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1
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3
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Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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J
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Vo
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15
,
No
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Feb
r
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r
y
20
2
6
:
805
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814
806
p
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ly
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8
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p
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in
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o
u
g
h
AI
ad
o
p
tio
n
in
E
L
T
,
af
f
ir
m
in
g
th
at
g
en
er
ativ
e
AI
p
lay
s
a
d
ec
is
iv
e
r
o
le
in
co
n
tem
p
o
r
ar
y
la
n
g
u
a
g
e
ed
u
ca
tio
n
.
Desp
ite
th
ese
ad
v
an
ce
s
,
th
e
g
r
o
win
g
ad
o
p
tio
n
o
f
g
en
er
ativ
e
AI
in
lan
g
u
ag
e
lear
n
in
g
r
aises
cr
itical
eth
ical
an
d
ac
ad
em
ic
in
teg
r
i
ty
co
n
ce
r
n
s
[
1
0
]
–
[
1
2
]
.
As
AI
to
o
ls
b
ec
o
m
e
i
n
cr
ea
s
in
g
l
y
s
o
p
h
is
ticated
a
n
d
u
b
iq
u
ito
u
s
,
ed
u
ca
t
o
r
s
co
n
f
r
o
n
t
ch
allen
g
es
s
u
ch
as
p
lag
iar
is
m
,
o
v
e
r
r
elian
ce
o
n
m
ac
h
in
e
-
g
en
er
ated
co
n
ten
t,
an
d
p
o
ten
tial
d
ec
lin
es
in
cr
itic
al
th
in
k
in
g
s
k
ills
.
T
h
ese
is
s
u
es
u
n
d
er
s
co
r
e
t
h
e
n
ee
d
to
estab
lis
h
clea
r
g
u
id
elin
es
an
d
p
ed
ag
o
g
ical
f
r
am
ewo
r
k
s
th
at
p
r
o
m
o
te
th
e
r
esp
o
n
s
ib
l
e
an
d
eth
ical
u
s
e
o
f
AI
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
W
h
ile
ex
is
tin
g
liter
atu
r
e
h
as
p
r
ed
o
m
i
n
an
tly
ad
d
r
ess
ed
th
e
af
f
ec
tiv
e
ad
v
an
tag
es
an
d
m
o
ti
v
atio
n
al
asp
ec
ts
o
f
g
en
er
ativ
e
AI
in
E
FL
co
n
tex
ts
,
em
p
ir
ical
in
v
esti
g
atio
n
r
em
ain
s
f
o
cu
s
ed
o
n
its
in
teg
r
ativ
e
r
o
le
in
wr
itin
g
in
s
tr
u
ctio
n
.
Sp
ec
if
ically
,
lim
ited
r
esear
ch
h
as
ex
am
in
ed
h
o
w
g
en
er
ativ
e
AI
in
f
lu
en
ce
s
th
e
wr
itin
g
s
tr
ateg
ies
o
f
u
n
iv
er
s
ity
-
lev
el
E
L
L
s
o
r
h
o
w
t
h
e
lear
n
e
r
s
p
er
ce
i
v
e
its
in
s
tr
u
ctio
n
al
u
tili
ty
i
n
ac
ad
em
ic
wr
itin
g
en
v
ir
o
n
m
en
ts
[
1
3
]
,
[
1
4
]
.
T
o
ad
d
r
ess
th
is
g
ap
,
th
is
s
tu
d
y
ex
p
l
o
r
es
th
e
i
n
teg
r
atio
n
o
f
g
en
er
ativ
e
AI
as
a
f
ee
d
b
ac
k
t
o
o
l
with
in
u
n
iv
er
s
ity
-
lev
el
E
n
g
lis
h
wr
iti
n
g
in
s
tr
u
ctio
n
.
I
t
ex
am
i
n
es
t
h
e
wr
itin
g
s
tr
ateg
ies
em
p
lo
y
ed
b
y
Ko
r
ea
n
E
FL
lear
n
er
s
wh
en
in
ter
ac
tin
g
wi
th
AI
-
b
ased
to
o
ls
.
I
t
e
x
am
in
es
th
eir
p
e
r
ce
p
tio
n
s
r
eg
ar
d
in
g
th
e
ef
f
icac
y
an
d
im
p
ac
t
o
f
AI
-
ass
is
ted
E
n
g
lis
h
wr
itin
g
p
e
d
ag
o
g
y
.
B
y
ex
am
i
n
in
g
b
o
th
b
eh
a
v
io
r
al
a
n
d
attit
u
d
in
al
d
im
e
n
s
io
n
s
,
th
is
r
esear
ch
aim
s
to
p
r
o
v
id
e
d
ee
p
er
in
s
ig
h
ts
in
to
th
e
p
ed
ag
o
g
ical
p
o
ten
tial
an
d
p
r
ac
ti
ca
l
im
p
licatio
n
s
o
f
in
co
r
p
o
r
atin
g
g
en
er
ativ
e
AI
in
to
E
FL
wr
itin
g
class
r
o
o
m
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Sin
ce
th
e
em
er
g
e
n
ce
o
f
g
e
n
e
r
ativ
e
AI
,
a
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
h
as
e
x
am
in
ed
its
p
o
ten
tial
to
s
u
p
p
o
r
t
E
L
L
s
th
r
o
u
g
h
o
u
t
th
e
wr
itin
g
p
r
o
ce
s
s
[
1
4
]
–
[
1
7
]
,
g
e
n
er
ativ
e
AI
to
o
ls
s
u
ch
as
C
h
atGPT
,
Gr
am
m
ar
ly
,
an
d
Qu
illb
o
t
h
a
v
e
attr
ac
ted
s
ig
n
if
ican
t
atten
tio
n
f
o
r
th
ei
r
a
b
ilit
y
to
d
eliv
er
im
m
e
d
iate,
a
u
to
m
ated
f
ee
d
b
ac
k
,
en
ab
lin
g
E
L
L
s
to
r
ev
is
e
th
eir
wr
itin
g
m
o
r
e
ef
f
icien
tly
an
d
in
d
ep
en
d
en
tly
[
1
8
]
–
[
2
0
]
.
B
ey
o
n
d
to
o
l
-
s
p
ec
if
ic
f
ea
tu
r
es,
r
ec
en
t
s
tu
d
ies
h
av
e
i
n
v
esti
g
ated
th
e
b
r
o
ad
er
p
e
d
ag
o
g
ical
im
p
ac
ts
o
f
g
en
e
r
ativ
e
AI
in
E
FL
wr
itin
g
co
n
tex
ts
[
2
1
]
–
[
2
3
]
.
Fo
r
ex
a
m
p
le,
L
iu
et
a
l
.
[
5
]
ex
p
lo
r
e
d
th
e
r
o
le
o
f
r
ef
lectiv
e
th
i
n
k
in
g
with
in
AI
-
b
ased
wr
itin
g
en
v
ir
o
n
m
e
n
ts
.
T
h
ey
r
ep
o
r
ted
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
s
tu
d
en
ts
’
wr
itin
g
o
u
tc
o
m
es,
s
elf
-
ef
f
icac
y
,
an
d
s
elf
-
r
eg
u
latio
n
,
ac
co
m
p
an
ied
b
y
r
e
d
u
ctio
n
s
in
c
o
g
n
itiv
e
lo
ad
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
c
o
r
e
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
r
ef
lectiv
e
p
r
a
ctice
s
in
to
AI
-
s
u
p
p
o
r
ted
lea
r
n
in
g
d
esig
n
s
to
o
p
tim
ize
b
o
th
co
g
n
itiv
e
a
n
d
m
etac
o
g
n
itiv
e
b
en
e
f
its
.
Simil
ar
ly
,
B
ailey
et
a
l
.
[
7
]
ex
am
i
n
ed
th
e
ex
p
e
r
ien
ce
s
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
E
FL
lear
n
er
s
u
s
in
g
C
h
atGPT
,
n
o
tin
g
in
cr
ea
s
ed
m
o
tiv
atio
n
a
n
d
lear
n
in
g
s
atis
f
ac
tio
n
;
h
o
wev
er
,
s
tatis
ticall
y
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
en
g
ag
em
e
n
t
wer
e
n
o
t
o
b
s
er
v
ed
.
T
h
is
r
esu
lt
s
u
g
g
ests
th
at
th
e
in
f
l
u
en
ce
o
f
g
en
er
ativ
e
AI
m
ay
v
a
r
y
ac
co
r
d
in
g
to
i
n
d
iv
id
u
al
lear
n
er
p
r
o
f
iles
an
d
co
n
tex
tu
al
f
ac
to
r
s
.
B
u
ild
in
g
u
p
o
n
th
ese
in
s
ig
h
ts
,
Su
m
ak
u
l
et
a
l
.
[
8
]
f
o
u
n
d
th
a
t
E
L
L
s
g
en
er
ally
h
eld
p
o
s
itiv
e
attitu
d
es
to
war
d
AI
in
teg
r
atio
n
,
citin
g
en
h
a
n
ce
d
en
jo
y
m
en
t
a
n
d
o
b
s
er
v
ab
le
im
p
r
o
v
em
en
ts
in
wr
itin
g
co
m
p
eten
ce
.
E
x
p
an
d
i
n
g
o
n
th
is
,
r
esear
ch
b
y
Alh
alan
g
y
an
d
Ab
d
alg
a
n
e
[
9
]
id
en
tifie
d
th
r
ee
co
r
e
b
en
ef
its
o
f
AI
u
s
e
in
ac
ad
em
ic
wr
itin
g
class
es:
i
)
in
cr
ea
s
ed
s
tu
d
en
t
e
n
g
ag
em
e
n
t
th
r
o
u
g
h
m
o
r
e
in
ter
a
ctiv
e
lea
r
n
in
g
e
x
p
er
ien
ce
s
;
ii
)
im
p
r
o
v
ed
f
lex
ib
ilit
y
an
d
a
cc
ess
ib
ilit
y
as
AI
to
o
ls
ac
co
m
m
o
d
ate
d
iv
e
r
s
e
lear
n
er
n
ee
d
s
an
d
p
r
o
v
id
e
on
-
d
e
m
a
n
d
r
eso
u
r
ce
s
;
an
d
iii
)
s
u
b
s
tan
tial su
p
p
o
r
t f
o
r
ac
ad
em
ic
t
ask
s
in
clu
d
in
g
r
esear
ch
p
lan
n
i
n
g
,
to
p
ic
s
elec
tio
n
,
an
d
d
r
af
tin
g
.
T
h
ese
s
tu
d
ies
h
ig
h
lig
h
t
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
AI
to
o
ls
ac
r
o
s
s
m
u
ltip
le
s
tag
es
o
f
th
e
ac
ad
em
ic
wr
itin
g
p
r
o
ce
s
s
,
f
o
s
ter
in
g
lear
n
e
r
au
to
n
o
m
y
,
in
ter
a
ctio
n
,
an
d
ac
ce
s
s
to
h
ig
h
-
q
u
ali
ty
lin
g
u
is
tic
in
p
u
t.
