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Dau
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No
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6
T
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Stre
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Ph
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d
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I
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J
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Vo
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14
,
No
.
6
,
Dec
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b
er
20
25
:
5
2
0
9
-
5
2
1
8
5210
T
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5
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6
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all
y
ef
f
ec
tiv
e
f
o
r
v
o
ca
b
u
lar
y
lear
n
i
n
g
.
Fo
r
in
s
tan
ce
,
s
ev
er
al
s
tu
d
ies
[
7
]
–
[
1
1
]
f
o
u
n
d
t
h
at
au
d
io
v
is
u
al
in
p
u
t
s
ig
n
if
ican
tly
en
h
an
ce
s
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
,
with
ex
p
er
im
en
tal
g
r
o
u
p
s
o
u
tp
er
f
o
r
m
in
g
c
o
n
tr
o
ls
.
No
tab
ly
,
a
s
tu
d
y
b
y
Ash
cr
o
f
t
et
a
l.
[
1
2
]
r
e
v
ea
led
t
h
at
th
er
e
was
a
s
ig
n
if
ican
t
in
cr
ea
s
e
in
s
tu
d
en
ts
’
v
o
ca
b
u
lar
y
r
ec
all
ab
ilit
y
af
ter
watc
h
in
g
m
o
v
ies.
Mo
r
e
o
v
er
,
a
s
tu
d
y
b
y
So
n
g
an
d
Xio
n
g
[
1
3
]
co
m
p
a
r
ed
th
e
ef
f
ec
ts
o
f
two
s
o
cial
m
ed
ia
ap
p
s
(
QQ
an
d
W
eCh
at)
an
d
o
n
e
l
an
g
u
ag
e
-
lear
n
in
g
ap
p
(
B
aiciz
h
an
)
o
n
v
o
ca
b
u
lar
y
lear
n
in
g
.
W
h
ile
all
g
r
o
u
p
s
d
em
o
n
s
tr
ated
im
p
r
o
v
em
en
ts
i
n
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
,
B
aic
izh
an
p
r
o
v
e
d
t
o
b
e
th
e
m
o
s
t
e
f
f
ec
tiv
e
an
d
was
th
e
m
o
s
t
p
r
ef
e
r
r
ed
b
y
s
tu
d
en
ts
.
T
h
e
f
in
d
in
g
s
u
n
d
e
r
s
co
r
e
t
h
e
s
u
p
er
io
r
im
p
ac
t
o
f
d
ed
icate
d
lan
g
u
ag
e
-
lear
n
in
g
ap
p
s
co
m
p
ar
ed
to
g
en
er
al
s
o
cial
m
e
d
ia
p
latf
o
r
m
s
f
o
r
e
n
h
an
ci
n
g
v
o
ca
b
u
lar
y
lear
n
in
g
.
Ho
wev
e
r
,
Pis
k
ad
lo
et
a
l.
[
1
4
]
r
ep
o
r
ted
th
at
s
till
p
ictu
r
es
w
er
e
m
o
r
e
ef
f
ec
tiv
e
th
an
au
d
i
o
v
is
u
al
aid
s
f
o
r
E
FL
b
eg
in
n
er
s
.
C
ap
tio
n
s
wer
e
b
en
ef
icial
f
o
r
f
o
r
m
lear
n
in
g
[
1
5
]
,
w
h
ile
an
im
ated
m
o
v
ies
[
1
6
]
a
n
d
m
u
ltime
d
ia
[
1
7
]
im
p
r
o
v
ed
b
o
th
r
ec
ep
tiv
e
an
d
p
r
o
d
u
ctiv
e
v
o
ca
b
u
lar
y
.
M
o
r
eo
v
e
r
,
Mu
ñ
o
z
et
a
l.
[
1
8
]
f
o
u
n
d
th
at
au
d
i
o
v
is
u
al
in
p
u
t
s
u
p
p
o
r
ts
L
2
lear
n
in
g
,
with
ca
p
tio
n
s
aid
in
g
g
r
am
m
ar
ac
q
u
is
itio
n
b
u
t sh
o
win
g
n
o
cle
ar
ad
v
an
ta
g
e
f
o
r
v
o
ca
b
u
lar
y
.
Ov
er
all,
th
ese
s
tu
d
ies
h
av
e
r
ev
ea
led
th
at
i
n
ter
m
s
o
f
lear
n
in
g
o
u
tco
m
es,
a
u
d
io
v
is
u
al
m
ed
ia
ar
e
ef
f
ec
tiv
e
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
.
Ad
d
itio
n
ally
,
s
tu
d
en
t
m
o
tiv
atio
n
an
d
e
n
g
ag
e
m
en
t
ar
e
also
en
h
an
ce
d
b
y
m
ak
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
in
ter
ac
tiv
e
an
d
e
n
jo
y
a
b
le.
Ho
wev
er
,
wh
at
o
th
er
b
en
ef
its
d
o
es
it
o
f
f
er
s
tu
d
en
ts
?
W
e
b
eliev
e
th
at
v
o
ca
b
u
lar
y
lear
n
in
g
th
r
o
u
g
h
au
d
io
v
is
u
al
m
ed
ia
m
ay
also
co
n
tr
ib
u
te
to
b
ette
r
p
r
o
n
u
n
ciatio
n
,
lis
ten
in
g
c
o
m
p
r
eh
en
s
io
n
,
an
d
co
n
tex
tu
al
u
n
d
er
s
tan
d
in
g
,
as
s
tu
d
en
ts
ar
e
ex
p
o
s
ed
to
au
th
e
n
tic
lan
g
u
ag
e
u
s
e
in
r
ea
l
-
life
s
itu
atio
n
s
.
Desp
ite
th
ese
b
en
ef
its
,
th
e
u
s
e
o
f
au
d
io
v
is
u
al
m
e
d
ia
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
m
ay
also
p
o
s
e
ch
all
en
g
es.
Fo
r
ex
am
p
le,
s
tu
d
e
n
ts
m
ig
h
t
s
tr
u
g
g
le
with
f
ast
-
p
ac
ed
d
ialo
g
u
e
d
u
e
to
lan
g
u
ag
e
p
r
o
f
icien
c
y
lev
els
o
r
m
ay
m
is
u
n
d
e
r
s
tan
d
s
lan
g
o
r
cu
ltu
r
al
r
ef
er
e
n
ce
s
.
P
r
ev
io
u
s
s
tu
d
ies
[
1
9
]
,
[
2
0
]
s
tated
s
tu
d
en
ts
’
co
g
n
itiv
e
o
v
er
lo
ad
wh
en
watc
h
in
g
v
id
e
o
s
with
co
n
d
en
s
ed
an
d
f
ast
-
p
ac
e
d
co
n
ten
t.
S
tu
d
y
b
y
Xo
d
ab
an
d
e
et
a
l.
[
2
1
]
f
o
u
n
d
th
e
in
eq
u
ality
in
ab
s
o
r
b
in
g
lan
g
u
ag
e
v
ia
v
id
e
o
s
s
in
ce
it
m
u
ch
d
ep
en
d
s
o
n
s
tu
d
en
ts
’
lin
g
u
is
tic
p
r
o
f
icien
c
y
.
Alth
o
u
g
h
th
ese
p
o
ten
tial
ch
allen
g
es
h
av
e
b
ee
n
ex
p
lo
r
ed
i
n
s
o
m
e
asp
ec
ts
,
lik
e
v
id
eo
s
f
r
o
m
Yo
u
T
u
b
e
an
d
t
h
e
b
en
e
f
its
o
f
s
u
b
titl
es
o
n
s
cr
ee
n
s
,
au
d
i
o
v
is
u
als
h
av
e
n
o
t
b
ee
n
t
h
o
r
o
u
g
h
ly
ex
am
in
ed
in
g
en
er
al.
T
h
er
e
f
o
r
e,
th
e
cu
r
r
en
t
s
tu
d
y
aim
s
t
o
ex
p
l
o
r
e
w
h
at
s
tu
d
en
ts
g
ain
an
d
f
ac
e
i
n
u
s
in
g
au
d
io
v
is
u
al
m
ed
ia
as to
o
ls
f
o
r
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
u
n
d
er
t
h
eir
o
wn
p
er
s
p
ec
tiv
es.
T
o
ac
h
i
ev
e
th
is
o
b
jectiv
e,
th
is
p
ap
er
f
o
c
u
s
es o
n
ad
d
r
ess
in
g
th
e
f
o
llo
win
g
two
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
s
p
ec
if
ic
co
g
n
itiv
e
a
n
d
co
n
tex
tu
al
f
ac
t
o
r
s
co
n
t
r
ib
u
te
to
th
e
ef
f
ec
ti
v
en
ess
o
f
a
u
d
io
v
is
u
al
m
ed
ia
in
en
h
an
cin
g
s
tu
d
en
ts
’
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
?
−
Ho
w
d
o
d
if
f
er
e
n
t
ty
p
es
o
f
c
h
allen
g
es
—
s
u
ch
as
co
g
n
itiv
e
lo
ad
,
m
e
d
ia
co
n
ten
t
co
m
p
le
x
ity
,
an
d
lear
n
e
r
v
ar
iab
ilit
y
—
im
p
ac
t stu
d
en
ts
’
ab
ilit
y
to
lear
n
v
o
ca
b
u
lar
y
th
r
o
u
g
h
a
u
d
io
v
is
u
al
m
ed
ia?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
ro
le
o
f
v
o
c
a
bu
la
ry
R
ich
ar
d
s
an
d
Sch
m
i
d
t
[
2
2
]
d
ef
in
e
d
v
o
ca
b
u
lar
y
as
th
e
co
llectio
n
o
f
wo
r
d
s
th
at
i
n
d
iv
id
u
als,
co
m
m
u
n
ities
,
o
r
s
p
ea
k
e
r
s
o
f
a
lan
g
u
a
g
e
k
n
o
w
a
n
d
u
s
e,
en
co
m
p
ass
in
g
b
o
th
r
ec
ep
tiv
e
(
u
n
d
er
s
tan
d
in
g
)
a
n
d
p
r
o
d
u
ctiv
e
(
s
p
ea
k
in
g
o
r
wr
itin
g
)
v
o
ca
b
u
lar
y
.
