,
[
6
4
]
r
e
p
o
r
te
d
th
at
d
ig
ital
m
ed
i
a
m
ig
h
t
im
p
r
o
v
e
lear
n
er
s
’
m
o
tiv
atio
n
in
lan
g
u
ag
e
lear
n
i
n
g
.
T
o
ag
r
ee
with
th
at,
a
s
tu
d
y
b
y
R
u
s
tan
et
a
l
.
[
6
1
]
r
ep
o
r
ted
th
at
lear
n
e
r
s
’
u
s
e
o
f
d
ig
ital
m
ed
ia
m
i
g
h
t
im
p
r
o
v
e
th
eir
m
o
tiv
atio
n
in
la
n
g
u
a
g
e
lear
n
in
g
a
n
d
it
is
s
h
o
wn
b
y
th
eir
ac
tiv
en
ess
a
n
d
co
m
m
u
n
icativ
e
i
n
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
Fu
r
th
er
,
Sh
ad
i
ev
an
d
W
an
g
[
6
7
]
r
ep
o
r
ted
th
at
lan
g
u
a
g
e
lear
n
i
n
g
ac
tiv
ities
s
u
p
p
o
r
ted
b
y
t
ec
h
n
o
lo
g
y
o
f
f
er
lear
n
er
s
en
r
ich
in
g
e
d
u
ca
tio
n
al
u
n
d
er
s
tan
d
i
n
g
s
,
th
er
eb
y
b
o
ls
ter
in
g
th
eir
en
g
a
g
em
en
t,
m
o
tiv
atio
n
an
d
co
n
f
id
en
c
e
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Nex
t,
u
tili
zin
g
e
-
lear
n
in
g
m
ig
h
t
im
p
r
o
v
e
s
tu
d
e
n
ts
’
m
o
tiv
ati
o
n
to
r
ea
ch
t
h
eir
lear
n
in
g
g
o
a
ls
[
6
8
]
.
I
n
a
d
d
itio
n
,
d
ig
ital
s
to
r
y
tellin
g
h
as
th
e
p
o
ten
tial
to
h
eig
h
ten
lear
n
e
r
s
’
e
n
th
u
s
iasm,
m
ak
in
g
t
h
e
lear
n
i
n
g
e
x
p
er
ien
ce
m
o
r
e
en
jo
y
ab
le
a
n
d
in
cr
ea
s
in
g
m
o
ti
v
atio
n
f
o
r
lear
n
in
g
[
4
4
]
.
Nex
t,
d
ea
lin
g
with
th
e
u
s
e
o
f
d
ig
ital
m
ed
ia
to
d
ev
elo
p
s
p
ea
k
in
g
s
k
ills
,
all
s
u
b
jects
ag
r
ee
d
t
h
at
d
ig
ital
m
ed
ia
u
s
ag
e
m
ig
h
t
d
ev
el
o
p
s
p
ea
k
in
g
s
k
ills
.
I
t
h
a
p
p
en
e
d
d
u
e
to
th
e
im
p
r
o
v
em
e
n
t
o
f
th
eir
lin
g
u
is
tic
elem
en
ts
lik
e
v
o
ca
b
u
lar
y
,
g
r
am
m
ar
,
p
r
o
n
u
n
ciatio
n
,
an
d
s
p
ea
k
in
g
f
lu
en
cy
.
T
h
is
s
tu
d
y
is
in
lin
e
with
An
as
et
a
l
.
[
69
]
r
ep
o
r
ted
th
at
t
h
e
u
s
e
o
f
d
ig
it
al
m
ed
ia
in
d
o
in
g
ce
r
tain
lan
g
u
ag
e
task
s
m
ig
h
t
im
p
r
o
v
e
lear
n
er
s
’
lan
g
u
a
g
e
p
er
f
o
r
m
an
ce
.
T
h
e
f
o
u
r
lear
n
er
s
u
s
ed
d
ig
ital
m
ed
ia
d
u
r
in
g
th
eir
lear
n
in
g
s
p
ea
k
i
n
g
.
