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4
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.
T
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[
5
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8
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Ma
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Desp
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n
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er
s
tan
d
in
g
co
n
tex
t
-
s
p
ec
if
ic
ch
allen
g
es
an
d
h
a
v
e
ad
v
o
ca
ted
f
o
r
m
o
r
e
tar
g
eted
s
tu
d
ies
to
en
h
a
n
ce
AI
in
teg
r
atio
n
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
[
1
9
]
,
[
2
0
]
.
I
n
p
ar
ticu
lar
,
ex
is
tin
g
liter
atu
r
e
lack
s
d
etailed
ex
am
in
atio
n
s
o
f
So
u
th
Ko
r
ea
n
u
n
iv
er
s
ity
co
n
tex
ts
—
an
a
c
a
d
e
m
i
c
a
l
l
y
h
i
g
h
-
a
c
h
i
e
v
i
n
g
p
o
p
u
l
a
ti
o
n
i
n
c
r
e
a
s
i
n
g
l
y
e
x
p
o
s
e
d
t
o
a
d
v
a
n
c
e
d
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies.
So
u
th
Ko
r
ea
r
e
p
r
esen
ts
an
id
ea
l
r
esear
ch
c
o
n
tex
t
d
u
e
to
its
r
ap
id
ad
o
p
tio
n
o
f
ed
u
ca
tio
n
a
l
in
n
o
v
atio
n
s
,
n
atio
n
wid
e
em
p
h
asis
o
n
E
n
g
lis
h
p
r
o
f
icien
cy
,
an
d
s
u
b
s
tan
tial
in
v
estme
n
t
in
AI
-
d
r
i
v
en
lea
r
n
in
g
p
latf
o
r
m
s
.
I
n
v
esti
g
atin
g
th
e
ex
p
er
ien
ce
s
o
f
So
u
th
Ko
r
ea
n
u
n
i
v
er
s
ity
s
tu
d
en
ts
ca
n
th
u
s
p
r
o
v
i
d
e
cr
itical
in
s
ig
h
ts
in
to
h
o
w
AI
tech
n
o
l
o
g
ies
in
ter
ac
t
with
s
p
ec
if
ic
ed
u
ca
tio
n
al,
cu
ltu
r
al,
a
n
d
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
es.
Mo
r
eo
v
er
,
So
u
th
Ko
r
ea
’
s
h
ig
h
ly
co
m
p
etitiv
e
ac
ad
em
ic
cu
ltu
r
e
an
d
tech
n
o
lo
g
ical
s
o
p
h
is
ticatio
n
o
f
f
er
a
u
n
iq
u
e
len
s
f
o
r
ex
am
in
i
n
g
h
o
w
g
en
er
ativ
e
AI
m
ay
in
f
lu
e
n
ce
lear
n
er
co
g
n
itio
n
,
em
o
tio
n
,
an
d
en
g
ag
em
e
n
t
in
lan
g
u
ag
e
lear
n
in
g
.
Fin
d
in
g
s
f
r
o
m
th
is
s
tu
d
y
h
av
e
th
e
p
o
te
n
tial
to
en
r
ich
ex
is
tin
g
g
lo
b
al
r
esear
ch
an
d
in
f
o
r
m
cu
ltu
r
ally
r
esp
o
n
s
iv
e,
p
ed
a
g
o
g
ically
s
o
u
n
d
AI
in
teg
r
atio
n
s
tr
ateg
ies
ap
p
licab
le
t
o
o
th
er
E
ast
Asi
an
co
n
tex
ts
with
s
im
ilar
ed
u
ca
tio
n
al
an
d
tech
n
o
lo
g
ical
ch
ar
ac
ter
is
tics
.
Ad
d
r
ess
in
g
th
is
r
esear
ch
g
ap
i
s
cr
u
cial
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
ef
f
ec
tiv
e
in
teg
r
atio
n
o
f
AI
in
lan
g
u
a
g
e
ed
u
ca
tio
n
.
Sp
ec
if
ically
,
lear
n
er
f
ee
d
b
ac
k
a
n
d
en
g
a
g
em
en
t
p
lay
p
iv
o
tal
r
o
les
in
r
ea
lizin
g
th
e
p
ed
a
g
o
g
ical
p
o
ten
tial
o
f
A
I
-
ass
is
ted
to
o
ls
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
e
x
p
lo
r
es
So
u
th
Ko
r
ea
n
u
n
i
v
er
s
ity
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
o
f
g
en
er
ativ
e
AI
in
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
,
with
an
em
p
h
a
s
is
o
n
b
o
th
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
im
en
s
io
n
s
.
T
h
e
s
tu
d
y
aim
s
to
i
n
f
o
r
m
f
u
tu
r
e
p
ed
a
g
o
g
ical
s
tr
ateg
ies
an
d
g
u
id
e
th
e
d
e
v
elo
p
m
e
n
t
o
f
AI
-
i
n
teg
r
ated
la
n
g
u
a
g
e
p
r
o
g
r
a
m
s
b
y
a
d
d
r
ess
in
g
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
Q1
:
h
o
w
d
o
u
n
iv
e
r
s
ity
s
tu
d
en
t
s
p
er
ce
iv
e
th
e
u
s
ef
u
ln
ess
o
f
g
e
n
er
ativ
e
AI
in
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
?
−
Q2
:
h
o
w
d
o
u
n
iv
er
s
ity
s
tu
d
en
t
s
p
er
ce
iv
e
th
e
u
s
ef
u
ln
ess
o
f
g
e
n
er
ativ
e
AI
c
o
n
ce
r
n
in
g
t
h
e
em
o
tio
n
al
asp
ec
ts
o
f
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
?
−
Q3
:
h
o
w
d
o
u
n
iv
er
s
ity
s
tu
d
en
t
s
p
er
ce
iv
e
th
e
u
s
ef
u
ln
ess
o
f
g
en
er
ativ
e
AI
co
n
ce
r
n
in
g
t
h
e
c
o
g
n
itiv
e
asp
ec
ts
o
f
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
G
ener
a
t
iv
e
AI a
nd
la
ng
ua
g
e
lea
rning
I
n
teg
r
atin
g
AI
i
n
to
lan
g
u
ag
e
e
d
u
ca
tio
n
h
as g
a
r
n
er
ed
c
o
n
s
id
e
r
ab
le
s
ch
o
lar
ly
atten
tio
n
,
p
ar
ti
cu
lar
ly
f
o
r
its
p
o
ten
tial
to
p
er
s
o
n
alize
in
s
tr
u
ctio
n
,
f
o
s
ter
lear
n
er
i
n
ter
a
ctio
n
,
an
d
p
r
o
m
o
te
au
to
n
o
m
y
.
Prio
r
s
tu
d
ies
h
av
e
co
n
f
ir
m
e
d
AI
’
s
ef
f
ec
tiv
en
ess
in
s
u
p
p
o
r
tin
g
k
ey
lan
g
u
ag
e
ar
ea
s
,
in
clu
d
in
g
v
o
ca
b
u
lar
y
a
cq
u
is
itio
n
,
wr
itin
g
f
lu
en
cy
,
p
r
o
n
u
n
ciatio
n
ac
cu
r
a
cy
,
an
d
lea
r
n
er
m
o
tiv
atio
n
[
2
1
]
–
[
2
5
]
.
Ho
wev
er
,
m
u
c
h
o
f
t
h
i
s
liter
atu
r
e
r
em
ai
n
s
p
r
im
ar
ily
d
escr
ip
tiv
e,
em
p
h
asizin
g
tech
n
o
lo
g
ical
ca
p
ab
i
liti
es
w
ith
o
u
t
s
u
f
f
icien
tly
ad
d
r
ess
in
g
lear
n
er
s
’
n
u
an
ce
d
e
x
p
er
ien
ce
s
,
p
er
ce
p
tio
n
s
,
an
d
co
n
tex
tu
al
ch
alle
n
g
es.
T
h
is
n
ar
r
o
w
tech
n
o
lo
g
ical
f
o
cu
s
lim
its
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
AI
in
f
lu
en
ce
s
lan
g
u
ag
e
lear
n
in
g
p
r
o
ce
s
s
es
f
r
o
m
lear
n
er
s
’
co
g
n
itiv
e
an
d
em
o
tio
n
al
p
er
s
p
ec
tiv
es,
p
ar
ticu
lar
ly
with
in
d
iv
er
s
e
s
o
cio
cu
ltu
r
al
s
ettin
g
s
.
I
n
th
e
co
n
tex
t
o
f
E
FL,
to
o
ls
s
u
ch
as
C
h
atGPT
,
Gr
am
m
ar
l
y
,
an
d
Q
u
illB
o
t
h
av
e
b
ec
o
m
e
p
r
o
m
in
en
t
d
u
e
to
th
eir
ab
ilit
y
to
p
r
o
v
id
e
r
ea
l
-
tim
e,
p
er
s
o
n
alize
d
f
ee
d
b
a
ck
,
en
co
u
r
a
g
e
lear
n
er
-
g
en
er
at
ed
lan
g
u
ag
e
o
u
tp
u
t,
an
d
s
u
p
p
o
r
t
in
d
ep
en
d
en
t
la
n
g
u
ag
e
p
r
ac
tice
[
2
6
]
–
[
3
0
]
.
Ye
t,
d
esp
ite
clea
r
p
e
d
ag
o
g
ical
af
f
o
r
d
a
n
ce
s
,
s
ev
er
al
s
tu
d
ies
h
ig
h
lig
h
t
cr
itical
is
s
u
e
s
ass
o
ciate
d
wi
th
g
en
er
ativ
e
AI
to
o
ls
,
s
u
ch
as
lear
n
er
s
’
p
o
ten
tial
o
v
er
r
elian
ce
,
r
ed
u
ce
d
c
r
itical
th
in
k
in
g
,
an
d
eth
ical
co
n
ce
r
n
s
r
elate
d
to
ac
ad
em
ic
in
teg
r
ity
[
3
1
]
–
[
3
4
]
.
