I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
6
,
Dec
em
b
er
20
25
,
p
p
.
5
1
9
7
~
5
2
0
8
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
6
.
3
4
7
3
2
5197
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Studen
ts’
a
nd
t
ea
chers’
percep
tion
s a
nd experien
ces
of using
so
cia
l media
in
le
a
rning
f
o
reig
n la
ng
ua
g
es
L
e
T
ha
n
h Ng
uy
et
Anh
1
,
B
ui
T
ha
nh
T
in
h
2
,
Ng
uy
en
Va
n C
a
nh
3
1
Th
e
F
a
c
u
l
t
y
o
f
F
o
r
e
i
g
n
L
a
n
g
u
a
g
e
s,
D
o
n
g
T
h
a
p
U
n
i
v
e
r
si
t
y
,
C
a
o
L
a
n
h
,
V
i
e
t
n
a
m
2
F
o
r
e
i
g
n
L
a
n
g
u
a
g
e
s
a
n
d
I
n
f
o
r
mat
i
c
s
C
e
n
t
e
r
,
D
o
n
g
T
h
a
p
U
n
i
v
e
r
si
t
y
,
C
a
o
L
a
n
h
,
V
i
e
t
n
a
m
3
Q
u
a
l
i
t
y
A
ssu
r
a
n
c
e
O
f
f
i
c
e
,
D
o
n
g
T
h
a
p
U
n
i
v
e
r
si
t
y
,
C
a
o
L
a
n
h
,
V
i
e
t
n
a
m
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
23
,
2
0
2
5
R
ev
is
ed
Au
g
12
,
2
0
2
5
Acc
ep
ted
Sep
30
,
2
0
2
5
Th
e
b
e
n
e
fit
s
o
f
so
c
ial
m
e
d
ia
a
p
p
li
c
a
ti
o
n
s
h
a
v
e
e
m
e
rg
e
d
a
s
a
n
a
d
v
a
n
c
e
m
e
n
t
in
tea
c
h
in
g
a
n
d
lea
rn
in
g
fo
re
ig
n
l
a
n
g
u
a
g
e
s.
H
o
we
v
e
r,
it
fa
ll
s
sh
o
rt
o
f
stu
d
ies
in
v
e
stig
a
t
in
g
t
h
e
p
e
rsp
e
c
ti
v
e
s
a
n
d
e
x
p
e
rien
c
e
s
o
f
e
d
u
c
a
to
rs
a
n
d
lea
rn
e
rs
a
b
o
u
t
s
o
c
ial
m
e
d
ia
u
sa
g
e
in
Vie
tn
a
m
e
se
tertiary
e
d
u
c
a
ti
o
n
c
o
n
tex
ts
in
ru
ra
l
a
re
a
s.
Th
e
re
fo
re
,
th
is
stu
d
y
e
x
a
m
in
e
d
th
e
p
e
rc
e
p
ti
o
n
s
a
n
d
e
x
p
e
rien
c
e
s
o
f
tea
c
h
e
rs
a
n
d
stu
d
e
n
ts
re
g
a
rd
i
n
g
th
e
a
p
p
li
c
a
ti
o
n
o
f
so
c
ial
m
e
d
ia
i
n
fo
re
ig
n
lan
g
u
a
g
e
lea
rn
i
n
g
a
t
a
u
n
iv
e
rsit
y
in
t
h
e
M
e
k
o
n
g
De
lt
a
,
S
o
u
t
h
e
rn
Vie
tn
a
m
.
Th
e
stu
d
y
wa
s
c
o
n
d
u
c
ted
wit
h
th
e
p
a
rti
c
i
p
a
ti
o
n
o
f
1
9
9
stu
d
e
n
ts
a
n
d
2
0
tea
c
h
e
rs.
Th
is st
u
d
y
e
m
p
l
o
y
e
d
a
m
ix
e
d
-
m
e
th
o
d
s a
p
p
ro
a
c
h
,
c
o
ll
e
c
ti
n
g
d
a
ta
fro
m
q
u
e
stio
n
n
a
ires
,
a
n
d
a
n
i
n
-
d
e
p
th
in
terv
iew
.
T
h
e
fi
n
d
i
n
g
s
s
h
o
we
d
th
a
t
m
o
st
tea
c
h
e
rs
a
n
d
stu
d
e
n
ts
h
a
d
a
p
o
siti
v
e
a
tt
it
u
d
e
to
wa
rd
s
a
p
p
ly
in
g
t
h
is
m
o
d
e
to
tea
c
h
i
n
g
a
n
d
lea
rn
i
n
g
f
o
re
ig
n
lan
g
u
a
g
e
s.
Ho
we
v
e
r,
th
e
y
in
d
ica
ted
so
m
e
p
ro
b
lem
s
wh
e
n
u
ti
li
z
i
n
g
th
o
se
m
e
th
o
d
s.
Ad
d
it
i
o
n
a
ll
y
,
th
e
y
su
g
g
e
ste
d
so
m
e
m
e
a
su
re
s
fo
r
b
len
d
in
g
d
irec
t
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
wit
h
so
c
ial
m
e
d
ia
b
a
se
d
o
n
th
e
ir
e
x
p
e
rien
c
e
.
Th
e
r
e
se
a
rc
h
re
su
lt
s
p
ro
v
id
e
d
m
o
re
in
sig
h
ts
i
n
t
o
th
is f
ield
in
th
e
l
it
e
ra
tu
re
,
e
sp
e
c
ially
i
n
lo
c
a
l
se
tt
i
n
g
s.
K
ey
w
o
r
d
s
:
E
x
p
er
ien
ce
Fo
r
eig
n
lan
g
u
ag
e
s
tu
d
e
n
ts
Fo
r
eig
n
lan
g
u
ag
e
teac
h
e
r
s
Per
ce
p
tio
n
So
cial
m
ed
ia
in
h
ig
h
er
ed
u
ca
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
L
e
T
h
an
h
Ng
u
y
et
An
h
T
h
e
Facu
lty
o
f
Fo
r
eig
n
L
an
g
u
ag
es,
Do
n
g
T
h
ap
Un
iv
e
r
s
ity
7
8
3
Ph
am
H
u
u
L
a
u
Stre
et,
C
ao
L
an
h
W
ar
d
,
Do
n
g
T
h
ap
Pro
v
in
ce
,
Vietn
am
E
m
ail: ltn
an
h
@
d
th
u
.
ed
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
So
cial
m
ed
ia
h
as
cr
u
cially
im
p
ac
ted
d
iv
er
s
e
asp
ec
ts
o
f
p
eo
p
le
’
s
liv
es,
in
clu
d
in
g
wo
r
k
,
f
in
an
ce
,
ed
u
ca
tio
n
,
a
n
d
en
te
r
tain
m
en
t
[
1
]
,
[
2
]
.
Du
e
t
o
th
e
wid
esp
r
ea
d
u
s
e
o
f
s
o
cial
p
latf
o
r
m
s
,
s
ch
o
lar
s
an
d
s
cien
tis
ts
h
av
e
b
ee
n
a
n
aly
zin
g
th
eir
s
ig
n
if
ican
ce
an
d
in
f
lu
e
n
ce
o
n
v
ar
io
u
s
f
ea
tu
r
es
o
f
life
,
in
clu
d
in
g
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
in
f
o
r
eig
n
lan
g
u
ag
e
teac
h
in
g
.
I
n
th
is
ag
e
o
f
in
d
u
s
tr
y
4
.
0
,
a
g
r
ea
t
d
e
al
o
f
r
esear
ch
h
as
b
ee
n
ca
r
r
ied
o
u
t to
ass
ess
th
e
u
s
ef
u
ln
ess
o
f
s
o
cial
m
ed
ia
p
latf
o
r
m
s
f
o
r
m
a
s
ter
in
g
a
s
ec
o
n
d
o
r
f
o
r
eig
n
lan
g
u
ag
e
[
3
]
–
[
8
]
.
Sev
er
al
s
tu
d
ies
h
av
e
b
ee
n
c
o
n
d
u
cted
in
d
if
f
er
en
t
c
o
n
tex
ts
to
u
n
d
er
s
tan
d
t
h
e
s
ig
n
if
ican
ce
o
f
th
o
s
e
in
ed
u
ca
tin
g
a
f
o
r
eig
n
lan
g
u
a
g
e.
Ad
d
itio
n
ally
,
s
o
m
e
r
esear
ch
h
as
ex
p
lo
r
ed
lectu
r
e
r
s
’
an
d
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
s
o
cial
n
etwo
r
k
in
g
lear
n
i
n
g
p
latf
o
r
m
s
[
9
]
–
[
1
2
]
.
Ho
wev
e
r
,
v
er
y
f
ew
s
tu
d
ies h
av
e
ex
p
lo
r
e
d
th
e
u
s
ag
e
o
f
s
o
cial
web
s
ites
in
te
ac
h
in
g
la
n
g
u
a
g
es
in
Vietn
am
[
1
3
]
–
[
1
7
]
.
T
h
ese
we
r
e
co
n
d
u
cted
in
s
o
m
e
h
ig
h
s
ch
o
o
ls
in
ce
n
tr
al
Vietn
am
an
d
in
s
titu
tio
n
s
in
m
ajo
r
cities,
n
am
ely
Ha
No
i
C
ap
ital
an
d
Ho
C
h
i
Min
h
C
ity
.
On
ly
r
esear
ch
b
y
Ph
an
[
1
8
]
was
co
n
d
u
cted
in
C
an
T
h
o
C
ity
,
s
o
u
th
er
n
Vietn
am
.
Sti
ll,
n
o
r
esear
ch
h
as
b
ee
n
ca
r
r
ied
o
u
t
in
a
r
em
o
te
r
eg
i
o
n
in
th
e
Me
k
o
n
g
Delta,
s
o
u
th
er
n
Vietn
am
.
Hen
ce
,
th
is
r
esear
ch
aim
s
to
p
r
o
v
id
e
n
ew
p
er
s
p
ec
tiv
es
b
y
co
m
b
i
n
in
g
teac
h
er
s
’
an
d
s
tu
d
e
n
ts
’
p
e
r
ce
p
tio
n
s
an
d
p
r
ac
tices
o
f
u
s
in
g
th
o
s
e
f
o
r
m
s
in
cu
ltiv
atin
g
f
o
r
eig
n
lan
g
u
a
g
es
an
d
to
ass
es
s
s
tu
d
en
ts
’
s
e
lf
-
ev
alu
atio
n
ab
ilit
ies
f
o
r
th
eir
lan
g
u
ag
e
lear
n
in
g
th
r
o
u
g
h
s
o
cial
m
ed
ia
s
ites
.
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
.
6
,
Dec
em
b
er
20
25
:
5
1
9
7
-
5
2
0
8
5198
Kap
lan
an
d
Hae
n
lein
[
1
9
]
d
escr
ib
e
s
o
cial
m
ed
ia
as
in
te
r
n
et
-
b
ased
ap
p
licatio
n
s
th
at
u
tili
ze
th
e
in
f
r
astru
ctu
r
e
o
f
W
eb
2
.
0
to
f
a
cilitate
th
e
in
v
en
tio
n
an
d
tr
an
s
f
er
o
f
u
s
er
-
g
e
n
er
ated
co
n
ten
t.
T
h
is
d
ef
in
itio
n
h
as
g
ain
ed
wid
esp
r
ea
d
ac
ce
p
tan
c
e
d
u
e
to
th
e
n
u
m
er
o
u
s
tech
n
o
lo
g
ies
it
en
co
m
p
ass
es.
T
h
er
e
is
a
m
u
lti
tu
d
e
o
f
s
o
cial
-
m
ed
ia
ty
p
es
av
ailab
le
s
u
ch
as
v
ar
io
u
s
s
o
cial
n
e
two
r
k
s
(
Face
b
o
o
k
,
Aca
d
em
i
a,
an
d
L
in
k
ed
I
n
)
,
co
llab
o
r
ativ
e
au
th
o
r
in
g
(
W
ik
ip
ed
ia
an
d
Go
o
g
le
Do
cs),
m
icr
o
b
lo
g
g
in
g
(
T
witter
an
d
T
u
m
b
lr
)
,
b
lo
g
s
an
d
f
o
r
u
m
s
(
L
iv
eJo
u
r
n
al
an
d
W
o
r
d
Pre
s
s
)
,
m
ed
ia
s
h
ar
in
g
(
Yo
u
T
u
b
e
,
Pin
ter
est,
an
d
Fli
ck
r
)
,
web
co
n
f
er
en
ci
n
g
(
Sk
y
p
e)
,
g
eo
-
lo
ca
tio
n
b
ased
s
ites
(
T
in
d
er
)
,
s
ch
ed
u
lin
g
an
d
m
ee
tin
g
(
Do
o
d
le,
Go
o
g
le
C
alen
d
ar
,
an
d
Mic
r
o
s
o
f
t
Ou
tlo
o
k
)
,
an
d
lear
n
in
g
p
latf
o
r
m
s
an
d
m
ass
iv
e
o
p
en
o
n
lin
e
c
o
u
r
s
es
(
MO
OC
s
)
(
Op
en
OL
AT
,
Stu
d
.
I
P,
Mo
o
d
le,
an
d
C
o
u
r
s
er
a)
,
an
d
teac
h
er
s
ca
n
ch
o
o
s
e
to
u
tili
ze
o
n
e
o
r
m
o
r
e
d
ep
en
d
in
g
o
n
th
eir
teac
h
in
g
o
b
jectiv
es
[
5
]
.
T
h
e
in
teg
r
atio
n
o
f
s
o
cial
p
latf
o
r
m
s
in
s
ch
o
o
ls
as
well
as
u
n
iv
er
s
ities
ca
n
n
o
t
b
e
ig
n
o
r
e
d
.
I
t
h
as
b
ee
n
p
r
o
v
e
n
th
at
u
s
in
g
tech
n
o
lo
g
i
ca
l
to
o
ls
an
d
in
n
o
v
ativ
e
s
o
cial
d
ig
ital
m
ea
n
s
ca
n
in
s
p
ir
e
s
tu
d
en
ts
to
lear
n
lan
g
u
ag
es
m
o
r
e
ef
f
ec
tiv
ely
[
2
0
]
.
So
cial
p
latf
o
r
m
s
ca
n
ai
d
in
lear
n
in
g
a
s
ec
o
n
d
o
r
f
o
r
eig
n
la
n
g
u
a
g
e
b
y
em
p
lo
y
in
g
co
n
n
ec
tiv
is
m
an
d
co
n
s
tr
u
ctiv
is
m
lear
n
in
g
th
eo
r
i
es
[
5
]
,
[
2
1
]
,
[
2
2
]
.
T
h
is
m
ea
n
s
th
at
th
ey
ca
n
b
e
v
alu
ab
le
in
s
tr
u
m
e
n
ts
in
d
e
v
elo
p
in
g
a
co
m
m
u
n
icativ
e
ap
p
r
o
ac
h
to
cu
ltiv
atin
g
a
f
o
r
eig
n
lan
g
u
ag
e
.
Ad
d
itio
n
ally
,
Z
h
a
n
g
a
n
d
W
a
n
g
[
2
3
]
e
x
p
lo
r
e
d
E
n
g
lis
h
-
teac
h
er
-
ed
u
ca
tio
n
s
tu
d
en
ts
’
c
o
m
p
eten
ce
in
lan
g
u
ag
e
lear
n
in
g
an
d
teac
h
in
g
,
ap
p
lie
d
tech
n
o
lo
g
y
o
f
MO
OC
s
,
m
icr
o
-
less
o
n
s
,
g
am
es,
an
d
s
o
cia
l
m
ed
ia.
Mo
r
eo
v
er
,
Alk
am
el
[
2
4
]
co
n
d
u
cted
a
s
y
n
th
esis
o
f
3
0
s
tu
d
ies
co
n
d
u
cted
b
etwe
en
2
0
1
5
an
d
2
0
2
2
,
wh
ich
r
ev
ea
led
th
at
a
n
u
m
b
er
o
f
p
o
p
u
lar
n
etwo
r
k
in
g
s
ites
,
s
u
ch
as
Yo
u
T
u
b
e,
Face
b
o
o
k
,
I
n
s
tag
r
am
,
W
h
atsAp
p
,
an
d
L
in
e,
wer
e
u
tili
ze
d
in
in
s
tr
u
ctin
g
E
n
g
lis
h
.
Ad
d
itio
n
ally
,
s
o
m
e
s
tu
d
ies
h
av
e
in
v
esti
g
ated
th
e
m
e
r
its
o
f
s
o
cial
m
e
d
ia
s
er
v
ices
f
o
r
s
tu
d
y
in
g
lan
g
u
ag
e
au
to
n
o
m
o
u
s
ly
.
Alk
a
m
el
[
2
4
]
s
y
n
th
esized
th
at
b
y
ap
p
ly
in
g
s
o
cial
m
e
d
ia
web
s
ites
,
s
tu
d
en
ts
co
u
l
d
f
o
s
ter
th
eir
lan
g
u
ag
e
s
k
ills
,
im
p
r
o
v
e
th
eir
team
wo
r
k
,
an
d
b
o
o
s
t
th
eir
m
o
tiv
atio
n
.
