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5
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.
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2
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1236
Desp
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ed
lear
n
in
g
ex
p
er
ien
ce
s
.
W
h
ile
th
e
f
lip
p
ed
class
r
o
o
m
a
p
p
r
o
ac
h
h
as
b
ee
n
wid
ely
ad
o
p
ted
in
v
ar
io
u
s
e
d
u
ca
tio
n
al
co
n
tex
ts
,
its
im
p
lem
en
tatio
n
in
lan
g
u
ag
e
e
d
u
ca
tio
n
p
r
esen
ts
u
n
iq
u
e
c
h
al
len
g
es.
L
an
g
u
a
g
e
lear
n
i
n
g
is
in
h
er
en
tly
c
o
m
p
lex
,
r
eq
u
ir
in
g
s
tu
d
en
ts
to
d
ev
elo
p
a
r
an
g
e
o
f
s
k
ills
,
in
clu
d
in
g
lis
ten
in
g
,
s
p
ea
k
in
g
,
r
ea
d
in
g
,
an
d
wr
itin
g
[
1
8
]
–
[
2
0
]
.
T
h
e
f
lip
p
e
d
class
r
o
o
m
m
o
d
el,
wh
ich
r
elies
h
ea
v
il
y
o
n
s
tu
d
e
n
ts
’
ab
ilit
y
to
e
n
g
ag
e
with
in
s
tr
u
ctio
n
al
m
ater
ials
in
d
ep
en
d
en
tly
,
m
a
y
n
o
t
b
e
eq
u
ally
ef
f
ec
tiv
e
f
o
r
all
lan
g
u
ag
e
lear
n
er
s
,
p
ar
ticu
la
r
ly
th
o
s
e
wh
o
s
tr
u
g
g
le
wit
h
s
elf
-
r
eg
u
latio
n
o
r
wh
o
lack
ac
ce
s
s
to
n
ec
ess
ar
y
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
[2
1
]
–
[
2
4
]
.
Ad
d
iti
o
n
ally
,
th
e
s
u
cc
ess
o
f
th
e
f
lip
p
e
d
class
r
o
o
m
a
p
p
r
o
ac
h
in
lan
g
u
ag
e
e
d
u
ca
tio
n
d
ep
en
d
s
h
ea
v
ily
o
n
th
e
q
u
ality
o
f
t
h
e
in
s
tr
u
ctio
n
al
m
ater
ials
p
r
o
v
i
d
ed
an
d
th
e
d
esig
n
o
f
in
-
class
ac
tiv
ities
[
2
5
]
–
[
2
7
]
.
T
h
ese
f
ac
to
r
s
r
aise
i
m
p
o
r
tan
t
q
u
esti
o
n
s
ab
o
u
t
th
e
co
n
d
itio
n
s
u
n
d
er
w
h
ich
th
e
f
lip
p
e
d
class
r
o
o
m
ap
p
r
o
ac
h
is
m
o
s
t
ef
f
ec
tiv
e
in
la
n
g
u
ag
e
e
d
u
ca
tio
n
.
T
h
e
ex
is
tin
g
liter
atu
r
e
o
n
th
e
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
in
lan
g
u
ag
e
ed
u
ca
tio
n
r
e
v
ea
ls
a
m
ix
ed
p
ictu
r
e,
with
s
tu
d
ies
r
ep
o
r
tin
g
v
ar
y
in
g
d
eg
r
ee
s
o
f
s
u
cc
ess
.
So
m
e
r
esear
ch
s
u
g
g
ests
th
at
th
e
f
lip
p
ed
class
r
o
o
m
ca
n
lead
to
im
p
r
o
v
e
d
lan
g
u
a
g
e
p
r
o
f
icien
cy
,
in
cr
ea
s
ed
s
tu
d
en
t
m
o
tiv
at
io
n
,
an
d
h
i
g
h
er
lev
els
o
f
en
g
ag
em
en
t
[
2
8
]
–
[
3
0
]
.
Ho
wev
er
,
o
th
er
s
tu
d
ies
h
ig
h
l
ig
h
t
ch
allen
g
es
s
u
ch
as
s
tu
d
en
ts
’
r
esis
tan
ce
to
th
e
n
ew
m
o
d
el,
th
e
in
cr
ea
s
ed
wo
r
k
lo
ad
f
o
r
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
,
a
n
d
th
e
d
if
f
icu
lty
o
f
en
s
u
r
in
g
th
at
all
s
tu
d
en
ts
ar
e
ad
eq
u
ately
p
r
ep
ar
e
d
f
o
r
in
-
class
ac
tiv
ities
[
3
1
]
–
[
3
4
]
.
T
h
ese
co
n
f
lictin
g
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
a
m
o
r
e
s
y
s
tem
atic
ex
am
in
atio
n
o
f
th
e
f
lip
p
ed
class
r
o
o
m
a
p
p
r
o
ac
h
i
n
th
e
co
n
te
x
t
o
f
lan
g
u
ag
e
ed
u
ca
tio
n
,
p
ar
ticu
lar
l
y
in
ter
m
s
o
f
its
im
p
ac
t o
n
d
if
f
e
r
en
t la
n
g
u
a
g
e
s
k
ills
an
d
its
ap
p
licab
ilit
y
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
is
s
y
s
tem
atic
r
ev
iew
aim
s
t
o
ad
d
r
ess
th
e
g
ap
s
in
th
e
ex
is
tin
g
liter
atu
r
e
b
y
s
y
n
th
esizin
g
r
esear
ch
o
n
th
e
f
lip
p
e
d
class
r
o
o
m
ap
p
r
o
a
ch
in
lan
g
u
ag
e
ed
u
ca
tio
n
.
T
h
e
p
r
im
ar
y
o
b
jectiv
e
is
to
e
x
a
m
in
e
th
e
im
p
ac
t
o
f
v
ar
io
u
s
tech
n
o
l
o
g
ical
en
h
an
c
em
en
ts
o
n
th
e
ef
f
ec
tiv
en
ess
an
d
s
tu
d
en
t
en
g
a
g
em
en
t
in
f
lip
p
ed
class
r
o
o
m
s
.
Seco
n
d
ly
,
is
to
ex
p
l
o
r
e
t
h
e
p
er
ce
p
tio
n
s
an
d
attitu
d
es
o
f
s
tu
d
en
ts
an
d
teac
h
er
s
t
o
war
d
s
f
lip
p
ed
class
r
o
o
m
m
eth
o
d
o
l
o
g
ies
ac
r
o
s
s
d
if
f
er
e
n
t
ed
u
ca
tio
n
al
co
n
tex
ts
.
Fin
ally
,
th
is
s
y
s
tem
atic
r
ev
iew
is
to
ass
es
s
th
e
ef
f
ec
ts
o
f
f
lip
p
ed
class
r
o
o
m
a
p
p
r
o
ac
h
es
o
n
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
c
r
itical
th
in
k
in
g
s
k
ills
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es.
T
h
is
r
ev
iew
is
i
m
p
o
r
tan
t
b
ec
au
s
e
it
s
y
s
tem
atica
lly
ex
am
in
es
t
h
e
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
in
lan
g
u
ag
e
ed
u
ca
tio
n
,
ad
d
r
ess
in
g
g
a
p
s
in
t
h
e
liter
atu
r
e
an
d
p
r
o
v
id
in
g
in
s
ig
h
ts
in
to
its
ef
f
ec
t
iv
en
ess
.
T
h
e
s
tu
d
y
'
s
n
o
v
elty
lies
in
its
f
o
cu
s
o
n
d
i
f
f
er
en
t
lan
g
u
ag
e
s
k
ills
an
d
p
r
ac
tical
s
tr
ateg
ies
f
o
r
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
.
T
h
e
r
ev
iew
will
also
ex
p
lo
r
e
th
e
ch
allen
g
es
ass
o
ciate
d
wi
th
im
p
lem
en
tin
g
th
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el
in
lan
g
u
ag
e
ed
u
ca
tio
n
an
d
p
r
o
p
o
s
e
p
o
ten
tial
s
tr
ateg
ies
f
o
r
o
v
er
c
o
m
in
g
th
ese
o
b
s
tacle
s
.
B
y
p
r
o
v
i
d
in
g
a
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
o
f
th
e
cu
r
r
en
t
ev
i
d
en
ce
,
th
is
r
ev
ie
w
s
ee
k
s
to
in
f
o
r
m
ed
u
ca
to
r
s
,
p
o
licy
m
ak
e
r
s
,
an
d
r
esear
ch
er
s
ab
o
u
t
th
e
p
o
ten
tial
b
en
ef
its
an
d
lim
itatio
n
s
o
f
th
e
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
in
lan
g
u
ag
e
ed
u
ca
tio
n
,
u
ltima
tely
co
n
tr
ib
u
tin
g
to
th
e
o
n
g
o
in
g
e
f
f
o
r
ts
t
o
en
h
a
n
ce
th
e
q
u
ality
o
f
lan
g
u
ag
e
teac
h
in
g
an
d
lear
n
in
g
.
T
h
u
s
,
t
h
e
r
esear
ch
q
u
esti
o
n
s
o
f
th
e
s
tu
d
y
ar
e
as:
i)
Ho
w
d
o
v
a
r
io
u
s
tech
n
o
lo
g
ic
al
en
h
an
ce
m
e
n
ts
im
p
ac
t
th
e
ef
f
ec
tiv
en
ess
an
d
s
tu
d
e
n
t
e
n
g
ag
em
e
n
t
in
f
lip
p
ed
class
r
o
o
m
s
?
ii)
W
h
at
ar
e
th
e
p
er
ce
p
tio
n
s
an
d
attitu
d
es
o
f
s
tu
d
e
n
ts
an
d
teac
h
er
s
to
war
d
s
f
lip
p
ed
class
r
o
o
m
m
eth
o
d
o
l
o
g
ies ac
r
o
s
s
d
if
f
er
e
n
t e
d
u
ca
tio
n
al
co
n
tex
ts
?
iii)
W
h
at
ar
e
th
e
ef
f
ec
ts
o
f
f
lip
p
e
d
class
r
o
o
m
ap
p
r
o
ac
h
es
o
n
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
a
n
c
e
an
d
cr
itical
th
in
k
in
g
s
k
ills
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es?
2.