U
s
in
g
d
ig
ital
m
ed
ia,
lear
n
er
s
m
ig
h
t
im
p
r
o
v
e
th
eir
lin
g
u
is
tic
elem
en
ts
lead
in
g
to
an
im
p
r
o
v
em
e
n
t
in
th
eir
s
p
ea
k
in
g
p
r
o
f
icien
cy
.
T
h
is
s
h
o
ws
th
at
u
s
in
g
d
ig
ital
m
ed
ia
in
lear
n
in
g
s
p
ea
k
in
g
lik
e
m
o
b
ile
-
b
ased
in
ter
ac
tiv
e
m
ed
ia
m
ig
h
t
en
h
an
ce
lear
n
er
s
’
lear
n
in
g
o
u
tc
o
m
es
[
3
0
]
.
I
n
a
d
d
itio
n
,
u
s
in
g
d
i
g
ital
m
ed
ia
,
s
u
ch
as
d
ig
ital
g
a
m
e
-
b
ased
lear
n
in
g
(
DGBL)
[
7
0
]
m
ig
h
t
b
e
an
ef
f
ec
tiv
e
m
ed
i
u
m
[
7
1
]
to
u
p
g
r
a
d
e
lear
n
e
r
s
’
lan
g
u
ag
e
p
er
f
o
r
m
an
ce
.
I
n
a
d
d
itio
n
,
d
ig
ital
m
ed
ia
u
s
ag
e
m
ig
h
t
i
m
p
r
o
v
e
lea
r
n
er
s
’
E
n
g
lis
h
p
r
o
f
icien
cy
[7
2
]
.
Af
ter
war
d
s
,
in
th
e
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
u
s
in
g
d
ig
ital
m
ed
ia
m
ig
h
t
im
p
r
o
v
e
lear
n
er
s
’
lear
n
in
g
m
o
tiv
atio
n
an
d
la
n
g
u
ag
e
p
r
o
f
icien
cy
m
ac
r
o
s
k
ills
in
clu
d
in
g
t
h
e
im
p
r
o
v
em
en
t
o
f
s
p
ea
k
i
n
g
s
k
ills
[
1
2
]
.
Fin
ally
,
d
ig
ital
m
ed
ia
m
ig
h
t
h
av
e
p
o
s
itiv
e
im
p
ac
ts
o
n
s
tu
d
e
n
ts
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
to
ac
h
iev
e
s
p
ea
k
in
g
p
r
o
f
icien
cy
[
7
3
]
,
[
7
4
]
.
Fu
r
th
er
,
th
is
s
tu
d
y
ag
r
ee
d
with
Haf
o
u
r
[
6
5
]
r
ep
o
r
te
d
th
at
d
ig
ital
m
ed
ia
ass
ig
n
m
en
ts
h
av
e
im
p
r
o
v
e
d
lear
n
er
s
’
lin
g
u
is
tic
elem
en
ts
in
clu
d
in
g
o
r
al
c
o
n
ten
t
an
d
f
lu
e
n
cy
.
I
n
a
d
d
itio
n
,
b
y
u
s
in
g
I
DM
A
,
s
tu
d
en
ts
m
ig
h
t
im
p
r
o
v
e
t
h
eir
s
elf
-
co
n
f
id
en
ce
an
d
lan
g
u
ag
e
p
er
f
o
r
m
an
ce
a
n
d
r
ed
u
ce
s
p
ea
k
in
g
an
x
iety
.
I
n
th
is
s
tu
d
y
,
it
was
f
o
u
n
d
t
h
at
all
s
u
b
jects
ag
r
ee
d
th
at
u
s
in
g
d
i
g
ital
m
ed
ia
i
n
lan
g
u
a
g
e
lear
n
i
n
g
,
m
ig
h
t
ad
d
r
ess
th
eir
lan
g
u
ag
e
an
x
iety
,
en
h
an
ce
lin
g
u
is
tic
elem
en
ts
an
d
f
o
s
ter
m
o
tiv
ati
o
n
f
o
r
d
ev
elo
p
in
g
s
p
ea
k
in
g
s
k
ills
.
