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r
s
p
ec
ific p
u
r
p
o
s
es V
ietn
a
mese
lea
r
n
ers
’
E
F
L sp
ea
kin
g
…
(
N
g
u
ye
n
Tr
a
n
Uye
n
N
h
i
)
1529
T
h
er
e
h
as
b
ee
n
a
g
r
o
win
g
in
te
r
est
in
teac
h
er
s
’
s
ca
f
f
o
ld
in
g
in
lan
g
u
ag
e
class
r
o
o
m
s
in
r
ec
en
t
y
ea
r
s
,
as
lin
g
u
is
tic
h
elp
is
f
u
n
d
am
en
tal
to
s
tu
d
en
ts
’
lan
g
u
ag
e
d
ev
elo
p
m
en
t
[
6
]
,
[
7
]
.
Scaf
f
o
ld
in
g
o
r
ig
in
ated
f
r
o
m
th
e
co
n
ce
p
t o
f
zo
n
e
o
f
p
r
o
x
im
al
d
ev
elo
p
m
en
t
(
Z
PD)
in
Vy
g
o
ts
k
y
’
s
s
o
cio
cu
ltu
r
al
th
eo
r
y
,
wh
ich
is
claim
ed
to
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
ass
is
tin
g
a
ch
ild
’
s
p
r
o
g
r
ess
io
n
in
to
h
is
Z
PD.
I
t
was
th
en
a
d
o
p
ted
b
y
W
o
o
d
et
a
l.
[
8
]
,
wh
o
d
ef
in
ed
s
ca
f
f
o
ld
i
n
g
as
ad
u
lt
s
u
p
p
o
r
t
th
at
ca
n
ass
is
t
lear
n
er
s
in
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
itie
s
,
h
ig
h
lig
h
tin
g
th
e
d
if
f
er
en
ce
b
etwe
en
w
h
at
s
tu
d
en
ts
ca
n
d
o
with
a
n
d
with
o
u
t
s
ca
f
f
o
ld
in
g
.
Kh
aliliaq
d
a
m
[
9
]
s
u
g
g
ested
th
at
b
ec
au
s
e
lear
n
in
g
an
d
d
e
v
elo
p
m
en
t
in
ter
ac
tio
n
s
er
v
es
as
a
m
ed
iato
r
f
o
r
lan
g
u
ag
e
ac
q
u
is
itio
n
,
s
ca
f
f
o
ld
in
g
co
u
ld
b
e
u
s
ed
to
h
elp
ad
u
lts
lear
n
f
o
r
eig
n
lan
g
u
a
g
es
m
o
r
e
q
u
ick
ly
an
d
e
f
f
ec
tiv
ely
.
Scaf
f
o
ld
in
g
h
as
also
b
ee
n
s
h
o
wn
to
p
o
s
itiv
ely
in
f
lu
en
ce
s
p
ea
k
in
g
s
k
ills
,
an
d
it
is
an
ap
p
r
o
p
r
iate
ap
p
r
o
ac
h
t
o
u
s
e
i
n
s
p
ea
k
in
g
class
es
b
ec
au
s
e
it c
an
im
p
r
o
v
e
s
tu
d
e
n
ts
’
s
p
ea
k
in
g
ac
h
iev
em
e
n
t
[
1
0
]
–
[
2
0
]
.
Ma
n
y
s
ca
f
f
o
l
d
i
n
g
m
o
d
els
h
a
v
e
b
ee
n
d
e
v
el
o
p
ed
i
n
d
i
f
f
e
r
e
n
t
tea
c
h
i
n
g
c
o
n
te
x
ts
i
n
r
e
ce
n
t
d
ec
ad
es.
R
en
s
h
aw
[
2
1
]
i
n
v
es
ti
g
at
ed
th
e
i
n
it
iat
io
n
,
r
es
p
o
n
s
e
,
a
n
d
e
v
a
lu
ati
o
n
(
I
R
E
)
f
o
r
m
at
as
a
d
u
r
a
b
l
e
s
o
cial
f
r
a
m
ew
o
r
k
f
o
r
s
ca
f
f
o
ld
in
g
cl
ass
r
o
o
m
l
ea
r
n
in
g
a
n
d
t
h
e
n
e
x
t
en
d
ed
it
t
o
in
cl
u
d
e
s
t
u
d
e
n
ts
’
c
u
l
tu
r
a
l
d
i
v
e
r
s
it
y
.
V
iet
n
am
ese
lan
g
u
a
g
e
c
lass
r
o
o
m
s
,
h
o
we
v
e
r
,
a
r
e
n
o
t
m
u
lti
cu
lt
u
r
al
li
k
e
R
en
s
h
aw
’
s
,
w
h
er
e
s
t
u
d
e
n
ts
a
r
e
f
r
o
m
d
i
v
e
r
s
e
a
n
d
m
i
n
o
r
i
ty
c
o
m
m
u
n
iti
es.
T
h
e
Pre
d
i
ct
,
O
b
s
e
r
v
e
,
E
x
p
e
r
i
en
ce
,
a
n
d
E
v
al
u
at
e
(
PO
E
E
)
s
ca
f
f
o
l
d
i
n
g
i
n
te
r
v
e
n
t
io
n
m
o
d
el
b
y
Ma
m
u
n
[
2
2
]
i
m
p
r
o
v
es
o
n
l
in
e,
s
e
lf
-
d
i
r
ec
te
d
s
tu
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
l
ea
r
n
in
g
.
Nev
er
t
h
el
ess
,
s
ta
g
es
lik
e
“
o
b
s
e
r
v
e”
a
n
d
“e
x
p
e
r
ie
n
c
e
”
a
r
e
in
te
n
d
e
d
f
o
r
s
c
ie
n
c
e
i
n
s
tr
u
ct
io
n
,
n
o
t
la
n
g
u
a
g
e
i
n
s
t
r
u
ct
i
o
n
.
M
ea
n
w
h
i
le
,
t
h
e
“
Mo
d
el
o
f
C
o
n
t
in
g
e
n
t
T
ea
c
h
i
n
g
”
(
MCT
)
co
n
d
u
ct
e
d
b
y
P
o
l
et
a
l
.
[
2
3
]
is
th
e
i
d
e
al
m
o
d
el
f
o
r
i
n
t
er
ac
ti
o
n
al
s
ca
f
f
o
l
d
i
n
g
wh
er
e
th
e
te
ac
h
e
r
’
s
co
n
t
in
g
en
t
s
ca
f
f
o
l
d
i
n
g
is
b
ase
d
o
n
s
tu
d
e
n
t
c
o
m
p
et
en
c
y
.
Ho
w
ev
er
,
s
i
n
c
e
t
h
is
s
tu
d
y
p
r
o
v
i
d
ed
b
o
t
h
d
esi
g
n
-
i
n
an
d
i
n
te
r
ac
ti
o
n
a
l
s
ca
f
f
o
ld
in
g
,
o
n
l
y
d
i
a
g
n
o
s
t
ic
s
t
r
at
e
g
ies
w
er
e
a
d
o
p
te
d
t
o
d
e
v
el
o
p
th
e
s
c
af
f
o
l
d
i
n
g
f
r
a
m
ew
o
r
k
.
B
esid
es,
t
h
e
“
G
r
a
d
u
a
l
R
e
le
a
s
e
o
f
R
es
p
o
n
s
ib
ilit
y
”
(
GR
R
)
d
ev
el
o
p
e
d
b
y
th
e
Dep
ar
tm
e
n
t
o
f
E
d
u
c
ati
o
n
o
f
W
este
r
n
U
n
i
v
e
r
s
it
y
is
i
n
t
en
d
e
d
f
o
r
s
p
o
k
e
n
l
a
n
g
u
ag
e
t
ea
ch
in
g
as
a
f
ir
s
t
la
n
g
u
a
g
e
[
2
4
]
,
em
p
h
as
izi
n
g
t
h
e
tea
c
h
e
r
’
s
t
r
a
n
s
f
e
r
o
f
r
es
p
o
n
s
i
b
ili
ty
t
o
s
tu
d
e
n
ts
.
S
o
f
ar
,
t
h
is
m
o
d
el
ap
p
ea
r
s
t
o
b
e
t
h
e
m
o
s
t
ap
p
r
o
p
r
ia
te
f
o
r
E
FL
;
n
e
v
e
r
t
h
e
less
,
s
o
m
e
m
o
d
i
f
i
ca
ti
o
n
s
h
a
v
e
b
e
en
m
a
d
e
t
o
a
ch
ie
v
e
th
e
b
es
t
r
es
u
l
ts
.