M
E
T
H
O
D
T
h
is
s
ec
tio
n
d
is
cu
s
s
es
th
e
r
eq
u
ir
em
en
t
f
o
r
a
m
eth
o
d
ical
ex
a
m
in
atio
n
o
f
th
e
f
lip
p
e
d
class
r
o
o
m
m
o
d
el
in
Ma
lay
s
ian
lan
g
u
ag
e
in
s
tr
u
ctio
n
.
On
th
e
o
th
er
h
a
n
d
,
th
e
ap
p
r
o
ac
h
tak
en
to
ar
r
iv
e
at
a
s
o
lu
tio
n
f
o
r
t
h
e
r
esear
ch
q
u
esti
o
n
p
o
s
ed
b
y
th
e
p
r
esen
t
s
tu
d
y
is
p
r
esen
ted
i
n
th
e
n
ex
t
s
ec
tio
n
.
T
h
er
e
will
b
e
th
r
ee
s
ec
tio
n
s
to
th
is
r
ev
iew:
i
)
tech
n
o
lo
g
y
im
p
r
o
v
em
en
ts
in
f
lip
p
ed
class
r
o
o
m
s
;
ii
)
v
iews
o
f
f
lip
p
ed
class
r
o
o
m
s
f
r
o
m
teac
h
er
s
an
d
s
tu
d
en
ts
;
an
d
iii
)
r
esu
lts
an
d
e
f
f
icac
y
o
f
f
lip
p
ed
cla
s
s
r
o
o
m
s
tr
ateg
ies.
Fo
llo
win
g
th
at,
th
is
s
ec
tio
n
s
y
s
tem
atica
lly
ex
am
in
es
an
d
co
m
b
in
es
s
cien
tific
liter
atu
r
e
to
id
en
tify
,
s
elec
t,
an
d
ass
ess
n
o
tewo
r
th
y
lan
g
u
ag
e
ed
u
ca
tio
n
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
es.
Fin
ally
,
b
y
co
n
s
id
er
in
g
p
r
o
s
p
ec
tiv
e
s
ch
o
lar
s
,
th
e
f
in
al
s
ec
tio
n
d
is
cu
s
s
es
wh
at
s
h
o
u
ld
b
e
d
o
n
e
in
r
esp
o
n
s
e
to
th
e
is
s
u
es
r
aised
.
T
h
is
an
aly
s
is
u
tili
ze
s
th
e
p
r
e
-
r
ec
o
r
d
i
n
g
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
F
lip
p
ed
cla
s
s
r
o
o
m
a
p
p
r
o
a
ch
o
f la
n
g
u
a
g
e
e
d
u
ca
tio
n
:
a
s
ystema
tic
r
ev
iew
(
R
o
h
a
id
a
Ma
z
la
n
)
1237
s
y
s
tem
atic
r
ev
iews
an
d
m
et
a
-
an
aly
s
is
(
PR
I
SM
A)
ap
p
r
o
ac
h
,
wh
ich
is
a
well
-
estab
l
is
h
ed
s
tan
d
ar
d
f
o
r
co
n
d
u
ctin
g
a
s
y
s
tem
atic
liter
a
tu
r
e
r
ev
iew.
Pu
b
licatio
n
g
u
id
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es
ar
e
n
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ess
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as
s
is
t
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iter
s
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as
s
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g
an
d
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cr
u
tin
izin
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t
h
e
th
o
r
o
u
g
h
n
ess
an
d
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ec
is
io
n
o
f
a
r
e
v
iew,
in
clu
d
in
g
r
elev
an
t
a
n
d
cr
u
cial
in
f
o
r
m
atio
n
.
T
h
e
r
an
d
o
m
ize
d
s
tu
d
y
ev
alu
atio
n
s
u
r
v
ey
is
a
cr
u
cial
asp
ec
t
h
i
g
h
lig
h
ted
b
y
PR
I
SMA
an
d
s
h
o
u
ld
b
e
tak
en
i
n
to
ac
co
u
n
t w
h
e
n
g
en
e
r
atin
g
s
y
s
tem
atic
an
aly
s
is
r
ep
o
r
ts
f
o
r
d
if
f
e
r
en
t ty
p
es o
f
s
tu
d
ies
[
3
5
]
.
2
.
1
.
I
dentif
ica
t
io
n
Sev
er
al
cr
u
cial
s
tep
s
f
r
o
m
t
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
wer
e
u
s
ed
in
th
is
s
tu
d
y
to
ch
o
o
s
e
a
s
izab
le
b
o
d
y
o
f
r
ele
v
an
t
liter
atu
r
e.
Af
ter
s
elec
tin
g
k
ey
wo
r
d
s
,
r
e
lated
ter
m
s
wer
e
lo
o
k
ed
u
p
u
s
in
g
d
ictio
n
ar
ies,
th
esau
r
i,
en
cy
clo
p
ed
ias
,
an
d
p
r
io
r
r
esear
ch
.
Af
ter
cr
af
tin
g
s
e
ar
ch
s
tr
in
g
s
f
o
r
th
e
d
ata
b
ases
Sco
p
u
s
an
d
W
eb
o
f
Scien
ce
(
W
o
S)
,
all
p
er
tin
en
t
t
er
m
s
wer
e
f
o
u
n
d
as
s
h
o
w
n
in
T
ab
le
1
.
A
to
tal
o
f
6
0
9
p
u
b
licatio
n
s
p
er
tin
en
t
to
th
e
r
esear
ch
to
p
ic
wer
e
s
u
cc
ess
f
u
lly
r
etr
iev
ed
f
r
o
m
th
ese
th
r
ee
d
atab
ases
d
u
r
in
g
th
e
f
ir
s
t
p
h
ase
o
f
th
e
s
y
s
tem
atic
r
ev
iew.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
S
o
u
r
c
e
S
e
a
r
c
h
st
r
i
n
g
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
(
"
F
l
i
p
p
e
d
C
l
a
ssr
o
o
m"
A
N
D
l
a
n
g
u
a
g
e
A
N
D
e
d
u
c
a
t
i
o
n
)
A
N
D
(
LI
M
I
T
-
TO
(
S
U
B
JA
R
EA
,
"
S
O
C
I
"
)
O
R
L
I
M
I
T
-
TO
(
S
U
B
JA
R
EA
,
"
A
R
TS"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
LA
N
G
U
A
G
E
,
"
En
g
l
i
sh
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
1
)
O
R
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
2
)
O
R
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
3
)
O
R
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
4
)
)
A
N
D
(
LI
M
I
T
-
TO
(
D
O
C
TY
P
E
,
"
a
r
"
)
)
D
a
t
e
o
f
a
c
c
e
ss
:
J
u
n
2
0
2
4
Wo
S
"
F
l
i
p
p
e
d
C
l
a
ssr
o
o
m"
A
N
D
l
a
n
g
u
a
g
e
A
N
D
e
d
u
c
a
t
i
o
n
(
T
o
p
i
c
)
a
n
d
2
0
2
1
o
r
2
0
2
2
o
r
2
0
2
3
o
r
2
0
2
4
(
P
u
b
l
i
c
a
t
i
o
n
Y
e
a
r
s)
a
n
d
A
r
t
i
c
l
e
(
D
o
c
u
m
e
n
t
Ty
p
e
s)
a
n
d
E
d
u
c
a
t
i
o
n
E
d
u
c
a
t
i
o
n
a
l
R
e
s
e
a
r
c
h
o
r
L
i
n
g
u
i
s
t
i
c
s
o
r
H
u
m
a
n
i
t
i
e
s
M
u
l
t
i
d
i
sc
i
p
l
i
n
a
r
y
o
r
S
o
c
i
a
l
S
c
i
e
n
c
e
s I
n
t
e
r
d
i
sci
p
l
i
n
a
r
y
(
W
e
b
o
f
S
c
i
e
n
c
e
C
a
t
e
g
o
r
i
e
s)
a
n
d
En
g
l
i
s
h
(
La
n
g
u
a
g
e
s)
D
a
t
e
o
f
a
c
c
e
ss
:
J
u
n
2
0
2
4
2
.
2
.
Scre
ening
Du
r
in
g
th
e
s
cr
ee
n
in
g
s
tep
,
th
e
co
llectio
n
o
f
p
o
ten
tially
r
elev
an
t
r
esear
ch
item
s
is
ev
alu
ate
d
to
s
ee
i
f
th
ey
alig
n
with
th
e
p
r
ed
ef
in
ed
r
esear
ch
q
u
esti
o
n
s
.
C
o
n
te
n
t
-
r
elate
d
cr
iter
ia
co
m
m
o
n
ly
u
s
ed
in
th
is
p
h
ase
in
clu
d
e
s
elec
tin
g
r
esear
ch
item
s
r
elate
d
to
th
e
u
s
e
o
f
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
o
f
lan
g
u
ag
e
ed
u
ca
tio
n
:
a
s
y
s
tem
atic
r
ev
iew.
At
th
is
s
tep
,
all
d
u
p
licate
p
a
p
er
s
ar
e
r
em
o
v
ed
f
r
o
m
th
e
s
ea
r
c
h
r
esu
lts
.
I
n
th
e
f
ir
s
t
s
tag
e
o
f
s
cr
ee
n
in
g
,
4
7
8
p
u
b
licatio
n
s
wer
e
ex
clu
d
ed
,
an
d
i
n
th
e
s
ec
o
n
d
s
tag
e,
1
3
1
p
a
p
er
s
wer
e
ex
am
in
ed
b
ased
o
n
v
ar
io
u
s
ex
clu
s
io
n
an
d
i
n
clu
s
io
n
cr
iter
ia
s
p
ec
if
ic
to
th
is
s
tu
d
y
as
p
r
esen
ted
i
n
T
ab
le
2
.
T
h
e
p
r
im
ar
y
cr
iter
io
n
u
s
ed
was
liter
atu
r
e
(
r
esear
ch
p
ap
er
s
)
,
as
it
is
th
e
m
ain
s
o
u
r
ce
o
f
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
.
T
h
is
also
in
clu
d
ed
ev
alu
atio
n
s
,
co
m
p
r
e
h
en
s
iv
e
an
aly
s
es,
liter
ar
y
w
o
r
k
s
,
s
er
ies
o
f
b
o
o
k
s
,
s
ec
tio
n
s
,
an
d
r
ec
o
r
d
s
o
f
co
n
f
er
e
n
ce
s
th
at
wer
e
n
o
t
in
c
o
r
p
o
r
ate
d
in
th
e
m
o
s
t
r
ec
en
t
i
n
v
esti
g
atio
n
.
