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Stro
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Stu
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20
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n
,
it
is
cr
u
cial
th
at
in
s
tr
u
cto
r
s
h
av
e
th
e
co
m
p
eten
ce
to
d
ea
l
with
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
an
d
b
e
f
am
iliar
ized
with
d
if
f
er
en
t
p
latf
o
r
m
s
f
o
r
teac
h
i
n
g
p
r
ac
tice
[
4
]
.
No
twith
s
tan
d
in
g
,
it
is
ev
id
en
t
t
h
at
s
o
m
e
e
d
u
ca
to
r
s
h
a
v
e
n
o
t
r
ec
eiv
ed
th
e
ap
p
r
o
p
r
iate
tr
ain
in
g
,
an
d
at
th
e
s
am
e
tim
e,
th
ey
d
o
n
o
t
p
o
s
s
ess
th
e
s
k
ills
t
o
u
s
e
tech
n
o
lo
g
ical
to
o
ls
to
ass
ess
th
eir
s
tu
d
en
ts
’
p
r
o
g
r
ess
.
A
s
s
es
s
m
en
t
is
an
ess
en
tial
co
m
p
o
n
en
t
in
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
[
5
]
.
I
t
p
r
o
v
i
d
es
ed
u
ca
to
r
s
with
v
is
io
n
s
in
to
s
tu
d
e
n
ts
’
p
r
o
g
r
ess
,
p
in
p
o
in
tin
g
ar
ea
s
th
at
r
eq
u
ir
e
im
p
r
o
v
em
e
n
t,
an
d
s
u
g
g
ests
in
s
tr
u
ctio
n
al
s
tr
ateg
ies.
Fu
r
th
er
m
o
r
e,
th
is
au
th
o
r
h
ig
h
lig
h
ts
th
at
ass
ess
m
e
n
t
ac
tiv
ities
ar
e
u
s
ed
b
y
p
ed
a
g
o
g
u
es
to
ex
am
in
e
s
tu
d
en
ts
’
ac
q
u
is
itio
n
lev
els.
B
esid
es,
th
e
d
ig
ital
g
en
er
atio
n
h
as
g
r
o
wn
u
p
with
m
o
d
er
n
tech
n
o
lo
g
y
an
d
y
o
u
n
g
s
ter
s
h
a
v
e
b
ec
o
m
e
ac
cu
s
to
m
ed
to
u
s
in
g
it
as
a
h
elp
in
g
to
o
l
in
all
asp
ec
ts
o
f
th
e
ir
liv
es,
in
clu
d
in
g
s
tu
d
y
in
g
.
I
n
d
ee
d
,
s
tu
d
en
ts
f
ee
l
co
n
f
id
en
t
to
em
p
lo
y
an
y
to
o
ls
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
[
6
]
.
Kah
o
o
t,
Qu
izizz
,
an
d
So
cr
ativ
e
ar
e
tech
n
o
lo
g
ical
to
o
ls
th
at
teac
h
er
s
ca
n
u
s
e
to
ass
es
s
s
tu
d
en
ts
’
r
ea
d
in
g
p
r
o
g
r
ess
.
T
h
ese
to
o
ls
g
iv
e
teac
h
er
s
th
e
o
p
p
o
r
tu
n
ity
to
d
esig
n
a
v
a
r
iety
o
f
q
u
esti
o
n
s
an
d
ca
n
b
e
e
m
p
lo
y
e
d
as
f
o
r
m
ativ
e
an
d
i
n
f
o
r
m
ativ
e
ass
ess
m
en
ts
[
7
]
.
Var
io
u
s
r
esear
ch
er
s
m
en
tio
n
s
o
m
e
o
f
t
h
e
b
en
ef
its
th
at
in
clu
d
e
th
e
in
cr
ea
s
e
o
f
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
im
m
ed
iate
r
esu
lts
o
f
th
e
p
er
f
o
r
m
e
d
task
s
an
d
in
s
tan
t
f
ee
d
b
ac
k
[
8
]
.
C
o
n
s
eq
u
en
tly
,
c
o
n
s
id
er
in
g
t
h
e
a
d
v
an
tag
es
o
f
t
h
ese
tech
n
o
lo
g
ical
to
o
ls
,
th
is
s
tu
d
y
attem
p
ts
to
co
n
f
ir
m
th
e
ef
f
ec
tiv
en
ess
o
f
ap
p
ly
in
g
th
em
to
ev
alu
ate
s
tu
d
en
ts
’
r
ea
d
in
g
p
r
o
g
r
ess
b
y
an
s
wer
in
g
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
ich
tech
n
o
lo
g
ical
to
o
l is th
e
m
o
s
t e
f
f
ec
tiv
e
to
ass
ess
s
tu
d
en
ts
’
r
ea
d
in
g
c
o
m
p
r
eh
en
s
io
n
?
ii)
W
h
at
ar
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
ab
o
u
t
th
e
u
s
e
o
f
th
ese
tech
n
o
lo
g
ical
to
o
ls
to
ass
e
s
s
s
t
u
d
en
ts
’
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
I
m
po
r
t
a
nce
o
f
E
F
L
re
a
din
g
R
ea
d
in
g
p
lay
s
a
v
er
y
im
p
o
r
t
an
t
r
o
le
in
in
d
iv
id
u
als’
d
aily
h
ab
its
as
it
en
h
a
n
ce
s
co
m
p
r
e
h
en
s
io
n
o
f
v
ar
io
u
s
ty
p
es
o
f
tex
ts
an
d
g
e
n
r
es.
I
n
th
is
v
ein
,
wh
e
n
s
tu
d
e
n
ts
ar
e
ex
p
o
s
ed
to
d
iv
e
r
s
e
r
e
ad
in
g
c
o
n
tex
ts
an
d
co
r
r
esp
o
n
d
in
g
ac
tiv
ities
,
th
ey
ca
n
d
ev
elo
p
v
o
ca
b
u
la
r
y
u
n
d
er
s
tan
d
in
g
a
n
d
wr
itin
g
a
b
ilit
ies
th
r
o
u
g
h
e
x
p
o
s
u
r
e
to
d
iv
e
r
s
e
co
n
ten
t
[
9
]
.
B
esid
es,
r
ea
d
in
g
in
E
n
g
lis
h
o
f
f
er
s
m
u
ltip
le
b
en
e
f
its
,
f
o
s
ter
in
g
liter
ac
y
ac
q
u
is
itio
n
an
d
p
er
s
o
n
al
g
r
o
wth
an
d
d
ev
elo
p
m
en
t
[
1
0
]
.
Ad
d
itio
n
ally
,
a
r
esear
ch
[
1
1
]
em
p
h
asizes
th
e
s
ig
n
if
ican
ce
o
f
E
n
g
lis
h
r
ea
d
in
g
f
o
r
n
atio
n
al
well
-
b
ein
g
,
p
r
o
d
u
ctiv
ity
,
an
d
p
r
o
s
p
e
r
ity
,
u
n
d
e
r
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
r
ea
d
in
g
a
n
d
liter
ac
y
s
k
ills
ac
r
o
s
s
all
d
em
o
g
r
ap
h
ics.
R
ea
d
in
g
is
an
es
s
en
tial
s
k
il
l
f
o
r
im
p
r
o
v
in
g
E
n
g
lis
h
p
r
o
f
ici
en
cy
,
p
r
o
v
id
in
g
lear
n
er
s
with
ac
ce
s
s
to
v
alu
ab
le
in
f
o
r
m
atio
n
an
d
c
o
n
ten
t
[
1
2
]
.
Giv
en
th
e
im
p
o
r
ta
n
ce
o
f
E
FL
r
ea
d
in
g
,
ed
u
ca
to
r
s
s
h
o
u
ld
p
r
io
r
itize
p
r
o
v
id
i
n
g
am
p
le
o
p
p
o
r
t
u
n
ities
f
o
r
p
r
ac
ticin
g
b
o
th
in
a
n
d
o
u
t
o
f
th
e
class
r
o
o
m
,
em
p
lo
y
in
g
ef
f
ec
tiv
e
s
tr
ateg
ies
to
s
u
p
p
o
r
t
lear
n
er
s
in
ac
h
iev
i
n
g
th
is
o
b
jectiv
e.
On
e
o
f
th
e
m
ain
p
u
r
p
o
s
es
o
f
r
ea
d
in
g
is
to
g
r
asp
in
f
o
r
m
atio
n
f
r
o
m
a
te
x
t.
Ho
wev
er
,
it
b
ec
o
m
es
a
s
er
io
u
s
p
r
o
b
lem
f
o
r
E
FL
lear
n
er
s
[
1
3
]
.
