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’
p
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e
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u
t
il
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so
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e
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n
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h
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rm
s
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h
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ir
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g
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a
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e
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h
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n
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ted
2
8
8
EF
L
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d
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m
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le
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m
a
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a
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istratio
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rin
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e
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d
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rsity
.
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e
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ies
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s.
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t
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a
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e
rs
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e
ld
e
x
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e
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ti
o
n
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ll
y
p
o
siti
v
e
a
tt
it
u
d
e
s
to
wa
rd
so
c
ial
m
e
d
ia
u
ti
li
z
a
ti
o
n
as
an
e
ffe
c
ti
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g
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a
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ial
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e
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rk
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n
g
sites
a
n
d
so
c
ial
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e
d
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m
a
y
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tailo
re
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e
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a
n
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a
u
d
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rs
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n
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u
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ti
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n
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o
rm
s
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th
e
tas
te
of
m
o
d
e
rn
lea
rn
e
rs.
K
ey
w
o
r
d
s
:
C
o
n
v
en
tio
n
al
in
s
tr
u
ctio
n
E
n
g
ag
em
e
n
t w
ith
s
o
cial
m
ed
i
a
I
n
d
ep
e
n
d
en
t la
n
g
u
ag
e
lear
n
in
g
Self
-
r
eg
u
lated
lear
n
er
s
T
ec
h
-
s
av
v
y
Sau
d
i E
FL
lear
n
er
s
T
h
is
is
an
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r
th
e
CC
BY
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Mo
h
am
m
ad
J
am
s
h
ed
Dep
ar
tm
en
t
of
E
n
g
lis
h
,
C
o
lleg
e
of
Scien
ce
an
d
Hu
m
an
ities
,
Prin
ce
Sattam
B
in
Ab
d
u
laziz
Un
iv
er
s
ity
Al
-
Kh
ar
j,
Sau
d
i
Ar
ab
ia
E
m
ail:
m
.
m
ajee
d
@
p
s
au
.
ed
u
.
s
a
1.
I
NT
RO
D
UCT
I
O
N
Usi
n
g
s
o
cial
m
ed
ia
s
ites
is
i
n
cr
ea
s
in
g
ly
r
ec
o
g
n
ize
d
as
a
cr
u
cial
co
m
p
o
n
en
t
of
m
o
d
er
n
s
o
ciety
,
im
p
ac
tin
g
p
r
ac
tically
ev
e
r
y
as
p
ec
t
of
m
o
d
er
n
life
.
Ov
e
r
th
e
last
s
ev
er
al
y
ea
r
s
,
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL
)
s
tu
d
en
ts
an
d
teac
h
er
s
h
av
e
d
is
p
lay
ed
a
g
r
o
win
g
i
n
ter
est
in
em
p
lo
y
in
g
s
o
cial
m
ed
ia
f
o
r
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
an
d
teac
h
in
g
.
T
o
d
a
y
,
p
r
o
f
ess
io
n
als
f
r
o
m
alm
o
s
t
all
f
ield
s
u
s
e
d
if
f
er
en
t
m
ea
n
s
of
s
o
cial
m
ed
ia
f
o
r
d
if
f
e
r
en
t
ac
ad
em
i
c
p
u
r
p
o
s
es.
E
d
u
ca
to
r
s
an
d
teac
h
er
s
to
d
ay
wid
ely
d
ep
e
n
d
on
th
e
ef
f
icien
t
u
tili
za
tio
n
of
s
o
cial
m
ed
ia
f
o
r
class
r
o
o
m
in
s
tr
u
ctio
n
.
T
h
i
s
wid
er
u
s
e
h
as
led
to
r
ad
ic
al
ch
an
g
es
in
th
e
p
ed
ag
o
g
ical
m
eth
o
d
s
an
d
m
o
d
es
of
in
s
tr
u
ctio
n
.
As
a
r
esu
lt,
th
e
in
teg
r
atio
n
of
s
o
cial
m
e
d
i
a
is
p
lay
in
g
a
v
e
r
y
f
u
n
d
am
e
n
tal
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
lear
n
in
g
b
eh
a
v
io
r
or
ac
h
iev
in
g
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t
[
1
].
As
tr
ad
itio
n
al
class
r
o
o
m
s
s
ev
er
ely
r
estrict
th
e
lear
n
er
s
’
ch
o
ices
an
d
do
not
co
n
f
o
r
m
to
th
e
m
o
d
er
n
tech
n
o
lo
g
y
-
d
r
iv
en
tast
es
of
m
o
d
er
n
lear
n
er
s
,
s
o
cial
m
ed
i
a
an
d
s
o
cial
n
etwo
r
k
in
g
s
ites
h
av
e
em
er
g
ed
as
p
o
ten
tially
tr
an
s
f
o
r
m
ativ
e
t
o
o
ls
in
th
e
ed
u
ca
tio
n
al
s
ec
to
r
[
2
].
Mo
r
e
o
v
er
,
th
ey
ar
e
more
a
cc
o
m
m
o
d
atin
g
a
n
d
f
u
lf
illi
n
g
to
th
e
tast
es
of
ch
an
g
ed
tim
es.
T
h
ey
ar
e
o
f
f
er
i
n
g
n
ew
o
p
p
o
r
tu
n
ities
an
d
f
r
esh
a
v
en
u
es
of
lear
n
in
g
an
d
teac
h
in
g
,
en
s
u
r
in
g
th
e
p
ar
ticip
atio
n
an
d
in
v
o
lv
em
e
n
t
of
s
tu
d
en
ts
,
p
ee
r
s
,
an
d
teac
h
er
s
[
3
].
T
h
e
u
s
e
of
s
o
cial
m
ed
ia
is
g
ettin
g
f
u
r
th
e
r
ac
ce
ler
ated
an
d
b
ec
o
m
in
g
an
im
p
o
r
tan
t
m
e
an
s
of
in
s
tr
u
ct
io
n
an
d
e
d
u
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
in
g
S
a
u
d
i le
a
r
n
ers
’
en
g
a
g
eme
n
t wi
th
s
o
cia
l m
ed
ia
in
E
n
g
lis
h
cla
s
s
r
o
o
ms
(
Mo
h
a
mma
d
Ja
msh
ed
)
2451
So
cial
m
ed
ia
r
ef
er
s
to
in
n
o
v
at
io
n
s
th
at
e
n
ab
le
im
m
ed
iate
c
o
m
m
u
n
icatio
n
an
d
s
wif
t
s
h
ar
in
g
of
u
p
d
ates
d
etails,
in
f
o
r
m
atio
n
,
a
n
d
f
ac
ts
am
o
n
g
v
ar
io
u
s
s
tak
eh
o
l
d
er
s
.
It
in
clu
d
es
tex
t
m
ess
ag
es
u
s
in
g
p
h
o
n
e
-
n
etwo
r
k
in
g
s
ites
lik
e
Face
b
o
o
k
[
4
].
It
also
r
ef
er
s
to
a
n
y
c
o
m
p
u
ter
-
ass
is
t
ed
tech
n
o
lo
g
y
th
at
allo
ws
th
e
ex
c
h
an
g
in
g
of
in
f
o
r
m
atio
n
,
id
ea
s
,
p
ar
ticip
atio
n
,
an
d
in
v
o
lv
em
e
n
t
in
lear
n
in
g
.
W
ith
th
e
h
elp
of
th
ese
s
er
v
ices,
lear
n
in
g
b
ec
o
m
es
ea
s
ier
an
d
p
a
r
ticip
ativ
e,
an
d
th
e
lear
n
er
s
b
ec
o
m
e
in
d
ep
en
d
e
n
t
lear
n
e
r
s
.
T
h
e
s
tu
d
e
n
ts
lear
n
n
ew
id
ea
s
an
d
d
is
cu
s
s
th
em
with
th
eir
p
e
er
s
r
esu
ltin
g
in
s
elf
-
r
eg
u
lated
l
ea
r
n
in
g
.
As
t
h
e
ac
q
u
is
i
ti
o
n
of
la
n
g
u
a
g
es
is
a
s
o
c
ial
t
r
a
n
s
a
cti
o
n
t
h
at
r
e
q
u
i
r
es
e
n
g
a
g
e
m
e
n
t
a
n
d
i
n
te
r
ac
ti
o
n
,
m
u
lti
p
l
e
t
h
e
o
r
eti
ca
l
c
o
n
ce
p
ts
u
n
d
er
p
i
n
an
d
s
u
p
p
o
r
t
t
h
e
im
p
lem
en
tat
io
n
of
s
o
cia
l
m
ed
ia
in
E
F
L
c
lass
r
o
o
m
s
.
Vy
g
o
ts
k
y
s
o
c
io
cu
lt
u
r
al
t
h
e
o
r
y
[
5
]
,
w
h
ic
h
v
ie
ws
la
n
g
u
a
g
e
a
cq
u
i
r
i
n
g
as
a
s
o
ci
al
p
r
o
ce
s
s
,
s
u
p
p
o
r
ts
th
e
u
tili
za
ti
o
n
of
s
o
c
ial
m
e
d
ia
as
it
r
eq
u
i
r
es
co
lla
b
o
r
ati
o
n
a
n
d
en
g
ag
e
m
e
n
t
wit
h
o
t
h
e
r
s
.
Si
m
i
la
r
l
y
,
K
r
as
h
e
n
[
6
]
in
p
u
t
h
y
p
o
t
h
es
is
e
m
p
h
asiz
es
t
h
a
t
le
ar
n
e
r
s
l
ea
r
n
la
n
g
u
a
g
e
by
h
ea
r
i
n
g
u
n
d
e
r
s
t
an
d
a
b
le
i
n
p
u
t
s
li
g
h
t
ly
h
i
g
h
e
r
t
h
a
n
t
h
e
ir
lev
el
.
Po
s
ts
,
v
i
d
e
o
s
,
a
n
d
d
e
b
ates
on
s
o
c
ial
m
e
d
i
a
o
f
f
e
r
li
n
g
u
is
tic
in
p
u
t
.
I
n
f
o
r
m
at
io
n
s
l
ig
h
tl
y
h
i
g
h
er
th
a
n
lea
r
n
e
r
s
’
le
v
el
of
p
r
o
f
ic
ie
n
c
y
en
ab
les
t
h
em
to
l
ea
r
n
w
h
il
e
u
n
d
e
r
s
ta
n
d
i
n
g
.
R
y
a
n
[
7
]
s
elf
-
d
ete
r
m
in
ati
o
n
t
h
e
o
r
y
ass
er
ts
t
h
at
i
n
h
e
r
e
n
t
m
o
ti
v
at
io
n
a
n
d
au
to
n
o
m
y
i
n
c
r
e
ase
l
a
n
g
u
a
g
e
l
ea
r
n
i
n
g
en
g
ag
em
en
t.
As
s
o
ci
al
m
ed
ia
u
s
a
g
e
in
E
F
L
cl
ass
r
o
o
m
s
o
f
f
er
s
l
ea
r
n
e
r
s
an
o
p
p
o
r
t
u
n
it
y
wh
e
r
e
t
h
e
y
ca
n
s
h
a
r
e
a
n
d
e
n
g
a
g
e
w
ith
t
h
e
ir
f
r
ie
n
d
s
in
lea
r
n
i
n
g
a
n
d
e
x
c
h
a
n
g
e
of
i
d
e
as,
t
h
is
o
f
f
er
s
an
alt
e
r
n
ati
v
e
m
o
d
e
of
i
n
s
t
r
u
ct
io
n
a
n
d
l
ea
r
n
i
n
g
.