T
h
u
s
,
t
h
is
s
tu
d
y
’
s
s
c
af
f
o
l
d
i
n
g
m
o
d
e
l
Dia
g
n
o
s
i
n
g
,
M
o
d
e
li
n
g
,
Sh
ar
in
g
,
Gu
i
d
i
n
g
,
a
n
d
Ap
p
l
y
i
n
g
(
D
MG
A)
h
as
m
o
d
if
i
e
d
two
late
r
m
o
d
els
t
o
f
o
r
m
th
e
i
n
t
e
r
v
e
n
ti
o
n
f
r
am
ew
o
r
k
,
as
s
h
o
w
n
i
n
Fi
g
u
r
e
1
.
T
h
e
f
o
u
r
s
ta
g
es
o
f
DM
GA
h
a
v
e
ex
p
o
s
e
d
s
ca
f
f
o
l
d
i
n
g
t
r
aits
,
in
c
lu
d
i
n
g
c
o
n
ti
n
g
en
c
y
,
f
a
d
i
n
g
,
a
n
d
tr
an
s
f
er
o
f
r
es
p
o
n
s
i
b
ili
ty
.
DM
GA
e
m
p
h
asiz
es
th
e
te
ac
h
e
r
’
s
d
e
g
r
ee
o
f
c
o
n
t
r
o
l
an
d
t
h
e
t
r
a
n
s
f
e
r
o
f
r
es
p
o
n
s
i
b
i
lit
y
f
o
r
l
ea
r
n
in
g
a
n
d
tas
k
c
o
m
p
le
ti
o
n
t
o
s
t
u
d
e
n
ts
,
wh
i
ch
m
a
y
f
a
cil
ita
te
t
h
e
im
p
l
e
m
e
n
ta
ti
o
n
o
f
a
s
t
u
d
e
n
t
-
c
e
n
te
r
e
d
a
p
p
r
o
a
ch
i
n
e
d
u
ca
t
io
n
[
2
5
]
.
Nh
i
an
d
AlSaq
q
af
[
2
6
]
ex
am
in
ed
th
e
DM
GA
s
ca
f
f
o
ld
in
g
m
o
d
u
le’
s
im
p
ac
t
o
n
lear
n
e
r
s
’
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
.
T
h
e
r
esu
lts
s
h
o
wed
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
t
in
th
e
in
ter
v
en
tio
n
g
r
o
u
p
’
s
(
I
G)
p
o
s
t
-
test
s
co
r
es,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
s
h
o
we
d
n
o
n
o
tab
le
ch
an
g
e.
T
h
is
f
o
ll
o
w
-
u
p
s
tu
d
y
i
n
v
esti
g
ates
h
o
w
th
e
DM
GA
m
o
d
el
en
h
an
ce
s
s
p
ea
k
in
g
f
lu
e
n
cy
a
n
d
v
o
ca
b
u
lar
y
u
s
e
am
o
n
g
V
ietn
am
ese
E
n
g
lis
h
f
o
r
s
p
ec
if
ic
p
u
r
p
o
s
es
(
E
SP
)
lear
n
er
s
at
UFLS
-
UD.
T
o
ac
h
iev
e
th
is
aim
,
th
is
s
tu
d
y
an
al
y
ze
s
th
e
s
tu
d
en
ts
’
E
n
g
lis
h
-
s
p
ea
k
in
g
p
e
r
f
o
r
m
an
ce
test
(
E
SP
T
)
r
esu
lts
to
an
s
wer
th
e
r
esear
c
h
q
u
esti
o
n
:
“
Ho
w
d
o
es
th
e
DM
GA
s
ca
f
f
o
ld
i
n
g
-
b
ased
m
o
d
u
le
h
elp
im
p
r
o
v
e
t
h
e
s
p
ea
k
in
g
f
lu
en
c
y
an
d
v
o
ca
b
u
lar
y
u
s
e
am
o
n
g
th
e
Vietn
am
ese
E
SP
lear
n
er
s
at
UFLS
-
UD?”
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h a
pp
ro
a
ch
a
nd
re
s
ea
rc
h desi
g
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
an
titativ
e
ap
p
r
o
ac
h
to
ass
ess
th
e
i
m
p
ac
t
o
f
th
e
DM
GA
m
o
d
el
o
n
s
tu
d
en
t
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
s
in
ce
th
is
ap
p
r
o
ac
h
allo
ws
f
o
r
wi
d
er
d
ata
g
ath
e
r
in
g
an
d
s
tatis
tical
an
aly
s
is
an
d
en
h
an
ce
s
m
o
n
ito
r
i
n
g
ch
an
g
es
’
r
eliab
ilit
y
[
2
7
]
.
A
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
co
m
p
a
r
ed
a
g
r
o
u
p
u
s
in
g
th
e
DM
GA
m
o
d
el
with
a
co
n
tr
o
l g
r
o
u
p
u
s
in
g
tr
ad
itio
n
al
in
s
tr
u
c
tio
n
.
Pre
test
an
d
p
o
s
t
-
test
s
co
r
es
wer
e
an
aly
ze
d
t
o
ev
alu
ate
th
e
in
ter
v
en
tio
n
’
s
ef
f
ec
tiv
en
ess
.
Fig
u
r
e
1
.
T
h
e
ad
a
p
tatio
n
o
f
“
DM
GA”
m
o
d
el
[
2
5
]
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
5
2
8
-
1
5
3
6
1530
2
.
2
.
Sa
m
pli
ng
t
ec
hn
iqu
e
a
n
d sa
m
ples
T
h
e
s
tu
d
y
u
s
ed
co
n
v
en
ien
ce
s
am
p
lin
g
in
t
h
e
in
ter
v
e
n
tio
n
s
ta
g
e
b
ec
au
s
e
o
f
its
co
n
v
en
ie
n
t
a
v
ailab
ilit
y
an
d
ea
s
y
ac
ce
s
s
ib
ilit
y
.
A
to
t
al
o
f
2
5
f
ir
s
t
-
y
ea
r
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
f
r
o
m
th
e
E
SP
Dep
ar
tm
en
t
at
th
e
Un
iv
er
s
ity
o
f
Fo
r
eig
n
L
an
g
u
a
g
e
Stu
d
ies,
Un
iv
er
s
ity
o
f
Dan
an
g
(
UFLS
-
UD)
wer
e
r
an
d
o
m
ly
ass
ig
n
ed
to
th
e
I
G
b
y
th
e
Dep
a
r
tm
en
t
o
f
Ac
ad
em
ic
Af
f
air
s
as
p
ar
t
o
f
a
r
eg
u
lar
c
o
u
r
s
e.
C
o
h
e
n
et
a
l.
[
2
8
]
r
ec
o
m
m
e
n
d
a
m
in
im
u
m
s
am
p
le
s
ize
o
f
1
5
ca
s
es
p
er
g
r
o
u
p
;
th
er
ef
o
r
e,
2
5
ca
s
es
is
an
a
d
eq
u
ate
s
a
m
p
le
s
ize
f
o
r
th
is
in
v
esti
g
atio
n
.
T
h
e
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
wer
e
ch
o
s
en
b
ec
a
u
s
e
th
eir
o
u
tc
o
m
es
m
ay
ac
cu
r
ately
r
ef
lect
t
h
e
in
ter
v
en
tio
n
'
s
in
f
lu
en
ce
wh
e
n
th
eir
b
ac
k
g
r
o
u
n
d
E
n
g
lis
h
co
m
p
eten
ce
was
q
u
ite
s
im
ilar
.
T
h
ese
s
tu
d
en
ts
h
ad
co
m
p
leted
th
e
s
am
e
E
n
g
lis
h
p
r
o
g
r
am
in
h
ig
h
s
ch
o
o
l
a
n
d
h
a
d
an
av
e
r
ag
e
E
n
g
lis
h
p
r
o
f
icien
cy
th
at
s
p
an
s
f
r
o
m
ar
o
u
n
d
c
o
m
m
o
n
E
u
r
o
p
ea
n
f
r
a
m
ewo
r
k
o
f
r
ef
er
en
ce
f
o
r
lan
g
u
ag
es
(
C
E
FR
)
lev
el
3
[
2
9
]
.
Si
n
ce
th
e
p
ar
ticip
a
n
ts
wer
e
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
,
th
e
y
wer
e
b
etwe
en
th
eir
1
8
s
an
d
1
9
s
.
Am
o
n
g
th
e
2
5
s
tu
d
en
ts
in
t
h
e
I
G,
th
er
e
wer
e
2
3
f
em
ales (
9
2
%)
an
d
two
m
ales
(
8
%).
2
.
3
.