T
h
ese
cr
itiq
u
es
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
c
o
m
p
r
e
h
en
s
iv
e
ex
a
m
in
atio
n
s
o
f
h
o
w
lear
n
er
s
cr
itically
en
g
ag
e
with
AI
tech
n
o
lo
g
ies,
n
av
ig
atin
g
b
o
th
t
h
e
co
g
n
itiv
e
b
en
ef
its
an
d
th
e
eth
ical
co
m
p
l
ex
ities
.
R
ec
en
t
s
tu
d
ies
f
r
o
m
W
ester
n
ed
u
ca
tio
n
al
co
n
tex
ts
o
f
f
er
v
alu
ab
le
th
eo
r
etica
l
in
s
ig
h
t
s
th
at
ar
e
r
elev
an
t
to
th
is
r
esear
ch
g
a
p
.
Fo
r
ex
am
p
le,
s
tu
d
ies
ex
a
m
in
in
g
s
o
cial
r
o
b
o
ts
an
d
AI
-
m
ed
iated
ad
ap
tiv
e
in
ter
ac
tio
n
s
h
a
v
e
d
em
o
n
s
tr
at
ed
s
ig
n
if
ican
t
co
g
n
itiv
e
a
n
d
em
o
tio
n
al
b
en
ef
its
,
s
u
g
g
esti
n
g
th
at
AI
h
as
th
e
p
o
ten
tial
to
f
ac
ilit
ate
d
ee
p
er
lear
n
er
e
n
g
ag
e
m
en
t
th
r
o
u
g
h
ef
f
ec
tiv
ely
r
esp
o
n
s
iv
e
in
ter
ac
tio
n
s
[
1
6
]
.
Ad
d
itio
n
ally
,
r
esear
ch
h
as
id
e
n
tifie
d
p
er
ce
iv
ed
u
s
ef
u
ln
ess
,
d
ig
ital
s
elf
-
ef
f
icac
y
,
an
d
eth
ic
al
co
n
s
id
er
atio
n
s
as
cr
itical
d
eter
m
in
an
ts
o
f
s
tu
d
e
n
ts
’
in
ten
tio
n
s
to
u
s
e
AI
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es.
T
h
is
r
ein
f
o
r
ce
s
th
e
n
ee
d
f
o
r
tar
g
eted
in
s
tr
u
ctio
n
al
s
tr
ateg
ie
s
th
at
en
h
an
ce
lear
n
er
s
’
eth
ica
l a
war
en
ess
an
d
cr
itical
d
ig
ital liter
ac
y
[
1
7
]
.
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
26
:
826
-
836
828
Fu
r
th
er
m
o
r
e
,
in
v
esti
g
atio
n
s
in
to
clo
u
d
-
b
ased
AI
s
im
u
latio
n
s
h
av
e
s
h
o
wn
p
r
o
m
is
e
in
p
r
o
m
o
tin
g
s
elf
-
d
ir
ec
ted
lear
n
in
g
an
d
d
e
v
elo
p
in
g
lear
n
er
s
’
s
tr
ateg
ic
th
i
n
k
in
g
s
k
ills
[
1
8
]
.
I
n
teg
r
atio
n
o
f
a
u
g
m
en
te
d
r
ea
lity
with
clo
u
d
-
b
ased
tech
n
o
lo
g
ie
s
h
as
also
d
em
o
n
s
tr
ated
p
o
s
iti
v
e
o
u
tc
o
m
es
f
o
r
lear
n
e
r
en
g
a
g
em
en
t,
s
u
g
g
esti
n
g
p
o
ten
tial
p
ath
way
s
to
o
p
tim
ize
AI
-
en
h
an
ce
d
lear
n
in
g
en
v
i
r
o
n
m
en
ts
[
1
9
]
.
T
h
ese
W
ester
n
s
tu
d
ies
co
llectiv
ely
illu
s
tr
ate
th
e
ca
p
ab
ilit
ies
o
f
AI
-
d
r
i
v
en
tec
h
n
o
lo
g
ies
an
d
h
ig
h
lig
h
t
th
e
n
ec
ess
ity
o
f
cr
itically
in
f
o
r
m
ed
in
s
tr
u
ctio
n
al
d
esig
n
s
th
at
alig
n
AI
to
o
ls
with
m
ea
n
in
g
f
u
l p
e
d
ag
o
g
ical
g
o
als an
d
lear
n
e
r
n
ee
d
s
.
Desp
ite
s
u
ch
d
e
v
elo
p
m
e
n
ts
,
a
s
ig
n
if
ican
t
r
esear
ch
g
ap
p
er
s
i
s
ts
co
n
ce
r
n
in
g
lear
n
e
r
s
’
p
er
ce
p
tio
n
s
an
d
em
o
tio
n
al
r
esp
o
n
s
es
to
g
en
er
a
tiv
e
AI
,
p
ar
ticu
lar
ly
in
Asi
an
h
ig
h
er
e
d
u
ca
tio
n
c
o
n
tex
ts
[
2
0
]
.
Giv
en
th
e
d
i
v
er
s
e
s
o
cio
cu
ltu
r
al
f
ac
to
r
s
in
f
lu
en
ci
n
g
lear
n
er
s
’
ac
ce
p
tan
ce
,
en
g
a
g
em
en
t,
an
d
eth
ical
co
n
s
id
er
a
tio
n
s
r
elate
d
to
AI
to
o
ls
,
th
is
lim
itatio
n
is
cr
itical.
Ad
d
r
ess
in
g
th
is
g
a
p
is
esp
e
cially
r
elev
an
t
in
So
u
th
Ko
r
e
a,
a
tech
n
o
lo
g
ically
ad
v
an
ce
d
s
o
ciety
wh
er
e
e
d
u
ca
tio
n
al
p
o
licies
em
p
h
asize
th
e
r
ap
id
in
teg
r
atio
n
o
f
i
n
n
o
v
ativ
e
lear
n
in
g
tech
n
o
lo
g
ies
an
d
h
ig
h
s
tan
d
a
r
d
s
o
f
E
n
g
lis
h
p
r
o
f
icien
cy
.
Un
d
er
s
tan
d
in
g
Ko
r
ea
n
u
n
iv
er
s
ity
s
tu
d
en
ts
’
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
ex
p
e
r
ien
ce
s
with
g
en
er
ativ
e
AI
ca
n
p
r
o
v
id
e
ess
en
tial
in
s
ig
h
ts
th
at
ex
p
an
d
ex
is
tin
g
liter
atu
r
e,
in
f
o
r
m
cu
ltu
r
ally
r
esp
o
n
s
iv
e
p
ed
ag
o
g
y
,
a
n
d
g
u
id
e
ef
f
ec
tiv
e
AI
in
teg
r
atio
n
s
tr
ateg
ies
with
in
an
d
b
e
y
o
n
d
E
ast
Asi
an
ed
u
ca
tio
n
al
co
n
te
x
ts
.
2
.
2
.
Af
f
ec
t
iv
e
benef
it
s
o
f
AI
in
la
ng
ua
g
e
lea
rning
Pre
v
io
u
s
r
esear
ch
h
as
h
ig
h
lig
h
ted
th
e
in
tr
icate
r
elatio
n
s
h
ip
b
etwe
en
af
f
ec
tiv
e
co
n
s
t
r
u
cts
an
d
lan
g
u
ag
e
lear
n
in
g
o
u
tco
m
es,
u
n
d
er
s
co
r
i
n
g
th
e
im
p
o
r
tan
ce
o
f
p
ed
a
g
o
g
ical
a
p
p
r
o
ac
h
es
th
a
t
in
teg
r
ate
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
im
e
n
s
io
n
s
.
AI
-
p
o
wer
ed
ed
u
ca
tio
n
al
to
o
l
s
,
s
u
ch
as
co
n
v
er
s
atio
n
al
a
g
en
ts
an
d
a
d
ap
tiv
e
lear
n
in
g
p
latf
o
r
m
s
,
h
av
e
d
em
o
n
s
tr
ated
co
n
s
id
er
ab
le
p
o
ten
t
ial
in
ad
d
r
ess
in
g
af
f
ec
tiv
e
b
a
r
r
ier
s
to
lan
g
u
ag
e
ac
q
u
is
itio
n
.
T
h
ese
tech
n
o
lo
g
ies
p
r
o
v
i
d
e
p
s
y
ch
o
lo
g
icall
y
s
af
e
en
v
ir
o
n
m
e
n
ts
th
at
s
u
p
p
o
r
t
lin
g
u
is
tic
ex
p
er
im
en
tatio
n
b
y
o
f
f
e
r
in
g
i
m
m
ed
iate,
n
o
n
-
ju
d
g
m
en
tal
f
e
ed
b
ac
k
in
lo
w
-
s
tak
es
co
n
tex
ts
.
E
m
p
ir
ical
s
tu
d
ies
co
n
d
u
cte
d
in
v
ar
io
u
s
ed
u
ca
tio
n
al
s
ettin
g
s
s
u
p
p
o
r
t
th
ese
clai
m
s
.
On
e
s
tu
d
y
r
ep
o
r
ted
th
at
v
o
ice
-
in
ter
ac
tiv
e
AI
ch
atb
o
ts
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
s
p
ea
k
in
g
p
r
o
f
icien
cy
am
o
n
g
Ko
r
ea
n
E
FL
lear
n
er
s
,
en
h
an
c
in
g
m
o
tiv
atio
n
an
d
r
ed
u
cin
g
a
n
x
iety
co
m
p
ar
ed
to
tr
ad
itio
n
al
class
r
o
o
m
in
s
tr
u
ctio
n
[
1
1
]
.