I
n
co
n
clu
s
io
n
,
th
e
in
teg
r
atio
n
o
f
d
ig
ital
m
ed
i
a
in
lan
g
u
a
g
e
lear
n
in
g
h
o
ld
s
s
ig
n
if
ican
t
p
o
ten
tial
f
o
r
E
FL
lea
r
n
er
s
b
y
ef
f
ec
tiv
e
ly
ad
d
r
ess
in
g
la
n
g
u
a
g
e
an
x
ie
ty
,
en
h
a
n
cin
g
lin
g
u
is
tic
elem
en
ts
,
an
d
f
o
s
ter
in
g
m
o
tiv
atio
n
to
d
ev
el
o
p
s
p
ea
k
i
n
g
s
k
ills
.
T
h
u
s
,
it
is
cr
u
cial
t
o
cr
ea
te
en
g
ag
in
g
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
th
r
o
u
g
h
d
ig
ital
m
ed
ia
to
en
ab
le
lear
n
e
r
s
to
p
r
ac
tice
s
p
ea
k
i
n
g
E
n
g
lis
h
with
o
u
t
f
ee
lin
g
o
f
a
n
x
iety
,
u
ltima
tely
lead
in
g
to
im
p
r
o
v
e
lin
g
u
is
tic
elem
en
ts
,
m
o
tiv
atio
n
,
a
n
d
s
p
ea
k
in
g
s
k
ills
.
4.
CO
NCLU
SI
O
N
Dig
ital
m
ed
ia
p
lay
s
an
ess
en
tial
r
o
le
in
E
FL
lear
n
in
g
.
E
m
p
lo
y
in
g
d
ig
ital
m
ed
ia
allo
ws
lear
n
er
s
to
ef
f
ec
tiv
ely
h
an
d
le
lan
g
u
ag
e
a
n
x
iety
,
im
p
r
o
v
e
lin
g
u
is
tic
elem
en
ts
,
an
d
f
o
s
ter
m
o
tiv
atio
n
t
o
d
ev
elo
p
s
p
ea
k
in
g
s
k
ills
.
Dig
ital
m
ed
ia
allo
ws
l
ea
r
n
er
s
to
m
itig
ate
lan
g
u
ag
e
an
x
iety
b
y
en
ab
lin
g
s
p
ea
k
in
g
p
r
ac
tice
with
o
u
t
d
ir
ec
t
in
ter
ac
tio
n
with
p
ar
tn
er
s
,
th
er
eb
y
r
e
d
u
cin
g
f
ee
lin
g
s
o
f
f
ea
r
,
s
h
y
n
ess
,
an
d
a
n
x
iety
.
Dig
ital
m
ed
ia
also
en
h
an
ce
s
v
ar
i
o
u
s
lin
g
u
is
tic
el
em
en
ts
s
u
ch
as
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
,
p
r
o
n
u
n
ciatio
n
,
g
r
am
m
ar
,
an
d
f
lu
en
c
y
in
s
p
ea
k
in
g
.
Fu
r
t
h
er
m
o
r
e,
d
ig
ital
m
ed
ia
f
o
s
ter
s
m
o
tiv
atio
n
f
o
r
s
p
ea
k
in
g
s
k
ill
d
ev
elo
p
m
en
t
b
y
m
ak
in
g
lear
n
in
g
en
jo
y
ab
le
an
d
in
cr
ea
s
in
g
lear
n
er
s
’
ea
g
er
n
ess
to
en
g
ag
e
in
s
p
ea
k
in
g
ex
er
cises
th
r
o
u
g
h
r
ep
ea
ted
u
s
e
o
f
d
i
g
ital
m
ed
ia.
I
n
co
n
cl
u
s
io
n
,
d
ig
ital
m
ed
ia
u
s
ag
e
is
cr
u
cial
d
u
e
to
its
ab
ilit
y
to
o
v
er
co
m
e
lan
g
u
a
g
e
an
x
iety
,
en
h
a
n
ce
lin
g
u
is
tic
elem
en
ts
,
an
d
s
tim
u
late
m
o
tiv
atio
n
f
o
r
d
ev
el
o
p
i
n
g
s
p
ea
k
in
g
s
k
ills
.