Ad
d
itio
n
ally
,
th
e
r
ev
iew
was
lim
ited
to
p
u
b
licatio
n
s
in
E
n
g
lis
h
an
d
f
o
cu
s
ed
o
n
ly
o
n
th
e
y
ea
r
s
2
0
2
1
-
2
0
2
4
.
A
to
tal
o
f
1
5
p
u
b
lic
atio
n
s
wer
e
r
ejec
ted
d
u
e
to
d
u
p
licatio
n
.
T
ab
le
2
.
A
f
ilter
ed
Sco
p
u
s
jo
u
r
n
al
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
2
1
-
2
0
2
4
<
2
0
2
1
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
A
r
t
i
c
l
e
)
C
o
n
f
e
r
e
n
c
e
,
b
o
o
k
,
r
e
v
i
e
w
P
u
b
l
i
c
a
t
i
o
n
st
a
g
e
F
i
n
a
l
I
n
P
r
e
ss
S
u
b
j
e
c
t
S
o
c
i
a
l
sc
i
e
n
c
e
a
n
d
a
r
t
h
u
m
a
n
i
t
i
e
s
B
e
si
d
e
s
s
o
c
i
a
l
sc
i
e
n
c
e
a
n
d
a
r
t
h
u
m
a
n
i
t
i
e
s
2
.
3
.
E
lig
ibi
lity
I
n
th
e
th
ir
d
p
h
ase,
r
ef
er
r
ed
to
as
th
e
elig
i
b
ilit
y
ass
ess
m
en
t,
a
c
o
m
p
ilatio
n
o
f
1
1
6
ar
ticles
was
ass
em
b
led
.
Du
r
in
g
th
is
s
tag
e,
a
m
eticu
lo
u
s
ex
am
in
atio
n
o
f
th
e
titl
es
an
d
co
r
e
co
n
ten
t
o
f
all
th
e
ar
ticles
wa
s
co
n
d
u
cte
d
to
co
n
f
ir
m
th
ei
r
alig
n
m
en
t
with
th
e
in
clu
s
io
n
cr
iter
ia
an
d
th
eir
r
elev
an
ce
to
th
e
o
n
g
o
i
n
g
s
tu
d
y
'
s
r
esear
ch
o
b
jectiv
es.
T
h
er
e
f
o
r
e
,
a
to
tal
o
f
8
1
ar
ticles
wer
e
ex
clu
d
ed
f
r
o
m
th
e
s
tu
d
y
b
ec
au
s
e
th
ey
d
id
n
o
t
m
ee
t
th
e
cr
iter
ia.
T
h
ese
cr
iter
ia
in
c
lu
d
ed
b
ein
g
o
u
ts
id
e
th
e
r
elev
an
t
f
ield
,
h
av
in
g
a
titl
e
th
at
was
n
o
t
s
ig
n
if
ican
t,
h
av
in
g
an
ab
s
tr
ac
t
th
at
was
n
o
t
r
elate
d
t
o
th
e
s
tu
d
y
'
s
o
b
jectiv
e,
an
d
lack
in
g
f
u
ll
tex
t
ac
ce
s
s
.
As
a
r
esu
lt,
a
t
o
tal
o
f
3
5
ar
ticles r
em
ain
s
f
o
r
t
h
e
u
p
co
m
in
g
r
ev
iew.
2
.
4
.
Da
t
a
a
bs
t
ra
ct
io
n a
nd
a
na
ly
s
is
An
in
teg
r
ativ
e
an
aly
s
is
was
em
p
lo
y
ed
as
a
m
ea
n
s
o
f
ev
alu
atin
g
an
d
co
m
b
i
n
in
g
d
iv
e
r
s
e
r
esear
ch
d
esig
n
s
,
s
p
ec
if
ically
q
u
an
titativ
e
m
eth
o
d
s
,
in
th
is
s
tu
d
y
.
T
h
e
g
o
al
o
f
th
e
co
m
p
eten
t
s
tu
d
y
was
to
id
en
tify
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
2
3
5
-
1
2
4
5
1238
r
elev
an
t
to
p
ics
an
d
s
u
b
to
p
ics.
T
h
e
d
ata
co
llectio
n
s
tag
e
m
ar
k
ed
th
e
in
itial
p
h
ase
in
th
e
d
ev
elo
p
m
en
t
o
f
th
e
th
em
e.
Fig
u
r
e
1
s
h
o
ws
h
o
w
th
e
au
th
o
r
s
m
eticu
lo
u
s
ly
an
aly
z
ed
a
co
m
p
ilatio
n
o
f
3
5
p
u
b
lica
tio
n
s
f
o
r
ass
er
tio
n
s
o
r
m
ate
r
ial
r
elev
a
n
t
to
th
e
to
p
ics
o
f
th
e
c
u
r
r
e
n
t
s
tu
d
y
.
T
h
e
au
th
o
r
s
th
en
ev
al
u
ated
th
e
cu
r
r
en
t
s
ig
n
if
ican
t
s
tu
d
ies
r
elate
d
to
th
e
f
lip
p
ed
c
lass
r
o
o
m
.
T
h
e
m
et
h
o
d
o
lo
g
y
u
s
ed
in
all
s
tu
d
ies,
as
well
as
th
e
r
esear
ch
r
esu
lts
,
ar
e
b
ein
g
i
n
v
esti
g
ated
.
Su
b
s
e
q
u
en
tly
,
t
h
e
au
th
o
r
en
g
ag
ed
in
a
co
llab
o
r
ativ
e
ef
f
o
r
t
with
o
th
er
co
-
au
th
o
r
s
to
d
ev
elo
p
th
em
es
d
er
iv
ed
f
r
o
m
th
e
ev
id
e
n
ce
with
in
th
e
co
n
te
x
t
o
f
th
is
s
tu
d
y
.
A
lo
g
was
m
ain
tain
ed
d
u
r
in
g
th
e
d
ata
an
aly
s
is
p
r
o
ce
s
s
to
d
o
cu
m
en
t
an
y
an
aly
s
es,
p
er
s
p
ec
tiv
es,
p
u
zz
les,
o
r
o
th
er
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tin
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ata
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ter
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etatio
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,
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e
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r
s
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aly
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m
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th
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ev
elo
p
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th
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r
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s
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u
ar
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tech
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ex
p
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r
t
r
e
v
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p
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ase
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s
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r
e
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cla
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ity
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f
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icien
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3
5
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3.
RE
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SCU
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1239
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T
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r
esear
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ticle
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in
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No
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s i
n
f
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p
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d
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a
ssr
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ms
1
[
3
6
]
A
ssessi
n
g
t
h
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f
f
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t
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v
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n
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n
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A
mi
x
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d
-
me
t
h
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d
s s
t
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y
2
[
3
7
]
Ex
p
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t
h
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v
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a
b
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f
a
c
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-
to
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f
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c
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l
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s
3
[
3
8
]
H
o
w
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a
t
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l
y
f
l
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4
[
3
9
]
Ex
p
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A
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5
[
4
0
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C
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P
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6
[
4
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Th
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v
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f
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v
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s
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[
4
2
]
A
p
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m
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8
[
4
3
]
A
M
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C
-
b
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d
f
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p
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d
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c
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p
t
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s
9
[
4
4
]
Th
e
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f
f
i
c
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n
c
y
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f
t
a
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l
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r
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d
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a
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:
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p
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-
c
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t
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d
a
p
p
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a
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h
10
[
4
5
]
F
l
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p
p
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d
c
l
a
ssr
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m:
mo
t
i
v
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n
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sp
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c
a
l
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-
b
a
se
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i
mm
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si
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p
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f
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t
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d
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a
l
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i
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g
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ser
v
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c
e
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
Th
e
m
e
2
:
s
t
u
d
e
n
t
a
n
d
t
e
a
c
h
e
r
p
e
r
c
e
p
t
i
o
n
s
o
f
f
l
i
p
p
e
d
c
l
a
ssr
o
o
ms
1
[
4
6
]
I
n
si
d
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
a
p
p
r
o
a
c
h
i
n
C
h
i
n
e
s
e
EF
L
j
u
n
i
o
r
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
s
2
[
4
7
]
W
h
a
t
d
o
M
a
l
a
y
s
i
a
n
ES
L
t
e
a
c
h
e
r
s t
h
i
n
k
a
b
o
u
t
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
?