An
o
t
h
er
in
v
esti
g
atio
n
in
v
o
lv
i
n
g
6
0
C
h
in
ese
E
FL
s
tu
d
en
ts
d
em
o
n
s
tr
ated
s
u
b
s
tan
tial
g
ain
s
in
g
r
am
m
ar
,
v
o
ca
b
u
lar
y
,
r
ea
d
i
n
g
,
an
d
wr
itin
g
s
k
ills
wh
en
tau
g
h
t
th
r
o
u
g
h
AI
-
m
ed
iated
in
s
tr
u
ctio
n
.
Par
ticip
an
ts
also
s
h
o
wed
in
cr
ea
s
e
d
m
o
tiv
atio
n
an
d
s
elf
-
r
eg
u
latio
n
,
wh
ich
wer
e
attr
ib
u
ted
to
p
e
r
s
o
n
alize
d
f
e
ed
b
ac
k
an
d
co
llab
o
r
ativ
e
lea
r
n
in
g
f
ea
tu
r
es
th
at
p
r
o
m
o
te
d
lear
n
er
au
to
n
o
m
y
[
1
7
]
.
Qu
alitativ
e
d
ata
f
r
o
m
th
e
s
am
e
s
tu
d
y
r
ev
ea
led
th
at
th
e
u
s
er
-
f
r
ien
d
ly
a
n
d
lo
w
-
an
x
iety
en
v
ir
o
n
m
en
ts
cr
ea
ted
b
y
AI
to
o
ls
f
ac
ilit
ated
g
r
ea
ter
lear
n
er
en
g
ag
em
e
n
t
an
d
in
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
ese
f
in
d
in
g
s
co
n
f
ir
m
th
e
tr
an
s
f
o
r
m
ativ
e
r
o
le
o
f
AI
tech
n
o
lo
g
ies
in
co
m
p
lem
en
tin
g
tr
ad
itio
n
al
in
s
tr
u
ctio
n
an
d
r
esh
a
p
in
g
th
e
em
o
tio
n
al
d
y
n
am
ics
o
f
t
h
e
l
a
n
g
u
a
g
e
c
l
a
s
s
r
o
o
m
.
A
I
-
e
n
h
a
n
c
e
d
to
o
ls
co
n
tr
ib
u
te
m
ea
n
in
g
f
u
lly
to
c
o
m
m
u
n
icativ
e
co
m
p
eten
ce
an
d
lo
n
g
-
ter
m
l
an
g
u
ag
e
d
ev
elo
p
m
en
t
b
y
lo
wer
in
g
af
f
ec
tiv
e
f
ilter
s
,
f
o
s
t
er
in
g
p
er
s
is
ten
ce
,
in
cr
ea
s
in
g
s
elf
-
ef
f
icac
y
,
an
d
en
co
u
r
a
g
in
g
r
is
k
-
tak
in
g
in
c
o
m
m
u
n
icatio
n
[
1
8
]
–
[
2
0
]
.
C
o
n
s
eq
u
en
tly
,
ed
u
ca
to
r
s
an
d
cu
r
r
icu
lu
m
d
esig
n
e
r
s
ar
e
en
co
u
r
ag
ed
to
i
n
teg
r
ate
AI
-
d
r
iv
en
s
tr
ateg
ies
in
to
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
s
to
en
h
an
ce
af
f
ec
tiv
e
an
d
co
g
n
itiv
e
lear
n
in
g
o
u
tco
m
es.
2
.
3
.
AI a
nd
co
g
nitiv
e
dev
el
o
pm
ent
in la
ng
ua
g
e
lea
rning
Fro
m
a
c
o
g
n
iti
v
e
p
e
r
s
p
e
cti
v
e
,
g
e
n
e
r
at
iv
e
AI
o
f
f
e
r
s
a
f
f
o
r
d
a
n
ce
s
t
h
at
a
li
g
n
c
lo
s
el
y
wit
h
c
o
n
s
t
r
u
cti
v
is
t
an
d
c
o
n
n
e
cti
v
is
t
l
ea
r
n
i
n
g
t
h
eo
r
i
es.
C
o
n
s
t
r
u
ct
iv
is
m
e
m
p
h
asiz
es
e
x
p
e
r
i
en
tia
l
l
ea
r
n
i
n
g
th
r
o
u
g
h
p
er
s
o
n
a
l
en
g
a
g
em
en
t,
in
q
u
i
r
y
,
a
n
d
r
e
f
le
cti
o
n
.
A
I
’
s
a
d
a
p
t
iv
e
f
u
n
cti
o
n
a
liti
es
—
p
e
r
s
o
n
ali
ze
d
f
e
ed
b
a
c
k
,
d
y
n
a
m
ic
s
ca
f
f
o
l
d
i
n
g
,
an
d
r
e
al
-
ti
m
e
c
o
n
ten
t
a
d
j
u
s
t
m
e
n
t
—
s
u
p
p
o
r
t
lea
r
n
e
r
-
ce
n
t
er
e
d
e
n
v
i
r
o
n
m
e
n
ts
t
h
a
t
p
r
o
m
o
t
e
c
o
g
n
iti
v
e
d
e
v
e
lo
p
m
e
n
t
i
n
l
an
g
u
a
g
e
a
c
q
u
is
it
io
n
.
T
h
e
co
g
n
it
iv
e
b
e
n
ef
i
ts
o
f
A
I
i
n
t
e
g
r
ati
o
n
ar
e
h
ig
h
l
y
d
e
p
en
d
e
n
t
o
n
p
e
d
a
g
o
g
ic
all
y
s
o
u
n
d
in
s
tr
u
c
ti
o
n
al
d
esi
g
n
.
As
n
o
te
d
i
n
p
r
i
o
r
r
esea
r
c
h
,
t
h
e
e
d
u
ca
ti
o
n
al
v
a
lu
e
o
f
A
I
t
o
o
ls
is
n
o
t
in
h
e
r
e
n
t
i
n
t
h
e
ir
te
ch
n
o
l
o
g
ic
a
l
ca
p
ab
ilit
ies
b
u
t
in
t
h
ei
r
d
el
ib
e
r
ate
i
n
te
g
r
at
io
n
in
to
tas
k
s
th
at
f
o
s
te
r
cr
iti
ca
l
th
i
n
k
i
n
g
,
s
y
n
t
h
esis
,
a
n
d
r
ef
lec
t
io
n
[
2
1
]
.
E
f
f
ec
tiv
e
AI
-
e
n
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
m
u
s
t
b
e
ca
r
ef
u
lly
s
tr
u
ctu
r
ed
to
s
u
p
p
o
r
t
ac
tiv
e
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
,
p
r
o
m
o
te
in
q
u
ir
y
an
d
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
f
ac
ilit
ate
th
e
in
t
eg
r
atio
n
o
f
d
iv
er
s
e
in
f
o
r
m
atio
n
s
o
u
r
ce
s
.
E
m
p
ir
ic
al
ev
id
en
ce
s
u
p
p
o
r
ts
th
e
co
g
n
itiv
e
ad
v
an
tag
es
o
f
AI
in
lan
g
u
ag
e
lear
n
in
g
co
n
tex
ts
.
Fo
r
in
s
tan
ce
,
AI
-
s
u
p
p
o
r
ted
r
e
ad
in
g
to
o
ls
h
av
e
b
e
en
s
h
o
wn
to
en
h
an
ce
c
o
m
p
r
e
h
en
s
io
n
b
y
o
f
f
er
in
g
p
er
s
o
n
alize
d
s
ca
f
f
o
ld
in
g
an
d
ad
ap
tiv
e
q
u
esti
o
n
in
g
[
1
0
]
.
I
n
a
co
m
p
ar
ativ
e
s
tu
d
y
,
s
tu
d
e
n
ts
u
s
in
g
AI
-
b
ased
p
er
s
o
n
alize
d
r
ea
d
i
n
g
p
latf
o
r
m
s
o
u
tp
er
f
o
r
m
ed
th
o
s
e
in
tr
ad
itio
n
al
class
r
o
o
m
s
,
d
em
o
n
s
tr
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
ad
ap
tiv
e
co
n
ten
t
d
eliv
er
y
a
n
d
in
d
i
v
id
u
alize
d
f
ee
d
b
ac
k
in
s
u
p
p
o
r
tin
g
co
g
n
itiv
e
g
r
o
wth
[
1
9
]
.
Ad
d
itio
n
al
r
esear
ch
h
ig
h
lig
h
t
s
th
e
r
o
le
o
f
AI
-
d
r
iv
en
s
to
r
y
tellin
g
ap
p
licatio
n
s
in
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
,
wh
er
e
in
ter
ac
tiv
i
ty
an
d
p
er
s
o
n
aliza
tio
n
h
av
e
im
p
r
o
v
ed
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
,
n
ar
r
ativ
e
co
m
p
r
eh
e
n
s
io
n
,
an
d
co
g
n
itiv
e
-
em
o
tio
n
al
d
ev
el
o
p
m
en
t,
p
a
r
ticu
lar
ly
in
b
ilin
g
u
al
an
d
m
u
lticu
ltu
r
al
s
ettin
g
s
.
Gen
er
ativ
e
AI
h
as
also
s
h
o
wn
p
r
o
m
is
e
in
ea
r
ly
liter
ac
y
d
ev
elo
p
m
en
t
b
y
d
eliv
er
i
n
g
p
er
s
o
n
alize
d
s
to
r
y
tellin
g
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
Un
ivers
ity
s
tu
d
en
ts
’
p
ers
p
ec
tives o
n
in
teg
r
a
tin
g
g
en
era
tive
A
I
in
to
E
n
g
lis
h
la
n
g
u
a
g
e
lea
r
n
in
g
(
Yo
n
g
-
Jik
Lee
)
829
an
d
in
ter
ac
tiv
e
lear
n
in
g
e
x
p
e
r
ien
ce
s
th
at
ac
tiv
ely
en
g
ag
e
lear
n
er
s
in
co
m
p
r
e
h
en
s
io
n
an
d
cr
itical
th
in
k
in
g
.