Resea
rc
h ins
t
rum
ent
s
T
h
e
E
SP
T
was
u
s
ed
as
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
an
d
was
s
t
atis
tically
an
aly
ze
d
to
ex
am
in
e
wh
eth
er
th
er
e
was
a
s
ig
n
if
ican
t
ch
an
g
e
in
s
tu
d
en
ts
’
E
FL
s
p
ea
k
in
g
f
lu
en
cy
an
d
v
o
ca
b
u
lar
y
u
s
e.
T
h
e
W
ilco
x
o
n
test
was
u
s
ed
as
a
n
o
n
-
p
ar
a
m
etr
ic
alte
r
n
ativ
e
to
t
h
e
p
air
e
d
s
am
p
les
t
-
test
d
u
e
to
th
e
r
ec
o
m
m
en
d
atio
n
th
at
th
e
t
-
test
s
h
o
u
ld
b
e
em
p
l
o
y
ed
with
a
s
am
p
le
s
ize
o
f
at
least
3
0
,
wh
er
ea
s
th
e
p
r
esen
t
r
esear
ch
o
n
l
y
in
clu
d
ed
2
5
[
3
0
]
.
Me
asu
r
em
en
t
to
o
ls
,
in
clu
d
in
g
th
e
Descr
ip
t
Ap
p
,
Ad
o
b
e
A
u
d
itio
n
Ap
p
,
a
n
d
T
est
I
n
s
p
e
cto
r
,
wer
e
u
s
ed
to
q
u
an
tify
t
h
e
m
etr
ics o
f
f
lu
en
c
y
an
d
v
o
ca
b
u
lar
y
u
s
ed
.
2
.
4
.
Resea
rc
h pro
ce
du
re
s
T
h
is
s
tu
d
y
was c
o
n
d
u
cted
i
n
two
p
h
ases
: in
ter
v
en
tio
n
a
n
d
e
v
alu
atio
n
.
T
h
e
in
ter
v
e
n
tio
n
s
tag
e
f
o
cu
s
e
d
o
n
th
e
im
p
lem
en
tatio
n
o
f
th
e
d
esig
n
ed
teac
h
in
g
an
d
lear
n
in
g
m
o
d
u
le
b
ased
o
n
th
e
DM
G
A
s
ca
f
f
o
ld
in
g
m
o
d
el
.
T
h
e
in
ter
v
e
n
tio
n
was
im
p
le
m
en
ted
d
u
r
in
g
th
e
s
ec
o
n
d
s
e
m
ester
o
f
th
e
ac
ad
em
ic
y
ea
r
,
wh
ich
s
p
an
n
ed
1
6
wee
k
s
an
d
co
n
s
is
ted
o
f
1
7
.
5
h
o
u
r
s
o
f
in
s
tr
u
ctio
n
al
tim
e.
T
h
e
ev
alu
atio
n
s
tag
e
aim
ed
to
r
esp
o
n
d
to
th
e
r
esear
ch
q
u
esti
o
n
:
“
Ho
w
d
o
es
th
e
DM
GA
s
ca
f
f
o
ld
in
g
-
b
ase
d
m
o
d
u
le
h
elp
im
p
r
o
v
e
th
e
s
p
ea
k
in
g
f
lu
e
n
cy
an
d
v
o
ca
b
u
lar
y
u
s
e
am
o
n
g
th
e
Vietn
am
ese
E
SP
lear
n
er
s
at
UFLS
-
UD?
.
”
At
th
is
p
o
in
t,
th
e
q
u
an
titativ
e
ap
p
r
o
ac
h
was c
o
n
d
u
cted
th
r
o
u
g
h
th
e
p
r
e
an
d
p
o
s
t
-
test
in
th
e
f
o
r
m
o
f
t
h
e
E
SP
T
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
ex
p
lain
s
th
e
r
esu
lts
o
f
th
e
r
esear
ch
q
u
esti
o
n
an
d
at
th
e
s
am
e
tim
e,
it
p
r
o
v
id
es
a
co
m
p
r
eh
e
n
s
iv
e
d
is
cu
s
s
io
n
.
A
n
an
aly
s
is
was
co
n
d
u
cted
to
a
s
s
es
s
th
e
im
p
ac
t
o
f
th
e
DM
GA
s
ca
f
f
o
ld
in
g
-
b
ase
d
m
o
d
u
le
o
n
two
k
ey
v
ar
ia
b
les:
f
lu
en
cy
a
n
d
v
o
ca
b
u
lar
y
u
s
e.
Acc
o
r
d
in
g
to
I
wash
ita
et
a
l.
[
3
1
]
,
t
h
ese
two
f
ea
tu
r
es
ar
e
r
eg
ar
d
ed
as
th
e
m
o
s
t
p
o
wer
f
u
l
m
etr
ics
f
o
r
e
v
alu
atin
g
s
tu
d
en
ts
’
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
.
T
o
s
p
ea
k
a
f
o
r
eig
n
lan
g
u
a
g
e,
lear
n
er
s
m
u
s
t
q
u
ick
ly
a
n
d
ea
s
ily
r
ec
all
th
e
co
r
r
ec
t
v
o
ca
b
u
lar
y
a
n
d
b
e
ab
le
to
p
u
t
wo
r
d
s
to
g
eth
er
in
a
way
th
at
m
ak
es
s
en
s
e
with
lit
tle
h
esit
atio
n
[
3
2
]
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
wer
e
g
iv
en
in
two
d
is
tin
ct
s
ec
tio
n
s
.
3
.
1
.
F
luency
Flu
en
cy
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
s
p
ea
k
in
g
in
d
icato
r
s
r
eg
ar
d
in
g
th
e
ab
ilit
y
to
p
r
o
d
u
ce
th
e
s
ec
o
n
d
lan
g
u
ag
e
(
L2
)
s
m
o
o
th
l
y
an
d
n
atu
r
ally
i
n
r
ea
l
-
tim
e
with
o
u
t
u
n
d
u
e
p
a
u
s
in
g
o
r
u
n
n
atu
r
al
h
esit
atio
n
s
[
3
3
]
.
Acc
o
r
d
in
g
t
o
Par
k
[
3
4
]
,
m
ea
s
u
r
in
g
f
lu
e
n
cy
is
th
e
f
ir
s
t
s
tep
in
m
ea
s
u
r
i
n
g
s
p
ea
k
i
n
g
p
r
o
f
icien
cy
.
T
h
e
s
tu
d
y
ad
o
p
ted
t
h
e
th
r
ee
m
ain
d
im
en
s
io
n
s
o
f
f
lu
e
n
cy
m
ea
s
u
r
es
s
u
g
g
ested
b
y
Sk
e
h
an
[
3
3
]
,
wh
ich
in
clu
d
e
b
r
ea
k
d
o
wn
f
lu
en
cy
,
r
ep
air
f
lu
e
n
cy
,
a
n
d
s
p
ee
d
f
lu
en
cy
,
f
o
r
ex
am
p
le,
th
e
s
p
ee
ch
r
ate.
Deta
iled
ex
p
lan
atio
n
s
o
f
ea
ch
in
d
icato
r
ar
e
p
r
o
v
id
ed
in
th
e
s
u
b
s
ec
tio
n
.
3
.
1
.
1
.
B
re
a
k
do
wn f
luency
B
r
ea
k
d
o
wn
f
lu
e
n
cy
m
ea
s
u
r
e
s
b
o
th
s
ilen
t
p
au
s
es
(
u
n
f
ill
ed
p
au
s
es)
an
d
f
illed
p
au
s
es,
wh
o
s
e
f
r
eq
u
e
n
cy
h
as
b
ee
n
s
h
o
wn
i
n
ea
r
lier
r
esear
ch
to
b
e
a
m
ajo
r
d
if
f
er
en
tiato
r
b
etwe
en
f
lu
en
t
an
d
d
is
f
lu
en
t
s
p
ea
k
er
s
[
3
5
]
.
I
t
is
g
en
er
all
y
ac
ce
p
ted
th
at
m
o
r
e
f
lu
en
t
s
tu
d
en
ts
tak
e
f
ewe
r
p
a
u
s
es
[
3
6
]
.
T
h
e
r
atio
o
f
b
r
ea
k
d
o
wn
f
lu
en
cy
is
ca
lcu
lat
ed
b
y
ad
d
in
g
u
p
th
e
n
u
m
b
er
o
f
f
illed
an
d
u
n
f
illed
p
a
u
s
es
in
ea
ch
r
ec
o
r
d
in
g
.
T
h
e
m
ea
s
u
r
em
en
t is illu
s
tr
ated
in
T
ab
le
1
.
T
o
b
eg
in
with
,
wh
en
c
o
m
p
ar
e
d
to
th
e
p
r
e
-
test
,
th
e
f
illed
p
au
s
e
r
atio
in
th
e
p
o
s
t
-
test
is
lo
w
er
(
6
.