E
d
u
ca
t
o
r
s
m
ig
h
t
ef
f
ec
tiv
ely
ass
is
t
s
tu
d
en
ts
in
d
ev
elo
p
in
g
t
h
eir
s
p
ea
k
in
g
s
k
ills
b
y
ad
d
r
ess
in
g
is
s
u
es
s
u
ch
as
o
v
er
co
m
in
g
lan
g
u
a
g
e
an
x
iety
,
en
h
an
cin
g
lin
g
u
is
tic
elem
en
ts
an
d
f
o
s
ter
in
g
m
o
tiv
atio
n
in
th
e
s
p
ea
k
in
g
lear
n
in
g
p
r
o
ce
s
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dig
ita
l m
ed
ia
’
s
r
o
le
in
o
ve
r
co
min
g
a
n
xiety
,
e
n
h
a
n
cin
g
lin
g
u
is
tic
elem
en
ts
a
n
d
fo
s
teri
n
g
…
(
S
ya
msu
d
in
)
1385
T
h
e
p
r
esen
t
s
tu
d
y
is
s
u
b
ject
to
ce
r
tain
co
n
s
tr
ain
ts
,
p
r
e
d
o
m
in
an
tly
ar
is
in
g
f
r
o
m
a
lim
ited
s
am
p
le
s
ize,
th
er
eb
y
r
estrictin
g
t
h
e
ex
ten
s
iv
e
g
en
er
aliza
b
ilit
y
o
f
o
u
r
r
e
s
u
lts
.
Fu
tu
r
e
r
esear
ch
er
s
co
u
l
d
o
v
er
c
o
m
e
th
ese
co
n
s
tr
ain
ts
b
y
r
ep
licatin
g
th
e
s
tu
d
y
u
s
in
g
m
o
r
e
v
a
r
ied
s
am
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les
to
en
h
an
ce
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
o
u
tco
m
es.
Fu
r
th
er
m
o
r
e,
it
i
s
ad
v
is
ab
le
to
em
p
lo
y
a
m
ix
ed
m
eth
o
d
,
in
teg
r
atin
g
b
o
th
q
u
alitativ
e
an
d
q
u
an
titativ
e
m
et
h
o
d
o
l
o
g
ies,
t
o
f
ac
ilit
ate
a
co
m
p
r
eh
en
s
iv
e
an
aly
s
is
th
at
ca
n
p
r
o
v
id
e
d
ee
p
er
in
s
ig
h
ts
i
n
to
th
e
to
p
ic
o
n
t
h
e
im
p
ac
ts
o
f
d
ig
ital
m
ed
ia
o
n
la
n
g
u
a
g
e
ac
q
u
is
itio
n
.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
K
a
i
v
a
n
p
a
n
a
h
,
“
Ex
a
mi
n
i
n
g
t
h
e
e
f
f
e
c
t
s
o
f
p
r
o
f
i
c
i
e
n
c
y
,
g
e
n
d
e
r
,
a
n
d
t
a
s
k
t
y
p
e
o
n
t
h
e
u
s
e
o
f
c
o
mm
u
n
i
c
a
t
i
o
n
st
r
a
t
e
g
i
e
s
,
”
P
o
rt
a
L
i
n
g
u
a
r
u
m
,
v
o
l
.
1
7
,
p
p
.
7
9
–
9
3
,
2
0
2
0
,
d
o
i
:
1
0
.
3
0
8
2
7
/
d
i
g
i
b
u
g
.
3
1
9
6
0
.
[
2
]
H
.
F
.
S
i
t
o
r
u
s,
P
.
V
.
S
i
n
a
g
a
,
S
.
D
.
L
.
G
a
o
l
,
R
.
I
.
O
.
S
i
t
u
m
o
r
a
n
g
,
a
n
d
S
.
N
a
p
i
t
u
p
u
l
u
,
“
S
p
e
a
k
i
n
g
p
r
o
b
l
e
ms
i
n
v
o
c
a
t
i
o
n
a
l
h
i
g
h
sc
h
o
o
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
H
u
m
a
n
i
t
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e
s
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
13
–
23
,
2
0
2
2
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d
o
i
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1
0
.
5
8
5
5
7
/
i
j
e
h
.
v
2
i
1
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4
1
.
[
3
]
R.
R
u
sl
i
,
M.
Md
.
Y
u
n
u
s
,
a
n
d
H.