B
esid
es,
Mu
h
am
m
ad
[
2
5
]
r
esear
ch
ed
o
n
p
r
o
m
o
tin
g
E
n
g
lis
h
as
f
o
r
ei
g
n
lan
g
u
ag
e
(
E
FL
)
s
tu
d
en
ts
’
a
u
to
n
o
m
y
th
r
o
u
g
h
e
-
m
ed
ia
.
T
h
e
f
in
d
in
g
s
s
h
o
wed
th
at
s
tu
d
en
ts
h
ad
g
r
ea
te
r
co
n
tr
o
l
o
v
e
r
th
e
m
ater
ials
,
co
g
n
itiv
e
p
r
o
c
ess
es,
ac
h
iev
em
en
t,
an
d
lear
n
in
g
m
an
ag
em
en
t.
Hala
wa
[
2
6
]
n
o
te
d
th
at
s
tu
d
en
ts
h
av
e
b
ec
o
m
e
m
o
r
e
in
d
e
p
en
d
e
n
t,
m
et
u
n
tr
o
u
b
le
d
,
an
d
d
e
v
elo
p
ed
th
eir
k
n
o
wled
g
e
f
r
o
m
d
ig
ital sit
es.
I
n
co
r
p
o
r
atin
g
s
o
cial
web
s
ites
in
to
lan
g
u
a
g
e
lear
n
i
n
g
m
eth
o
d
s
is
ess
en
tial
to
m
ee
t
th
e
ch
allen
g
es
o
f
lan
g
u
ag
e
s
k
ill d
e
v
elo
p
m
e
n
t in
th
e
cu
r
r
en
t e
r
a
o
f
r
ev
o
l
u
tio
n
4
.
0
[
2
4
]
.
Vir
tu
al
ch
ats an
d
o
n
lin
e
d
is
cu
s
s
io
n
s
h
av
e
r
ep
lace
d
f
ac
e
-
to
-
f
ac
e
co
n
v
er
s
atio
n
s
,
alter
in
g
e
-
m
e
d
ia
lear
n
er
s
’
d
aily
lan
g
u
ag
e
as
well
as
lan
g
u
ag
e
s
k
ills
.
Fu
r
th
er
m
o
r
e
,
lear
n
e
r
s
h
av
e
ac
ce
s
s
to
s
m
ar
tp
h
o
n
es,
lap
t
o
p
s
,
an
d
tab
lets
with
ab
u
n
d
an
t
s
o
cial
m
ed
i
a
ap
p
licatio
n
s
,
en
r
ich
in
g
th
eir
lan
g
u
ag
e
in
p
u
t
an
d
o
u
tp
u
t
s
k
ills
[
6
]
.
I
t
ex
p
an
d
s
th
e
class
r
o
o
m
in
to
n
ew,
ch
allen
g
in
g
d
o
m
ain
s
an
d
en
c
o
u
r
ag
es st
u
d
en
ts
to
ap
p
ly
wh
at
th
ey
lear
n
in
r
ea
l c
o
m
m
u
n
icati
v
e
s
ettin
g
s
.
T
h
er
ef
o
r
e,
ed
u
ca
to
r
s
n
ee
d
to
r
ec
o
g
n
ize
th
at
t
h
e
p
o
te
n
tiality
o
f
d
ig
ital
web
s
ites
ca
n
b
e
c
o
n
s
id
er
ed
as
a
v
alu
ab
le
s
er
v
ice
f
o
r
lear
n
er
s
to
ev
alu
ate
th
eir
au
to
n
o
m
o
u
s
lan
g
u
ag
e
p
r
ac
tice.
B
er
r
y
[
2
7
]
em
p
h
asizes
th
at
ass
es
s
m
en
t
as
a
p
ar
t
o
f
lear
n
in
g
is
cr
u
cial
f
o
r
p
r
o
m
o
tin
g
lear
n
er
au
t
o
n
o
m
y
.
L
ea
r
n
er
s
ca
n
a
s
s
es
s
n
o
t
o
n
l
y
th
eir
s
k
ills
b
u
t
al
s
o
th
o
s
e
o
f
th
eir
p
ee
r
s
.
T
h
ey
ca
n
en
g
ag
e
in
d
is
c
u
s
s
io
n
s
ab
o
u
t
th
eir
lear
n
in
g
p
r
o
g
r
ess
an
d
r
ec
eiv
e
f
ee
d
b
ac
k
f
r
o
m
n
o
t
o
n
l
y
in
s
tr
u
cto
r
s
b
u
t
also
f
r
ien
d
s
.
Desp
ite
th
is
,
p
r
ev
i
o
u
s
r
esear
ch
h
as
lar
g
ely
o
v
er
lo
o
k
ed
th
e
o
th
er
f
u
n
ctio
n
o
f
e
-
m
ed
ia
f
o
r
s
elf
-
ass
es
s
m
en
t
in
lan
g
u
ag
e
tr
ain
in
g
.
I
n
th
e
c
u
r
r
e
n
t
r
esear
ch
,
th
e
au
th
o
r
s
ad
d
r
ess
th
is
g
ap
in
th
e
liter
atu
r
e
b
y
e
x
p
lo
r
i
n
g
th
is
asp
ec
t
o
f
s
o
cial
p
latf
o
r
m
s
to
in
s
tr
u
ct
f
o
r
eig
n
la
n
g
u
a
g
es.
Pra
ctica
l
ap
p
licatio
n
s
o
f
th
is
ap
p
r
o
ac
h
in
clu
d
e
u
s
in
g
web
s
i
tes
lik
e
Gr
am
m
ar
ly
.
co
m
,
Ma
r
k
in
g
Ma
te,
an
d
f
r
ee
o
n
lin
e
test
s
to
s
elf
-
e
v
alu
ate
f
o
r
eig
n
lan
g
u
a
g
e
s
k
ills
.
B
y
e
m
b
r
ac
in
g
th
e
p
o
wer
o
f
s
o
cial
m
ed
ia,
lectu
r
e
r
s
ca
n
cr
ea
te
a
m
o
r
e
e
f
f
ec
tiv
e
an
d
au
to
n
o
m
o
u
s
lan
g
u
a
g
e
lear
n
in
g
e
x
p
er
ien
ce
f
o
r
to
d
ay
’
s
lear
n
er
s
.
I
n
s
u
m
m
a
r
y
,
s
o
cial
m
ed
ia
h
as
b
ee
n
u
s
ed
f
o
r
teac
h
in
g
an
d
l
ea
r
n
in
g
s
ec
o
n
d
o
r
f
o
r
eig
n
lan
g
u
ag
es
f
o
r
q
u
ite
s
o
m
e
tim
e
an
d
h
as
attr
a
cted
atten
tio
n
f
r
o
m
r
esear
ch
e
r
s
wo
r
ld
wid
e.
Ho
wev
er
,
f
ew
h
av
e
co
n
s
id
er
ed
th
e
p
o
s
s
ib
ilit
y
f
o
r
th
e
ac
h
iev
em
en
t
o
f
d
ig
ital
p
latf
o
r
m
s
as
a
s
elf
-
ass
es
s
m
en
t
d
ev
ice
in
th
e
p
r
o
c
ess
o
f
lear
n
in
g
o
n
e
lan
g
u
ag
e.
T
h
er
ef
o
r
e,
th
is
f
ac
et
o
f
e
-
m
ed
ia
s
h
o
u
ld
b
e
d
e
v
elo
p
ed
in
f
u
r
th
er
r
esear
ch
,
esp
ec
ially
in
lo
ca
l
s
ettin
g
s
.
Sev
er
al
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
in
d
icate
d
th
at
b
o
th
s
ec
o
n
d
/
f
o
r
eig
n
la
n
g
u
a
g
e
teac
h
er
s
an
d
s
tu
d
en
ts
h
av
e
p
o
s
itiv
e
p
e
r
ce
p
tio
n
s
o
f
a
p
p
ly
in
g
s
o
cial
n
etwo
r
k
s
i
n
ac
q
u
ir
in
g
a
lan
g
u
a
g
e.
Fo
r
in
s
tan
ce
,
Desta
et
a
l.
[
1
2
]
f
u
lf
illed
a
s
tu
d
y
with
9
9
m
ed
i
ca
l
in
f
o
r
m
a
n
ts
at
Deb
r
e
T
ab
o
r
Un
iv
er
s
ity
in
E
t
h
io
p
ia
in
E
n
g
lis
h
s
k
ills
co
u
r
s
es
an
d
f
o
u
n
d
th
at
m
o
s
t
o
f
th
em
to
tally
ag
r
ee
d
with
th
e
ad
v
a
n
tag
es
o
f
u
tili
zin
g
th
em
in
lear
n
in
g
E
n
g
lis
h
to
in
cr
ea
s
e
th
eir
E
n
g
lis
h
ca
p
ac
ity
.
I
n
a
d
d
itio
n
,
Alo
r
ain
i
an
d
C
ar
d
o
s
o
[
9
]
s
u
r
v
e
y
ed
th
e
p
er
ce
p
tio
n
s
o
f
9
9
Sau
d
i
E
FL
p
ar
ticip
an
ts
to
war
d
s
u
s
in
g
W
h
atsAp
p
,
I
n
s
tag
r
am
,
Sn
ap
ch
at,
a
n
d
T
witter
as
p
ed
ag
o
g
ical
to
o
ls
f
o
r
s
tu
d
y
in
g
E
n
g
lis
h
at
Kin
g
S
au
d
Un
iv
er
s
ity
.
T
h
e
r
esu
lts
d
is
p
lay
ed
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
r
u
n
n
i
n
g
th
o
s
e
in
s
tr
u
m
en
ts
b
etwe
en
th
e
two
g
r
o
u
p
s
,
wh
ich
was
d
if
f
er
e
n
t
d
u
e
to
th
eir
v
a
r
io
u
s
lan
g
u
ag
e
lea
r
n
in
g
p
u
r
p
o
s
es
an
d
th
e
s
k
ills
th
ey
ch
o
s
e
to
lear
n
.
Am
o
n
g
th
o
s
e
ap
p
licatio
n
s
,
T
witter
was
co
n
s
id
er
ed
“a
n
ac
ce
p
tab
le
an
d
r
eliab
l
e
m
ed
iu
m
o
n
wh
ich
s
tu
d
en
ts
c
an
p
r
ac
tice
a
n
d
lear
n
E
FL”
[
9
]
.
Similar
ly
,
Nam
az
ia
n
d
o
s
t
et
a
l.
[
1
0
]
e
x
p
lo
r
e
d
2
0
0
E
FL
lectu
r
er
s
’
an
d
u
n
d
er
g
r
ad
u
ates
’
co
g
n
itio
n
o
f
u
tili
zin
g
s
o
cial
n
etwo
r
k
in
g
s
ites
to
en
h
an
ce
s
tu
d
en
ts
’
s
p
ea
k
in
g
ab
ilit
y
at
I
s
lam
ic
Aza
d
Un
iv
er
s
ity
,
I
r
a
n
.
T
h
e
r
esu
lts
illu
s
tr
ated
th
at
b
o
th
h
ad
a
p
o
s
itiv
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
a
n
d
tea
c
h
ers
’
p
ercep
tio
n
s
a
n
d
ex
p
erien
ce
s
o
f u
s
in
g
s
o
cia
l m
ed
ia
in
…
(
Le
Th
a
n
h
N
g
u
ye
t A
n
h
)
5199
u
n
d
er
s
tan
d
i
n
g
o
f
ap
p
ly
in
g
s
o
c
ial
e
-
to
o
ls
,
n
am
ely
Sk
y
p
e,
W
h
atsAp
p
,
an
d
T
eleg
r
am
,
to
im
p
r
o
v
e
s
tu
d
en
ts
’
o
r
a
l
co
m
p
eten
ce
in
h
ig
h
er
e
d
u
ca
tio
n
.
Ad
d
itio
n
ally
,
Hala
wa
[
2
6
]
ex
p
lo
r
ed
3
2
E
n
g
lis
h
m
ajo
r
s
’
th
o
u
g
h
ts
o
n
ad
o
p
tin
g
Yo
u
T
u
b
e,
I
n
s
tag
r
a
m
,
T
ik
T
o
k
,
a
n
d
Face
b
o
o
k
.
T
h
e
f
in
d
in
g
s
d
e
m
o
n
s
tr
ated
th
at
p
ar
ticip
an
ts
f
elt
d
elig
h
ted
a
n
d
u
n
p
r
ess
u
r
ed
wh
en
lear
n
in
g
f
r
o
m
th
o
s
e.
Ap
o
k
o
an
d
W
alu
y
o
[
2
2
]
in
v
esti
g
ate
d
1
0
8
E
FL
s
tu
d
e
n
ts
at
a
p
r
iv
ate
in
s
titu
tio
n
in
I
n
d
o
n
esia
an
d
p
o
in
te
d
o
u
t
th
at
I
n
s
tag
r
am
,
T
ik
T
o
k
,
Face
b
o
o
k
,
an
d
W
h
atsAp
p
h
el
p
ed
th
eir
E
n
g
lis
h
wr
itin
g
a
n
d
s
p
e
ak
in
g
s
k
ills
im
p
r
o
v
e
.
I
n
ad
d
i
tio
n
,
th
ey
s
u
g
g
ested
th
at
th
o
s
e
s
ites
s
h
o
u
ld
b
e
in
teg
r
ated
in
to
c
u
r
r
ic
u
la
to
f
o
s
ter
E
FL
s
tu
d
en
ts
’
in
ter
est an
d
co
m
p
eten
ce
.
I
n
r
ec
en
t
y
ea
r
s
,
in
th
e
Vietn
am
ese
co
n
tex
t,
Ph
am
et
a
l.
[
1
3
]
r
esear
ch
ed
1
5
4
Vietn
am
ese
-
s
p
ea
k
in
g
s
tu
d
en
ts
’
awa
r
en
ess
o
f
p
r
ac
ticin
g
e
-
s
ites
to
d
ev
elo
p
v
o
ca
b
u
lar
y
in
lear
n
in
g
f
o
r
eig
n
lan
g
u
ag
es
at
Van
L
an
g
Un
iv
er
s
ity
,
in
Ho
C
h
i
Min
h
C
ity
.
As
a
r
esu
lt,
p
ar
ticip
an
ts
wh
o
ac
ce
s
s
ed
Face
b
o
o
k
,
I
n
s
tag
r
am
,
T
ik
T
o
k
,
T
witter
,
W
eCh
at,
Sk
y
p
e,
W
h
atsAp
p
,
T
eleg
r
am
,
Sn
a
p
ch
at,
an
d
T
u
m
b
lr
h
a
d
p
o
s
itiv
e
attitu
d
es
ab
o
u
t
lea
r
n
in
g
an
d
im
p
r
o
v
in
g
th
eir
v
o
ca
b
u
l
ar
y
v
ia
th
o
s
e
p
latf
o
r
m
s
.
Ad
d
itio
n
ally
,
Ng
u
y
en
[
2
8
]
ca
r
r
ie
d
o
u
t
r
esear
ch
with
2
1
f
ir
s
t
-
y
ea
r
E
n
g
lis
h
m
aj
o
r
s
tu
d
en
ts
p
r
ac
ticin
g
wr
itin
g
task
s
v
ia
Go
o
g
le
Do
cs
an
d
f
o
u
n
d
th
at
n
o
s
ig
n
if
ica
n
t
in
f
lu
en
ce
o
f
Go
o
g
le
Do
cs
an
d
p
ar
ticip
an
ts
’
w
r
itin
g
g
r
o
u
p
w
o
r
k
m
ar
k
s
h
ap
p
e
n
ed
.
Yet,
th
e
f
in
d
in
g
s
d
is
p
lay
ed
th
at
in
f
o
r
m
an
ts
,
esp
ec
ially
lo
w
o
n
es,
h
ad
a
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
Go
o
g
le
Do
cs,
s
o
cial
s
k
il
ls
,
an
d
tech
n
o
lo
g
ical
s
k
ills
;
m
ea
n
wh
i
le,
th
ey
h
ad
n
eg
ativ
e
o
p
in
io
n
s
o
f
co
s
ts
an
d
p
r
o
b
lem
s
o
f
d
ea
lin
g
with
Go
o
g
le
m
ater
ials
o
n
ce
ll p
h
o
n
es a
n
d
t
h
e
in
ter
n
et
.
S
tu
d
ies
h
av
e
ex
am
i
n
ed
t
h
e
ad
v
an
tag
es
o
f
in
c
o
r
p
o
r
atin
g
s
o
cial
p
latf
o
r
m
s
in
to
s
ec
o
n
d
lan
g
u
a
g
e
lear
n
in
g
.