T
o
co
m
p
r
eh
en
d
a
te
x
t,
it
is
n
ec
ess
ar
y
to
f
am
iliar
ize
s
tu
d
en
ts
with
v
o
ca
b
u
lar
y
,
d
if
f
er
e
n
t
s
tr
ateg
ies,
tech
n
iq
u
es,
an
d
ac
tiv
ities
th
at
h
elp
th
em
ac
tiv
ate
p
r
io
r
k
n
o
wled
g
e
in
th
e
m
o
th
er
to
n
g
u
e
to
tr
an
s
f
er
it to
th
e
tar
g
et
lan
g
u
ag
e
[
1
4
]
.
L
ea
r
n
er
s
n
ee
d
to
h
av
e
th
e
a
b
ilit
y
to
in
f
er
th
e
m
e
an
in
g
f
r
o
m
tex
ts
[
1
5
]
.
So
m
e
f
in
d
in
g
s
r
ef
lect
th
at
r
ea
d
in
g
is
th
e
m
o
s
t
ch
allen
g
in
g
l
an
g
u
ag
e
s
k
ill
to
th
e
E
FL
lea
r
n
er
s
,
wh
ich
ca
n
b
e
ev
id
en
ce
d
b
y
v
er
y
l
o
w
s
tu
d
en
ts
’
s
co
r
es in
r
ea
d
in
g
co
u
r
s
es o
r
ac
tiv
ities
.
T
h
e
r
ea
s
o
n
s
u
s
u
ally
m
en
tio
n
e
d
ar
e
th
e
d
if
f
er
en
ce
s
b
etwe
en
th
e
m
o
th
er
t
o
n
g
u
e
an
d
E
n
g
lis
h
an
d
th
e
lac
k
o
f
p
r
er
e
q
u
is
ite
lin
g
u
is
tic
k
n
o
wled
g
e
o
r
s
tu
d
y
m
ater
ials
.
E
v
e
n
if
s
tu
d
en
ts
ar
e
p
r
o
v
id
e
d
with
i
n
s
tr
u
ctio
n
s
in
d
ec
o
d
in
g
at
d
i
f
f
er
en
t
le
v
els,
th
ey
f
r
eq
u
e
n
tly
g
et
s
tu
ck
at
th
e
d
e
co
d
in
g
le
v
el
f
ailin
g
to
m
ak
e
s
en
s
e
o
f
wh
at
th
ey
r
ea
d
a
n
d
th
is
o
f
co
u
r
s
e
m
ak
es
th
em
f
ee
l
d
is
ap
p
o
in
ted
an
d
d
em
o
tiv
ated
to
r
ea
d
in
g
m
o
r
e
[
1
6
]
.
Similar
ly
,
a
s
tu
d
y
[
1
2
]
n
o
ted
th
at
s
ec
o
n
d
lan
g
u
ag
e
(
L
2
)
lear
n
er
s
o
f
ten
e
n
co
u
n
ter
d
if
f
ic
u
lties
in
r
ea
d
in
g
d
u
e
to
th
eir
lim
ited
g
r
asp
o
f
g
r
am
m
ar
s
tr
u
ctu
r
es
an
d
v
o
ca
b
u
lar
y
.
T
h
is
lim
itatio
n
lead
s
lear
n
er
s
to
b
r
ea
k
d
o
wn
th
e
m
ess
ag
e
in
to
in
d
iv
id
u
al
wo
r
d
s
to
co
m
p
r
eh
e
n
d
th
e
in
f
o
r
m
atio
n
,
r
esu
ltin
g
in
a
f
r
ag
m
e
n
ted
u
n
d
er
s
tan
d
in
g
,
h
in
d
er
ed
c
o
m
p
r
e
h
en
s
io
n
p
r
o
ce
s
s
,
an
d
m
is
in
ter
p
r
etatio
n
o
f
th
e
m
ess
ag
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
A
s
s
es
s
men
t a
p
p
s
to
ev
a
lu
a
te
s
t
u
d
en
ts
’
r
ea
d
in
g
p
r
o
g
r
ess
in
E
n
g
lis
h
…
(
Gin
a
K
a
r
in
a
C
a
ma
ch
o
-
Min
u
ch
e
)
5153
2
.
2
.
Ass
ess
m
ent
in E
F
L
re
a
din
g
Ass
es
s
m
en
t
,
in
g
en
e
r
al,
is
a
p
r
o
ce
s
s
th
at
co
m
p
r
is
es
a
cy
c
le
o
f
ac
tiv
ities
th
at
allo
ws
teac
h
er
s
to
m
o
n
ito
r
s
tu
d
en
ts
’
p
r
o
g
r
ess
.
I
n
ad
d
itio
n
,
test
s
ar
e
p
a
r
t
o
f
ass
ess
m
en
t
an
d
th
at
th
ey
ca
n
b
e
ap
p
lied
as
a
d
ev
ic
e
f
o
r
t
h
is
p
u
r
p
o
s
e
[
3
]
.
Ass
ess
m
en
t
p
lay
s
a
r
elev
a
n
t
f
u
n
ctio
n
i
n
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
b
ec
au
s
e
with
t
h
e
o
b
tain
ed
r
esu
lts
n
o
t
o
n
l
y
ca
n
teac
h
er
s
m
ak
e
s
o
m
e
a
d
ju
s
tm
e
n
ts
to
th
eir
p
r
o
p
o
s
ed
task
s
to
en
h
an
ce
s
tu
d
en
ts
’
ac
h
iev
em
en
ts
b
u
t a
ls
o
s
tu
d
en
t
s
ca
n
b
e
awa
r
e
o
f
th
eir
s
tr
en
g
t
h
s
an
d
wea
k
n
ess
es.
I
n
d
ee
d
,
th
e
aim
o
f
ass
ess
m
en
t
in
class
r
o
o
m
“
is
to
h
elp
s
tu
d
e
n
ts
lear
n
an
d
to
im
p
r
o
v
e
in
s
tr
u
ctio
n
r
ath
er
th
a
n
b
ei
n
g
u
s
ed
o
n
ly
to
r
an
k
s
tu
d
en
ts
o
r
to
ce
r
tify
th
e
en
d
p
r
o
d
u
cts
o
f
lear
n
in
g
”
[
1
7
]
;
f
o
r
th
at
r
e
aso
n
,
th
e
teac
h
er
m
u
s
t
d
e
v
o
te
a
lo
t
o
f
tim
e
an
d
ef
f
o
r
t
p
r
e
p
ar
in
g
way
s
to
ass
ess
s
tu
d
en
ts
th
r
o
u
g
h
cr
ea
tiv
e
t
ask
s
,
ac
tiv
ities
an
d
in
s
tr
u
m
en
ts
th
at
h
elp
th
em
to
s
u
cc
ee
d
in
th
e
ac
q
u
is
itio
n
o
f
t
h
e
tar
g
et
lan
g
u
ag
e.
W
ith
in
th
e
ed
u
ca
tio
n
al
co
n
te
x
t,
r
ea
d
in
g
p
lay
s
an
ess
en
tial
r
o
le
b
ec
au
s
e
s
tu
d
en
ts
ca
n
d
ee
p
th
eir
k
n
o
wled
g
e
th
r
o
u
g
h
th
e
r
e
v
is
io
n
o
f
in
f
o
r
m
atio
n
.
T
h
er
e
is
a
v
ar
iety
o
f
task
s
to
ass
ess
r
ea
d
in
g
s
k
ills
s
u
ch
as:
r
ea
d
in
g
alo
u
d
,
m
u
ltip
le
ch
o
ice
,
p
ictu
r
e
-
cu
ed
item
s
,
m
atch
in
g
task
s
,
ed
itin
g
task
s
,
g
ap
f
illi
n
g
task
s
,
clo
ze
task
s
ed
itin
g
,
s
ca
n
n
in
g
,
o
r
d
er
in
g
tas
k
s
,
s
k
im
m
in
g
an
d
s
u
m
m
ar
izin
g
[
3
]
,
[
1
8
]
.
Ass
ess
in
g
r
ea
d
in
g
is
n
o
t
an
ea
s
y
task
,
it
ca
n
b
e
ch
allen
g
in
g
f
o
r
teac
h
er
s
b
ec
au
s
e
th
ey
m
u
s
t
lo
o
k
f
o
r
th
e
m
o
s
t
ap
p
r
o
p
r
iate
tech
n
iq
u
es
an
d
s
tr
ateg
ies
to
m
ee
t
th
e
o
b
jectiv
es
o
f
th
e
p
lan
n
ed
ac
tiv
ities
.