T
h
ese
f
in
d
in
g
s
co
llectiv
ely
illu
s
tr
ate
th
at
well
-
d
esig
n
ed
AI
in
ter
v
en
tio
n
s
ca
n
e
n
h
an
ce
c
o
g
n
itiv
e
d
ev
elo
p
m
en
t
b
y
alig
n
in
g
with
estab
lis
h
ed
le
ar
n
in
g
th
e
o
r
ies wh
ile
ad
d
r
ess
in
g
in
d
i
v
id
u
al
lear
n
e
r
n
ee
d
s
.
2
.
4
.
Cha
lleng
es a
nd
et
hica
l c
o
ns
idera
t
io
ns
Desp
ite
t
h
e
ir
a
f
f
o
r
d
a
n
ce
s
,
A
I
la
n
g
u
a
g
e
l
ea
r
n
in
g
t
o
o
ls
r
ais
e
co
n
c
e
r
n
s
a
b
o
u
t
o
v
e
r
r
e
lia
n
c
e,
c
r
it
ica
l
lite
r
a
cy
,
an
d
ac
ad
em
ic
i
n
t
e
g
r
i
ty
.
W
it
h
o
u
t
g
u
i
d
ed
r
ef
lec
ti
o
n
,
s
tu
d
e
n
ts
m
a
y
ac
ce
p
t
AI
-
g
e
n
er
ate
d
s
u
g
g
esti
o
n
s
p
ass
i
v
el
y
,
th
er
e
b
y
u
n
d
e
r
m
in
i
n
g
t
h
ei
r
a
b
i
lit
y
t
o
i
n
t
e
r
n
ali
ze
l
a
n
g
u
a
g
e
r
u
l
es
a
n
d
m
a
k
e
i
n
d
e
p
e
n
d
e
n
t
li
n
g
u
is
tic
d
e
cisi
o
n
s
[
1
4
]
.
T
h
is
is
s
u
e
is
p
ar
t
ic
u
la
r
l
y
p
r
o
n
o
u
n
ce
d
w
h
e
n
l
ea
r
n
er
s
u
s
e
AI
t
o
p
r
o
d
u
c
e
c
o
m
p
let
e
ass
i
g
n
m
e
n
ts
with
m
in
im
al
p
er
s
o
n
al
in
p
u
t.
E
th
ical
co
n
ce
r
n
s
h
a
v
e
also
em
er
g
ed
r
e
g
ar
d
i
n
g
au
th
o
r
s
h
ip
an
d
attr
ib
u
tio
n
.
C
u
r
r
en
t
g
en
e
r
ativ
e
AI
s
y
s
tem
s
,
s
u
ch
as
C
h
atGPT
,
d
o
n
o
t
f
u
lf
ill
th
e
tr
ad
itio
n
al
cr
i
ter
ia
f
o
r
ac
ad
em
ic
au
th
o
r
s
h
ip
,
a
n
d
t
h
e
ir
u
s
e
r
ais
e
s
q
u
est
io
n
s
ab
o
u
t
th
e
l
eg
iti
m
a
cy
o
f
A
I
-
g
en
e
r
at
ed
c
o
n
te
n
t
in
s
ch
o
l
ar
ly
wo
r
k
[
1
1
]
.
A
la
c
k
o
f
t
r
a
n
s
p
a
r
e
n
c
y
i
n
s
o
u
r
c
e
a
tt
r
i
b
u
ti
o
n
a
n
d
co
n
t
e
n
t
o
r
i
g
i
n
al
it
y
f
u
r
th
er
c
o
m
p
o
u
n
d
s
t
h
ese
r
is
k
s
,
es
p
ec
i
all
y
f
o
r
E
L
L
s
wh
o
m
ay
lac
k
th
e
cr
i
tical
liter
ac
y
s
k
ills
to
d
eter
m
in
e
wh
en
an
d
h
o
w
to
cite
AI
-
g
e
n
er
ated
m
ater
ial
.
Glo
b
al
d
is
p
ar
ities
in
ac
ce
s
s
to
ad
v
an
ce
d
AI
tech
n
o
l
o
g
ies
m
ay
also
e
x
ac
er
b
ate
ex
is
tin
g
d
ig
ital
an
d
ed
u
ca
tio
n
al
in
eq
u
alities
[
1
1
]
.
R
esear
ch
er
s
h
av
e
id
en
tifie
d
r
is
k
s
s
u
ch
as
p
lag
iar
is
m
,
r
ed
u
ce
d
in
d
e
p
en
d
e
n
t
th
in
k
in
g
,
an
d
d
im
in
is
h
ed
cr
ea
tiv
ity
r
esu
ltin
g
f
r
o
m
u
n
cr
itica
l
r
elian
ce
o
n
AI
t
o
o
ls
[
2
3
]
,
[
2
4
]
.
T
h
ese
s
tu
d
ies
ad
v
o
ca
te
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
in
s
titu
tio
n
al
p
o
licies,
cle
ar
u
s
ag
e
g
u
i
d
elin
es,
an
d
c
u
r
r
icu
lar
in
ter
v
en
tio
n
s
th
at
ad
d
r
ess
AI
eth
ics,
p
r
o
m
o
te
r
esp
o
n
s
ib
le
citatio
n
p
r
ac
tices,
an
d
f
o
s
ter
d
ig
ital
lit
er
ac
y
.
Alth
o
u
g
h
AI
tech
n
o
lo
g
ies
e
n
h
an
ce
s
tu
d
en
t
s
’
tech
n
ical
p
r
o
f
icien
c
y
a
n
d
wr
itin
g
co
n
f
id
en
ce
,
th
e
y
also
th
r
ea
ten
o
r
ig
i
n
ality
an
d
cr
ea
tiv
ity
.
T
o
m
itig
ate
th
ese
r
is
k
s
,
co
m
p
r
eh
en
s
iv
e
ed
u
ca
tio
n
al
ef
f
o
r
ts
m
u
s
t
f
o
s
ter
r
ef
lectiv
e
en
g
ag
em
en
t
an
d
en
s
u
r
e
t
h
e
eth
ical
an
d
p
r
a
ctica
l u
s
e
o
f
AI
in
ac
ad
e
m
ic
c
o
n
tex
ts
.
3.
M
E
T
H
O
D
3
.
1
.
Study
pa
rt
icipa
nts
T
h
is
s
tu
d
y
ex
a
m
in
ed
Ko
r
ea
n
u
n
i
v
er
s
ity
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es
o
n
in
te
g
r
atin
g
AI
in
to
E
n
g
lis
h
lan
g
u
ag
e
lea
r
n
in
g
,
p
ar
ticu
lar
l
y
o
n
c
o
g
n
itiv
e
a
n
d
a
f
f
ec
tiv
e
d
im
en
s
io
n
s
.
T
h
e
7
9
p
ar
ticip
a
n
ts
wer
e
r
ec
r
u
ited
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
li
n
g
f
r
o
m
a
r
e
q
u
ir
ed
g
en
e
r
al
E
n
g
lis
h
co
m
m
u
n
icatio
n
c
o
u
r
s
e
at
a
m
id
-
s
ized
n
atio
n
al
u
n
iv
er
s
ity
.
Pra
ctica
l
c
o
n
s
id
er
a
tio
n
s
led
to
th
e
d
ec
is
io
n
to
in
clu
d
e
7
9
p
ar
ticip
an
ts
,
as
th
is
n
u
m
b
er
r
e
p
r
esen
ted
th
e
co
m
p
lete
en
r
o
llm
en
t
o
f
s
t
u
d
en
ts
ac
r
o
s
s
m
u
ltip
le
s
ec
tio
n
s
o
f
th
e
co
u
r
s
e,
allo
win
g
f
o
r
co
m
p
r
eh
e
n
s
iv
e
y
et
m
an
ag
ea
b
le
d
ata
co
llectio
n
.
T
h
is
s
am
p
lin
g
ap
p
r
o
ac
h
was
s
p
ec
if
ically
ch
o
s
en
to
en
h
an
c
e
r
ep
r
esen
tativ
en
ess
.
Sin
ce
th
e
s
elec
ted
co
u
r
s
e
is
m
a
n
d
ato
r
y
f
o
r
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
ac
r
o
s
s
v
ar
io
u
s
m
ajo
r
s
a
n
d
ac
ad
em
ic
y
ea
r
lev
els,
it
n
atu
r
ally
p
r
o
v
id
e
d
a
d
iv
er
s
e
d
em
o
g
r
a
p
h
ic
an
d
ac
a
d
em
ic
p
r
o
f
ile
r
e
f
l
ec
tiv
e
o
f
th
e
b
r
o
ad
er
u
n
d
e
r
g
r
ad
u
ate
E
FL
lear
n
e
r
p
o
p
u
latio
n
in
So
u
th
Ko
r
ea
n
h
ig
h
er
ed
u
ca
tio
n
co
n
tex
ts
.
Par
ticip
an
ts
in
clu
d
ed
s
tu
d
en
ts
f
r
o
m
v
ar
i
o
u
s
d
is
cip
lin
es,
with
d
iv
er
s
e
E
n
g
l
is
h
p
r
o
f
icien
cy
lev
els
an
d
ac
a
d
em
ic
y
ea
r
s
,
th
er
e
b
y
ca
p
tu
r
in
g
th
e
v
ar
ia
b
ilit
y
in
lear
n
er
ex
p
er
ien
ce
s
,
attitu
d
es,
an
d
in
ter
ac
tio
n
p
atter
n
s
with
AI
to
o
ls
.