On
e
s
ig
n
if
ica
n
t
b
e
n
e
f
it
is
th
e
r
e
d
u
ctio
n
o
f
co
m
m
u
n
icatio
n
ap
p
r
eh
e
n
s
io
n
a
n
d
n
er
v
o
u
s
n
ess
in
v
ir
tu
al
co
n
tex
ts
,
wh
ich
r
esu
lts
in
in
c
r
ea
s
ed
m
o
tiv
atio
n
an
d
s
elf
-
co
n
f
id
en
ce
am
o
n
g
s
ec
o
n
d
lan
g
u
ag
e
(
L2
)
s
tu
d
e
n
ts
.
T
h
is
em
p
o
wer
s
th
em
to
p
r
o
d
u
ce
L
2
n
atu
r
ally
an
d
cr
ea
t
iv
ely
,
th
er
eb
y
c
r
ea
tin
g
an
x
ie
ty
-
f
r
ee
ar
ea
s
[
2
9
]
.
Ad
d
itio
n
ally
,
u
s
in
g
s
o
cial
m
ed
ia
h
as
b
ee
n
s
h
o
wn
to
s
tr
en
g
th
en
s
tu
d
en
ts
’
g
r
a
m
m
atica
l
co
m
p
licatio
n
an
d
ex
p
an
d
th
eir
v
o
ca
b
u
lar
y
t
o
war
d
s
ac
h
iev
in
g
m
aster
y
i
n
la
n
g
u
ag
e
ac
q
u
is
itio
n
,
as
well
as
en
h
an
ce
th
eir
o
r
al
p
r
o
f
icien
c
y
,
p
ar
ticu
lar
ly
in
s
p
ea
k
in
g
a
n
d
lis
ten
in
g
[
2
1
]
,
[
2
9
]
,
[
3
0
]
.
Mo
r
e
o
v
er
,
th
e
ad
v
e
n
t
o
f
n
ew
tech
n
o
lo
g
ies
h
as
led
to
co
m
p
licated
co
m
b
i
n
atio
n
s
ch
em
es
th
at
h
av
e
r
eq
u
ir
ed
n
ew
r
eq
u
ests
o
n
wr
itin
g
,
r
ea
d
in
g
,
lo
o
k
in
g
at
s
o
m
eth
in
g
,
s
o
cial
in
ter
ac
tio
n
,
an
d
co
n
v
er
s
atio
n
[
3
1
]
.
I
s
wah
y
u
n
i
[
3
2
]
r
e
v
ea
led
th
at
3
8
E
FL
v
o
lu
n
teer
s
at
a
n
in
d
ep
en
d
en
t
u
n
iv
e
r
s
ity
in
I
n
d
o
n
esia
ap
p
r
o
p
r
iated
th
e
p
r
o
f
its
o
f
Yo
u
T
u
b
e,
W
h
atsAp
p
,
I
n
s
tag
r
am
,
Face
b
o
o
k
,
T
witter
,
T
ik
T
o
k
,
in
lear
n
i
n
g
f
o
u
r
s
k
ills
o
f
E
n
g
lis
h
,
as
well
as
v
o
ca
b
u
lar
y
an
d
g
r
a
m
m
ar
.
O
th
er
s
tu
d
ies
[
3
2
]
,
[
3
3
]
f
o
u
n
d
th
e
s
am
e
r
es
u
lts
in
th
e
f
o
u
r
s
k
ills
o
f
E
n
g
li
s
h
,
v
o
ca
b
u
lar
y
,
g
r
am
m
ar
,
a
n
d
p
r
o
n
u
n
ciatio
n
v
ia
Face
b
o
o
k
,
I
n
s
tag
r
am
,
Yo
u
T
u
b
e,
an
d
T
ik
T
o
k
.
Fu
r
t
h
er
m
o
r
e,
Al
Fad
d
a
[
3
4
]
in
d
icate
d
th
at
I
n
s
tag
r
am
was
m
o
r
e
ef
f
ec
tiv
e
in
lear
n
in
g
E
n
g
lis
h
t
h
an
Sn
ap
ch
at.
B
esid
es,
Kh
an
et
a
l
.
[
3
5
]
e
x
p
r
ess
ed
th
at
Fac
eb
o
o
k
a
n
d
Go
o
g
le
b
r
o
u
g
h
t
m
an
y
m
e
r
its
to
E
FL
-
Af
g
h
an
s
tu
d
en
ts
,
n
am
ely
in
c
o
r
p
o
r
atin
g
g
en
u
in
e
in
p
u
t
r
eso
u
r
ce
s
,
cr
ea
tin
g
lo
w
-
s
tr
ess
p
r
ac
tice
en
v
ir
o
n
m
en
ts
,
p
r
o
v
id
i
n
g
o
p
p
o
r
t
u
n
ities
f
o
r
in
ter
cu
ltu
r
al
co
m
m
u
n
icat
io
n
,
an
d
f
o
s
ter
in
g
im
p
r
o
v
e
d
co
llab
o
r
atio
n
am
o
n
g
lear
n
er
s
.
I
n
a
d
d
itio
n
,
R
ah
m
awa
ti
et
a
l.
[
3
6
]
ap
p
lied
s
h
o
r
t
v
i
d
eo
s
o
n
T
ik
T
o
k
to
im
p
r
o
v
e
th
e
E
FL
3
2
in
f
o
r
m
a
n
ts
’
s
p
ea
k
in
g
s
k
ills
.
As
a
r
esu
lt,
th
eir
v
o
ca
b
u
lar
y
,
f
lu
en
c
y
,
p
r
o
n
u
n
ciatio
n
,
an
d
co
m
p
r
eh
e
n
s
io
n
wer
e
en
h
an
ce
d
r
em
ar
k
a
b
ly
.
Mu
f
tah
[
7
]
h
as
s
y
n
th
esized
th
e
b
e
n
ef
its
o
f
th
o
s
e
ap
p
r
o
ac
h
es
in
s
tu
d
y
in
g
a
f
o
r
eig
n
lan
g
u
ag
e,
s
tatin
g
th
at
it
ca
n
p
r
o
v
id
e
m
an
y
o
p
p
o
r
t
u
n
ities
f
o
r
L
2
lear
n
er
s
to
ex
p
l
o
r
e
d
i
g
ital
r
eso
u
r
ce
s
an
d
d
o
cu
m
e
n
ts
th
at
en
h
an
ce
t
h
eir
o
r
al,
wr
itten
,
lis
ten
in
g
,
an
d
r
ea
d
in
g
c
o
m
p
eten
ce
.
Fu
r
th
e
r
m
o
r
e,
M
u
f
tah
[
7
]
co
n
f
ir
m
e
d
th
ese
p
o
s
itiv
e
im
p
ac
ts
o
n
1
6
6
E
FL
u
n
d
er
g
r
ad
u
ates
at
Najr
an
Un
iv
e
r
s
ity
in
Sau
d
i
Ar
ab
ia
i
n
th
e
C
OVI
D
-
1
9
p
er
io
d
,
p
r
o
v
id
in
g
f
u
r
t
h
er
in
s
ig
h
ts
in
to
th
is
f
ield
.
I
n
a
r
ec
e
n
t
s
tu
d
y
i
n
Vietn
am
[
1
3
]
,
th
e
p
ar
ticip
an
ts
at
Van
L
an
g
U
n
iv
er
s
ity
v
alu
ed
s
o
cial
web
s
it
es
in
im
p
r
o
v
in
g
th
ei
r
v
o
ca
b
u
lar
y
i
n
lear
n
in
g
a
lan
g
u
ag
e.
Ng
o
[
1
6
]
ap
p
lied
T
ik
T
o
k
Du
et
to
4
9
E
FL
s
tu
d
en
ts
in
Han
o
i
an
d
f
o
u
n
d
th
at
th
eir
s
p
ea
k
in
g
s
k
ills
,
p
r
o
n
u
n
ciatio
n
,
c
o
n
f
id
e
n
ce
,
v
o
ca
b
u
lar
y
,
an
d
g
r
am
m
a
r
wer
e
im
p
r
o
v
e
d
.
Ng
u
y
en
an
d
Ng
o
[
1
7
]
co
n
d
u
cted
a
s
tu
d
y
with
2
5
3
n
o
n
-
E
n
g
lis
h
m
ajo
r
s
in
Ho
C
h
i
Min
h
C
ity
an
d
in
d
icate
d
th
at
th
ey
co
u
ld
f
in
d
lear
n
in
g
r
eso
u
r
ce
s
,
lear
n
a
u
to
n
o
m
o
u
s
l
y
,
an
d
jo
in
a
lear
n
in
g
c
o
m
m
u
n
ity
.
Similar
ly
,
Ph
an
[
1
8
]
s
tate
d
th
at
h
er
E
n
g
lis
h
-
m
ajo
r
o
n
es
d
ev
elo
p
s
ea
r
ch
in
g
r
eso
u
r
ce
s
k
ills
,
lear
n
in
g
i
n
tea
m
s
,
an
d
in
v
o
lv
in
g
m
o
tiv
atio
n
.
Nev
er
th
eless
,
L
in
et
a
l.
[
3
0
]
n
o
tes
th
at
o
n
lin
e
lan
g
u
ag
e
u
s
e
is
o
f
ten
cr
iticized
f
o
r
lack
in
g
co
h
er
en
ce
an
d
p
r
o
p
e
r
s
tr
u
ctu
r
e
.
Similar
ly
,
Face
b
o
o
k
h
ad
a
d
etr
im
en
t
al
ef
f
ec
t
o
n
th
e
lan
g
u
a
g
e
lea
r
n
in
g
o
f
Sau
d
i
L
2
s
tu
d
en
ts
[
3
7
]
.
B
esid
es,
o
th
er
s
tu
d
y
f
in
d
in
g
s
[
2
4
]
,
[
3
5
]
s
h
o
wed
u
n
d
e
r
g
r
a
d
u
ates
wo
r
r
ied
ab
o
u
t
d
is
tr
ac
tio
n
s
wh
en
jo
in
in
g
s
o
cial
m
ed
ia
tea
m
s
an
d
u
n
r
eliab
le
web
s
ites
;
m
ea
n
wh
ile,
in
s
tr
u
cto
r
s
claim
ed
tim
e
m
an
ag
em
en
t
an
d
s
tu
d
en
ts
’
d
is
h
o
n
esty
w
h
en
lear
n
in
g
o
n
lin
e
[
2
4
]
.
Mo
r
eo
v
er
,
Alk
am
el
[
2
4
]
with
d
r
ew
s
o
m
e
m
o
r
e
d
r
awb
ac
k
s
f
r
o
m
p
r
io
r
r
esear
c
h
th
at
cu
ltu
r
al
an
d
s
o
cial
co
m
p
o
n
en
ts
,
in
cl
u
d
in
g
g
en
d
er
,
a
f
ew
ac
tiv
ities
o
u
t
o
f
th
e
E
n
g
lis
h
class
es,
s
lo
w
W
i
-
Fi
co
n
n
ec
tio
n
,
h
i
g
h
c
o
s
t
o
f
th
e
i
n
ter
n
et,
an
d
o
ld
-
f
ash
io
n
e
d
c
o
m
p
u
ter
s
,
i
m
p
ac
ted
s
tu
d
en
ts
’
s
tu
d
y
in
g
lan
g
u
a
g
e.
B
o
th
Ng
u
y
en
an
d
Ng
o
[
1
7
]
an
d
Ph
an
[
1
8
]
f
o
u
n
d
th
at
d
i
s
tr
ac
tio
n
s
,
lack
o
f
in
ter
ac
tio
n
s
,
an
d
o
v
er
d
ep
en
d
e
n
ce
o
n
s
o
cial
m
e
d
ia
s
ites
wer
e
th
e
o
th
er
s
id
e
o
f
u
s
in
g
d
ig
ital
p
latf
o
r
m
s
.
Ov
er
all,
f
ew
s
tu
d
ies
h
av
e
b
ee
n
co
n
d
u
cted
f
o
r
lectu
r
er
s
an
d
u
n
d
er
g
r
ad
u
ates
wo
r
ld
wid
e,
esp
ec
ially
in
co
m
b
in
in
g
b
o
th
teac
h
e
r
s
’
an
d
s
tu
d
en
ts
’
v
iews
an
d
im
p
le
m
en
tatio
n
s
r
eg
a
r
d
in
g
th
e
s
o
c
ial
-
m
ed
ia
u
s
ag
e
in
ed
u
ca
tin
g
f
o
r
ei
g
n
la
n
g
u
a
g
es.
A
n
ee
d
to
s
tu
d
y
m
o
r
e
ab
o
u
t
t
h
is
f
ield
is
tr
u
e
to
s
u
p
p
o
r
t
t
h
e
liter
atu
r
e
r
ev
iew,
esp
ec
ially
in
o
th
er
r
u
r
al
s
et
tin
g
s
,
an
d
co
n
s
id
er
as
lear
n
er
-
au
to
n
o
m
o
u
s
m
o
d
es.
Hen
c
e,
th
is
r
esear
ch
is
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
.
6
,
Dec
em
b
er
20
25
:
5
1
9
7
-
5
2
0
8
5200
a
co
m
b
i
n
atio
n
o
f
b
o
th
an
d
f
ill
s
th
is
g
ap
.
T
o
th
is
en
d
,
th
e
p
r
e
s
en
t
s
tu
d
y
aim
s
t
o
r
e
v
iew
th
e
d
iv
er
s
e
co
m
p
o
n
e
n
ts
an
d
c
h
ar
ac
ter
is
tics
o
f
o
p
er
atin
g
s
o
cial
n
etwo
r
k
s
as
a
lan
g
u
a
g
e
lear
n
in
g
to
o
l.
Sp
ec
if
ically
,
s
o
cial
n
etwo
r
k
in
g
web
s
ites
ca
n
s
er
v
e
as
a
h
elp
f
u
l
m
ea
n
s
o
f
s
elf
-
ass
ess
m
e
n
t
f
o
r
au
t
o
n
o
m
o
u
s
lear
n
er
s
,
b
u
t
th
ey
also
p
o
s
e
ch
allen
g
es
f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
alik
e.
Ultim
ately
,
a
n
u
an
ce
d
u
n
d
e
r
s
tan
d
in
g
o
f
s
o
ci
al
m
ed
ia
s
er
v
ices
’
p
o
s
itio
n
in
m
aster
in
g
a
lan
g
u
ag
e
is
n
ec
ess
ar
y
to
lev
er
ag
e
th
eir
p
o
ten
tial
b
e
n
ef
its
f
u
lly
.
Hen
ce
,
th
e
cu
r
r
en
t
r
esear
ch
was c
o
n
d
u
cte
d
to
s
ee
k
r
esp
o
n
s
es to
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
teac
h
er
s
’
a
n
d
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
u
s
in
g
s
o
cial
m
ed
ia
in
teac
h
in
g
an
d
l
ea
r
n
in
g
f
o
r
ei
g
n
lan
g
u
ag
es a
t D
o
n
g
T
h
a
p
Un
iv
er
s
ity
(
DT
U)
,
Vietn
am
?
ii)
W
h
at
ar
e
teac
h
er
s
’
an
d
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
r
eg
ar
d
in
g
u
s
in
g
s
o
cial
m
ed
ia
in
teac
h
in
g
an
d
lear
n
in
g
f
o
r
eig
n
lan
g
u
a
g
es a
t
DT
U
,
Vietn
am
?
2.
M
E
T
H
O
D
2
.1
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
v
o
lv
ed
1
9
9
lear
n
er
s
an
d
2
0
lectu
r
er
s
f
r
o
m
t
h
e
Fo
r
eig
n
L
a
n
g
u
a
g
es
Dep
ar
tm
e
n
t
at
DT
U
in
S
o
u
th
e
r
n
Vietn
a
m
.
T
h
ey
c
o
n
s
is
ted
o
f
2
6
t
r
an
s
latio
n
m
a
jo
r
s
,
8
2
E
n
g
lis
h
-
teac
h
in
g
s
tu
d
en
ts
,
2
1
b
u
s
in
ess
E
n
g
lis
h
m
ajo
r
s
,
2
2
t
o
u
r
is
m
E
n
g
lis
h
m
ajo
r
s
,
a
n
d
4
8
C
h
in
es
e
m
ajo
r
s
,
s
p
an
n
in
g
ac
r
o
s
s
s
o
p
h
o
m
o
r
e
,
ju
n
i
o
r
,
a
n
d
s
en
io
r
lev
els
in
th
e
2
0
2
4
-
2
0
2
5
ac
ad
em
ic
y
ea
r
.
Am
o
n
g
t
h
e
m
,
7
6
wer
e
b
etwe
en
t
h
e
ag
es
o
f
1
8
an
d
2
0
,
an
d
1
2
3
wer
e
f
r
o
m
2
0
to
2
2
y
ea
r
s
o
ld
,
co
m
p
r
is
in
g
5
6
m
ales
an
d
1
4
3
f
e
m
ales.
All
p
ar
ticip
an
ts
v
o
lu
n
teer
ed
f
o
r
th
e
s
tu
d
y
a
n
d
c
o
m
p
leted
a
s
u
r
v
ey
th
at
ass
ess
ed
th
eir
p
er
ce
p
tio
n
s
o
f
s
o
cial
m
ed
ia
s
ites
an
d
th
eir
v
ir
tu
a
l
p
latf
o
r
m
u
s
ag
e.