B
ef
o
r
e
ass
ess
in
g
r
ea
d
in
g
,
teac
h
er
s
s
h
o
u
l
d
t
r
ain
th
eir
s
tu
d
en
ts
with
d
if
f
er
en
t k
in
d
s
o
f
ex
er
cis
es to
h
elp
th
em
u
n
d
er
s
tan
d
d
if
f
er
en
t k
in
d
s
o
f
g
en
r
es; th
u
s
,
s
t
u
d
en
ts
ca
n
s
u
cc
ee
d
wh
en
b
ein
g
ass
ess
ed
[
1
8
]
.
2
.
3
.
T
ec
hn
o
lo
g
ica
l t
o
o
ls
f
o
r
a
s
s
ess
ing
E
F
L
re
a
di
ng
E
v
alu
atio
n
h
as
b
ec
o
m
e
m
o
r
e
en
ter
tain
in
g
th
an
k
s
to
th
e
u
s
e
o
f
tech
n
o
lo
g
ical
to
o
ls
in
s
id
e
an
d
o
u
ts
id
e
th
e
class
r
o
o
m
.
No
wad
ay
s
,
s
tu
d
en
ts
d
o
n
o
t
r
ec
eiv
e
p
r
in
ted
t
ests
wi
th
lo
ts
o
f
ex
er
cises
as
i
t
u
s
ed
to
b
e
b
ef
o
r
e
,
b
u
t
th
e
y
ar
e
p
r
o
v
i
d
ed
with
f
u
n
n
y
an
d
in
ter
esti
n
g
ev
al
u
atio
n
s
th
r
o
u
g
h
tech
n
o
lo
g
ical
to
o
ls
.
T
h
ese
en
a
b
le
ap
p
ly
in
g
o
n
lin
e
q
u
izze
s
an
d
g
am
es
to
ass
ess
E
FL
lear
n
er
s
an
d
i
n
cr
ea
s
e
th
eir
m
o
tiv
ati
o
n
a
n
d
e
n
g
ag
e
m
en
t
[
1
9
]
.
As
th
e
n
ew
g
en
er
atio
n
h
as
g
r
o
wn
u
p
s
u
r
r
o
u
n
d
e
d
b
y
te
ch
n
o
lo
g
y
,
n
o
wad
a
y
s
E
FL
lear
n
er
s
d
o
n
o
t
f
ac
e
a
n
y
d
if
f
icu
lties
u
s
in
g
it
[
6
]
.
T
h
u
s
,
th
is
f
ac
t
r
ep
r
esen
ts
an
ad
v
a
n
tag
e
f
o
r
teac
h
er
s
wh
en
in
tr
o
d
u
cin
g
th
e
u
s
e
o
f
ce
r
tain
ap
p
licatio
n
s
f
o
r
ass
ess
in
g
th
eir
s
tu
d
en
ts
’
p
r
o
g
r
ess
.
T
h
er
ef
o
r
e,
E
FL
teac
h
er
s
m
u
s
t
tak
e
ad
v
an
tag
e
o
f
th
e
tech
n
o
lo
g
ical
to
o
ls
to
im
p
lem
en
t
th
em
in
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
.
Kah
o
o
t,
So
c
r
ativ
e
,
an
d
Qu
izze
s
ar
e
alter
n
ativ
es
to
b
e
i
n
teg
r
ated
in
to
th
e
teac
h
in
g
-
lear
n
i
n
g
p
r
o
ce
s
s
to
ass
es
s
E
FL
r
ea
d
in
g
p
r
o
g
r
ess
f
o
r
th
e
b
en
ef
its
th
at
ea
ch
to
o
l
o
f
f
er
s
.
Kah
o
o
t
is
a
f
r
ee
web
s
ite
th
at
was
lau
n
ch
ed
in
2
0
1
3
a
n
d
h
as
b
ec
o
m
e
p
o
p
u
lar
in
th
e
teac
h
i
n
g
-
lear
n
i
n
g
p
r
o
ce
s
s
as
it
o
f
f
er
s
a
g
am
e
-
lik
e
r
esp
o
n
s
e
p
latf
o
r
m
a
n
d
m
u
lti
m
ed
ia
to
o
l
th
at
p
r
o
m
o
tes
lear
n
er
s
’
p
a
r
ticip
atio
n
.
I
n
ad
d
itio
n
,
it
p
r
o
v
id
es
a
co
m
p
etitiv
e
lear
n
in
g
f
o
r
m
at
an
d
l
ea
d
s
to
ea
s
y
ac
ce
p
tan
ce
b
y
n
o
wad
ay
s
g
en
e
r
atio
n
[
2
0
]
.
Ad
d
itio
n
ally
,
it
is
an
ef
f
ec
tiv
e
to
o
l
th
at
en
g
ag
es
lea
r
n
er
s
th
r
o
u
g
h
p
r
o
b
lem
lear
n
i
n
g
,
m
eta
-
co
g
n
itiv
e
s
u
p
p
o
r
t,
c
r
itical
th
in
k
in
g
,
m
e
an
in
g
f
u
l
,
an
d
f
u
n
ac
tiv
ities
.
Fu
r
th
er
m
o
r
e
,
Kah
o
o
t
is
an
a
s
s
es
s
m
en
t
to
o
l
th
at
en
ab
les
teac
h
er
s
to
d
esig
n
g
am
e
-
b
ased
ass
ess
m
en
ts
s
u
ch
as
q
u
izze
s
an
d
s
u
r
v
ey
s
,
an
d
it
also
p
r
o
m
o
tes
o
n
g
o
in
g
lear
n
i
n
g
p
r
o
ce
s
s
es,
m
o
tiv
atio
n
,
s
o
cializa
tio
n
,
a
n
d
in
ter
p
er
s
o
n
al
in
ter
ac
tio
n
[
2
1
]
.
Kah
o
o
t
h
as
p
r
o
v
e
d
to
b
e
ef
f
e
ctiv
e
an
d
b
e
n
ef
icial
to
b
e
u
s
e
d
f
o
r
ass
ess
m
en
ts
[
2
2
]
.
C
o
n
s
id
er
in
g
th
at
r
ea
d
in
g
is
a
s
k
ill
th
at
s
tu
d
en
ts
d
o
n
o
t
r
ea
lly
en
jo
y
an
d
is
n
o
t
d
ev
elo
p
ed
ea
s
ily
,
teac
h
er
s
m
u
s
t
f
in
d
an
alter
n
ativ
e
to
en
co
u
r
ag
e
s
tu
d
en
ts
to
d
o
th
eir
b
est
wh
e
n
p
r
ac
ticin
g
th
is
s
k
ill,
a
n
d
esp
e
cially
wh
en
b
ein
g
ass
es
s
ed
,
th
at
is
wh
y
it
is
n
ec
ess
ar
y
to
in
tr
o
d
u
ce
Kah
o
o
t
to
p
r
o
m
o
te
r
ea
d
i
n
g
i
n
a
d
if
f
e
r
en
t
way
.
Ka
h
o
o
t
aim
s
to
m
ak
e
lea
r
n
in
g
en
jo
y
ab
le
a
n
d
ef
f
ec
tiv
e.
I
t
ca
n
b
e
d
esig
n
ed
to
ac
co
m
m
o
d
ate
lear
n
er
s
o
f
all
a
g
e
g
r
o
u
p
s
.
Kah
o
o
t
h
as
co
m
p
o
n
en
ts
ca
p
ab
le
o
f
g
en
er
atin
g
co
n
tin
u
o
u
s
in
t
er
ac
tio
n
an
d
a
d
d
r
ess
in
g
s
tu
d
e
n
ts
’
lear
n
in
g
n
ee
d
s
in
g
en
e
r
al.
M
o
r
eo
v
er
,
it
aw
ak
es
s
tu
d
en
ts
’
in
te
r
est
an
d
i
n
s
p
ir
es
lear
n
in
g
[
2
3
]
.
Hen
ce
,
b
o
r
ed
o
m
ca
n
b
e
d
is
ca
r
d
ed
as
th
e
u
s
e
o
f
th
is
to
o
l
d
o
es
n
o
t
r
eq
u
ir
e
m
u
c
h
t
im
e
with
in
th
e
class
s
ettin
g
.
Nev
er
th
eless
,
th
e
p
o
s
s
ib
ilit
y
o
f
m
ak
in
g
s
tu
d
en
ts
f
ee
l b
o
r
e
d
o
n
ce
th
ey
g
et
ac
cu
s
to
m
ed
to
it,
ca
n
b
e
o
n
e
o
f
th
e
d
r
awb
ac
k
s
[
2
4
]
.