I
t is ess
en
tial f
o
r
co
m
m
u
n
icatio
n
an
d
u
n
d
er
s
t
an
d
in
g
,
m
a
k
in
g
it a
f
u
n
d
am
e
n
tal
co
m
p
o
n
e
n
t
o
f
l
an
g
u
ag
e
lear
n
in
g
.
Salawa
zo
et
a
l.
[
2
3
]
em
p
h
asize
d
p
r
io
r
itizin
g
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
with
in
lan
g
u
a
g
e
e
d
u
ca
tio
n
.
I
n
th
e
d
ig
ital
er
a,
au
d
io
v
is
u
al
m
e
d
ia
h
as
p
r
o
v
en
to
b
e
a
p
o
wer
f
u
l
to
o
l
f
o
r
en
h
an
cin
g
v
o
ca
b
u
lar
y
d
ev
elo
p
m
en
t.
Stu
d
ies
s
h
o
w
ed
t
h
a
t
ex
p
o
s
u
r
e
to
E
n
g
lis
h
f
ilm
s
an
d
v
id
eo
s
im
p
r
o
v
es
v
o
ca
b
u
lar
y
,
with
R
eg
in
a
an
d
R
ajasek
ar
an
[
2
0
]
r
e
p
o
r
tin
g
t
h
at
9
4
%
o
f
p
a
r
ticip
an
ts
f
o
u
n
d
au
d
io
v
is
u
al
in
p
u
t
ef
f
ec
tiv
e
f
o
r
r
eten
tio
n
an
d
u
s
a
g
e.
E
f
f
ec
tiv
e
s
tr
ateg
ies
in
clu
d
e
u
s
in
g
d
u
al
s
u
b
titl
es
to
en
h
a
n
ce
co
m
p
r
eh
e
n
s
io
n
an
d
r
ep
ea
te
d
v
iewin
g
s
to
r
ei
n
f
o
r
ce
lo
n
g
-
ter
m
r
eten
tio
n
[
2
4
]
,
[
2
5
]
.
Dif
f
er
en
t
t
y
p
es
o
f
o
n
-
s
cr
ee
n
tex
ts
,
s
u
ch
as
en
h
an
ce
d
ca
p
ti
o
n
s
,
also
s
u
p
p
o
r
t
d
ee
p
er
p
r
o
ce
s
s
in
g
an
d
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
,
ev
en
d
u
r
in
g
in
itial
ex
p
o
s
u
r
e
[
1
0
]
.
Ho
wev
e
r
,
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
r
e
q
u
ir
es
tailo
r
in
g
co
n
ten
t
to
lear
n
er
s
’
p
r
o
f
icien
cy
lev
els
an
d
en
s
u
r
in
g
e
q
u
itab
le
ac
ce
s
s
,
wit
h
s
tr
ateg
ies
lik
e
r
ep
etitio
n
,
in
t
er
ac
tiv
e
less
o
n
s
,
an
d
s
tu
d
en
t
p
r
o
jects
m
ax
im
izin
g
th
e
b
en
ef
its
o
f
a
u
d
io
v
is
u
al
m
e
d
ia
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
[
2
0
]
.
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
P
ercep
tio
n
s
o
f a
u
d
i
o
visu
a
l m
e
d
ia
in
vo
c
a
b
u
l
a
r
y
a
cq
u
is
itio
n
a
mo
n
g
E
n
g
lis
h
… (
X
u
a
n
H
o
n
g
N
g
u
ye
n
Th
i
)
5211
2
.
2
.
Audi
o
v
is
ua
l m
edia
Me
d
ia,
d
er
iv
ed
f
r
o
m
th
e
L
atin
ter
m
f
o
r
“in
ter
m
ed
iar
y
”,
f
u
n
ctio
n
s
as
a
ch
an
n
el
f
o
r
ex
ch
an
g
in
g
in
f
o
r
m
atio
n
an
d
tr
an
s
latin
g
ab
s
tr
ac
t
id
ea
s
in
to
co
n
cr
ete
u
n
d
e
r
s
tan
d
in
g
,
th
u
s
s
u
p
p
o
r
tin
g
ed
u
ca
tio
n
al
o
b
jectiv
es
[
2
6
]
.
Me
d
ia
in
ed
u
ca
tio
n
ar
e
ty
p
ically
ca
teg
o
r
ized
in
to
p
r
in
t
ed
,
au
d
io
v
is
u
al,
an
d
co
m
p
u
te
r
-
b
ased
f
o
r
m
s
,
with
au
d
io
v
is
u
al
m
e
d
ia
g
ain
in
g
p
r
o
m
in
en
ce
f
o
r
th
eir
ab
ilit
y
to
co
m
b
in
e
s
o
u
n
d
a
n
d
v
is
u
als,
cr
ea
tin
g
im
m
er
s
iv
e
an
d
en
g
ag
in
g
lear
n
in
g
ex
p
er
ien
c
es.
I
n
th
e
d
i
g
ital
ag
e,
au
d
io
v
is
u
al
m
ed
ia
—
s
u
ch
as
v
id
e
o
s
an
d
m
u
ltime
d
ia
p
r
esen
tatio
n
s
—
h
av
e
b
ec
o
m
e
ess
en
tial
ed
u
ca
tio
n
al
to
o
ls
,
en
r
ich
in
g
co
n
te
n
t
d
eliv
er
y
,
f
o
s
ter
in
g
cr
ea
tiv
ity
,
an
d
en
h
an
cin
g
s
tu
d
en
t
en
g
a
g
em
en
t
[
2
7
]
.
R
ec
en
t
a
d
v
an
ce
m
en
ts
,
in
clu
d
in
g
v
ir
tu
al
an
d
au
g
m
en
ted
r
ea
lity
,
f
u
r
t
h
er
ex
p
an
d
th
e
e
d
u
ca
tio
n
al
p
o
te
n
tial
o
f
au
d
io
v
is
u
al
m
ed
ia
b
y
en
ab
lin
g
in
te
r
ac
tiv
e
ex
p
lo
r
atio
n
o
f
co
m
p
lex
co
n
ce
p
ts
an
d
s
u
p
p
o
r
tin
g
d
ee
p
er
co
m
p
r
eh
e
n
s
io
n
an
d
m
o
ti
v
atio
n
[
2
8
]
.
R
esear
ch
d
em
o
n
s
tr
ates
th
at
au
d
io
v
is
u
al
m
ed
ia
im
p
r
o
v
es
lear
n
in
g
o
u
tc
o
m
es,
cr
itical
th
in
k
in
g
,
an
d
r
e
ten
tio
n
b
y
p
r
esen
tin
g
in
f
o
r
m
a
tio
n
in
in
ter
ac
tiv
e,
v
is
u
ally
ap
p
ea
lin
g
f
o
r
m
ats
[
2
9
]
,
[
3
0
]
.
T
h
ese
to
o
ls
also
b
o
o
s
t
lear
n
er
m
o
tiv
atio
n
b
y
c
r
ea
tin
g
s
tim
u
latin
g
en
v
ir
o
n
m
en
ts
an
d
h
a
v
e
b
ee
n
s
h
o
wn
to
o
u
tp
e
r
f
o
r
m
co
n
v
e
n
t
io
n
al
m
eth
o
d
s
in
v
a
r
io
u
s
s
u
b
j
ec
ts
.
Desp
ite
th
es
e
b
en
ef
its
,
ch
allen
g
es
s
u
ch
as
tech
n
o
l
o
g
ical
b
a
r
r
ier
s
a
n
d
d
iv
er
s
e
lea
r
n
er
p
r
ef
e
r
en
ce
s
r
em
ain
.
E
f
f
ec
tiv
e
im
p
lem
en
tatio
n
r
e
q
u
ir
es
ca
r
e
f
u
l
co
n
ten
t
d
esig
n
an
d
eq
u
itab
le
ac
ce
s
s
.
Gen
er
ally
,
th
e
ev
o
lu
tio
n
o
f
a
u
d
io
v
is
u
al
m
ed
ia
h
as
tr
an
s
f
o
r
m
e
d
ed
u
ca
t
io
n
,
m
ak
in
g
it
v
ital
f
o
r
f
o
s
ter
in
g
cr
ea
tiv
ity
,
m
o
tiv
atio
n
,
a
n
d
co
m
p
r
eh
en
s
io
n
i
n
m
o
d
er
n
lear
n
in
g
co
n
te
x
ts
.
2
.
3
.
T
he
benef
it
s
a
nd
do
wns
ides
o
f
lea
rning
v
o
ca
bu
la
ry
t
hro
ug
h a
ud
io
v
is
ua
l m
edia
P
r
ev
io
u
s
s
tu
d
ies
[
2
0
]
,
[
3
1
]
h
ig
h
lig
h
t
th
e
b
en
ef
its
o
f
u
s
in
g
au
d
io
-
v
is
u
als
as
to
o
ls
in
tea
ch
in
g
an
d
lear
n
in
g
v
o
ca
b
u
lar
y
in
f
o
u
r
k
ey
f
u
n
ctio
n
s
:
atten
tiv
e
,
af
f
ec
t
iv
e,
co
g
n
itiv
e,
an
d
co
m
p
en
s
a
to
r
y
.
I
n
tu
r
n
,
t
h
ey
ca
p
tu
r
e
s
tu
d
en
ts
’
atten
tio
n
,
f
o
s
ter
en
jo
y
m
en
t,
im
p
r
o
v
e
co
m
p
r
eh
en
s
io
n
,
an
d
s
u
p
p
o
r
t
s
tu
d
en
ts
’
ac
q
u
is
itio
n
s
.
W
ith
in
th
e
p
r
o
ce
s
s
,
lear
n
er
s
ar
e
o
f
f
er
e
d
im
ag
es,
s
o
u
n
d
s
,
an
d
co
n
tex
t
to
u
n
d
er
s
tan
d
m
ess
ag
es,
wh
ich
ca
r
v
es
an
d
len
g
th
e
n
s
s
tu
d
en
ts
’
p
er
c
ep
tio
n
o
f
v
o
ca
b
u
lar
y
lear
n
ed
.