Mu
ltip
le
s
tu
d
ies
h
av
e
b
ee
n
c
ar
r
ied
o
u
t
to
ex
am
i
n
e
th
e
in
c
r
ea
s
in
g
in
teg
r
atio
n
of
s
o
cial
m
ed
ia
f
o
r
E
FL/
E
n
g
lis
h
as
a
s
ec
o
n
d
la
n
g
u
ag
e
(
E
SL)
in
s
tr
u
ctio
n
a
n
d
lear
n
in
g
.
Fo
r
ex
am
p
le
,
Allam
a
n
d
E
l
y
as
[
8
]
ar
g
u
e
d
th
at
s
o
cial
m
ed
ia
an
d
tech
n
o
lo
g
ical
aid
s
h
a
d
tr
a
n
s
f
o
r
m
e
d
h
o
w
p
eo
p
le
lear
n
e
d
lan
g
u
ag
es
an
d
c
o
m
m
u
n
icate
d
with
one
an
o
th
e
r
,
lea
d
in
g
to
co
llab
o
r
ativ
e
in
tellig
en
ce
-
s
u
p
p
o
r
ted
g
r
o
u
p
s
of
lea
r
n
er
s
.
Q
u
an
titativ
e
s
tu
d
y
was
ca
r
r
ied
o
u
t
on
75
r
a
n
d
o
m
l
y
s
elec
ted
m
ale
an
d
f
em
ale
in
s
tr
u
cto
r
s
f
r
o
m
two
Sau
d
i
in
s
titu
tio
n
s
of
h
i
g
h
e
r
lear
n
in
g
.
T
h
e
r
esu
lts
r
ev
ea
led
th
at
m
o
s
t
Sau
d
i
Ar
ab
ian
tea
ch
er
s
co
n
s
id
er
ed
s
o
cial
m
ed
ia
as
a
h
ig
h
ly
u
s
ef
u
l
E
n
g
lis
h
lan
g
u
a
g
e
teac
h
in
g
(
E
L
T
)
to
o
l.
Ho
wev
er
,
t
h
e
s
tu
d
y
ad
v
is
ed
ag
ain
s
t
f
r
ee
s
o
cial
m
ed
ia
u
s
ag
e
a
n
d
ad
v
o
ca
ted
co
n
tr
o
lled
u
s
e
in
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
h
as
s
o
m
e
l
im
itatio
n
s
,
one
of
wh
ich
is
th
a
t
it
r
estricte
d
it
s
elf
to
75
s
tu
d
e
n
ts
f
r
o
m
two
d
if
f
er
en
t
Sau
d
i
u
n
iv
er
s
ities
.
Fu
tu
r
e
r
esear
ch
er
s
m
a
y
ex
p
an
d
it
to
in
clu
d
e
m
o
r
e
r
esp
o
n
d
en
ts
f
r
o
m
more
u
n
iv
er
s
ities
wh
ich
will
b
r
in
g
ab
o
u
t
f
r
esh
p
er
s
p
ec
tiv
es
f
r
o
m
lear
n
er
s
an
d
en
h
an
ce
th
e
r
eliab
ilit
y
of
th
e
s
tu
d
y
.
Do
n
e
lan
[
9
]
talk
e
d
a
b
o
u
t
how
s
o
cial
m
ed
ia
c
o
u
ld
be
u
s
ed
p
r
o
f
ess
io
n
ally
with
a
s
p
ec
ial
f
o
cu
s
on
its
u
s
e
by
ac
ad
em
ician
s
in
th
e
c
o
n
tex
t
of
th
e
UK
to
co
n
tr
ib
u
te
to
ca
r
ee
r
p
r
o
g
r
ess
io
n
s
a
n
d
n
etwo
r
k
in
g
o
p
p
o
r
tu
n
ities
.
T
h
e
s
tu
d
y
in
v
esti
g
ated
s
o
cial
m
ed
ia
u
s
e
v
ia
in
ter
v
iewin
g
an
d
s
u
r
v
ey
s
.
It
f
o
u
n
d
th
at
th
e
n
u
m
b
er
of
m
o
tiv
atio
n
s
an
d
co
n
s
eq
u
e
n
ce
s
of
s
o
cial
m
ed
ia
u
s
e
in
cr
ea
s
ed
with
th
e
in
cr
ea
s
e
in
ac
tiv
ity
.
Ho
wev
er
,
s
h
o
r
tag
es
of
tim
e
an
d
ex
p
er
tis
e
wer
e
f
o
u
n
d
to
im
p
ed
e
s
o
cial
m
e
d
ia
u
tili
za
tio
n
.
T
h
e
s
tu
d
y
s
u
g
g
ested
p
r
ac
tical
lear
n
in
g
,
s
u
c
h
as
p
r
ac
tice
in
ter
ac
tio
n
,
an
d
i
n
s
titu
tio
n
-
wid
e
d
is
cu
s
s
io
n
s
r
eg
ar
d
in
g
s
o
cial
m
ed
ia
m
ar
k
etin
g
f
o
r
en
h
a
n
cin
g
s
tu
d
e
n
ts
’
en
g
ag
em
en
t.
T
h
e
s
tu
d
y
co
n
tr
ib
u
ted
im
m
e
n
s
ely
by
in
v
est
ig
atin
g
how
s
o
cial
m
ed
ia
co
u
ld
s
u
p
p
o
r
t
h
ig
h
er
e
d
u
ca
tio
n
an
d
im
p
r
o
v
e
an
d
h
elp
s
ch
o
lar
s
.
Nev
er
th
eless
,
it
la
ck
ed
a
d
is
cu
s
s
io
n
of
th
e
p
r
o
b
lem
s
an
d
d
if
f
ic
u
lties
of
s
o
cial
m
ed
ia
u
s
ag
e.
Fu
tu
r
e
s
t
u
d
ies
m
ay
in
v
esti
g
ate
th
is
asp
ec
t
of
s
o
cial
m
ed
ia
u
s
ag
e
in
th
e
B
r
itis
h
co
n
tex
t.
R
esear
ch
b
y
T
k
áč
o
v
á
et
a
l.
[
10
]
in
v
esti
g
ated
t
h
e
s
o
cial
m
e
d
ia
s
ig
n
if
ican
ce
f
o
r
am
u
s
em
e
n
t,
leis
u
r
e,
co
m
m
u
n
icatio
n
,
an
d
ed
u
ca
tio
n
,
an
d
f
o
r
p
r
o
m
o
tin
g
s
u
s
tain
ed
well
-
b
ein
g
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
lear
n
er
s
in
ce
n
tr
al
Slo
v
ak
ia
(
p
r
ev
io
u
s
ly
C
ze
ch
o
s
lo
v
ak
ia)
d
u
r
in
g
th
e
p
an
d
em
ic.
T
h
e
r
esear
ch
u
tili
ze
d
a
q
u
esti
o
n
n
ai
r
e
an
d
a
s
tr
u
ctu
r
ed
in
ter
v
iew
to
s
h
o
w
u
n
ex
p
ec
ted
c
h
an
g
es
in
o
p
i
n
io
n
s
,
s
tu
d
e
n
t
an
d
teac
h
e
r
s
c
h
ed
u
les,
an
d
o
n
lin
e
p
r
o
d
u
ce
r
s
.
It
was
r
ev
ea
led
th
at
s
o
cial
m
ed
ia
tr
ig
g
e
r
ed
p
er
s
o
n
al
in
ter
ests
,
in
ter
p
er
s
o
n
al
co
n
n
ec
tiv
ity
a
n
d
co
m
m
u
n
icatio
n
,
m
o
tiv
atio
n
,
an
d
o
n
lin
e
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
h
o
ld
s
im
p
licatio
n
s
f
o
r
th
o
s
e
in
ter
ested
in
u
n
d
er
s
tan
d
i
n
g
th
e
ef
f
ec
tiv
e
u
s
e
of
tech
n
o
lo
g
y
f
o
r
ac
ad
em
i
c
p
u
r
p
o
s
es
in
u
n
u
s
u
al
an
d
ch
allen
g
in
g
tim
es.
As
th
is
s
tu
d
y
m
er
ely
talk
s
ab
o
u
t
how
s
o
cial
m
ed
ia
b
ec
am
e
a
v
i
tal
m
ea
n
s
of
en
ter
tain
m
en
t
an
d
p
leasu
r
e
f
o
r
well
well
-
b
ein
g
of
y
o
u
n
g
s
ter
s
,
it
f
ails
to
ad
d
r
ess
s
o
cial
m
ed
ia
’
s
u
s
ef
u
ln
ess
f
o
r
E
FL
i
n
s
tr
u
ctio
n
an
d
lear
n
in
g
.
Fu
tu
r
e
s
tu
d
ies
m
ay
ex
p
lo
r
e
t
h
is
asp
ec
t
f
r
o
m
s
tu
d
en
ts
’
p
er
s
p
e
ctiv
es.
B
o
ca
[
11
]
talk
ed
ab
o
u
t
lear
n
er
s
’
attitu
d
es
an
d
b
eh
av
io
r
t
o
war
d
o
n
lin
e
e
d
u
ca
tio
n
d
u
r
in
g
th
e
p
an
d
em
i
c
at
a
R
o
m
an
ian
u
n
i
v
er
s
ity
.
T
h
e
s
tu
d
y
,
u
s
in
g
a
q
u
esti
o
n
n
air
e
d
iv
id
ed
in
to
f
o
u
r
p
a
r
ts
to
ex
am
i
n
e
s
tu
d
en
ts
’
n
ee
d
s
,
in
d
iv
id
u
al
ch
ar
ac
ter
is
tics
,
k
n
o
wled
g
e
of
u
s
in
g
o
n
lin
e
s
ites
,
an
d
th
eir
ch
o
ices
f
o
r
o
n
lin
e
m
o
d
e
of
in
s
tr
u
ctio
n
,
f
o
u
n
d
th
at
o
n
lin
e
in
s
tr
u
ctio
n
al
mode
d
u
r
in
g
t
h
e
p
an
d
e
m
ic
was
u
s
ef
u
l
f
o
r
7
8
%
of
lear
n
e
r
s
.
T
h
o
u
g
h
o
n
lin
e
lear
n
in
g
was
u
n
d
es
ir
ab
le
f
o
r
s
tu
d
en
ts
,
th
ey
p
r
ef
er
r
ed
o
n
lin
e
ass
ess
m
en
t.
T
h
e
r
esear
ch
s
u
g
g
ests
m
atch
in
g
m
eth
o
d
s
of
lear
n
in
g
to
th
e
ex
p
ec
tatio
n
s
an
d
tast
es
of
th
e
n
ew
g
en
er
atio
n
.
As
it
is
s
itu
atio
n
-
s
p
ec
if
ic
r
esear
ch
,
f
u
tu
r
e
s
tu
d
ies
co
u
ld
in
v
esti
g
ate
how
to
h
an
d
le
s
o
cial
m
ed
ia
s
tr
ess
in
e
v
er
y
d
a
y
life
.
I
o
n
escu
et
a
l.
[
12
]
e
x
am
in
ed
how
th
e
ep
id
em
ic
le
d
R
o
m
an
i
an
teac
h
er
s
an
d
s
tu
d
e
n
ts
to
ad
o
p
t
o
n
lin
e
lear
n
in
g
.
Qu
esti
o
n
n
air
es
wer
e
u
tili
ze
d
to
an
aly
ze
th
e
p
s
y
ch
o
lo
g
ical
im
p
ac
ts
of
s
o
cial
alien
atio
n
an
d
o
n
lin
e
ed
u
ca
tio
n
on
m
id
d
le,
h
ig
h
,
a
n
d
u
n
iv
er
s
ity
s
tu
d
e
n
ts
,
in
s
tr
u
cto
r
s
,
an
d
p
ar
e
n
ts
.