3
[
4
8
]
S
e
e
i
n
g
i
n
n
o
v
a
t
i
o
n
f
r
o
m
d
i
f
f
e
r
e
n
t
p
r
i
sms
:
u
n
i
v
e
r
s
i
t
y
st
u
d
e
n
t
s'
a
n
d
i
n
s
t
r
u
c
t
o
r
s'
p
e
r
sp
e
c
t
i
v
e
s
o
n
f
l
i
p
p
i
n
g
t
h
e
S
p
a
n
i
sh
l
a
n
g
u
a
g
e
c
l
a
ssr
o
o
m
4
[
4
9
]
S
t
u
d
e
n
t
s'
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
f
l
i
p
p
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d
c
l
a
ssr
o
o
m
a
p
p
r
o
a
c
h
i
n
t
e
r
t
i
a
r
y
EFL
e
d
u
c
a
t
i
o
n
:
a
c
a
se
s
t
u
d
y
f
r
o
m
B
a
n
j
a
L
u
k
a
5
[
5
0
]
U
n
d
e
r
g
r
a
d
u
a
t
e
i
n
t
e
r
n
a
t
i
o
n
a
l
st
u
d
e
n
t
s’
c
h
a
l
l
e
n
g
e
s
i
n
a
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m e
n
v
i
r
o
n
me
n
t
:
a
n
A
u
s
t
r
a
l
i
a
n
p
e
r
s
p
e
c
t
i
v
e
6
[
5
1
]
EFL
st
u
d
e
n
t
s'
p
e
r
c
e
p
t
i
o
n
s
o
f
o
n
l
i
n
e
f
l
i
p
p
e
d
c
l
a
ssr
o
o
ms
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
19
p
a
n
d
e
mi
c
a
n
d
b
e
y
o
n
d
7
[
5
2
]
P
r
o
sp
e
c
t
i
v
e
p
r
i
m
a
r
y
sc
h
o
o
l
EFL
t
e
a
c
h
e
r
s' b
e
l
i
e
f
s
a
b
o
u
t
“
f
l
i
p
p
i
n
g
”
8
[
5
3
]
Th
e
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
i
n
t
h
e
c
o
n
t
e
x
t
o
f
d
i
g
i
t
i
z
a
t
i
o
n
o
f
e
d
u
c
a
t
i
o
n
a
l
s
p
a
c
e
:
a
st
u
d
e
n
t
s’
p
e
r
sp
e
c
t
i
v
e
9
[
5
4
]
F
l
i
p
p
e
d
c
l
a
ssr
o
o
m
p
e
d
a
g
o
g
y
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
EFL
c
o
n
t
e
x
t
s:
f
i
n
d
i
n
g
s
a
n
d
i
m
p
l
i
c
a
t
i
o
n
s f
o
r
f
u
r
t
h
e
r
r
e
s
e
a
r
c
h
10
[
5
5
]
A
c
o
n
c
e
p
t
u
a
l
r
e
v
i
e
w
o
n
EFL
t
e
a
c
h
e
r
s
’
mo
t
i
v
a
t
i
o
n
a
n
d
e
n
g
a
g
e
me
n
t
i
n
f
l
i
p
p
e
d
c
l
a
ssr
o
o
ms:
a
s
o
c
i
a
l
n
e
t
w
o
r
k
i
n
g
p
l
a
t
f
o
r
m
11
[
5
6
]
F
l
i
p
p
e
d
l
e
a
r
n
i
n
g
i
n
e
d
u
c
a
t
i
o
n
:
a
c
o
n
t
e
n
t
a
n
a
l
y
s
i
s
Th
e
m
e
3
:
o
u
t
c
o
mes
a
n
d
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
a
p
p
r
o
a
c
h
e
s
1
[
5
7
]
I
mp
l
e
me
n
t
i
n
g
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
m
o
d
e
l
i
n
d
e
v
e
l
o
p
i
n
g
b
a
si
c
l
a
n
g
u
a
g
e
a
r
t
s
o
f
t
h
e
f
o
u
r
t
h
g
r
a
d
e
st
u
d
e
n
t
s
2
[
5
8
]
I
mp
a
c
t
o
f
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
o
n
EF
L
l
e
a
r
n
e
r
s’
s
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
a
n
d
h
i
g
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e
r
-
o
r
d
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r
t
h
i
n
k
i
n
g
sk
i
l
l
s
d
u
r
i
n
g
t
h
e
C
O
V
I
D
1
9
p
a
n
d
e
m
i
c
3
[
5
9
]
D
e
v
e
l
o
p
i
n
g
a
n
ESP
-
b
a
s
e
d
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
t
o
h
e
l
p
st
u
d
e
n
t
s
i
mp
r
o
v
e
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
sk
i
l
l
s
i
n
w
r
i
t
t
e
n
o
u
t
p
ut
4
[
6
0
]
I
mp
r
o
v
i
n
g
st
u
d
e
n
t
s’
h
i
g
h
e
r
o
r
d
e
r
t
h
i
n
k
i
n
g
s
k
i
l
l
s
a
n
d
a
c
h
i
e
v
e
m
e
n
t
u
si
n
g
W
e
C
h
a
t
b
a
se
d
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
5
[
6
1
]
To
w
a
r
d
s
t
h
e
p
i
v
o
t
a
l
f
a
c
t
o
r
s
f
o
r
t
h
e
i
n
f
l
u
e
n
c
e
o
f
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
o
n
st
u
d
e
n
t
s’
s
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
a
n
d
EFL
sp
e
a
k
i
n
g
c
o
mp
e
t
e
n
c
e
6
[
8
]
A
ssessme
n
t
o
f
a
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
:
a
n
i
n
n
o
v
a
t
i
v
e
met
h
o
d
o
f
t
e
a
c
h
i
n
g
E
n
g
l
i
s
h
f
o
r
EF
L
u
n
d
e
r
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s
i
n
Th
a
i
l
a
n
d
7
[6
2
]
F
l
i
p
p
e
d
c
l
a
ssr
o
o
m
a
n
d
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
o
n
p
u
b
l
i
c
s
p
e
a
k
i
n
g
c
l
a
ss
8
[
63
]
Ta
sk
b
a
se
d
a
p
p
r
o
a
c
h
:
a
n
a
p
p
r
o
a
c
h
t
o
d
e
v
e
l
o
p
w
r
i
t
i
n
g
s
k
i
l
l
s
i
n
E
n
g
l
i
s
h
o
f
e
n
g
i
n
e
e
r
i
n
g
st
u
d
e
n
t
s
l
e
a
d
s
t
o
e
f
f
e
c
t
i
v
e
c
o
mm
u
n
i
c
a
t
i
o
n
sk
i
l
ls
9
[
64
]
Ef
f
e
c
t
s
o
f
f
l
i
p
p
e
d
l
a
n
g
u
a
g
e
c
l
a
ssr
o
o
m
s o
n
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
a
B
a
y
e
s
i
a
n
m
e
t
a
-
a
n
a
l
y
s
i
s
10
[
6
5
]
A
ssessi
n
g
t
h
e
e
f
f
e
c
t
s
o
f
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
t
o
t
h
e
p
r
i
m
a
r
y
p
u
p
i
l
s’
E
n
g
l
i
s
h
l
e
a
r
n
i
n
g
p
e
r
f
o
r
m
a
n
c
e
11
[
66
]
Th
e
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m:
i
m
p
r
o
v
i
n
g
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
f
o
r
c
r
i
t
i
c
a
l
r
e
a
d
i
n
g
o
f
EFL l
e
a
r
n
e
r
s i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
12
[
67
]
P
r
o
g
r
a
m
mi
n
g
l
a
n
g
u
a
g
e
t
r
a
i
n
i
n
g
w
i
t
h
t
h
e
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m m
o
d
e
l
13
[
68
]
E
-
l
e
a
r
n
i
n
g
a
n
d
f
l
i
p
p
e
d
c
l
a
ssr
o
o
m
i
n
i
n
c
l
u
s
i
v
e
e
d
u
c
a
t
i
o
n
:
t
h
e
c
a
se
o
f
st
u
d
e
n
t
s
w
i
t
h
t
h
e
p
s
y
c
h
o
p
a
t
h
o
l
o
g
y
o
f
l
a
n
g
u
a
g
e
a
n
d
c
o
g
n
i
t
i
o
n
14
[
69
]
A
r
e
v
i
e
w
st
u
d
y
o
f
a
c
t
i
v
i
t
i
e
s
u
s
e
d
i
n
t
h
e
d
e
v
e
l
o
p
me
n
t
o
f
i
n
t
e
r
c
u
l
t
u
r
a
l
c
o
m
mu
n
i
c
a
t
i
o
n
c
o
mp
e
t
e
n
c
e
i
n
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
c
l
a
ss
es
3
.
1
.
T
hem
e
1
:
t
ec
hn
o
lo
g
ica
l
enha
ncem
ent
s
in f
lip
ped c
la
s
s
ro
o
m
s
T
h
e
in
teg
r
atio
n
o
f
ad
v
an
ce
d
tech
n
o
l
o
g
ical
t
o
o
ls
in
f
lip
p
ed
class
r
o
o
m
en
v
ir
o
n
m
e
n
ts
h
as
s
h
o
wn
s
ig
n
if
ican
t
p
r
o
m
is
e
f
o
r
e
n
h
an
c
in
g
ed
u
ca
tio
n
al
o
u
tco
m
es.
No
tab
ly
,
a
s
tu
d
y
by
İb
i̇
l
i̇
et
a
l
.
[
3
6
]
ex
p
lo
r
e
s
th
e
u
s
e
o
f
a
Me
tav
er
s
e
-
b
ased
p
latf
o
r
m
to
s
u
p
p
o
r
t
s
y
n
ch
r
o
n
o
u
s
o
n
l
in
e
f
lip
p
ed
lear
n
in
g
in
a
m
e
d
i
ca
l
E
n
g
lis
h
co
u
r
s
e.
F
ur
th
e
r,
s
tu
d
en
ts
in
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
wh
o
e
n
g
ag
e
d
with
th
e
m
etav
er
s
e
p
latf
o
r
m
o
u
t
p
er
f
o
r
m
ed
th
o
s
e
in
th
e
co
n
tr
o
l
g
r
o
u
p
in
ter
m
s
o
f
ac
ad
em
ic
ac
h
iev
e
m
en
t.
T
h
e
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
p
o
ten
tial
o
f
m
etav
er
s
e
en
v
ir
o
n
m
en
ts
to
f
o
s
ter
p
er
m
a
n
en
t
lear
n
i
n
g
,
f
ac
ilit
ate
d
ee
p
u
n
d
er
s
tan
d
i
n
g
,
a
n
d
m
ak
e
a
b
s
tr
ac
t
co
n
ce
p
ts
m
o
r
e
tan
g
ib
le
th
r
o
u
g
h
in
ter
ac
tiv
e
th
r
ee
-
d
im
en
s
io
n
al
(
3
D)
o
b
jects.
Desp
ite
s
o
m
e
tech
n
ical
ch
all
en
g
es,
th
e
s
tu
d
en
ts
ex
p
r
ess
ed
th
at
t
h
is
ap
p
r
o
ac
h
in
cr
ea
s
ed
th
eir
en
g
a
g
em
en
t
a
n
d
in
ter
est
i
n
th
e
s
u
b
ject
m
at
ter
[
3
6
]
.
Similar
ly
,
Kh
o
d
ab
an
d
eh
[
3
7
]
in
v
esti
g
ated
th
e
v
iab
ilit
y
o
f
a
u
g
m
en
te
d
r
ea
lity
g
am
es
(
AR
G)
in
f
l
ip
p
ed
a
n
d
b
len
d
e
d
lan
g
u
ag
e
lear
n
in
g
co
n
tex
ts
.
T
h
e
s
tu
d
y
in
v
o
l
v
ed
elem
en
tar
y
E
n
g
lis
h
as a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL
)
s
tu
d
en
ts
wh
o
u
s
ed
AR
G
-
en
h
an
ce
d
ed
u
ca
ti
o
n
to
lear
n
d
ir
ec
tio
n
al
lan
g
u
ag
e
s
k
ills
.