L
o
[
3
1
]
an
d
Alh
az
m
i
[
3
2
]
p
r
o
m
p
t
th
e
s
tr
ik
in
g
ad
v
an
tag
es
o
f
u
s
in
g
a
u
d
io
v
is
u
al
m
ed
ia
in
teac
h
in
g
an
d
lear
n
in
g
v
o
ca
b
u
lar
y
in
its
co
n
v
en
ie
n
ce
s
.
Au
d
io
v
is
u
al
m
ed
ia,
lik
e
m
o
v
ies,
ar
e
id
ea
l
f
o
r
illu
s
tr
atin
g
a
p
r
o
ce
s
s
,
esp
ec
ially
in
s
lo
w
m
o
tio
n
.
I
t
also
h
as
a
wid
e
r
an
g
e
o
f
ch
o
ices
f
o
r
s
tu
d
en
ts
to
lear
n
.
E
ac
h
s
tu
d
en
t
ca
n
lear
n
s
o
m
eth
in
g
f
r
o
m
th
e
m
o
v
ie,
f
r
o
m
th
e
clev
er
o
r
less
in
tellig
en
t
o
n
es.
Ov
er
co
m
in
g
tim
es
an
d
p
lace
s
,
m
o
v
ies
ca
n
g
iv
e
p
eo
p
le
ex
p
er
ie
n
ce
s
o
f
v
is
itin
g
n
ew
ar
ea
s
,
n
ew
co
u
n
tr
ies,
an
d
v
ar
io
u
s
h
i
s
to
r
ical
tim
es
n
o
t
i
n
th
eir
ag
e
s
.
Fin
ally
,
au
d
io
v
is
u
al
aid
s
ca
n
b
e
r
ewa
tch
ed
to
clar
if
y
th
e
n
ee
d
ed
in
f
o
r
m
atio
n
.
Ho
wev
er
,
au
d
io
v
is
u
al
m
e
d
ia
in
less
o
n
s
h
av
e
ce
r
tain
d
o
wn
s
id
es
to
b
e
co
n
s
id
er
ed
.
A
cc
o
r
d
in
g
to
Azh
ar
i
an
d
R
ah
ay
u
[
3
3
]
,
th
e
d
is
ad
v
an
tag
es
o
f
u
s
in
g
m
o
v
ies
in
th
e
teac
h
in
g
a
n
d
lear
n
i
n
g
p
r
o
ce
s
s
ar
e
th
e
co
s
t,
tim
e
co
n
s
u
m
p
tio
n
,
s
tu
d
en
ts
’
a
tten
tio
n
,
an
d
a
p
p
r
o
p
r
iate
m
o
v
ies f
o
r
th
e
teac
h
in
g
p
u
r
p
o
s
es.
I
t is u
n
ea
s
y
to
f
in
d
a
s
u
itab
le
clip
f
o
r
th
e
lear
n
in
g
an
d
teac
h
in
g
tar
g
et.
B
esid
e
s
,
ea
ch
s
tu
d
en
t
h
as
th
eir
o
wn
way
to
p
er
ce
iv
e
in
f
o
r
m
atio
n
f
r
o
m
th
e
au
d
i
o
v
is
u
al
aid
s
,
s
o
i
t
will
u
n
d
o
u
b
ted
ly
d
is
tr
ac
t
th
e
lear
n
er
s
f
r
o
m
th
e
less
o
n
s
.
Me
an
wh
ile,
lear
n
er
s
with
h
i
g
h
er
p
r
o
f
icien
cy
lan
g
u
a
g
e
lev
e
ls
ar
e
en
g
ag
e
d
with
a
v
i
d
eo
;
t
h
e
o
n
es
with
lo
wer
lev
els
m
ig
h
t
s
tr
u
g
g
le
with
its
co
m
p
licated
wo
r
d
s
[
2
1
]
,
[
1
9
]
.
Mo
r
eo
v
er
,
s
h
o
r
t
clip
s
o
r
m
o
v
ies
tak
e
lear
n
er
s
m
u
ch
tim
e
an
d
p
atien
ce
t
o
w
atch
an
d
r
ewa
tch
f
o
r
m
aster
in
g
g
r
o
u
p
s
o
f
r
elate
d
v
o
ca
b
u
lar
y
.
I
t
also
r
eq
u
ir
es
p
lan
s
to
r
eu
s
e
th
e
v
o
ca
b
u
lar
y
in
n
ew
co
n
tex
ts
f
o
r
p
r
ac
tic
e
s
o
th
at
th
ese
n
ew
wo
r
d
s
(
to
th
e
lear
n
er
s
)
ca
n
b
ec
o
m
e
ac
tiv
e
o
n
es,
wh
ich
ar
e
h
elp
f
u
l
f
o
r
th
em
t
o
e
x
p
o
s
e
th
eir
lan
g
u
ag
e
co
m
p
e
ten
ce
.
R
eg
in
a
an
d
R
ajasek
ar
an
[
2
0
]
s
tated
ab
o
u
t
th
e
co
g
n
itiv
e
o
v
er
lo
ad
a
n
d
d
is
tr
ac
tio
n
p
o
ten
tial,
in
wh
ich
v
is
u
al
an
d
au
d
ito
r
y
in
f
o
r
m
atio
n
m
ig
h
t
o
v
er
wh
elm
s
o
m
e
lear
n
er
s
,
an
d
th
e
en
ter
ta
in
in
g
n
atu
r
e
o
f
a
u
d
io
v
is
u
al
co
n
ten
t m
ig
h
t d
is
tr
ac
t
th
e
lear
n
er
s
f
r
o
m
lear
n
i
n
g
p
u
r
p
o
s
es.
3.
M
E
T
H
O
D
T
o
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
,
th
is
s
tu
d
y
was
co
n
d
u
cted
at
T
h
u
Dau
Mo
t
Un
iv
er
s
ity
i
n
Vietn
am
th
r
o
u
g
h
a
q
u
an
titativ
e
a
p
p
r
o
a
ch
,
with
th
e
p
ar
ticip
atio
n
o
f
s
en
io
r
E
n
g
lis
h
-
m
aj
o
r
s
tu
d
e
n
ts
.
As
r
ep
o
r
te
d
,
th
e
to
tal
n
u
m
b
e
r
o
f
s
en
io
r
E
n
g
lis
h
-
m
ajo
r
s
tu
d
e
n
ts
is
ap
p
r
o
x
im
ately
3
5
0
.
T
h
ese
s
tu
d
en
ts
we
r
e
s
elec
ted
b
ec
au
s
e
th
ey
wer
e
ass
u
m
ed
t
o
b
e
f
am
i
liar
with
v
ar
io
u
s
v
o
ca
b
u
lar
y
-
l
ea
r
n
in
g
m
eth
o
d
s
,
with
au
d
io
v
i
s
u
al
m
ed
ia
g
ain
in
g
p
o
p
u
lar
ity
am
o
n
g
th
em
d
u
e
to
ad
v
a
n
ce
m
en
ts
in
d
ig
ital
tech
n
o
lo
g
y
an
d
th
e
t
r
en
d
-
d
r
iv
e
n
n
atu
r
e
o
f
y
o
u
n
g
lear
n
er
s
.
Fu
r
th
er
m
o
r
e,
t
h
ey
wer
e
b
eliev
ed
to
h
av
e
e
x
p
er
i
en
ce
in
v
o
ca
b
u
lar
y
lear
n
i
n
g
t
h
r
o
u
g
h
au
d
io
v
is
u
al
m
ed
ia,
as
th
eir
less
o
n
s
in
co
r
p
o
r
ated
v
id
eo
-
b
ased
in
s
tr
u
ct
io
n
.
T
h
e
r
ef
o
r
e
,
th
e
d
ata
co
l
lecte
d
f
r
o
m
t
h
ese
p
ar
ticip
an
ts
ar
e
co
n
s
id
er
e
d
v
al
id
an
d
r
eliab
le
f
o
r
t
h
is
s
tu
d
y
.
T
h
e
p
r
im
a
r
y
d
ata
co
llectio
n
to
o
l
was
a
q
u
esti
o
n
n
air
e
c
o
n
s
is
tin
g
o
f
b
o
th
o
p
en
-
e
n
d
ed
an
d
clo
s
ed
-
en
d
ed
q
u
esti
o
n
s
,
d
esig
n
ed
b
ased
o
n
th
e
th
e
o
r
y
o
f
in
f
o
r
m
atio
n
[
3
4
]
—
m
ix
ed
q
u
esti
o
n
s
im
p
r
o
v
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g
th
e
q
u
alitativ
e
n
u
a
n
ce
a
n
d
r
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o
f
co
llected
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ata.
T
h
is
m
eth
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d
was
c
h
o
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en
s
in
ce
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o
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an
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e
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s
u
r
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n
e
x
p
lo
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th
e
p
ar
tic
ip
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ts
’
p
r
o
f
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n
d
o
p
i
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io
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in
wr
itten
f
o
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m
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a
n
d
n
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th
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an
s
wer
s
h
elp
s
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ec
r
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s
e
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’
s
h
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n
ess
in
an
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wer
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q
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s
o
r
all
y
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d
p
r
ess
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r
e
to
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e
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o
r
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ed
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T
h
e
q
u
esti
o
n
n
air
e
aim
ed
to
g
ath
er
s
tu
d
en
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’
p
er
ce
p
tio
n
s
r
e
g
ar
d
in
g
th
e
b
e
n
ef
its
o
f
u
s
in
g
v
i
d
eo
s
as
a
to
o
l
f
o
r
im
p
r
o
v
in
g
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
2
0
9
-
5
2
1
8
5212
v
o
ca
b
u
lar
y
m
aster
y
,
as
well
a
s
th
e
ch
allen
g
es
th
e
y
m
a
y
e
n
c
o
u
n
ter
in
th
e
p
r
o
ce
s
s
.
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ec
if
ic
ally
,
it
was
d
iv
id
ed
in
to
two
p
ar
ts
,
co
m
p
r
is
in
g
a
to
tal
o
f
2
1
q
u
esti
o
n
s
.