Fre
s
h
m
e
n
w
er
e
n
o
t
in
clu
d
e
d
in
th
e
s
tu
d
y
as
th
ey
h
ad
n
o
t
y
et
e
n
ter
ed
DT
U
at
th
at
tim
e.
Ad
d
itio
n
ally
,
2
7
p
a
r
ticip
an
ts
u
n
d
er
wen
t
in
-
d
ep
th
in
ter
v
iews.
T
h
e
2
0
teac
h
er
s
v
o
lu
n
tar
ily
p
ar
ticip
ated
in
th
e
s
tu
d
y
,
in
clu
d
in
g
2
Ph
.
D.
an
d
1
8
MA
h
o
ld
er
s
,
r
an
g
in
g
f
r
o
m
2
7
to
o
v
er
5
0
y
ea
r
s
o
ld
,
with
teac
h
in
g
ex
p
er
ie
n
ce
r
an
g
in
g
f
r
o
m
5
to
o
v
e
r
3
0
y
ea
r
s
.
2
.2
.
Resea
rc
h ins
t
rum
ent
s
T
h
is
r
esear
ch
was
ex
am
in
ed
b
y
co
m
b
in
in
g
q
u
an
titativ
e
a
n
d
q
u
alitativ
e
ap
p
r
o
ac
h
es
with
two
to
o
ls
.
T
h
e
f
ir
s
t
in
s
tr
u
m
en
t
was
a
s
et
o
f
s
u
r
v
ey
s
in
clu
d
in
g
3
1
item
s
s
p
ec
if
ically
d
esig
n
ed
f
o
r
s
tu
d
e
n
ts
in
a
q
u
an
titativ
e
s
tu
d
y
.
T
h
ese
s
tatem
en
ts
wer
e
ev
alu
ated
o
n
a
5
-
p
o
in
t
s
ca
le
th
at
s
p
an
s
f
r
o
m
s
tr
o
n
g
ly
d
is
ag
r
ee
to
s
tr
o
n
g
ly
a
g
r
ee
,
with
1
2
item
s
in
th
e
p
er
ce
p
tio
n
s
ess
io
n
an
d
1
9
o
n
es
in
th
e
e
x
p
er
ien
ce
s
ess
io
n
.
T
h
is
was
b
ased
o
n
th
e
wid
ely
ac
ce
p
te
d
5
-
p
o
i
n
t
L
ik
er
t
-
ty
p
e
s
ca
le,
co
m
m
o
n
ly
u
s
ed
in
ed
u
ca
tio
n
al
r
esear
ch
[
3
8
]
as
a
p
r
o
x
y
in
ter
v
al
lev
el
o
f
m
ea
s
u
r
em
e
n
t.
T
h
e
teac
h
er
s
’
q
u
esti
o
n
n
ai
r
e
in
clu
d
ed
1
5
item
s
,
with
8
item
s
f
o
cu
s
ed
o
n
p
er
ce
p
tio
n
s
a
n
d
7
item
s
o
n
ex
p
er
ie
n
ce
s
.
T
h
e
s
ec
o
n
d
o
n
e
was
an
in
-
d
e
p
th
in
te
r
v
ie
w
co
n
d
u
cted
with
2
7
s
tu
d
en
ts
an
d
2
0
teac
h
er
s
f
o
r
th
e
q
u
alitativ
e
r
esear
ch
.
T
h
e
q
u
esti
o
n
s
in
b
o
th
s
ets
o
f
q
u
esti
o
n
n
air
es
an
d
th
e
in
ter
v
iews we
r
e
b
ased
o
n
t
h
e
l
iter
atu
r
e
r
ev
iew.
2
.3
.
Da
t
a
c
o
llect
io
n a
nd
a
na
ly
s
is
T
h
e
two
in
s
tr
u
m
en
ts
wer
e
u
s
e
d
to
g
ath
er
d
ata
f
r
o
m
all
p
ar
tic
ip
an
ts
’
in
f
o
r
m
atio
n
.
T
h
e
n
,
th
e
d
ata
wer
e
an
aly
ze
d
b
y
SPSS
.
Ou
r
team
co
d
ed
an
d
g
e
n
er
ated
s
tatis
tics
.
T
h
is
an
aly
s
is
p
r
o
v
id
e
d
th
e
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
(
SD)
.
Mo
r
eo
v
er
,
th
e
an
aly
s
es
d
r
ew
in
s
ig
h
ts
f
r
o
m
th
e
f
i
n
d
in
g
s
o
f
th
e
in
te
r
v
iews,
an
d
th
e
ac
cu
r
ac
y
o
f
th
ese
s
tatis
tics
wa
s
f
o
cu
s
ed
o
n
,
wh
ich
le
d
to
a
d
d
r
ess
in
g
r
e
s
ea
r
ch
q
u
esti
o
n
s
1
an
d
2
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Achiev
ing
t
he
re
la
t
i
o
n bet
wee
n v
a
lid
it
y
a
nd
re
lia
bil
it
y
First
o
f
all,
th
e
au
th
o
r
s
u
s
ed
SP
SS
to
co
n
s
id
er
th
e
r
eliab
ilit
y
o
f
th
e
d
ata
o
f
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
an
d
h
ad
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
8
1
6
.
Ho
wev
er
,
wh
en
o
u
r
tea
m
r
an
th
e
c
o
r
r
ec
ted
item
-
to
ta
l
co
r
r
elatio
n
,
a
t
o
tal
8
o
f
1
2
item
s
h
ad
a
co
r
r
elatio
n
v
alu
e
>0
.
3
,
an
d
th
e
r
est
wer
e
item
1
=
0
.
1
3
9
,
item
4
=0
.
1
1
3
,
item
5
=0
.
1
1
5
,
an
d
item
1
2
=0
.
1
5
5
<
0
.
3
.
A
f
ter
ite
m
s
1
,
4
,
5
,
a
n
d
1
2
wer
e
d
el
eted
,
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0
.
8
7
8
,
an
d
th
e
r
est
8
item
s
g
ain
ed
a
c
o
r
r
elatio
n
v
alu
e
>0
.
3
.
Similar
ly
,
t
h
e
r
esea
r
ch
er
s
r
an
th
e
SP
SS
-
b
ased
r
eli
ab
ilit
y
o
f
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
an
d
f
o
u
n
d
th
at
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0
.
8
8
2
>0
.
6
,
a
n
d
t
h
e
co
r
r
ec
ted
item
-
to
tal
co
r
r
elatio
n
o
f
item
1
8
=
0
.
2
6
9
<0
.
3
.
I
tem
1
8
was
th
en
r
em
o
v
ed
.
T
h
e
n
ew
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0
.
8
8
6
,
an
d
th
e
r
est
1
8
item
s
o
b
tain
ed
a
c
o
r
r
elatio
n
v
alu
e
>
0
.
3
,
as d
is
p
lay
ed
in
T
ab
le
1
.
Fo
r
teac
h
er
s
’
p
er
ce
p
ti
o
n
s
,
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
a
s
et
o
f
q
u
esti
o
n
n
air
es
was
0
.
8
0
6
,
an
d
o
n
l
y
item
3
h
a
d
a
co
r
r
ec
te
d
item
-
t
o
tal
co
r
r
elatio
n
=
0
.
1
9
5
<0
.
3
.
A
f
ter
item
3
was
tak
en
o
u
t,
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0
.
8
1
6
,
an
d
th
e
r
est
ac
h
ie
v
ed
co
r
r
elatio
n
v
alu
es
o
f
m
o
r
e
th
an
0
.
3
.
Fo
r
teac
h
er
s
’
ex
p
e
r
ien
ce
s
,
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0.
7
1
6
>
0
.
6
.
Yet,
th
e
co
r
r
ec
ted
item
-
to
tal
co
r
r
elatio
n
o
f
item
1
1
was
0
.
1
8
9
<
0
.
3
,
wh
ile
th
e
r
est
wer
e
ab
o
v
e
0
.
3
.
W
h
en
item
1
1
was
er
ased
,
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0
.
7
2
7
.
Ho
wev
e
r
,
at
th
at
tim
e,
item
1
2
h
a
d
a
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
S
tu
d
en
ts
’
a
n
d
tea
c
h
ers
’
p
ercep
tio
n
s
a
n
d
ex
p
erien
ce
s
o
f u
s
in
g
s
o
cia
l m
ed
ia
in
…
(
Le
Th
a
n
h
N
g
u
ye
t A
n
h
)
5201
co
r
r
elatio
n
v
alu
e
o
f
0
.
2
8
4
;
t
h
e
r
ef
o
r
e,
item
1
2
was
co
n
tin
u
o
u
s
ly
d
elete
d
.
Af
ter
item
s
1
1
an
d
1
2
we
r
e
r
em
o
v
ed
,
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
was 0
.
7
4
0
,
an
d
th
e
r
est g
ai
n
ed
a
c
o
r
r
e
latio
n
o
v
er
0
.
3
,
as seen
in
T
ab
l
e
2
.
As
ca
n
b
e
s
ee
n
in
T
ab
les
1
a
n
d
2
th
at
all
item
s
h
ad
a
g
o
o
d
co
r
r
elatio
n
c
o
ef
f
icien
t
o
f
m
o
r
e
th
an
0
.
3
an
d
u
p
t
o
0
.
8
4
4
(
item
8
)
.
T
h
is
co
n
tr
ib
u
ted
to
th
e
cu
r
r
en
t
r
esear
ch
b
ec
au
s
e
o
u
r
team
u
s
ed
t
h
e
p
r
ev
io
u
s
liter
atu
r
e
to
d
esig
n
s
ets
o
f
q
u
esti
o
n
n
air
es
th
at
wer
e
n
o
t
ec
h
o
ed
with
an
y
p
r
io
r
r
esear
ch
in
Vietn
am
[
1
3
]
,
[
1
7
]
,
[
1
8
]
.
Fu
r
th
er
m
o
r
e,
th
is
is
a
f
o
u
n
d
atio
n
f
o
r
th
e
au
th
o
r
s
to
d
es
ig
n
in
ter
v
iew
q
u
esti
o
n
s
in
th
e
s
ec
o
n
d
p
h
ase.
T
ab
le
1
.
I
tem
-
to
tal
co
r
r
elatio
n
(
A)
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
(
B
)
o
f
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
s
a
n
d
ex
p
er
ien
ce
s
co
m
i
n
g
f
r
o
m
item
s
b
ein
g
d
elete
d
P
e
r
c
e
p
t
i
o
n
s
Ex
p
e
r
i
e
n
c
e
s
I
t
e
ms
A
B
I
t
e
ms
A
B
2
0
.
7
4
6
0
.
8
5
1
13
0
.
3
6
3
0
.
8
8
6
3
0
.
5
0
0
0
.
8
7
7
14
0
.
4
6
8
0
.
8
8
2
6
0
.
5
9
1
0
.
8
6
8
15
0
.
4
7
5
0
.
8
8
2
7
0
.
6
4
6
0
.
8
6
3
16
0
.
4
4
0
0
.
8
8
3
8
0
.
6
8
2
0
.
8
5
9
17
0
.
3
4
2
0
.
8
8
7
9
0
.
4
8
8
0
.
8
7
8
19
0
.
5
1
6
0
.
8
8
1
10
0
.
7
6
7
0
.
8
4
8
20
0
.
4
4
8
0
.
8
8
3
11
0
.
7
1
2
0
.
8
5
6
21
0
.
4
5
5
0
.
8
8
3
22
0
.
7
2
2
0
.
8
7
3
23
0
.
5
8
1
0
.
8
7
8
24
0
.
5
0
1
0
.
8
8
1
25
0
.
5
1
8
0
.
8
8
0
26
0
.
7
1
6
0
.
8
7
2
27
0
.
6
4
2
0
.
8
7
6
28
0
.
4
7
4
0
.
8
8
2
29
0
.
4
3
5
0
.
8
8
3
30
0
.
6
4
8
0
.
8
7
6
31
0
.
5
5
1
0
.
8
7
9
T
ab
le
2
.
I
tem
-
to
tal
co
r
r
elatio
n
(
A)
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
(
B
)
o
f
teac
h
er
s
’
p
er
ce
p
tio
n
s
a
n
d
ex
p
er
ien
ce
s
f
r
o
m
th
e
item
b
ei
n
g
d
elete
d
P
e
r
c
e
p
t
i
o
n
s
Ex
p
e
r
i
e
n
c
e
s
I
t
e
ms
A
B
I
t
e
ms
A
B
1
0
.
4
8
5
0
.
8
1
8
9
0
.
3
7
0
0
.
7
5
3
2
0
.
3
7
5
0
.
8
2
3
10
0
.
5
2
3
0
.
6
8
7
4
0
.
6
0
8
0
.
7
9
7
13
0
.
6
2
1
0
.
6
5
3
5
0
.
6
0
0
0
.
7
8
7
14
0
.
6
9
3
0
.
6
1
4
6
0
.
4
2
8
0
.
8
1
7
15
0
.
3
4
6
0
.
7
4
5
7
0
.
7
4
2
0
.
7
6
1
8
0
.
8
4
4
0
.
7
3
3
3
.
2
.
Q
ua
ntit
a
t
iv
e
da
t
a
re
s
ults
3
.
2
.
1
.
Student
s
’
perc
ept
io
ns
T
h
e
r
esu
lts
in
T
ab
le
3
d
is
p
lay
ed
th
at
th
e
m
ea
n
(
M)
an
d
s
tan
d
ar
d
d
ev
iatio
n
(
SD)
v
alu
es
r
a
n
g
ed
f
r
o
m
m
o
d
er
ately
h
ig
h
co
m
p
ar
ed
to
an
av
er
a
g
e
o
f
3
.
0
0
.
I
t
illu
s
tr
at
ed
th
at
in
f
o
r
m
a
n
ts
p
er
ce
iv
e
d
u
s
in
g
s
o
cial
m
ed
ia
f
o
r
la
n
g
u
a
g
e
lear
n
in
g
p
o
s
itiv
e
ly
.
T
h
e
h
ig
h
est
m
ea
n
s
co
r
e
w
as
f
o
r
item
6
,
wh
ic
h
s
u
g
g
ested
th
at
th
ey
s
h
o
u
ld
u
s
e
ap
p
s
o
n
th
e
i
n
ter
n
et
to
s
elf
-
p
r
ac
tice
th
e
lan
g
u
a
g
es
th
e
y
wer
e
lear
n
in
g
.
I
n
ad
d
itio
n
,
th
e
lo
west
was
f
o
r
item
2
,
m
ea
n
in
g
th
at
r
esp
o
n
d
e
n
ts
wer
e
n
o
t v
er
y
co
n
f
id
en
t in
ch
o
o
s
in
g
wh
at
t
h
ey
s
h
o
u
ld
lea
r
n
o
n
s
o
cial
v
ir
tu
al
s
ites
.
Stu
d
en
ts
r
ep
o
r
ted
p
o
s
itiv
ely
o
n
item
s
7
a
n
d
1
1
,
with
th
e
o
th
er
m
ea
n
v
alu
es r
a
n
g
in
g
f
r
o
m
3
.
5
1
to
3
.
9
2
.
T
ab
le
3
.
Stu
d
e
n
ts
’
p
er
ce
p
tio
n
s
o
f
ap
p
ly
in
g
s
o
cial
n
etwo
r
k
s
i
n
s
tu
d
y
in
g
f
o
r
ei
g
n
lan
g
u
ag
es
No
I
t
e
ms (
N
=
8
)
M
e
a
n
SD
2
I
k
n
o
w
w
h
a
t
I
sh
o
u
l
d
l
e
a
r
n
a
b
o
u
t
s
o
c
i
a
l
m
e
d
i
a
.
3
.
4
5
1
.
1
3
6
3
I
sh
o
u
l
d
f
i
n
d
s
u
i
t
a
b
l
e
w
e
b
s
i
t
e
s
t
o
p
r
a
c
t
i
c
e
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
s
a
u
t
o
n
o
m
o
u
sl
y
i
n
s
t
e
a
d
o
f
w
a
i
t
i
n
g
f
o
r
t
e
a
c
h
e
r
s
’
g
u
i
d
e
l
i
n
e
s.
3
.
6
6
0
.
9
6
1
6
I
sh
o
u
l
d
u
s
e
s
o
c
i
a
l
me
d
i
a
s
i
t
e
s
t
o
se
l
f
-
p
r
a
c
t
i
c
e
t
h
e
l
a
n
g
u
a
g
e
s t
h
a
t
I
a
m
l
e
a
r
n
i
n
g
.
3
.
9
7
0
.
9
1
3
7
I
sh
o
u
l
d
ma
n
a
g
e
my
t
i
me
r
e
a
s
o
n
a
b
l
y
t
o
l
e
a
r
n
l
a
n
g
u
a
g
e
s
o
n
so
c
i
a
l
m
e
d
i
a
a
u
t
o
n
o
m
o
u
sl
y
.
3
.
5
5
1
.
1
4
4
8
I
b
e
l
i
e
v
e
t
h
a
t
s
o
c
i
a
l
m
e
d
i
a
si
t
e
s
h
e
l
p
me
d
e
v
e
l
o
p
m
y
p
o
t
e
n
t
i
a
l
.