4
4
as
o
p
p
o
s
ed
to
1
0
.
9
1
)
,
as
is
th
e
u
n
f
illed
p
au
s
e
r
atio
(
3
3
.
6
8
as
o
p
p
o
s
ed
to
4
1
.
5
0
)
.
On
a
v
er
a
g
e,
th
e
b
r
ea
k
d
o
wn
f
lu
en
cy
in
th
e
p
o
s
t
-
test
is
lo
w
er
th
an
it
was
in
th
e
p
r
e
-
test
(
4
0
.
1
2
v
s
.
5
2
.
4
1
)
.
T
h
e
m
ea
n
s
co
r
e
o
f
b
r
ea
k
d
o
wn
f
lu
en
cy
is
d
escr
ib
ed
in
Fig
u
r
e
2
.
T
h
e
d
ata
was
also
an
aly
ze
d
u
s
in
g
W
ilco
x
o
n
p
air
ed
s
am
p
le
co
r
r
elatio
n
s
to
d
eter
m
in
e
wh
eth
er
th
e
d
i
f
f
er
en
ce
in
b
r
ea
k
d
o
wn
f
lu
e
n
cy
was
s
ig
n
if
ican
t.
T
h
e
d
escr
ip
tiv
e
r
esu
lts
f
r
o
m
th
e
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
I
mp
r
o
vin
g
E
n
g
lis
h
fo
r
s
p
ec
ific p
u
r
p
o
s
es V
ietn
a
mese
lea
r
n
ers
’
E
F
L sp
ea
kin
g
…
(
N
g
u
ye
n
Tr
a
n
Uye
n
N
h
i
)
1531
W
ilco
x
o
n
r
ev
ea
le
d
th
at
th
e
f
i
lled
p
au
s
e
an
d
u
n
f
illed
p
a
u
s
e
r
ates
d
id
h
av
e
m
aj
o
r
c
h
an
g
e
s
wh
en
th
ey
g
o
t
a
s
ig
.
v
alu
e
o
f
p
=
0
.
0
0
an
d
p
=
0
.
0
4
,
r
esp
ec
tiv
ely
,
w
h
ich
m
ee
t
th
e
cr
iter
ia
f
o
r
s
tatis
tical
s
ig
n
i
f
ican
ce
(
p
<=
0
.
0
5
)
.
T
h
e
o
v
er
all
b
r
ea
k
d
o
w
n
f
lu
en
c
y
in
th
e
p
o
s
ttes
t
was
al
s
o
m
u
ch
lo
wer
th
an
in
th
e
p
r
etest,
with
a
s
ig
.
v
alu
e
o
f
p
=0
.
0
0
a
n
d
a
lar
g
e
ef
f
ec
t
s
ize
(
r
=0
.
6
3
)
.
Acc
o
r
d
in
g
to
C
o
h
e
n
cr
iter
ia
[
3
7
]
,
a
s
m
all
ef
f
ec
t
is
d
ef
in
ed
as
a
v
alu
e
o
f
0
.
1
,
a
m
e
d
iu
m
ef
f
ec
t
as
0
.
3
,
an
d
a
lar
g
e
ef
f
ec
t
as
0
.
5
.
B
ased
o
n
th
e
s
tatis
tic
s
,
th
er
e
wer
e
n
o
ticea
b
ly
f
ewe
r
p
au
s
es
in
th
e
p
o
s
ttes
t,
wh
ich
m
ea
n
s
s
tu
d
en
ts
s
p
ea
k
in
g
p
er
f
o
r
m
an
ce
in
th
e
p
o
s
ttes
t
was
m
u
ch
less
s
ilen
t,
an
d
th
ey
s
p
o
k
e
less
h
esit
an
tly
th
an
th
ey
d
id
in
th
e
p
r
etest.
T
ab
le
1
.
Me
asu
r
em
e
n
t o
f
b
r
ea
k
d
o
wn
f
lu
en
cy
S
t
e
p
s
M
e
a
su
r
e
d
b
y
S
o
f
t
w
a
r
e
F
o
r
mu
l
a
t
i
o
n
S
t
e
p
1
:
f
i
l
l
e
d
p
a
u
ses
M
e
a
n
i
n
g
l
e
ss w
o
r
d
s
o
r
so
u
n
d
s
l
i
k
e
“
u
m,
u
h
,
e
r
”
D
e
scri
p
t
A
p
p
F
i
l
l
e
d
p
a
u
ses=
(
f
i
l
l
e
d
p
a
u
ses
/
t
o
t
a
l
a
m
o
u
n
t
o
f
t
i
me
i
n
s
e
c
o
n
d
s)
60
S
t
e
p
2
:
u
n
f
i
l
l
e
d
p
a
u
ses
Th
e
n
u
m
b
e
r
o
f
t
i
m
e
s s
t
u
d
e
n
t
s
a
r
e
si
l
e
n
t
e
q
u
a
l
t
o
o
r
m
o
r
e
t
h
a
n
2
5
0
mi
l
l
i
sec
o
n
d
s
(
ms)
A
d
o
b
e
A
u
d
i
t
i
o
n
A
p
p
U
n
f
i
l
l
e
d
p
a
u
ses
=
(
u
n
f
i
l
l
e
d
p
a
u
ses
/
t
o
t
a
l
a
mo
u
n
t
o
f
t
i
m
e
i
n
sec
o
n
d
s)
60
S
t
e
p
3
:
b
r
e
a
k
d
o
w
n
f
l
u
e
n
c
y
Th
e
su
m
o
f
f
i
l
l
e
d
p
a
u
se
s a
n
d
u
n
f
i
l
l
e
d
p
a
u
ses
B
r
e
a
k
d
o
w
n
f
l
u
e
n
c
y
=
[
(
f
i
l
l
e
d
p
a
u
ses
+
u
n
f
i
l
l
e
d
p
a
u
s
e
s
)
/
t
o
t
a
l
a
mo
u
n
t
o
f
t
i
m
e
i
n
s
e
c
o
n
d
)
60]
Fig
u
r
e
2
.
B
r
ea
k
d
o
wn
f
l
u
en
cy
m
ea
n
s
co
r
e
3
.
1
.
2
.
Repa
ir
f
luency
R
ep
air
f
lu
en
cy
was
m
ea
s
u
r
ed
b
y
co
u
n
tin
g
th
e
n
u
m
b
er
o
f
r
ep
etitio
n
s
(
r
ep
ea
ted
ex
ac
t
wo
r
d
s
,
s
y
llab
les,
o
r
p
h
r
ases
)
,
r
ep
lace
m
en
ts
,
an
d
r
ef
o
r
m
u
latio
n
s
[
3
8
]
.
T
h
e
AS
u
n
it
(
an
aly
s
is
o
f
s
p
ee
ch
)
[
3
9
]
,
wh
ich
was
r
ec
en
tly
u
s
ed
in
o
r
al
an
al
y
s
is
b
y
m
an
y
r
esear
ch
er
s
[
4
0
]
,
was
ad
o
p
ted
to
ca
lcu
late
th
e
r
ep
air
f
lu
e
n
cy
.
I
t
was c
alcu
lated
b
y
th
e
n
u
m
b
e
r
o
f
r
ep
air
s
s
tu
d
e
n
ts
m
ak
e
p
er
s
p
ea
k
in
g
tim
e
i
n
s
ec
o
n
d
s
[
3
2
]
,
as in
(
1
)
.
=
(
ℎ
)
60
(
1
)
T
h
e
n
u
m
b
er
o
f
r
ep
air
s
in
th
e
p
o
s
t
-
test
is
s
h
o
wn
to
h
av
e
n
o
ch
an
g
e,
with
M=
3
.
7
2
in
c
o
m
p
ar
is
o
n
to
M=
3
.
3
2
i
n
th
e
p
r
e
-
test
.
I
t
s
ee
m
s
th
at,
i
n
th
e
p
o
s
ttes
t,
s
tu
d
en
ts
s
till
m
ad
e
m
an
y
r
e
p
etitio
n
s
an
d
ad
ju
s
tm
en
ts
to
th
eir
f
lu
en
cy
to
r
ec
tify
th
ei
r
s
p
ee
ch
.
3
.
1
.
3
.
Sp
ee
ch
ra
t
e
Sp
ee
ch
r
ate
is
a
b
asic
f
lu
en
cy
m
etr
ic
th
at
is
o
f
ten
u
s
ed
as
th
e
in
itial
s
tag
e
s
in
ce
it
is
s
im
p
le
to
q
u
an
tify
[
3
4
]
.