T
h
e
f
ir
s
t
p
ar
t
f
o
cu
s
ed
o
n
s
tu
d
en
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’
g
en
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al
b
ac
k
g
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o
u
n
d
in
f
o
r
m
atio
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,
wh
ile
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ec
o
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p
ar
t,
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n
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is
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o
f
1
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u
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ch
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ice
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d
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en
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en
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ex
p
lo
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tu
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’
p
er
ce
p
tio
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s
o
f
th
e
b
en
ef
its
an
d
c
h
allen
g
es
o
f
l
ea
r
n
in
g
v
o
ca
b
u
lar
y
t
h
r
o
u
g
h
au
d
io
v
is
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al
m
e
d
ia.
Am
o
n
g
th
e
m
u
ltip
le
-
ch
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ice
q
u
esti
o
n
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m
e
wer
e
d
esig
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ed
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s
in
g
5
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lev
el
L
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k
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t
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ca
les,
wh
ile
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th
er
s
p
r
o
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ested
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p
tio
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ep
en
d
in
g
o
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th
e
s
p
ec
if
ic
p
u
r
p
o
s
es.
T
h
e
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
aim
ed
to
allo
w
s
tu
d
en
ts
to
clar
if
y
,
elab
o
r
ate
o
n
,
a
n
d
co
n
f
ir
m
th
eir
ex
p
er
ien
ce
s
r
eg
a
r
d
i
n
g
th
e
b
e
n
ef
its
an
d
ch
allen
g
e
s
th
ey
en
co
u
n
ter
ed
wh
en
u
s
in
g
a
u
d
io
v
is
u
al
m
e
d
ia
f
o
r
v
o
ca
b
u
la
r
y
lear
n
in
g
.
Af
ter
b
ein
g
d
esig
n
ed
,
th
e
q
u
esti
o
n
n
air
e
was
p
r
esen
ted
o
n
Go
o
g
le
Fo
r
m
s
an
d
s
en
t
to
a
ll
tar
g
eted
p
ar
ticip
an
ts
th
r
o
u
g
h
em
ails
a
n
d
Z
alo
g
r
o
u
p
s
(
a
p
o
p
u
lar
s
o
cial
m
ed
ia
p
latf
o
r
m
in
Viet
n
am
)
,
wh
ic
h
wer
e
estab
lis
h
ed
b
y
r
esear
c
h
er
s
d
u
r
in
g
th
e
tim
e
o
f
teac
h
in
g
at
th
e
u
n
iv
er
s
ity
.
T
h
e
w
h
o
le
p
r
o
ce
s
s
o
f
d
ata
c
o
llectio
n
to
o
k
p
lace
d
u
r
in
g
t
h
e
f
ir
s
t
s
em
ester
o
f
th
e
2
0
2
4
-
2
0
2
5
ac
ad
em
ic
y
ea
r
.
Af
ter
a
wee
k
o
f
d
a
ta
co
llectio
n
,
a
to
tal
o
f
1
3
2
c
o
m
p
leted
q
u
esti
o
n
n
air
es
wer
e
r
ec
eiv
ed
.
Ho
wev
er
,
1
5
o
f
th
em
wer
e
ex
cl
u
d
ed
b
ec
a
u
s
e
th
e
r
esp
o
n
d
en
ts
r
ep
o
r
ted
t
h
at
th
ey
d
i
d
n
o
t
ac
tiv
ely
u
s
e
E
n
g
lis
h
m
o
v
ies
to
im
p
r
o
v
e
t
h
eir
v
o
ca
b
u
lar
y
.
I
n
th
is
r
eg
ar
d
,
o
n
ly
1
1
7
q
u
esti
o
n
n
air
es we
r
e
c
o
n
s
id
er
ed
v
alid
.
Alth
o
u
g
h
th
e
n
u
m
b
er
o
f
c
o
llected
q
u
esti
o
n
n
air
es
d
id
n
o
t
co
v
er
th
e
e
n
tire
tar
g
et
p
o
p
u
l
atio
n
,
th
e
s
am
p
le
s
ize
o
f
1
1
7
,
ca
lcu
la
ted
u
s
in
g
Yam
an
e
[
3
5
]
f
o
r
m
u
la,
is
s
u
f
f
icien
t
to
e
n
s
u
r
e
a
h
ig
h
lev
el
o
f
r
ep
r
esen
tatio
n
.
Sp
ec
if
ically
,
1
1
7
r
esp
o
n
d
en
ts
ac
co
u
n
t
f
o
r
ap
p
r
o
x
im
ately
9
2
%
o
f
th
e
p
o
p
u
latio
n
,
with
a
n
esti
m
ated
s
am
p
lin
g
er
r
o
r
o
f
ar
o
u
n
d
8
%
,
as in
(
1
)
.
T
h
is
s
tatis
t
ic
in
d
icate
s
th
at
th
e
s
u
r
v
ey
r
esu
lts
r
eliab
ly
r
ef
lect
th
e
o
p
in
io
n
s
o
f
th
e
s
en
io
r
E
n
g
lis
h
-
m
ajo
r
s
tu
d
en
ts
at
T
h
u
Dau
Mo
t U
n
iv
er
s
ity
.
=
√
−
1
2
=
√
350
117
−
1
350
2
=
0
.
075
(
≈
8%
)
(
1
)
T
h
e
s
u
r
v
ey
r
esp
o
n
s
es
f
r
o
m
G
o
o
g
le
Fo
r
m
s
wer
e
th
e
n
ex
p
o
r
t
ed
an
d
im
p
o
r
ted
in
to
SP
SS
s
t
atis
tics
2
2
f
o
r
an
aly
s
is
.
Statis
tical
p
r
o
c
ed
u
r
es
wer
e
em
p
lo
y
e
d
to
ass
ess
th
e
d
is
tr
ib
u
tio
n
o
f
p
ar
ti
cip
an
ts
’
r
esp
o
n
s
es,
o
f
f
er
in
g
v
alu
ab
le
in
s
ig
h
ts
in
t
o
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
b
o
th
th
e
b
en
ef
its
o
f
u
s
in
g
v
id
eo
s
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
a
n
d
t
h
e
ch
allen
g
es
th
ey
m
a
y
en
c
o
u
n
ter
.
Descr
ip
tiv
e
s
tatis
tics
wer
e
u
s
ed
to
an
aly
ze
th
e
co
llected
d
ata.
T
h
ese
an
aly
s
es
en
h
an
ce
d
th
e
clar
ity
an
d
q
u
a
n
tif
iab
ilit
y
o
f
th
e
s
u
r
v
ey
r
esu
lts
,
f
ac
ilit
atin
g
a
co
m
p
r
eh
e
n
s
iv
e
d
is
cu
s
s
io
n
,
in
t
er
p
r
etatio
n
,
a
n
d
p
r
esen
tatio
n
o
f
th
e
f
in
d
in
g
s
.
4.
RE
SU
L
T
S
4
.
1
.
Student
s
’
co
mm
o
nly
us
ed
t
y
pes
o
f
a
ud
io
v
is
ua
l m
edia
a
nd
t
heir
perc
eiv
ed
helpful
nes
s
Fig
u
r
e
1
s
h
o
ws
th
at
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
watc
h
s
h
o
r
t
E
n
g
lis
h
clip
s
o
n
T
ik
T
o
k
an
d
Yo
u
T
u
b
e
,
with
ap
p
r
o
x
im
ately
8
0
%
r
ep
o
r
tin
g
a
f
r
e
q
u
en
c
y
o
f
alwa
y
s
o
r
o
f
te
n
.
N
o
tab
ly
,
T
ik
T
o
k
h
as
a
h
ig
h
e
r
p
er
ce
n
tag
e
in
th
e
alwa
y
s
ca
teg
o
r
y
(
4
2
%),
wh
ile
Yo
u
T
u
b
e
lead
s
in
th
e
o
f
ten
ca
teg
o
r
y
(
4
7
%).
Me
an
w
h
ile,
o
th
er
ty
p
es
o
f
m
o
v
ies
an
d
v
id
e
o
s
,
s
u
ch
as
d
o
cu
m
en
tar
y
f
ilm
s
a
n
d
f
ilm
s
in
E
n
g
lis
h
with
s
u
b
titl
es,
h
av
e
a
n
alwa
y
s
an
d
o
f
ten
v
iewin
g
f
r
e
q
u
en
c
y
r
an
g
in
g
f
r
o
m
2
5
%
to
ap
p
r
o
x
im
ately
7
0
%.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
a
t
s
tu
d
en
ts
f
r
eq
u
e
n
tly
en
g
ag
e
with
a
u
d
io
v
is
u
al
m
e
d
ia,
wh
ich
p
lay
s
a
s
ig
n
if
ica
n
t r
o
l
e
in
s
u
p
p
o
r
tin
g
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
.
Fig
u
r
e
1
.
Stu
d
e
n
ts
’
co
m
m
o
n
ly
u
s
ed
ty
p
es o
f
au
d
io
v
is
u
al
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
P
ercep
tio
n
s
o
f a
u
d
i
o
visu
a
l m
e
d
ia
in
vo
c
a
b
u
l
a
r
y
a
cq
u
is
itio
n
a
mo
n
g
E
n
g
lis
h
… (
X
u
a
n
H
o
n
g
N
g
u
ye
n
Th
i
)
5213
Ho
wev
er
,
th
e
ex
ten
t
to
w
h
ich
th
ese
m
ed
ia
ty
p
es
s
u
p
p
o
r
t
E
n
g
lis
h
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
ap
p
ea
r
s
to
v
ar
y
in
c
o
n
tr
asti
n
g
way
s
.
Fo
r
in
s
tan
ce
,
f
ilm
s
in
E
n
g
lis
h
with
E
n
g
lis
h
s
u
b
titl
es
—
th
o
u
g
h
n
o
t
watc
h
e
d
as
f
r
eq
u
e
n
tly
as
th
e
2
m
o
s
t
co
m
m
o
n
ly
v
iewe
d
m
ed
ia
t
y
p
es,
w
ith
ar
o
u
n
d
5
0
%
o
f
s
tu
d
e
n
ts
r
e
p
o
r
tin
g
an
alwa
y
s
o
r
o
f
ten
v
iewin
g
f
r
eq
u
e
n
cy
,
as
in
Fig
u
r
e
1
—
ap
p
ea
r
to
p
r
o
v
id
e
th
e
g
r
ea
test
s
u
p
p
o
r
t
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
,
as
o
v
er
8
0
%
o
f
s
tu
d
en
ts
p
e
r
ce
iv
e
th
em
as
eith
e
r
s
tr
o
n
g
ly
s
u
p
p
o
r
tiv
e
o
r
s
o
m
ewh
at
s
u
p
p
o
r
tiv
e
,
as
s
ee
n
in
Fig
u
r
e
2
.