T
h
e
s
tu
d
y
ad
v
is
es
p
ar
en
ts
an
d
in
s
tr
u
cto
r
s
to
m
o
n
ito
r
s
tu
d
e
n
ts
.
T
ea
ch
er
s
,
p
ar
en
ts
,
a
n
d
s
tu
d
en
ts
h
a
v
e
e
x
am
in
ed
o
n
lin
e
ed
u
ca
tio
n
,
w
h
ich
m
ak
es
it
r
eliab
le.
Fu
r
th
er
s
tu
d
ies
co
u
ld
alter
th
e
c
o
n
tex
t
f
o
r
f
r
esh
f
in
d
i
n
g
s
.
Xu
e
a
n
d
C
h
u
r
c
h
ill
[1
3
]
e
x
am
in
e
d
th
e
wid
er
ed
u
ca
tio
n
al
p
o
s
s
ib
ilit
ies
of
s
o
cial
m
ed
ia
tech
n
o
lo
g
y
.
Usi
n
g
a
q
u
alitativ
e
s
in
g
le
ca
s
e
s
tu
d
y
,
th
e
s
tu
d
y
ex
am
in
ed
way
s
in
s
tr
u
cto
r
s
in
Ma
in
lan
d
,
C
h
in
a,
in
teg
r
ate
s
o
cial
m
ed
ia
an
d
m
e
d
ia
tech
n
o
l
o
g
y
i
n
to
class
es
at
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
.
3
,
J
u
n
e
20
25
:
2
4
5
0
-
2
4
6
0
2452
u
n
iv
er
s
ities
.
T
h
e
q
u
alitativ
e
c
o
n
ten
t
s
tu
d
y
r
ev
ea
led
f
i
v
e
ed
u
ca
tio
n
al
ad
v
an
tag
es
of
u
s
in
g
s
o
cial
m
ed
ia,
wh
ich
in
clu
d
e
co
n
te
n
t
cr
ea
tio
n
,
s
h
a
r
in
g
an
d
ass
ess
m
en
t
of
r
eso
u
r
ce
s
,
as
well
as
a
m
o
tiv
atin
g
en
v
ir
o
n
m
en
t.
T
h
e
r
esu
lts
in
d
icate
d
th
at
in
s
tr
u
cto
r
s
’
co
n
ce
p
tu
al
f
r
am
ewo
r
k
f
o
r
u
s
in
g
tech
n
o
lo
g
y
s
h
if
ted
as
th
ey
ex
p
er
ien
ce
d
th
e
ad
v
an
tag
es
ass
o
ciate
d
with
its
u
s
e.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
f
o
c
u
s
on
in
co
r
p
o
r
atin
g
more
teac
h
er
s
f
r
o
m
d
if
f
er
e
n
t
co
u
n
tr
ies.
No
o
r
i
et
a
l.
[1
4
]
d
is
co
v
er
ed
th
at
s
o
cial
m
ed
ia
s
u
b
s
tan
tially
af
f
ec
ted
lear
n
in
g
an
d
teac
h
in
g
.
T
h
e
s
tu
d
y
u
s
ed
a
q
u
an
titativ
e
ap
p
r
o
ac
h
to
an
aly
ze
s
o
cial
m
ed
ia
u
s
ag
e
in
E
SL
lear
n
in
g
an
d
teac
h
in
g
,
r
ev
ea
lin
g
th
at
Face
b
o
o
k
an
d
W
h
atsAp
p
ar
e
th
e
m
o
s
t
d
o
m
in
an
t
p
latf
o
r
m
s
.
T
h
e
s
tatis
tica
l
an
aly
s
is
r
e
v
ea
led
th
at
f
em
ale
s
tu
d
en
ts
u
tili
ze
d
s
o
cial
m
e
d
ia
more
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es
t
h
an
m
ale
s
tu
d
en
ts
.
T
h
e
lac
k
of
g
en
e
r
aliza
b
ilit
y
of
th
e
r
esear
ch
s
tan
d
s
out
clea
r
l
y
.
T
h
e
u
p
c
o
m
in
g
s
tu
d
ies
m
ay
d
ea
l
with
th
e
ch
allen
g
es
a
n
d
d
if
f
icu
lties
of
u
s
in
g
s
o
cial
m
ed
ia
in
a
co
u
n
tr
y
t
h
at
lack
s
elec
tr
o
n
ic
in
f
r
astru
ctu
r
e.
In
th
e
last
f
ew
y
ea
r
s
,
it
h
as
in
cr
ea
s
in
g
ly
b
ee
n
o
b
s
er
v
e
d
th
at
co
n
v
en
tio
n
al
m
eth
o
d
s
of
lan
g
u
ag
e
in
s
tr
u
ctio
n
ar
e
lo
s
in
g
th
eir
r
elev
an
ce
an
d
ar
e
in
ca
p
ab
le
of
r
esp
o
n
d
in
g
to
th
e
tast
e
of
tech
-
s
av
v
y
m
o
d
er
n
lear
n
er
s
.
In
Sau
d
i
Ar
ab
ia
wh
e
r
e
alm
o
s
t
th
r
ee
-
f
o
u
r
th
s
of
th
e
p
o
p
u
latio
n
of
Sau
d
i
Ar
a
b
ia
co
m
p
r
is
es
tech
-
s
av
v
y
y
o
u
th
s
,
m
et
h
o
d
s
of
co
n
v
en
tio
n
al
ed
u
ca
tio
n
no
lo
n
g
er
wo
r
k
.
T
h
is
y
o
u
n
g
er
g
en
er
atio
n
im
m
en
s
ely
u
s
es
s
o
cial
m
ed
ia
p
latf
o
r
m
s
f
o
r
d
if
f
er
e
n
t
p
u
r
p
o
s
es.
Ho
wev
er
,
th
e
r
e
ar
e
a
f
ew
s
tu
d
ies
th
at
lo
o
k
e
d
at
th
e
ef
f
icac
y
of
s
o
cial
m
ed
ia
as
a
to
o
l
f
o
r
lear
n
in
g
a
n
d
teac
h
in
g
f
r
o
m
Sau
d
i
E
FL
le
ar
n
er
s
’
p
er
s
p
ec
tiv
e.
T
h
is
d
ef
ic
ien
cy
ca
lls
f
o
r
n
ew
r
esear
ch
to
s
ee
h
o
w
s
o
cial
m
ed
ia
is
ad
d
r
ess
in
g
th
e
ch
a
n
g
e
d
tast
es
of
lear
n
er
s
in
th
e
p
o
s
t
-
p
an
d
em
ic
er
a
an
d
how
it
alter
ed
lea
r
n
in
g
s
itu
atio
n
s
an
d
m
ad
e
lea
r
n
in
g
a
s
elf
-
r
eg
u
lated
b
u
s
in
ess
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
s
ee
k
s
to
u
n
d
er
s
tan
d
Sau
d
i
lear
n
er
s
’
e
n
g
ag
em
e
n
t
with
s
o
cial
m
ed
i
a
p
latf
o
r
m
s
in
E
FL
class
r
o
o
m
s
.
T
h
e
r
esear
c
h
q
u
esti
o
n
s
th
at
n
ee
d
to
be
a
n
s
wer
ed
ar
e:
i)
Ho
w
do
Sau
d
i
E
FL
lear
n
er
s
a
n
d
th
eir
p
ar
en
ts
v
iew
s
o
cial
m
ed
ia
p
latf
o
r
m
s
as
to
o
ls
of
lear
n
in
g
?
ii)
Ho
w
is
Sau
d
i
E
FL
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
of
u
tili
zin
g
s
o
cial
m
ed
ia
p
latf
o
r
m
s
f
o
r
lear
n
in
g
E
n
g
lis
h
?
iii)
Ho
w
do
Sau
d
i
E
FL
lear
n
er
s
v
i
ew
s
o
cial
m
ed
ia
ad
o
p
tio
n
f
o
r
i
n
s
tr
u
ctio
n
in
E
FL
class
r
o
o
m
s
?
iv
)
Ho
w
o
f
ten
do
lear
n
e
r
s
an
d
in
s
tr
u
cto
r
s
in
E
FL
class
es
u
tili
ze
s
o
cial
m
ed
ia?
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Desig
n
T
h
e
s
tu
d
y
u
s
ed
q
u
a
n
titativ
e
an
aly
s
is
as
it
aim
ed
to
u
n
d
e
r
s
tan
d
th
e
p
er
s
p
ec
tiv
es
o
f
b
o
th
le
ar
n
er
s
an
d
teac
h
er
s
.
C
r
eswell
[
15
]
ar
g
u
ed
th
at
th
e
q
u
an
titativ
e
ap
p
r
o
ac
h
was
ap
p
r
o
p
r
iate
f
o
r
r
esear
ch
in
v
o
lv
in
g
n
u
m
er
ical
an
d
s
tatis
tical
f
in
d
in
g
s
.
As
a
r
esu
lt,
th
e
s
tu
d
y
u
tili
ze
d
th
is
m
eth
o
d
to
in
ter
p
r
et
an
d
an
aly
ze
its
f
in
d
in
g
s
.
2
.
2
.
P
a
rt
icipa
nts
’
des
cr
iptio
n
T
ab
le
1
s
h
o
ws
th
e
s
tatis
tical
d
escr
ip
tio
n
of
th
e
r
esp
o
n
d
e
n
ts
.
As
u
n
d
er
g
r
a
d
u
ate
Sau
d
i
E
FL
lear
n
er
s
ar
e
tech
-
s
av
v
y
,
th
e
y
wer
e
ch
o
s
en
to
u
n
d
er
s
tan
d
h
o
w
th
e
i
n
co
r
p
o
r
atio
n
of
s
o
cial
m
ed
ia
p
latf
o
r
m
s
ass
is
ted
th
em
in
im
p
r
o
v
in
g
th
eir
E
n
g
lis
h
s
k
ills
.
288
r
esp
o
n
d
e
n
ts
s
p
ec
ializin
g
in
E
n
g
lis
h
wer
e
s
elec
ted
u
s
in
g
th
e
r
an
d
o
m
s
am
p
lin
g
ap
p
r
o
ac
h
.
T
h
er
e
wer
e
202
m
ale
lear
n
er
s
an
d
80
f
e
m
ale
s
tu
d
en
ts
in
to
tal.
Six
lear
n
er
s
d
id
not
in
d
icate
th
eir
g
en
d
er
.
E
n
g
lis
h
h
as
b
ee
n
am
o
n
g
th
eir
m
a
n
d
ato
r
y
c
o
u
r
s
es
f
o
r
th
e
p
ast
s
ev
en
or
eig
h
t
y
ea
r
s
.
B
ein
g
n
ativ
e
Ar
ab
ic
s
p
ea
k
e
r
s
,
th
ey
lear
n
E
FL
.
2
.
3
.
Da
t
a
c
o
llect
io
n ins
t
rum
ent
Fo
r
d
ata
co
llectio
n
,
a
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
ed
u
s
in
g
m
o
d
if
ied
item
s
f
r
o
m
ea
r
li
er
s
tu
d
ies
[
1
6
]
,
[
1
7
]
.
I
t
h
ad
p
r
im
ar
ily
two
p
ar
ts
.