H
a
sh
i
m
,
“
L
o
w
s
p
e
a
k
i
n
g
p
r
o
f
i
c
i
e
n
c
y
a
mo
n
g
t
h
e
M
a
l
a
y
si
a
n
u
n
d
e
r
g
r
a
d
u
a
t
e
s:
W
h
y
a
n
d
h
o
w
?
”
e
-
Pro
s
i
d
i
n
g
Pe
rs
i
d
a
n
g
a
n
A
n
t
a
r
a
b
a
n
g
sa
S
a
i
n
s
S
o
s
i
a
l
d
a
n
K
e
m
a
n
u
s
i
a
a
n
,
2
0
1
8
,
p
p
.
6
7
8
–
689
.
[
4
]
A
.
Tsa
n
g
a
n
d
J.
S
.
Le
e
,
“
T
h
e
ma
k
i
n
g
o
f
p
r
o
f
i
c
i
e
n
t
y
o
u
n
g
F
L
sp
e
a
k
e
r
s
:
T
h
e
r
o
l
e
o
f
e
m
o
t
i
o
n
s,
sp
e
a
k
i
n
g
m
o
t
i
v
a
t
i
o
n
,
a
n
d
s
p
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k
e
n
i
n
p
u
t
b
e
y
o
n
d
t
h
e
c
l
a
ssr
o
o
m,
”
S
y
s
t
e
m
,
v
o
l
.
1
1
5
,
p.
1
0
3
0
4
7
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
s
y
st
e
m.
2
0
2
3
.
1
0
3
0
4
7
.
[
5
]
A
.
Ta
h
e
,
“
Th
e
p
r
o
b
l
e
ms
o
f
Th
a
i
s
t
u
d
e
n
t
s
i
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m
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g
l
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sh
s
p
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a
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i
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sk
i
l
l
s
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t
h
e
I
sl
a
mi
c
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v
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si
t
y
o
f
La
mo
n
g
a
n
,
”
E
-
l
i
n
k
J
o
u
rn
a
l
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
1
–
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6
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0
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1
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d
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:
1
0
.
3
0
7
3
6
/
e
j
.
v
7
i
2
.
3
3
2
.
pp
[
6
]
A
.
D
i
n
c
e
r
,
“
EFL
L
e
a
r
n
e
r
s’
b
e
l
i
e
f
s
a
b
o
u
t
s
p
e
a
k
i
n
g
E
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l
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sh
a
n
d
b
e
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g
a
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d
s
p
e
a
k
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r
:
a
met
a
p
h
o
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a
n
a
l
y
s
i
s,
”
U
n
i
v
e
rs
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Re
s
e
a
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h
,
v
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l
.
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,
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.
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,
p
p
.
1
0
4
–
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2
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0
1
7
,
d
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i
:
1
0
.
1
3
1
8
9
/
u
j
e
r
.
2
0
1
7
.
0
5
0
1
1
3
.
[
7
]
P
.
T
.
P
u
sp
i
t
a
sari
,
“
T
h
e
i
m
p
l
e
me
n
t
a
t
i
o
n
o
f
g
u
e
ssi
n
g
g
a
m
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t
o
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m
p
r
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v
e
t
h
e
sp
e
a
k
i
n
g
a
b
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l
i
t
y
o
f
EFL
s
t
u
d
e
n
t
s
i
n
e
x
c
e
l
l
e
n
t
c
o
u
r
se,
K
a
m
p
u
n
g
I
n
g
g
r
i
s
,
P
a
r
e
,
K
e
d
i
r
i
,
”
Ed
u
c
a
t
i
o
n
o
f
E
n
g
l
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sh
a
s
F
o
rei
g
n
L
a
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g
u
a
g
e
,
v
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l
.
4
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o
.
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,
p
p
.
7
8
–
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4
,
2
0
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1
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:
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1
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7
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f
l
.
2
0
2
1
.
0
0
4
.
0
2
.
0
4
.
[
8
]
H
.
T.
A.
Tr
a
m
,
“
P
r
o
b
l
e
ms
o
f
l
e
a
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g
s
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b
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En
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sh
ma
j
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t
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e
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t
s
a
t
B
a
R
i
a
-
V
u
n
g
Ta
u
U
n
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v
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r
si
t
y
,
V
i
e
t
n
a
m
,
”
Eu
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
En
g
l
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sh
L
a
n
g
u
a
g
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T
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h
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g
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v
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l
.