Mo
r
e
n
o
ta
b
ly
,
E
n
g
li
s
h
f
ilm
s
with
o
u
t
s
u
b
titl
es
r
ec
eiv
e
less
atten
tio
n
in
ter
m
s
o
f
v
iewin
g
f
r
eq
u
en
cy
,
with
o
n
ly
2
3
.
1
%
o
f
s
tu
d
e
n
ts
r
ep
o
r
tin
g
an
alwa
y
s
o
r
o
f
ten
v
iewin
g
f
r
eq
u
e
n
cy
,
as
in
Fig
u
r
e
1
.
Ho
wev
er
,
th
ey
ar
e
s
till
r
ec
o
g
n
ized
f
o
r
s
ig
n
if
i
ca
n
tly
aid
in
g
v
o
ca
b
u
lar
y
im
p
r
o
v
em
en
t,
with
5
7
.
3
%
o
f
s
tu
d
e
n
ts
ac
k
n
o
wled
g
i
n
g
th
eir
s
u
p
p
o
r
tiv
e
r
o
le
,
as in
Fig
u
r
e
2
.
Fig
u
r
e
2
.
Stu
d
e
n
ts
’
p
er
ce
p
ti
o
n
s
o
f
th
e
h
elp
f
u
ln
ess
o
f
co
m
m
o
n
ly
u
s
ed
au
d
io
v
is
u
al
m
e
d
ia
4
.
2
.
Student
s
’
perc
ept
io
ns
o
f
t
he
benef
it
s
o
f
lea
rning
v
o
c
a
bu
la
ry
t
hro
ug
h a
ud
io
v
is
ua
l m
edia
Fig
u
r
e
3
s
h
o
ws
th
at
8
3
.
8
%
o
f
p
ar
ticip
an
ts
r
ec
o
g
n
ize
th
e
v
alu
e
o
f
watc
h
in
g
m
o
v
ies
in
i
m
p
r
o
v
i
n
g
p
r
o
n
u
n
ciatio
n
a
n
d
lis
ten
in
g
s
k
ills
.
Ad
d
itio
n
ally
,
7
6
.
9
%
b
eliev
e
th
at
m
o
v
ies
h
elp
t
h
e
m
lear
n
s
lan
g
an
d
id
io
m
atic
ex
p
r
ess
io
n
s
.
E
x
p
o
s
u
r
e
to
t
h
e
n
at
u
r
al
u
s
e
o
f
th
e
lan
g
u
a
g
e
b
ein
g
lear
n
ed
is
n
o
ted
b
y
6
3
.
2
%
o
f
p
ar
ticip
an
ts
,
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
a
h
i
g
h
le
v
el
o
f
ag
r
ee
m
en
t
r
eg
ar
d
in
g
th
e
r
o
le
o
f
v
id
e
o
c
o
n
tex
t
in
en
h
a
n
cin
g
m
ea
n
in
g
c
o
m
p
r
e
h
en
s
io
n
,
as in
T
ab
le
1
.
T
h
e
two
o
t
h
er
n
o
tab
le
b
e
n
ef
i
ts
in
clu
d
e
im
p
r
o
v
ed
v
o
ca
b
u
la
r
y
r
eten
tio
n
d
u
e
to
a
u
d
io
v
is
u
al
ef
f
ec
ts
(
5
9
%)
a
n
d
in
cr
ea
s
ed
m
o
tiv
ati
o
n
to
lear
n
E
n
g
lis
h
(
5
6
.
4
%),
as
in
Fig
u
r
e
3
.
No
tab
l
y
,
n
o
n
e
o
f
th
e
p
ar
ticip
an
ts
d
en
ied
th
e
ex
am
i
n
ed
b
en
ef
i
ts
.
Mo
r
eo
v
er
,
a
s
ig
n
if
ica
n
t
m
ajo
r
ity
—
9
5
.
7
%,
as
in
T
ab
le
1
—
ex
p
r
ess
ed
willin
g
n
ess
to
r
ec
o
m
m
en
d
th
e
s
e
lear
n
in
g
m
eth
o
d
s
to
o
th
er
s
,
r
ein
f
o
r
cin
g
th
e
p
o
s
itiv
e
im
p
ac
t th
ey
m
ay
h
av
e
o
n
lear
n
er
s
.
Fig
u
r
e
3
.
B
en
ef
its
o
f
u
s
in
g
au
d
io
v
is
u
al
m
ed
ia
to
im
p
r
o
v
e
v
o
ca
b
u
lar
y
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
2
0
9
-
5
2
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8
5214
T
ab
le
1
.
Par
ticip
an
ts
’
co
n
f
ir
m
atio
n
Q
u
e
st
i
o
n
s
D
i
st
r
i
b
u
t
i
o
n
s
D
o
y
o
u
b
e
l
i
e
v
e
t
h
e
c
o
n
t
e
x
t
p
r
o
v
i
d
e
d
i
n
m
o
v
i
e
s
(
su
c
h
a
s
st
o
r
y
l
i
n
e
,
c
h
a
r
a
c
t
e
r
i
n
t
e
r
a
c
t
i
o
n
s
,
a
n
d
v
i
su
a
l
s)
e
n
h
a
n
c
e
s
y
o
u
r
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
n
e
w
v
o
c
a
b
u
l
a
r
y
?
S
t
r
o
n
g
l
y
a
g
r
e
e
(
2
9
%),
a
g
r
e
e
(
5
5
.
6
%),
n
e
u
t
r
a
l
(
1
5
.
4
%),
d
i
s
a
g
r
e
e
(
0
%)
,
st
r
o
n
g
l
y
d
i
sa
g
r
e
e
(
0
%),
mea
n
(
4
.
1
4
)
,
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(
0
.
6
5
5
)
W
o
u
l
d
y
o
u
r
e
c
o
mm
e
n
d
l
e
a
r
n
i
n
g
v
o
c
a
b
u
l
a
r
y
t
h
r
o
u
g
h
E
n
g
l
i
sh
mo
v
i
e
s
t
o
o
t
h
e
r
st
u
d
e
n
t
s?
Y
e
s,
d
e
f
i
n
i
t
e
l
y
(
9
5
.
7
%)
,
p
e
r
h
a
p
s
(
0
.
9
%),
n
o
(
3
.
4
%),
m
e
a
n
(
2
.
9
3
)
,
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(
0
.
3
6
7
)
Data
f
r
o
m
o
p
en
-
en
d
ed
q
u
esti
o
n
s
,
as
in
T
ab
le
2
,
r
estate
th
e
b
en
ef
its
o
f
lear
n
i
n
g
v
o
ca
b
u
la
r
y
th
r
o
u
g
h
au
d
io
v
is
u
al
m
ed
ia
.
Ap
p
r
o
x
i
m
ately
h
alf
o
f
th
e
s
tu
d
e
n
ts
co
n
f
ir
m
e
d
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
th
e
lear
n
in
g
m
eth
o
d
—
4
5
.
3
%
o
f
t
h
e
p
ar
tici
p
an
ts
co
n
f
ir
m
e
d
th
e
s
u
p
er
io
r
it
y
o
f
m
o
v
ies
in
lear
n
in
g
v
o
ca
b
u
lar
y
to
tr
a
d
itio
n
al
tex
tb
o
o
k
s
.
Mo
s
t
o
f
th
e
r
esp
o
n
d
en
ts
ap
p
r
ec
iated
th
e
ef
f
ec
tiv
en
ess
o
f
co
n
tex
tu
al
lear
n
in
g
,
en
g
ag
em
e
n
t
an
d
m
o
tiv
atio
n
,
an
d
p
r
o
n
u
n
ciatio
n
an
d
lis
ten
in
g
s
k
ills
.
T
h
er
e
we
r
e
6
5
.
8
%
o
f
th
e
s
tu
d
en
ts
n
o
te
d
th
e
g
ain
s
,
1
5
.
4
%
p
r
ef
er
r
e
d
th
e
m
ix
e
d
m
et
h
o
d
i
n
lear
n
i
n
g
v
o
ca
b
u
lar
y
,
wh
ile
1
0
.
3
%
d
is
cu
s
s
ed
th
e
lim
itatio
n
s
.
T
h
ey
h
ig
h
lig
h
ted
th
at
m
o
v
ies
ex
p
o
s
e
v
iewe
r
s
to
n
atu
r
al
d
ialo
g
u
e,
id
i
o
m
a
tic
ex
p
r
ess
io
n
s
,
an
d
cu
ltu
r
al
n
u
an
ce
s
,
m
ak
i
n
g
v
o
ca
b
u
lar
y
m
o
r
e
r
elata
b
le
an
d
m
em
o
r
a
b
le.
R
esp
o
n
d
en
t
9
6
s
tated
th
at
“
mo
vies
p
r
o
vid
e
co
n
text
a
n
d
r
ea
l
-
life
u
s
a
g
e
o
f
w
o
r
d
s
,
ma
kin
g
it
ea
s
ier
to
u
n
d
ers
ta
n
d
a
n
d
r
eme
mb
er
n
ew
w
o
r
d
s
.
”
T
h
e
p
ar
ticip
an
ts
’
en
g
ag
em
en
t
in
m
o
v
ies
was
s
u
p
er
io
r
to
tex
tb
o
o
k
s
.
R
esp
o
n
d
en
t
5
5
r
e
p
o
r
ted
th
at
“
w
a
tch
i
n
g
films
imp
r
o
ve
s
lis
ten
in
g
co
mp
r
eh
en
s
io
n
a
n
d
ex
p
o
s
es
lea
r
n
ers
to
va
r
io
u
s
a
cc
en
ts
.
”
Ma
n
y
r
esp
o
n
d
en
ts
m
en
tio
n
ed
th
at
m
o
v
ies
en
h
a
n
ce
lis
ten
in
g
s
k
ills
an
d
h
elp
with
u
n
d
er
s
tan
d
i
n
g
d
i
v
er
s
e
ac
ce
n
ts
an
d
s
p
ee
ch
p
atter
n
s
.