C
alcu
latin
g
s
p
ee
ch
r
ate
in
clu
d
e
d
d
iv
id
in
g
th
e
to
tal
n
u
m
b
er
o
f
s
y
llab
les
p
r
o
d
u
ce
d
in
a
ce
r
tain
s
p
ee
ch
s
am
p
le
b
y
t
h
e
to
tal
p
e
r
io
d
,
wh
ich
was
m
ea
s
u
r
ed
in
s
ec
o
n
d
s
[
3
1
]
,
[
4
1
]
,
[
4
2
]
.
T
h
e
tr
an
s
cr
ib
ed
s
p
ee
c
h
was
f
ir
s
t
ed
ited
b
y
r
em
o
v
in
g
an
y
r
ef
er
e
n
ce
s
to
r
ep
air
;
th
en
,
th
e
to
tal
n
u
m
b
er
o
f
s
y
llab
les
th
at
r
em
ain
ed
af
ter
th
e
ed
itin
g
p
r
o
ce
s
s
was
d
iv
id
ed
b
y
th
e
to
tal
len
g
th
o
f
th
e
s
p
ee
ch
,
elim
in
atin
g
an
y
p
a
u
s
es
th
at
las
ted
th
r
ee
s
ec
o
n
d
s
o
r
m
o
r
e
[
4
0
]
.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
s
p
ee
ch
r
ate
in
th
e
p
o
s
t
-
test
is
s
ig
n
if
ican
tly
h
ig
h
er
th
an
in
th
e
p
r
e
-
test
,
with
a
m
ea
n
s
co
r
e
o
f
M=
2
.
0
2
co
m
p
ar
ed
t
o
M=
1
.
0
4
,
an
d
p
=0
.
0
0
,
s
h
o
win
g
th
at
s
tu
d
en
ts
g
en
er
ated
m
o
r
e
wo
r
d
s
in
less
tim
e
in
th
e
p
o
s
t
-
test
th
an
th
ey
d
id
in
th
e
p
r
e
-
test
.
I
t
in
d
icate
s
th
at
s
tu
d
en
ts
p
er
f
o
r
m
ed
th
eir
s
p
ea
k
in
g
test
f
aster
an
d
m
o
r
e
s
m
o
o
th
ly
th
a
n
th
e
y
d
id
in
th
e
p
r
e
-
test
.
I
t
is
n
o
ted
t
h
at
lo
n
g
er
an
d
f
aster
n
ar
r
ativ
es
ar
e
f
r
eq
u
en
tly
g
r
ad
ed
h
ig
h
er
,
a
n
d
h
ig
h
er
p
r
o
f
icie
n
cy
lev
els
h
a
v
e
a
h
ig
h
e
r
s
p
ee
ch
r
ate
th
a
n
lo
wer
o
n
es
[
3
4
]
,
[
4
3
]
.
I
n
g
en
er
al,
b
ased
o
n
th
e
d
ata
an
aly
s
is
,
th
er
e
was
a
s
ig
n
if
ica
n
t
im
p
r
o
v
em
e
n
t
in
s
tu
d
en
ts
’
f
lu
en
cy
as
b
o
th
b
r
ea
k
d
o
w
n
f
lu
en
c
y
an
d
s
p
ee
ch
r
ate
s
h
o
wed
a
p
o
s
itiv
e
ch
an
g
e
in
t
h
e
p
o
s
t
-
test
co
m
p
ar
ed
to
th
e
p
r
e
-
test
,
10.91
52.41
6.44
33.68
40
.12
0
20
40
60
F
i
l
l
e
d
p
au
s
e
s
Un
f
i
l
l
e
d
p
au
s
e
s
Bre
akd
o
w
n
flu
e
n
c
y
Br
eakdo
wn
F
lu
ency
PR
E
T
E
S
T
PO
S
T
T
E
S
T
41.50
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
5
2
8
-
1
5
3
6
1532
as
p
r
esen
ted
in
T
ab
le
2
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
s
tu
d
e
n
ts
in
th
e
IG
in
cr
ea
s
ed
th
eir
o
v
er
all
b
r
ea
k
d
o
wn
f
lu
en
cy
b
y
co
n
s
id
er
a
b
ly
l
o
wer
in
g
s
ilen
ce
tim
e.
R
em
ar
k
ab
l
y
,
in
b
o
th
p
r
e
-
a
n
d
p
o
s
t
-
test
s
,
th
e
s
tu
d
e
n
ts
h
ad
a
g
r
ea
ter
p
r
o
p
o
r
tio
n
o
f
u
n
f
illed
p
au
s
es
th
an
f
illed
p
au
s
es.
Sin
c
e
th
ese
s
tu
d
en
ts
a
r
e
f
r
esh
m
en
wh
o
r
ec
ei
v
ed
m
o
s
t
o
f
th
eir
E
n
g
lis
h
teac
h
in
g
in
h
ig
h
s
ch
o
o
l
in
r
ea
d
in
g
an
d
g
r
a
m
m
ar
,
it
tak
es
th
em
s
o
m
e
tim
e
to
th
in
k
,
ar
r
a
n
g
e
id
ea
s
,
an
d
th
en
t
r
an
s
late
th
em
in
to
E
n
g
lis
h
b
ef
o
r
e
cr
ea
tin
g
s
p
ee
ch
o
u
t
p
u
t.
B
esid
es,
ac
co
r
d
i
n
g
to
L
en
n
o
n
[
3
5
]
,
as
s
p
ea
k
er
s
b
ec
o
m
e
m
o
r
e
f
lu
en
t,
th
eir
s
p
ee
c
h
r
ate
r
is
es,
an
d
th
er
e
a
r
e
f
ewe
r
p
au
s
es
an
d
h
esit
atio
n
s
in
th
eir
s
p
ee
ch
.
L
u
[
4
3
]
also
f
o
u
n
d
t
h
at
s
p
ee
ch
r
ate
h
as
a
b
ig
ef
f
ec
t
o
n
s
p
ea
k
in
g
s
k
ills
,
as
n
ar
r
ativ
es
with
h
ig
h
er
s
co
r
es ten
d
to
b
e
lo
n
g
er
an
d
s
p
o
k
en
f
aster
th
an
th
o
s
e
with
lo
wer
s
co
r
es.
As a
r
esu
lt,
th
e
p
r
esen
t stu
d
y
'
s
r
e
s
u
lts
o
n
s
p
ee
ch
r
ate
s
h
o
w
an
im
p
r
o
v
em
en
t
in
s
tu
d
e
n
ts
'
s
p
ea
k
in
g
co
m
p
eten
cy
in
th
e
p
o
s
ttes
t,
as
h
ig
h
er
p
r
o
f
icien
cy
lev
els
h
ad
a
h
ig
h
er
s
p
ee
ch
r
ate
th
an
lo
wer
p
r
o
f
icien
c
y
lev
els
[
3
4
]
,
[
3
5
]
.
Mo
r
eo
v
er
,
J
af
ar
ig
o
h
a
r
[
1
6
]
ex
p
er
im
en
tal
in
v
esti
g
atio
n
is
also
p
ar
tly
s
im
ilar
to
th
e
cu
r
r
en
t
r
esear
ch
.
T
h
e
f
lu
e
n
cy
t
-
te
s
t,
wh
ich
f
o
cu
s
ed
o
n
ly
o
n
s
p
ee
ch
r
ate
im
p
r
o
v
em
en
ts
,
r
ev
ea
led
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
ex
p
er
im
en
tal
a
n
d
co
n
tr
o
l
g
r
o
u
p
s
.
I
t
s
u
g
g
ested
t
h
at
m
etac
o
g
n
itiv
e
s
ca
f
f
o
ld
in
g
,
wh
ich
ar
o
s
e
in
s
tag
e
f
o
u
r
(
a
p
p
licatio
n
)
o
f
th
e
DM
GA
s
ca
f
f
o
ld
in
g
m
o
d
el,
m
ig
h
t
h
elp
p
ar
ticip
an
ts
i
m
p
r
o
v
e
th
eir
o
r
al
f
lu
en
c
y
.
I
t
also
s
u
p
p
o
r
ts
Gh
ased
i
et
a
l.
f
in
d
in
g
s
[
1
9
]
th
at
g
r
o
u
p
in
g
wo
r
k
s
o
r
ex
e
r
cises
in
asy
m
m
etr
ical
o
r
s
y
m
m
etr
i
ca
l
s
ca
f
f
o
ld
in
g
h
a
d
a
s
u
b
s
tan
tial
im
p
ac
t
o
n
s
p
ea
k
in
g
s
u
b
co
m
p
o
n
e
n
ts
,
n
o
tab
l
y
o
n
f
lu
en
c
y
.