R
ec
en
t
in
v
esti
g
atio
n
s
h
av
e
f
o
cu
s
ed
o
n
im
p
lem
en
tin
g
g
en
e
r
ativ
e
AI
in
E
n
g
lis
h
wr
itin
g
in
s
tr
u
ctio
n
with
in
Ko
r
ea
n
ed
u
ca
tio
n
al
co
n
tex
ts
[
2
4
]
–
[
2
7
]
.
Stu
d
y
b
y
C
h
o
i
[
3
]
e
x
am
in
ed
u
n
iv
e
r
s
ity
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
-
g
en
er
ate
d
f
e
ed
b
a
ck
,
em
p
h
asizin
g
its
c
o
g
n
itiv
e
b
en
ef
its
in
en
h
a
n
cin
g
co
n
ten
t
d
ev
elo
p
m
en
t,
tex
t
o
r
g
an
izatio
n
,
an
d
lan
g
u
ag
e
u
s
e.
E
L
L
s
ad
d
itio
n
ally
r
ep
o
r
ted
g
ain
s
in
co
n
f
i
d
en
ce
,
tim
e
m
an
ag
em
en
t,
a
n
d
willin
g
n
ess
to
en
g
ag
e
in
wr
itin
g
ac
tiv
ities
.
B
ar
r
o
t
[
1
0
]
an
aly
ze
d
C
h
atGPT
’
s
ap
p
licatio
n
th
r
o
u
g
h
o
u
t
th
e
wr
itin
g
p
r
o
ce
s
s
—
in
clu
d
in
g
p
l
an
n
in
g
,
d
r
a
f
tin
g
,
a
n
d
r
ev
is
io
n
—
an
d
f
o
u
n
d
th
e
to
o
l
in
s
tr
u
m
en
tal
in
f
ac
ilit
atin
g
id
ea
g
en
e
r
atio
n
,
s
tr
u
ctu
r
al
o
r
g
an
izatio
n
,
an
d
tex
tu
al
r
ev
is
io
n
.
Fu
r
th
er
m
o
r
e,
J
eo
n
g
[
4
]
c
o
n
d
u
cte
d
a
q
u
asi
-
ex
p
er
im
en
tal
s
tu
d
y
c
o
m
p
a
r
in
g
an
AI
-
in
teg
r
ated
wr
itin
g
g
r
o
u
p
to
a
tr
a
d
itio
n
al
co
n
tr
o
l
g
r
o
u
p
o
v
er
10
wee
k
s
.
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
I
mp
leme
n
tin
g
A
I
-
in
teg
r
a
ted
E
n
g
lis
h
w
r
itin
g
:
u
n
ivers
ity
E
n
g
lis
h
la
n
g
u
a
g
e
lea
r
n
ers
w
r
itin
g
…
(
Yo
n
g
-
Jik
Lee
)
807
T
h
e
s
tu
d
y
r
ep
o
r
ted
s
ig
n
if
ic
an
tly
g
r
ea
te
r
im
p
r
o
v
e
m
en
ts
in
wr
itin
g
p
e
r
f
o
r
m
an
ce
,
a
s
well
as
elev
ated
p
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ch
o
lo
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ical
s
atis
f
ac
tio
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d
em
o
tio
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b
ein
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in
th
e
ex
p
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im
en
tal
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r
o
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.
T
h
ese
r
esu
lts
em
p
h
asize
th
e
h
o
lis
tic
b
en
ef
its
o
f
AI
in
teg
r
at
io
n
in
ac
ad
e
m
ic
wr
itin
g
co
n
te
x
ts
.
Ho
wev
er
,
co
n
c
er
n
s
wer
e
r
aise
d
r
eg
ar
d
in
g
o
cc
asio
n
al
in
ac
cu
r
ac
ies,
eth
ical
am
b
ig
u
ities
,
an
d
th
e
r
is
k
o
f
lear
n
er
o
v
er
r
elian
ce
,
wh
ic
h
co
u
ld
p
o
ten
tially
im
p
e
d
e
th
e
d
ev
elo
p
m
en
t
o
f
in
d
ep
e
n
d
en
t
wr
itin
g
s
k
ills
.
Desp
ite
th
e
p
r
o
m
is
in
g
ca
p
a
b
ilit
ies
o
f
g
en
er
ativ
e
AI
as
b
o
th
a
tu
to
r
an
d
a
lin
g
u
i
s
tic
in
p
u
t
s
o
u
r
ce
,
its
d
ep
lo
y
m
e
n
t
in
tr
o
d
u
ce
s
s
ig
n
if
ican
t
p
e
d
ag
o
g
ical
an
d
eth
ic
al
ch
allen
g
es.
W
h
ile
t
h
ese
to
o
ls
p
r
o
v
id
e
r
ea
l
-
tim
e
f
ee
d
b
ac
k
o
n
g
r
am
m
a
r
,
co
h
er
en
ce
,
an
d
s
ty
le,
co
n
ce
r
n
s
ab
o
u
t
o
v
er
r
elian
ce
,
d
im
i
n
is
h
ed
c
r
itical
en
g
ag
em
en
t,
an
d
ac
ad
e
m
ic
d
is
h
o
n
esty
p
er
s
i
s
t.
E
L
T
ed
u
ca
t
o
r
s
m
u
s
t
r
e
m
ain
v
ig
ilan
t
in
m
itig
atin
g
p
lag
ia
r
is
m
an
d
s
u
p
e
r
f
icial
lear
n
in
g
,
p
ar
ticu
lar
ly
wh
e
n
in
c
o
r
p
o
r
ati
n
g
AI
to
o
ls
in
to
in
s
tr
u
ctio
n
al
p
r
ac
tices [
2
8
]
–
[
3
0
]
.
Giv
en
th
e
in
c
r
ea
s
in
g
p
r
ev
ale
n
ce
o
f
g
en
e
r
ativ
e
AI
i
n
E
FL
in
s
tr
u
ctio
n
,
a
n
o
ta
b
le
g
ap
r
em
ain
s
in
em
p
ir
ical
r
esear
ch
in
v
esti
g
atin
g
its
im
p
ac
t
o
n
s
tu
d
e
n
ts
’
wr
itin
g
s
tr
ateg
ies
an
d
p
er
ce
p
tio
n
s
with
in
in
teg
r
ate
d
wr
itin
g
in
s
tr
u
ctio
n
co
n
tex
ts
.
T
o
ad
d
r
ess
th
is
g
ap
,
t
h
is
s
tu
d
y
e
x
p
lo
r
es th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
wr
itin
g
s
tr
ateg
ies d
o
E
L
L
s
em
p
lo
y
in
a
n
AI
-
s
u
p
p
o
r
ted
E
n
g
lis
h
wr
itin
g
en
v
ir
o
n
m
en
t?
−
Ho
w
d
o
ELL
s
p
e
r
ce
iv
e
AI
-
e
n
h
an
ce
d
E
n
g
lis
h
wr
itin
g
?
T
h
is
s
tu
d
y
aim
s
to
o
f
f
er
p
e
d
ag
o
g
ically
r
elev
an
t
in
s
ig
h
ts
i
n
to
th
e
in
teg
r
atio
n
o
f
g
e
n
er
a
tiv
e
AI
in
E
n
g
lis
h
wr
itin
g
in
s
tr
u
ctio
n
b
y
a
d
d
r
e
s
s
in
g
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
f
in
d
in
g
s
aim
to
in
f
o
r
m
ev
id
en
ce
-
b
ased
g
u
id
elin
es
f
o
r
th
e
p
r
ac
tical
an
d
eth
ical
u
s
e
o
f
AI
in
lan
g
u
a
g
e
ed
u
ca
tio
n
,
with
a
f
o
cu
s
o
n
p
r
o
m
o
tin
g
lear
n
er
au
to
n
o
m
y
,
en
g
ag
em
e
n
t,
an
d
a
ca
d
em
ic
in
teg
r
ity
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
ix
e
d
-
m
eth
o
d
s
r
esear
ch
d
esig
n
to
g
ain
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
’
ex
p
er
ien
c
es
with
AI
-
s
u
p
p
o
r
ted
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
.
T
h
e
r
atio
n
a
le
f
o
r
ad
o
p
tin
g
t
h
is
ap
p
r
o
ac
h
s
tem
s
f
r
o
m
t
h
e
c
o
m
p
lex
a
n
d
m
u
ltifa
ce
ted
n
a
tu
r
e
o
f
lea
r
n
er
e
n
g
ag
e
m
en
t,
p
er
ce
p
tio
n
s
,
an
d
ch
allen
g
es.
B
y
i
n
teg
r
atin
g
b
o
th
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
m
eth
o
d
o
lo
g
ies,
th
e
r
esear
c
h
aim
ed
to
ca
p
tu
r
e
b
r
o
ad
tr
en
d
s
a
n
d
r
ich
,
n
u
an
c
ed
in
s
ig
h
ts
in
to
i
n
d
iv
id
u
al
le
ar
n
er
e
x
p
er
ien
ce
s
a
n
d
attitu
d
es.
Sp
ec
if
ically
,
th
e
p
ar
ticip
an
t
g
r
o
u
p
c
o
n
s
is
ted
p
r
im
ar
ily
o
f
f
ir
s
t
-
y
ea
r
u
n
iv
e
r
s
ity
s
tu
d
en
ts
e
n
r
o
lled
in
g
en
er
al
E
n
g
lis
h
c
o
u
r
s
es,
a
d
em
o
g
r
ap
h
ic
with
r
elativ
el
y
lim
ited
ex
p
o
s
u
r
e
to
ad
v
a
n
ce
d
,
d
is
cip
lin
e
-
s
p
ec
if
ic
E
n
g
li
s
h
in
s
tr
u
ctio
n
.
T
h
e
q
u
an
titativ
e
co
m
p
o
n
en
t
was
d
esig
n
ed
to
g
ath
er
co
m
p
r
eh
e
n
s
iv
e
d
ata
o
n
s
tu
d
en
ts
’
o
v
e
r
all
attitu
d
es,
p
er
ce
iv
ed
u
s
ef
u
ln
ess
,
an
d
m
o
tiv
atio
n
al
f
ac
to
r
s
r
elate
d
to
th
e
u
s
e
o
f
g
en
er
ativ
e
AI
.
C
o
n
cu
r
r
e
n
tly
,
t
h
e
q
u
alitativ
e
co
m
p
o
n
en
t
p
r
o
v
id
ed
a
p
latf
o
r
m
f
o
r
in
-
d
ep
th
e
x
p
lo
r
atio
n
o
f
p
ar
ticip
an
ts
’
r
ef
lectio
n
s
,
ch
all
en
g
es,
an
d
ad
a
p
tiv
e
s
tr
ateg
ies
wh
en
in
ter
ac
tin
g
with
AI
to
o
ls
.
T
h
e
co
m
p
lem
en
tar
y
n
atu
r
e
o
f
th
ese
d
ata
s
o
u
r
ce
s
en
s
u
r
ed
th
at
tr
ian
g
u
lated
an
al
y
s
is
co
u
ld
r
ev
ea
l su
r
f
ac
e
-
lev
el
tr
en
d
s
an
d
d
e
ep
er
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
d
i
m
en
s
io
n
s
.