T
h
e
f
ir
s
t
s
ec
tio
n
f
o
cu
s
ed
o
n
th
e
d
em
o
g
r
a
p
h
ics
o
f
th
e
r
esp
o
n
d
e
n
ts
;
th
e
s
ec
o
n
d
o
n
e
o
n
th
eir
p
er
s
p
ec
ti
v
es
r
eg
ar
d
i
n
g
s
o
cial
m
ed
ia
a
d
o
p
tio
n
as
a
to
o
l
f
o
r
lan
g
u
ag
e
in
s
tr
u
ctio
n
,
t
h
eir
ex
p
er
ien
ce
s
in
E
FL
class
r
o
o
m
s
,
an
d
last
ly
,
th
eir
r
eg
u
lar
u
tili
za
tio
n
o
f
th
ese
p
latf
o
r
m
s
f
o
r
l
an
g
u
ag
e
ac
q
u
is
itio
n
an
d
in
s
tr
u
ctio
n
,
as g
iv
en
i
n
T
a
b
le
2
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
D
e
scri
p
t
i
o
n
G
r
o
u
p
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
2
0
2
7
0
.
1
0
F
e
mal
e
80
2
7
.
8
0
O
t
h
e
r
6
2
.
1
0
Ed
u
c
a
t
i
o
n
a
l
l
e
v
e
l
o
f
t
h
e
p
a
r
t
i
c
i
p
a
n
t
s
Le
v
e
l
5
t
h
t
o
8
t
h
54
1
8
.
8
0
Le
v
e
l
3
r
d
t
o
4
t
h
50
1
7
.
4
0
Le
v
e
l
1
s
t
t
o
3
r
d
1
7
5
6
0
.
8
0
O
t
h
e
r
s
9
3
.
1
0
P
a
r
t
i
c
i
p
a
n
t
's
p
a
r
e
n
t
’
s
e
d
u
c
a
t
i
o
n
P
o
st
g
r
a
d
u
a
t
e
+
75
26
Pre
-
u
n
i
v
e
r
si
t
y
t
o
g
r
a
d
u
a
t
i
o
n
1
4
7
51
M
i
d
d
l
e
sc
h
o
o
l
+
43
1
4
.
9
0
N
o
e
d
u
c
a
t
i
o
n
23
8
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
in
g
S
a
u
d
i le
a
r
n
ers
’
en
g
a
g
eme
n
t wi
th
s
o
cia
l m
ed
ia
in
E
n
g
lis
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2453
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2
.
I
tem
s
r
e
p
r
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Sa
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d
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FL
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s
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e
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g
ag
e
m
en
t
with
s
o
cial
m
ed
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t
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m
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n
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s
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A
N
D
SD
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.
S
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m
y
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g
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i
sh
h
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m
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d
.
8
S
o
c
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l
me
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h
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l
p
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me
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e
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e
w
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n
g
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sh
w
o
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d
p
h
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a
ses.
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.
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o
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a
l
m
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h
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p
s m
e
st
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d
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E
n
g
l
i
s
h
w
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t
h
o
u
t
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n
st
r
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c
t
o
r
s
/
i
n
st
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t
u
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o
n
s
.
1
0
.
S
o
c
i
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l
me
d
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s E
n
g
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r
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1
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1
2
.
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o
c
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s c
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m
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c
.
1
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.
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o
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me
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1
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.
P
o
st
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p
a
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d
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EF
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c
l
a
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ms f
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q
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t
l
y
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t
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l
m
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d
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.
1
5
.
S
o
c
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l
me
d
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o
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v
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r
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En
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l
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s
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l
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e
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r
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s.
1
6
.
S
o
c
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l
me
d
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a
h
e
l
p
s
me
k
n
o
w
m
o
r
e
a
b
o
u
t
my
c
o
u
r
s
e
.
1
7
.
I
g
e
t
m
o
r
e
i
n
f
o
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ma
t
i
o
n
e
a
si
l
y
w
i
t
h
t
h
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h
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l
p
o
f
so
c
i
a
l
me
d
i
a
.
1
8
.
I
l
e
a
r
n
e
d
m
a
n
y
n
e
w
sk
i
l
l
s
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si
n
g
s
o
c
i
a
l
m
e
d
i
a
.
1
9
.
I
u
se
so
c
i
a
l
me
d
i
a
t
o
k
e
e
p
u
p
w
i
t
h
my
l
e
c
t
u
r
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t
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me
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n
d
l
o
c
a
t
i
o
n
.
2
0
.
I
d
e
v
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l
o
p
my
w
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t
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n
g
s
k
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l
l
s
d
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o
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me
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sa
g
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2
1
.
S
o
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me
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mp
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2
.
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h
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2
3
.
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o
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l
me
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l
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s me
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.
2
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.
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h
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a
m e
n
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g
.
2
5
.
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o
c
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a
l
me
d
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a
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se
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m
p
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v
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m
y
t
h
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n
k
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n
g
sk
i
l
l
s.
2
6
.
F
o
r
l
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a
r
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g
a
n
d
k
n
o
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l
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g
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s
o
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me
d
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n
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m
p
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t
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n
t
t
o
o
l
.
2
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.
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o
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l
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mp
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n
st
r
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c
t
o
r
c
o
mm
u
n
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c
a
t
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o
n
.
2
8
.
M
y
p
r
o
f
e
ss
o
r
s
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t
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l
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z
e
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c
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l
me
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f
f
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t
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v
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l
y
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2
9
.
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o
c
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l
me
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3
0
.
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si
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me
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mi
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3
1
.
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y
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l
m
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d
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a
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3
2
.
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t
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k
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me
d
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a
.
3
3
I
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t
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c
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3
4
.
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s t
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t
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s
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l
me
d
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a
.
3
5
.
C
l
a
s
sma
t
e
s
d
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sc
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s
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l
m
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d
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.
3
6
.
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u
t
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l
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z
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o
c
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l
me
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t
o
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e
a
r
n
a
n
d
i
mp
r
o
v
e
.
2
.
4
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
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en
r
esp
o
n
d
en
ts
’
in
ad
e
q
u
at
e
E
n
g
lis
h
s
k
ills
,
E
n
g
lis
h
q
u
esti
o
n
s
an
d
s
tatem
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ts
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e
tr
an
s
lated
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ab
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to
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h
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ce
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er
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tan
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d
r
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n
s
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ac
cu
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ac
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.
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wo
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ab
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d
y
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d
lan
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ex
p
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ts
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in
co
r
p
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ated
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SS
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tili
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d
f
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ta
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r
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m
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r
eliab
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test
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h
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th
at
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q
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tio
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tab
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r
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(
α
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1
8
]
,
as d
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4
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2
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5
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T
h
e
q
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air
e
was
r
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s
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m
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d
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.
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h
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r
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ly
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4
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th
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cr
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3.
RE
SU
L
T
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T
h
e
in
v
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d
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p
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ed
in
T
ab
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r
ev
ea
led
th
at
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au
d
i
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FL
s
tu
d
en
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h
eld
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ig
h
l
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p
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itiv
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attitu
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war
d
s
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m
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f
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t
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lear
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a
n
d
f
o
r
d
if
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er
en
t
ac
a
d
em
ic
p
u
r
p
o
s
es
in
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FL
class
r
o
o
m
s
.
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h
ey
u
s
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it
f
o
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lear
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in
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th
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h
ar
in
g
m
ate
r
ial
an
d
n
o
tes,
d
o
wn
lo
ad
in
g
m
ate
r
ial,
co
m
m
u
n
icatin
g
with
th
eir
class
m
ates,
an
d
s
tay
in
g
u
p
d
at
ed
on
th
e
ch
a
n
g
es
in
tim
es
a
n
d
p
lace
s
.
It
was
also
r
ev
ea
l
ed
th
at
Sau
d
i
E
FL
lear
n
er
s
’
en
g
a
g
em
en
t
with
s
o
c
ial
m
ed
ia
f
o
r
E
FL
teac
h
in
g
w
as
also
v
er
y
p
o
s
itiv
e
an
d
e
n
co
u
r
ag
in
g
.
T
h
e
y
u
s
ed
it
f
o
r
c
o
m
m
u
n
icatio
n
p
u
r
p
o
s
es
an
d
co
n
s
id
er
ed
it
an
ef
f
ec
tiv
e
to
o
l
f
o
r
teac
h
i
n
g
in
th
eir
E
FL
class
r
o
o
m
s
.
T
h
e
s
tu
d
y
also
s
h
o
wed
t
h
at
in
s
tr
u
cto
r
s
an
d
lear
n
er
s
f
r
eq
u
e
n
tly
u
s
ed
s
o
cial
m
e
d
ia
f
o
r
lea
r
n
in
g
a
n
d
teac
h
in
g
ac
tiv
ities
.
T
h
e
co
u
r
s
e
in
s
tr
u
ct
o
r
s
em
p
lo
y
ed
s
o
cial
m
ed
ia
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es,
co
m
m
u
n
i
ca
tio
n
,
an
d
s
h
a
r
in
g
of
m
ater
ials
.
T
ab
le
5
.
Ov
e
r
all
m
ea
n
s
of
Sau
d
i
E
FL
lear
n
er
s
’
r
esp
o
n
s
es
to
s
tu
d
y
r
esear
ch
q
u
esti
o
n
s
R
e
se
a
r
c
h
q
u
e
st
i
o
n
s
/
i
t
e
ms
O
v
e
r
a
l
l
mea
n
s
3
.
1
.
S
a
u
d
i
EFL
l
e
a
r
n
e
r
s
’
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
s
o
c
i
a
l
m
e
d
i
a
4
.
1
1
3
.
2
.
S
a
u
d
i
EFL
l
e
a
r
n
e
r
s
’
s
o
c
i
a
l
m
e
d
i
a
e
x
p
e
r
i
e
n
c
e
f
o
r
EFL
l
e
a
r
n
i
n
g
4
.
2
1
3
.
3
.
S
a
u
d
i
EFL
l
e
a
r
n
e
r
s
’
s
o
c
i
a
l
m
e
d
i
a
e
x
p
e
r
i
e
n
c
e
f
o
r
EFL
t
e
a
c
h
i
n
g
4
.
1
6
3
.
4
.
S
a
u
d
i
EFL
l
e
a
r
n
e
r
s
’
f
r
e
q
u
e
n
c
y
of
u
si
n
g
s
o
c
i
a
l
me
d
i
a
4
.
2
0
3
.
1
.
Sta
t
is
t
ica
l a
na
ly
s
is
o
f
Sa
ud
i
E
F
L
lea
rner
s
’
a
t
t
it
ud
es t
o
w
a
rd
s
o
cia
l m
edia
T
ab
le
6
s
h
o
ws
th
e
attitu
d
es
o
f
Sau
d
i
E
FL
lear
n
e
r
s
an
d
th
eir
p
ar
en
ts
to
war
d
s
o
cial
m
ed
ia
a
d
o
p
tio
n
as
a
to
o
l
o
f
lear
n
in
g
m
ea
s
u
r
e
d
th
r
o
u
g
h
item
s
7
to
1
5
.
I
n
item
n
o
.
7
,
8
2
.
7
%
(
4
3
.
1
%
SA
an
d
3
9
.
6
%
A)
s
aid
th
at
th
ey
s
aw
an
e
n
h
an
ce
m
e
n
t
in
th
eir
E
n
g
lis
h
s
k
ills
s
in
ce
th
ey
s
tar
ted
u
s
in
g
s
o
cial
m
ed
ia.
W
h
ile
1
3
.
2
r
em
ain
e
d
n
eu
tr
al,
3
.
5
d
is
ag
r
ee
d
,
a
n
d
o
n
ly
.
7
ab
s
o
l
u
tely
d
is
ap
p
r
o
v
e
d
.
T
h
e
m
ea
n
is
4
.
2
,
w
h
ich
is
t
h
o
u
g
h
t
o
f
as
h
ig
h
.