An
o
th
er
tech
n
o
lo
g
ical
to
o
l
th
at
ca
n
b
e
u
s
ed
to
ass
ess
r
ea
d
in
g
s
k
ill
is
So
cr
ativ
e
,
wh
ich
is
a
lear
n
in
g
to
o
l
th
at
en
ab
les
teac
h
er
s
to
cr
ea
te
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
,
tr
u
e/f
alse,
o
r
o
p
en
-
en
d
ed
s
h
o
r
t
q
u
esti
o
n
s
f
o
r
s
tu
d
en
ts
’
r
esp
o
n
s
es
[
2
5
]
.
As
So
cr
ativ
e
is
an
o
n
lin
e
lear
n
in
g
ap
p
licatio
n
,
it
ca
n
b
e
ea
s
ily
ac
ce
s
s
ed
u
s
in
g
an
y
g
ad
g
et
s
u
ch
as
lap
to
p
,
co
m
p
u
ter
an
d
m
o
b
ile
p
h
o
n
e
wh
ic
h
at
th
e
s
am
e
tim
e
p
r
o
m
o
te
s
u
s
er
f
r
ien
d
lin
ess
.
So
cr
ativ
e
m
o
tiv
ates
th
e
s
tu
d
e
n
ts
to
im
p
r
o
v
e
th
eir
r
ea
d
in
g
a
ch
iev
em
en
t
as
th
e
s
et
-
u
p
ac
ti
v
ities
ar
e
b
ased
o
n
in
ter
ac
tiv
e
lear
n
in
g
a
p
p
r
o
ac
h
d
u
r
in
g
r
ea
d
in
g
s
ess
io
n
s
,
wh
ich
f
o
s
ter
s
th
eir
en
g
a
g
em
en
t
wit
h
o
th
er
p
ee
r
s
;
th
u
s
,
im
m
ed
iate
f
ee
d
b
ac
k
is
p
r
o
v
id
ed
[
2
6
]
.
Fu
r
th
er
m
o
r
e
,
So
cr
ativ
e
h
as
b
ee
n
s
elec
ted
b
y
teac
h
er
s
f
o
r
its
ef
f
ec
tiv
en
ess
wh
en
it
co
m
es
to
ass
es
s
in
g
r
ea
d
in
g
in
s
tu
d
en
ts
b
ec
au
s
e
it
f
ac
ilit
ates
th
em
to
m
o
n
ito
r
th
eir
s
tu
d
en
ts
’
p
r
o
g
r
e
s
s
[
2
7
]
.
T
h
e
s
am
e
h
as
b
ee
n
af
f
ir
m
ed
b
y
a
s
tu
d
y
[
2
6
]
w
h
o
m
e
n
tio
n
s
th
at
So
c
r
ativ
e
ca
n
b
e
e
f
f
icac
io
u
s
f
o
r
ass
es
s
in
g
s
tu
d
en
ts
’
r
ea
d
in
g
.
Oth
er
ar
g
u
m
en
ts
in
f
av
o
r
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en
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w
h
ich
p
r
o
m
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tes
cr
itical
th
in
k
in
g
an
d
co
llab
o
r
atio
n
.
T
h
er
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o
r
e
,
So
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ee
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id
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im
p
o
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tan
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r
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attr
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m
p
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tly
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r
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r
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m
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tin
g
s
tu
d
en
ts
’
au
to
n
o
m
o
u
s
lear
n
in
g
.
B
y
u
s
in
g
So
cr
ativ
e
i
n
r
ea
d
in
g
class
es,
s
tu
d
en
ts
ca
n
s
h
ar
e
th
e
m
ea
n
in
g
o
f
n
ew
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n
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d
if
f
icu
lt
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o
r
d
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
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8
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2
I
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t
J
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v
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&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
1
5
1
-
5
1
6
0
5154
with
th
eir
class
m
ate
s
,
an
d
th
ey
ca
n
also
lear
n
tex
ts
.
As
t
h
er
e
is
a
v
ar
iety
o
f
th
e
ty
p
e
s
o
f
q
u
esti
o
n
s
,
th
e
s
tu
d
en
ts
ar
e
en
ab
led
t
o
u
n
d
er
s
tan
d
m
ain
id
ea
s
an
d
s
u
p
p
o
r
tin
g
d
etails in
r
ea
d
in
g
tex
ts
ea
s
ily
.
R
eg
ar
d
in
g
Qu
izizz
,
it
is
a
g
a
m
e
-
b
ased
ed
u
ca
tio
n
al
ap
p
th
a
t
en
ab
les
teac
h
er
s
to
cr
ea
te
q
u
izze
s
in
an
in
ter
ac
tiv
e
an
d
en
jo
y
ab
le
wa
y
[
2
8
]
.
I
t
is
also
a
h
elp
f
u
l
to
o
l
wh
en
ass
ess
in
g
s
tu
d
en
ts
’
r
ea
d
in
g
p
r
o
g
r
ess
[
2
9
]
.
T
h
an
k
s
to
th
e
u
s
er
-
f
r
ie
n
d
ly
i
n
ter
f
ac
e
th
at
th
is
to
o
l
o
f
f
er
s
,
s
tu
d
en
ts
ca
n
tak
e
th
e
q
u
iz
an
d
s
ee
th
eir
s
co
r
e
im
m
ed
iately
o
n
th
e
liv
e
lead
er
b
o
ar
d
.
I
n
th
e
s
am
e
to
k
en
,
in
s
tr
u
cto
r
s
ca
n
tr
ac
k
th
e
p
r
o
ce
s
s
an
d
d
o
wn
lo
ad
th
e
d
o
cu
m
e
n
t
to
m
o
n
ito
r
s
tu
d
e
n
ts
’
p
er
f
o
r
m
a
n
ce
.
T
h
is
ap
p
u
s
es
an
ac
c
o
u
n
tin
g
class
r
o
o
m
to
s
tim
u
late
s
tu
d
en
ts
’
in
ter
est an
d
en
g
a
g
em
en
t
[
3
0
]
,
it c
an
also
lead
to
s
tu
d
en
t f
o
cu
s
,
co
m
m
itm
en
t,
s
atis
f
ac
tio
n
,
a
n
d
in
s
p
ir
atio
n
[
3
1
]
.
Qu
izizz
allo
ws
s
tu
d
en
ts
to
s
witch
f
r
o
m
th
eir
tr
ad
itio
n
al
r
o
le
as
b
ein
g
ju
s
t
s
p
ec
tato
r
s
b
ein
g
ac
tiv
e
a
g
en
ts
d
u
r
in
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
wh
ich
p
o
s
itiv
ely
im
p
ac
ts
th
e
ir
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
r
ed
u
cin
g
an
x
iety
[
3
2
]
.
Qu
izizz
is
a
g
am
e
-
b
ased
ed
u
c
atio
n
al
ap
p
th
at
allo
ws
to
d
esig
n
test
s
with
d
if
f
er
e
n
t
o
p
tio
n
s
lik
e
tr
u
e
o
r
f
alse,
m
u
ltip
le
-
ch
o
ice,
s
u
r
v
e
y
an
d
f
i
ll
in
th
e
b
lan
k
s
;
a
d
d
itio
n
ally
,
i
m
ag
es
th
at
h
el
p
s
tu
d
e
n
ts
to
c
h
o
o
s
e
r
ig
h
t
an
s
wer
s
ca
n
b
e
in
c
o
r
p
o
r
ated
[
3
0
]
.
C
o
n
s
id
er
in
g
th
e
a
f
o
r
em
e
n
tio
n
ed
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
th
e
u
s
e
o
f
th
ese
tech
n
o
lo
g
ical
to
o
ls
to
ass
ess
s
tu
d
en
ts
’
r
ea
d
in
g
p
r
o
g
r
ess
,
it
is
cr
u
cial
to
m
en
tio
n
th
eir
ad
v
an
tag
es.
T
h
ey
p
r
o
v
id
e
in
s
tan
t
f
ee
d
b
ac
k
o
n
co
m
p
r
eh
e
n
s
io
n
,
wh
ich
allo
w
s
teac
h
er
s
to
q
u
ick
ly
id
en
tify
ar
ea
s
wh
er
e
s
tu
d
en
ts
ar
e
s
tr
u
g
g
lin
g
with
u
n
d
er
s
tan
d
i
n
g
[
3
3
]
.