3
.
2
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
s
Data
co
llectio
n
was
co
n
d
u
cted
at
th
e
en
d
o
f
th
e
f
all
o
f
2
0
2
4
.
T
h
e
q
u
an
titativ
e
p
h
ase
co
m
m
en
ce
d
with
an
o
n
lin
e
s
u
r
v
ey
d
u
r
i
n
g
th
e
f
in
al
wee
k
o
f
th
e
s
em
ester
.
All
s
tu
d
en
ts
r
ec
eiv
ed
a
d
etailed
in
f
o
r
m
ed
co
n
s
en
t
f
o
r
m
o
u
tlin
in
g
th
e
s
tu
d
y
’
s
o
b
jectiv
es,
d
ata
co
n
f
id
en
tiality
,
an
d
th
e
v
o
lu
n
ta
r
y
n
atu
r
e
o
f
th
eir
p
ar
ticip
atio
n
.
T
h
e
s
u
r
v
e
y
was
d
is
s
em
in
ated
v
ia
th
e
u
n
iv
er
s
ity
’
s
o
f
f
icial
lear
n
in
g
m
an
a
g
em
en
t
s
y
s
tem
to
n
in
ety
en
r
o
lled
s
tu
d
e
n
ts
in
t
h
e
g
en
er
al
E
n
g
lis
h
co
u
r
s
es
o
f
f
er
ed
b
y
th
e
lib
er
al
ar
ts
co
lleg
e.
T
h
e
s
u
r
v
ey
in
s
tr
u
m
en
t
was
d
ev
elo
p
e
d
to
ass
es
s
m
u
ltip
le
d
im
en
s
io
n
s
o
f
s
tu
d
en
ts
’
en
g
ag
e
m
en
t
with
AI
to
o
ls
,
in
clu
d
in
g
th
eir
attitu
d
es to
war
d
AI
in
teg
r
atio
n
,
p
er
ce
i
v
ed
ef
f
ec
tiv
en
ess
o
f
th
e
tech
n
o
lo
g
ies,
an
d
af
f
ec
tiv
e
f
ac
to
r
s
s
u
ch
as
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t
lev
els.
E
f
f
o
r
ts
wer
e
m
a
d
e
t
o
en
s
u
r
e
t
h
at
s
u
r
v
ey
item
s
wer
e
lin
g
u
is
tically
ac
ce
s
s
ib
le,
an
d
p
r
io
r
p
ilo
t te
s
tin
g
was c
o
n
d
u
cted
with
a
s
im
il
ar
co
h
o
r
t to
en
h
an
ce
r
elia
b
ilit
y
an
d
v
alid
ity
.
Fo
llo
win
g
th
e
s
u
r
v
ey
p
h
ase,
q
u
alitativ
e
d
ata
wer
e
g
ath
e
r
ed
th
r
o
u
g
h
i
n
d
iv
id
u
al
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
to
g
ain
d
ee
p
er
in
s
ig
h
t
in
to
th
e
liv
ed
ex
p
e
r
ien
c
es
o
f
AI
in
teg
r
atio
n
in
la
n
g
u
ag
e
lear
n
i
n
g
.
Fo
u
r
p
ar
ticip
an
ts
v
o
lu
n
teer
ed
f
o
r
th
e
in
ter
v
iew
s
ess
io
n
s
,
s
elec
ted
to
r
ep
r
esen
t
a
r
an
g
e
o
f
attitu
d
es
an
d
p
r
o
f
icien
cy
lev
els
as
in
d
icate
d
b
y
t
h
eir
s
u
r
v
ey
r
esp
o
n
s
es.
T
h
e
in
ter
v
i
ews
wer
e
co
n
d
u
cted
ac
r
o
s
s
f
o
u
r
s
ess
io
n
s
,
ea
ch
last
in
g
ap
p
r
o
x
im
ately
30
m
in
u
tes,
an
d
wer
e
h
el
d
v
ia
Z
o
o
m
v
id
eo
co
n
f
er
e
n
cin
g
.
T
h
is
r
em
o
te
f
o
r
m
at
e
n
s
u
r
ed
f
lex
ib
le
ac
ce
s
s
ib
ilit
y
,
ac
co
m
m
o
d
atin
g
p
ar
ticip
an
ts
’
d
iv
e
r
s
e
s
ch
ed
u
les
an
d
g
eo
g
r
ap
h
ic
lo
ca
tio
n
s
wh
ile
p
r
eser
v
in
g
th
e
in
tim
ac
y
an
d
s
p
o
n
tan
eity
o
f
f
ac
e
-
to
-
f
ac
e
in
t
er
ac
tio
n
.
T
h
e
in
ter
v
iew
p
r
o
t
o
co
l
was
d
esig
n
ed
to
b
e
o
p
e
n
-
en
d
ed
a
n
d
f
o
cu
s
ed
,
allo
win
g
p
ar
ticip
an
ts
to
elab
o
r
ate
o
n
th
eir
u
s
ag
e
p
atter
n
s
,
p
er
ce
iv
ed
b
en
e
f
its
,
ch
allen
g
es,
an
d
em
o
tio
n
al
r
esp
o
n
s
es
r
elate
d
t
o
AI
to
o
ls
.
T
h
is
f
o
r
m
at
f
ac
ilit
ated
d
y
n
am
ic
d
ialo
g
u
es
in
wh
ich
em
er
g
in
g
th
em
es
co
u
ld
b
e
ex
p
lo
r
ed
th
r
o
u
g
h
p
r
o
b
in
g
q
u
esti
o
n
s
,
wh
ile
en
s
u
r
in
g
th
a
t
co
r
e
to
p
ics
wer
e
co
n
s
is
ten
tly
ad
d
r
ess
ed
ac
r
o
s
s
all
in
ter
v
iews.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
805
-
814
808
3
.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
s
u
r
v
ey
i
n
s
tr
u
m
en
t
em
p
l
o
y
ed
in
th
is
s
tu
d
y
was
ad
ap
ted
f
r
o
m
Par
k
[
3
0
]
r
esear
ch
o
n
AI
-
in
teg
r
ated
E
n
g
lis
h
wr
itin
g
.
Par
k
[
3
0
]
o
r
ig
in
al
q
u
esti
o
n
n
air
e
was
d
ev
e
lo
p
ed
to
ass
ess
E
FL
s
tu
d
en
ts
’
wr
itin
g
s
tr
ateg
ies
an
d
p
er
ce
p
tio
n
s
wh
en
u
s
in
g
g
en
er
ativ
e
AI
to
o
ls
,
d
em
o
n
s
tr
atin
g
ac
ce
p
tab
le
p
s
y
c
h
o
m
etr
ic
p
r
o
p
er
ties
in
t
h
e
E
FL
co
n
tex
t.
T
h
e
o
r
ig
i
n
al
i
n
s
tr
u
m
en
t
co
n
s
is
ted
o
f
3
4
item
s
d
is
tr
ib
u
ted
ac
r
o
s
s
f
o
u
r
p
r
im
ar
y
c
o
n
s
tr
u
cts:
wr
itin
g
s
tr
ateg
ies
(
1
9
item
s
)
an
d
p
e
r
ce
p
tio
n
s
o
f
AI
e
f
f
ec
ti
v
en
ess
(
1
5
item
s
)
.
All
item
s
u
tili
ze
d
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
ab
le
1
p
r
esen
ts
th
e
r
eliab
ilit
y
o
f
th
e
r
esear
ch
in
s
tr
u
m
e
n
ts
u
s
ed
in
t
h
e
s
tu
d
y
,
as
m
ea
s
u
r
e
d
b
y
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
icien
ts
.
T
wo
m
ain
c
ateg
o
r
ies
wer
e
ass
e
s
s
ed
:
wr
itin
g
s
tr
ateg
ies
an
d
p
er
ce
p
tio
n
s
o
f
lear
n
in
g
E
n
g
lis
h
u
s
in
g
AI
.
T
h
e
wr
itin
g
s
tr
ateg
ies
s
ca
l
e
co
n
s
is
ted
o
f
1
9
item
s
an
d
y
ield
ed
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
.
7
4
6
,
in
d
icatin
g
ac
ce
p
tab
le
in
ter
n
al
co
n
s
is
ten
cy
.
T
h
e
s
ec
o
n
d
s
ca
le,
wh
ic
h
ass
es
s
ed
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
le
ar
n
in
g
E
n
g
lis
h
with
AI
,
c
o
m
p
r
is
ed
1
5
item
s
an
d
d
em
o
n
s
tr
ated
g
o
o
d
r
eliab
ilit
y
(
C
r
o
n
b
ac
h
’
s
alp
h
a=
.
8
5
6
)
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
th
e
s
u
r
v
ey
in
s
tr
u
m
e
n
ts
em
p
lo
y
ed
in
th
is
s
tu
d
y
wer
e
p
s
y
ch
o
m
etr
ically
s
o
u
n
d
an
d
s
u
i
tab
le
f
o
r
f
u
r
th
er
s
tatis
tical
an
al
y
s
is
.
T
ab
le
1
.
R
esear
ch
in
s
tr
u
m
e
n
t
r
eliab
ilit
y
C
a
t
e
g
o
r
y
N
u
mb
e
r
o
f
q
u
e
s
t
i
o
n
s
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
W
r
i
t
i
n
g
st
r
a
t
e
g
i
e
s
19
.
7
4
6
P
e
r
c
e
p
t
i
o
n
s
o
f
l
e
a
r
n
i
n
g
E
n
g
l
i
sh
u
s
i
n
g
A
I
15
.
8
5
6
Fo
r
th
e
p
r
esen
t
s
tu
d
y
,
th
e
o
r
ig
in
al
in
s
tr
u
m
en
t
u
n
d
er
wen
t
s
y
s
tem
atic
ad
ap
tatio
n
an
d
v
alid
atio
n
p
r
o
ce
d
u
r
es.
Min
o
r
m
o
d
if
icati
o
n
s
wer
e
m
ad
e
to
en
s
u
r
e
c
o
n
tex
tu
al
ap
p
r
o
p
r
iaten
ess
f
o
r
th
e
tar
g
et
p
o
p
u
latio
n
,
in
clu
d
in
g
r
e
f
in
in
g
th
r
ee
item
s
r
elate
d
to
in
s
titu
tio
n
al
AI
p
o
licies
an
d
ad
d
in
g
two
d
em
o
g
r
ap
h
ic
q
u
esti
o
n
s
.
T
h
e
ad
ap
ted
in
s
tr
u
m
e
n
t
m
ain
tain
ed
th
e
f
o
u
r
-
f
ac
to
r
s
tr
u
ctu
r
e
o
f
th
e
o
r
ig
in
al
q
u
esti
o
n
n
air
e
wh
ile
in
co
r
p
o
r
atin
g
cu
r
r
en
t
d
e
v
elo
p
m
e
n
ts
in
g
en
e
r
ativ
e
AI
tech
n
o
lo
g
y
.
T
h
e
q
u
an
titativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
I
B
M
SP
SS
s
tatis
t
ics,
v
er
s
io
n
2
4
.