C
o
n
ce
r
n
in
g
item
8
,
9
2
%
(
5
1
.
4
%
SA
an
d
4
0
.
6
%
A
)
s
aid
th
at
th
ey
lear
n
e
d
E
n
g
lis
h
p
h
r
a
s
es
an
d
v
o
ca
b
u
la
r
y
u
s
in
g
s
o
cial
m
ed
ia.
W
h
ile
5
.
6
%
o
f
th
e
r
esp
o
n
d
en
ts
s
tay
ed
n
eu
tr
al,
1
.
4
%
d
is
ag
r
ee
d
a
n
d
1
%
co
m
p
letely
d
is
r
eg
ar
d
ed
t
h
e
o
p
i
n
io
n
.
T
h
e
m
ea
n
s
co
r
e
is
4
.
3
9
,
wh
ich
is
th
o
u
g
h
t o
f
as h
i
g
h
.
R
eg
ar
d
in
g
item
n
o
.
9
,
6
2
.
5
%
(
3
1
.
6
%
SA
an
d
3
0
.
9
%
A
)
s
aid
th
at
s
o
cial
m
ed
ia
h
elp
ed
th
em
lear
n
E
n
g
lis
h
an
d
m
ad
e
th
em
in
d
ep
en
d
en
t
lear
n
e
r
s
wh
o
co
u
ld
lea
r
n
with
o
u
t
th
e
n
ee
d
f
o
r
teac
h
er
s
an
d
th
e
f
o
r
m
al
s
y
s
tem
o
f
e
d
u
ca
tio
n
.
W
h
ile
2
2
.
2
%
r
em
ain
ed
n
e
u
tr
al,
1
3
.
2
%
d
is
ag
r
ee
d
,
an
d
2
.
1
s
tr
o
n
g
ly
d
is
m
is
s
ed
th
e
ass
er
tio
n
.
T
h
e
m
ea
n
s
co
r
e
is
3
.
6
wh
ich
s
h
o
ws
th
at
a
s
u
b
s
tan
tial
n
u
m
b
er
o
f
lear
n
e
r
s
b
eliev
e
th
at
s
o
cial
m
e
d
ia
ca
n
n
o
t
r
ep
lace
p
h
y
s
ical
m
o
d
es
o
f
lear
n
in
g
an
d
in
f
o
r
m
al
s
y
s
tem
o
f
lear
n
in
g
is
n
o
t
a
v
i
ab
le
alter
n
ativ
e.
I
n
item
n
o
.
1
0
,
8
4
%
(
4
5
.
1
%
SA
an
d
3
8
.
9
%
A
)
o
f
th
e
r
esp
o
n
d
en
ts
ag
r
ee
d
th
at
s
o
cial
m
ed
i
a,
in
to
d
ay
’
s
b
u
s
y
en
v
ir
o
n
m
en
t,
allo
ws
E
n
g
lis
h
lear
n
er
s
to
lear
n
at
th
eir
s
p
ee
d
.
W
h
ile
1
3
.
2
%
wer
e
u
n
ce
r
tain
,
2
.
1
%
wer
e
o
p
p
o
s
ed
,
an
d
.
7
% st
r
o
n
g
ly
r
ej
ec
ted
th
e
o
p
i
n
io
n
.
T
h
e
m
ea
n
s
co
r
e
is
4
.
2
5
,
wh
ich
is
class
ed
h
ig
h
.
I
n
r
esp
o
n
s
es
to
item
1
1
,
8
3
.
3
%
(
4
3
.
4
%
SA
a
n
d
3
9
.
9
%
A
)
s
tated
lear
n
in
g
E
n
g
lis
h
v
ia
s
o
cial
m
ed
ia
was
f
u
n
.
1
2
.
8
%
wer
e
n
eu
tr
al
,
3
.
1
%
d
is
ap
p
r
o
v
e
d
,
an
d
.
7
%
s
tr
o
n
g
ly
o
p
p
o
s
ed
.
T
h
e
av
er
ag
e
s
co
r
e
is
4
.
2
2
,
in
d
icatin
g
th
at
s
tu
d
en
ts
en
jo
y
lear
n
in
g
E
n
g
lis
h
o
n
s
o
cial
m
ed
ia.
Ab
o
u
t
item
n
o
.
1
2
.
8
5
.
1
%
(
4
9
.
7
%
SA
an
d
3
5
.
4
%
A
)
o
f
t
h
e
p
a
r
ticip
an
ts
ag
r
ee
d
th
at
s
o
cial
m
e
d
ia
b
e
ca
m
e
ess
en
tial
f
o
r
lear
n
in
g
E
n
g
lis
h
in
th
e
p
o
s
t
-
p
an
d
em
ic
wo
r
ld
.
W
h
ile
1
0
.
8
%
r
em
ain
ed
n
eu
t
r
al,
wh
ich
ca
lled
f
o
r
a
n
ee
d
to
tr
ai
n
th
ese
s
tu
d
en
ts
o
n
h
o
w
t
h
e
p
an
d
em
ic
cr
is
is
in
tr
o
d
u
ce
d
b
o
th
teac
h
er
s
an
d
lear
n
er
s
to
u
n
k
n
o
wn
an
d
u
n
ex
p
lo
r
ed
av
e
n
u
es
o
f
lear
n
in
g
.
A
to
tal
o
f
3
.
5
% d
if
f
er
e
d
,
an
d
.
7
% st
r
o
n
g
ly
r
ef
u
ted
th
e
o
p
in
io
n
.
I
tem
n
o
.
1
3
o
f
f
er
s
a
b
it
d
if
f
er
en
t
p
ictu
r
e
,
6
5
.
2
%
(
2
7
.
4
%
SA
an
d
3
7
.
8
%
A
)
o
f
th
e
p
ar
tic
ip
an
ts
s
aid
th
at
th
eir
p
ar
e
n
ts
b
ec
am
e
p
o
s
itiv
e
ab
o
u
t
s
o
cial
m
e
d
ia
p
latf
o
r
m
s
as
im
p
o
r
tan
t
to
o
ls
f
o
r
E
n
g
lis
h
in
s
tr
u
ctio
n
d
u
r
in
g
a
n
d
af
ter
th
e
c
o
r
o
n
av
ir
u
s
p
an
d
em
ic.
T
h
e
r
e
wer
e
2
6
%
r
em
ain
ed
n
eu
tr
al
wh
ich
s
h
o
wed
th
at
s
till
th
er
e
wer
e
p
ar
en
ts
wh
o
d
i
d
n
o
t
v
iew
s
o
cial
m
ed
ia
as
an
in
s
tr
u
m
en
t
o
f
m
aster
in
g
E
n
g
lis
h
.
A
to
t
al
o
f
6
.
9
%
d
is
p
u
te
d
an
d
1
.
7
%
f
ir
m
ly
d
is
ag
r
ee
d
.
T
h
e
m
ea
n
is
3
.
8
2
w
h
ich
,
th
o
u
g
h
co
m
p
ar
ativ
el
y
co
n
s
id
er
e
d
h
i
g
h
,
q
u
esti
o
n
s
s
o
cial
m
ed
ia’
s
ed
u
ca
tio
n
al
p
o
ten
tial.
R
eg
ar
d
in
g
item
n
o
.
1
4
,
8
1
.
6
%
(
3
7
.
8
%
SA
an
d
4
3
.
8
%
A
)
o
f
th
e
r
esp
o
n
d
e
n
ts
in
d
icate
d
r
e
g
u
lar
u
s
ag
e
o
f
s
o
c
ial
m
ed
ia
in
E
FL
class
es
af
ter
th
e
p
an
d
e
m
ic.
W
h
ile
1
4
.
9
%
r
em
ain
e
d
n
e
u
tr
al,
3
.
1
% d
is
ag
r
ee
d
,
an
d
o
n
ly
.
3
%
s
tr
o
n
g
ly
r
ejec
ted
t
h
e
o
p
i
n
io
n
.
T
h
e
m
ea
n
is
4
.
1
5
wh
ic
h
is
class
ed
h
ig
h
.
L
ast
item
1
5
,
7
3
.
7
%
(
2
9
.
9
%
SA
an
d
4
3
.
8
%
A
)
o
f
th
e
r
esp
o
n
d
en
ts
ac
ce
p
ted
th
at
th
e
r
is
e
in
s
o
cial
m
ed
ia
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
d
u
r
in
g
th
e
p
an
d
em
ic
h
ad
e
x
p
o
s
ed
lear
n
er
s
to
a
v
ar
iety
o
f
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
co
n
ten
t
an
d
m
et
h
o
d
o
lo
g
ies.
W
h
ile
a
s
u
b
s
tan
tial
n
u
m
b
er
o
f
2
1
.
9
%
r
em
ai
n
ed
n
e
u
tr
al,
3
.
5
%
d
is
ag
r
ee
d
,
an
d
o
n
l
y
.
7
%
f
ir
m
l
y
d
is
ap
p
r
o
v
ed
o
f
t
h
e
o
p
i
n
io
n
.
T
h
e
m
ea
n
is
3
.
9
7
wh
ich
is
ca
teg
o
r
ize
d
a
s
h
ig
h
.
All
item
s
in
th
is
ca
teg
o
r
y
r
ate
4
.
1
1
w
h
ich
im
p
lies
th
at
Sau
d
i
E
FL
s
tu
d
e
n
ts
em
b
r
ac
e
s
o
cial
m
ed
ia
as
a
lan
g
u
a
g
e
lea
r
n
in
g
to
o
l.
T
h
is
an
aly
s
is
ad
d
r
ess
ed
t
h
e
f
ir
s
t r
esear
ch
q
u
esti
o
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
in
g
S
a
u
d
i le
a
r
n
ers
’
en
g
a
g
eme
n
t wi
th
s
o
cia
l m
ed
ia
in
E
n
g
lis
h
cla
s
s
r
o
o
ms
(
Mo
h
a
mma
d
Ja
msh
ed
)
2455
T
ab
le
6
.
T
h
e
attitu
d
es o
f
Sau
d
i E
FL
lear
n
er
s
an
d
th
ei
r
p
ar
e
n
ts
to
war
d
s
o
cial
m
ed
ia
S
t
a
t
e
me
n
t
s
S
A
A
N
D
SD
M
e
a
n
Le
v
e
l
7
1
2
4
(
4
3
.
1
%)
1
1
4
(
3
9
.
6
%)
3
8
(
1
3
.
2
%)
1
0
(
3
.
5
%)
2
(
.
7
%)
4
.
2
H
i
g
h
8
1
4
8
(
5
1
.
4
%)
1
1
7
(
4
0
.
6
%)
1
6
(
5
.
6
%)
4
(
1
.
4
%)
3
(
1
%)
4
.
3
9
H
i
g
h
9
9
1
(
3
1
.
6
%)
8
9
(
3
0
.
9
%)
6
4
(
2
2
.
2
%)
3
8
(
1
3
.
2
%)
6
(
2
.
1
%)
3
.
7
6
H
i
g
h
10
1
3
0
(
4
5
.
1
%)
1
1
2
(
3
8
.
9
%)
3
8
(
1
3
.
2
%)
6
(
2
.
1
%)
2
(
.
7
%)
4
.
2
5
H
i
g
h
11
1
2
5
(
4
3
.
4
%)
1
1
5
(
3
9
.
9
%)
3
7
(
1
2
.
8
%)
9
(
3
.
1
%)
2
(
.
7
%)
4
.
2
2
H
i
g
h
12
1
4
3
(
4
9
.
7
%)
1
0
2
(
3
5
.
4
%)
3
1
(
1
0
.