T
h
e
y
also
allo
w
teac
h
er
s
to
tr
ac
k
class
an
d
in
d
iv
id
u
al
s
tu
d
en
t
p
r
o
g
r
ess
o
v
er
tim
e
b
y
r
ev
iewin
g
q
u
iz
d
ata,
t
h
is
h
elp
s
in
f
o
r
m
f
u
tu
r
e
in
s
tr
u
ctio
n
[
3
4
]
.
L
astl
y
,
t
h
ese
to
o
ls
m
ak
e
it
ea
s
y
to
cr
ea
te
an
d
ass
ig
n
q
u
izze
s
d
ig
itally
[
2
4
]
an
d
th
is
s
av
es
teac
h
er
s
tim
e
co
m
p
ar
ed
to
h
an
d
wr
itten
q
u
iz
ze
s
.
Fin
ally
,
d
ig
ital
q
u
izze
s
ca
n
in
clu
d
e
m
u
ltime
d
ia
lik
e
v
id
eo
s
an
d
im
ag
es
to
ass
es
s
r
ea
d
in
g
s
k
ills
b
ey
o
n
d
j
u
s
t
co
m
p
r
eh
e
n
s
io
n
wh
ich
p
r
o
v
id
es a
m
o
r
e
well
-
r
o
u
n
d
ed
ass
ess
m
en
t [
3
5
]
.
3.
M
E
T
H
O
D
3
.
1
.
Set
t
ing
s
a
nd
pa
rt
icipa
nt
s
T
h
e
p
a
r
ticip
an
ts
o
f
th
is
s
tu
d
y
wer
e
6
0
s
tu
d
en
ts
w
h
o
b
elo
n
g
e
d
to
th
e
t
h
ir
d
s
en
io
r
h
ig
h
s
ch
o
o
l
lev
el
o
f
a
p
u
b
lic
e
d
u
ca
tio
n
al
in
s
titu
tio
n
lo
ca
ted
in
L
o
ja,
S
o
u
th
o
f
E
cu
ad
o
r
.
T
h
is
p
u
r
p
o
s
iv
e
s
a
m
p
lin
g
r
ef
er
s
to
a
d
elib
er
ate
s
elec
tio
n
o
f
s
u
b
jects
an
d
lo
ca
tio
n
s
b
y
a
r
esear
ch
er
to
d
is
co
v
er
o
r
co
m
p
r
eh
en
d
th
e
k
ey
p
h
en
o
m
en
o
n
[
3
6
]
.
T
h
eir
E
n
g
lis
h
p
r
o
f
icien
c
y
was
A2
lev
el
ac
co
r
d
in
g
to
t
h
e
E
cu
a
d
o
r
ian
cu
r
r
icu
lu
m
.
At
th
is
lev
el,
lear
n
er
s
s
h
o
u
ld
u
n
d
er
s
tan
d
s
en
ten
ce
s
an
d
f
r
eq
u
e
n
tly
u
s
ed
ex
p
r
ess
io
n
s
r
elate
d
to
ar
ea
s
o
f
m
o
s
t
i
m
m
ed
iate
r
elev
a
n
ce
(
e.
g
.
,
v
e
r
y
b
asic
p
er
s
o
n
al
a
n
d
f
am
ily
in
f
o
r
m
atio
n
,
s
h
o
p
p
in
g
,
lo
ca
l
g
e
o
g
r
ap
h
y
,
a
n
d
em
p
lo
y
m
e
n
t)
.
I
t
is
im
p
o
r
tan
t
to
h
ig
h
lig
h
t
th
at
all
p
ar
ticip
an
ts
wer
e
in
f
o
r
m
ed
a
b
o
u
t
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
,
th
ey
ag
r
ee
d
to
b
e
p
ar
t o
f
it a
n
d
g
av
e
t
h
eir
o
r
al
c
o
n
s
en
t.
Fu
r
th
er
m
o
r
e,
th
eir
n
a
m
es a
n
d
th
e
n
am
e
o
f
th
e
ed
u
c
atio
n
al
in
s
titu
tio
n
ar
e
an
o
n
y
m
o
u
s
to
p
r
o
tect
th
eir
i
d
e
n
tity
.
3
.
2
.
P
r
o
ce
du
re
T
h
is
q
u
asi
-
ex
p
er
im
en
tal
s
tu
d
y
ap
p
lied
a
m
ix
ed
ap
p
r
o
ac
h
to
co
m
b
in
e
th
e
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
d
ata
th
at
en
a
b
led
tr
ian
g
u
latio
n
o
f
in
f
o
r
m
atio
n
t
o
v
alid
ate
it
[
3
6
]
.
T
h
is
s
tu
d
y
was
d
ev
el
o
p
ed
with
in
th
r
ee
p
h
ases
.
Du
r
in
g
t
h
e
f
ir
s
t
p
h
ase,
th
e
o
n
lin
e
p
r
e
-
test
was
ap
p
lied
,
wh
ich
c
o
n
s
is
ted
o
f
a
r
ea
d
i
n
g
co
m
p
r
eh
e
n
s
io
n
test
th
at
in
clu
d
ed
1
0
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
,
th
is
test
w
as
b
ased
o
n
A2
lev
el
co
n
ten
ts
.
T
h
e
s
ec
o
n
d
p
h
ase
in
clu
d
ed
tr
ain
in
g
f
o
r
s
tu
d
en
t
s
to
b
ec
o
m
e
f
am
iliar
with
th
e
tech
n
o
lo
g
ical
to
o
ls
(
Kah
o
o
t,
So
cr
ativ
e
,
an
d
Qu
izizz
)
.
Du
r
in
g
th
e
6
-
wee
k
in
ter
v
en
tio
n
,
s
tu
d
e
n
ts
’
r
ea
d
in
g
p
r
o
g
r
ess
was
as
s
es
s
ed
u
s
in
g
ea
ch
o
f
th
e
to
o
ls
with
in
2
wee
k
s
.
T
h
e
s
ix
d
if
f
e
r
en
t
r
ea
d
in
g
t
o
p
ics
tak
en
f
r
o
m
s
tu
d
en
ts
’
m
ai
n
tex
tb
o
o
k
s
w
er
e
u
s
ed
;
ea
c
h
to
p
ic
was
co
v
er
ed
d
u
r
i
n
g
t
h
r
ee
clas
s
es,
ea
ch
o
f
th
e
to
p
ics
in
clu
d
ed
4
to
5
d
if
f
er
en
t
r
ea
d
in
g
co
m
p
r
eh
en
s
io
n
task
s
.
T
h
e
ass
ess
m
en
ts
in
clu
d
ed
d
i
f
f
er
en
t
ty
p
es
o
f
q
u
esti
o
n
s
s
u
ch
a
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
,
tr
u
e
a
n
d
f
alse
s
tatem
en
ts
,
u
n
s
cr
am
b
le,
wo
r
d
lis
t,
d
r
o
p
an
d
d
r
ag
,
m
atc
h
in
g
;
im
ag
es
also
wer
e
in
clu
d
ed
.
Fo
r
th
e
f
ir
s
t
two
r
ea
d
in
g
to
p
ics,
s
tu
d
e
n
ts
wer
e
ass
es
s
ed
u
s
in
g
Kah
o
o
t,
to
p
ics
3
an
d
4
wer
e
ass
ess
ed
b
y
So
c
r
ativ
e
an
d
th
e
2
last
o
n
es with
Qu
izizz
.
T
h
e
last
p
h
ase
in
v
o
lv
ed
an
o
n
lin
e
p
o
s
t
-
test
b
ased
o
n
th
e
s
a
m
e
q
u
esti
o
n
s
co
n
s
id
er
ed
f
o
r
t
h
e
p
r
e
-
test
to
v
er
if
y
if
th
e
s
tu
d
en
ts
s
h
o
wed
an
y
r
ea
d
in
g
co
m
p
r
eh
en
s
io
n
im
p
r
o
v
em
e
n
t.
Fu
r
th
er
m
o
r
e,
a
n
o
n
lin
e
s
u
r
v
ey
was
ap
p
lied
to
s
tu
d
en
ts
f
o
r
e
x
p
l
o
r
in
g
th
e
p
er
ce
p
tio
n
o
f
u
s
i
n
g
th
e
to
o
ls
to
ass
ess
th
eir
r
ea
d
in
g
p
r
o
g
r
ess
.
All in
s
tr
u
m
en
ts
u
s
ed
wer
e
v
ali
d
ated
b
y
ex
p
er
ts
in
t
h
e
f
ield
.
Fin
ally
,
th
e
d
ata
an
aly
s
is
wa
s
p
er
f
o
r
m
ed
u
s
in
g
th
e
SP
SS
p
r
o
g
r
a
m
,
wh
ich
was
u
tili
ze
d
to
m
ak
e
a
co
m
p
ar
is
o
n
b
etwe
en
th
e
p
r
e
-
an
d
p
o
s
t
-
test
,
u
s
in
g
a
p
air
e
d
s
im
p
le
t
-
test
.