Descr
ip
t
iv
e
s
tatis
tic
s
wer
e
co
m
p
u
ted
t
o
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
o
v
er
v
iew
o
f
lear
n
e
r
s
’
p
er
ce
p
tio
n
s
,
a
f
f
ec
tiv
e
r
esp
o
n
s
es,
an
d
b
eh
a
v
io
r
al
in
te
n
tio
n
s
.
T
h
ese
an
aly
s
es
id
en
tifie
d
p
r
e
v
ailin
g
tr
e
n
d
s
r
eg
ar
d
in
g
th
e
ac
ce
p
tan
ce
a
n
d
p
er
ce
iv
ed
v
alu
e
o
f
AI
to
o
ls
in
E
n
g
lis
h
in
s
tr
u
ctio
n
,
lay
in
g
th
e
f
o
u
n
d
atio
n
f
o
r
f
u
r
th
er
q
u
alitativ
e
ex
p
lo
r
atio
n
.
Data
an
aly
s
is
f
o
llo
wed
th
e
r
ig
o
r
o
u
s
s
ix
-
p
h
ase
th
em
atic
an
al
y
s
is
f
r
am
ewo
r
k
ar
ticu
lated
b
y
B
r
au
n
an
d
C
lar
k
e
[
3
1
]
f
o
r
th
e
q
u
alitativ
e
co
m
p
o
n
e
n
t.
All
in
ter
v
ie
ws
wer
e
r
ec
o
r
d
ed
with
i
n
f
o
r
m
ed
c
o
n
s
en
t,
an
d
r
ec
o
r
d
in
g
s
wer
e
r
ev
iewe
d
m
u
l
tip
le
tim
es
to
en
s
u
r
e
tr
an
s
cr
ip
tio
n
ac
cu
r
ac
y
a
n
d
ca
p
t
u
r
e
n
u
a
n
ce
d
p
ar
alin
g
u
is
tic
f
ea
tu
r
es.
T
r
a
n
s
cr
ip
ts
wer
e
s
e
cu
r
ely
s
to
r
e
d
in
a
s
h
a
r
ed
G
o
o
g
le
Dr
iv
e
f
o
l
d
er
,
ac
ce
s
s
ib
le
o
n
ly
to
au
th
o
r
ized
r
esear
ch
team
m
em
b
e
r
s
,
to
m
ain
tain
d
ata
co
n
f
id
en
tiality
a
n
d
f
ac
ilit
ate
co
llab
o
r
ativ
e
an
al
y
s
is
.
I
n
itial
co
d
in
g
was
co
n
d
u
cted
th
r
o
u
g
h
o
p
e
n
co
d
in
g
,
in
wh
ich
th
e
r
esear
ch
team
in
d
ep
en
d
e
n
tly
id
en
tifie
d
s
alien
t
d
ata
s
eg
m
en
ts
r
elev
an
t
to
th
e
r
ese
ar
ch
q
u
esti
o
n
s
.
Su
b
s
eq
u
en
t
te
am
m
ee
tin
g
s
wer
e
h
eld
to
d
is
cu
s
s
,
co
m
p
ar
e,
an
d
r
ec
o
n
cile
in
itial
co
d
es,
en
h
an
cin
g
in
ter
-
co
d
er
r
eliab
ilit
y
.
T
h
r
o
u
g
h
iter
ativ
e
cy
cles
o
f
co
d
in
g
an
d
r
e
f
lectio
n
,
co
d
es
wer
e
ag
g
r
e
g
ated
in
to
h
ig
h
er
-
o
r
d
er
ca
te
g
o
r
ies
an
d
th
e
m
atic
co
n
s
tr
u
cts.
T
h
is
r
ec
u
r
s
iv
e
p
r
o
ce
s
s
in
v
o
lv
e
d
co
n
s
tan
t
co
m
p
a
r
is
o
n
b
o
th
w
ith
in
an
d
ac
r
o
s
s
tr
an
s
cr
ip
ts
to
id
en
tify
co
n
v
er
g
e
n
t
p
atte
r
n
s
an
d
p
o
in
ts
o
f
d
iv
er
g
en
ce
.
T
o
en
h
an
ce
c
o
n
ce
p
tu
al
clar
i
ty
,
p
r
elim
in
a
r
y
th
em
es
wer
e
s
y
s
tem
atica
lly
r
ev
iewe
d
,
r
e
f
in
ed
,
a
n
d
r
en
am
ed
,
th
er
e
b
y
p
r
eser
v
i
n
g
t
h
e
r
ich
n
ess
an
d
co
m
p
lex
ity
o
f
th
e
o
r
ig
i
n
al
d
ata.
T
h
e
f
i
n
al
th
em
atic
m
ap
th
u
s
ca
p
tu
r
ed
th
e
m
u
ltid
im
en
s
io
n
al
n
atu
r
e
o
f
s
tu
d
en
ts
’
co
g
n
it
iv
e,
af
f
ec
tiv
e,
an
d
b
eh
a
v
io
r
a
l
ex
p
er
ien
ce
s
with
AI
-
s
u
p
p
o
r
te
d
E
n
g
lis
h
lear
n
in
g
.
T
h
is
m
eth
o
d
o
lo
g
ical
r
ig
o
r
en
s
u
r
ed
th
at
th
e
q
u
alitativ
e
f
in
d
i
n
g
s
co
m
p
lem
e
n
ted
an
d
en
r
ic
h
ed
th
e
q
u
an
titativ
e
r
esu
lts
,
y
ield
in
g
a
n
u
a
n
ce
d
a
n
d
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
esear
ch
q
u
esti
o
n
s
.
3
.
4
.
Study
pa
rt
icipa
nts
T
h
e
s
tu
d
y
was
co
n
d
u
cted
with
8
5
u
n
iv
er
s
ity
E
L
L
s
en
r
o
lled
i
n
an
E
n
g
lis
h
wr
itin
g
co
u
r
s
e.
T
o
ac
co
u
n
t
f
o
r
p
o
ten
tial
attr
itio
n
an
d
n
o
n
-
r
esp
o
n
s
e
r
ates,
9
0
s
tu
d
en
ts
wer
e
in
itially
in
v
ited
to
p
ar
ticip
ate
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
f
r
o
m
th
e
av
ailab
le
p
o
p
u
latio
n
o
f
1
2
0
s
tu
d
en
ts
en
r
o
lled
in
th
e
E
n
g
lis
h
wr
itin
g
co
u
r
s
e
d
u
r
in
g
t
h
e
s
p
r
in
g
2
0
2
4
s
em
e
s
ter
.
T
h
e
s
am
p
lin
g
f
r
a
m
e
in
cl
u
d
ed
all
s
tu
d
en
ts
m
ee
tin
g
th
e
in
clu
s
io
n
cr
iter
ia:
i
)
en
r
o
llm
e
n
t
in
th
e
m
a
n
d
ato
r
y
E
n
g
lis
h
wr
itin
g
c
o
u
r
s
e
;
ii
)
E
FL
s
tatu
s
with
Ko
r
ea
n
as
t
h
eir
f
ir
s
t
lan
g
u
ag
e
;
an
d
iii
)
v
o
lu
n
tar
y
co
n
s
en
t
t
o
p
ar
ticip
ate.
Of
th
e
9
0
i
n
v
ited
p
ar
ticip
an
ts
,
8
5
s
tu
d
en
ts
co
m
p
leted
th
e
s
u
r
v
ey
in
s
tr
u
m
en
ts
,
y
ield
in
g
a
r
esp
o
n
s
e
r
ate
o
f
9
4
.
4
%,
wh
ich
ex
ce
e
d
s
th
e
r
ec
o
m
m
en
d
ed
t
h
r
esh
o
l
d
f
o
r
s
u
r
v
ey
-
b
ased
ed
u
ca
tio
n
al
r
esear
ch
.
T
ab
le
2
p
r
o
v
id
es
a
d
etailed
o
v
er
v
iew
o
f
th
e
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
o
f
th
e
u
n
iv
er
s
i
ty
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
i
n
th
e
s
tu
d
y
.
T
h
e
d
ata
illu
s
tr
ate
th
e
g
en
d
er
d
is
tr
ib
u
tio
n
,
ac
ad
e
m
ic
y
ea
r
,
m
ajo
r
f
ield
s
o
f
s
tu
d
y
,
an
d
p
r
io
r
ex
p
e
r
ien
ce
with
AI
-
b
ased
lear
n
in
g
t
o
o
ls
.
T
h
e
p
a
r
ticip
an
ts
wer
e
p
r
ed
o
m
i
n
an
tly
m
ale
(
7
8
.
8
%)
a
n
d
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
I
mp
leme
n
tin
g
A
I
-
in
teg
r
a
ted
E
n
g
lis
h
w
r
itin
g
:
u
n
ivers
ity
E
n
g
lis
h
la
n
g
u
a
g
e
lea
r
n
ers
w
r
itin
g
…
(
Yo
n
g
-
Jik
Lee
)
809
m
ain
ly
co
m
p
o
s
ed
o
f
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
(
9
2
.
9
%),
r
ef
lectin
g
t
h
e
d
em
o
g
r
a
p
h
ic
c
o
m
p
o
s
itio
n
o
f
th
e
tar
g
et
c
o
u
r
s
e
en
r
o
llm
en
t
r
ath
er
th
a
n
d
elib
er
ate
s
am
p
lin
g
b
ias.
Mo
s
t
p
ar
ticip
an
ts
m
ajo
r
ed
in
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
an
d
m
ath
em
atics
(
STE
M)
-
r
elate
d
f
iel
d
s
(
5
8
.
8
%),
f
o
llo
wed
b
y
s
tu
d
e
n
ts
f
r
o
m
th
e
d
ep
ar
tm
en
t
o
f
u
n
d
ec
lar
ed
m
ajo
r
(
3
4
.
1
%),
with
o
n
ly
a
s
m
all
p
r
o
p
o
r
tio
n
r
ep
r
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tin
g
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r
ts
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d
o
th
e
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d
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es
(
7
.
1
%).
T
h
is
d
is
cip
lin
ar
y
d
is
tr
ib
u
tio
n
m
ir
r
o
r
s
th
e
i
n
s
titu
tio
n
al
en
r
o
llm
en
t
p
atter
n
s
,
as
th
e
p
ar
ticip
a
tin
g
u
n
i
v
er
s
ity
h
as
a
s
tr
o
n
g
em
p
h
asis
o
n
s
cien
ce
an
d
tech
n
o
lo
g
y
p
r
o
g
r
am
s
.
Mo
r
eo
v
er
,
wh
ile
n
ea
r
l
y
o
n
e
-
t
h
ir
d
o
f
th
e
s
tu
d
e
n
ts
(
3
1
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8
%)
r
ep
o
r
ted
p
r
i
o
r
e
x
p
er
i
en
ce
u
s
in
g
AI
to
o
ls
f
o
r
lear
n
in
g
,
a
s
ig
n
if
ican
t
m
ajo
r
ity
(
6
8
.
2
%)
h
ad
n
o
s
u
ch
ex
p
er
ien
ce
b
ef
o
r
e
th
e
s
tu
d
y
p
e
r
io
d
.