B
o
th
th
e
f
lip
p
ed
an
d
b
len
d
e
d
g
r
o
u
p
s
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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Vo
l
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14
,
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2
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Ap
r
il
20
25
:
1
2
3
5
-
1
2
4
5
1240
s
ig
n
if
ican
tly
o
u
tp
e
r
f
o
r
m
ed
th
e
co
n
tr
o
l
g
r
o
u
p
,
h
ig
h
lig
h
tin
g
th
e
ef
f
icac
y
o
f
AR
Gs
in
cr
ea
tin
g
im
m
er
s
iv
e,
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
l
y
im
p
r
o
v
e
d
lear
n
in
g
o
u
tco
m
es
b
u
t
also
d
em
o
n
s
tr
ated
th
e
f
lex
ib
ilit
y
o
f
in
teg
r
atin
g
d
ig
ital to
o
ls
in
b
o
th
o
n
lin
e
a
n
d
tr
a
d
itio
n
al
class
r
o
o
m
s
ettin
g
s
[
3
7
]
.
Fu
r
th
er
ex
te
n
d
in
g
th
e
u
s
e
o
f
im
m
er
s
iv
e
tec
h
n
o
lo
g
ies.
J
o
n
g
[
45
]
e
x
am
in
ed
th
e
m
o
tiv
atio
n
al
af
f
o
r
d
a
n
ce
s
o
f
s
p
h
er
ical
v
id
e
o
-
b
ased
im
m
er
s
iv
e
v
ir
tu
al
r
e
ality
(
SV
-
I
VR
)
in
f
lip
p
ed
class
r
o
o
m
s
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
e
d
u
ca
tio
n
.
Gr
o
u
n
d
e
d
in
th
e
atte
n
tio
n
,
r
elev
an
ce
,
co
n
f
id
en
ce
,
s
atis
f
ac
tio
n
m
o
d
el
(
AR
C
S
)
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
SV
-
I
VR
ef
f
ec
tiv
ely
ca
p
tu
r
ed
s
tu
d
en
ts
'
atte
n
tio
n
an
d
en
h
an
ce
d
r
elev
an
ce
an
d
s
atis
f
ac
tio
n
b
u
t
d
id
n
o
t
s
ig
n
if
ican
tly
b
o
o
s
t
co
n
f
id
en
ce
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
SV
-
I
VR
ca
n
m
ak
e
p
r
e
-
l
ec
tu
r
e
lear
n
in
g
task
s
m
o
r
e
e
n
g
ag
i
n
g
,
ad
d
itio
n
al
s
u
p
p
o
r
t
m
ig
h
t
b
e
n
ee
d
e
d
to
en
s
u
r
e
s
tu
d
e
n
ts
f
ee
l
c
o
n
f
id
e
n
t
in
th
eir
lea
r
n
in
g
[
45
]
.
An
o
th
er
s
tu
d
y
b
y
Mu
n
ia
n
d
y
an
d
Selv
an
ath
a
n
[
40
]
in
tr
o
d
u
ce
d
C
h
atGPT
as
a
p
ar
tn
er
in
g
to
o
l
in
f
lip
p
ed
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
ag
e
(
E
SL
)
class
r
o
o
m
s
to
i
m
p
r
o
v
e
s
p
ea
k
in
g
s
k
ills
.
T
h
is
in
n
o
v
ati
v
e
u
s
e
o
f
ar
tific
ial
in
tellig
en
ce
(
AI
)
in
ed
u
ca
tio
n
p
r
o
v
id
e
d
in
s
tan
t
f
ee
d
b
ac
k
an
d
cr
ea
te
d
a
n
en
g
ag
in
g
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t,
s
ig
n
if
ican
tly
en
h
an
cin
g
s
tu
d
e
n
ts
'
s
p
ea
k
in
g
ab
ilit
ies.
T
h
e
m
ix
ed
-
m
eth
o
d
r
esear
ch
in
d
icate
d
th
at
lear
n
er
s
f
ac
ed
s
o
m
e
ch
allen
g
es b
u
t
g
en
er
ally
f
o
u
n
d
th
e
u
s
e
o
f
C
h
atGPT
b
e
n
ef
icial
f
o
r
lan
g
u
ag
e
p
r
ac
tice
[
40
]
.
R
esear
ch
er
s
h
av
e
also
e
x
te
n
s
iv
ely
ex
p
l
o
r
ed
th
e
a
p
p
lic
atio
n
o
f
m
ass
iv
e
o
n
lin
e
o
p
en
co
u
r
s
es
(
MO
OC
s
)
in
f
lip
p
ed
class
r
o
o
m
s
.
Yaşar
an
d
Po
lat
[
43
]
im
p
l
em
en
ted
a
MO
OC
-
b
ased
f
lip
p
ed
class
r
o
o
m
m
o
d
el
in
an
E
n
g
lis
h
lan
g
u
ag
e
teac
h
i
n
g
(
E
L
T
)
p
r
o
g
r
am
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
eir
f
in
d
in
g
s
s
h
o
wed
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
ac
ad
em
ic
ac
h
iev
em
en
t
an
d
p
o
s
itiv
e
p
er
ce
p
tio
n
s
am
o
n
g
p
a
r
ticip
an
ts
,
s
u
g
g
esti
n
g
th
at
MO
OC
s
ca
n
ef
f
ec
tiv
ely
s
u
p
p
lem
en
t
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
an
d
en
h
an
ce
lear
n
in
g
ex
p
er
ien
ce
s
[
43
]
.
Z
h
an
g
[
42
]
ex
p
lo
r
e
d
th
e
u
s
e
o
f
MO
OC
p
latf
o
r
m
s
in
E
n
g
lis
h
class
r
o
o
m
teac
h
in
g
,
f
in
d
in
g
t
h
at
s
u
ch
p
latf
o
r
m
s
o
p
tim
ize
lear
n
i
n
g
p
r
o
ce
s
s
es
an
d
im
p
r
o
v
e
teac
h
i
n
g
ef
f
ec
ti
v
en
ess
.
T
h
e
s
tu
d
y
co
m
p
ar
ed
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
with
a
MO
OC
-
b
ased
f
lip
p
ed
class
r
o
o
m
m
o
d
el
an
d
co
n
clu
d
e
d
th
at
th
e
latter
s
ig
n
if
ican
tly
im
p
r
o
v
ed
s
tu
d
en
ts
'
atti
tu
d
es,
in
ter
ests
,
an
d
co
llab
o
r
ativ
e
s
tr
ateg
ies in
l
ea
r
n
in
g
E
n
g
lis
h
[
42
]
.
C
h
u
r
a
-
Qu
is
p
e
et
a
l.
[4
1
]
ev
a
lu
ated
th
e
ef
f
ec
tiv
en
ess
o
f
v
ir
tu
al
f
lip
p
ed
class
r
o
o
m
s
in
en
h
an
cin
g
ac
ad
em
ic
wr
itin
g
s
k
ills
.
T
h
e
s
tu
d
y
'
s
q
u
asi
-
ex
p
er
im
en
tal
d
esi
g
n
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
i
m
p
r
o
v
e
m
en
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
'
s
wr
itin
g
s
k
ills
,
h
ig
h
lig
h
tin
g
th
e
p
o
ten
t
ial
o
f
f
lip
p
ed
class
r
o
o
m
s
to
en
h
an
ce
ac
a
d
em
ic
co
m
p
eten
cies
th
r
o
u
g
h
tar
g
ete
d
,
s
tu
d
en
t
-
ce
n
te
r
ed
ap
p
r
o
ac
h
e
s
[
41
]
.
Gu
o
[
38
]
s
h
o
wca
s
ed
a
d
esig
n
f
o
r
o
n
lin
e
lan
g
u
ag
e
teac
h
in
g
th
at
u
tili
ze
d
m
u
ltimo
d
al
to
o
ls
to
cr
ea
te
an
ef
f
ec
tiv
e
f
lip
p
e
d
class
r
o
o
m
en
v
ir
o
n
m
e
n
t.
B
y
lev
er
ag
in
g
tech
n
o
lo
g
y
-
m
e
d
iated
,
task
-
b
ased
lan
g
u
ag
e
teac
h
in
g
,
th
e
s
tu
d
y
h
ig
h
lig
h
ted
t
h
e
b
en
ef
its
o
f
u
s
in
g
ca
p
tio
n
ed
v
id
e
o
s
an
d
o
th
er
d
ig
ital
to
o
ls
to
f
ac
ilit
ate
m
ea
n
in
g
f
u
l
co
m
m
u
n
icatio
n
an
d
lear
n
in
g
in
v
ir
tu
al
s
ettin
g
s
,
p
ar
ticu
lar
ly
d
u
r
in
g
th
e
p
an
d
em
ic
[
38
]
.
Fin
ally
,
Fig
u
eir
ed
o
[
4
4
]
d
is
cu
s
s
ed
th
e
u
s
e
o
f
a
tailo
r
ed
m
o
b
ile
ap
p
to
s
u
p
p
o
r
t
s
ec
o
n
d
lan
g
u
ag
e
lear
n
i
n
g
am
o
n
g
im
m
i
g
r
a
n
ts
an
d
r
ef
u
g
ee
s
.
T
h
e
a
p
p
,
d
esig
n
ed
b
ased
o
n
s
cien
tific
ev
id
en
ce
,
in
co
r
p
o
r
at
ed
a
f
lip
p
ed
class
r
o
o
m
a
p
p
r
o
ac
h
to
r
ein
f
o
r
ce
ed
u
ca
tio
n
al
g
o
als
an
d
p
r
o
v
id
e
a
s
tu
d
en
t
-
ce
n
ter
ed
lea
r
n
in
g
e
x
p
er
ien
ce
.
T
h
is
ap
p
r
o
ac
h
was
p
ar
ticu
lar
ly
b
e
n
ef
icial
in
r
e
d
u
cin
g
a
n
x
iety
an
d
en
h
an
cin
g
m
o
tiv
atio
n
am
o
n
g
l
ea
r
n
er
s
in
ch
allen
g
in
g
e
d
u
ca
ti
o
n
al
s
ce
n
ar
io
s
[
4
4
]
.
I
n
co
n
clu
s
io
n
,
tech
n
o
lo
g
ical
e
n
h
an
ce
m
e
n
ts
in
f
lip
p
ed
class
r
o
o
m
s
,
r
a
n
g
in
g
f
r
o
m
Me
tav
er
s
e
p
latf
o
r
m
s
an
d
AR
G
to
MO
OC
s
an
d
AI
to
o
ls
lik
e
C
h
atGPT
,
h
av
e
d
em
o
n
s
tr
ated
s
u
b
s
tan
tial
b
en
ef
its
in
v
ar
io
u
s
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
ese
i
n
n
o
v
atio
n
s
n
o
t
o
n
ly
im
p
r
o
v
e
ac
ad
em
ic
ac
h
iev
em
e
n
t
b
u
t
also
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
e
n
t,
m
o
tiv
atio
n
,
an
d
o
v
er
all
lear
n
in
g
e
x
p
er
ien
c
es.