C
o
m
p
ar
a
b
le
r
esu
lts
wer
e
o
b
tain
ed
b
y
Saien
k
o
an
d
Naz
ar
en
k
o
[
1
8
]
,
wh
o
u
s
ed
s
ca
f
f
o
ld
in
g
tech
n
i
q
u
es
ca
lled
s
p
ea
k
in
g
f
r
am
es
to
teac
h
s
p
ea
k
i
n
g
to
E
SP
s
tu
d
en
ts
.
T
h
e
f
in
d
in
g
s
h
o
wed
th
at
it
ca
n
h
elp
s
tu
d
en
t
s
r
ed
u
ce
h
esit
atio
n
s
,
f
alse
s
tar
ts
,
p
au
s
es,
an
d
th
e
n
u
m
b
er
o
f
r
ep
air
s
.
T
ab
le
2
.
Flu
en
c
y
s
tatis
tics
Li
n
g
u
i
s
t
i
c
r
e
s
o
u
r
c
e
s
D
i
f
f
e
r
e
n
c
e
s
S
i
g
v
a
l
u
e
(
p
)
Ef
f
e
c
t
si
z
e
(
r
)
F
i
l
l
e
d
p
a
u
ses
V
0
.
0
0
0
.
6
5
(
La
r
g
e
)
U
n
f
i
l
l
e
d
p
a
u
ses
V
0
.
0
4
0
.
4
1
(
M
e
d
i
u
m)
B
r
e
a
k
d
o
w
n
f
l
u
e
n
c
y
V
0
.
0
0
0
.
6
3
(
La
r
g
e
)
S
p
e
e
c
h
r
a
t
e
V
0
.
0
0
0
.
7
9
(
La
r
g
e
)
I
n
ad
d
itio
n
,
th
e
c
u
r
r
en
t
s
tu
d
y
em
p
lo
y
ed
a
v
ar
iety
o
f
s
ca
f
f
o
l
d
in
g
s
tr
ateg
ies
in
d
if
f
e
r
en
t
s
ta
g
es
o
f
t
h
e
DM
GA
m
o
d
el
to
h
elp
lear
n
er
s
ac
tiv
ely
ap
p
ly
lan
g
u
a
g
e
s
tr
u
ctu
r
es
with
in
a
m
o
r
e
in
ter
ac
ti
v
e
co
n
tex
t.
Du
r
in
g
th
e
th
ir
d
a
n
d
f
o
u
r
th
s
tag
es
o
f
th
e
DM
GA
m
o
d
el
(
g
u
id
in
g
a
n
d
ap
p
ly
in
g
)
,
s
tu
d
en
ts
h
a
d
m
o
r
e
o
p
p
o
r
t
u
n
ities
to
p
r
ac
tice
an
d
in
d
ep
e
n
d
en
tly
w
o
r
k
o
n
th
eir
s
p
ea
k
i
n
g
task
s
.
T
h
ey
b
ec
am
e
ac
cu
s
to
m
ed
to
w
o
r
k
in
g
in
p
air
s
,
r
o
le
-
p
lay
in
g
,
an
d
p
r
esen
tin
g
in
g
r
o
u
p
s
o
r
in
d
iv
id
u
ally
,
h
en
ce
im
p
r
o
v
in
g
th
e
im
p
ac
t
o
f
co
m
p
r
e
h
en
s
ib
le
in
p
u
t
an
d
estab
lis
h
in
g
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
to
o
p
tim
ize
s
p
ee
ch
o
u
tp
u
t
[
4
4
]
.
C
o
n
s
eq
u
e
n
tly
,
wh
en
g
iv
en
d
ialo
g
ic
o
r
m
o
n
o
lo
g
ic
task
s
in
th
e
SP
T
,
s
tu
d
en
ts
co
u
ld
b
etter
p
lan
a
n
d
d
eliv
er
th
eir
s
p
ee
ch
,
as
ass
er
ted
b
y
Natio
n
[
4
5
]
th
at
f
lu
en
cy
d
ev
elo
p
m
en
t
n
ee
d
s
p
r
ac
tice
an
d
r
ep
etitio
n
,
a
n
d
th
e
m
o
r
e,
t
h
e
b
etter
.
T
h
e
o
n
ly
f
lu
en
c
y
m
ea
s
u
r
e
m
e
n
t
in
wh
ich
s
tu
d
e
n
ts
d
id
n
o
t
s
h
o
w
an
y
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
t
was
r
ep
air
f
lu
en
cy
.
I
t
ca
n
b
e
ex
p
lain
ed
th
at
s
tu
d
en
ts
in
th
e
p
o
s
t
-
test
wer
e
m
o
r
e
co
n
ce
r
n
e
d
with
c
o
r
r
ec
tn
ess
,
in
clu
d
in
g
g
r
am
m
a
r
,
v
o
ca
b
u
lar
y
,
an
d
p
r
o
n
u
n
ciatio
n
,
a
n
d
h
e
n
ce
wer
e
m
o
r
e
lik
ely
to
r
ep
air
an
d
f
ix
th
eir
s
p
ee
ch
to
im
p
r
o
v
e
th
eir
lan
g
u
ag
e
ac
cu
r
ac
y
.
An
al
y
zin
g
th
e
r
ep
air
f
lu
en
cy
,
Sh
o
o
s
h
tar
i
[
4
6
]
ca
m
e
to
a
q
u
ite
s
im
ilar
co
n
clu
s
io
n
wh
e
n
b
o
t
h
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
ex
am
in
at
io
n
s
o
f
th
e
d
ata
r
ev
ea
led
n
o
i
m
p
r
o
v
e
m
en
t
in
th
e
n
u
m
b
er
o
f
r
ep
air
s
in
th
e
p
o
s
t
-
t
est.
3
.
2
.
Vo
c
a
bu
la
ry
us
e
An
o
th
er
m
eth
o
d
o
f
ev
alu
atin
g
L
2
s
p
ea
k
in
g
p
er
f
o
r
m
a
n
ce
is
to
lo
o
k
at
h
o
w
ef
f
ec
tiv
ely
s
tu
d
en
ts
u
s
e
v
o
ca
b
u
lar
y
in
th
eir
s
p
o
k
en
r
esp
o
n
s
es,
as
I
wash
ita
et
a
l.
[
3
1
]
p
r
o
p
o
s
ed
th
at
v
o
ca
b
u
lar
y
u
s
e
is
a
g
o
o
d
p
r
e
d
icto
r
o
f
ca
n
d
id
ate
s
p
ea
k
in
g
p
e
r
f
o
r
m
an
ce
ac
co
r
d
in
g
to
p
r
o
f
icien
cy
lev
el.
T
h
e
to
tal
n
u
m
b
e
r
o
f
wo
r
d
s
(
to
k
en
s
)
a
n
d
th
e
r
an
g
e
o
f
d
if
f
er
en
t
w
o
r
d
s
(
ty
p
es)
u
s
ed
in
s
p
o
k
e
n
tex
t
ar
e
th
e
co
r
e
m
ea
s
u
r
es
o
f
le
x
ical
d
iv
er
s
ity
[
3
4
]
.
B
esid
es,
th
e
T
y
p
e
-
T
o
k
en
R
atio
s
(
T
T
R
)
,
Vo
ca
b
u
lar
y
Div
e
r
s
ity
(
VOCD
)
,
an
d
E
n
g
lis
h
Vo
ca
b
u
lar
y
Pro
f
ile
(
E
VP
)
wer
e
also
u
s
ed
as
m
etr
ics
f
o
r
v
o
ca
b
u
lar
y
u
s
e
in
th
i
s
s
tu
d
y
.
I
n
ad
d
itio
n
,
th
e
T
T
R
,
VOCD,
an
d
E
VP
wer
e
u
tili
ze
d
as
m
etr
ics
f
o
r
v
o
ca
b
u
lar
y
u
s
e
in
t
h
is
s
tu
d
y
.
T
h
ese
m
etr
ics
ar
e
ex
p
lain
e
d
i
n
f
u
r
th
er
d
e
p
th
i
n
th
e
s
u
b
s
eq
u
en
t sectio
n
s
.
3
.
2
.
1
.
T
o
k
ens
a
nd
t
y
pes
I
n
th
is
r
esear
c
h
,
th
e
r
e
wer
e
s
u
b
s
tan
tial
in
cr
ea
s
es
in
b
o
th
th
e
n
u
m
b
er
o
f
wo
r
d
s
p
r
o
d
u
ce
d
(
to
k
en
s
)
an
d
a
wid
er
r
an
g
e
o
f
w
o
r
d
s
u
s
ed
(
ty
p
es)
in
th
e
p
o
s
t
-
test
co
m
p
a
r
ed
to
th
e
p
r
etest.