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,
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o
.
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p
p
.
3
9
–
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8
,
2
0
2
0
,
d
o
i
:
1
0
.
4
6
8
2
7
/
e
j
e
l
.
v
5
i
4
.
3
1
4
4
.
[
9
]
R
.
B
.
J
o
n
,
R
.
Em
b
o
n
g
,
M
.
M
o
h
a
ma
d
,
H
.
A
.
H
a
s
h
i
m
,
N
.
M
.
N.
D
i
n
,
a
n
d
R
.
A
.
R
a
s
h
i
d
,
“
A
h
o
l
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s
t
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c
a
p
p
r
o
a
c
h
f
o
r
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n
h
a
n
c
i
n
g
E
n
g
l
i
s
h
sp
e
a
k
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n
g
p
r
o
f
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c
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e
n
c
y
,
”
I
n
t
e
r
n
a
t
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o
n
a
l
J
o
u
rn
a
l
o
f
Ac
a
d
e
m
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Re
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e
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B
u
s
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d
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o
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.
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o
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3
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p
p
.
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2
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p
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4
4
1
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6
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j
a
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ss/
v
1
2
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3
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2
9
7
6
.
[
1
0
]
E.
A
f
r
i
,
E.
E.
M
a
r
p
a
u
n
g
,
a
n
d
I
.
M
a
u
l
i
n
a
,
“
E
n
h
a
n
c
i
n
g
s
t
u
d
e
n
t
s’
s
p
e
a
k
i
n
g
s
k
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l
l
s
t
h
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g
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e
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h
n
i
q
u
e
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
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En
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l
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a
n
d
Ap
p
l
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d
L
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u
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s (I
J
EAL)
,
v
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l
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o
.
2
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p
.
1
4
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4
7
7
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9
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.
v
1
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2
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1
1
2
1
.
[
1
1
]
M
a
u
l
i
n
a
,
D
.
G
e
e
l
a
n
,
M
.
B
a
sr
i
,
a
n
d
N
.
N
o
n
i
,
“
C
o
n
s
t
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c
t
i
n
g
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h
a
t
sA
p
p
-
b
a
se
d
s
p
e
a
k
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g
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n
st
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u
c
t
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n
a
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ma
t
e
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a
l
(
W
A
B
S
I
M
)
f
o
r
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t
e
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n
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g
:
a
n
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e
d
a
n
a
l
y
si
s
,
”
As
i
a
n
EFL
J
o
u
r
n
a
l
,
v
o
l
.
2
8
,
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o
.
1
2
,
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p
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9
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0
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3
5
5
4
2
/
o
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.
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o
/
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k
3
4
.
[
1
2
]
K
.
E.
M
.
El
s
h
a
h
a
w
y
,
“
P
r
a
c
t
i
c
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n
g
En
g
l
i
sh
t
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r
o
u
g
h
d
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g
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t
a
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d
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v
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:
p
r
a
c
t
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e
s
a
n
d
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
EFL
u
n
d
e
r
g
r
a
d
u
a
t
e
st
u
d
e
n
t
s
maj
o
r
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g
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E
n
g
l
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s
h
l
a
n
g
u
a
g
e
,
”
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n
t
e
rn
a
t
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o
n
a
l
J
o
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a
l
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L
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u
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n
d
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S
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v
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l
.
2
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o
.
1
,
p
p
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2
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–
3
7
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2
0
2
0
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d
o
i
:
1
0
.
3
6
8
9
2
/
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j
l
l
s.
v
2
i
1
.
1
0
9
.
[
1
3
]
H
.
L.
C
h
e
n
a
n
d
Y
.
C
.
C
h
u
a
n
g
,
“
Th
e
e
f
f
e
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t
s
o
f
d
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t
a
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me
s
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h
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s
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h
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s
t
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t
s’
c
r
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t
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c
a
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t
h
i
n
k
i
n
g
sk
i
l
l
s,
”
J
o
u
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n
a
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f
C
o
m
p
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t
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r A
ss
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,
v
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l
.