T
h
e
r
esu
ltin
g
s
am
p
le
co
m
p
o
s
i
tio
n
,
wh
ile
s
tatis
tically
ad
eq
u
ate
f
o
r
th
e
p
la
n
n
ed
an
aly
s
es,
h
as
ce
r
tain
lim
itatio
n
s
in
ter
m
s
o
f
g
en
er
aliza
b
ilit
y
.
T
h
e
d
em
o
g
r
a
p
h
ic
h
o
m
o
g
e
n
eity
,
p
ar
ticu
lar
ly
th
e
p
r
ed
o
m
in
a
n
ce
o
f
f
ir
s
t
-
y
ea
r
STE
M
s
tu
d
en
ts
,
m
a
y
lim
it
th
e
tr
an
s
f
er
ab
ilit
y
o
f
f
in
d
in
g
s
to
m
o
r
e
d
iv
er
s
e
ac
ad
e
m
ic
p
o
p
u
latio
n
s
o
r
s
tu
d
en
ts
at
d
if
f
er
en
t
d
ev
el
o
p
m
en
tal
s
tag
es.
Ho
wev
er
,
th
is
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
is
r
ep
r
esen
tativ
e
o
f
th
e
in
s
titu
tio
n
al
co
n
tex
t
an
d
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
ts
in
to
AI
to
o
l
u
s
ag
e
am
o
n
g
a
s
p
ec
if
ic
b
u
t
ed
u
ca
tio
n
ally
s
ig
n
if
ican
t
p
o
p
u
latio
n
s
eg
m
en
t.
T
h
is
d
em
o
g
r
a
p
h
ic
c
o
n
tex
t
i
s
ess
en
tial
f
o
r
in
ter
p
r
etin
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
s
tr
ateg
ies,
as
it
r
ef
lects b
o
th
th
e
lim
ited
d
is
cip
lin
ar
y
d
iv
er
s
ity
ch
ar
ac
ter
is
tic
o
f
s
p
ec
iali
ze
d
in
s
titu
tio
n
s
an
d
th
e
v
ar
y
in
g
d
eg
r
ee
s
o
f
f
am
ili
ar
ity
with
AI
-
en
h
a
n
ce
d
lea
r
n
i
n
g
e
n
v
ir
o
n
m
en
ts
am
o
n
g
co
n
tem
p
o
r
ar
y
u
n
iv
er
s
ity
s
tu
d
en
ts
.
T
ab
le
2
s
h
o
ws d
em
o
g
r
ap
h
ic
d
ata
o
f
s
u
r
v
ey
p
ar
ticip
an
ts
.
T
ab
le
2
.
Dem
o
g
r
ap
h
ic
d
ata
o
f
s
u
r
v
ey
p
a
r
ticip
an
ts
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
y
(
N
=
8
5
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
67
7
8
.
8
F
e
mal
e
18
2
1
.
2
G
r
a
d
e
s
F
r
e
sh
me
n
79
9
2
.
9
S
o
p
h
o
mo
r
e
s
2
2
.
4
Ju
n
i
o
r
s
1
1
.
2
S
e
n
i
o
r
s
3
3
.
5
M
a
j
o
r
s
S
TEM
50
5
8
.
8
D
e
p
a
r
t
me
n
t
o
f
U
n
d
e
c
l
a
r
e
d
M
a
j
o
r
29
3
4
.
1
A
r
t
s
3
3
.
5
N
a
t
u
r
a
l
S
c
i
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n
c
e
1
1
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2
S
o
f
t
w
a
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e
1
1
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2
D
e
p
a
r
t
me
n
t
o
f
S
m
a
r
t
I
n
f
r
a
st
r
u
c
t
u
r
e
E
n
g
i
n
e
e
r
i
n
g
1
1
.
2
P
r
e
v
i
o
u
s
A
I
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
Y
e
s
27
3
1
.
8
No
58
6
8
.
2
4.
RE
SU
L
T
S
4
.
1
.
Writ
ing
s
t
ra
t
e
g
ies a
nd
perc
ep
t
io
ns
o
f
lea
rning
E
ng
l
is
h u
s
ing
AI
T
ab
le
3
p
r
esen
ts
th
e
o
v
e
r
a
ll
d
escr
ip
tiv
e
s
tatis
tics
f
o
r
s
tu
d
en
ts
’
wr
itin
g
s
tr
ateg
ies
an
d
th
eir
p
er
ce
p
tio
n
s
o
f
lear
n
in
g
E
n
g
li
s
h
u
s
in
g
AI
.
On
a
v
er
ag
e,
p
ar
ticip
an
ts
r
ep
o
r
ted
a
h
i
g
h
le
v
e
l
o
f
e
n
g
ag
em
e
n
t
in
wr
itin
g
s
tr
ateg
ies
(
M=
4
.
4
5
,
SD=.
4
4
3
)
,
in
d
icatin
g
f
r
e
q
u
en
t
an
d
co
n
s
is
ten
t
u
s
e
o
f
d
iv
er
s
e
tech
n
iq
u
es
th
r
o
u
g
h
o
u
t
th
e
wr
itin
g
p
r
o
ce
s
s
.
Stu
d
en
ts
d
em
o
n
s
tr
ated
ac
ti
v
e
p
r
e
-
wr
itin
g
b
eh
av
i
o
r
s
-
s
u
ch
as
th
in
k
in
g
ab
o
u
t
th
e
to
p
ic,
co
n
s
u
ltin
g
m
o
d
el
tex
ts
,
an
d
o
r
g
a
n
izin
g
id
ea
s
.
Ho
wev
er
,
f
ewe
r
p
ar
ticip
an
ts
r
ep
o
r
ted
g
lo
b
al
p
lan
n
in
g
b
eh
av
io
r
s
,
s
u
ch
as
d
r
af
tin
g
a
co
m
p
lete
wr
itin
g
p
lan
b
ef
o
r
eh
a
n
d
,
s
u
g
g
esti
n
g
a
lo
c
alize
d
ap
p
r
o
ac
h
to
p
r
ep
ar
atio
n
.
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
f
o
r
wr
itin
g
s
tr
ateg
ies an
d
p
er
c
ep
tio
n
s
o
f
lear
n
in
g
E
n
g
lis
h
u
s
i
n
g
AI
C
a
t
e
g
o
r
y
M
SD
W
r
i
t
i
n
g
st
r
a
t
e
g
i
e
s
4
.
4
5
.
4
4
3
P
e
r
c
e
p
t
i
o
n
s
o
f
l
e
a
r
n
i
n
g
E
n
g
l
i
sh
u
s
i
n
g
A
I
3
.
5
5
.
5
6
8
Du
r
in
g
t
h
e
c
o
m
p
o
s
in
g
s
tag
e,
a
f
ir
m
r
elian
ce
o
n
L
1
(
Ko
r
ea
n
)
was
ev
i
d
en
t:
E
L
L
s
o
f
ten
t
h
o
u
g
h
t
in
Ko
r
ea
n
f
ir
s
t
an
d
s
o
m
etim
es
d
r
af
ted
in
Ko
r
ea
n
b
e
f
o
r
e
tr
a
n
s
latin
g
in
to
E
n
g
lis
h
.
W
r
itin
g
d
ir
e
ctly
in
E
n
g
lis
h
was
less
co
m
m
o
n
,
w
h
ich
m
a
y
r
ef
l
ec
t
b
o
th
lan
g
u
ag
e
p
r
o
f
icien
cy
lev
els
an
d
s
tr
ateg
ic
co
m
f
o
r
t
zo
n
es.
Dig
ital
to
o
ls
wer
e
wid
ely
u
s
ed
,
p
a
r
ticu
lar
ly
Pap
ag
o
an
d
b
ilin
g
u
al
d
ictio
n
a
r
ies.
AI
to
o
ls
s
u
ch
as
C
h
atGP
T
wer
e
m
o
d
e
r
ately
u
s
ed
,
an
d
s
tu
d
e
n
ts
o
f
ten
r
ev
i
ewe
d
an
d
r
ef
lecte
d
o
n
AI
-
g
e
n
er
ated
f
ee
d
b
ac
k
,
th
o
u
g
h
th
e
y
wer
e
s
o
m
ewh
at
h
esit
an
t
to
ad
o
p
t
it
with
o
u
t
m
o
d
if
icatio
n
s
.
Po
s
t
-
wr
itin
g
b
eh
av
io
r
s
,
s
u
ch
as
r
e
-
r
ea
d
i
n
g
d
r
af
ts
,
an
d
m
o
tiv
atio
n
al
s
tr
ateg
ies,
also
co
n
tr
ib
u
ted
to
t
h
e
o
v
er
all
h
ig
h
wr
itin
g
s
tr
ateg
y
s
co
r
e.
I
n
co
n
tr
ast,
s
tu
d
en
ts
’
p
er
ce
p
t
io
n
s
o
f
lear
n
in
g
E
n
g
lis
h
u
s
in
g
AI
wer
e
s
o
m
ewh
at
less
en
th
u
s
iast
ic
(
M=
3
.
5
5
,
SD=.
5
6
8
)
,
th
o
u
g
h
s
till
p
o
s
itiv
e.
As
d
etailed
in
th
e
ex
ten
d
e
d
an
al
y
s
is
,
s
tu
d
en
ts
ac
k
n
o
wled
g
e
d
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
805
-
814
810
AI
’
s
v
alu
e
i
n
s
u
p
p
o
r
tin
g
v
o
ca
b
u
lar
y
,
g
r
a
m
m
ar
,
ex
am
p
r
ep
ar
atio
n
,
an
d
wr
itin
g
s
k
ills
.
T
h
e
c
o
g
n
itiv
e
an
d
f
u
n
ctio
n
al
s
u
p
p
o
r
t
f
r
o
m
AI
was
well
r
ec
eiv
ed
,
y
et
af
f
ec
t
iv
e
an
d
m
o
tiv
atio
n
al
im
p
ac
ts
wer
e
s
lig
h
tly
m
o
r
e
m
o
d
er
ate.
Stu
d
en
ts
r
e
p
o
r
te
d
t
h
at
AI
i
n
cr
ea
s
ed
e
n
jo
y
m
e
n
t
a
n
d
c
o
n
f
id
e
n
ce
,
b
u
t
d
id
n
o
t
s
ig
n
if
ican
tly
elev
ate
th
eir
in
tr
in
s
ic
m
o
tiv
ati
o
n
.
I
m
p
o
r
tan
tly
,
s
tu
d
e
n
ts
f
o
u
n
d
AI
-
g
e
n
er
ated
f
ee
d
b
ac
k
h
elp
f
u
l
a
n
d
b
eliev
ed
AI
f
o
s
ter
s
cr
itical
th
in
k
in
g
,
s
u
g
g
esti
n
g
a
d
eg
r
ee
o
f
ac
tiv
e
en
g
ag
em
e
n
t
with
AI
o
u
tp
u
ts
r
ath
e
r
th
an
p
a
s
s
iv
e
r
elian
ce
.