As
d
em
o
n
s
tr
ated
in
Fig
u
r
e
3
,
n
o
u
n
s
,
v
e
r
b
s
,
ad
jectiv
es,
an
d
ad
v
er
b
s
wer
e
am
o
n
g
th
e
p
ar
ts
o
f
s
p
ee
ch
th
at
witn
ess
ed
s
i
g
n
if
ican
t
in
cr
ea
s
es
with
lar
g
e
ef
f
e
ct
s
izes,
wh
ile
p
r
o
n
o
u
n
s
s
h
o
wed
a
d
ec
lin
e.
T
h
e
s
tu
d
y
f
i
n
d
in
g
s
wer
e
s
o
m
ewh
at
co
m
p
atib
le
with
I
wash
ita
et
a
l.
r
esear
ch
[
4
0
]
th
at
th
e
h
ig
h
er
th
e
lev
el,
th
e
m
o
r
e
wo
r
d
s
an
d
n
o
u
n
s
wer
e
cr
ea
ted
an
d
th
a
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
I
mp
r
o
vin
g
E
n
g
lis
h
fo
r
s
p
ec
ific p
u
r
p
o
s
es V
ietn
a
mese
lea
r
n
ers
’
E
F
L sp
ea
kin
g
…
(
N
g
u
ye
n
Tr
a
n
Uye
n
N
h
i
)
1533
alth
o
u
g
h
th
e
n
u
m
b
er
o
f
wo
r
d
s
an
d
v
er
b
s
g
r
ew
with
th
e
lev
el
o
f
p
e
r
f
o
r
m
an
ce
,
t
h
e
u
s
e
o
f
p
r
o
n
o
u
n
s
d
ec
lin
e
d
.
Acc
o
r
d
in
g
to
I
wash
ita
et
a
l
.
[
3
1
]
,
th
e
to
k
e
n
m
ea
s
u
r
e
was
m
ea
n
t
f
o
r
s
lo
wer
s
p
ee
ch
,
r
esu
ltin
g
in
f
ewe
r
to
k
en
s
f
o
r
wea
k
e
r
p
a
r
ticip
an
ts
,
wh
er
ea
s
th
e
ty
p
e
was
m
ea
n
t
f
o
r
m
o
r
e
p
r
o
f
icien
t
s
p
ea
k
er
s
wh
o
u
s
ed
m
o
r
e
t
y
p
es.
Similar
ly
,
s
ev
er
al
r
esear
ch
es
[
4
7
]
,
[
4
8
]
f
o
u
n
d
th
at
h
ig
h
er
lev
els
o
f
s
p
o
k
en
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
f
icien
c
y
wer
e
s
h
o
wn
b
y
g
r
ea
ter
le
x
ical
o
u
tp
u
t
an
d
less
r
elian
ce
o
n
h
ig
h
-
f
r
eq
u
en
cy
v
o
ca
b
u
lar
y
.
T
h
er
ef
o
r
e,
th
e
s
tu
d
y
'
s
p
o
s
t
-
test
d
ata
r
ev
ea
led
an
in
cr
ea
s
e
in
th
e
p
r
o
d
u
ctio
n
o
f
b
o
t
h
wo
r
d
ty
p
es
an
d
to
k
e
n
s
,
wh
ich
in
d
icate
s
an
im
p
r
o
v
em
e
n
t in
s
tu
d
e
n
ts
’
s
p
ea
k
in
g
s
k
ills
in
th
e
p
o
s
t
-
test
.
3
.
2
.
2
.
T
y
pe
-
t
o
k
en
ra
t
io
s
a
nd
v
o
ice
-
to
-
t
ex
t
ra
t
io
T
h
e
ty
p
e
-
to
k
e
n
r
atio
s
(
T
T
R
)
,
in
tr
o
d
u
ce
d
b
y
J
o
h
n
s
o
n
[
4
9
]
,
is
o
f
ten
u
s
ed
b
y
lan
g
u
a
g
e
r
esear
ch
er
s
to
ev
alu
ate
a
test
tak
er
'
s
lex
ical
d
iv
er
s
ity
.
T
h
e
tex
t'
s
ty
p
e
-
to
k
en
r
atio
is
th
e
n
u
m
b
er
o
f
u
n
iq
u
e
wo
r
d
s
(
ty
p
es)
d
iv
id
ed
b
y
its
r
u
n
n
in
g
wo
r
d
s
(
to
k
en
s
)
[
5
0
]
,
as in
(
2
)
.
=
(
2
)
Ho
wev
er
,
s
ev
er
al
r
esear
ch
er
s
f
o
u
n
d
t
h
at
th
e
T
T
R
in
d
ex
d
e
cr
ea
s
es
as
th
e
len
g
th
o
f
th
e
t
ex
t
r
is
es
[
5
1
]
–
[
5
3
]
.
T
h
u
s
,
in
a
d
d
itio
n
t
o
T
T
R
,
t
h
e
VOCD
in
d
ex
was
also
o
p
ted
f
o
r
,
wh
ich
ac
co
u
n
ts
f
o
r
tex
t
len
g
th
.
T
h
ese
m
ea
s
u
r
es
wer
e
s
elec
ted
f
o
ll
o
win
g
s
u
cc
ess
f
u
l
u
s
e
in
p
r
ev
io
u
s
s
tu
d
y
[
3
1
]
.
T
h
e
T
T
R
an
d
VOCD
wer
e
au
to
m
atica
lly
ca
lcu
lated
in
th
is
s
tu
d
y
u
s
in
g
th
e
T
ex
t
I
n
s
p
e
cto
r
to
o
l
[
5
4
]
,
wh
er
e
th
e
r
ese
ar
ch
er
co
p
ied
an
d
p
asted
th
e
tr
an
s
cr
ip
tio
n
s
o
f
test
tak
er
s
o
n
to
th
e
web
s
ite.
Af
ter
g
ath
er
i
n
g
all
n
ec
ess
ar
y
d
ata
,
p
ar
am
etr
ic
W
ilco
x
o
n
was u
s
ed
to
co
m
p
ar
e
p
r
e
an
d
p
o
s
t
m
ea
n
s
co
r
es
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
T
T
R
m
ea
n
s
co
r
e
o
n
th
e
p
o
s
t
-
test
was 0
.
4
0
,
lo
wer
th
a
n
th
e
p
r
etest v
alu
e
o
f
0
.
4
9
.
I
t is
p
ar
tially
co
n
s
is
ten
t w
ith
I
wash
ita
et
a
l.
s
tu
d
y
[
3
1
]
th
at
lo
wer
-
lev
el
ca
n
d
i
d
ate
p
er
f
o
r
m
an
ce
s
h
a
d
h
ig
h
er
T
T
R
th
an
h
i
g
h
er
-
le
v
el
ca
n
d
i
d
ate
p
er
f
o
r
m
a
n
ce
s
.
Acc
o
r
d
in
g
to
s
ev
er
al
r
esear
c
h
es,
as
th
e
ty
p
e
-
to
k
en
r
atio
is
r
elate
d
to
tex
t
len
g
th
[
5
3
]
,
th
e
T
T
R
in
d
ex
n
o
r
m
ally
d
ec
lin
es
with
tex
t
len
g
th
[
4
0
]
,
[
4
7
]
,
[
5
2
]
.
Me
an
wh
ile,
th
e
V
OC
D
m
ea
n
s
co
r
e
r
o
s
e
b
y
1
.
7
3
with
a
s
ig
.
v
alu
e
o
f
0
.
4
8
,
a
s
m
all
ef
f
ec
t
s
ize,
as
illu
s
tr
ated
in
T
ab
le
3
.
Ma
n
y
s
tu
d
ies
h
av
e
lin
k
ed
lex
ic
al
d
iv
er
s
ity
t
o
L
2
co
m
p
eten
ce
an
d
s
p
ea
k
in
g
ab
i
lity
,
with
lex
ical
v
ar
iety
r
is
in
g
with
s
k
ill
lev
el
[
4
8
]
.
Hen
ce
,
th
e
p
r
esen
t
s
tu
d
y
f
o
u
n
d
a
litt
le
in
cr
ea
s
e
in
lex
ic
al
v
ar
iety
in
s
tu
d
en
ts
'
p
o
s
t
-
test
s
p
ea
k
in
g
ab
ilit
y
,
in
d
icatin
g
t
h
at
th
e
in
ter
v
e
n
tio
n
im
p
r
o
v
e
d
th
eir
s
p
ea
k
i
n
g
ab
ilit
ies.
Fig
u
r
e
3
.
Dis
tr
ib
u
tio
n
o
f
v
o
ca
b
u
lar
y
u
s
e
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
o
f
VOCD
N
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
M
i
n
i
m
u
m
M
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x
i
m
u
m
Ef
f
e
c
t
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e
S
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v
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e
Pre
V
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D
25
4
5
.