Su
ch
d
iv
er
s
ity
en
s
u
r
es
th
at
f
in
d
in
g
s
a
r
e
g
en
er
aliza
b
le
an
d
r
ele
v
an
t
to
th
e
ty
p
ical
E
FL
in
s
tr
u
ctio
n
al
s
ettin
g
s
en
co
u
n
ter
ed
in
Ko
r
ea
n
u
n
i
v
er
s
ities
,
p
r
o
v
id
i
n
g
m
ea
n
in
g
f
u
l in
s
ig
h
ts
in
to
th
e
b
r
o
ad
e
r
im
p
licatio
n
s
o
f
in
teg
r
atin
g
g
e
n
er
ativ
e
AI
in
lan
g
u
ag
e
lear
n
in
g
.
T
ab
le
1
p
r
esen
ts
th
e
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
o
f
th
e
7
9
p
ar
ticip
an
ts
en
r
o
lled
in
th
e
s
tu
d
y
,
in
clu
d
in
g
g
en
d
e
r
,
ac
ad
em
ic
y
ea
r
,
m
ajo
r
,
a
n
d
s
elf
-
r
e
p
o
r
ted
test
o
f
E
n
g
lis
h
f
o
r
i
n
ter
n
atio
n
al
co
m
m
u
n
icatio
n
(
T
OE
I
C
)
s
co
r
es.
T
h
e
d
is
tr
ib
u
tio
n
h
ig
h
lig
h
ts
a
p
r
ed
o
m
in
an
ce
o
f
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
s
,
o
f
f
er
i
n
g
a
r
ep
r
e
s
en
tativ
e
s
am
p
le
o
f
Ko
r
ea
n
u
n
iv
er
s
ity
-
lev
el
E
FL
lear
n
er
s
.
R
eg
ar
d
in
g
g
en
d
er
,
6
2
.
0
% o
f
th
e
p
ar
ticip
a
n
ts
wer
e
m
ale
(
n
=4
9
)
an
d
3
8
.
0
%
wer
e
f
em
ale
(
n
=
3
0
)
.
T
h
e
v
ast
m
ajo
r
ity
wer
e
f
r
esh
m
en
(
9
2
.
4
%,
n
=7
3
)
,
f
o
llo
wed
b
y
s
o
p
h
o
m
o
r
es
(
5
.
1
%,
n
=
4
)
,
j
u
n
io
r
s
(
1
.
3
%,
n
=1
)
,
a
n
d
s
en
io
r
s
(
1
.
3
%,
n
=1
)
.
T
h
is
d
is
tr
ib
u
tio
n
m
ir
r
o
r
s
ty
p
ical
en
r
o
llm
en
t
p
atter
n
s
in
f
o
u
n
d
at
io
n
al
E
n
g
lis
h
co
u
r
s
es,
wh
ich
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
p
r
ed
o
m
i
n
an
tly
tak
e
in
So
u
th
Ko
r
ea
.
Par
ticip
an
ts
also
r
ep
r
esen
ted
a
wid
e
r
an
g
e
o
f
ac
ad
e
m
ic
f
ield
s
:
5
1
.
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2
2
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2
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8
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I
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t
J
E
v
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&
R
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d
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c
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Vo
l
.
15
,
No
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1
,
Feb
r
u
a
r
y
20
26
:
826
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836
830
f
o
r
war
d
-
an
d
b
ac
k
war
d
-
tr
a
n
s
latio
n
p
r
o
ce
s
s
.
T
h
e
two
b
ilin
g
u
al
r
esear
ch
er
s
p
r
o
f
icien
t
i
n
E
n
g
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d
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r
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ten
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iv
e
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p
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ce
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lan
g
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ag
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n
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in
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en
d
en
tly
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lated
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s
u
r
v
ey
f
r
o
m
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to
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b
s
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e
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tly
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t
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itio
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g
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x
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d
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cr
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tifie
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ef
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lly
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s
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d
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g
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n
s
en
s
u
s
am
o
n
g
all
tr
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s
lato
r
s
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
ab
o
u
t stu
d
y
p
a
r
ticip
an
ts
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
y
(
n
=
7
9
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
49
6
2
.
0
F
e
mal
e
30
3
8
.
0
G
r
a
d
e
F
r
e
sh
me
n
73
9
2
.
4
S
o
p
h
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r
e
s
4
5
.
1
Ju
n
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o
r
s
1
1
.
3
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n
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o
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s
1
1
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3
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S
c
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a
n
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n
g
41
5
1
.
9
H
u
ma
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t
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s a
n
d
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o
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i
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l
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e
s
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1
2
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7
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r
t
s
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1
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si
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1
0
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1
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3
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3
N
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sc
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r
e
54
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.
4
Fo
llo
win
g
tr
an
s
latio
n
,
cu
ltu
r
a
l
ad
ap
tatio
n
was
m
o
d
if
ied
b
y
r
ev
is
in
g
s
p
ec
if
ic
s
u
r
v
ey
item
s
to
r
ef
lect
b
etter
lo
ca
l
i
n
s
tr
u
ctio
n
al
p
r
a
ctice
s
,
s
tu
d
en
t
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
a
n
d
t
y
p
ical
class
r
o
o
m
ex
p
er
ien
ce
s
in
Ko
r
ea
n
g
en
er
al
E
n
g
lis
h
co
u
r
s
es.
T
h
is
s
tep
aim
ed
to
en
h
an
ce
p
ar
ticip
an
ts
’
u
n
d
e
r
s
tan
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i
n
g
an
d
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g
ag
em
en
t
with
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s
u
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lis
h
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n
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ity
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n
d
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p
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n
el
o
f
5
E
n
g
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ed
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c
atio
n
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er
ts
,
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ld
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g
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r
al
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r
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d
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o
s
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ess
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g
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ten
s
iv
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ter
tiar
y
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lev
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E
FL
teac
h
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g
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p
e
r
ien
ce
in
Ko
r
ea
,
r
ev
iewe
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th
e
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ted
s
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r
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ey
.
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e
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p
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ts
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alu
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ch
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o
r
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ity
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ele
v
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ce
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d
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u
ltu
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al
alig
n
m
en
t
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e
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g
et
s
tu
d
en
t
p
o
p
u
latio
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.
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h
eir
q
u
alitativ
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k
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y
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tem
ati
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lly
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aly
ze
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,
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n
d
m
in
o
r
r
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io
n
s
—
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r
im
ar
ily
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v
o
lv
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g
lin
g
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is
tic
r
ef
in
em
en
ts
an
d
clar
i
f
icatio
n
o
f
t
er
m
in
o
lo
g
y
—
wer
e
im
p
lem
en
ted
t
o
im
p
r
o
v
e
th
e
p
r
ec
is
io
n
an
d
co
m
p
r
eh
en
s
ib
ilit
y
o
f
s
u
r
v
ey
item
s
.
T
h
e
s
tr
u
ctu
r
e
o
f
th
e
q
u
esti
o
n
n
air
e
is
d
etailed
in
T
a
b
le
2
.
R
eliab
ilit
y
an
aly
s
is
u
s
in
g
C
r
o
n
b
ac
h
’
s
al
p
h
a
r
ev
ea
led
v
alu
es
r
an
g
in
g
f
r
o
m
.
6
4
3
to
.
7
9
3
f
o
r
in
d
iv
id
u
al
c
o
n
s
tr
u
cts,
with
an
o
v
e
r
all
C
r
o
n
b
ac
h
’
s
al
p
h
a
o
f
.
8
7
6
,
in
d
ica
tin
g
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
.
T
h
ese
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
th
e
in
s
tr
u
m
en
t
m
ee
ts
th
e
e
s
tab
lis
h
ed
s
tan
d
ar
d
s
f
o
r
r
eliab
ilit
y
an
d
v
alid
ity
,
s
u
p
p
o
r
tin
g
its
u
s
e
in
th
e
s
tu
d
y
.
T
ab
le
2
.
Qu
esti
o
n
n
air
e
s
tr
u
ctu
r
e
an
d
r
eliab
ilit
y
C
a
t
e
g
o
r
y
Q
u
e
st
i
o
n
N
u
mb
e
r
o
f
q
u
e
st
i
o
n
s
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
G
e
n
e
r
a
l
u
sef
u
l
n
e
ss
1
.
C
h
a
t
G
P
T
i
s
a
s
e
a
r
c
h
e
n
g
i
n
e
s
i
mi
l
a
r
t
o
G
o
o
g
l
e
.
6
.
7
9
0
2
.
C
h
a
t
G
P
T
i
s
a
l
a
n
g
u
a
g
e
m
o
d
e
l
c
a
p
a
b
l
e
o
f
g
e
n
e
r
a
t
i
n
g
t
e
x
t
s
b
a
s
e
d
o
n
b
a
s
i
c
k
e
y
w
o
r
d
s.
3
.
C
h
a
t
G
P
T
i
s
c
r
e
a
t
e
d
f
r
o
m
a
v
a
s
t
a
n
d
c
o
n
t
i
n
u
o
u
sl
y
u
p
d
a
t
e
d
d
a
t
a
s
e
t
.
4
.
C
h
a
t
G
P
T
c
a
n
u
n
d
e
r
st
a
n
d
h
u
ma
n
r
e
q
u
e
st
s
a
n
d
e
x
e
c
u
t
e
t
h
e
m
a
c
c
u
r
a
t
e
l
y
.
5
.
C
h
a
t
G
P
T
i
s
a
t
r
a
n
sl
a
t
i
o
n
s
u
p
p
o
r
t
t
o
o
l
.
6
.
C
h
a
t
G
P
T
i
s
a
n
o
n
l
i
n
e
p
l
a
t
f
o
r
m f
o
r
l
e
a
r
n
i
n
g
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
s.