No
n
eth
eless
,
s
o
m
e
lim
itatio
n
s
wer
e
id
en
tifie
d
.
Stu
d
en
ts
r
ep
o
r
ted
m
o
d
e
r
ate
d
if
f
ic
u
lty
i
n
u
s
in
g
A
I
to
o
ls
an
d
ex
p
r
ess
ed
co
n
ce
r
n
s
ab
o
u
t
r
e
d
u
ce
d
h
u
m
a
n
in
ter
ac
ti
o
n
in
AI
-
m
ed
iated
lear
n
in
g
e
n
v
ir
o
n
m
e
n
ts
.
W
h
ile
th
ey
g
en
er
ally
d
id
n
o
t
p
er
ce
iv
e
AI
as
a
co
m
p
lete
r
ep
lace
m
e
n
t
f
o
r
h
u
m
a
n
in
s
tr
u
cto
r
s
,
th
ey
s
tr
o
n
g
ly
s
u
p
p
o
r
te
d
th
e
id
ea
th
at
AI
is
ed
u
ca
tio
n
ally
r
elev
an
t
in
p
r
ep
a
r
in
g
lear
n
e
r
s
f
o
r
f
u
tu
r
e
ac
a
d
em
ic
an
d
p
r
o
f
ess
io
n
al
d
em
an
d
s
.
T
ak
en
to
g
eth
e
r
,
th
ese
f
in
d
in
g
s
illu
s
tr
ate
a
g
en
er
ally
h
ig
h
lev
el
o
f
s
tr
ateg
ic
en
g
ag
em
en
t
in
E
n
g
lis
h
wr
itin
g
an
d
a
ca
u
tio
u
s
ly
o
p
tim
is
tic
attitu
d
e
to
war
d
AI
-
ass
is
ted
lear
n
in
g
.
W
h
ile
s
tu
d
en
ts
ap
p
ea
r
to
r
ec
o
g
n
ize
th
e
co
g
n
itiv
e
an
d
tech
n
o
lo
g
ical
b
e
n
ef
its
o
f
AI
,
th
ey
also
v
alu
e
h
u
m
a
n
ele
m
en
ts
an
d
ex
p
r
ess
a
n
ee
d
f
o
r
g
u
id
ed
in
te
g
r
atio
n
i
n
p
ed
ag
o
g
ical
co
n
tex
ts
.
4
.
2
.
I
nte
rv
iew
f
ind
ing
s
I
n
teg
r
atin
g
q
u
alitativ
e
in
ter
v
ie
w
r
esp
o
n
s
es
with
q
u
an
titativ
e
f
in
d
in
g
s
,
th
e
a
n
aly
s
is
f
u
r
th
er
elu
cid
ates
th
e
wr
itin
g
s
tr
ateg
ies
an
d
p
e
r
ce
p
tio
n
s
o
f
K
o
r
ea
n
u
n
iv
er
s
i
ty
s
tu
d
en
ts
r
eg
ar
d
i
n
g
g
e
n
er
at
iv
e
AI
in
E
n
g
lis
h
wr
itin
g
co
n
te
x
ts
.
C
o
n
s
is
ten
t
with
th
e
s
u
r
v
e
y
r
esu
lts
,
in
ter
v
iewe
es
s
tr
o
n
g
ly
r
elied
o
n
d
ig
i
tal
tr
an
s
latio
n
to
o
ls
,
n
o
tab
ly
Pap
a
g
o
T
r
an
s
lato
r
,
Go
o
g
le
T
r
an
s
late,
an
d
Gr
am
m
a
r
ly
,
to
ad
d
r
ess
ch
allen
g
es
in
v
o
ca
b
u
lar
y
s
elec
tio
n
,
n
u
an
ce
d
ex
p
r
ess
io
n
s
,
an
d
s
en
ten
ce
s
tr
u
ctu
r
es.
E
L
L
s
ex
p
licitly
em
p
h
asized
th
e
im
p
o
r
t
an
ce
o
f
tr
an
s
latin
g
Ko
r
ea
n
in
to
E
n
g
lis
h
to
en
s
u
r
e
lin
g
u
is
tic
ac
cu
r
ac
y
,
r
ef
lect
in
g
q
u
an
titativ
e
r
esu
lts
th
at
i
n
d
icate
s
u
b
s
tan
tial
u
s
e
o
f
f
ir
s
t
-
lan
g
u
ag
e
p
lan
n
in
g
an
d
tr
an
s
latio
n
s
tr
ateg
ies.
As o
n
e
p
ar
ticip
a
n
t m
en
tio
n
ed
:
“
Th
e
mo
s
t
ch
a
llen
g
in
g
a
s
p
ec
t
fo
r
me
is
a
cc
u
r
a
tely
co
n
ve
yin
g
th
e
n
u
a
n
ce
s
a
n
d
vo
c
a
b
u
la
r
y.
I
o
ften
s
tr
u
g
g
le
to
in
c
o
r
p
o
r
a
te
a
n
d
ex
p
r
ess
va
r
io
u
s
K
o
r
ea
n
n
u
a
n
ce
s
in
to
E
n
g
lis
h
effec
tively
.
”
An
o
th
er
p
a
r
ticip
an
t h
ig
h
lig
h
te
d
th
eir
s
tr
ateg
y
:
“
I
u
s
u
a
lly
w
r
ite
in
K
o
r
ea
n
fir
s
t a
n
d
th
en
u
s
e
tr
a
n
s
la
tio
n
to
o
l
s
s
u
ch
a
s
N
a
ve
r
P
a
p
a
g
o
.
I
p
r
ima
r
ily
r
ely
o
n
tr
a
n
s
la
tio
n
a
p
p
lica
tio
n
s
s
in
ce
w
ell
-
s
tr
u
ctu
r
ed
K
o
r
ea
n
w
r
itin
g
r
ed
u
ce
s
is
s
u
e
s
w
h
en
tr
a
n
s
la
tin
g
in
to
E
n
g
lis
h
.
”
No
tab
ly
,
in
ter
v
iewe
es
r
ep
o
r
te
d
v
ar
y
in
g
d
eg
r
ee
s
o
f
e
n
g
ag
e
m
en
t
with
g
en
er
ativ
e
AI
to
o
l
s
,
alig
n
in
g
with
s
u
r
v
ey
f
in
d
in
g
s
o
f
m
o
d
er
ate
u
tili
za
tio
n
.
Stu
d
en
ts
p
r
im
ar
ily
u
tili
ze
d
g
en
er
ativ
e
AI
f
o
r
v
o
ca
b
u
lar
y
en
h
an
ce
m
e
n
t,
s
en
ten
ce
r
e
f
in
em
en
t,
an
d
g
r
am
m
ar
c
o
r
r
e
ctio
n
.
A
p
ar
ticip
a
n
t
h
ig
h
lig
h
ted
th
e
n
u
an
ce
d
im
p
r
o
v
em
e
n
t
in
v
o
ca
b
u
la
r
y
,
ex
em
p
lifie
d
b
y
C
h
atGPT
s
u
b
s
titu
tin
g
s
im
p
ler
ex
p
r
e
s
s
io
n
s
with
m
o
r
e
s
o
p
h
is
ticated
ter
m
in
o
lo
g
y
,
th
e
r
eb
y
en
r
ich
in
g
tex
tu
al
q
u
ality
.
Fo
r
ex
am
p
le,
an
in
ter
v
iewe
e
ex
p
r
ess
ed
:
“
Wh
a
t
imp
r
ess
e
s
me
mo
s
t
a
b
o
u
t
C
h
a
tGP
T
is
it
s
a
b
ilit
y
to
g
r
a
s
p
th
e
mea
n
in
g
o
f
my
w
r
itin
g
a
n
d
r
ep
h
r
a
s
e
it u
s
in
g
mo
r
e
s
o
p
h
is
tica
ted
termin
o
lo
g
y
w
ith
o
u
t e
x
p
licit g
u
id
a
n
ce
.
”
I
n
ter
v
iewe
es
g
en
er
ally
v
alu
e
d
AI
-
g
en
e
r
ated
f
ee
d
b
ac
k
,
alig
n
in
g
with
th
e
s
u
r
v
e
y
’
s
p
o
s
itiv
e
attitu
d
es
to
war
d
AI
’
s
in
s
tr
u
ctio
n
al
ef
f
icac
y
.
T
h
ey
u
n
d
er
s
co
r
ed
t
h
at
AI
to
o
ls
p
r
o
v
id
e
d
im
m
ed
iate
an
d
p
r
ec
is
e
f
ee
d
b
ac
k
,
s
ig
n
if
ican
tly
r
ed
u
cin
g
an
x
iety
an
d
m
en
tal
ex
h
au
s
tio
n
ass
o
ci
ated
with
E
n
g
lis
h
wr
itin
g
tas
k
s
.
On
e
p
a
r
ticip
an
t
s
tated
:
“
R
ev
iew
in
g
AI
-
g
e
n
era
ted
co
r
r
ec
tio
n
s
h
elp
s
a
llevia
te
my
a
n
xiety
,
r
eg
a
r
d
less
o
f
w
h
eth
er
th
e
s
u
g
g
esti
o
n
s
a
r
e
en
tir
ely
a
cc
u
r
a
te,
a
s
it is
less
s
t
r
es
s
fu
l th
a
n
r
elyin
g
s
o
lely
o
n
my
w
r
itin
g
.
”
Ho
wev
er
,
th
e
in
ter
v
iew
d
ata
r
ev
ea
led
cr
itical
r
ef
lectio
n
s
o
n
AI
u
s
ag
e,
with
r
esp
o
n
d
e
n
ts
co
n
s
is
ten
tly
ex
p
r
ess
in
g
co
n
ce
r
n
s
ab
o
u
t
o
v
er
-
r
elian
ce
a
n
d
th
e
p
o
ten
tia
l
lo
s
s
o
f
in
d
iv
id
u
al
cr
ea
tiv
it
y
.
On
e
p
ar
ticip
a
n
t
n
o
tab
ly
m
e
n
tio
n
ed
:
“
I
co
mp
letely
a
vo
id
u
s
in
g
A
I
w
h
en
w
r
i
tin
g
b
ec
a
u
s
e
it
ma
ke
s
me
feel
like
th
e
w
r
itin
g
is
n
o
lo
n
g
er
my
o
w
n
.
”
I
t
r
ein
f
o
r
cin
g
q
u
a
n
titativ
e
f
in
d
in
g
s
o
f
m
o
d
e
r
ate
ca
u
tio
n
an
d
s
elec
tiv
e
ac
ce
p
tan
ce
o
f
AI
-
g
e
n
er
ated
s
u
g
g
esti
o
n
s
.
Mo
r
eo
v
er
,
p
ar
ticip
an
ts
r
ec
o
g
n
ized
lim
itatio
n
s
in
AI
ac
cu
r
ac
y
,
as
in
d
icate
d
b
y
m
o
d
er
at
e
s
k
ep
ticis
m
in
th
e
s
u
r
v
ey
r
esu
lts
.
I
n
ter
v
iewe
es
f
r
eq
u
en
tly
e
m
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
cr
o
s
s
-
ch
ec
k
in
g
A
I
-
g
en
er
ate
d
co
n
te
n
t,
Evaluation Warning : The document was created with Spire.PDF for Python.