R
esp
o
n
d
en
t
1
6
a
d
m
itted
th
at
“
mo
vies h
elp
lea
r
n
ers
u
n
d
ers
ta
n
d
n
a
tu
r
a
l c
o
n
ve
r
s
a
tio
n
s
a
n
d
imp
r
o
ve
lis
ten
in
g
a
n
d
p
r
o
n
u
n
cia
tio
n
s
kills
.”
T
ab
le
2
.
R
esp
o
n
d
e
n
ts
’
n
o
tes f
o
r
th
e
ef
f
ec
ts
o
f
lear
n
i
n
g
v
o
ca
b
u
lar
y
th
r
o
u
g
h
a
u
d
io
v
is
u
al
m
e
d
ia
Q
u
e
st
i
o
n
A
sp
e
c
t
s
o
f
e
f
f
e
c
t
i
v
e
n
e
ss
N
%
D
o
y
o
u
f
i
n
d
E
n
g
l
i
sh
m
o
v
i
e
s
mo
r
e
e
f
f
e
c
t
i
v
e
t
h
a
n
t
e
x
t
b
o
o
k
s
o
r
c
l
a
ssr
o
o
m i
n
s
t
r
u
c
t
i
o
n
f
o
r
l
e
a
r
n
i
n
g
v
o
c
a
b
u
l
a
r
y
?
W
h
y
o
r
w
h
y
n
o
t
?
Y
e
s
53
4
5
.
3
C
o
n
t
e
x
t
u
a
l
l
e
a
r
n
i
n
g
28
2
3
.
9
En
g
a
g
e
m
e
n
t
a
n
d
m
o
t
i
v
a
t
i
o
n
20
1
7
.
1
P
r
o
n
u
n
c
i
a
t
i
o
n
a
n
d
l
i
s
t
e
n
i
n
g
s
k
i
l
l
s
15
1
2
.
8
V
i
su
a
l
a
n
d
e
m
o
t
i
o
n
a
l
m
e
mo
r
y
4
3
.
4
I
n
d
i
v
i
d
u
a
l
l
e
a
r
n
i
n
g
s
t
y
l
e
s
3
2
.
6
C
u
l
t
u
r
a
l
i
n
si
g
h
t
s
7
6
P
r
e
f
e
r
e
n
c
e
f
o
r
m
i
x
e
d
me
t
h
o
d
s
18
1
5
.
4
Li
mi
t
a
t
i
o
n
s
o
f
m
o
v
i
e
s
12
1
0
.
3
N
o
i
d
e
a
s
10
8
.
5
4
.
3
.
Cha
lleng
es in lea
rning
v
o
ca
bu
la
ry
t
hro
ug
h a
ud
io
v
is
ua
l m
edia
Fig
u
r
e
4
h
ig
h
lig
h
ts
s
ev
er
al
s
ig
n
if
ican
t
ch
allen
g
es
th
at
s
tu
d
en
ts
en
co
u
n
ter
wh
en
u
s
in
g
t
h
is
m
eth
o
d
t
o
en
h
an
ce
t
h
eir
v
o
ca
b
u
lar
y
.
Par
ticu
lar
ly
,
ap
p
r
o
x
im
ately
7
0
%
o
f
p
a
r
ticip
an
ts
id
en
tifie
d
m
is
u
n
d
er
s
tan
d
in
g
s
lan
g
o
r
cu
ltu
r
al
r
e
f
er
en
ce
s
as
a
m
aj
o
r
ch
alle
n
g
e.
Ad
d
itio
n
ally
,
6
0
.
7
%
r
ep
o
r
ted
d
if
f
icu
lties
in
d
i
s
tin
g
u
is
h
in
g
u
s
ef
u
l
v
o
ca
b
u
lar
y
f
r
o
m
in
f
o
r
m
al
o
r
less
r
elev
an
t
lan
g
u
ag
e.
Fu
r
th
er
m
o
r
e,
n
ea
r
l
y
h
alf
o
f
th
e
p
a
r
ticip
an
ts
ex
p
r
ess
ed
co
n
ce
r
n
s
ab
o
u
t th
e
lac
k
o
f
s
tr
u
ctu
r
e
o
r
c
o
n
s
is
ten
cy
in
th
eir
le
ar
n
in
g
p
r
o
ce
s
s
.
Fig
u
r
e
4
.
C
h
allen
g
es f
r
o
m
lear
n
in
g
v
o
ca
b
u
lar
y
th
r
o
u
g
h
au
d
io
v
is
u
al
m
ed
ia
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
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8
8
2
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P
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n
Th
i
)
5215
Stu
d
en
ts
’
n
o
tes,
as
in
T
ab
le
3
,
co
n
f
ir
m
n
o
tab
le
ch
allen
g
es
r
e
lated
to
m
is
p
r
o
n
u
n
ciatio
n
,
in
a
p
p
r
o
p
r
iate
u
s
ag
e,
an
d
c
o
n
tex
t
m
is
u
n
d
er
s
tan
d
in
g
.
A
p
r
ev
alen
t
co
n
ce
r
n
am
o
n
g
r
esp
o
n
d
e
n
ts
was
th
e
r
is
k
o
f
p
ick
in
g
u
p
in
co
r
r
ec
t
p
r
o
n
u
n
ciatio
n
s
,
p
ar
ticu
lar
ly
in
f
lu
en
ce
d
b
y
ac
to
r
s
’
ac
ce
n
ts
,
ex
ag
g
er
ated
s
p
ee
ch
,
o
r
u
n
clea
r
ar
ticu
latio
n
in
f
ilm
s
,
wh
ich
ac
co
u
n
ted
f
o
r
2
3
.
9
% o
f
t
h
e
r
esp
o
n
s
es.
Fo
r
in
s
tan
ce
,
r
esp
o
n
d
en
t
8
7
n
o
ted
,
“
mo
vies
o
ften
fea
tu
r
e
ch
a
r
a
cters
w
ith
va
r
io
u
s
a
cc
en
ts
,
lea
d
in
g
to
le
a
r
n
ers
a
d
o
p
tin
g
in
c
o
r
r
ec
t
p
r
o
n
u
n
cia
tio
n
.
”
Sev
er
al
p
ar
ticip
an
ts
also
h
ig
h
lig
h
te
d
th
at
m
o
v
ies
f
r
eq
u
e
n
tly
i
n
clu
d
e
i
n
f
o
r
m
al
o
r
s
lan
g
ter
m
s
th
at
m
ay
n
o
t
b
e
ap
p
r
o
p
r
iate
f
o
r
p
r
o
f
ess
io
n
al
o
r
ac
ad
em
ic
s
ettin
g
s
,
with
th
is
co
n
ce
r
n
r
ep
r
esen
tin
g
1
6
.
2
%
o
f
th
e
r
esp
o
n
s
es.
As
r
esp
o
n
d
en
t
7
5
s
tated
,
“
I
u
s
ed
s
la
n
g
fr
o
m
mo
vies
in
fo
r
ma
l
s
itu
a
tio
n
s
,
w
h
ich
w
a
s
o
u
t
o
f
p
l
a
ce
.
”
Ad
d
itio
n
ally
,
r
esp
o
n
d
en
ts
r
e
p
o
r
ted
in
s
tan
ce
s
wh
er
e
th
e
co
n
tex
t
o
f
a
p
h
r
ase
o
r
its
cu
ltu
r
al
n
u
an
ce
s
wer
e
m
is
u
n
d
er
s
to
o
d
,
r
esu
ltin
g
in
m
is
ap
p
licatio
n
d
u
r
in
g
co
n
v
er
s
atio
n
s
,
ac
co
u
n
t
in
g
f
o
r
1
0
.
3
%
o
f
th
e
f
ee
d
b
ac
k
.
Fo
r
ex
am
p
le,
r
esp
o
n
d
en
t
1
0
3
r
e
m
ar
k
ed
,
“
i
d
io
ma
tic
ex
p
r
ess
io
n
s
mig
h
t
b
e
mis
u
n
d
ers
to
o
d
o
r
mis
u
s
ed
w
ith
o
u
t
g
r
a
s
p
in
g
cu
ltu
r
a
l referen
ce
s
.”
T
ab
le
3
.
Par
ticip
an
ts
’
n
o
tes f
o
r
n
eg
ativ
e
s
id
e
ef
f
ec
ts
Q
u
e
st
i
o
n
N
e
g
a
t
i
v
e
si
d
e
e
f
f
e
c
t
s
N
%
H
a
v
e
y
o
u
e
n
c
o
u
n
t
e
r
e
d
a
n
y
n
e
g
a
t
i
v
e
s
i
d
e
e
f
f
e
c
t
s (e
.
g
.
,
p
i
c
k
i
n
g
u
p
i
n
c
o
r
r
e
c
t
p
r
o
n
u
n
c
i
a
t
i
o
n
,
u
s
i
n
g
i
n
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
)
f
r
o
m
l
e
a
r
n
i
n
g
v
o
c
a
b
u
l
a
r
y
t
h
r
o
u
g
h
m
o
v
i
e
s?
P
l
e
a
s
e
e
x
p
l
a
i
n
.
I
n
c
o
r
r
e
c
t
p
r
o
n
u
n
c
i
a
t
i
o
n
28
2
3
.
9
U
se
o
f
i
n
a
p
p
r
o
p
r
i
a
t
e
v
o
c
a
b
u
l
a
r
y
19
1
6
.
2
M
i
s
u
n
d
e
r
st
a
n
d
i
n
g
c
o
n
t
e
x
t
o
r
me
a
n
i
n
g
12
1
0
.
3
I
n
f
l
u
e
n
c
e
o
f
r
e
g
i
o
n
a
l
a
c
c
e
n
t
s
a
n
d
d
i
a
l
e
c
t
s
10
8
.
5
C
a
s
u
a
l
a
n
d
i
n
f
o
r
mal
l
a
n
g
u
a
g
e
o
v
e
r
u
se
8
6
.
8
Li
mi
t
e
d
v
o
c
a
b
u
l
a
r
y
s
c
o
p
e
5
4
.