8
%)
1
0
(
3
.
5
%)
2
(
.
7
%)
4
.
2
9
H
i
g
h
13
7
9
(
2
7
.
4
%)
1
0
9
(
3
7
.
8
%)
7
5
(
2
6
%)
2
0
(
6
.
9
%)
5
(
1
.
7
%)
3
.
8
2
H
i
g
h
14
1
0
9
(
3
7
.
8
%)
1
2
6
(
4
3
.
8
%)
4
3
(
1
4
.
9
%)
9
(
3
.
1
%)
1
(
.
3
%)
4
.
1
5
H
i
g
h
15
8
6
(
2
9
.
9
%)
1
2
6
(
4
3
.
8
%)
6
3
(
2
1
.
9
%)
1
0
(
3
.
5
%)
3
(
1
%)
3
.
9
7
H
i
g
h
3
.
2
.
S
t
a
t
i
s
t
ic
a
l
a
n
a
l
y
s
is
o
f
S
a
ud
i
E
F
L
l
e
a
rn
e
rs
’
s
o
ci
a
l
me
d
i
a
e
x
p
e
r
i
en
c
e
f
o
r
le
a
r
n
in
g
t
h
e
E
n
g
l
i
s
h
l
a
n
g
u
a
g
e
T
ab
le
7
s
h
o
ws
Sau
d
i
E
FL
lea
r
n
er
s
’
en
g
ag
em
e
n
t
with
s
o
cia
l
m
ed
ia
in
la
n
g
u
a
g
e
lear
n
in
g
m
ea
s
u
r
ed
th
r
o
u
g
h
item
s
1
6
to
2
5
.
I
n
item
n
o
.
1
6
,
7
9
.
5
%
(
3
4
%
SA
an
d
4
5
.
8
%
A
)
o
f
p
ar
ticip
an
ts
s
aid
th
at
s
o
cial
m
ed
ia
u
s
ag
e
h
elp
ed
t
h
em
k
n
o
w
m
o
r
e
ab
o
u
t
th
ei
r
co
u
r
s
es
an
d
p
r
o
g
r
am
s
.
W
h
ile
1
5
.
6
%
r
e
m
ain
e
d
u
n
d
ec
id
ed
,
3
.
1
%
r
ejec
ted
an
d
1
.
4
%
s
tr
o
n
g
ly
r
ef
u
ted
th
e
ass
er
tio
n
.
T
h
e
m
e
an
s
co
r
e
is
4
.
0
7
wh
ic
h
is
th
o
u
g
h
t
to
b
e
h
ig
h
.
C
o
n
ce
r
n
in
g
item
n
o
.
1
7
,
9
0
.
6
%
(
5
5
.
9
%
SA
an
d
3
4
.
7
%
A
)
o
f
th
e
p
ar
ticip
an
ts
ag
r
ee
d
th
at
th
ey
g
o
t
m
o
r
e
in
f
o
r
m
atio
n
ea
s
ily
u
s
in
g
s
o
cial
m
ed
ia
f
o
r
lear
n
in
g
an
d
ac
ad
em
ic
p
u
r
p
o
s
es.
A
to
tal
o
f
8
.
7
%
r
em
ain
ed
n
eu
tr
al,
1
% o
p
p
o
s
ed
,
an
d
t
h
e
s
am
e
n
u
m
b
er
s
tr
o
n
g
ly
d
is
ap
p
r
o
v
e
d
.
T
h
e
m
ea
n
s
co
r
e
is
4
.
4
5
w
h
ich
is
th
o
u
g
h
t o
f
as h
i
g
h
.
Similar
ly
,
in
item
n
o
.
1
8
,
8
7
.
2
%
(
4
6
.
2
%
SA
an
d
4
1
%
A
)
o
f
th
e
p
ar
ticip
an
ts
ag
r
ee
d
th
at
th
ey
lear
n
ed
m
an
y
n
ew
s
k
ills
wh
ile
th
ey
u
s
ed
s
o
cial
m
ed
ia.
W
h
ile
1
1
.
8
%
o
f
th
e
p
ar
ticip
an
ts
wer
e
u
n
d
ec
id
e
d
,
o
n
ly
1
%
d
is
ag
r
ee
d
an
d
t
h
er
e
was
n
o
o
n
e
to
s
tr
o
n
g
ly
d
is
ag
r
ee
.
T
h
e
m
ea
n
s
co
r
e
is
4
.
3
2
w
h
ich
is
class
ed
h
ig
h
.
I
n
ite
m
n
o
.
1
9
,
8
6
.
1
%
(
5
1
.
7
%
SA
an
d
3
4
.
4
%
A
)
r
esp
o
n
d
en
ts
ag
r
ee
d
th
at
d
u
e
to
th
e
u
tili
za
tio
n
o
f
s
o
cial
m
ed
ia,
th
ey
s
tay
ed
u
p
d
ated
o
n
th
e
ch
a
n
g
e
o
f
tim
e
an
d
p
lace
o
f
m
y
lect
u
r
e.
W
h
ile
9
%
wer
e
u
n
d
ec
id
e
d
4
.
2
%
d
is
ag
r
ee
d
,
an
d
.
7
% f
ir
m
ly
o
p
p
o
s
ed
th
e
ass
er
tio
n
.
T
h
e
m
ea
n
s
co
r
e
is
4
.
3
2
wh
ich
is
th
o
u
g
h
t o
f
as h
ig
h
.
R
eg
ar
d
in
g
item
n
o
.
2
0
,
7
0
.
1
%
(
3
7
.
5
%
SA
an
d
3
2
.
6
%
A
)
o
f
th
e
p
ar
ticip
an
ts
s
aid
th
at
s
o
cial
m
ed
ia
en
h
an
ce
d
t
h
eir
wr
itin
g
s
k
ills
.
W
h
ile
2
0
.
5
%
d
id
n
o
t
ex
p
r
ess
th
eir
o
p
in
io
n
,
6
.
9
%
o
f
th
e
p
ar
ticip
an
ts
d
is
ag
r
ee
d
,
an
d
2
.
4
%
s
tr
o
n
g
l
y
o
p
p
o
s
ed
th
e
o
p
in
io
n
.
T
h
e
m
ea
n
is
3
.
9
5
wh
ich
also
is
co
n
s
id
er
ed
h
ig
h
.
I
n
item
n
o
.
2
1
,
8
3
.
7
%
(
4
5
.
5
%
SA
an
d
3
8
.
2
%
A
)
o
f
th
e
r
esp
o
n
d
en
ts
ag
r
ee
d
t
h
at
th
e
u
s
e
o
f
s
o
cial
m
ed
ia
h
el
p
ed
th
em
im
p
r
o
v
e
th
eir
s
k
ills
o
f
r
ea
d
in
g
.
1
1
.
8
%
o
f
p
ar
ticip
a
n
ts
ch
o
s
e
to
s
tay
n
eu
tr
al,
2
.
4
%
d
is
ag
r
ee
d
an
d
o
n
ly
1
%
ex
p
r
ess
ed
s
tr
o
n
g
d
is
ap
p
r
o
v
al.
T
h
e
m
ea
n
s
co
r
e
is
4
.
2
6
wh
ic
h
is
th
o
u
g
h
t
o
f
as h
ig
h
.
R
eg
ar
d
in
g
item
2
2
,
8
0
.
1
%
(
4
7
.
9
%
SA
an
d
3
2
.
2
%
A
)
o
f
p
ar
t
icip
an
ts
ag
r
ee
d
th
at
th
e
y
r
ec
ei
v
ed
q
u
ic
k
ac
ce
s
s
to
m
u
ltip
le
r
e
s
o
u
r
ce
s
b
ec
au
s
e
o
f
s
o
cial
m
ed
ia.
W
h
i
le
1
3
.
5
%
o
f
th
e
p
ar
ticip
an
ts
wer
e
u
n
d
ec
id
ed
,
1
%
d
is
ag
r
ee
d
,
an
d
.
3
%
ex
p
r
ess
ed
a
s
tr
o
n
g
r
ejec
tio
n
o
f
th
e
s
tatem
en
t.
T
h
e
m
ea
n
s
co
r
e
is
4
.
3
1
wh
ich
is
class
ed
h
ig
h
.
I
n
item
2
3
,
8
9
.
3
%
o
f
r
e
s
p
o
n
d
en
ts
(
5
8
%
SA
an
d
3
1
.
3
%
A
)
r
ep
o
r
ted
th
at
s
o
cial
m
e
d
ia
allo
wed
th
em
t
o
lear
n
at
th
eir
co
n
v
en
ien
ce
.
A
to
tal
o
f
9
.
4
%
o
f
th
e
p
ar
ticip
a
n
ts
wer
e
n
eu
tr
al,
.
7
%
d
is
ag
r
e
ed
,
an
d
.
7
%
f
ir
m
ly
d
is
ap
p
r
o
v
e
d
.
T
h
e
m
ea
n
s
co
r
e
is
4
.
4
5
wh
ich
is
th
o
u
g
h
t o
f
as h
ig
h
.
Ab
o
u
t
item
n
o
.
2
4
,
7
2
.
5
%
(
3
1
.
9
%
SA
an
d
4
0
.
6
%
A
)
o
f
th
e
r
esp
o
n
d
en
ts
ag
r
ee
d
th
at
th
ey
wer
e
in
v
o
lv
ed
in
g
ain
in
g
k
n
o
wled
g
e
wh
ile
th
ey
m
ad
e
u
s
e
o
f
s
o
ci
al
m
ed
ia.
2
3
.
3
%
r
em
ai
n
ed
n
e
u
tr
al,
wh
ich
s
h
o
wed
th
at
th
ey
wer
e
n
o
t
awa
r
e
o
f
t
h
e
in
f
o
r
m
al
lear
n
i
n
g
an
d
k
n
o
wled
g
e
th
ey
g
ain
ed
d
u
e
to
s
o
cial
m
ed
ia
u
s
ag
e.
A
to
tal
o
f
3
.
8
% d
is
ag
r
ee
d
an
d
th
er
e
was n
o
o
n
e
to
s
tr
o
n
g
ly
d
is
ag
r
ee
.
T
h
e
m
ea
n
s
co
r
e
is
3
.
9
9
wh
ich
is
th
o
u
g
h
t o
f
as
h
ig
h
.
Ab
o
u
t
item
n
o
.
2
5
,
7
6
.
3
%
(
SA
3
8
.
5
%
an
d
A
3
7
.
8
%)
o
f
p
ar
ticip
a
n
ts
s
tated
th
a
t
s
o
cial
m
ed
ia
u
s
e
im
p
r
o
v
e
d
th
eir
th
in
k
in
g
s
k
ills
an
d
cr
itical
ab
ilit
ies.
W
h
ile
1
8
.
8
%
r
em
ain
e
d
n
eu
tr
al,
4
.
5
%
d
if
f
er
ed
,
an
d
.
3
%
f
ir
m
ly
d
is
ap
p
r
o
v
ed
.
T
h
e
m
ea
n
s
co
r
e
is
4
.
0
9
w
h
ich
is
class
ed
h
ig
h
.
Similar
ly
,
in
th
e
last
item
n
o
,
2
6
,
8
2
.
3
%
(
SA
4
3
.
1
%
an
d
A
3
9
.
2
%)
p
ar
t
icip
an
ts
s
aid
th
at
s
o
cial
m
ed
ia
b
ec
am
e
an
in
d
is
p
en
s
ab
le
t
o
o
l
f
o
r
k
n
o
wled
g
e
an
d
lear
n
in
g
.
1
4
.
2
%
s
tay
ed
n
eu
tr
a
l,
2
.