3
.
7
4
0
.
9
1
1
9
I
b
e
l
i
e
v
e
t
h
a
t
s
o
c
i
a
l
m
e
d
i
a
si
t
e
s
h
e
l
p
me
h
a
v
e
l
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
.
3
.
8
1
0
.
9
6
6
10
I
b
e
l
i
e
v
e
t
h
a
t
u
si
n
g
s
o
c
i
a
l
m
e
d
i
a
i
s
o
n
e
f
o
r
m
o
f
a
p
p
l
y
i
n
g
i
n
f
o
r
ma
t
i
o
n
t
e
c
h
n
o
l
o
g
y
i
n
l
e
a
r
n
i
n
g
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
s
e
f
f
e
c
t
i
v
e
l
y
.
3
.
5
1
1
.
1
1
4
11
I
b
e
l
i
e
v
e
t
h
a
t
c
l
a
sses
b
e
c
o
me
i
n
t
e
r
e
st
i
n
g
i
f
t
e
a
c
h
e
r
s
i
n
t
e
g
r
a
t
e
t
h
e
u
se
o
f
so
c
i
a
l
m
e
d
i
a
i
n
t
o
l
e
ss
o
n
s.
3
.
9
2
0
.
9
5
5
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
1
9
7
-
5
2
0
8
5202
3
.
2
.
2
.
Student
s
’
ex
perience
s
I
n
T
ab
le
4
,
th
e
m
ea
n
v
al
u
es
r
an
g
ed
f
r
o
m
3
.
1
7
to
3
.
9
6
,
wh
ich
wer
e
all
h
ig
h
er
th
an
th
e
a
v
er
ag
e
o
f
3
.
0
0
.
T
h
e
h
ig
h
est
m
ea
n
s
co
r
e
was
f
o
u
n
d
in
item
2
0
(
M=
3
.
9
6
)
.
R
esp
o
n
d
e
n
ts
also
h
ig
h
ly
ag
r
ee
d
o
n
item
2
9
(
M=
3
.
9
0
)
.
Ho
wev
e
r
,
th
e
le
v
el
o
f
ag
r
ee
m
en
t
o
n
item
s
2
5
an
d
3
0
was
th
e
lo
west
(
M=
3
.
1
7
)
.
I
tem
2
4
h
a
d
a
lo
w
m
ea
n
v
alu
e
(
M=
3
.
1
8
,
SD=
0
.
9
3
3
)
.
Ho
we
v
er
,
t
h
e
r
esp
o
n
d
en
t
s
wer
e
n
o
t
m
u
c
h
attr
ac
ted
to
g
am
es
as
th
e
r
atin
g
in
item
2
3
s
h
o
wed
(
M=
3
.
6
7
,
SD=
0
.
8
7
6
)
.
Hen
ce
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
t
h
e
r
esp
o
n
d
en
ts
ten
d
ed
to
b
e
attr
ac
ted
b
y
o
th
e
r
p
latf
o
r
m
s
(
ap
ar
t
f
r
o
m
g
am
es)
wh
ile
u
s
in
g
d
ig
ital
m
ed
ia
f
o
r
lear
n
in
g
.
T
h
is
ca
n
b
e
a
r
ea
s
o
n
f
o
r
item
1
7
s
h
o
win
g
th
at
s
tu
d
en
ts
d
o
n
o
t
f
ee
l
s
tr
ess
o
r
p
r
ess
u
r
e
wh
en
u
s
in
g
s
o
cial
m
e
d
ia
to
s
er
v
e
lear
n
er
au
to
n
o
m
y
(
M=
3
.
7
,
SD=
0
.
8
7
0
)
,
an
d
th
e
y
ca
n
b
alan
ce
ti
m
e
wh
en
ac
ce
s
s
in
g
s
o
cial
web
s
ites
f
o
r
lear
n
er
au
to
n
o
m
y
an
d
e
n
ter
tain
m
en
t
as
r
ated
in
item
2
2
(
M=
3
.
6
8
,
SD=
0
.
8
6
9
)
.
Als
o
,
m
o
s
t
ag
r
ee
d
th
at
th
ey
ca
n
f
i
n
d
f
r
ien
d
s
o
n
s
o
cial
n
etwo
r
k
s
w
h
o
ca
n
h
elp
th
em
with
s
tu
d
y
i
n
g
(
M=
3
.
5
5
,
SD=
0
.
9
8
3
)
.
T
h
e
o
th
er
item
s
in
th
e
s
ec
tio
n
wer
e
r
ated
with
m
ea
n
v
alu
es lo
wer
th
an
3
.
5
,
r
an
g
i
n
g
f
r
o
m
3
.
3
1
to
3
.
4
4
.
T
ab
le
4
.
Stu
d
e
n
ts
’
p
r
ac
tices o
f
u
s
in
g
s
o
cial
m
ea
n
s
o
f
lear
n
in
g
f
o
r
ei
g
n
lan
g
u
ag
es
N
o
.
I
t
e
ms (
N
=
1
8
)
M
e
a
n
SD
13
I
c
h
o
o
se
s
u
i
t
a
b
l
e
w
e
b
s
i
t
e
s/
s
o
c
i
a
l
m
e
d
i
a
si
t
e
s
/
o
n
l
i
n
e
p
r
o
g
r
a
ms t
o
p
r
a
c
t
i
c
e
sp
e
a
k
i
n
g
s
k
i
l
l
s
.
3
.
7
8
0
.
8
9
4
14
I
c
h
o
o
se
s
u
i
t
a
b
l
e
w
e
b
s
i
t
e
s/
s
o
c
i
a
l
m
e
d
i
a
si
t
e
s
/
o
n
l
i
n
e
p
r
o
g
r
a
ms t
o
p
r
a
c
t
i
c
e
w
r
i
t
i
n
g
sk
i
l
l
s.
3
.
3
6
0
.
8
5
3
15
I
c
h
o
o
se
s
u
i
t
a
b
l
e
w
e
b
s
i
t
e
s/
s
o
c
i
a
l
m
e
d
i
a
si
t
e
s
/
o
n
l
i
n
e
p
r
o
g
r
a
ms t
o
p
r
a
c
t
i
c
e
l
i
st
e
n
i
n
g
s
k
i
l
l
s
.
3
.
7
9
0
.
7
1
3
16
I
c
h
o
o
se
s
u
i
t
a
b
l
e
w
e
b
s
i
t
e
s/
s
o
c
i
a
l
m
e
d
i
a
si
t
e
s
/
o
n
l
i
n
e
p
r
o
g
r
a
ms t
o
p
r
a
c
t
i
c
e
r
e
a
d
i
n
g
s
k
i
l
l
s.
3
.
4
4
0
.
8
5
6
17
I
d
o
n
’
t
f
e
e
l
s
t
r
e
ss
a
n
d
p
r
e
ss
u
r
e
w
h
e
n
u
si
n
g
s
o
c
i
a
l
me
d
i
a
,
s
e
r
v
i
n
g
my
l
e
a
r
n
e
r
a
u
t
o
n
o
my
.
3
.
7
0
0
.
8
7
0
19
I
c
a
n
d
e
a
l
w
i
t
h
p
r
o
b
l
e
ms w
h
i
l
e
u
s
i
n
g
so
c
i
a
l
me
d
i
a
,
ser
v
i
n
g
my
l
e
a
r
n
e
r
a
u
t
o
n
o
m
y
.
3
.
6
7
0
.
7
7
2
20
I
c
a
n
c
o
mm
u
n
i
c
a
t
e
w
e
l
l
a
n
d
b
e
h
a
v
e
p
o
l
i
t
e
l
y
w
i
t
h
o
t
h
e
r
p
e
o
p
l
e
w
h
i
l
e
u
s
i
n
g
s
o
c
i
a
l
me
d
i
a
,
ser
v
i
n
g
my
l
e
a
r
n
e
r
a
u
t
o
n
o
m
y
.
3
.
9
6
0
.
7
7
4
21
I
a
m
n
o
t
sa
d
w
h
e
n
m
y
f
r
i
e
n
d
s
o
n
s
o
c
i
a
l
n
e
t
w
o
r
k
s
b
e
h
a
v
e
b
a
d
l
y
t
o
w
a
r
d
s
me
d
u
r
i
n
g
m
y
a
u
t
o
n
o
m
o
u
s
l
e
a
r
n
i
n
g
p
r
o
c
e
ss.
3
.
3
1
0
.
8
6
0
22
I
c
a
n
b
a
l
a
n
c
e
t
i
me
w
h
e
n
I
u
s
e
s
o
c
i
a
l
med
i
a
f
o
r
l
e
a
r
n
e
r
a
u
t
o
n
o
m
y
w
i
t
h
o
n
e
f
o
r
e
n
t
e
r
t
a
i
n
me
n
t
.
3
.
6
8
0
.
8
6
9
23
I
a
m n
o
t
a
t
t
r
a
c
t
e
d
t
o
g
a
mes
o
n
l
i
n
e
w
h
e
n
u
s
i
n
g
s
o
c
i
a
l
n
e
t
w
o
r
k
s.
3
.
6
7
0
.
8
7
6
24
I
a
m n
o
t
a
t
t
r
a
c
t
e
d
t
o
mo
v
i
e
s
o
r
m
u
si
c
c
h
a
n
n
e
l
s
o
n
t
h
e
i
n
t
e
r
n
e
t
.
3
.
1
8
0
.
9
3
4
25
I
a
m n
o
t
a
t
t
r
a
c
t
e
d
t
o
o
t
h
e
r
e
n
t
e
r
t
a
i
n
me
n
t
p
r
o
g
r
a
ms
o
n
t
h
e
i
n
t
e
r
n
e
t
.
3
.
1
7
0
.
9
3
3
2
6
I
f
i
n
d
f
r
i
e
n
d
s
o
n
s
o
c
i
a
l
n
e
t
w
o
r
k
s
w
h
o
h
e
l
p
me
w
i
t
h
m
y
s
t
u
d
y
.
3
.
5
5
0
.
9
8
3
27
I
o
f
t
e
n
su
p
p
o
r
t
m
y
f
r
i
e
n
d
s
o
n
so
c
i
a
l
n
e
t
w
o
r
k
s
t
o
b
e
a
b
l
e
t
o
d
e
a
l
w
i
t
h
t
h
e
i
r
l
e
a
r
n
i
n
g
p
r
o
b
l
e
ms.
3
.
3
7
0
.
8
4
2
2
8
I
o
f
t
e
n
sh
a
r
e
u
s
e
f
u
l
w
e
b
si
t
e
s
/
so
c
i
a
l
n
e
t
w
o
r
k
s/
a
p
p
l
i
c
a
t
i
o
n
s
/
o
n
l
i
n
e
p
r
o
g
r
a
m
s
r
e
l
a
t
e
d
t
o
l
e
a
r
n
i
n
g
l
a
n
g
u
a
g
e
s
w
i
t
h
m
y
o
f
f
l
i
n
e
a
n
d
o
n
l
i
n
e
f
r
i
e
n
d
s
.
3
.
7
5
0
.
7
6
8
29
I
o
f
t
e
n
s
h
a
r
e
u
sef
u
l
k
n
o
w
l
e
d
g
e
r
e
l
a
t
e
d
t
o
l
e
a
r
n
i
n
g
l
a
n
g
u
a
g
e
s,
w
h
i
c
h
I
l
e
a
r
n
o
n
w
e
b
si
t
e
s
/
so
c
i
a
l
n
e
t
w
o
r
k
s/
a
p
p
l
i
c
a
t
i
o
n
s/
o
n
l
i
n
e
p
r
o
g
r
a
m
s,
w
i
t
h
my
o
f
f
l
i
n
e
a
n
d
o
n
l
i
n
e
f
r
i
e
n
d
s.
3
.
9
0
0
.
7
0
8
30
I
h
a
v
e
so
m
e
g
r
o
u
p
s
t
o
l
e
a
r
n
l
a
n
g
u
a
g
e
s
o
n
s
o
c
i
a
l
me
d
i
a
s
i
t
e
s.
3
.
1
7
0
.
8
7
5
31
I
c
a
n
se
l
f
-
a
sses
s m
y
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
r
e
s
u
l
t
s
v
i
a
o
n
l
i
n
e
a
ss
e
ssm
e
n
t
t
o
o
l
s
.
3
.
3
5
0
.
8
2
7
3
.
2
.
3
.
T
ea
cher
s
’
perc
ept
io
ns
I
n
T
ab
le
5
,
m
ea
n
v
alu
es
f
o
r
ea
ch
item
r
an
g
e
d
f
r
o
m
3
.
2
5
t
o
4
.
0
0
,
wh
ich
wer
e
all
h
ig
h
e
r
th
an
th
e
av
er
ag
e
s
co
r
e
o
f
3
.
0
0
.
No
ta
b
ly
,
item
s
2
an
d
7
r
ec
eiv
ed
th
e
h
ig
h
est
m
ea
n
s
co
r
e
(
M=
4
.
0
)
,
in
d
icatin
g
th
at
th
e
teac
h
er
s
in
th
e
s
tu
d
y
h
ig
h
l
y
a
g
r
ee
d
o
n
th
e
a
d
v
an
ta
g
es
o
f
ad
o
p
tin
g
e
-
m
ed
ia
in
s
elf
-
s
tu
d
y
in
g
an
d
t
h
at
lear
n
er
s
s
h
o
u
ld
b
e
tau
g
h
t
h
o
w
to
p
r
o
p
er
ly
r
u
n
s
o
cial
n
etwo
r
k
in
g
s
ites
f
o
r
lear
n
in
g
.
Ad
d
itio
n
ally
,
t
h
ey
r
ec
o
g
n
ized
th
at
s
o
cial
d
ig
ital
m
ea
n
s
s
h
o
u
ld
b
e
in
teg
r
ated
in
to
class
r
o
o
m
i
n
s
tr
u
ctio
n
(
M=
3
.
9
5
,
SD=
0
.
6
0
5
)
.
Mo
d
er
ate
m
ea
n
v
alu
es
wer
e
f
o
r
item
s
1
,
6
,
a
n
d
8
,
wh
ich
d
ea
lt
with
s
o
cial
-
v
i
r
tu
al
p
latf
o
r
m
u
s
ag
e
in
t
h
e
cla
s
s
es.
Fin
ally
,
item
5
r
ec
eiv
ed
th
e
lo
west
m
ea
n
s
co
r
e
(
M=
3
.
2
5
,
SD=
0
.
9
7
3
)
,
s
u
g
g
e
s
tin
g
th
at
th
e
teac
h
er
s
h
ad
t
h
e
least
ag
r
ee
m
en
t
o
n
th
e
id
ea
o
f
u
s
in
g
d
i
g
ital m
ed
ia
f
o
r
q
u
izze
s
.
T
ab
le
5
.
T
ea
c
h
er
s
’
p
er
ce
p
tio
n
s
o
f
u
s
in
g
s
o
cial
d
ig
ital sit
es in
teac
h
in
g
f
o
r
eig
n
lan
g
u
ag
es
N
o
.
I
t
e
ms (
N
=
7
)
M
e
a
n
SD
1
U
si
n
g
s
o
c
i
a
l
me
d
i
a
c
a
n
b
e
n
e
f
i
t
s
t
u
d
e
n
t
s
’
l
e
a
r
n
i
n
g
i
n
t
h
e
c
l
a
ssr
o
o
m.
3
.
5
0
1
.
3
1
8
2
U
si
n
g
s
o
c
i
a
l
me
d
i
a
c
a
n
b
e
n
e
f
i
t
s
t
u
d
e
n
t
s
’
se
l
f
-
st
u
d
y
i
n
g
.
4
.
0
0
0
.
4
5
9
4
S
o
c
i
a
l
me
d
i
a
s
h
o
u
l
d
b
e
i
n
c
o
r
p
o
r
a
t
e
d
i
n
t
o
c
l
a
s
sr
o
o
m
i
n
s
t
r
u
c
t
i
o
n
.
3
.
9
5
0
.
6
0
5
5
S
t
u
d
e
n
t
s
sh
o
u
l
d
t
a
k
e
q
u
i
z
z
e
s t
h
r
o
u
g
h
so
c
i
a
l
me
d
i
a
.
3
.
2
5
0
.
9
6
7
6
S
t
u
d
e
n
t
s
h
a
v
e
m
o
r
e
c
h
a
n
c
e
s
t
o
d
i
s
c
u
s
s t
h
e
l
e
ss
o
n
s t
h
r
o
u
g
h
s
o
c
i
a
l
me
d
i
a
.
3
.
4
5
1
.
0
5
0
7
S
t
u
d
e
n
t
s
sh
o
u
l
d
b
e
t
a
u
g
h
t
h
o
w
t
o
a
p
p
r
o
p
r
i
a
t
e
l
y
u
se
s
o
c
i
a
l
me
d
i
a
f
o
r
l
e
a
r
n
i
n
g
.
4
.
0
0
0
.