Ho
wev
er
,
co
n
tin
u
o
u
s
r
esear
ch
an
d
r
ef
in
em
e
n
t
ar
e
ess
en
tial
to
ad
d
r
ess
ch
allen
g
es
an
d
o
p
tim
ize
t
h
ese
tech
n
o
lo
g
ies
f
o
r
d
iv
er
s
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
e
f
in
d
in
g
s
o
f
th
ese
s
tu
d
ies
u
n
d
e
r
s
co
r
e
th
e
n
ee
d
f
o
r
e
d
u
ca
tio
n
a
l
p
r
ac
tice
an
d
p
o
licy
to
em
b
r
a
ce
an
d
s
u
p
p
o
r
t
th
e
in
teg
r
atio
n
o
f
a
d
v
an
ce
d
tech
n
o
lo
g
ical
to
o
ls
in
f
lip
p
ed
class
r
o
o
m
s
,
en
s
u
r
in
g
th
at
ed
u
ca
to
r
s
ar
e
eq
u
ip
p
ed
with
th
e
n
ec
ess
ar
y
r
eso
u
r
ce
s
an
d
t
r
ain
in
g
to
ef
f
ec
tiv
ely
im
p
lem
en
t
th
ese
in
n
o
v
atio
n
s
.
T
h
is
alig
n
m
en
t
will
h
elp
m
ax
im
ize
th
e
p
o
ten
tial
o
f
f
lip
p
ed
class
r
o
o
m
s
to
tr
an
s
f
o
r
m
lear
n
in
g
e
x
p
er
ien
ce
s
a
n
d
o
u
t
co
m
es
in
a
r
ap
i
d
ly
ev
o
lv
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
3
.
2
.
T
hem
e
2
:
s
t
ud
ent
a
nd
t
ea
cher
perc
ept
io
ns
o
f
f
lip
pe
d c
la
s
s
ro
o
m
s
T
h
e
in
teg
r
atio
n
o
f
f
lip
p
ed
class
r
o
o
m
s
in
to
v
a
r
io
u
s
ed
u
ca
tio
n
al
s
ettin
g
s
h
as
g
en
e
r
ated
co
n
s
id
er
ab
le
in
ter
est
an
d
m
ix
ed
p
er
ce
p
tio
n
s
am
o
n
g
s
tu
d
en
ts
an
d
teac
h
er
s
.
I
n
C
h
in
ese
ju
n
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
r
esear
ch
b
y
Ye
[
4
6
]
in
d
icate
d
th
at
b
o
t
h
s
tu
d
en
ts
an
d
teac
h
er
s
r
ec
o
g
n
i
ze
th
e
p
o
ten
tial
b
e
n
ef
its
o
f
f
li
p
p
ed
class
r
o
o
m
s
in
en
h
an
cin
g
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
an
d
e
n
g
ag
em
e
n
t.
Ho
wev
e
r
,
th
ey
also
n
o
ted
ch
allen
g
es
s
u
ch
as
th
e
n
ee
d
f
o
r
b
etter
I
C
T
in
f
r
astru
ct
u
r
e
a
n
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
f
o
r
teac
h
er
s
to
m
ax
im
i
ze
th
e
ap
p
r
o
ac
h
’
s
ef
f
ec
tiv
en
ess
.
Similar
ly
,
Ma
l
ay
s
ian
E
SL
teac
h
e
r
s
in
a
s
tu
d
y
b
y
Kian
g
a
n
d
Yu
n
u
s
[
47
]
ex
p
r
ess
ed
p
o
s
itiv
e
v
iews
ab
o
u
t
f
lip
p
ed
class
r
o
o
m
s
,
em
p
h
asizin
g
th
eir
ab
ili
ty
to
f
o
s
ter
ac
tiv
e
an
d
co
ll
ab
o
r
ativ
e
lear
n
in
g
.
No
n
eth
eless
,
co
n
ce
r
n
s
ab
o
u
t t
h
e
av
ailab
ilit
y
o
f
tech
n
o
lo
g
y
a
n
d
in
ter
n
et
co
n
n
ec
tiv
ity
in
r
u
r
al
ar
ea
s
h
ig
h
lig
h
ted
s
ig
n
if
ican
t b
ar
r
ier
s
to
im
p
lem
en
tatio
n
.
At
th
e
ter
tiar
y
lev
el,
Gar
cía
-
Allén
an
d
T
ay
lo
r
[4
8
]
ex
p
lo
r
ed
p
e
r
ce
p
tio
n
s
o
f
f
lip
p
e
d
cla
s
s
r
o
o
m
s
in
Sp
an
is
h
lan
g
u
ag
e
co
u
r
s
es.
T
h
eir
f
in
d
i
n
g
s
s
u
g
g
est
th
at
b
o
th
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
ap
p
r
e
ciate
d
th
e
i
n
cr
ea
s
ed
en
g
ag
em
e
n
t
an
d
au
to
n
o
m
y
p
r
o
v
id
ed
b
y
th
e
f
lip
p
ed
m
o
d
el,
th
o
u
g
h
th
ey
f
ac
e
d
in
itial
ad
j
u
s
tm
en
t
ch
allen
g
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
lip
p
ed
cla
s
s
r
o
o
m
a
p
p
r
o
a
ch
o
f la
n
g
u
a
g
e
e
d
u
ca
tio
n
:
a
s
ystema
tic
r
ev
iew
(
R
o
h
a
id
a
Ma
z
la
n
)
1241
J
o
s
if
o
v
ić
-
E
lezo
v
ić
[4
9
]
f
u
r
th
er
co
r
r
o
b
o
r
ated
th
ese
p
o
s
itiv
e
p
er
ce
p
tio
n
s
in
a
ca
s
e
s
tu
d
y
in
v
o
lv
in
g
E
FL
s
tu
d
en
ts
in
B
an
ja
L
u
k
a,
wh
e
r
e
f
lip
p
ed
class
r
o
o
m
s
s
ig
n
if
ic
an
tly
en
h
a
n
ce
d
s
tu
d
en
t
m
o
tiv
atio
n
,
en
g
a
g
em
en
t,
an
d
s
atis
f
ac
tio
n
.
Ho
we
v
er
,
s
tu
d
en
ts
ex
p
r
ess
ed
r
elu
ctan
ce
to
war
d
s
a
co
m
p
lete
r
ep
lace
m
en
t
o
f
tr
ad
itio
n
al
lectu
r
es,
in
d
icatin
g
a
p
r
ef
e
r
e
n
ce
f
o
r
a
b
le
n
d
ed
ap
p
r
o
ac
h
th
at
in
co
r
p
o
r
ates
b
o
th
tr
ad
i
tio
n
al
an
d
f
lip
p
e
d
elem
en
ts
.
I
n
ter
n
atio
n
al
co
n
tex
ts
r
ev
ea
l
ad
d
itio
n
al
co
m
p
lex
ities
,
p
ar
ticu
lar
ly
f
o
r
n
o
n
-
n
ati
v
e
s
tu
d
en
ts
.
Sin
g
h
an
d
Hir
an
[
70
]
in
v
esti
g
ated
th
e
ch
allen
g
es
f
ac
ed
b
y
u
n
d
er
g
r
ad
u
ate
in
ter
n
ati
o
n
al
s
tu
d
en
ts
in
Au
s
tr
alian
u
n
iv
er
s
ities
ad
o
p
tin
g
f
lip
p
ed
class
r
o
o
m
s
.
L
an
g
u
ag
e
b
a
r
r
i
er
s
,
d
if
f
icu
lties
with
au
to
n
o
m
o
u
s
lear
n
i
n
g
,
an
d
tech
n
o
lo
g
ical
is
s
u
es
wer
e
p
r
o
m
in
en
t
co
n
ce
r
n
s
.
Hu
n
g
[
51
]
s
im
ilar
ly
n
o
ted
th
at
E
FL
s
tu
d
en
ts
in
Vietn
am
h
ad
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
o
n
lin
e
f
lip
p
ed
class
r
o
o
m
s
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
b
u
t
also
en
co
u
n
ter
ed
ty
p
ical
ch
allen
g
es
r
elate
d
to
t
ec
h
n
o
lo
g
y
a
n
d
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
T
h
ese
s
tu
d
ies
c
o
llectiv
ely
em
p
h
asize
th
e
n
ec
ess
ity
f
o
r
tailo
r
ed
s
u
p
p
o
r
t s
y
s
tem
s
to
ad
d
r
ess
th
e
u
n
iq
u
e
n
ee
d
s
o
f
d
iv
e
r
s
e
s
tu
d
en
t p
o
p
u
la
tio
n
s
.
I
n
ter
m
s
o
f
teac
h
er
p
er
s
p
ec
tiv
es,
W
an
g
[
71
]
h
ig
h
lig
h
te
d
th
e
r
o
le
o
f
teac
h
er
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t
in
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
f
lip
p
ed
cl
ass
r
o
o
m
s
.
T
h
e
in
teg
r
atio
n
o
f
s
o
cial
n
etwo
r
k
in
g
p
latf
o
r
m
s
ca
n
en
h
a
n
ce
th
ese
asp
ec
ts
b
y
p
r
o
v
id
in
g
n
ew
co
m
m
u
n
icatio
n
a
n
d
in
ter
ac
tio
n
o
p
p
o
r
tu
n
ities
.
Fer
n
an
d
ez
-
C
ar
b
allo
[
52
]
ec
h
o
ed
th
ese
s
en
tim
en
ts
,
f
in
d
in
g
t
h
at
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
s
ch
o
o
l
E
FL
teac
h
er
s
in
Sp
ain
v
alu
ed
th
e
f
lip
p
ed
cl
ass
r
o
o
m
m
o
d
el
f
o
r
its
ab
ilit
y
to
f
o
s
ter
cr
itical
2
1
s
t
-
ce
n
t
u
r
y
s
k
ills
s
u
ch
as
co
m
m
u
n
icatio
n
,
co
llab
o
r
atio
n
,
cr
ea
tiv
ity
,
an
d
cr
itical
th
in
k
i
n
g
.
T
h
e
e
v
o
lv
in
g
lan
d
s
ca
p
e
o
f
f
lip
p
ed
class
r
o
o
m
s
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
co
n
tin
u
o
u
s
r
esear
ch
a
n
d
a
d
ap
tatio
n
.