5
9
1
4
.
2
4
2
4
.
9
9
6
9
.
7
2
-
0
.
0
6
(
S
m
a
l
l
)
0
.
4
8
P
o
st
V
O
C
D
25
4
7
.
3
2
1
2
.
9
5
2
6
.
2
2
7
3
.
9
7
3
.
2
.
3
.
E
ng
lis
h v
o
ca
bu
la
ry
pro
f
ile
T
h
is
r
esear
ch
also
ex
am
in
ed
th
e
E
VP
in
d
icato
r
,
cr
ea
ted
b
y
C
am
b
r
id
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Un
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ity
Pre
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20%
30%
40%
50%
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90%
100%
Pre
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f
r
o
m
th
e
an
aly
s
is
.
T
h
e
T
ex
t
I
n
s
p
ec
to
r
was
u
s
ed
to
m
ea
s
u
r
e
th
e
item
s
in
clu
d
ed
in
th
e
v
o
ca
b
u
lar
y
u
s
e
ass
es
s
m
en
t.
T
h
e
r
esu
lts
s
h
o
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ed
th
at
th
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was
n
o
t
m
u
ch
d
if
f
er
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ce
i
n
th
e
E
VP
in
d
icato
r
o
f
th
e
p
o
s
t
-
test
,
as
s
h
o
wn
in
Fig
u
r
e
4
.
T
h
e
v
o
ca
b
u
lar
y
at
all
lev
els
s
aw
a
s
m
all
g
ain
,
ex
ce
p
t
f
o
r
A
1
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T
h
e
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ates
in
A2
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d
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2
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s
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o
s
t
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wh
ile
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1
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tay
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o
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t
0
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7
1
%
to
1
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0
4
%.
T
h
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m
o
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t
s
tr
ik
in
g
f
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r
e
is
B
1
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ich
alm
o
s
t
d
o
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b
le
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f
r
o
m
8
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4
6
% to
1
5
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1
5
%.
Un
d
er
s
tan
d
ab
ly
,
s
tu
d
en
ts
wer
e
at
th
e
A2
lev
el
at
th
e
tim
e
o
f
th
e
in
ter
v
en
tio
n
,
in
ten
d
in
g
to
p
r
o
g
r
ess
to
th
e
B
1
lev
el
at
th
e
en
d
o
f
th
e
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r
s
e.
T
h
u
s
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at
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s
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icate
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u
s
e
h
as
h
a
d
s
o
m
e
im
p
r
o
v
em
e
n
t
.
As
a
r
esu
lt,
ac
co
r
d
in
g
to
th
e
C
E
FR
ca
teg
o
r
izatio
n
o
f
v
o
ca
b
u
lar
y
lev
els,
m
o
s
t
s
tu
d
en
ts
h
av
e
p
r
o
g
r
ess
ed
f
r
o
m
b
ein
g
b
asic u
s
er
s
to
b
ein
g
in
d
e
p
en
d
e
n
t u
s
er
s
af
ter
th
e
in
ter
v
e
n
tio
n
.
T
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
o
n
v
o
ca
b
u
lar
y
u
s
e
a
r
e
s
o
m
ewh
at
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[
1
3
]
,
[
1
9
]
,
wh
o
ad
v
o
ca
ted
s
ca
f
f
o
l
d
s
as
u
s
ef
u
l
m
eth
o
d
s
f
o
r
e
n
h
an
cin
g
m
o
s
t
asp
ec
ts
o
f
s
p
ea
k
in
g
th
at
wer
e
s
tu
d
ie
d
in
th
e
r
esear
ch
,
in
clu
d
i
n
g
v
o
ca
b
u
lar
y
.
As
in
f
er
r
ed
f
r
o
m
t
h
e
r
esear
ch
r
esu
lts
,
it
is
p
o
s
s
ib
le
to
cla
im
th
at
th
e
DM
GA
s
ca
f
f
o
ld
in
g
m
o
d
el
u
s
ed
in
th
e
in
ter
v
en
tio
n
m
a
y
h
av
e
ai
d
ed
s
tu
d
en
ts
in
em
p
lo
y
in
g
a
lar
g
er
v
ar
iety
o
f
v
o
ca
b
u
lar
y
,
r
esu
ltin
g
in
i
n
cr
e
ased
o
u
tp
u
t
o
f
w
o
r
d
t
y
p
es
an
d
to
k
en
s
,
g
r
ea
ter
lex
ical
d
iv
e
r
s
ity
,
an
d
a
h
ig
h
e
r
lev
el
o
f
v
o
ca
b
u
lar
y
u
s
e.
Uch
ih
ar
a
[
5
5
]
h
as a
ck
n
o
wled
g
ed
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
o
d
u
ctiv
e
v
o
ca
b
u
lar
y
a
n
d
lex
ical
u
s
e
in
s
p
ee
ch
,
in
th
at
p
r
o
d
u
ctiv
e
v
o
ca
b
u
lar
y
k
n
o
wled
g
e
s
u
b
s
tan
tially
co
r
r
es
p
o
n
d
s
with
lex
ical
d
iv
er
s
ity
an
d
co
m
p
le
x
ity
.
T
h
ey
h
y
p
o
t
h
esized
th
at
L
2
s
p
ea
k
er
s
with
a
wid
e
p
r
o
d
u
ctiv
e
v
o
ca
b
u
lar
y
m
ig
h
t
cr
ea
te
lex
ically
co
m
p
lex
an
d
r
ich
lan
g
u
ag
e
f
aster
an
d
with
f
ewe
r
p
au
s
es.
Ad
d
itio
n
ally
,
it
is
co
n
s
id
er
ed
th
at
th
er
e
ar
e
lar
g
e
c
o
r
r
elatio
n
s
b
etwe
en
v
o
ca
b
u
lar
y
k
n
o
wled
g
e
an
d
f
l
u
en
cy
,
n
o
tab
l
y
s
p
e
ed
f
lu
en
c
y
,
wh
ich
s
u
g
g
ests
th
at
lear
n
er
s
with
v
ast
lex
ico
n
s
m
ay
s
p
ee
d
u
p
th
eir
to
tal
s
p
ee
ch
o
u
tp
u
t
[
5
6
]
.
T
h
e
r
ef
o
r
e,
it
is
p
o
s
s
ib
le
to
co
n
clu
d
e
th
at
th
e
DM
GA
s
ca
f
f
o
ld
in
g
m
o
d
el
a
p
p
lied
i
n
th
e
in
ter
v
en
tio
n
m
a
y
h
a
v
e
b
e
en
o
f
ass
is
tan
ce
to
s
tu
d
en
ts
in
th
eir
b
etter
u
s
e
o
f
v
o
ca
b
u
lar
y
wh
ile
s
p
ea
k
in
g
.
Fig
u
r
e
4
.
T
h
e
E
n
g
lis
h
v
o
ca
b
u
l
ar
y
p
r
o
f
ile
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
o
f
f
e
r
s
s
ig
n
if
ican
t
i
m
p
licatio
n
s
f
o
r
e
d
u
ca
tio
n
al
p
r
ac
tice.
I
t
s
h
o
ws
th
at
th
e
DM
GA
m
eth
o
d
en
h
an
ce
s
s
tu
d
e
n
ts
’
s
p
ee
ch
f
lu
en
cy
b
y
r
ed
u
cin
g
p
au
s
es
a
n
d
in
cr
ea
s
in
g
s
p
ee
ch
r
ate.
T
h
e
s
t
u
d
y
also
h
i
g
h
lig
h
ts
th
e
p
o
ten
tial
o
f
th
e
DM
GA
m
o
d
el
as
a
p
ed
ag
o
g
ical
f
r
am
ew
o
r
k
f
o
r
d
ev
el
o
p
in
g
s
ca
f
f
o
ld
ed
lear
n
in
g
ac
tiv
ities
,
em
p
h
asizin
g
s
tu
d
en
t
r
esp
o
n
s
ib
ilit
y
.
Ad
d
itio
n
ally
,
it
u
n
d
e
r
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
a
d
o
p
tin
g
a
s
tu
d
e
n
t
-
ce
n
ter
ed
a
p
p
r
o
ac
h
,
w
h
ich
m
ay
b
e
ch
allen
g
in
g
in
Vietn
a
m
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Pr
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2
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60.58
15.08
8.46
2.90
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56.90
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5.80
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40.00%
60.00%
80.00%
A1
A2
B1
B2
C1
P
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8
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9
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3
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J.
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5
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[
2
6
]
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[
5
5
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T.
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[
5
6
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Tr
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v
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