9
7
3
8
S
t
u
d
e
n
t
s
sh
o
u
l
d
b
e
a
l
l
o
w
e
d
t
o
u
se
s
o
c
i
a
l
me
d
i
a
a
s a
l
e
a
r
n
i
n
g
t
o
o
l
i
n
t
h
e
c
l
a
s
sr
o
o
m
.
3
.
4
0
1
.
2
3
1
3
.
2
.
4
.
T
ea
cher
s
’
ex
perience
s
I
n
T
ab
le
6
,
th
e
m
ea
n
v
alu
es
wer
e
all
ab
o
v
e
av
er
ag
e
at
3
.
0
0
,
r
an
g
i
n
g
f
r
o
m
3
.
3
0
to
3
.
8
9
.
No
tab
ly
,
item
1
5
r
ec
eiv
e
d
th
e
h
ig
h
est m
ea
n
s
co
r
e
(
M=
3
.
8
9
,
SD=
0
.
7
3
7
)
,
in
d
icatin
g
th
at
th
e
teac
h
er
s
r
ep
o
r
ted
p
o
s
itiv
ely
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
S
tu
d
en
ts
’
a
n
d
tea
c
h
ers
’
p
ercep
tio
n
s
a
n
d
ex
p
erien
ce
s
o
f u
s
in
g
s
o
cia
l m
ed
ia
in
…
(
Le
Th
a
n
h
N
g
u
ye
t A
n
h
)
5203
o
n
th
e
u
s
ef
u
ln
ess
o
f
s
o
cial
m
ed
ia
in
s
en
d
in
g
o
n
lin
e
q
u
izze
s
an
d
s
u
r
v
e
y
f
o
r
m
s
an
d
r
ec
eiv
in
g
s
tu
d
e
n
ts
’
r
esp
o
n
s
es.
Similar
ly
,
th
ey
b
el
iev
ed
th
at
n
ewsp
ap
er
s
an
d
v
i
d
eo
s
wer
e
ef
f
ec
tiv
e
teac
h
in
g
t
o
o
ls
,
as
r
ev
ea
led
in
item
1
4
(
M=
3
.
8
5
,
SD=
0
.
9
3
3
)
.
I
tem
s
1
3
an
d
9
r
ec
eiv
ed
m
o
d
er
ately
h
i
g
h
r
atin
g
s
f
r
o
m
th
e
p
ar
ticip
an
ts
.
Sp
ec
if
ically
,
th
e
f
o
r
m
e
r
s
tated
th
at
s
o
cial
m
ed
ia
u
s
ag
e
in
class
r
o
o
m
ac
tiv
ities
b
y
teac
h
er
s
wo
u
ld
m
o
tiv
ate
s
tu
d
en
ts
m
o
r
e
(
M=
3
.
6
5
,
SD=
0
.
8
1
3
)
,
an
d
th
e
latter
in
d
icat
ed
th
at
lear
n
in
g
o
n
s
o
cial
m
ed
ia
wo
u
ld
en
ab
le
s
tu
d
en
ts
to
lear
n
an
d
s
tu
d
y
f
r
o
m
an
y
w
h
er
e
(
M=
3
.
5
5
,
SD=
0
.
6
8
8
)
.
T
h
e
lo
west
m
ea
n
v
al
u
e
was
o
b
s
er
v
ed
i
n
item
1
0
,
wh
ich
s
tated
th
at
u
s
in
g
s
o
cial
n
etwo
r
k
in
g
s
ites
m
ak
es
it
s
im
p
ler
f
o
r
u
n
d
er
g
r
ad
u
ates
to
co
m
p
lete
task
s
an
d
ass
ig
n
m
en
ts
(
M=
3
.
3
0
,
SD=
0
.
8
6
5
)
.
T
ab
le
6
.
T
ea
c
h
er
s
’
ex
p
e
r
ien
ce
s
o
f
u
s
in
g
s
o
cial
m
ed
ia
i
n
teac
h
in
g
f
o
r
eig
n
lan
g
u
a
g
es
N
o
.
I
t
e
ms (
N
=
5
)
M
e
a
n
SD
9
Le
a
r
n
i
n
g
o
n
s
o
c
i
a
l
m
e
d
i
a
w
o
u
l
d
a
l
l
o
w
st
u
d
e
n
t
s t
o
l
e
a
r
n
a
n
d
st
u
d
y
a
n
y
w
h
e
r
e
.
3
.
5
5
1
.
0
5
0
10
I
t
w
o
u
l
d
b
e
e
a
si
e
r
f
o
r
s
t
u
d
e
n
t
s t
o
c
o
m
p
l
e
t
e
c
l
a
ssw
o
r
k
a
n
d
a
ss
i
g
n
me
n
t
s i
f
t
h
e
y
c
o
u
l
d
u
s
e
s
o
c
i
a
l
me
d
i
a
.
3
.
3
0
0
.
8
6
5
13
S
t
u
d
e
n
t
s
w
i
l
l
b
e
mo
r
e
m
o
t
i
v
a
t
e
d
i
f
t
h
e
i
r
t
e
a
c
h
e
r
s
i
n
t
e
g
r
a
t
e
so
c
i
a
l
me
d
i
a
i
n
t
o
t
h
e
i
r
l
e
ss
o
n
s.
3
.
6
5
0
.
8
1
3
14
N
e
w
sp
a
p
e
r
s
a
n
d
v
i
d
e
o
s
a
r
e
e
f
f
e
c
t
i
v
e
t
o
o
l
s f
o
r
t
e
a
c
h
i
n
g
3
.
8
5
0
.
9
3
3
15
Te
a
c
h
e
r
s
c
o
n
v
e
n
i
e
n
t
l
y
se
n
d
o
n
l
i
n
e
q
u
i
z
z
e
s
o
r
su
r
v
e
y
f
o
r
ms
t
o
st
u
d
e
n
t
s
a
n
d
r
e
c
e
i
v
e
r
e
s
u
l
t
s
f
r
o
m
st
u
d
e
n
t
s
’
a
n
sw
e
r
s
e
a
s
i
l
y
a
n
d
q
u
i
c
k
l
y
.
3
.
8
9
0
.
7
3
7
3
.
3
.
Q
ua
lit
a
t
iv
e
da
t
a
re
s
ults
3
.
3
.
1
.
Student
s
’
perc
ept
io
ns
All
2
7
p
ar
ticip
an
ts
ag
r
ee
d
th
at
s
o
cial
m
ed
ia
o
f
f
er
ed
ce
r
tain
m
er
its
wh
en
u
s
ed
f
o
r
lan
g
u
ag
e
lear
n
in
g
.
Sp
ec
if
ically
,
th
ey
f
o
u
n
d
th
at
s
o
cial
m
ed
ia
h
elp
ed
th
em
b
ec
o
m
e
in
d
ep
e
n
d
en
t
lear
n
er
s
,
an
d
m
an
y
b
eliev
ed
t
h
at
s
tu
d
en
ts
’
co
g
n
itiv
e
a
n
d
au
t
o
n
o
m
o
u
s
lear
n
in
g
ab
ilit
ies
p
lay
ed
a
cr
u
cial
r
o
le
in
im
p
r
o
v
i
n
g
lan
g
u
ag
e
co
m
p
eten
ce
.
Ad
d
itio
n
ally
,
th
e
y
ag
r
ee
d
th
at
teac
h
er
s
s
h
o
u
ld
g
u
id
e
th
em
in
e
f
f
ec
tiv
ely
ex
p
l
o
r
in
g
s
o
cial
m
ed
ia
r
eso
u
r
ce
s
an
d
p
r
o
v
id
i
n
g
s
u
p
p
o
r
t
wh
en
n
ee
d
ed
.
Ho
wev
e
r
,
s
o
m
e
s
tu
d
en
ts
ex
p
r
ess
ed
s
k
ep
t
icis
m
ab
o
u
t
test
in
g
an
d
s
elf
-
ass
ess
in
g
th
eir
lan
g
u
ag
e
ab
ilit
ies
o
n
web
s
ites
,
citin
g
d
if
f
icu
lty
in
f
in
d
i
n
g
r
eliab
le
s
o
u
r
ce
s
to
c
o
r
r
ec
t
th
eir
wr
itin
g
,
p
r
o
n
u
n
ciatio
n
,
o
r
s
p
ea
k
in
g
s
k
ills
.
3
.
3
.
2
.
Student
s
’
ex
perience
s
W
h
en
ask
ed
to
lis
t
all
ty
p
es
o
f
s
o
cial
n
etwo
r
k
s
th
at
p
a
r
ticip
an
ts
h
av
e
u
s
ed
to
lear
n
la
n
g
u
ag
es,
th
ey
r
esp
o
n
d
ed
as
d
is
p
lay
e
d
in
Fig
u
r
e
1
.
B
ased
o
n
Fig
u
r
e
1
,
Yo
u
T
u
b
e,
Face
b
o
o
k
,
an
d
Z
al
o
(
a
p
o
p
u
lar
s
o
cial
m
ed
iu
m
i
n
Vietn
am
)
ar
e
th
e
p
r
ef
e
r
r
ed
s
o
cial
n
etwo
r
k
in
g
s
ites
am
o
n
g
all
2
7
s
tu
d
en
ts
.
W
h
ile
1
5
o
f
th
e
m
ex
p
lo
r
ed
o
th
er
ap
p
licatio
n
s
to
lear
n
lan
g
u
ag
es,
th
e
y
s
till
s
u
r
f
ed
a
d
iv
er
s
e
r
an
g
e
o
f
v
i
r
tu
al
p
latf
o
r
m
s
to
lear
n
f
o
r
eig
n
la
n
g
u
a
g
es.
Ou
t
o
f
th
e
2
7
s
tu
d
en
ts
,
5
o
n
ly
u
s
ed
o
n
e
s
o
cial
m
ed
iu
m
,
8
u
tili
ze
d
2
,
1
0
ac
ce
s
s
ed
3
,
an
d
4
ex
p
lo
r
e
d
m
o
r
e
th
an
3
v
ir
tu
a
l
p
latf
o
r
m
s
to
lear
n
lan
g
u
ag
es
.
W
h
en
q
u
esti
o
n
ed
ab
o
u
t
th
eir
d
aily
s
o
cial
m
ed
ia
u
s
ag
e,
3
o
u
t
o
f
th
e
2
7
s
tu
d
en
t
s
s
p
en
t
f
r
o
m
1
0
to
4
5
m
in
u
te
s
o
n
th
ese
p
latf
o
r
m
s
,
wh
ile
1
0
co
n
s
u
m
ed
1
to
2
h
o
u
r
s
,
a
n
d
7
p
u
t
in
2
to
3
h
o
u
r
s
.
T
h
e
4
s
tu
d
en
ts
p
u
t
in
4
to
5
h
o
u
r
s
,
a
n
d
3
p
a
r
ticip
a
n
ts
ac
ce
s
s
ed
s
o
cial
n
etwo
r
k
in
g
s
ites
f
o
r
m
o
r
e
th
a
n
5
h
o
u
r
s
d
aily
.
T
h
ey
s
h
ar
ed
th
at
th
ey
p
r
ac
ticed
lis
ten
in
g
,
r
ea
d
in
g
,
s
p
ea
k
in
g
,
an
d
wr
itin
g
in
v
a
r
io
u
s
lan
g
u
a
g
es
o
n
th
ese
web
s
ites
an
d
p
ick
ed
u
p
v
o
ca
b
u
lar
y
an
d
g
r
am
m
ar
.
Ho
wev
er
,
s
o
m
e
f
o
u
n
d
it c
h
allen
g
in
g
to
ac
c
u
r
at
ely
ass
ess
th
eir
lan
g
u
ag
e
p
r
o
f
i
cien
cy
th
r
o
u
g
h
o
n
lin
e
p
latf
o
r
m
s
.
Fig
u
r
e
1
.
So
cial
p
latf
o
r
m
s
u
s
e
d
b
y
s
tu
d
e
n
ts
to
lear
n
f
o
r
eig
n
l
an
g
u
ag
es
0
5
10
15
20
25
30
S
t
u
d
e
n
t
s'
f
r
e
q
u
e
n
c
y
T
y
p
e
s
o
f
so
c
i
a
l
m
e
d
i
a
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
.
6
,
Dec
em
b
er
20
25
:
5
1
9
7
-
5
2
0
8
5204
3
.
3
.
3
.
T
ea
cher
s
’
perc
ept
io
ns
Ou
t
o
f
th
e
2
0
in
ter
v
iewe
d
te
ac
h
er
s
,
1
4
e
x
p
r
ess
ed
p
o
s
itiv
e
attitu
d
es
to
war
d
s
in
co
r
p
o
r
ati
n
g
s
o
cial
m
ed
ia
in
to
lan
g
u
ag
e
teac
h
in
g
.
T
h
ese
teac
h
er
s
f
o
u
n
d
s
o
cial
m
ed
ia
to
b
e
b
en
ef
icial
f
o
r
th
em
s
elv
es
an
d
th
eir
s
tu
d
en
ts
,
as
th
ey
test
ed
s
o
cial
m
ed
ia
to
o
ls
f
ir
s
t
b
ef
o
r
e
in
tr
o
d
u
cin
g
th
em
to
th
eir
s
tu
d
en
ts
as
a
m
o
d
e
to
p
r
ac
tice
lan
g
u
ag
e
s
k
ills
b
ey
o
n
d
th
e
class
r
o
o
m
.
T
h
ey
b
eliev
ed
th
at
s
o
cial
m
ed
ia
aid
ed
s
tu
d
en
ts
in
le
ar
n
in
g
lan
g
u
ag
es i
n
a
m
o
r
e
s
elf
-
d
ir
ec
ted
an
d
en
g
ag
ed
m
an
n
e
r
.
Ho
we
v
er
,
th
e
r
em
ain
in
g
o
n
es
d
id
n
o
t
v
ie
w
s
o
cial
m
ed
ia
as
a
h
elp
f
u
l
ap
p
licatio
n
f
o
r
s
tu
d
y
in
g
.
T
h
e
y
f
elt
th
eir
lear
n
e
r
s
lack
ed
th
e
n
ec
ess
ar
y
awa
r
e
n
ess
wh
en
u
s
in
g
s
o
cial
e
-
p
latf
o
r
m
s
,
r
esu
ltin
g
in
in
ef
f
ec
tiv
e
lear
n
in
g
o
n
v
ir
tu
al
p
lat
f
o
r
m
s
.
So
m
e
o
f
th
ese
teac
h
er
s
ac
k
n
o
wled
g
ed
t
h
at
th
ey
n
ee
d
ed
to
lear
n
h
o
w
to
u
s
e
s
o
cial
m
ed
ia
m
o
r
e
ef
f
ec
tiv
ely
b
ef
o
r
e
in
teg
r
atin
g
it
in
to
th
eir
teac
h
in
g
.
Oth
er
s
d
id
n
o
t
s
ee
s
o
cial
p
latf
o
r
m
s
as
a
u
s
ef
u
l
o
r
r
eliab
le
i
n
s
tr
u
m
en
t
f
o
r
test
in
g
a
n
d
ass
ess
m
en
t
in
lan
g
u
ag
e
in
s
tr
u
ctio
n
.
3
.
3
.
4
.
T
ea
cher
s
’
ex
perience
s
W
h
en
ask
ed
ab
o
u
t
ty
p
es
o
f
s
o
cial
p
latf
o
r
m
s
th
at
teac
h
er
s
h
ad
ev
er
a
p
p
lied
in
teac
h
in
g
lan
g
u
ag
es,
th
ey
an
s
wer
ed
lik
e
th
e
f
o
llo
wi
n
g
.
Fig
u
r
e
2
r
ev
ea
ls
th
at
m
o
s
t
lan
g
u
ag
e
teac
h
er
s
(
1
6
o
u
t
o
f
2
0
)
u
s
ed
Yo
u
T
u
b
e,
f
o
llo
wed
b
y
Z
alo
(
1
4
o
u
t
o
f
2
0
)
an
d
Face
b
o
o
k
(
9
o
u
t
o
f
2
0
)
as
th
eir
p
r
ef
er
r
ed
s
o
cial
web
s
ites
f
o
r
ed
u
ca
tio
n
;
m
ea
n
wh
ile,
o
th
er
s
wer
e
s
eld
o
m
ap
p
lied
.
W
h
en
in
q
u
ir
e
d
ab
o
u
t
h
o
w
o
f
ten
lectu
r
er
s
en
g
ag
ed
with
s
o
cial
n
etwo
r
k
s
,
1
7
o
u
t
o
f
2
0
r
ep
o
r
te
d
ac
ce
s
s
in
g
th
em
ev
er
y
d
ay
,
wh
ile
o
n
ly
2
o
u
t
o
f
2
0
ac
ce
s
s
ed
th
em
2
to
4
tim
es
a
wee
k
,
an
d
1
o
u
t
o
f
2
0
s
ig
n
ed
in
o
n
ce
a
wee
k
.