Emo
t
i
o
n
a
l
a
sp
e
c
t
s
1
.
I
f
i
n
d
C
h
a
t
G
P
T
t
o
b
e
a
v
a
l
u
a
b
l
e
t
o
o
l
i
n
t
h
e
c
l
a
ssr
o
o
m,
mo
t
i
v
a
t
i
n
g
me
t
o
l
e
a
r
n
.
4
.
7
9
3
2
.
I
t
h
i
n
k
C
h
a
t
G
P
T
h
e
l
p
s
me
sa
v
e
t
i
m
e
i
n
s
u
b
mi
t
t
i
n
g
a
ssi
g
n
me
n
t
s
.
3
.
I
f
e
e
l
m
o
r
e
c
o
n
f
i
d
e
n
t
i
n
m
y
En
g
l
i
s
h
l
e
a
r
n
i
n
g
w
h
e
n
I
h
a
v
e
su
p
p
o
r
t
f
r
o
m
C
h
a
t
G
P
T.
4
.
I
f
i
n
d
C
h
a
t
G
P
T
t
o
b
e
a
p
o
w
e
r
f
u
l
s
e
l
f
-
l
e
a
r
n
i
n
g
a
i
d
f
o
r
my
E
n
g
l
i
s
h
l
e
a
r
n
i
n
g
.
C
o
g
n
i
t
i
v
e
a
sp
e
c
t
s
1
.
I
f
i
n
d
C
h
a
t
G
P
T
t
o
b
e
u
n
h
e
l
p
f
u
l
i
n
t
h
e
c
l
a
ssr
o
o
m
a
n
d
a
t
i
m
e
-
w
a
st
e
r
.
4
.
6
4
3
2
.
I
b
e
l
i
e
v
e
C
h
a
t
G
P
T
ma
k
e
s
i
t
e
a
s
y
f
o
r
st
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d
e
n
t
s t
o
c
h
e
a
t
o
n
a
ss
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g
n
m
e
n
t
s
a
n
d
e
x
a
ms.
3
.
I
a
m s
k
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t
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c
a
l
a
b
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’
ex
p
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-
s
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p
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r
ted
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I
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J
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8
8
2
2
Un
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s
tu
d
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’
p
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tives o
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r
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Yo
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831
E
n
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p
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ts
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ac
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m
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d
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ter
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iews
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ce
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ep
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t w
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to
o
ls
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th
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g
u
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u
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ey
.
Data
co
llectio
n
o
cc
u
r
r
e
d
at
th
e
en
d
o
f
th
e
Fall
2
0
2
4
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ester
at
C
h
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g
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Natio
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al
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ity
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ath
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ter
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t
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d
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’
attitu
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p
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ce
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s
ef
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ess
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an
d
af
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es
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war
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th
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in
teg
r
atio
n
o
f
AI
in
th
eir
E
n
g
lis
h
lear
n
in
g
.
Su
b
s
eq
u
e
n
tly
,
q
u
alitativ
e
d
ata
wer
e
co
llected
th
r
o
u
g
h
in
d
iv
id
u
al
in
ter
v
iews.
T
h
e
4
s
tu
d
e
n
ts
v
o
lu
n
tar
ily
p
ar
ticip
ated
a
n
d
wer
e
g
r
o
u
p
ed
in
t
o
th
r
ee
s
es
s
io
n
s
,
ea
ch
last
in
g
ap
p
r
o
x
im
ately
3
0
m
in
u
tes.
T
h
ese
in
ter
v
iews
wer
e
co
n
d
u
cted
v
ia
Z
o
o
m
t
o
en
s
u
r
e
ac
ce
s
s
ib
ilit
y
an
d
co
n
v
en
ie
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ce
.
Fo
r
q
u
an
titativ
e
d
ata
an
aly
s
is
,
SP
SS
v
er
s
io
n
2
4
was
u
tili
ze
d
to
p
r
o
d
u
ce
d
escr
ip
tiv
e
s
tatis
tic
s
,
en
ab
lin
g
a
g
en
er
al
o
v
er
v
iew
o
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lear
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er
p
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ce
p
tio
n
s
ac
r
o
s
s
th
e
s
am
p
le.
T
h
e
q
u
alitativ
e
an
aly
s
is
f
o
llo
wed
th
e
s
ix
-
p
h
ase
th
em
atic
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aly
s
is
f
r
am
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r
k
p
r
o
p
o
s
ed
b
y
B
r
au
n
an
d
C
lar
k
e
[
3
5
]
.
All
in
ter
v
iew
s
ess
io
n
s
wer
e
r
ec
o
r
d
e
d
with
p
ar
t
icip
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ts
’
co
n
s
en
t,
an
d
v
id
e
o
f
iles
wer
e
r
ev
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d
r
ep
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ted
ly
to
en
s
u
r
e
ac
c
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r
ate
tr
an
s
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ip
tio
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r
an
s
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ip
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we
r
e
s
to
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ed
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ec
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r
ely
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n
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Dr
iv
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d
s
h
ar
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o
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g
th
e
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ch
team
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o
r
co
llab
o
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ativ
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co
d
in
g
.
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n
itial
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an
d
s
u
b
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co
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wer
e
g
en
er
ated
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d
th
en
r
ef
in
ed
t
h
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o
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g
h
iter
ativ
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an
a
ly
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is
cy
cles.
E
m
er
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in
g
th
em
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wer
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tifie
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ased
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n
r
ec
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r
r
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g
p
atter
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,
p
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ticip
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t
s
im
ilar
ities
,
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d
d
iv
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en
t
v
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o
in
ts
.
T
h
e
th
em
es
wer
e
ab
s
tr
ac
ted
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d
r
en
am
ed
to
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h
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n
ce
clar
ity
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d
f
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ilit
ate
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ata
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ed
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ctio
n
d
u
r
in
g
th
e
f
in
al
a
n
aly
s
is
s
tag
e.
Ultim
ately
,
th
e
q
u
alita
tiv
e
f
in
d
in
g
s
wer
e
tr
ian
g
u
lated
with
th
e
s
u
r
v
ey
r
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lts
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en
ab
lin
g
a
r
ich
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m
u
ltid
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m
en
s
io
n
al
in
ter
p
r
etatio
n
o
f
s
t
u
d
en
ts
’
ex
p
er
ien
ce
s
with
AI
in
E
n
g
lis
h
lan
g
u
ag
e
e
d
u
ca
tio
n
.
T
h
is
in
teg
r
ativ
e
an
al
y
s
is
co
n
tr
ib
u
ted
t
o
a
m
o
r
e
h
o
l
is
tic
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
e
d
ag
o
g
ical
an
d
e
m
o
tio
n
al
d
im
en
s
io
n
s
o
f
AI
-
m
ed
iate
d
lear
n
in
g
in
h
ig
h
er
e
d
u
ca
tio
n
.
4.
RE
SU
L
T
S
4
.
1
.
Su
rv
ey
r
esu
lt
s
T
h
e
d
escr
ip
tiv
e
s
tatis
tics
in
T
ab
le
3
r
ev
ea
l
in
s
ig
h
tf
u
l
i
n
f
o
r
m
atio
n
ab
o
u
t
p
ar
ticip
an
ts
’
p
e
r
ce
p
tio
n
s
o
f
th
e
u
s
ef
u
ln
ess
o
f
g
en
er
ativ
e
AI
,
s
p
ec
if
ically
C
h
atGPT
,
in
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
in
g
.
T
h
e
an
aly
s
is
is
d
iv
id
ed
in
to
th
r
ee
k
ey
asp
ec
ts
:
its
u
s
ef
u
ln
ess
,
em
o
tio
n
al,
an
d
co
g
n
itiv
e
asp
ec
ts
.
R
eg
ar
d
in
g
its
g
en
er
al
u
s
ef
u
ln
ess
,
p
ar
ticip
an
ts
r
ec
o
g
n
ized
C
h
atGPT
’
s
p
o
ten
tial
in
s
u
p
p
o
r
tin
g
lan
g
u
a
g
e
lear
n
in
g
d
u
e
to
its
ad
v
an
ce
d
tech
n
ical
f
ea
tu
r
es.
T
h
e
h
ig
h
est
-
r
ated
ite
m
s
in
th
is
ca
teg
o
r
y
wer
e
s
tatem
en
ts
h
ig
h
lig
h
tin
g
th
at
C
h
atGPT
is
b
u
ilt
o
n
an
ex
ten
s
iv
e
an
d
co
n
tin
u
ally
u
p
d
ated
d
atab
ase
an
d
an
ef
f
ec
tiv
e
to
o
l
f
o
r
tr
an
s
latio
n
,
with
a
m
ea
n
s
co
r
e
o
f
3
.
5
8
,
in
d
icatin
g
s
tr
o
n
g
ag
r
ee
m
en
t.
T
h
ese
r
esp
o
n
s
es
h
ig
h
lig
h
t
th
at
p
ar
ticip
an
ts
v
alu
e
th
e
p
latf
o
r
m
’
s
ab
ilit
y
to
lev
er
ag
e
v
ast
am
o
u
n
ts
o
f
d
a
ta
an
d
p
r
o
v
id
e
p
r
ac
tical
s
u
p
p
o
r
t
f
o
r
task
s
s
u
ch
as
tex
t
tr
an
s
latio
n
.
An
o
th
er
r
elativ
ely
h
ig
h
s
co
r
e
(
M
=3
.
4
2
,
SD
=.
9
1
4
)
was
o
b
s
er
v
ed
f
o
r
C
h
atGPT
’
s
ab
ilit
y
to
ac
c
u
r
ately
p
r
o
ce
s
s
an
d
r
esp
o
n
d
to
u
s
er
q
u
er
ies,
s
u
g
g
esti
n
g
m
o
d
e
r
ate
co
n
f
id
en
ce
in
its
ab
ilit
y
to
u
n
d
er
s
tan
d
an
d
ex
ec
u
te
u
s
er
in
p
u
ts
ef
f
ec
tiv
ely
.