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7
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o
.
1
,
p
p
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2
6
5
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7
4
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:
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0
.
1
1
1
1
/
j
c
a
l
.
1
2
4
8
7
.
[
1
4
]
T.
A
.
V
i
c
e
,
R
.
T
.
P
i
t
t
m
a
n
,
a
n
d
E
.
M
.
W
a
r
n
i
c
k
,
“
B
l
o
c
k
e
d
o
r
u
n
l
o
c
k
e
d
:
r
e
c
o
g
n
i
z
i
n
g
t
h
e
b
e
n
e
f
i
t
s
a
n
d
c
h
a
l
l
e
n
g
e
s
o
f
d
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g
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t
a
l
l
i
t
e
r
a
c
y
st
o
r
y
t
e
l
l
i
n
g
p
r
o
j
e
c
t
s,”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
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o
n
,
v
o
l
.
2
0
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,
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o
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p
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4
6
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1
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7
7
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0
2
2
0
5
7
4
2
3
1
1
6
2
5
9
0
.
[
1
5
]
E.
P
a
t
t
i
,
“
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
a
n
d
mo
d
e
r
n
l
a
n
g
u
a
g
e
s
:
h
o
w
t
o
ma
k
e
a
d
i
g
i
t
a
l
v
i
d
e
o
,
”
M
o
d
e
r
n
L
a
n
g
u
a
g
e
s
O
p
e
n
,
v
o
l
.
1
,
n
o
.
3
9
,
p
p
.
1
–
1
0
,
2
0
2
0
,
d
o
i
:
1
0
.
3
8
2
8
/
ml
o
.
v
0
i
0
.
2
9
6
.
[
1
6
]
M
.
M
u
h
a
m
ma
d
i
a
h
,
P
.
J
.
P
a
t
t
i
a
si
n
a
,
K
h
a
sa
n
a
h
,
a
n
d
A
.
P
i
r
d
a
u
s
,
“
R
e
l
e
v
a
n
c
e
o
f
s
p
e
a
k
i
n
g
sk
i
l
l
s
w
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t
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m
p
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v
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g
d
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g
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t
a
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l
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t
e
r
a
c
y
sk
i
l
l
s
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
m
e
n
t
,
IT
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
8
,
n
o
.
6
,
p
p
.
6
6
9
–
6
7
8
,
2
0
2
1
,
d
o
i
:
1
0
.
2
1
7
4
4
/
i
r
j
mi
s
.
v
8
n
6
.
1
9
7
5
.
[
1
7
]
J.
B
r
o
w
n
,
“
S
t
u
d
e
n
t
n
u
r
ses’
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
l
e
v
e
l
s
:
l
e
ss
o
n
s
f
o
r
c
u
r
r
i
c
u
l
a
,
”
C
I
N
:
C
o
m
p
u
t
e
rs
,
I
n
f
o
rm
a
t
i
c
s,
N
u
rs
i
n
g
,
v
o
l
.
3
8
,
n
o
.
9
,
p
p
.
4
5
1
–
4
5
8
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
9
7
/
C
I
N
.
0
0
0
0
0
0
0
0
0
0
0
0
0
6
1
5
.
[
1
8
]
G
.
F
a
l
l
o
o
n
,
“
F
r
o
m
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
t
o
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
:
t
h
e
t
e
a
c
h
e
r
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
y
(
TD
C
)
f
r
a
mew
o
r
k
,
”
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
Re
se
a
r
c
h
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
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l
.
6
8
,
n
o
.
5
,
p
p
.
2
4
4
9
–
2
4
7
2
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
4
2
3
-
0
2
0
-
0
9
7
6
7
-
4.
[
1
9
]
I
.
C
a
mero
n
,
“
D
i
g
i
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1387
[
5
9
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65
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M
.
F
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H
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f
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[
66
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K
.
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[
67
]
R
.
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,
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6
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[
68
]
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.
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.
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.
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[
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.
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.
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[
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T.
G
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,
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1
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9
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[
71
]
G
.
K
a
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,
N
.
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a
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O
.
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.
[
72
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I
.
I
sk
a
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d
a
r
,
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.
S
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,
R
.
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d
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.
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.
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.
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s
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