Ad
d
itio
n
ally
,
th
e
r
ep
ea
ted
m
ea
s
u
r
es
ANOV
A
test
wa
s
co
n
d
u
cted
to
d
eter
m
in
e
wh
ich
tech
n
o
l
o
g
ical
to
o
l
was
th
e
m
o
s
t
ef
f
ec
tiv
e
f
o
r
ass
ess
in
g
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
in
E
FL
s
tu
d
en
ts
.
T
h
u
s
,
to
co
r
r
o
b
o
r
ate
th
is
r
esu
lt,
th
e
p
o
s
t
h
o
c
p
air
wis
e
co
m
p
ar
is
o
n
s
test
was c
ar
r
ied
o
u
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
men
t a
p
p
s
to
ev
a
lu
a
te
s
t
u
d
en
ts
’
r
ea
d
in
g
p
r
o
g
r
ess
in
E
n
g
lis
h
…
(
Gin
a
K
a
r
in
a
C
a
ma
ch
o
-
Min
u
ch
e
)
5155
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
th
is
s
ec
tio
n
,
th
e
m
ain
f
in
d
in
g
s
ar
e
p
r
esen
ted
a
n
d
an
aly
ze
d
in
r
elatio
n
to
th
e
two
r
esear
ch
q
u
esti
o
n
s
co
m
p
a
r
ed
with
p
r
ev
io
u
s
s
tu
d
ies.
T
h
is
s
h
o
ws
h
o
w
th
is
s
tu
d
y
ad
d
s
n
ew
i
n
s
ig
h
ts
ab
o
u
t
u
s
in
g
ap
p
s
to
tr
ac
k
s
tu
d
en
ts
’
E
n
g
lis
h
r
ea
d
in
g
p
r
o
g
r
ess
.
4
.
1
.
Which t
ec
hn
o
lo
g
ica
l t
o
o
l is t
he
m
o
s
t
ef
f
ec
t
i
v
e
t
o
a
s
s
ess
s
t
ud
ent
s
’
re
a
din
g
co
m
prehens
io
n?
On
ce
th
e
in
f
o
r
m
atio
n
was
g
at
h
er
ed
f
r
o
m
th
e
p
r
e
-
an
d
p
o
s
t
-
test
s
,
th
e
t
-
test
was
ap
p
lied
to
m
ea
s
u
r
e
th
e
im
p
ac
t
o
f
u
s
in
g
tech
n
o
lo
g
ical
to
o
ls
o
n
ass
ess
in
g
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
in
E
FL
s
tu
d
en
ts
.
T
h
er
e
f
o
r
e,
T
ab
le
1
s
h
o
ws
th
at
th
e
r
esu
lt
f
r
o
m
th
e
p
r
e
-
test
was
5
.
3
,
w
h
ile
in
th
e
p
o
s
t
-
test
was
7
.
9
o
u
t
o
f
1
0
,
s
h
o
win
g
a
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
o
f
2
.
5
p
o
in
ts
.
T
h
is
r
esu
lt
is
co
r
r
o
b
o
r
ated
b
y
th
e
p
-
v
al
u
e
o
f
<.
0
0
1
.
Similar
ly
,
th
e
s
tan
d
ar
d
d
ev
iatio
n
v
alu
e
(
1
.
8
4
)
in
d
icate
d
th
at
th
e
r
esu
lts
wer
e
n
o
t
d
is
p
er
s
ed
ar
o
u
n
d
th
e
m
ea
n
,
wh
ich
d
em
o
n
s
tr
ated
u
n
if
o
r
m
p
er
f
o
r
m
an
ce
am
o
n
g
th
e
p
a
r
ticip
an
t
s
.
A
s
ig
n
if
ican
t
in
cr
ea
s
e
i
n
p
o
s
t
-
test
s
co
r
es
was
o
b
s
er
v
ed
c
o
m
p
ar
e
d
to
p
r
e
-
test
s
co
r
es,
in
d
icatin
g
th
e
i
n
ter
v
en
tio
n
’
s
p
o
s
itiv
e
ef
f
ec
t.
T
ab
le
1
.
Pair
ed
s
am
p
les t
-
test
r
esu
lts
f
o
r
p
r
e
-
test
an
d
p
o
s
t
-
te
s
t
M
e
a
su
r
e
M
(
S
D
)
t
df
p
-
v
a
l
u
e
Pre
-
t
e
st
5
.
3
0
(
1
.
8
4
)
P
o
st
-
t
e
st
7
.
9
0
(
1
.
8
4
)
1
0
.
9
5
59
<
.
0
0
1
T
h
e
p
ar
ticip
an
ts
in
th
e
p
r
e
-
te
s
t
p
in
p
o
in
ted
th
eir
d
ef
icien
c
y
in
r
elatio
n
to
k
n
o
win
g
th
e
m
ea
n
in
g
o
f
wo
r
d
s
an
d
p
h
r
ases
an
d
m
ak
in
g
in
f
er
e
n
ce
s
;
f
u
r
th
e
r
m
o
r
e,
th
e
y
wer
e
n
o
t
ab
le
to
r
ec
o
g
n
ize
t
h
e
g
is
t
o
f
th
e
tex
t.
T
h
ey
also
p
r
esen
ted
s
o
m
e
d
if
f
icu
lties
wh
en
d
is
tin
g
u
is
h
in
g
r
elev
an
t
in
f
o
r
m
atio
n
f
r
o
m
m
i
n
o
r
d
etails,
th
ey
d
id
n
o
t
co
m
p
r
eh
en
d
wh
at
th
ey
r
e
ad
an
d
th
e
r
ef
o
r
e
co
u
ld
n
o
t
r
e
tain
m
ain
in
f
o
r
m
atio
n
an
d
s
u
m
m
ar
ize
wh
at
h
ad
b
ee
n
r
ea
d
.
T
h
e
r
esu
lts
g
ath
er
ed
ar
e
co
r
r
o
b
o
r
ate
d
b
y
a
s
tu
d
y
[
1
3
]
,
wh
o
ac
k
n
o
wled
g
e
th
e
p
r
o
b
lem
s
th
at
E
FL
lear
n
er
s
p
r
esen
ted
wh
en
r
ea
d
i
n
g
.
T
h
ey
ass
er
t
th
at
r
ea
d
in
g
in
E
FL
r
eq
u
i
r
es
th
at
lear
n
e
r
s
k
n
o
w
th
e
m
ea
n
in
g
o
f
wo
r
d
s
an
d
p
h
r
ases
,
th
ey
alr
ea
d
y
p
o
s
s
ess
in
th
eir
m
o
th
e
r
to
n
g
u
e
[
1
4
]
.
On
th
e
o
th
er
h
an
d
,
af
ter
th
e
in
ter
v
en
tio
n
,
th
e
r
esu
lts
o
f
t
h
e
p
o
s
t
-
test
d
em
o
n
s
tr
ated
th
a
t
s
tu
d
en
ts
im
p
r
o
v
e
d
th
eir
r
ea
d
in
g
c
o
m
p
r
eh
en
s
io
n
,
in
ter
m
s
o
f
m
a
k
in
g
in
f
e
r
en
ce
s
,
p
r
ed
ictin
g
c
o
n
ten
t,
co
n
tr
asti
n
g
,
o
r
g
an
izin
g
an
d
s
y
n
th
esizin
g
in
f
o
r
m
atio
n
;
f
in
ally
,
t
h
e
y
wer
e
a
b
le
to
in
cr
ea
s
e
th
eir
v
o
ca
b
u
lar
y
.
T
h
e
in
co
r
p
o
r
ati
o
n
o
f
th
e
tech
n
o
lo
g
ical
to
o
ls
to
ass
ess
s
tu
d
en
ts
was
h
elp
f
u
l
to
o
b
tain
h
ig
h
e
r
r
esu
lts
in
th
e
p
o
s
t
test
.
I
n
th
is
v
ein
,
ass
ess
m
en
t
h
as
th
e
r
o
le
o
f
b
en
ef
itin
g
s
tu
d
en
ts
wh
en
lear
n
in
g
,
in
s
tead
o
f
r
atin
g
s
tu
d
e
n
ts
to
ce
r
tify
th
eir
lear
n
i
n
g
[
1
7
]
.