R
eg
ar
d
in
g
th
e
f
r
eq
u
e
n
cy
o
f
ad
o
p
tin
g
s
o
cial
m
ea
n
s
in
in
s
tr
u
ctin
g
lan
g
u
ag
es,
2
teac
h
er
s
r
esp
o
n
d
ed
with
“a
lway
s
”,
4
s
aid
“so
o
f
ten
”,
9
an
s
wer
ed
“so
m
etim
es”,
an
d
5
an
s
wer
ed
“h
ar
d
l
y
”.
T
h
e
1
5
o
u
t
o
f
1
7
lo
g
g
in
g
in
e
-
m
e
d
ia
f
ac
ed
th
r
ea
ts
wh
en
th
ey
f
ir
s
t
h
a
n
d
led
it
in
teac
h
in
g
lan
g
u
ag
es,
n
am
el
y
th
e
u
n
a
v
ailab
ilit
y
o
f
an
in
ter
n
et
c
o
n
n
ec
ti
o
n
at
DT
U.
W
h
en
ask
ed
ab
o
u
t
th
e
p
latf
o
r
m
th
ey
lear
n
ed
to
a
p
p
ly
th
o
s
e
in
t
h
e
t
ea
ch
in
g
p
r
o
ce
s
s
,
1
7
o
u
t
o
f
2
0
r
esp
o
n
d
e
d
th
at
th
e
y
lear
n
e
d
t
h
em
f
r
o
m
a
v
ir
tu
al
o
n
e,
wh
ile
2
o
f
th
em
atten
d
ed
a
tr
ain
in
g
co
u
r
s
e,
an
d
1
atten
d
ed
a
wo
r
k
s
h
o
p
.
Fin
ally
,
wh
en
ask
ed
if
th
ey
co
u
ld
im
p
lem
en
t
th
o
s
e
i
n
in
s
tr
u
cti
o
n
ef
f
ec
tiv
ely
,
T
ea
ch
er
1
s
t
ated
th
at
teac
h
e
r
s
ca
n
lev
e
r
a
g
e
s
o
cial
m
ed
ia
to
en
h
an
ce
t
h
eir
teac
h
in
g
ef
f
ec
ti
v
en
ess
in
th
r
ee
wa
y
s
:
i
)
b
y
in
f
o
r
m
in
g
s
tu
d
en
ts
o
f
teac
h
in
g
s
ch
ed
u
les,
teac
h
in
g
av
en
u
es,
an
d
teac
h
in
g
co
n
ten
t
s
;
ii
)
b
y
s
en
d
in
g
an
d
r
ec
eiv
in
g
f
ee
d
b
ac
k
o
n
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
;
an
d
iii
)
b
y
u
s
in
g
th
e
av
ailab
le
r
e
els,
v
id
eo
s
,
s
to
r
ies,
p
er
s
o
n
al
th
o
u
g
h
ts
,
as
tex
t
co
r
p
u
s
o
r
l
an
g
u
ag
e
in
p
u
t
f
o
r
teac
h
in
g
ac
tiv
ities
.
T
h
e
8
h
ad
ev
er
ap
p
lied
s
o
cial
n
etwo
r
k
s
i
n
in
s
tr
u
ctin
g
lan
g
u
ag
es
b
e
f
o
r
e
an
d
p
r
o
v
id
ed
m
o
r
e
r
ea
s
o
n
s
;
f
o
r
in
s
tan
ce
,
it
was
a
co
n
v
en
ien
t
an
d
f
r
ie
n
d
ly
t
o
o
l,
ef
f
ec
tiv
e
f
o
r
p
ar
t
-
tim
e
c
o
u
r
s
es,
an
d
cr
ea
ted
ex
citem
en
t
am
o
n
g
s
tu
d
en
ts
.
T
h
e
2
h
a
d
a
co
m
m
o
n
ality
o
f
em
p
lo
y
in
g
s
o
cial
v
ir
tu
al
m
o
d
es
in
th
eir
co
u
r
s
es,
wh
ile
o
n
e
o
n
ly
u
s
ed
Z
alo
to
c
o
n
n
ec
t
with
th
eir
s
tu
d
en
ts
an
d
s
en
d
f
iles
,
in
s
tr
u
ctio
n
s
,
an
d
i
n
f
o
r
m
atio
n
to
th
em
.
T
h
e
4
s
tu
d
ied
h
o
w
to
o
p
er
ate
s
o
cial
e
-
p
latf
o
r
m
s
ef
f
ec
tiv
ely
in
teac
h
in
g
;
m
ea
n
wh
ile,
th
e
r
est
d
id
n
o
t
u
s
e
it
b
ec
au
s
e
th
ey
b
eliev
e
d
it wa
s
n
o
t r
elev
an
t o
r
s
u
itab
le
f
o
r
th
eir
s
u
b
jects.
T
h
e
p
r
esen
t
wo
r
k
attem
p
te
d
to
e
x
p
lo
r
e
s
tu
d
en
ts
’
an
d
te
ac
h
er
s
’
u
n
d
er
s
tan
d
i
n
g
a
n
d
p
r
ac
tices
o
f
em
p
lo
y
in
g
s
o
cial
n
etwo
r
k
s
in
ed
u
ca
tin
g
f
o
r
eig
n
lan
g
u
ag
e
s
at
DT
U
in
a
r
u
r
al
ar
ea
,
in
th
e
Me
k
o
n
g
Delta,
So
u
th
er
n
Vietn
am
.
T
h
is
s
ec
tio
n
will
f
o
cu
s
o
n
th
e
d
is
cu
s
s
io
n
o
f
two
r
esear
ch
q
u
esti
o
n
s
.
B
esid
es,
s
o
m
e
n
o
v
elties o
f
th
e
c
u
r
r
e
n
t stu
d
y
wer
e
m
en
tio
n
ed
an
d
c
o
m
p
a
r
e
d
with
th
e
p
r
i
o
r
o
n
es.
Fig
u
r
e
2
.
T
y
p
es o
f
s
o
cial
m
e
d
i
a
u
s
ed
b
y
teac
h
er
s
in
teac
h
in
g
f
o
r
eig
n
lan
g
u
a
g
es
0
2
4
6
8
10
12
14
16
18
F
a
c
e
b
o
o
k
In
s
t
a
g
ra
m
Ti
k
to
k
Li
n
k
e
d
In
Az
o
ta
Go
o
g
le cla
ss
ro
o
m
M
o
o
d
le
Te
a
c
h
e
r
s
'
fr
e
q
u
e
n
c
y
Ty
p
e
s o
f
so
c
ia
l
m
e
d
ia
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
a
n
d
tea
c
h
ers
’
p
ercep
tio
n
s
a
n
d
ex
p
erien
ce
s
o
f u
s
in
g
s
o
cia
l m
ed
ia
in
…
(
Le
Th
a
n
h
N
g
u
ye
t A
n
h
)
5205
3
.
3
.
5
.
E
du
ca
t
o
rs’
a
nd
s
t
ud
en
t
s
’
t
ho
ug
hts o
n a
pp
ly
ing
s
o
cia
l m
edia
a
t
Do
ng
T
ha
p Univ
er
s
it
y
T
h
e
r
esu
lts
in
d
icate
th
at
teac
h
er
s
an
d
s
tu
d
e
n
ts
alik
e
h
o
l
d
p
o
s
itiv
e
v
iews
o
n
in
c
o
r
p
o
r
ati
n
g
s
o
cial
m
ed
ia
in
to
lan
g
u
ag
e
lear
n
i
n
g
.
T
h
ey
b
eliev
e
d
th
at
it
co
u
ld
o
f
f
er
m
an
y
b
en
e
f
its
an
d
ag
r
ee
d
o
n
its
in
teg
r
atio
n
in
to
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
wit
h
p
r
ev
i
o
u
s
s
tu
d
ies
[
7
]
,
[
9
]
,
[
1
0
]
,
[
1
3
]
,
[
1
4
]
,
[
2
9
]
.
Ad
d
itio
n
ally
,
t
h
e
d
ata
s
h
o
we
d
th
at
m
an
y
s
tu
d
en
ts
ag
r
ee
d
with
th
e
s
tatem
en
ts
th
at
th
e
y
s
h
o
u
ld
c
h
o
o
s
e,
u
s
e,
an
d
m
an
a
g
e
s
o
cial
m
ed
ia
f
o
r
t
h
eir
au
to
n
o
m
o
u
s
lear
n
i
n
g
,
as
ev
id
en
ce
d
b
y
item
s
3
,
6
,
a
n
d
7
,
wh
ich
h
a
d
m
ea
n
s
co
r
es
o
f
3
.
6
6
,
3
.
9
7
,
a
n
d
3
.
5
5
,
r
esp
ec
tiv
ely
.
T
h
is
is
th
e
s
a
m
e
as
Mu
h
a
m
m
ad
[
2
5
]
a
n
d
Hala
wa
[
2
6
]
r
esu
lts
.
T
h
e
m
ajo
r
ity
o
f
teac
h
e
r
s
b
eliev
ed
th
at
s
o
cial
m
ed
ia
b
r
o
u
g
h
t
m
an
y
m
er
its
to
s
tu
d
en
ts
’
a
u
to
n
o
m
o
u
s
lear
n
in
g
v
ia
item
2
(
M=
4
.
0
0
)
.
T
h
is
is
o
n
e
n
o
v
elty
o
f
th
is
r
esear
ch
,
as
ea
r
ly
s
tu
d
ies
d
id
n
o
t
e
x
p
lo
r
e
it
f
r
o
m
teac
h
er
s
’
v
iewp
o
in
ts
.
On
e
ad
d
itio
n
al
n
ew
p
o
in
t
in
th
is
s
tu
d
y
was
t
h
at
a
n
u
m
b
er
o
f
s
tu
d
en
ts
b
el
iev
ed
s
o
cial
m
ed
ia
h
elp
ed
th
em
with
life
lo
n
g
lea
r
n
in
g
,
as
in
d
icate
d
in
item
9
,
with
a
m
ea
n
s
co
r
e
o
f
3
.
8
1
.
I
n
ad
d
itio
n
,
w
h
en
it
co
m
es
to
ev
alu
atin
g
v
i
r
tu
al
test
in
g
an
d
ass
ess
m
en
t
p
latf
o
r
m
s
,
r
eliab
ilit
y
is
a
k
ey
co
n
s
id
er
atio
n
.
Fo
r
in
s
tan
ce
,
wh
en
ask
ed
ab
o
u
t
s
tatem
en
t
5
(
M=
3
.
2
5
)
,
m
an
y
teac
h
er
s
h
ad
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
u
ti
lizin
g
q
u
izze
s
v
ia
e
-
m
ed
ia
s
ites
f
o
r
lan
g
u
ag
e
s
tu
d
en
ts
.
I
t
is
al
s
o
a
n
o
v
elty
in
th
is
r
esear
ch
s
in
ce
th
e
p
r
io
r
s
tu
d
ies
o
v
er
s
ea
s
an
d
in
Vietn
am
r
esear
ch
ed
th
e
ass
ets an
d
th
r
ea
ts
o
f
im
p
lem
en
tin
g
s
o
cial
m
ed
ia
in
teac
h
in
g
an
d
le
ar
n
in
g
E
n
g
lis
h
.
3
.
3
.
6
.
T
ea
cher
s
’
a
nd
s
t
ud
ent
s
’
ex
perience
s
o
f
us
ing
s
o
cia
l
m
edia
a
t
D
o
ng
T
ha
p Univ
er
s
it
y
Af
ter
h
av
in
g
u
tili
ze
d
v
i
r
tu
al
p
latf
o
r
m
s
ex
ten
s
iv
ely
in
ed
u
ca
t
io
n
,
b
o
th
e
d
u
ca
to
r
s
an
d
in
f
o
r
m
an
ts
h
av
e
co
m
e
to
ap
p
r
ec
iate
th
e
b
e
n
e
f
its
o
f
th
is
d
ig
ital
f
o
r
m
,
p
ar
t
icu
lar
ly
wh
en
it
co
m
es
to
p
r
ac
ticin
g
lan
g
u
a
g
es
in
d
ep
en
d
en
tly
o
u
ts
id
e
o
f
th
e
c
lass
r
o
o
m
.
T
h
eir
ex
p
e
r
ien
ce
s
o
n
s
o
cial
m
ed
ia
alig
n
with
s
ev
er
al
p
r
ev
io
u
s
s
tu
d
ies
[
7
]
,
[
9
]
,
[
1
0
]
,
[
1
3
]
,
[
1
5
]
,
[
2
9
]
.
No
tab
ly
,
ac
co
r
d
i
n
g
to
s
tu
d
en
ts
’
r
esp
o
n
s
es
in
item
s
2
5
an
d
3
0
,
th
ey
h
a
v
e
th
e
s
am
e
m
ea
n
s
co
r
e
(
3
.
1
7
)
,
an
d
th
e
s
m
allest
o
n
es
co
m
p
ar
ed
with
th
e
o
th
er
s
.
So
m
e
s
tu
d
en
ts
s
til
l
d
o
n
o
t
h
av
e
a
b
alan
ce
b
etwe
en
u
s
in
g
s
o
ci
al
m
ed
ia
to
lear
n
an
d
en
ter
tai
n
th
em
s
elv
es.
Ad
d
itio
n
ally
,
th
ey
h
av
e
n
o
t
f
o
r
m
ed
g
r
o
u
p
s
to
lear
n
lan
g
u
ag
es
o
n
l
in
e
to
g
eth
er
.
Oth
e
r
r
esear
ch
er
s
o
r
ed
u
ca
to
r
s
ca
n
lev
e
r
ag
e
t
h
is
in
f
o
r
m
atio
n
f
o
r
f
u
tu
r
e
in
v
esti
g
atio
n
s
.
I
n
ter
m
s
o
f
ass
ess
m
en
t,
m
o
r
e
th
an
h
alf
o
f
b
o
t
h
teac
h
er
s
an
d
s
tu
d
en
ts
s
tr
o
n
g
ly
ag
r
ee
d
th
at
th
e
o
n
lin
e
ass
es
s
m
en
t
to
o
l,
as
in
s
tatem
e
n
t
1
5
(
M=
3
.
8
9
)
,
was
ea
s
y
an
d
f
ast,
an
d
s
tu
d
en
ts
co
u
ld
u
s
e
it
to
s
elf
-
ass
es
s
th
eir
lan
g
u
ag
e
r
esu
lts
(
item
3
1
,
M
=3
.
3
5
)
.
Me
an
w
h
ile,
o
th
e
r
r
esear
ch
h
as
n
o
t
f
o
c
u
s
ed
o
n
v
ir
tu
al
ass
ess
m
en
t
to
o
ls
;
it
h
as
ju
s
t
ex
p
lo
r
ed
s
o
cial
we
b
s
ites
in
teg
r
ated
in
to
teac
h
in
g
an
d
lear
n
in
g
la
n
g
u
a
g
es.
Hen
ce
,
to
en
s
u
r
e
th
at
s
tu
d
en
ts
ca
n
lear
n
lan
g
u
ag
es
m
o
r
e
in
d
e
p
en
d
e
n
tly
an
d
e
f
f
e
ctiv
ely
,
it
is
ess
en
tial
to
p
r
o
v
id
e
in
s
tr
u
ctio
n
an
d
s
u
p
p
o
r
t
f
o
r
o
n
lin
e
ass
ess
m
en
t
d
ev
ices
an
d
web
s
ites
.
T
h
is
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
f
o
r
t
h
o
s
e
wh
o
wis
h
to
em
p
lo
y
t
h
is
f
ield
in
th
eir
d
ig
i
tal
teac
h
in
g
a
n
d
lea
r
n
in
g
ex
p
er
ien
ce
an
d
r
e
p
r
esen
ts
a
d
ep
a
r
tu
r
e
f
r
o
m
p
r
e
v
io
u
s
s
tu
d
ies.
I
n
th
e
f
in
al
q
u
esti
o
n
o
f
a
r
ec
e
n
t
teac
h
er
in
ter
v
iew,
1
3
o
u
t
o
f
2
0
teac
h
er
s
c
o
n
f
ir
m
e
d
th
at
t
h
ey
wo
u
ld
ef
f
ec
tiv
ely
in
co
r
p
o
r
ate
s
o
cial
n
etwo
r
k
in
g
s
ites
in
to
th
eir
tea
ch
in
g
ap
p
r
o
ac
h
es.
Ho
wev
er
,
2
o
f
th
em
ex
p
r
ess
ed
th
at
th
ey
d
id
n
o
t
ac
ce
s
s
th
ese
o
n
lin
e
p
latf
o
r
m
s
d
u
e
to
a
lack
o
f
u
n
d
er
s
tan
d
in
g
r
eg
ar
d
i
n
g
th
e
ad
v
an
tag
es
t
h
e
y
o
f
f
er
.
T
h
e
r
em
ain
in
g
teac
h
er
s
wer
e
o
p
en
to
th
e
id
ea
o
f
u
tili
zin
g
s
o
cial
v
ir
tu
al
p
latf
o
r
m
s
in
th
eir
teac
h
in
g
an
d
wer
e
cu
r
r
en
tly
s
tu
d
y
in
g
th
e
f
ield
.