3
I
mp
a
c
t
o
n
f
o
r
m
a
l
En
g
l
i
s
h
l
e
a
r
n
i
n
g
7
6
N
o
n
e
g
a
t
i
v
e
i
m
p
a
c
t
e
x
p
e
r
i
e
n
c
e
d
8
6
.
8
N
o
i
d
e
a
s
20
1
7
.
1
5.
DIS
CU
SS
I
O
N
5
.
1
.
B
enef
it
s
I
n
ter
m
s
o
f
b
en
ef
its
,
th
e
s
tu
d
y
f
o
u
n
d
s
o
m
e
s
tr
ik
in
g
in
f
o
r
m
atio
n
.
First
o
f
all,
th
e
p
ap
er
f
o
u
n
d
th
at
s
tu
d
en
ts
’
v
o
ca
b
u
lar
y
ac
q
u
is
iti
o
n
is
en
h
an
ce
d
v
ia
au
d
io
v
is
u
a
l
m
ed
ia,
w
h
ich
alig
n
s
with
th
e
p
r
ev
i
o
u
s
f
in
d
in
g
s
[
3
]
,
[
1
6
]
.
T
h
e
a
b
u
n
d
an
ce
o
f
i
n
f
o
r
m
atio
n
f
r
o
m
s
h
o
r
t
v
id
eo
clip
s
an
d
m
o
v
ies
co
n
tex
tu
aliz
es
v
o
ca
b
u
lar
y
th
at
en
h
an
ce
s
th
e
v
alid
ity
o
f
m
ea
s
u
r
em
en
ts
th
at
ar
e
ev
id
en
ce
d
b
y
th
e
h
ig
h
s
co
r
es
o
f
ag
r
ee
m
e
n
t
in
th
e
s
u
p
p
o
r
t
o
f
m
o
v
ies/
s
h
o
r
t
clip
s
to
war
d
s
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
,
lik
e
s
to
r
y
lin
e,
ch
ar
ac
ter
in
ter
ac
tio
n
,
an
d
v
is
u
als,
o
r
th
e
h
ig
h
r
ate
o
f
th
e
b
en
ef
its
f
r
o
m
“e
x
p
o
s
u
r
e
to
n
atu
r
al
lan
g
u
ag
e
u
s
e
in
co
n
tex
t.”
T
h
is
also
r
ea
f
f
ir
m
s
th
e
claim
s
o
f
Ash
cr
o
f
t
et
a
l.
[
1
2
]
ab
o
u
t
th
e
v
o
ca
b
u
lar
y
in
cid
en
tal
lear
n
in
g
p
r
o
ce
s
s
.
Mo
r
eo
v
er
,
i
n
th
is
s
tu
d
y
,
th
e
im
p
r
o
v
em
e
n
t
o
f
lis
ten
in
g
an
d
p
r
o
n
u
n
ciatio
n
s
k
ills
th
r
o
u
g
h
a
u
d
io
v
is
u
al
m
e
d
ia
was
n
o
ted
,
wh
ich
s
u
p
p
o
r
ts
th
e
ass
er
tio
n
o
f
Fau
zi
an
d
Mu
ljan
to
[
5
]
—
s
tu
d
en
ts
’
lan
g
u
ag
e
p
r
o
f
icien
cy
ca
n
b
e
u
p
g
r
ad
ed
th
r
o
u
g
h
f
am
iliar
izin
g
th
em
s
elv
es
with
n
atu
r
al
s
p
e
ec
h
an
d
v
ar
io
u
s
ac
ce
n
ts
.
I
n
ad
d
itio
n
,
“slan
g
o
r
id
io
m
ex
p
r
ess
io
n
s
”
an
d
“m
o
tiv
atio
n
im
p
r
o
v
em
en
t”
th
r
o
u
g
h
au
d
io
v
is
u
al
m
ed
ia
wer
e
h
ig
h
ly
ap
p
r
ec
iated
in
th
is
p
ap
er
,
alig
n
in
g
with
th
e
o
b
s
er
v
atio
n
s
o
f
p
r
ev
i
o
u
s
s
tu
d
ies
[
6
]
,
[
1
7
]
,
in
wh
ich
th
e
r
ich
n
ess
in
c
o
n
tex
ts
p
r
o
v
id
ed
b
y
f
ilm
s
en
h
a
n
ce
d
lan
g
u
ag
e
lear
n
in
g
.
Sig
n
if
ican
tly
,
th
e
p
ap
e
r
u
n
iq
u
ely
f
o
u
n
d
th
at
alth
o
u
g
h
th
e
p
latf
o
r
m
s
lik
e
Yo
u
T
u
b
e
o
r
T
ik
T
o
k
o
cc
u
p
ied
a
la
r
g
e
p
r
o
p
o
r
tio
n
o
f
s
tu
d
en
ts
’
in
ter
est
in
wa
tch
in
g
,
th
e
b
est
o
n
e
f
o
r
im
p
r
o
v
in
g
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
is
E
n
g
lis
h
f
ilm
s
wi
th
s
u
b
titl
es
in
E
n
g
lis
h
.
T
h
is
f
in
d
in
g
clar
if
ies
Ma
u
lid
a
an
d
W
ar
n
i
[
3
6
]
,
in
wh
ich
th
ey
d
eb
ated
th
e
p
o
s
itiv
e
im
p
ac
ts
o
f
E
n
g
lis
h
-
lan
g
u
ag
e
m
o
v
i
es,
b
u
t
th
ey
d
id
n
o
t
d
if
f
er
en
tia
te
th
e
two
f
o
r
m
ats.
T
h
e
cu
r
r
e
n
t
p
ap
er
f
in
d
in
g
s
s
ig
n
if
y
th
at
E
n
g
lis
h
m
o
v
ies
with
s
u
b
titl
es
s
h
o
w
it
s
s
u
p
er
io
r
f
u
n
ctio
n
s
i
n
u
n
d
er
s
tan
d
i
n
g
a
n
d
m
em
o
r
izin
g
n
ew
v
o
ca
b
u
lar
y
th
an
t
h
e
s
h
o
r
t
o
n
es.
E
x
p
a
n
d
in
g
An
a
h
et
a
l.
[
2
]
co
n
ce
r
n
a
b
o
u
t
ca
teg
o
r
izatio
n
o
f
m
ed
ia
t
y
p
e
s
,
th
e
s
tu
d
y
also
f
o
u
n
d
th
e
m
o
s
t
p
r
ef
er
a
b
le
ty
p
e
o
f
m
e
d
ia
was
s
h
o
r
t
clip
s
co
m
p
ar
ed
to
th
e
m
o
r
e
co
m
p
r
eh
en
s
iv
e
s
u
p
p
o
r
t
f
r
o
m
th
e
f
u
l
l
-
len
g
th
s
u
b
titl
ed
f
ilm
s
.
B
esid
es,
th
is
p
ap
er
also
ex
p
lo
ited
th
e
p
ar
ticip
a
n
ts
’
w
r
itten
r
esp
o
n
s
es
to
clar
if
y
t
h
e
clo
s
ed
q
u
esti
o
n
s
r
esu
lts
.
Alm
o
s
t
h
alf
o
f
th
em
d
ir
ec
tly
ag
r
ee
with
th
e
s
u
p
er
io
r
ity
o
f
au
d
io
v
is
u
al
m
ed
ia
o
v
er
tex
tb
o
o
k
s
,
alth
o
u
g
h
s
o
m
e
ag
r
ee
with
o
th
er
item
s
lik
e
co
n
tex
tu
al
lear
n
i
n
g
an
d
m
o
tiv
atio
n
.
T
h
is
r
esu
lt
alig
n
s
with
m
o
s
t
o
f
th
e
p
ap
e
r
s
ab
o
u
t
th
is
to
p
ic,
p
ar
ticu
lar
ly
Min
alla
[
3
7
]
,
wh
o
s
tated
th
e
b
en
e
f
its
o
f
m
o
v
ies
in
f
o
s
ter
in
g
lear
n
i
n
g
en
jo
y
m
en
t
a
n
d
co
n
tex
tu
alizin
g
v
o
ca
b
u
lar
y
a
cq
u
is
itio
n
.
Gen
er
ally
,
th
e
p
o
s
itiv
e
an
d
c
o
n
s
is
ten
t
r
esu
lts
p
r
o
v
e
th
at
s
cr
ee
n
s
s
u
p
p
o
r
t v
o
ca
b
u
la
r
y
ac
q
u
is
itio
n
well
am
o
n
g
lear
n
er
s
.
5
.
2
.
Cha
lleng
es
Desp
ite
th
ese
b
en
ef
its
,
th
is
s
t
u
d
y
id
en
tifie
d
ch
allen
g
es
th
at
ec
h
o
d
r
awb
ac
k
s
m
en
tio
n
ed
i
n
p
r
ev
io
u
s
r
esear
ch
.
Fin
d
in
g
s
th
e
p
o
s
s
ib
l
e
m
is
u
n
d
er
s
tan
d
in
g
b
etwe
en
f
o
r
m
al
an
d
in
f
o
r
m
al
lan
g
u
ag
e
an
d
co
n
tex
t
u
s
ed
in
au
d
io
v
is
u
al
m
ed
ia
in
th
is
s
t
u
d
y
alig
n
with
th
e
o
n
es
f
r
o
m
Azh
ar
i
an
d
R
ah
ay
u
[
3
3
]
,
wh
o
s
ig
n
if
ied
th
e
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
2
0
9
-
5
2
1
8
5216
d
is
tr
ac
tio
n
s
f
r
o
m
au
d
i
o
v
is
u
al
m
ed
ia.
T
h
e
m
is
ap
p
licatio
n
o
f
s
lan
g
an
d
co
llo
q
u
ial
lan
g
u
ag
e
,
u
s
ed
t
o
d
is
cu
s
s
in
Ah
m
ed
et
a
l.
[
9
]
,
was
also
n
o
ted
in
th
e
s
tu
d
y
.
Ov
er
h
al
f
o
f
th
e
p
a
r
ticip
an
ts
v
o
ted
to
f
ac
e
th
e
is
s
u
es
o
f
d
is
tin
g
u
is
h
in
g
th
e
lex
ical
f
o
r
m
ality
f
r
o
m
v
id
eo
s
,
th
o
u
g
h
o
n
ly
6
.