1
%
d
is
ag
r
ee
d
a
n
d
1
.
3
%
s
tr
o
n
g
ly
d
is
ag
r
ee
d
.
T
h
e
m
ea
n
s
co
r
e
is
4
.
2
wh
ich
is
class
ed
h
ig
h
.
T
h
e
o
v
e
r
all
m
ea
n
f
o
r
all
th
e
item
s
is
4
.
2
1
.
T
h
e
an
aly
s
is
r
ev
ea
le
d
th
at
Sau
d
i
E
FL
s
tu
d
e
n
ts
u
s
ed
s
o
cial
m
ed
ia
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es
in
E
FL
class
r
o
o
m
s
.
Stu
d
en
ts
u
s
ed
s
o
cial
m
ed
ia
to
lear
n
ab
o
u
t
th
e
s
y
llab
u
s
,
s
h
ar
e
n
o
tes,
d
o
wn
l
o
ad
m
ater
ials
,
en
g
ag
e
with
p
ee
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3
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Ana
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ex
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t
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T
ab
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8
s
h
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c
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m
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ts
Sau
d
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FL
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r
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L
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8
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s
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ex
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m
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lea
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t
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ab
le
9
d
is
p
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s
h
o
w
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FL
lea
r
n
er
s
in
Sau
d
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Ar
a
b
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.
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3
1
,
9
0
.
7
%
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7
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8
%
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5
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,
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d
2
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8
%
S
)
o
f
th
e
p
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ts
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ce
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ted
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at
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h
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d
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ter
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n
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3
2
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d
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th
at
th
ey
r
ar
ely
an
d
n
e
v
e
r
u
s
e
s
o
cial
m
ed
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o
r
m
s
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r
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m
m
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d
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e
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r
s
e
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tr
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cto
r
s
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h
e
m
ea
n
s
co
r
e
is
4
.
0
7
wh
ich
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s
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n
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er
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ig
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n
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5
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5
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4
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A
,
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9
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1
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VO
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a
n
d
1
1
.
8
%
S
)
o
f
th
e
r
esp
o
n
d
en
ts
s
aid
th
at
th
ey
u
tili
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d
s
o
cial
m
ed
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p
latf
o
r
m
s
to
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icate
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te
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ates.
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o
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th
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ar
ticip
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r
esp
ec
tiv
ely
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aid
t
h
ey
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tili
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d
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ed
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r
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m
m
u
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ates.
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h
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4
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n
d
1
4
.
9
%
S
)
o
f
th
e
r
esp
o
n
d
en
ts
s
aid
th
at
th
ey
u
ti
lized
s
o
cial
m
ed
ia
as
an
in
s
tr
u
m
en
t
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ex
p
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On
ly
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t
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r
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r
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el
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m
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to
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f
r
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q
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I
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8
8
2
2
A
s
s
es
s
in
g
S
a
u
d
i le
a
r
n
ers
’
en
g
a
g
eme
n
t wi
th
s
o
cia
l m
ed
ia
in
E
n
g
lis
h
cla
s
s
r
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o
ms
(
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h
a
mma
d
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msh
ed
)
2457
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h
ar
in
g
o
f
m
ater
ials
.
An
o
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er
wh
elm
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u
m
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o
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o
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e
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eso
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tex
t
with
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watc
h
ac
ad
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ic
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eo
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d
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o
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lo
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ele
v
an
t
m
ater
ial.
T
h
e
co
m
b
in
ed
m
ea
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o
r
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in
th
is
g
r
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u
p
is
4
.
2
0
.
T
h
e
a
n
aly
s
is
d
em
o
n
s
tr
ated
th
at
s
tu
d
en
ts
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d
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h
er
s
f
r
eq
u
e
n
tly
u
s
ed
s
o
cial
m
ed
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f
o
r
lan
g
u
a
g
e
ac
q
u
is
itio
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d
i
n
s
tr
u
ctio
n
.
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o
u
r
s
e
in
s
tr
u
cto
r
s
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tili
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m
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i
a
f
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e
d
u
ca
tio
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m
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icatio
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an
d
ex
ch
a
n
g
e
o
f
i
n
f
o
r
m
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n
.
Ho
we
v
er
,
t
o
o
m
an
y
s
tu
d
e
n
ts
u
tili
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o
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ia
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u
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ater
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t
with
f
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v
iew
ac
ad
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v
id
e
o
s
,
o
r
d
o
wn
lo
a
d
u
s
ef
u
l
co
n
ten
t.
Ma
n
y
s
tu
d
en
ts
u
tili
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s
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m
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to
en
h
a
n
ce
an
d
ad
v
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.
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h
is
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d
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ess
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e
f
o
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r
th
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ch
q
u
esti
o
n
.
T
ab
le
9
.
E
FL
lear
n
er
s
in
Sau
d
i
Ar
ab
ia
u
tili
ze
s
o
cial
m
ed
ia
f
o
r
lear
n
in
g
an
d
i
n
s
tr
u
ctin
g
E
n
g
l
is
h
in
E
FL
class
es
S
t
a
t
e
me
n
t
s
A
l
w
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y
s
O
f
t
e
n
S
o
me
t
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m
e
R
a
r
e
l
y
N
e
v
e
r
M
e
a
n
Le
v
e
l
31
8
0
(
2
7
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8
%)
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H
i
g
h
32
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7
H
i
g
h
33
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4
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.
3
H
i
g
h
4.
DIS
CU
SS
I
O
N
T
h
e
s
t
u
d
y
ass
ess
e
d
S
a
u
d
i
s
t
u
d
e
n
ts
’
p
e
r
s
p
e
cti
v
es
on
t
h
e
ef
f
ec
ti
v
en
ess
of
s
o
ci
al
m
e
d
i
a
p
l
a
tf
o
r
m
s
f
o
r
in
s
t
r
u
ct
io
n
al
an
d
lea
r
n
i
n
g
p
u
r
p
o
s
es,
t
h
ei
r
e
x
p
er
ie
n
c
e
of
le
a
r
n
i
n
g
a
n
d
t
ea
ch
in
g
u
s
i
n
g
t
h
ese
p
la
tf
o
r
m
s
,
an
d
h
o
w
o
f
te
n
t
h
e
y
u
t
iliz
e
d
t
h
e
m
to
a
c
q
u
ir
e
a
n
d
e
n
h
a
n
ce
t
h
eir
la
n
g
u
ag
e
s
k
ills
.
T
h
e
s
t
u
d
y
f
i
n
d
i
n
g
s
s
h
o
we
d
t
h
at
Sa
u
d
i
E
FL
l
ea
r
n
e
r
s
h
el
d
h
ig
h
l
y
f
a
v
o
r
a
b
l
e
att
it
u
d
es
t
o
wa
r
d
s
o
ci
al
m
e
d
ia
u
t
ili
za
t
io
n
f
o
r
E
FL
l
a
n
g
u
a
g
e
ac
q
u
is
it
io
n
an
d
in
s
t
r
u
ct
io
n
.
T
h
is
o
u
t
co
m
e
a
li
g
n
s
wit
h
s
e
v
e
r
al
s
t
u
d
ies
[
19
]
−
[
25
].
T
h
ese
s
t
u
d
i
es
h
i
g
h
li
g
h
te
d
t
h
e
i
n
c
r
e
asi
n
g
a
n
d
wid
er
p
o
p
u
la
r
it
y
of
s
o
ci
al
m
e
d
ia
p
lat
f
o
r
m
s
as
an
ef
f
i
cie
n
t
a
lte
r
n
ati
v
e
t
o
o
l
f
o
r
in
s
tr
u
c
ti
o
n
an
d
l
ea
r
n
i
n
g
a
m
o
n
g
th
e
t
ec
h
-
s
a
v
v
y
y
o
u
n
g
e
r
g
e
n
er
a
tio
n
.
H
o
w
e
v
e
r
,
c
er
tai
n
s
t
u
d
ies
[
26
],
[
27
]
ar
e
i
n
c
o
n
s
is
te
n
t
wi
t
h
o
u
r
f
i
n
d
i
n
g
s
.
T
h
e
f
i
n
d
in
g
s
(
r
elat
e
d
to
t
h
e
s
e
co
n
d
r
es
ea
r
c
h
q
u
esti
o
n
)
a
ls
o
r
e
v
e
ale
d
th
at
s
t
u
d
e
n
ts
h
ad
a
g
o
o
d
ex
p
e
r
i
en
ce
u
til
izi
n
g
s
o
ci
al
m
ed
ia
f
o
r
l
ea
r
n
i
n
g
a
n
d
im
p
r
o
v
in
g
t
h
ei
r
E
n
g
lis
h
s
k
il
ls
,
c
h
o
o
s
i
n
g
co
u
r
s
es
,
ta
k
i
n
g
n
o
tes
,
d
o
w
n
l
o
a
d
i
n
g
m
at
er
ial
,
s
h
a
r
i
n
g
r
es
o
u
r
ce
s
,
p
a
r
ti
ci
p
at
in
g
wi
th
class
m
a
tes
,
a
n
d
m
ai
n
ta
in
in
g
l
o
c
ati
o
n
a
n
d
ti
m
e
c
h
a
n
g
es
in
t
h
eir
s
ch
ed
u
l
es.
T
h
is
r
esu
lt
of
t
h
e
s
tu
d
y
is
s
u
p
p
o
r
t
e
d
a
n
d
co
r
r
o
b
o
r
ate
d
by
s
ev
e
r
al
s
t
u
d
ies
[
28
]
−
[
30
]
w
h
ic
h
a
ls
o
r
e
p
o
r
te
d
t
h
at
s
t
u
d
e
n
ts
m
a
d
e
ex
t
e
n
s
i
v
e
u
s
e
of
s
o
c
ial
m
e
d
i
a
to
ex
ch
a
n
g
e
m
ate
r
i
al
a
n
d
k
e
ep
t
h
em
u
p
d
ate
d
r
e
g
a
r
d
i
n
g
t
h
e
s
y
l
la
b
u
s
p
r
o
g
r
es
s
a
n
d
th
e
d
ail
y
d
e
v
el
o
p
m
e
n
t
in
t
h
e
d
e
p
a
r
t
m
e
n
t
a
n
d
u
n
i
v
e
r
s
i
ty
.
Ho
we
v
e
r
,
s
t
u
d
y
by
H
aa
n
d
a
n
d
S
h
u
w
an
g
[
31
]
f
o
u
n
d
a
s
ig
n
i
f
i
ca
n
t
c
o
n
n
ec
t
io
n
b
et
we
en
d
es
p
ai
r
a
n
d
s
o
ci
al
m
ed
i
a
a
d
d
icti
o
n
.
T
h
e
s
tu
d
y
f
i
n
d
i
n
g
s
(
r
e
lat
e
d
to
t
h
e
th
ir
d
r
es
ea
r
c
h
q
u
esti
o
n
)
r
e
v
e
ale
d
t
h
a
t
Sa
u
d
i
E
FL
l
ea
r
n
er
s
’
s
o
ci
al
m
e
d
ia
ex
p
e
r
i
en
ce
f
o
r
in
s
tr
u
c
ti
o
n
al
p
u
r
p
o
s
es
w
as
v
er
y
p
o
s
iti
v
e
an
d
t
h
e
y
a
p
p
r
ec
iat
e
d
t
h
ei
r
c
o
u
r
s
e
i
n
s
tr
u
ct
o
r
s
f
o
r
ad
o
p
ti
o
n
of
s
o
ci
al
m
e
d
i
a
in
t
h
ei
r
E
F
L
c
lass
r
o
o
m
s
.