Ho
q
u
e
et
a
l
.
[
54
]
id
en
tifie
d
a
g
r
o
win
g
b
o
d
y
o
f
ev
id
en
ce
s
u
p
p
o
r
tin
g
t
h
e
b
e
n
ef
its
o
f
f
lip
p
e
d
class
r
o
o
m
s
i
n
E
FL
co
n
tex
ts
,
th
o
u
g
h
th
e
y
ca
ll
ed
f
o
r
m
o
r
e
s
tu
d
ies
to
ad
d
r
ess
th
e
s
p
ec
if
ic
ch
al
len
g
es
an
d
o
p
p
o
r
t
u
n
ities
with
in
th
is
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
.
R
esear
ch
by
Gr
o
m
o
g
laso
v
a
et
a
l
.
[
5
3
]
r
e
in
f
o
r
ce
d
th
e
im
p
o
r
ta
n
ce
o
f
l
ev
er
ag
in
g
d
ig
ital
t
o
o
ls
to
e
n
h
an
ce
th
e
f
lip
p
e
d
class
r
o
o
m
ex
p
er
ien
ce
,
p
ar
ticu
l
ar
ly
in
d
e
v
elo
p
in
g
ess
en
tial sk
ills
f
o
r
th
e
m
o
d
e
r
n
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
I
n
co
n
clu
s
io
n
,
f
lip
p
ed
class
r
o
o
m
s
h
av
e
d
em
o
n
s
tr
ated
co
n
s
id
er
ab
le
p
o
ten
tial
f
o
r
en
h
an
ci
n
g
ed
u
ca
tio
n
al
o
u
tco
m
es
ac
r
o
s
s
d
if
f
er
en
t
co
n
tex
ts
.
Desp
ite
th
e
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
,
ch
allen
g
es
r
elate
d
to
tech
n
o
lo
g
y
ac
ce
s
s
,
s
tu
d
en
t
au
to
n
o
m
y
,
an
d
th
e
n
ee
d
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
er
s
is
t.
Ad
d
r
ess
in
g
th
ese
is
s
u
es
th
r
o
u
g
h
tar
g
et
ed
s
u
p
p
o
r
t
an
d
in
f
r
astru
ctu
r
e
im
p
r
o
v
em
e
n
ts
will
b
e
cr
u
cial
to
o
p
tim
izin
g
th
e
ef
f
ec
tiv
en
ess
o
f
f
lip
p
ed
class
r
o
o
m
s
.
I
n
co
r
p
o
r
atin
g
t
h
ese
f
in
d
in
g
s
in
to
ed
u
ca
tio
n
a
l
p
r
ac
tice
an
d
p
o
licy
will
en
s
u
r
e
th
at
n
ec
ess
ar
y
r
eso
u
r
ce
s
an
d
tr
ain
in
g
ar
e
p
r
o
v
id
ed
t
o
s
u
p
p
o
r
t
b
o
th
s
tu
d
en
ts
an
d
teac
h
e
r
s
in
n
a
v
ig
atin
g
th
e
f
lip
p
e
d
class
r
o
o
m
m
o
d
el,
u
ltima
tely
co
n
tr
ib
u
tin
g
to
m
o
r
e
ef
f
ec
tiv
e
an
d
eq
u
itab
le
lear
n
in
g
ex
p
er
ien
ce
s
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
.
3
.
3
.
T
hem
e
3
:
o
utc
o
m
es a
nd
ef
f
ec
t
iv
eness
o
f
f
lip
ped c
la
s
s
ro
o
m
a
pp
ro
a
ches
T
h
e
im
p
lem
en
tatio
n
o
f
f
lip
p
e
d
class
r
o
o
m
m
o
d
els
(
FC
M)
h
as
d
em
o
n
s
tr
ated
s
u
b
s
tan
tial
b
en
ef
its
in
en
h
an
cin
g
v
ar
i
o
u
s
asp
ec
ts
o
f
lan
g
u
ag
e
lear
n
in
g
,
as
ev
id
e
n
ce
d
b
y
m
u
ltip
le
s
tu
d
ies.
Ka
y
a
[5
7
]
f
o
u
n
d
th
at
u
tili
zin
g
FC
M
in
f
o
u
r
th
-
g
r
ad
e
T
u
r
k
is
h
lan
g
u
ag
e
less
o
n
s
s
ig
n
if
ican
tly
d
e
v
elo
p
ed
s
tu
d
e
n
ts
'
b
asic
lan
g
u
ag
e
s
k
ills
.
T
h
e
ac
tio
n
r
esear
c
h
,
c
o
n
d
u
cte
d
o
v
er
n
in
e
wee
k
s
,
r
ev
ea
led
p
o
s
itiv
e
o
u
tco
m
es
n
o
t
o
n
ly
in
la
n
g
u
a
g
e
s
k
ills
b
u
t
also
in
co
g
n
itiv
e,
a
f
f
ec
tiv
e,
p
s
y
ch
o
m
o
to
r
,
an
d
s
o
cial
co
m
p
ete
n
cies.
Mo
r
e
o
v
e
r
,
im
p
r
o
v
em
e
n
ts
in
class
r
o
o
m
m
an
ag
em
en
t
an
d
r
ed
u
ctio
n
s
in
b
eh
av
i
o
r
al
is
s
u
es
wer
e
n
o
ted
.
Po
s
itiv
e
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
en
ts
,
teac
h
er
s
,
an
d
p
ar
en
ts
f
u
r
th
er
u
n
d
e
r
s
co
r
ed
t
h
e
ef
f
ec
tiv
e
n
e
s
s
o
f
FC
M
in
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t.
I
n
th
e
co
n
te
x
t
o
f
E
FL
lear
n
in
g
,
Sam
ad
i
et
a
l
.
[5
8
]
h
ig
h
lig
h
te
d
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
f
FC
M
o
n
s
elf
-
r
eg
u
lated
lear
n
in
g
s
tr
ateg
i
es
an
d
h
ig
h
e
r
-
o
r
d
er
th
in
k
in
g
s
k
ills
.
T
h
e
s
tu
d
y
in
v
o
lv
e
d
E
FL
lear
n
er
s
f
r
o
m
two
p
r
iv
ate
lan
g
u
ag
e
i
n
s
titu
tes
in
I
r
an
,
d
em
o
n
s
tr
atin
g
t
h
at
FC
M
p
r
o
m
o
tes
co
g
n
itiv
e
a
n
d
m
eta
-
c
o
g
n
itiv
e
co
m
p
eten
ce
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
FC
M
en
h
an
ce
s
s
t
u
d
en
ts
'
ab
ilit
ies
to
ev
alu
ate,
a
n
aly
ze
,
an
d
cr
ea
te,
th
u
s
f
o
s
ter
in
g
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
Similar
ly
,
Z
h
o
n
g
[
61
]
em
p
h
asized
t
h
e
p
iv
o
tal
f
ac
t
o
r
s
co
n
tr
ib
u
tin
g
to
FC
M
'
s
in
f
lu
en
ce
o
n
s
tu
d
e
n
ts
'
s
elf
-
r
eg
u
lated
lear
n
in
g
an
d
E
FL
s
p
ea
k
in
g
co
m
p
ete
n
ce
,
id
e
n
tify
in
g
b
o
th
s
tu
d
en
t
-
r
elate
d
f
ac
to
r
s
(
lear
n
in
g
s
ty
le,
in
ter
est,
an
d
co
n
f
id
e
n
ce
)
an
d
class
r
o
o
m
-
r
elate
d
f
ac
to
r
s
(
d
e
s
ig
n
,
co
n
ten
t,
an
d
in
s
tr
u
ctio
n
q
u
ality
)
as c
r
u
cial
elem
en
ts
.
I
n
h
ig
h
e
r
ed
u
ca
ti
o
n
,
th
e
i
n
teg
r
atio
n
o
f
FC
M
with
m
o
d
er
n
tech
n
o
lo
g
ies
h
as
b
ee
n
s
h
o
wn
to
b
e
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
an
d
cr
itical
th
in
k
in
g
s
k
ills
.
L
iu
an
d
Z
h
an
g
[
60
]
c
o
n
d
u
cted
a
q
u
asi
-
ex
p
er
im
e
n
tal
s
tu
d
y
co
m
p
ar
in
g
tr
ad
itio
n
al
in
s
tr
u
ctio
n
with
a
W
e
C
h
at
-
b
ased
FC
M
in
an
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
co
u
r
s
e.
T
h
e
r
esu
l
ts
in
d
icate
d
th
at
th
e
FC
M
s
i
g
n
if
ican
tly
e
n
h
an
ce
d
s
tu
d
en
t
ac
h
iev
em
en
ts
an
d
h
ig
h
er
-
o
r
d
e
r
th
in
k
i
n
g
s
k
ills
,
s
u
ch
as
cr
itical
th
in
k
in
g
an
d
p
r
o
b
le
m
-
s
o
lv
in
g
.
T
h
is
s
tu
d
y
p
r
o
v
i
d
es
em
p
ir
ical
ev
id
en
ce
s
u
p
p
o
r
tin
g
th
e
u
s
e
o
f
s
o
cial
s
o
f
twar
e
to
en
h
a
n
ce
ed
u
ca
tio
n
al
o
u
tco
m
es.
Ad
d
iti
o
n
ally
,
Yu
lian
[
66
]
ex
p
lo
r
ed
th
e
en
h
a
n
ce
m
en
t
o
f
cr
itical
r
ea
d
in
g
an
d
th
in
k
i
n
g
s
k
ills
in
E
FL
lear
n
er
s
th
r
o
u
g
h
FC
M,
s
h
o
win
g
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
ac
cu
r
ac
y
,
clar
ity
,
p
r
ec
is
io
n
,
d
ep
th
,
r
elev
an
ce
,
a
n
d
l
o
g
ic,
t
h
u
s
p
r
o
m
o
tin
g
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
E
x
ten
s
iv
e
r
esear
ch
h
as
d
em
o
n
s
tr
ated
th
e
ef
f
ec
tiv
en
ess
o
f
FC
M
in
d
ev
elo
p
in
g
s
p
ec
if
ic
lan
g
u
ag
e
s
k
ills
.
Par
ati
et
a
l
.