Ho
wev
er
,
C
h
atG
PT
was
le
s
s
f
r
eq
u
en
tly
s
ee
n
as
a
g
en
er
al
-
p
u
r
p
o
s
e
in
f
o
r
m
a
tio
n
r
etr
iev
al
to
o
l,
r
ec
eiv
in
g
a
lo
wer
s
co
r
e
(
M
=3
.
0
9
,
SD
=1
.
1
5
7
)
w
h
en
p
ar
ticip
an
ts
wer
e
ask
ed
ab
o
u
t
its
s
im
ilar
ity
to
co
n
v
en
tio
n
al
s
ea
r
ch
en
g
in
es
lik
e
Go
o
g
le.
T
h
is
s
u
g
g
ests
th
at
p
ar
ticip
an
ts
p
er
ce
iv
e
C
h
atGPT
a
s
m
o
r
e
s
p
ec
ialized
in
its
f
u
n
ctio
n
ality
.
R
eg
ar
d
in
g
th
e
em
o
tio
n
al
asp
e
cts
o
f
C
h
atGPT
’
s
u
s
ef
u
ln
ess
,
p
ar
ticip
an
ts
g
en
e
r
ally
ex
p
r
ess
ed
p
o
s
itiv
e
p
er
ce
p
tio
n
s
,
p
ar
ticu
lar
l
y
its
e
f
f
icien
cy
a
n
d
m
o
tiv
atio
n
al
p
o
ten
tial.
T
h
e
h
ig
h
est
-
r
ated
it
em
in
th
is
s
ec
tio
n
(
M
=3
.
7
8
,
SD
=.
9
9
6
)
in
d
icate
d
th
at
C
h
atGPT
h
elp
s
p
ar
ticip
an
ts
s
av
e
tim
e
wh
en
co
m
p
letin
g
ass
ig
n
m
en
ts
,
h
ig
h
lig
h
tin
g
its
r
o
le
as
a
tim
e
-
ef
f
icien
t
to
o
l
f
o
r
task
c
o
m
p
let
io
n
.
Similar
ly
,
p
a
r
ticip
an
ts
f
o
u
n
d
C
h
atGPT
to
b
e
a
r
eso
u
r
ce
th
at
en
co
u
r
a
g
es
en
g
ag
em
en
t
an
d
m
o
tiv
atio
n
in
l
ea
r
n
in
g
co
n
tex
ts
,
as
r
ef
lecte
d
b
y
a
r
elativ
ely
h
ig
h
s
co
r
e
(
M
=3
.
4
4
,
SD
=1
.
0
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)
.
Ho
wev
er
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ce
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s
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e
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th
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e
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t
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k
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m
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tal
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t
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ee
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o
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th
e
s
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t
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g
g
esti
n
g
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ig
h
t
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ic
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h
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r
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eth
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r
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ciate
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with
in
teg
r
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to
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tex
ts
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On
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er
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d
,
th
e
s
tatem
en
t
s
u
g
g
esti
n
g
th
at
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h
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u
n
p
r
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d
u
ctiv
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d
wastes
tim
e
r
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eiv
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th
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s
t
s
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r
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t
h
is
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teg
o
r
y
(
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.
6
7
,
SD
=.
9
9
6
)
,
in
d
icatin
g
th
at
p
ar
ticip
an
ts
lar
g
ely
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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2
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8
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t
J
E
v
al
&
R
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d
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c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
826
-
836
832
d
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F
ind
ing
s
f
ro
m
t
he
inte
rv
iews
T
h
e
q
u
alitativ
e
a
n
aly
s
is
r
ev
ea
led
th
r
ee
o
v
er
a
r
ch
in
g
th
e
m
es
d
ir
ec
tly
alig
n
e
d
with
t
h
e
r
esear
ch
q
u
esti
o
n
s
an
d
th
e
q
u
a
n
titativ
e
s
u
r
v
ey
f
i
n
d
in
g
s
:
i
)
in
cr
ea
s
ed
em
o
tio
n
al
co
m
f
o
r
t
a
n
d
m
o
tiv
atio
n
;
ii
)
co
g
n
itiv
e
s
ca
f
f
o
ld
in
g
an
d
lin
g
u
is
tic
d
e
v
elo
p
m
en
t
;
an
d
iii
)
c
r
itical
awa
r
en
ess
an
d
ca
u
tio
u
s
u
s
e
o
f
g
en
e
r
ativ
e
AI
.
First
,
p
ar
ticip
an
ts
d
escr
ib
ed
g
en
er
ativ
e
AI
to
o
ls
,
p
ar
ticu
la
r
ly
C
h
atGPT
an
d
v
o
ice
-
in
ter
ac
tiv
e
p
latf
o
r
m
s
,
as
cr
ea
tin
g
lo
w
-
an
x
iety
en
v
ir
o
n
m
en
ts
th
at
en
h
an
ce
d
th
ei
r
e
m
o
tio
n
al
co
m
f
o
r
t
an
d
m
o
tiv
atio
n
f
o
r
lan
g
u
ag
e
p
r
ac
tice.
T
h
is
q
u
alitativ
e
in
s
ig
h
t
d
ir
ec
tly
s
u
p
p
o
r
ted
s
u
r
v
ey
r
esu
lts
wh
er
e
s
tu
d
en
ts
r
ated
C
h
atGPT
h
ig
h
ly
f
o
r
tim
e
ef
f
icien
cy
(
M
=3
.
7
8
)
a
n
d
m
ai
n
tain
in
g
m
o
tiv
atio
n
(
M
=3
.
4
4
)
.
I
n
ter
v
iewe
es
em
p
h
asized
h
o
w
AI
in
ter
ac
tio
n
s
’
n
o
n
-
ju
d
g
m
en
tal,
p
r
iv
ate
n
atu
r
e
r
ed
u
ce
d
a
n
x
ie
ty
ar
o
u
n
d
m
ak
in
g
m
is
tak
es,
f
ac
ilit
atin
g
f
r
eq
u
e
n
t
p
r
ac
tice.
Fo
r
ex
a
m
p
le,
p
a
r
ticip
an
ts
r
ep
o
r
te
d
in
cr
ea
s
ed
c
o
n
f
id
en
ce
wh
en
p
r
ac
ticin
g
p
r
o
n
u
n
ciatio
n
p
r
iv
atel
y
,
alig
n
in
g
with
th
e
m
o
d
er
ate
b
u
t
co
m
p
ar
ativ
ely
lo
wer
s
u
r
v
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y
r
atin
g
f
o
r
co
n
f
id
en
ce
-
b
u
ild
i
n
g
(
M
=3
.
2
4
)
.
T
h
u
s
,
q
u
alitativ
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
at
wh
ile
g
en
er
ativ
e
AI
o
f
f
er
s
s
ig
n
if
ican
t
em
o
tio
n
al
s
u
p
p
o
r
t,
it
co
m
p
lem
en
ts
r
ath
er
th
an
r
ep
lace
s
h
u
m
an
en
co
u
r
ag
em
e
n
t.
Seco
n
d
,
q
u
alitativ
e
f
in
d
i
n
g
s
h
ig
h
lig
h
ted
th
e
r
o
le
o
f
AI
in
p
r
o
v
id
i
n
g
co
g
n
itiv
e
s
ca
f
f
o
ld
in
g
,
p
ar
ticu
lar
ly
in
wr
itin
g
task
s
.
Par
ticip
an
ts
ex
p
licitly
d
escr
ib
ed
AI
as
b
e
n
ef
icial
f
o
r
id
en
ti
f
y
in
g
g
r
am
m
atica
l
er
r
o
r
s
,
im
p
r
o
v
in
g
s
en
ten
ce
s
tr
u
ctu
r
e,
an
d
clar
if
y
i
n
g
m
ea
n
in
g
,
th
u
s
p
r
o
m
o
tin
g
d
ee
p
e
r
co
g
n
itiv
e
en
g
ag
e
m
en
t.
T
h
is
th
em
e
cl
o
s
ely
alig
n
s
wit
h
s
u
r
v
e
y
f
in
d
in
g
s
in
d
icatin
g
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
AI
’
s
t
ec
h
n
ical
ab
ilit
y
to
u
n
d
er
s
tan
d
s
tu
d
en
t
in
p
u
t
(
M
=
3
.
4
2
)
an
d
p
r
o
v
id
e
h
elp
f
u
l
f
ee
d
b
ac
k
(
M
=3
.
5
8
)
.
I
n
ter
v
iewe
es
f
u
r
th
e
r
ar
tic
u
lated
h
o
w
AI
’
s
ex
p
lan
at
o
r
y
f
ee
d
b
ac
k
f
o
s
ter
ed
m
etac
o
g
n
itiv
e
awa
r
en
ess
an
d
f
ac
ilit
ated
th
e
d
ev
elo
p
m
e
n
t
o
f
im
p
r
o
v
e
d
s
elf
-
ed
itin
g
s
k
ills
.
On
e
p
ar
ticip
an
t
n
o
te
d
,
“
A
I
s
h
o
w
s
me
w
h
a
t’
s
w
r
o
n
g
w
ith
my
s
en
ten
ce
a
n
d
ex
p
la
in
s
w
h
y.
I
lea
r
n
mo
r
e
th
a
t
w
a
y
th
a
n
ju
s
t
g
ettin
g
t
h
e
a
n
s
w
er
.