Fu
r
th
er
m
o
r
e,
tech
n
o
lo
g
y
to
o
ls
b
r
i
n
g
b
en
ef
its
wh
e
n
ass
ess
in
g
E
FL
r
ea
d
in
g
p
r
o
g
r
ess
b
ec
au
s
e
it
is
p
o
s
s
ib
le
to
ap
p
ly
o
n
lin
e
q
u
izze
s
an
d
g
am
es,
th
at
allo
w
th
e
in
clu
s
io
n
o
f
p
ictu
r
es
an
d
v
id
eo
s
;
as
a
r
esu
lt,
s
tu
d
en
ts
r
etain
in
f
o
r
m
atio
n
g
ath
er
ed
f
r
o
m
r
ea
d
in
g
as
well
a
s
th
e
v
o
ca
b
u
lar
y
an
d
th
ese
to
o
ls
h
elp
to
in
cr
ea
s
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
en
g
ag
em
en
t
[
1
9
]
.
T
h
e
s
tu
d
en
ts
’
g
r
ad
e
a
v
er
ag
e
af
ter
u
s
in
g
t
h
e
ass
ess
m
en
t
to
o
ls
in
d
icate
d
th
at
So
c
r
ativ
e
o
b
tain
ed
th
e
h
ig
h
est
s
co
r
e
8
.
2
o
u
t
o
f
1
0
.
T
h
is
is
b
ec
au
s
e
th
is
to
o
l
i
s
m
u
ch
ea
s
ier
to
u
s
e
an
d
s
im
p
ler
to
lo
g
in
t
o
.
Fu
r
th
er
m
o
r
e
,
lear
n
e
r
s
r
ec
eiv
e
d
b
etter
r
esu
lts
,
s
in
ce
th
e
y
we
r
e
ab
le
to
u
n
d
e
r
s
tan
d
,
r
etain
a
n
d
co
m
p
r
eh
e
n
d
t
h
e
r
ea
d
in
g
tex
ts
,
as
th
e
ac
tiv
it
ies
wer
e
f
o
cu
s
ed
o
n
in
ter
ac
tiv
e
lear
n
in
g
,
wh
ich
lead
s
to
m
o
tiv
atio
n
an
d
co
n
s
eq
u
en
tly
t
o
th
e
im
p
r
o
v
e
m
en
t o
f
r
ea
d
in
g
ac
h
iev
em
en
t
[
2
6
]
.
I
n
ter
m
s
o
f
Qu
izizz
,
s
tu
d
en
ts
’
av
er
a
g
e
was
7
.
8
o
u
t
o
f
1
0
,
wh
ich
ca
n
b
e
attr
ib
u
te
d
to
m
o
tiv
atin
g
,
en
g
ag
in
g
,
an
d
in
ter
ac
tin
g
f
ea
tu
r
es
o
f
th
is
to
o
l.
I
t
also
r
e
d
u
ce
s
s
tr
ess
an
d
p
r
o
v
o
k
es
en
t
h
u
s
iasm
in
s
tu
d
en
ts
[
3
7
]
.
T
h
r
o
u
g
h
its
u
s
e
s
tu
d
en
ts
ca
n
wo
r
k
at
th
eir
o
wn
p
ac
e,
h
av
e
in
s
tan
t
f
ee
d
b
ac
k
f
o
r
ea
ch
q
u
esti
o
n
an
d
b
o
o
s
ts
s
tu
d
en
ts
’
co
n
f
id
e
n
ce
in
th
eir
r
ea
d
in
g
ab
ilit
ies.
R
eg
ar
d
in
g
Ka
h
o
o
t,
th
e
av
er
a
g
e
attain
ed
7
.
5
o
u
t
o
f
1
0
clea
r
ly
in
d
icate
s
th
at
th
is
to
o
l
d
es
p
ite
b
ein
g
p
o
p
u
lar
am
o
n
g
teac
h
er
s
,
was
less
ef
f
ec
tiv
e
ac
co
r
d
in
g
to
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
.
So
m
e
o
f
th
e
r
ea
s
o
n
s
ca
n
b
e
tim
e
co
n
s
tr
ain
ts
f
o
r
s
tu
d
en
ts
wh
o
ar
e
less
p
r
o
f
icien
t in
r
ea
d
in
g
an
d
n
ee
d
m
o
r
e
tim
e
to
p
r
o
ce
s
s
th
e
tex
t,
lim
ited
f
ee
d
b
ac
k
wh
ich
d
o
es
n
o
t
allo
w
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
th
eir
m
is
tak
es
,
an
d
b
ac
k
g
r
o
u
n
d
m
u
s
ic
d
is
tr
ac
tio
n
,
th
at
ca
n
lead
to
less
co
n
ce
n
tr
at
io
n
[
2
4
]
.
T
h
e
r
esu
lts
o
f
T
ab
le
2
in
d
icate
wh
ich
tech
n
o
lo
g
ical
t
o
o
l
(
Kah
o
o
t,
Q
u
izizz
,
an
d
So
cr
ativ
e)
o
u
tp
er
f
o
r
m
ed
d
u
r
in
g
th
e
in
ter
v
en
tio
n
,
th
e
r
ep
ea
te
d
m
ea
s
u
r
es
ANOV
A
wa
s
ap
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teac
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p
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s
s
[
4
1
]
.
I
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th
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am
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to
k
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esu
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A
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tm
en
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,
an
d
r
ei
n
f
o
r
ce
th
eir
lear
n
i
n
g
[
4
2
]
.
Mo
s
t
o
f
th
e
s
tu
d
en
ts
(
79%
)
b
eliev
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th
at
p
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th
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en
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em
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ities
.
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e
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ased
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t m
o
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n
am
o
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s
tu
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n
in
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E
FL
[
4
3
]
.
W
ith
r
eg
ar
d
s
to
th
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tatem
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if
s
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atch
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ate
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elp
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m
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p
r
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k
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an
d
in
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v
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lar
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tex
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u
s
,
s
tu
d
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ca
n
lear
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th
e
m
ea
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in
g
s
th
r
o
u
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th
e
q
u
esti
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s
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d
an
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wer
o
p
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s
.
T
h
is
ca
n
b
e
co
n
f
ir
m
ed
b
y
a
s
tu
d
y
[
2
8
]
wh
o
s
tate
th
at
wh
en
co
n
s
tan
tly
p
r
ac
ticin
g
r
ea
d
in
g
ca
r
ef
u
lly
,
s
tu
d
en
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ar
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ab
le
to
an
aly
ze
th
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in
f
o
r
m
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to
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tify
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etails,
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u
p
p
o
r
tin
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id
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,
o
r
s
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if
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am
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le
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.
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i
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lim
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ess
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wh
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r
eq
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ir
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s
tu
d
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to
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d
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icien
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em
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ased
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th
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o
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m
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p
r
esen
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en
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cr
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aly
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e
tex
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o
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lar
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s
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in
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tial
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d
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al
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tical
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it
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o
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tes ac
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r
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u
d
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tan
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d
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u
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6
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ts
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o
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e
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o
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o
r
m
ak
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p
r
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r
ess
in
th
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r
ea
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in
g
s
k
ills
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T
h
e
u
s
e
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f
p
r
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v
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ly
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p
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lly
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n
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with
o
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t
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t.
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h
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ev
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d
with
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ag
r
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en
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wer
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p
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o
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p
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tu
n
ities
to
en
g
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in
s
elf
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d
ir
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ted
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in
g
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d
en
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co
u
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in
d
e
p
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d
en
tly
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m
p
lete
ass
ess
m
en
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,
r
ev
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im
m
ed
iate
f
ee
d
b
ac
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a
n
d
r
ef
lect
o
n
th
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wn
p
r
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ess
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wh
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p
r
o
m
o
te
d
th
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au
to
n
o
m
o
u
s
lear
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in
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Fu
r
th
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m
o
r
e
,
th
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ter
ac
tiv
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-
n
atu
r
e
p
latf
o
r
m
s
al
lo
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lear
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w
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s
h
i
p
o
f
th
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lear
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g
p
r
o
ce
s
s
,
r
e
d
u
cin
g
th
e
n
ee
d
f
o
r
co
n
s
tan
t te
ac
h
er
s
u
p
p
o
r
t [
4
4
]
.
R
eg
ar
d
in
g
th
e
s
tatem
en
t
“I
f
ee
l
s
ati
s
f
ied
with
th
e
o
v
er
all
ex
p
er
ien
ce
o
f
u
s
in
g
th
ese
I
C
T
to
o
ls
”
,
s
tu
d
en
ts
claim
ed
with
6
8
%
a
n
d
2
3
%
th
at
th
e
y
s
tr
o
n
g
ly
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r
ee
d
an
d
a
g
r
ee
d
r
esp
ec
tiv
ely
th
at
u
s
in
g
t
h
e
to
o
ls
m
ak
e
th
em
h
a
v
e
a
n
ice
e
x
p
er
i
en
ce
to
b
e
ass
ess
ed
.