T
h
es
e
f
i
n
d
in
g
s
c
o
r
r
o
b
o
r
a
te
m
u
lt
ip
le
s
tu
d
i
es
[
32
]
,
[
33
].
Ho
w
ev
er
,
t
h
e
f
i
n
d
in
g
s
of
A
k
b
ar
i
et
a
l
.
[
33
]
ar
e
i
n
c
o
n
s
is
te
n
t
wit
h
t
h
e
p
ap
er
’
s
f
in
d
i
n
g
s
as
t
h
is
s
t
u
d
y
s
u
p
p
o
r
t
ed
co
n
v
e
n
ti
o
n
a
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f
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a
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s
e
o
n
li
n
e
l
an
g
u
a
g
e
l
ea
r
n
i
n
g
was
f
o
u
n
d
to
be
i
n
ca
p
a
b
l
e
of
b
ei
n
g
p
a
r
al
lel
to
t
h
e
p
h
y
s
ic
a
l
m
o
d
es
of
la
n
g
u
a
g
e
l
ea
r
n
i
n
g
.
T
h
e
f
in
d
i
n
g
s
(
r
e
lat
e
d
to
t
h
e
f
o
u
r
t
h
r
ese
ar
ch
q
u
esti
o
n
)
a
ls
o
r
e
v
e
ale
d
th
at
s
o
cial
m
e
d
ia
a
n
d
m
a
n
y
o
t
h
e
r
to
o
ls
a
n
d
we
b
a
p
p
lic
ati
o
n
s
we
r
e
f
r
e
q
u
e
n
tl
y
u
s
ed
by
b
o
t
h
c
o
u
r
s
e
i
n
s
t
r
u
c
to
r
s
an
d
Sau
d
i
E
F
L
l
ea
r
n
e
r
s
f
o
r
le
ar
n
i
n
g
,
e
n
g
a
g
e
m
e
n
t
,
a
n
d
co
m
m
u
n
i
ca
t
io
n
.
T
h
is
is
s
u
p
p
o
r
te
d
by
m
a
n
y
e
x
is
ti
n
g
s
tu
d
ies
[
34
]
−
[
37
].
H
o
w
ev
er
,
s
tu
d
y
by
B
u
r
b
u
les
[
38
]
d
em
o
n
s
tr
at
ed
t
h
at
t
h
e
u
ti
liz
ati
o
n
of
s
o
c
ial
m
e
d
ia
to
le
ar
n
a
la
n
g
u
a
g
e
ca
m
e
wi
t
h
a
v
a
r
ie
ty
of
p
r
o
b
l
em
s
a
n
d
co
n
ce
r
n
s
.
5.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
in
v
esti
g
ated
Sau
d
i
E
FL
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es
on
th
e
ef
f
ec
tiv
e
n
ess
of
s
o
cial
m
ed
ia
as
a
m
ea
n
s
of
in
s
tr
u
ctio
n
,
th
eir
ex
p
er
ien
ce
s
tu
d
y
i
n
g
a
n
d
teac
h
i
n
g
u
s
in
g
s
o
cial
m
e
d
ia,
as
well
as
how
f
r
e
q
u
en
tly
th
ey
u
s
ed
th
ese
p
latf
o
r
m
s
to
en
h
a
n
ce
th
eir
lan
g
u
ag
e
s
k
ills
.
It
was
r
ev
ea
le
d
th
at
Sau
d
i
E
FL
s
tu
d
en
ts
h
ad
ex
ce
p
tio
n
ally
f
av
o
r
ab
le
attitu
d
es
to
war
d
th
e
ef
f
icien
c
y
of
s
o
cial
m
ed
ia
as
an
in
s
tr
u
m
en
t
of
in
s
tr
u
ctio
n
.
T
h
e
s
tu
d
y
ad
d
itio
n
ally
r
e
v
ea
led
t
h
at
th
ey
h
ad
an
e
x
ce
llen
t
ex
p
er
ien
ce
u
tili
zin
g
s
o
cial
m
ed
ia
f
o
r
lear
n
in
g
a
n
d
in
s
tr
u
ctio
n
s
in
ce
it
o
f
f
er
e
d
th
e
m
th
e
f
r
ee
d
o
m
to
lea
r
n
wh
en
an
d
wh
er
e
it
was
m
o
s
t
co
n
v
e
n
ien
t
f
o
r
t
h
em
.
T
h
e
s
tu
d
y
also
f
o
u
n
d
th
at
c
o
u
r
s
e
in
s
tr
u
cto
r
s
f
r
eq
u
en
tly
u
tili
ze
d
s
o
cial
m
ed
ia
to
in
ter
ac
t
w
ith
th
eir
s
tu
d
en
ts
,
d
is
tr
ib
u
te
in
s
tr
u
ctio
n
al
m
ater
ia
ls
,
an
d
n
o
tify
th
em
ab
o
u
t
an
y
ch
an
g
es
to
s
ch
ed
u
les
f
o
r
class
es
or
ex
am
d
ates.
It
was
also
r
ev
ea
led
th
at
s
tu
d
en
ts
em
p
lo
y
ed
s
o
cial
m
ed
ia
p
latf
o
r
m
s
more
o
f
ten
th
an
in
s
tr
u
ct
o
r
s
f
o
r
d
is
cu
s
s
io
n
s
,
co
m
m
u
n
icatio
n
,
a
n
d
ac
a
d
em
i
c
in
ter
ac
tio
n
s
.
T
h
e
f
i
n
d
in
g
s
h
o
ld
s
ig
n
if
ica
n
t
im
p
licatio
n
s
f
o
r
s
o
cial
m
ed
ia
in
teg
r
atio
n
in
E
FL
class
r
o
o
m
s
to
co
n
f
o
r
m
to
th
e
m
o
d
er
n
t
aste
of
tech
-
s
av
v
y
Sau
d
i
E
FL
lear
n
er
s
w
h
o
f
in
d
co
n
v
en
tio
n
al
m
eth
o
d
s
of
lear
n
in
g
a
n
d
teac
h
i
n
g
less
ap
p
ea
lin
g
an
d
m
o
tiv
atin
g
.
As
th
is
s
tu
d
y
m
er
ely
d
ea
ls
with
E
FL
lear
n
er
s
in
th
e
Sau
d
i
Ar
ab
ian
co
n
tex
t,
f
u
tu
r
e
s
tu
d
ies
m
ay
ex
am
in
e
th
e
ef
f
icac
y
of
s
o
cial
m
ed
ia
as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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Vo
l
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14
,
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3
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J
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n
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20
25
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4
5
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4
6
0
2458
lear
n
in
g
in
s
tr
u
m
e
n
ts
in
th
e
c
o
n
tex
t
of
t
h
e
lar
g
er
Ar
ab
wo
r
ld
.
T
h
e
f
in
d
in
g
s
of
th
e
r
esear
c
h
h
o
ld
im
p
licatio
n
s
f
o
r
b
o
t
h
ed
u
ca
t
o
r
s
an
d
lear
n
e
r
s
s
in
ce
s
o
cial
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etwo
r
k
in
g
s
ites
an
d
s
o
cial
m
ed
ia
p
latf
o
r
m
s
can
be
ad
ap
te
d
to
m
ee
t
th
e
r
eq
u
ir
e
m
en
ts
of
d
ig
it
ally
s
av
v
y
s
tu
d
en
ts
in
s
itu
atio
n
s
wh
en
tr
ad
itio
n
al
m
eth
o
d
o
l
o
g
ies
of
in
s
tr
u
ctio
n
ar
e
no
lo
n
g
er
v
ia
b
le.
T
h
e
s
tu
d
y
o
f
f
er
s
wid
er
p
o
s
s
ib
ilit
ies
of
how
s
o
cial
m
ed
ia
u
s
ag
e
in
E
FL
clas
s
r
o
o
m
s
can
em
p
o
wer
s
tu
d
en
ts
an
d
h
el
p
th
em
b
ec
o
m
e
s
elf
-
an
d
in
d
ep
en
d
en
t
lear
n
er
s
.
T
h
e
s
tu
d
y
’
s
lim
itatio
n
s
-
in
clu
d
in
g
it
i
s
r
elian
ce
on
d
ata
f
r
o
m
a
s
in
g
le
u
n
iv
e
r
s
ity
an
d
its
ex
clu
s
iv
e
f
o
cu
s
on
a
s
p
ec
if
ic
ag
e
an
d
g
eo
g
r
ap
h
ic
g
r
o
u
p
-
r
aise
co
n
ce
r
n
s
ab
o
u
t
its
g
en
er
aliza
b
ilit
y
to
all
Sau
d
i
Ar
ab
ian
s
tu
d
en
ts
.
A
lar
g
er
s
am
p
le
s
ize
an
d
an
ex
am
in
atio
n
of
s
o
cial
m
ed
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’
s
ef
f
icac
y
as
a
p
ed
ag
o
g
ical
t
o
o
l
th
r
o
u
g
h
o
u
t
th
e
b
r
o
ad
e
r
A
r
ab
wo
r
l
d
m
ig
h
t
be
p
ar
t
of
f
u
tu
r
e
r
esear
ch
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
wo
r
k
is
s
u
p
p
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r
ted
b
y
P
r
in
ce
Sattam
B
in
Ab
d
u
laziz
Un
iv
er
s
ity
,
Kin
g
d
o
m
o
f
Sau
d
i
Ar
ab
ia
(
Gr
an
t n
u
m
b
er
: PSAU/2
0
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4
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)
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
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D
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Vi
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P
Fu
Mo
h
am
m
ad
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am
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h
ed
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I
f
tik
h
ar
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Ab
d
u
h
Alm
ash
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W
ah
aj
Un
n
is
a
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ar
d
a
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C
:
C
o
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c
e
p
t
u
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l
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a
t
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:
M
e
t
h
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d
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So
:
So
f
t
w
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Va
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Fo
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th
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Pr
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r
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tu
d
y
(
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DATA AV
AI
L
AB
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L
I
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T
h
e
co
r
r
esp
o
n
d
in
g
a
u
th
o
r
is
willin
g
to
p
r
o
v
id
e
th
e
d
ata
u
s
e
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to
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u
p
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t
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e
f
in
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in
g
s
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f
th
is
s
tu
d
y
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n
r
eq
u
est
[
MJ]
.
Du
e
to
et
h
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a
n
d
p
r
i
v
ac
y
r
estrictio
n
s
,
th
e
d
at
a
ar
e
n
o
t
p
u
b
licly
ac
ce
s
s
ib
le.
RE
F
E
R
E
NC
E
S
[
1
]
J.
A
b
b
a
s
,
J
.
A
m
a
n
,
M
.
N
u
r
u
n
n
a
b
i
,
a
n
d
S
.
B
a
n
o
,
“
T
h
e
i
m
p
a
c
t
o
f
s
o
c
i
a
l
me
d
i
a
o
n
l
e
a
r
n
i
n
g
b
e
h
a
v
i
o
r
f
o
r
s
u
s
t
a
i
n
a
b
l
e
e
d
u
c
a
t
i
o
n
:
E
v
i
d
e
n
c
e
o
f
st
u
d
e
n
t
s
f
r
o
m
s
e
l
e
c
t
e
d
u
n
i
v
e
r
si
t
i
e
s
i
n
P
a
k
i
s
t
a
n
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
1
,
n
o
.
6
,
p
.
1
6
8
3
,
2
0
1
9
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
1
0
6
1
6
8
3
.
[
2
]
N
.
A
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18
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19
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[
21
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[
22
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[
23
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[
24
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25
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[
27
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.
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[
28
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.
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[
29
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.
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[
30
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[
31
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