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2252
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8
8
2
2
I
mp
leme
n
tin
g
A
I
-
in
teg
r
a
ted
E
n
g
lis
h
w
r
itin
g
:
u
n
ivers
ity
E
n
g
lis
h
la
n
g
u
a
g
e
lea
r
n
ers
w
r
itin
g
…
(
Yo
n
g
-
Jik
Lee
)
811
th
er
eb
y
ad
v
o
ca
tin
g
f
o
r
ac
ti
v
e,
cr
itical
en
g
ag
em
e
n
t
r
at
h
er
th
an
p
ass
iv
e
ac
ce
p
tan
c
e
o
f
AI
-
g
e
n
er
ated
s
u
g
g
esti
o
n
s
.
As an
in
ter
v
iewe
e
em
p
h
asized
:
“
C
r
o
s
s
-
ch
ec
kin
g
in
fo
r
ma
tio
n
is
ess
en
tia
l.
C
r
o
s
s
-
ch
ec
kin
g
is
n
ec
ess
a
r
y
in
a
n
y
r
esea
r
ch
o
r
w
r
itin
g
p
r
o
ce
s
s
,
n
o
t ju
s
t wh
en
u
s
in
g
A
I
.
”
T
h
e
q
u
alitativ
e
in
s
ig
h
ts
s
u
g
g
ested
in
teg
r
atin
g
i
n
s
tr
u
ctio
n
al
p
r
ac
tices
th
at
en
co
u
r
ag
e
t
h
e
cr
itical
ev
alu
atio
n
o
f
AI
-
g
en
er
ated
f
ee
d
b
ac
k
,
alig
n
in
g
clo
s
ely
with
th
e
s
tu
d
y
’
s
r
ec
o
m
m
en
d
atio
n
f
o
r
b
alan
ce
d
in
s
tr
u
ctio
n
al
d
esig
n
s
th
at
f
o
s
ter
s
tu
d
en
t
au
to
n
o
m
y
an
d
cr
itical
th
in
k
in
g
.
Ov
er
all,
q
u
alitativ
e
in
ter
v
iew
an
aly
s
es
s
u
p
p
o
r
t
a
n
d
d
ee
p
en
th
e
q
u
a
n
titativ
e
f
in
d
in
g
s
,
h
ig
h
l
ig
h
tin
g
th
e
m
u
ltifa
ce
ted
r
o
le
o
f
g
e
n
er
ativ
e
AI
in
E
n
g
lis
h
wr
itin
g
co
n
tex
ts
.
T
h
ese
in
s
ig
h
ts
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
ca
r
ef
u
lly
s
tr
u
ctu
r
ed
in
s
tr
u
ctio
n
a
l
f
r
am
ewo
r
k
s
t
h
at
lev
er
a
g
e
AI
’
s
s
tr
en
g
th
s
-
s
u
ch
as
ef
f
icien
cy
an
d
co
g
n
itiv
e
s
u
p
p
o
r
t
-
wh
ile
p
r
o
ac
tiv
ely
ad
d
r
ess
in
g
p
o
te
n
tial d
r
awb
ac
k
s
,
in
clu
d
in
g
d
ep
en
d
en
cy
a
n
d
r
ed
u
ce
d
h
u
m
an
in
ter
ac
tio
n
.
5.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
p
r
o
v
id
e
v
al
u
ab
le
in
s
ig
h
ts
in
to
t
h
e
wr
itin
g
s
tr
ateg
ies
an
d
p
er
c
ep
tio
n
s
o
f
u
n
iv
er
s
ity
-
lev
el
E
L
L
s
r
e
g
ar
d
i
n
g
th
e
in
teg
r
atio
n
o
f
g
e
n
er
ati
v
e
AI
to
o
ls
in
E
n
g
lis
h
wr
itin
g
in
s
tr
u
ctio
n
.
T
h
ese
r
esu
lts
b
r
o
ad
ly
alig
n
with
th
e
ex
is
tin
g
liter
atu
r
e,
wh
ile
h
ig
h
lig
h
tin
g
s
p
ec
if
ic
ch
a
r
ac
ter
i
s
tics
o
f
th
e
Ko
r
ea
n
ed
u
ca
tio
n
al
c
o
n
tex
t
th
at
war
r
a
n
t
f
u
r
t
h
er
p
ed
ag
o
g
ical
atten
tio
n
.
C
o
n
s
is
ten
t
with
p
r
e
v
io
u
s
r
e
s
ea
r
ch
[
5
]
,
[
7
]
,
[
9
]
,
p
ar
ticip
an
ts
r
ep
o
r
ted
em
p
lo
y
i
n
g
a
v
ar
iety
o
f
co
g
n
itiv
e
an
d
tech
n
o
lo
g
ical
s
tr
ateg
ies,
in
clu
d
in
g
b
r
ain
s
to
r
m
in
g
,
o
r
g
an
izin
g
id
ea
s
in
th
eir
f
ir
s
t
lan
g
u
ag
e
(
L
1
)
,
a
n
d
ex
te
n
s
iv
ely
u
tili
zin
g
d
ig
ital
r
eso
u
r
ce
s
s
u
ch
as
tr
an
s
latio
n
ap
p
licatio
n
s
an
d
g
en
er
ativ
e
A
I
p
latf
o
r
m
s
.
T
h
ese
p
r
ac
tices
r
ef
lect
th
e
i
n
cr
ea
s
in
g
ly
d
ig
ital,
m
u
ltil
in
g
u
al,
an
d
tech
n
o
lo
g
ically
m
e
d
iated
n
a
tu
r
e
o
f
co
n
tem
p
o
r
a
r
y
E
FL
wr
itin
g
.
T
h
e
f
in
d
in
g
s
s
u
p
p
o
r
t
ea
r
lier
s
tu
d
ies
em
p
h
asizin
g
g
en
er
ativ
e
AI
’
s
f
ac
ilit
ativ
e
r
o
le
i
n
s
u
p
p
o
r
ti
n
g
th
e
wr
itin
g
p
r
o
ce
s
s
b
y
p
r
o
v
id
in
g
im
m
e
d
iate
f
ee
d
b
ac
k
,
c
o
n
ten
t
s
u
g
g
esti
o
n
s
,
an
d
s
tr
u
ctu
r
al
g
u
id
a
n
ce
[
1
2
]
,
[
1
3
]
.
Mo
r
e
o
v
er
,
t
h
e
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
b
en
ef
its
r
ep
o
r
ted
b
y
p
ar
ticip
an
ts
alig
n
with
th
o
s
e
o
f
C
h
o
i [
3
]
an
d
J
eo
n
g
[
4
]
.
E
L
L
s
in
d
icate
d
i
m
p
r
o
v
em
en
t
s
in
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
,
g
r
am
m
atica
l
ac
cu
r
ac
y
,
wr
itin
g
f
lu
e
n
cy
,
an
d
in
cr
ea
s
ed
c
o
n
f
id
e
n
ce
in
m
an
ag
in
g
wr
itin
g
task
s
.
T
h
e
s
e
o
u
tco
m
es
r
ein
f
o
r
ce
p
r
io
r
ev
id
en
ce
r
e
g
ar
d
in
g
AI
’
s
p
o
ten
tial
to
en
h
an
ce
b
o
th
lin
g
u
is
tic
co
m
p
eten
ce
an
d
em
o
tio
n
al
en
g
a
g
em
en
t
[
6
]
,
[
7
]
.
Ad
d
itio
n
ally
,
in
ag
r
ee
m
en
t
with
p
r
ev
io
u
s
r
e
s
ea
r
ch
b
y
L
iu
et
a
l.
[
5
]
an
d
Su
m
ak
u
l
et
a
l
.
[
8
]
,
s
tu
d
en
ts
ac
k
n
o
wled
g
e
d
th
at
AI
to
o
ls
in
cr
ea
s
ed
m
o
tiv
atio
n
an
d
lear
n
er
en
g
a
g
em
en
t.
No
n
et
h
eless
,
m
o
tiv
atio
n
al
g
ain
s
o
b
s
er
v
ed
in
th
is
s
tu
d
y
wer
e
r
elativ
ely
m
o
d
est,
s
u
g
g
e
s
tin
g
th
at
AI
alo
n
e
m
ay
b
e
in
s
u
f
f
icien
t
to
s
u
s
tain
lo
n
g
-
ter
m
m
o
tiv
atio
n
.
T
h
is
r
esu
lt
h
ig
h
lig
h
ts
th
e
o
n
g
o
in
g
s
ig
n
if
ican
ce
o
f
teac
h
er
m
ed
i
atio
n
an
d
in
tr
in
s
ic
m
o
tiv
atio
n
al
f
ac
to
r
s
in
E
FL
in
s
tr
u
ctio
n
al
co
n
tex
ts
.
Desp
ite
th
ese
p
r
o
m
is
in
g
ef
f
ec
ts
,
p
ar
ticip
an
ts
ex
p
r
ess
ed
c
o
n
ce
r
n
s
p
ar
allelin
g
t
h
o
s
e
d
o
cu
m
e
n
ted
in
p
r
io
r
liter
atu
r
e
[
8
]
.
E
th
ical
is
s
u
es
wer
e
f
r
eq
u
en
tl
y
cited
,
i
n
clu
d
in
g
p
la
g
iar
is
m
an
d
ex
c
ess
iv
e
r
elian
ce
o
n
AI
-
g
en
er
ated
co
n
ten
t.
Fu
r
th
er
m
o
r
e,
s
tu
d
e
n
ts
ex
p
r
ess
ed
co
n
ce
r
n
s
a
b
o
u
t
p
o
ten
tial
r
ed
u
ctio
n
s
in
m
ea
n
in
g
f
u
l
h
u
m
a
n
in
ter
ac
tio
n
an
d
d
im
i
n
is
h
ed
o
p
p
o
r
tu
n
ities
f
o
r
cr
itical
th
i
n
k
in
g
.
Su
ch
c
o
n
ce
r
n
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
to
im
p
lem
en
t
AI
with
in
ca
r
ef
u
ll
y
d
esig
n
ed
p
ed
a
g
o
g
ical
f
r
am
e
wo
r
k
s
th
at
p
r
o
m
o
te
et
h
ical
u
s
e
an
d
f
o
s
ter
lear
n
er
au
to
n
o
m
y
.
T
h
e
p
ar
ticip
an
ts
’
ca
u
tio
u
s
attitu
d
es
to
war
d
u
n
cr
itical
ac
ce
p
tan
ce
o
f
AI
-
g
en
er
ated
f
ee
d
b
ac
k
d
em
o
n
s
tr
ate
a
m
etac
o
g
n
itiv
e
awa
r
en
ess
,
s
u
p
p
o
r
tin
g
L
iu
e
t
a
l
.
[
5
]
r
ec
o
m
m
en
d
atio
n
to
in
teg
r
ate
r
e
f
lectiv
e
th
in
k
in
g
s
tr
ateg
ies
in
to
AI
-
ass
is
ted
wr
itin
g
in
s
tr
u
ctio
n
.