No
tab
ly
,
th
e
7
lect
u
r
er
s
wh
o
wer
e
n
o
t
in
ter
ested
in
s
o
ci
al
m
ed
ia
wer
e
o
v
e
r
th
e
ag
e
o
f
4
0
an
d
h
a
d
to
s
elf
-
ed
u
ca
te
o
n
th
e
t
o
p
ic
th
r
o
u
g
h
o
n
lin
e
r
eso
u
r
ce
s
.
I
t
is
im
p
o
r
ta
n
t
to
n
o
te
th
at
DT
U
h
as
n
o
t
y
et
p
r
o
v
id
e
d
o
f
f
icial
tr
ain
in
g
co
u
r
s
es
f
o
r
in
s
tr
u
cto
r
s
o
n
h
o
w
to
in
co
r
p
o
r
ate
s
o
ci
al
n
etwo
r
k
in
g
s
ites
in
to
th
e
teac
h
in
g
p
r
o
ce
s
s
.
As
a
r
esu
lt,
wh
en
teac
h
er
s
ar
e
n
o
t w
ell
-
v
er
s
ed
in
tech
n
o
lo
g
y
an
d
th
e
v
ar
io
u
s
m
o
d
es
o
f
s
o
cial
m
ed
ia
u
s
ag
e,
th
ey
m
ay
s
tr
u
g
g
le
to
ef
f
ec
tiv
ely
in
s
tr
u
ct
th
eir
lear
n
er
s
in
s
ev
er
al
w
ay
s
o
f
u
s
in
g
th
ese
p
latf
o
r
m
s
to
en
h
an
ce
th
ei
r
lan
g
u
ag
e
lear
n
in
g
.
Ad
d
itio
n
ally
,
th
e
p
r
esen
t
s
tu
d
y
ac
h
iev
ed
two
m
o
r
e
im
p
o
r
tan
t
p
o
in
ts
.
First,
th
e
two
s
ets
o
f
q
u
esti
o
n
n
air
es
as
well
as
th
e
in
ter
v
iew
q
u
esti
o
n
s
wer
e
th
o
u
g
h
tf
u
lly
d
ev
elo
p
ed
,
in
f
o
r
m
ed
b
y
th
e
v
alu
a
b
le
in
s
ig
h
ts
g
ath
er
ed
f
r
o
m
t
h
e
lite
r
atu
r
e
r
ev
iew.
T
h
e
a
u
th
o
r
s
c
o
n
s
id
er
ed
th
e
r
ea
l
s
itu
atio
n
in
t
h
e
r
u
r
al
u
n
iv
er
s
ity
an
d
th
e
p
ar
ticip
an
ts
’
c
o
n
d
itio
n
s
to
cr
ea
te
t
h
e
ap
p
r
o
p
r
iate
i
tem
s
an
d
q
u
esti
o
n
s
.
T
h
is
is
t
h
e
r
esear
ch
team
’
s
co
n
tr
ib
u
tio
n
to
th
is
s
tu
d
y
,
wh
ich
is
d
if
f
er
en
t
f
r
o
m
o
th
er
s
.
S
ec
o
n
d
,
wh
ile
p
r
ev
io
u
s
s
tu
d
ies
ex
p
lo
r
ed
o
n
ly
o
n
e
s
id
e
o
f
teac
h
er
s
’
o
r
s
tu
d
en
ts
’
o
r
b
o
th
p
e
r
ce
p
tio
n
s
o
r
p
r
ac
t
ices
o
f
ap
p
ly
in
g
s
o
cial
m
ed
i
a
in
teac
h
in
g
an
d
lear
n
in
g
E
n
g
lis
h
[
9
]
–
[
1
3
]
,
[
1
6
]
,
[
1
7
]
,
[
2
1
]
,
[
2
6
]
,
[
2
8
]
,
[
3
1
]
,
t
h
e
cu
r
r
en
t
s
tu
d
y
in
v
esti
g
ated
two
s
id
es
f
r
o
m
b
o
th
teac
h
er
s
’
an
d
s
tu
d
e
n
ts
’
co
g
n
it
io
n
s
an
d
ex
p
er
ien
ce
o
f
u
tili
zi
n
g
v
ir
tu
al
s
ites
.
T
h
is
g
av
e
th
e
r
esear
ch
er
s
in
s
ig
h
t
in
to
th
is
f
ield
.
4.
CO
NCLU
SI
O
N
I
t
is
cr
u
cial
to
ex
am
in
e
h
o
w
b
o
th
teac
h
er
s
a
n
d
s
tu
d
en
ts
p
er
c
eiv
e
an
d
u
tili
ze
s
o
cial
m
ed
ia
i
n
f
o
r
eig
n
lan
g
u
ag
e
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
in
th
e
cu
r
r
en
t
in
d
u
s
tr
y
4
.
0
e
r
a.
T
h
is
s
tu
d
y
s
h
ed
s
lig
h
t
o
n
t
h
e
lo
ca
l
c
o
n
tex
t
o
f
u
n
iv
er
s
ity
teac
h
er
s
’
an
d
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
with
s
o
cial
n
etwo
r
k
s
in
th
e
Me
k
o
n
g
Delta
ar
ea
an
d
v
ir
tu
al
ass
es
s
m
en
t
f
o
r
m
s
.
T
h
e
f
i
n
d
in
g
s
an
d
d
is
cu
s
s
io
n
s
clea
r
ly
d
e
m
o
n
s
tr
ate
th
at
c
o
m
b
in
in
g
s
o
cial
p
latf
o
r
m
s
in
t
o
f
o
r
eig
n
la
n
g
u
a
g
e
tr
ain
in
g
is
ess
en
tial
f
o
r
b
o
th
lectu
r
er
s
an
d
l
ea
r
n
er
s
at
DT
U.
Hen
ce
,
to
i
m
p
r
o
v
e
t
h
e
q
u
ality
o
f
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
.
6
,
Dec
em
b
er
20
25
:
5
1
9
7
-
5
2
0
8
5206
s
o
cial
m
ed
ia
in
teg
r
ati
o
n
in
l
an
g
u
ag
e
ed
u
ca
ti
o
n
at
DT
U,
t
h
e
au
th
o
r
s
s
u
g
g
est
th
at
ad
m
i
n
is
tr
ato
r
s
o
r
g
a
n
ize
u
p
d
ated
tr
ain
in
g
co
u
r
s
es
o
r
w
o
r
k
s
h
o
p
s
o
n
t
h
is
to
p
ic.
T
h
ey
s
h
o
u
ld
also
e
x
p
lo
r
e
th
e
f
u
n
cti
o
n
s
o
f
s
o
cial
m
ed
ia
as
a
b
len
d
ed
-
lear
n
in
g
a
p
p
r
o
ac
h
an
d
lev
er
ag
e
o
n
lin
e
ass
ess
m
en
t
to
o
ls
to
s
u
p
p
o
r
t
s
tu
d
en
ts
’
au
to
n
o
m
o
u
s
lan
g
u
ag
e
lear
n
in
g
.
T
h
ese
s
tep
s
will
p
r
o
v
id
e
d
ee
p
er
in
s
ig
h
ts
in
to
th
is
f
ield
an
d
en
h
a
n
ce
th
e
o
v
er
all
lan
g
u
a
g
e
ed
u
ca
tio
n
e
x
p
er
ien
ce
at
DT
U.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
No
f
u
n
d
in
g
is
in
v
o
lv
ed
.
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
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT
)
to
r
ec
o
g
n
ize
in
d
iv
i
d
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
R
D
O
E
Vi
Su
P
Fu
L
e
T
h
an
h
Ng
u
y
et
An
h
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
B
u
i T
h
an
h
T
in
h
✓
✓
✓
✓
✓
✓
✓
Ng
u
y
en
Van
C
an
h
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t th
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
i
n
g
au
th
o
r
[
L
T
NA
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
D
.
R
i
e
g
e
r
a
n
d
C
.
K
l
i
mm
t
,
“
Th
e
d
a
i
l
y
d
o
s
e
o
f
d
i
g
i
t
a
l
i
n
s
p
i
r
a
t
i
o
n
:
A
m
u
l
t
i
-
met
h
o
d
e
x
p
l
o
r
a
t
i
o
n
o
f
me
a
n
i
n
g
f
u
l
c
o
mm
u
n
i
c
a
t
i
o
n
i
n
so
c
i
a
l
me
d
i
a
,
”
N
e
w
M
e
d
i
a
&
S
o
c
i
e
t
y
,
v
o
l
.
2
1
,
n
o
.
1
,
p
p
.
9
7
–
1
1
8
,
J
a
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
7
7
/
1
4
6
1
4
4
4
8
1
8
7
8
8
3
2
3
.
[
2
]
B
.
A
m
i
n
,
R
.
R
a
f
i
q
,
a
n
d
N
.
M
e
h
mo
o
d
,
“
T
h
e
i
mp
a
c
t
o
f
s
o
c
i
a
l
m
e
d
i
a
i
n
E
n
g
l
i
sh
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
”
J
o
u
rn
a
l
o
f
C
ri
t
i
c
a
l
R
e
v
i
e
w
s
,
v
o
l
.
7
,
n
o
.
1
0
,
p
p
.
3
1
2
6
–
3
1
3
5
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
3
1
8
3
8
/
j
c
r
.
0
7
.
1
0
.
5
0
7
.
[
3
]
T.
Z.
Z.
A
l
A
r
i
f
,
“
T
h
e
u
s
e
o
f
so
c
i
a
l
med
i
a
f
o
r
E
n
g
l
i
sh
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
:
a
n
e
x
p
l
o
r
a
t
o
r
y
st
u
d
y
o
f
EFL
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
,
”
Me
t
a
t
h
e
si
s:
J
o
u
r
n
a
l
o
f
E
n
g
l
i
sh
L
a
n
g
u
a
g
e
,
L
i
t
e
r
a
t
u
r
e
,
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
3
,
n
o
.
2
,
p
p
.
2
2
4
–
2
3
3
,
O
c
t
.
2
0
1
9
,
d
o
i
:
1
0
.
3
1
0
0
2
/
m
e
t
a
t
h
e
s
i
s.
v
3
i
2
.
1
9
2
1
.
[
4
]
A
.
R
.
M
a
l
i
k
a
n
d
M
.
N
.
A
.
A
s
n
u
r
,
“
U
si
n
g
so
c
i
a
l
me
d
i
a
a
s
a
l
e
a
r
n
i
n
g
m
e
d
i
a
o
f
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
st
u
d
e
n
t
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
Ba
h
t
e
ra
:
J
u
r
n
a
l
Pe
n
d
i
d
i
k
a
n
Ba
h
a
sa
d
a
n
S
a
s
t
ra
,
v
o
l
.
1
8
,
n
o
.
2
,
p
p
.
1
–
1
0
,
2
0
1
9
,
d
o
i
:
1
0
.
2
1
0
0
9
/
B
A
H
TER
A
.
1
8
2
.
0
6
.
[
5
]
N
.
B
r
o
c
c
a
,
“
S
o
c
i
a
l
me
d
i
a
i
n
e
d
u
c
a
t
i
o
n
a
n
d
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
t
e
a
c
h
i
n
g
.
A
n
i
n
t
r
o
d
u
c
t
i
o
n
,
”
H
e
i
ED
U
C
ATI
O
N
J
o
u
rn
a
l
,
n
o
.
5
,
p
p
.
9
–
2
3
,
J
u
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
7
8
8
5
/
h
e
i
u
p
.
h
e
i
e
d
.
2
0
2
0
.
5
.
2
4
1
5
5
.
[
6
]
M
.
P
i
k
h
a
r
t
a
n
d
O
.
B
o
t
e
z
a
t
,
“
Th
e
i
mp
a
c
t
o
f
t
h
e
u
se
o
f
s
o
c
i
a
l
me
d
i
a
o
n
s
e
c
o
n
d
l
a
n
g
u
a
g
e
a
c
q
u
i
si
t
i
o
n
,
”
Pro
c
e
d
i
a
C
o
m
p
u
t
e
r
S
c
i
e
n
c
e
,
v
o
l
.
1
9
2
,
p
p
.
1
6
2
1
–
1
6
2
8
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
r
o
c
s.
2
0
2
1
.
0
8
.
1
6
6
.
[
7
]
M
.
M
u
f
t
a
h
,
“
I
mp
a
c
t
o
f
so
c
i
a
l
me
d
i
a
o
n
l
e
a
r
n
i
n
g
E
n
g
l
i
sh
l
a
n
g
u
a
g
e
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
,
”
PS
U
R
e
se
a
rc
h
Re
v
i
e
w
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
2
1
1
–
2
2
6
,
2
0
2
4
,
d
o
i
:
1
0
.
1
1
0
8
/
P
R
R
-
10
-
2
0
2
1
-
0
0
6
0
.
[
8
]
A
.
K
.
P
.
N
a
s
u
t
i
o
n
,
“
S
o
c
i
a
l
m
e
d
i
a
u
s
e
d
i
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
:
b
e
n
e
f
i
t
s
a
n
d
c
h
a
l
l
e
n
g
e
s
,
”
J
o
u
r
n
a
l
o
f
L
i
n
g
u
i
st
i
c
s
,
L
i
t
e
ra
t
u
re
a
n
d
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
(
J
L
L
L
T
)
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
5
9
–
6
8
,
2
0
2
2
,
d
o
i
:
1
0
.
3
7
2
4
9
/
j
l
l
l
t
.
v
1
i
2
.
3
9
6
.
[
9
]
N
.
A
l
o
r
a
i
n
i
a
n
d
W
.
C
a
r
d
o
so
,
“
S
o
c
i
a
l
me
d
i
a
i
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
:
a
mi
x
e
d
-
me
t
h
o
d
s
i
n
v
e
st
i
g
a
t
i
o
n
o
f
st
u
d
e
n
t
s
’
p
e
r
c
e
p
t
i
o
n
s,
”
C
o
m
p
u
t
e
r
Ass
i
st
e
d
L
a
n
g
u
a
g
e
L
e
a
r
n
i
n
g
,
v
o
l
.
3
5
,
n
o
.
8
,
p
p
.
1
7
0
7
–
1
7
3
0
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
8
8
2
2
1
.
2
0
2
0
.
1
8
3
0
8
0
4
.
[
1
0
]
E.
N
a
ma
z
i
a
n
d
o
s
t
,
M
.
N
a
sr
i
,
a
n
d
M
.
H
.
K
e
s
h
mi
r
s
h
e
k
a
n
,
“
Te
a
c
h
e
r
s
’
a
n
d
l
e
a
r
n
e
r
s
’
p
e
r
c
e
p
t
i
o
n
s
t
o
w
a
r
d
u
si
n
g
so
c
i
a
l
m
e
d
i
a
f
o
r
d
e
v
e
l
o
p
i
n
g
o
r
a
l
p
r
o
f
i
c
i
e
n
c
y
,
”
J
o
u
r
n
a
l
o
f
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
Re
se
a
rc
h
,
v
o
l
.
1
0
,
n
o
.
6
,
p
p
.
1
3
4
1
–
1
3
5
0
,
2
0
1
9
,
d
o
i
:
1
0
.
1
7
5
0
7
/
j
l
t
r
.
1
0
0
6
.
2
5
.
[
1
1
]
W
.
A
l
b
i
l
a
d
i
,
“
T
h
e
u
s
e
o
f
so
c
i
a
l
me
d
i
a
i
n
En
g
l
i
s
h
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
:
E
x
p
l
o
r
i
n
g
t
h
e
p
e
r
c
e
p
t
i
o
n
s a
n
d
e
x
p
e
r
i
e
n
c
e
s o
f
E
n
g
l
i
sh
a
s
a
F
o
r
e
i
g
n
L
a
n
g
u
a
g
e
I
n
st
r
u
c
t
o
r
s
,
”
P
h
.
D
.
d
i
ss
e
r
t
a
t
i
o
n
,
U
n
i
v
e
r
s
i
t
y
o
f
A
r
k
a
n
s
a
s
,
U
n
i
t
e
d
S
t
a
t
e
s
,
2
0
2
0
.
[
1
2
]
M
.
A
.
D
e
s
t
a
,
M
.
B
.
W
o
r
k
i
e
,
D
.
B
.
Y
e
mer,
C
.
Y
.
D
e
n
k
u
,
a
n
d
M
.
S
.
B
e
r
h
a
n
u
,
“
S
o
c
i
a
l
m
e
d
i
a
u
sa
g
e
i
n
i
mp
r
o
v
i
n
g
En
g
l
i
sh
l
a
n
g
u
a
g
e
p
r
o
f
i
c
i
e
n
c
y
f
r
o
m
t
h
e
v
i
e
w
p
o
i
n
t
o
f
M
e
d
i
c
a
l
s
t
u
d
e
n
t
s,
”
A
d
v
a
n
c
e
s
i
n
M
e
d
i
c
a
l
E
d
u
c
a
t
i
o
n
a
n
d
Pr
a
c
t
i
c
e
,
v
o
l
.
1
2
,
p
p
.
5
1
9
–
5
2
8
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
2
1
4
7
/
A
M
EP.S3
1
0
1
8
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.