T
h
e
u
tili
za
tio
n
o
f
th
ese
ass
ess
m
en
t
to
o
ls
in
ed
u
ca
tio
n
h
as
p
o
s
itiv
e
ef
f
ec
ts
o
n
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
s
atis
f
ac
tio
n
,
o
u
tc
o
m
es,
attitu
d
es,
an
d
s
k
ills
[
4
5
]
.
I
n
th
is
way
,
th
eir
s
u
cc
ess
r
elies o
n
h
o
w
ef
f
ec
tiv
ely
teac
h
er
s
in
co
r
p
o
r
ate
th
e
m
.
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o
n
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id
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th
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r
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lts
o
f
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e
last
s
tatem
en
t
wh
eth
er
So
c
r
ativ
e,
Kah
o
o
t
,
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d
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izizz
p
r
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ted
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tech
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if
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icu
lty
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at
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f
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ad
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5
%
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f
r
esp
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o
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r
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r
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tr
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r
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,
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d
4
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tr
o
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ly
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r
ee
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.
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m
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s
th
at
th
e
m
ajo
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ity
(
7
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o
f
th
o
s
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r
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id
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av
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a
n
y
tech
n
ical
p
r
o
b
lem
u
s
in
g
th
ese
to
o
ls
.
I
n
o
th
e
r
wo
r
d
s
,
p
ar
ticip
an
ts
s
h
o
wed
an
u
p
b
ea
t
d
is
p
o
s
itio
n
b
y
u
s
in
g
th
ese
to
o
ls
s
in
ce
th
ey
co
u
ld
d
o
th
eir
a
s
s
es
s
m
en
ts
with
o
u
t
an
y
in
co
n
v
en
ien
ce
.
I
t
is
im
p
o
r
tan
t
to
m
en
tio
n
th
at
th
e
teac
h
er
ca
n
tr
ac
k
th
e
s
tu
d
en
ts
’
p
r
o
g
r
ess
to
v
er
if
y
h
o
w
well
th
ey
h
av
e
p
er
f
o
r
m
ed
[
4
6
]
.
5.
CO
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ap
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A
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Qu
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So
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ativ
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ical
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tu
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p
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ly
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ak
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o
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ly
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b
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h
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ir
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s
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at
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co
r
p
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atin
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tech
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r
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h
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en
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le
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u
ltip
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ak
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lear
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in
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m
o
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y
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m
ic
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d
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h
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elty
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t
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ib
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tio
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th
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s
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em
o
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ates
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at
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er
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en
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s
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g
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o
f
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er
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ts
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WL
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DG
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p
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Un
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tech
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th
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r
s
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T
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f
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tiality
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ity
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f
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r
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n
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m
al
ac
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m
ic
ac
tiv
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f
o
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m
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DATA AV
AI
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AB
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ata
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at
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f
r
o
m
th
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co
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r
esp
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d
in
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au
th
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r
[
GKC
-
M]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
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q
u
est.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
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5159
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8
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1
3
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[
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4
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[
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5
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1
6
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[
1
9
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A
.
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[
2
2
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[
2
3
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K
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2
4
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.
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J.
L.
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6
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8
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9
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.
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K
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!
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t
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l
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ss,
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n
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0
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F
.
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o
,
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U
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.
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e
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m
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[
3
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B
.
B
.
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ssessm
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[
3
3
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.
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.
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2
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[
3
4
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A
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.
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e
fa
v
o
re
d
tea
c
h
e
rs
’
train
in
g
.
S
h
e
h
a
s b
e
e
n
c
o
o
rd
i
n
a
to
r
o
f
th
e
m
a
ste
r’s
p
ro
g
ra
m
sin
c
e
2
0
1
2
u
n
ti
l
th
e
p
re
se
n
t
d
a
te.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
g
k
c
a
m
a
c
h
o
@u
t
p
l.
e
d
u
.
e
c
.
Ev
a
Ule
h
l
o
v
a
is
m
a
ste
r
in
“
Tea
c
h
in
g
G
e
rm
a
n
a
n
d
Cz
e
c
h
a
n
d
li
tera
tu
re
”
o
f
t
h
e
Un
iv
e
rsity
o
f
P
a
lac
k
y
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th
e
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e
c
h
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p
u
b
li
c
.
S
i
n
c
e
2
0
1
2
,
s
h
e
h
a
s
b
e
e
n
wo
r
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in
g
a
s
a
fa
c
e
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to
-
fa
c
e
a
n
d
d
ista
n
c
e
in
str
u
c
t
o
r
a
t
U
n
iv
e
rsi
d
a
d
Téc
n
ica
P
a
rti
c
u
lar
d
e
L
o
ja
(UT
P
L)
f
o
r
o
v
e
r
1
3
y
e
a
rs,
in
th
e
trai
n
in
g
o
f
f
u
tu
r
e
En
g
l
ish
lan
g
u
a
g
e
e
d
u
c
a
to
rs
.
S
h
e
h
a
s
p
a
rti
c
ip
a
ted
a
s
a
u
th
o
r
a
n
d
c
o
-
a
u
t
h
o
r
o
f
re
se
a
rc
h
a
rti
c
les
p
u
b
li
s
h
e
d
in
i
n
d
e
x
e
d
a
c
a
d
e
m
ic
jo
u
rn
a
ls.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
e
u
leh
lo
v
a
@u
t
p
l.
e
d
u
.
e
c
.
Ve
r
ó
n
ica
Espi
n
o
z
a
-
Ce
li
re
c
e
iv
e
d
th
e
m
a
ste
r’s
d
e
g
re
e
in
e
d
u
c
a
ti
o
n
a
l
m
a
n
a
g
e
m
e
n
t
a
n
d
lea
d
e
rsh
ip
a
n
d
th
e
m
a
ste
r’s
d
e
g
re
e
i
n
P
e
d
a
g
o
g
y
o
f
Na
ti
o
n
a
l
a
n
d
F
o
re
ig
n
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g
u
a
g
e
s
with
a
s
p
e
c
ializa
ti
o
n
in
E
n
g
li
s
h
lan
g
u
a
g
e
tea
c
h
in
g
fro
m
Un
i
v
e
rsid
a
d
Téc
n
ica
P
a
rti
c
u
lar
d
e
Lo
ja
(UTP
L).
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h
e
a
lso
e
a
rn
e
d
a
b
a
c
h
e
lo
r’s
d
e
g
re
e
in
e
d
u
c
a
ti
o
n
a
l
sc
ien
c
e
s
with
a
m
a
jo
r
in
En
g
li
s
h
fr
o
m
th
e
sa
m
e
in
stit
u
t
io
n
.
S
h
e
h
a
s
wo
r
k
e
d
a
s
a
b
l
e
n
d
e
d
lea
rn
in
g
(fa
c
e
-
to
-
fa
c
e
a
n
d
d
istan
c
e
)
in
str
u
c
to
r
a
t
UTP
L
fo
r
o
v
e
r
ten
y
e
a
rs,
in
t
h
e
train
in
g
o
f
fu
tu
re
E
n
g
l
ish
lan
g
u
a
g
e
e
d
u
c
a
to
rs.
S
h
e
h
a
s
p
a
rti
c
ip
a
ted
a
s
a
u
th
o
r
a
n
d
c
o
-
a
u
t
h
o
r
o
f
re
se
a
rc
h
a
rti
c
les
p
u
b
l
ish
e
d
in
in
d
e
x
e
d
a
c
a
d
e
m
ic
jo
u
rn
a
ls.
F
r
o
m
2
0
1
7
to
2
0
2
3
,
sh
e
wa
s
a
n
a
c
ti
v
e
m
e
m
b
e
r
o
f
t
h
e
q
u
a
li
t
y
a
ss
u
ra
n
c
e
tea
m
fo
r
th
e
P
e
d
a
g
o
g
y
o
f
Na
ti
o
n
a
l
a
n
d
F
o
re
ig
n
Lan
g
u
a
g
e
s
p
ro
g
ra
m
a
t
UTP
L,
c
o
n
tri
b
u
ti
n
g
to
it
s
a
c
a
d
e
m
ic
a
n
d
c
u
rricu
lar
e
n
h
a
n
c
e
m
e
n
t.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
v
se
sp
in
o
z
a
@u
t
p
l.
e
d
u
.
e
c
.
Evaluation Warning : The document was created with Spire.PDF for Python.