[
65
]
ass
ess
ed
th
e
im
p
ac
t
o
f
FC
M
o
n
p
r
im
ar
y
p
u
p
ils
'
E
n
g
lis
h
lear
n
in
g
p
er
f
o
r
m
an
ce
in
Ma
lay
s
ia,
f
in
d
in
g
m
o
d
er
ate
p
o
s
itiv
e
co
r
r
elatio
n
s
with
im
p
r
o
v
em
en
ts
in
lis
ten
in
g
,
s
p
ea
k
in
g
,
r
ea
d
in
g
,
an
d
wr
itin
g
s
k
ills
.
T
h
is
s
tu
d
y
h
ig
h
lig
h
ted
th
e
v
alu
e
o
f
FC
M
in
p
r
o
v
id
in
g
a
n
alter
n
ativ
e
ap
p
r
o
ac
h
to
en
h
an
ce
s
ec
o
n
d
lan
g
u
ag
e
ed
u
ca
tio
n
.
Similar
ly
,
Hass
an
et
a
l
.
[
59
]
in
teg
r
ated
FC
M
with
t
h
e
s
y
n
er
g
y
m
o
d
el
Evaluation Warning : The document was created with Spire.PDF for Python.
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14
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20
25
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1
2
3
5
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1
2
4
5
1242
an
d
b
r
ai
n
-
b
ased
lear
n
in
g
to
cr
ea
te
an
E
n
g
lis
h
f
o
r
s
p
ec
if
ic
p
u
r
p
o
s
es
(
E
SP
)
en
v
ir
o
n
m
en
t,
aid
in
g
in
th
e
d
ev
elo
p
m
e
n
t o
f
c
r
itical
th
in
k
i
n
g
s
k
ills
an
d
ac
ad
em
ic
s
u
cc
es
s
am
o
n
g
s
tu
d
en
ts
.
Ov
er
all,
th
e
i
n
teg
r
atio
n
o
f
FC
M
in
lan
g
u
ag
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
ac
r
o
s
s
v
a
r
io
u
s
ed
u
ca
tio
n
al
lev
els
an
d
co
n
tex
ts
h
as
b
ee
n
s
h
o
wn
to
en
h
an
ce
lan
g
u
ag
e
s
k
ills
,
cr
itical
th
in
k
in
g
,
an
d
s
elf
-
r
eg
u
lated
lear
n
in
g
.
T
h
e
ev
id
en
ce
f
r
o
m
th
ese
s
tu
d
ies
s
u
p
p
o
r
ts
th
e
ad
o
p
tio
n
o
f
FC
M
as
a
v
ia
b
le
in
s
tr
u
ctio
n
al
s
tr
ateg
y
to
im
p
r
o
v
e
ed
u
ca
tio
n
al
o
u
tco
m
es
an
d
f
o
s
ter
a
m
o
r
e
in
ter
ac
tiv
e
an
d
s
tu
d
en
t
-
ce
n
te
r
ed
lear
n
in
g
ex
p
er
ien
ce
.
Giv
en
th
ese
f
in
d
in
g
s
,
it
is
ess
en
tial
to
c
o
n
s
id
er
th
e
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice
a
n
d
p
o
licy
.
Sch
o
o
ls
an
d
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
m
a
y
n
ee
d
to
in
v
est
in
t
h
e
n
ec
ess
ar
y
in
f
r
astru
ctu
r
e,
tech
n
o
l
o
g
y
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
to
s
u
p
p
o
r
t
th
e
e
f
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
F
C
M.
Ad
d
itio
n
ally
,
ed
u
ca
tio
n
a
l
p
o
licies
co
u
ld
b
e
ad
ap
ted
to
en
c
o
u
r
a
g
e
th
e
in
te
g
r
atio
n
o
f
f
lip
p
e
d
class
r
o
o
m
m
o
d
els,
en
s
u
r
in
g
t
h
at
teac
h
er
s
an
d
s
tu
d
en
ts
ar
e
eq
u
ip
p
e
d
with
th
e
to
o
ls
an
d
r
e
s
o
u
r
ce
s
n
ee
d
ed
t
o
m
ax
im
ize
t
h
e
b
en
ef
its
o
f
th
is
in
n
o
v
ativ
e
ap
p
r
o
ac
h
.
4.
CO
NCLU
SI
O
N
T
h
e
i
n
te
g
r
at
io
n
o
f
ad
v
an
ce
d
t
ec
h
n
o
l
o
g
i
ca
l
t
o
o
ls
i
n
f
li
p
p
e
d
cl
ass
r
o
o
m
e
n
v
ir
o
n
m
e
n
ts
,
s
u
ch
as
Me
ta
v
er
s
e
p
la
tf
o
r
m
s
,
AR
G
,
MO
OC
s
,
a
n
d
A
I
t
o
o
ls
li
k
e
C
h
atG
PT
,
h
as
s
i
g
n
if
i
ca
n
t
ly
e
n
h
a
n
c
ed
e
d
u
ca
ti
o
n
al
o
u
tc
o
m
es
b
y
i
m
p
r
o
v
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n
g
a
ca
d
e
m
ic
a
ch
ie
v
e
m
e
n
t
,
en
g
a
g
em
en
t
,
a
n
d
m
o
ti
v
a
ti
o
n
a
cr
o
s
s
v
a
r
i
o
u
s
co
n
t
ex
ts
.
T
h
es
e
tec
h
n
o
lo
g
i
es
h
a
v
e
d
e
m
o
n
s
t
r
a
t
ed
e
f
f
e
cti
v
e
n
ess
in
f
o
s
te
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d
ee
p
e
r
u
n
d
e
r
s
t
an
d
i
n
g
,
s
elf
-
r
e
g
u
late
d
l
ea
r
n
in
g
,
a
n
d
cr
i
tic
al
th
in
k
i
n
g
,
p
a
r
ti
cu
la
r
l
y
in
la
n
g
u
ag
e
lea
r
n
i
n
g
.
T
h
is
s
y
s
tem
ati
c
r
e
v
i
ew,
w
h
ic
h
e
x
a
m
in
es
t
h
e
im
p
ac
t
o
f
tec
h
n
o
lo
g
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ca
l
en
h
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ce
m
e
n
ts
o
n
t
h
e
e
f
f
ec
ti
v
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n
ess
a
n
d
s
t
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d
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t
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g
a
g
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m
e
n
t
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n
f
li
p
p
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cl
as
s
r
o
o
m
s
,
h
as
s
h
o
w
n
th
a
t
f
r
o
m
j
u
n
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o
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s
ec
o
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d
a
r
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s
ch
o
o
ls
t
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ig
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d
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c
ati
o
n
,
f
li
p
p
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m
s
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v
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t
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ial
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p
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ex
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WL
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f
in
an
cial
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Min
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f
E
d
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tio
n
(
KPM.
B
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(
3
)
)
is
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tially
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f
th
is
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esear
ch
.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
K
r
a
m
l
,
“
A
d
v
a
n
t
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g
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s
a
n
d
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mm
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-
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l
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.
[
2
]
K
.
S
a
m
a
i
l
a
a
n
d
H
.
A
l
-
S
a
marr
a
i
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e
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g
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mes
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n
d
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g
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g
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n
t
,
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o
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a
l
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f
A
p
p
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se
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/
JA
R
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3
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0
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7
3
.
[
3
]
T.
C
.
C
h
a
i
e
t
a
l
.
,
“
S
t
u
d
e
n
t
s’
e
n
g
a
g
e
me
n
t
:
e
m
p
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l
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t
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t
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t
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l
J
o
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l
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.
v
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3
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1
.
[
4
]
W
.
E.
B
.
A
n
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,
D
.
V
.
L.
A
g
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n
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P
.
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me
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e
s
,
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F
l
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p
p
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l
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ssr
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c
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8
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5
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4
9
.
[
5
]
A
.
J.
R
o
j
a
s,
“
En
h
a
n
c
i
n
g
s
t
u
d
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g
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g
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m
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c
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mi
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t
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y
,
”
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o
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r
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a
l
o
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m
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c
s.j
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me
d
.
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c
0
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0
.
[
6
]
L
.
N
.
Q
.
H
u
n
g
,
“
E
F
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s
t
u
d
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n
t
s
’
p
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t
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p
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n
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m
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d
,
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n
t
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a
t
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o
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a
l
J
o
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r
n
a
l
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9
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.
[
7
]
H
.
S
.
S
.
J
.
S
i
n
g
h
,
C
.
K
.
S
.
S
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n
g
h
,
T.
M
.
T
.
M
o
h
t
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r
,
a
n
d
N
.
A
.
M
o
s
t
a
f
a
,
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A
r
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v
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w
o
f
r
e
sea
r
c
h
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n
f
l
i
p
p
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d
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l
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ss
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m
a
p
p
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c
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g
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o
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t
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k
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l
l
s
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E
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g
l
i
s
h
,
”
I
n
t
e
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n
a
t
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o
n
a
l
J
o
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r
n
a
l
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f
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c
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m
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R
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rc
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s
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s
,
v
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l
.
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ss/
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2
.
[
8
]
K
.
K
a
n
t
a
m
a
s,
“
A
ssess
me
n
t
o
f
a
f
l
i
p
p
e
d
c
l
a
ssr
o
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m
:
a
n
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n
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t
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v
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t
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En
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l
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f
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t
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.
[
9
]
M
.
B
.
A
l
g
h
a
sa
b
,
“
F
l
i
p
p
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n
g
t
h
e
w
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t
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n
g
c
l
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s
sr
o
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m:
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o
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d
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l
e
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r
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e
r
s’
p
e
r
c
e
p
t
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o
n
s
,
”
E
n
g
l
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s
h
L
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T
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,
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p
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M
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:
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5
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l
t
.
v
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3
n
4
p
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.
[
1
0
]
M
.
W
a
g
n
e
r
,
A
.
G
e
g
e
n
f
u
r
t
n
e
r
,
a
n
d
D
.
U
r
h
a
h
n
e
,
“
Ef
f
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t
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v
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e
ss
o
f
t
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e
f
l
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p
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m
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t
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c
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m
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t
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n
s
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c
o
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d
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r
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d
u
c
a
t
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o
n
:
a
m
e
t
a
-
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n
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l
y
si
s
,
”
Z
e
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t
sc
h
ri
f
t
f
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r
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a
d
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Psy
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4
.
[
1
1
]
Y
.
T.
H
u
n
g
a
n
d
C
.
J
.
M
a
o
,
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u
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c
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Evaluation Warning : The document was created with Spire.PDF for Python.