8
%
o
f
th
em
clar
if
ied
th
i
s
p
r
o
b
lem
in
wr
itin
g
.
T
h
is
p
ap
er
b
r
ief
ly
f
o
u
n
d
th
at
t
h
er
e
is
a
h
ig
h
r
ate
o
f
m
is
u
n
d
e
r
s
tan
d
in
g
in
u
s
in
g
s
lan
g
o
r
c
u
ltu
r
al
r
ef
er
e
n
ce
s
,
at
alm
o
s
t
7
0
%,
wh
ich
s
o
u
n
d
s
lik
e
s
o
m
e
p
r
ev
io
u
s
o
n
es,
wh
ich
co
n
f
ir
m
e
d
co
n
tex
t
f
r
o
m
m
o
v
ies
b
o
o
s
tin
g
v
o
ca
b
u
lar
y
m
ea
n
in
g
ac
q
u
is
itio
n
.
An
o
th
er
ch
allen
g
e
,
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
[
3
8
]
,
is
th
at
a
p
r
o
p
o
r
tio
n
o
f
s
tu
d
e
n
ts
in
th
is
s
tu
d
y
r
ep
o
r
ted
th
e
lack
o
f
s
tr
u
ctu
r
es
in
s
tu
d
y
in
g
wh
ile
u
s
in
g
au
d
io
v
is
u
al
m
ed
ia.
T
h
ey
also
s
h
o
wed
th
e
co
n
ce
r
n
ab
o
u
t
th
e
ad
o
p
tio
n
o
f
m
i
s
p
r
o
n
u
n
ciatio
n
d
u
e
to
th
e
r
e
g
io
n
al
d
i
f
f
er
en
ce
s
,
s
u
p
p
o
r
tin
g
th
e
c
o
n
clu
s
io
n
s
o
f
Yo
u
n
as
an
d
Do
n
g
[
1
6
]
.
I
n
p
ar
ticu
lar
,
u
n
lik
e
o
th
er
p
r
ev
io
u
s
s
tu
d
ies,
th
e
p
ar
ticip
an
ts
o
f
th
is
p
ap
e
r
wo
r
r
ied
th
e
o
v
e
r
r
elian
ce
o
n
v
id
eo
s
with
s
u
b
titl
es.
Alth
o
u
g
h
th
ey
ad
m
itted
th
e
s
u
p
er
io
r
ity
o
f
th
ese
ty
p
es
o
f
m
ed
ia
in
b
o
o
s
tin
g
v
o
ca
b
u
l
ar
y
b
u
d
g
et,
o
v
er
h
alf
o
f
th
e
p
ar
ticip
an
ts
s
elf
-
r
ec
o
g
n
ized
th
e
is
s
u
es o
f
d
ep
e
n
d
en
ce
o
n
s
cr
ee
n
ca
p
tio
n
s
.
5
.
3
.
I
m
pli
ca
t
i
o
ns
T
h
e
f
in
d
in
g
s
o
f
th
is
p
ap
e
r
p
o
in
t
o
u
t
th
at
th
e
b
en
ef
its
f
r
o
m
au
d
io
v
is
u
al
s
h
o
u
ld
b
e
c
o
n
s
id
er
ed
in
lan
g
u
ag
e
ac
q
u
is
itio
n
.
Alth
o
u
g
h
s
tu
d
en
ts
co
u
ld
r
ec
o
g
n
ize
b
y
th
em
s
elv
es
th
e
d
ef
ec
t
o
f
o
v
er
-
r
elian
ce
o
n
v
id
e
o
s
,
ed
u
ca
to
r
s
s
h
o
u
ld
jo
in
to
war
n
ab
o
u
t
t
h
e
d
is
tr
ac
tio
n
s
an
d
h
e
lp
to
d
esig
n
th
eir
s
tr
u
ctu
r
ed
a
ctiv
ities
,
wh
ich
is
co
n
s
is
ten
t
with
th
e
s
u
g
g
esti
o
n
s
o
f
Nu
r
f
au
ziah
et
a
l.
[
6
]
.
Ad
d
itio
n
ally
,
in
s
tr
u
cto
r
s
s
h
o
u
ld
n
o
tify
th
eir
s
tu
d
en
ts
ab
o
u
t
th
e
s
u
p
er
io
r
g
ain
s
f
r
o
m
lo
n
g
m
o
v
ies
with
s
u
b
titl
es
co
m
p
ar
ed
to
s
h
o
r
t,
u
n
s
cr
ip
te
d
v
id
eo
s
s
o
th
at
th
ey
ca
n
u
s
e
u
p
t
h
e
b
en
e
f
its
o
f
v
o
c
ab
u
lar
y
r
eten
tio
n
.
6.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
s
u
p
p
o
r
ts
p
r
ev
i
o
u
s
s
tu
d
ies
ab
o
u
t
g
ain
s
wh
en
u
ti
lizin
g
au
d
io
v
is
u
al
m
e
d
ia
in
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
.
T
h
eir
b
e
n
ef
its
in
v
o
lv
e
im
p
r
o
v
e
d
lis
ten
in
g
s
k
ills
,
co
n
tex
tu
al
lear
n
in
g
,
ad
v
a
n
ce
d
p
r
o
n
u
n
ciatio
n
s
k
ills
,
an
d
en
h
a
n
ce
d
m
o
tiv
atio
n
.
Ho
wev
er
,
it
n
o
ted
c
h
allen
g
es
lik
e
m
is
u
n
d
er
s
tan
d
i
n
g
f
r
o
m
f
o
r
m
al
o
r
in
f
o
r
m
al
lan
g
u
ag
e
an
d
o
v
er
-
r
elian
ce
.
Strik
in
g
ly
,
t
h
e
r
esear
c
h
s
ig
n
if
ies
th
e
n
ec
ess
ity
o
f
s
tr
u
ct
u
r
ed
g
u
id
a
n
ce
f
o
r
b
o
o
s
tin
g
lan
g
u
ag
e
lear
n
in
g
o
u
tco
m
es.
T
h
e
f
in
d
in
g
s
o
r
ien
t
th
e
ap
p
licatio
n
o
f
au
d
i
o
v
is
u
al
m
ed
ia
in
to
th
e
p
r
o
g
r
a
m
s
o
f
lan
g
u
ag
e
ac
q
u
is
itio
n
,
en
h
an
cin
g
th
e
b
e
n
ef
its
an
d
id
en
tify
in
g
th
e
lim
itatio
n
s
.
I
n
f
u
r
t
h
er
r
esear
ch
,
in
n
o
v
ativ
e
way
s
f
o
r
lea
r
n
in
g
v
o
ca
b
u
lar
y
f
r
o
m
v
id
eo
s
s
h
o
u
ld
b
e
ex
p
lo
ited
a
n
d
ex
am
in
ed
to
en
s
u
r
e
th
ese
m
ed
ia
ar
e
ef
f
ec
ti
v
e
an
d
ac
ce
s
s
ib
le
to
o
ls
f
o
r
wo
r
ld
wid
e
lear
n
er
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
W
e
wo
u
ld
lik
e
to
e
x
p
r
ess
o
u
r
s
p
ec
ial
th
an
k
s
to
th
e
a
d
m
in
is
tr
ativ
e
p
an
el
o
f
T
h
u
Dau
Mo
t
U
n
iv
er
s
ity
,
wh
er
e
we
co
n
d
u
cted
th
is
s
tu
d
y
,
f
o
r
c
r
ea
tin
g
co
n
d
itio
n
s
f
o
r
u
s
to
d
o
th
is
s
tu
d
y
.
W
e
also
ap
p
r
ec
iate
th
e
en
th
u
s
iast
ic
p
ar
ticip
atio
n
o
f
t
h
e
s
tu
d
en
ts
.
T
h
an
k
s
to
th
eir
tim
e
an
d
willin
g
n
ess
,
we
co
u
l
d
co
llect
v
alid
an
d
r
eliab
le
d
ata
f
o
r
th
e
d
is
cu
s
s
io
n
o
f
th
e
r
esear
ch
is
s
u
e.
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
in
th
is
s
tu
d
y
.
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
Xu
an
Ho
n
g
Ng
u
y
e
n
T
h
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
T
h
an
h
T
h
ai
Ng
u
y
en
✓
✓
✓
✓
✓
✓
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
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
P
ercep
tio
n
s
o
f a
u
d
i
o
visu
a
l m
e
d
ia
in
vo
c
a
b
u
l
a
r
y
a
cq
u
is
itio
n
a
mo
n
g
E
n
g
lis
h
… (
X
u
a
n
H
o
n
g
N
g
u
ye
n
Th
i
)
5217
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
d
ec
lar
e
n
o
co
n
f
licts
o
f
in
ter
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
is
s
tu
d
y
was
co
n
d
u
cted
in
ac
co
r
d
an
ce
with
th
e
eth
ical
p
r
in
cip
les
o
u
tlin
ed
in
th
e
Dec
lar
atio
n
o
f
Helsin
k
i.
All
p
ar
ticip
an
ts
wer
e
in
f
o
r
m
ed
a
b
o
u
t
t
h
e
p
u
r
p
o
s
e
,
p
r
o
ce
d
u
r
es,
a
n
d
t
h
eir
r
ig
h
ts
to
with
d
r
aw
at
a
n
y
tim
e
with
o
u
t
co
n
s
eq
u
e
n
ce
s
.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
p
r
io
r
to
p
a
r
ticip
atio
n
.
C
o
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
o
f
p
ar
ticip
an
ts
wer
e
en
s
u
r
ed
th
r
o
u
g
h
o
u
t th
e
r
esea
r
ch
p
r
o
ce
s
s
.
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
in
g
s
o
f
th
is
s
tu
d
y
ar
e
o
p
en
ly
av
ailab
le
in
[
Per
ce
p
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[
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RS
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ra
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-
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in
2
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terc
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h
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tac
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a
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a
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n
tx
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d
m
u
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d
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v
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Th
a
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m
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fro
m
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n
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t
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m
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rre
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,
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Ch
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M
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(VN
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2
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c
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m
a
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:
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a
in
t@t
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m
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d
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.
v
n
.
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