Sig
n
if
ican
tly
,
th
is
s
tu
d
y
r
ev
ea
led
t
en
d
en
cies
s
p
ec
if
ic
to
th
e
Ko
r
ea
n
E
FL
co
n
tex
t.
Ma
n
y
s
tu
d
en
ts
r
ep
o
r
ted
d
r
af
tin
g
in
itial
co
m
p
o
s
itio
n
s
in
th
eir
L
1
(
Ko
r
ea
n
)
b
e
f
o
r
e
tr
an
s
latin
g
th
em
in
to
E
n
g
lis
h
.
I
n
s
u
m
m
ar
y
,
th
is
s
tu
d
y
ex
ten
d
s
ex
is
tin
g
r
esear
ch
b
y
el
u
cid
atin
g
th
e
m
u
ltifa
ce
ted
r
o
le
o
f
g
en
er
ativ
e
AI
in
s
h
ap
in
g
E
FL
lear
n
e
r
s
’
wr
itin
g
s
tr
ateg
ies,
af
f
ec
tiv
e
r
e
s
p
o
n
s
es,
an
d
p
e
r
ce
p
tio
n
s
.
I
t
u
n
d
er
s
co
r
es
AI
’
s
d
u
al
p
o
ten
tial
as
b
o
th
a
s
ca
f
f
o
ld
f
o
r
lear
n
e
r
d
ev
elo
p
m
en
t
an
d
a
s
o
u
r
ce
o
f
et
h
ical
an
d
p
e
d
ag
o
g
ical
co
m
p
lex
ity
.
T
h
ese
f
in
d
i
n
g
s
u
n
d
er
s
co
r
e
th
e
cr
u
cial
n
ee
d
f
o
r
b
alan
ce
d
in
s
tr
u
ctio
n
al
d
esig
n
s
th
at
h
ar
n
ess
th
e
b
en
ef
its
o
f
A
I
wh
ile
ef
f
ec
tiv
ely
m
itig
atin
g
its
lim
i
tatio
n
s
.
Fu
tu
r
e
r
es
ea
r
ch
s
h
o
u
ld
co
n
tin
u
e
to
i
n
v
esti
g
ate
d
iv
er
s
e
in
s
tr
u
ctio
n
al
s
ettin
g
s
an
d
lear
n
er
p
o
p
u
latio
n
s
to
estab
lis
h
r
o
b
u
s
t,
co
n
tex
t
-
s
en
s
itiv
e
g
u
id
eli
n
es
f
o
r
th
e
ef
f
ec
tiv
e
an
d
r
esp
o
n
s
ib
le
in
teg
r
atio
n
o
f
g
en
er
ativ
e
AI
i
n
E
n
g
lis
h
lan
g
u
ag
e
ed
u
ca
tio
n
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
E
FL
s
tu
d
en
ts
’
wr
itin
g
s
tr
ateg
ies
an
d
p
er
ce
p
tio
n
s
o
f
u
s
in
g
g
en
er
a
tiv
e
AI
in
th
e
wr
itin
g
p
r
o
ce
s
s
th
r
o
u
g
h
co
m
p
r
eh
e
n
s
iv
e
s
u
r
v
ey
s
an
d
s
tr
u
ctu
r
ed
in
te
r
v
iews.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
th
a
t
p
ar
ticip
an
ts
em
p
lo
y
e
d
v
ar
i
o
u
s
d
ig
ital
r
eso
u
r
ce
s
to
co
m
p
lete
th
eir
E
n
g
lis
h
co
m
p
o
s
itio
n
s
,
in
clu
d
in
g
o
n
lin
e
d
ictio
n
ar
ies,
AI
tr
an
s
latio
n
to
o
ls
,
an
d
C
h
atGPT
.
T
h
ese
s
tr
ateg
ies
h
ig
h
lig
h
t
a
d
iv
er
s
e,
tech
n
o
l
o
g
ically
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
805
-
814
812
m
ed
iated
ap
p
r
o
ac
h
to
o
v
er
co
m
in
g
ch
allen
g
es
in
E
FL
wr
itin
g
co
n
tex
ts
,
r
ef
lectin
g
g
lo
b
al
tr
en
d
s
in
lan
g
u
ag
e
lear
n
in
g
th
at
tr
a
n
s
ce
n
d
g
e
o
g
r
a
p
h
ical
an
d
c
u
ltu
r
al
b
o
u
n
d
ar
ies.
T
h
e
f
in
d
in
g
s
o
f
f
er
p
r
ac
tical
in
s
ig
h
ts
with
s
ig
n
if
ican
t
i
m
p
licatio
n
s
f
o
r
E
FL
wr
itin
g
ed
u
ca
tio
n
wo
r
ld
wid
e.
T
h
e
s
tu
d
y
p
r
o
v
id
es
E
FL
ed
u
ca
to
r
s
ac
r
o
s
s
d
iv
e
r
s
e
in
ter
n
atio
n
al
co
n
tex
ts
with
v
alu
ab
le
in
s
ig
h
ts
in
to
h
o
w
to
ef
f
ec
tiv
ely
in
teg
r
ate
g
en
er
ativ
e
AI
in
t
o
E
FL
wr
itin
g
class
r
o
o
m
s
.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ate
th
e
u
n
iv
er
s
al
ca
p
ac
ity
o
f
g
e
n
e
r
ativ
e
AI
t
o
allev
iate
s
tu
d
en
ts
’
wr
itin
g
a
n
x
iety
a
n
d
d
if
f
icu
lties
wh
ile
s
im
u
ltan
eo
u
s
ly
b
o
o
s
tin
g
th
ei
r
co
n
f
id
en
ce
i
n
E
n
g
lis
h
wr
itin
g
.
T
h
ese
f
in
d
in
g
s
ar
e
p
a
r
ticu
lar
l
y
r
elev
an
t
f
o
r
E
FL
ed
u
ca
to
r
s
g
lo
b
ally
wh
o
f
ac
e
s
im
ilar
ch
allen
g
es
in
s
u
p
p
o
r
t
in
g
s
tu
d
en
t
wr
itin
g
d
ev
elo
p
m
en
t.
Ho
wev
er
,
th
e
s
tu
d
y
also
em
p
h
asizes
th
e
cr
i
tical
im
p
o
r
tan
ce
o
f
ca
r
ef
u
lly
d
esig
n
ed
p
ed
ag
o
g
ical
in
s
tr
u
ctio
n
to
m
itig
ate
th
e
r
is
k
o
f
o
v
er
-
r
elian
ce
o
n
AI
to
o
ls
.
T
h
is
co
n
ce
r
n
r
eso
n
ates
with
in
ter
n
atio
n
al
ed
u
ca
t
io
n
al
co
m
m
u
n
ities
g
r
ap
p
lin
g
with
in
teg
r
atin
g
em
er
g
in
g
tech
n
o
lo
g
ies in
to
lan
g
u
ag
e
-
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
W
h
ile
th
is
s
tu
d
y
o
f
f
e
r
s
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
wr
itin
g
s
tr
ateg
ies
an
d
p
er
ce
p
tio
n
s
o
f
Ko
r
ea
n
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n
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ity
s
tu
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e
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AI
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ls
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wr
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in
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s
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av
e
b
r
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ad
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ter
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at
tr
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ce
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th
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p
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if
ic
Ko
r
ea
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u
ca
tio
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al
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ettin
g
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h
e
f
u
n
d
am
en
tal
ch
allen
g
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f
ac
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b
y
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FL
lear
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er
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ar
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v
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al
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th
at
ch
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r
ac
ter
ize
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FL
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u
ca
tio
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l
o
b
ally
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o
n
s
eq
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en
tly
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th
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s
tr
ateg
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d
p
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p
tio
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o
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u
m
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th
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f
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ig
h
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ter
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with
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ed
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o
g
ical
im
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licatio
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f
o
r
e
d
u
ca
to
r
s
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r
ld
wid
e
n
a
v
ig
atin
g
th
e
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r
atio
n
o
f
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I
tech
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o
l
o
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ies
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to
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ag
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i
n
s
tr
u
ctio
n
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th
eless
,
s
ev
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al
m
eth
o
d
o
lo
g
ical
lim
itatio
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s
m
u
s
t
b
e
ac
k
n
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wled
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t
h
at
m
ay
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ec
t
th
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tr
an
s
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er
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f
f
in
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in
g
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to
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tem
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ld
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l
d
esig
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n
t
f
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tem
p
o
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ar
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in
tech
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y
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d
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d
p
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ical
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d
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p
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ate
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eth
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ch
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p
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r
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en
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aly
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es
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f
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itin
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ch
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et
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ical
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h
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ce
m
e
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ts
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ld
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r
e
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n
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g
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en
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DATA AV
AI
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AB
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[
S
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HJ],
upon
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eq
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RE
F
E
R
E
NC
E
S
[
1
]
K
.
H
.
H
w
a
n
g
,
D
.
H
e
y
w
o
o
d
,
a
n
d
J.
C
a
r
r
i
e
r
,
“
T
h
e
i
m
p
l
e
me
n
t
a
t
i
o
n
o
f
C
h
a
t
G
P
T
-
a
ss
i
st
e
d
w
r
i
t
i
n
g
i
n
st
r
u
c
t
i
o
n
i
n
ESL/
EF
L
c
l
a
ssr
o
o
ms,”
K
o
re
a
n
J
o
u
r
n
a
l
o
f
En
g
l
i
sh
L
a
n
g
u
a
g
e
a
n
d
L
i
t
e
r
a
t
u
r
e
,
v
o
l
.
6
5
,
n
o
.
3
,
p
p
.
8
3
–
1
0
6
,
2
0
2
3
.
[
2
]
Y.
-
J.
Le
e
a
n
d
R
.
O
.
D
a
v
i
s,
“
A
c
a
se
st
u
d
y
o
f
i
mp
l
e
me
n
t
i
n
g
C
h
a
t
G
P
T
f
o
r
u
n
i
v
e
r
si
t
y
’
s g
e
n
e
r
a
l
En
g
l
i
s
h
c
o
u
r
ses
:
f
o
c
u
si
n
g
o
n
E
n
g
l
i
s
h
l
a
n
g
u
a
g
e
l
e
a
r
n
e
r
s’
se
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
a
n
d
g
r
i
t
,
”
S
e
c
o
n
d
a
ry
E
n
g
l
i
s
h
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
7
,
n
o
.
3
,
p
p
.
7
3
–
8
7
,
J
u
n
.
2
0
2
4
,
d
o
i
:
1
0
.
2
0
4
8
7
/
k
a
s
e
e
.
1
7
.
3
.
2
0
2
4
0
6
.
7
3
.
[
3
]
J.
-
G
.
C
h
o
i
,
“
A
st
u
d
y
o
f
K
o
r
e
a
n
c
o
l
l
e
g
e
st
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
E
n
g
l
i
sh
w
r
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t
i
n
g
a
n
x
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e
t
y
,
”
F
o
re
i
g
n
L
a
n
g
u
a
g
e
s
E
d
u
c
a
t
i
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31
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r
.
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