”
T
h
is
q
u
alitativ
e
in
s
ig
h
t
co
m
p
lem
en
ts
an
d
d
ee
p
en
s
th
e
q
u
a
n
titativ
e
ev
id
en
ce
b
y
clar
i
f
y
in
g
h
o
w
AI
to
o
ls
ac
tiv
ely
co
n
tr
ib
u
te
to
lear
n
er
s
’
co
g
n
itiv
e
d
ev
elo
p
m
e
n
t r
ath
er
th
an
m
e
r
el
y
f
u
n
ctio
n
in
g
as
p
ass
iv
e
s
u
p
p
o
r
ts
.
T
h
ir
d
,
d
esp
ite
r
ec
o
g
n
izin
g
AI
’
s
b
en
ef
its
,
p
ar
ticip
a
n
ts
ex
p
r
ess
ed
a
s
ig
n
if
ican
t
le
v
el
o
f
cr
itical
awa
r
en
ess
an
d
ca
u
tio
n
ed
ag
ain
s
t
o
v
er
r
elian
ce
.
Qu
alitativ
e
r
esp
o
n
s
es
u
n
d
er
s
co
r
e
d
s
k
e
p
ticis
m
to
war
d
th
e
ac
cu
r
ac
y
o
f
AI
-
g
en
er
ated
o
u
t
p
u
ts
.
T
h
ey
h
ig
h
lig
h
ted
co
n
ce
r
n
s
ab
o
u
t
r
ed
u
ce
d
cr
itical
th
in
k
in
g
an
d
p
o
ten
tial
ac
ad
em
ic
d
is
h
o
n
esty
,
co
r
r
esp
o
n
d
in
g
d
ir
ec
tly
with
s
u
r
v
e
y
c
o
n
ce
r
n
s
r
e
g
ar
d
in
g
ch
e
atin
g
(
M
=3
.
3
4
)
an
d
p
ass
iv
e
th
in
k
in
g
(
M
=3
.
3
5
)
.
Par
ticip
a
n
ts
co
n
s
is
ten
tly
r
ec
o
m
m
en
d
e
d
b
alan
cin
g
AI
with
tr
a
d
itio
n
al
in
s
tr
u
ctio
n
an
d
h
u
m
an
-
m
ed
iated
f
ee
d
b
ac
k
to
en
s
u
r
e
r
ig
o
r
o
u
s
,
au
th
en
tic
lear
n
in
g
.
Fo
r
in
s
tan
ce
,
o
n
e
s
tu
d
en
t
r
em
ar
k
e
d
,
“
s
o
metime
s
A
I
g
ives
va
g
u
e
o
r
in
a
cc
u
r
a
te
a
n
s
w
ers
.
Th
a
t’
s
w
h
y
I
o
n
ly
u
s
e
it
to
g
et
id
ea
s
,
n
o
t
fo
r
fu
ll
a
n
s
w
er
s
.
”
T
h
is
n
u
an
ce
d
q
u
alitativ
e
p
e
r
s
p
ec
tiv
e
en
r
ich
es
th
e
s
u
r
v
ey
f
in
d
in
g
s
,
clar
if
y
i
n
g
th
at
p
ar
ticip
an
ts
v
iewe
d
g
en
er
ativ
e
AI
as
a
p
r
ac
tical
s
u
p
p
lem
en
tar
y
r
eso
u
r
ce
,
r
at
h
er
th
an
a
co
m
p
r
eh
en
s
iv
e
r
e
p
l
ac
em
en
t
f
o
r
h
u
m
an
in
s
tr
u
ctio
n
o
r
cr
itical
th
in
k
in
g
p
r
o
ce
s
s
es.
I
n
teg
r
atin
g
q
u
al
itativ
e
in
s
ig
h
ts
with
q
u
an
titativ
e
s
u
r
v
ey
r
esu
lts
p
r
o
v
id
es a
co
h
er
en
t n
a
r
r
ativ
e,
illu
s
tr
atin
g
a
b
alan
ce
d
v
iew
o
f
th
e
af
f
o
r
d
a
n
ce
s
an
d
lim
itatio
n
s
o
f
g
en
er
ativ
e
AI
.
T
h
ese
co
m
b
i
n
ed
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
AI
to
o
ls
in
E
n
g
lis
h
lan
g
u
ag
e
in
s
tr
u
ctio
n
r
e
q
u
ir
es
in
ten
tio
n
al
p
ed
a
g
o
g
ical
s
tr
ateg
ies
th
at
em
p
h
asize
em
o
tio
n
al
s
u
p
p
o
r
t,
co
g
n
itiv
e
s
ca
f
f
o
ld
in
g
,
a
n
d
c
r
itical
d
ig
ital liter
ac
y
.
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
Un
ivers
ity
s
tu
d
en
ts
’
p
ers
p
ec
tives o
n
in
teg
r
a
tin
g
g
en
era
tive
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I
in
to
E
n
g
lis
h
la
n
g
u
a
g
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lea
r
n
in
g
(
Yo
n
g
-
Jik
Lee
)
833
5.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
ex
am
in
ed
Ko
r
ea
n
u
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ity
s
tu
d
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’
p
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ce
p
tio
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A
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ls
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to
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g
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th
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f
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g
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icate
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o
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y
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ce
d
c
o
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ce
r
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s
r
eg
ar
d
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g
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s
.
Stu
d
en
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p
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e
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AI
to
o
ls
as
b
en
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o
r
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h
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ci
n
g
lear
n
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g
ef
f
icien
cy
,
m
o
tiv
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n
,
a
n
d
en
g
ag
em
e
n
t,
co
n
s
is
ten
t
with
p
r
io
r
r
esear
ch
em
p
h
asizin
g
AI
’
s
r
o
le
in
f
o
s
ter
in
g
lear
n
e
r
au
to
n
o
m
y
an
d
in
tr
in
s
ic
m
o
tiv
atio
n
in
E
FL
co
n
te
x
ts
[
1
6
]
–
[
2
0
]
.
Sp
ec
if
ically
,
AI
p
lat
f
o
r
m
s
s
u
ch
as
C
h
atGPT
an
d
Gr
am
m
ar
ly
r
ed
u
ce
d
wr
itin
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x
iety
an
d
im
p
r
o
v
ed
s
en
ten
ce
co
n
s
tr
u
ctio
n
s
k
ills
,
r
ein
f
o
r
cin
g
p
r
e
v
io
u
s
ev
id
e
n
ce
th
at
AI
-
m
ed
iated
in
ter
ac
tio
n
s
ef
f
ec
tiv
ely
lo
we
r
af
f
ec
tiv
e
b
ar
r
ier
s
a
n
d
p
r
o
v
id
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s
u
p
p
o
r
tiv
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lo
w
-
s
tak
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en
v
ir
o
n
m
en
ts
f
o
r
lan
g
u
ag
e
p
r
ac
tice
[
2
1
]
–
[
2
5
]
.
Q
u
a
l
i
t
at
i
v
e
i
n
s
i
g
h
ts
e
n
r
i
c
h
e
d
q
u
a
n
t
i
t
a
ti
v
e
r
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l
ts
b
y
i
ll
u
s
t
r
a
t
i
n
g
h
o
w
A
I
i
n
te
r
a
c
t
i
o
n
s
p
r
o
v
i
d
ed
s
t
u
d
e
n
ts
w
i
t
h
e
m
o
t
i
o
n
a
l
r
e
as
s
u
r
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n
c
e
an
d
c
o
g
n
i
t
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v
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s
c
a
f
f
o
l
d
i
n
g
,
t
h
e
r
e
b
y
e
n
h
a
n
c
i
n
g
t
h
e
i
r
l
e
a
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g
e
x
p
e
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e
.
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t
u
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n
ts
h
i
g
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l
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t
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t
h
a
t
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v
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te
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o
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t
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e
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t
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AI
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o
o
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e
d
t
h
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r
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c
e
d
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y
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n
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n
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o
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r
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p
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t
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p
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ti
o
n
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p
r
o
d
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c
t
i
v
e
t
a
s
k
s
,
p
a
r
t
i
c
u
l
ar
l
y
i
n
w
r
i
t
i
n
g
a
n
d
s
p
e
a
k
i
n
g
.
T
h
i
s
o
u
t
c
o
m
e
a
li
g
n
s
c
l
o
s
e
l
y
wi
t
h
K
r
as
h
e
n
'
s
a
f
f
e
ct
i
v
e
f
i
l
t
e
r
h
y
p
o
t
h
e
s
i
s
[
3
6
]
,
w
h
i
c
h
t
h
e
o
r
i
z
es
t
h
a
t
l
o
w
e
r
i
n
g
l
e
a
r
n
e
r
s
’
a
n
x
i
e
ty
s
i
g
n
i
f
i
c
a
n
t
l
y
f
a
c
i
li
t
at
e
s
l
a
n
g
u
a
g
e
a
c
q
u
i
s
i
ti
o
n
[
3
1
]
,
[
3
2
]
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
c
o
g
n
i
t
i
v
e
b
e
n
e
f
i
ts
r
e
p
o
r
t
e
d
b
y
s
t
u
d
e
n
ts
r
ein
f
o
r
ce
s
o
cio
c
u
ltu
r
al
an
d
s
o
cio
co
g
n
itiv
e
f
r
am
ewo
r
k
s
,
s
u
g
g
esti
n
g
AI
-
d
r
iv
en
in
ter
ac
tio
n
s
ac
t
as
m
ed
iated
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
es
,
e
n
h
a
n
c
i
n
g
l
e
a
r
n
e
r
s
’
s
elf
-
r
eg
u
latio
n
,
m
et
ac
o
g
n
itio
n
,
an
d
c
o
g
n
itiv
e
e
n
g
a
g
em
en
t
[
3
3
]
,
[
3
4
]
.
Ho
wev
er
,
p
ar
ticip
an
ts
ex
p
r
es
s
ed
s
ig
n
if
ican
t
c
o
n
ce
r
n
s
ab
o
u
t
p
o
ten
tial
o
v
er
r
elian
ce
o
n
AI
,
r
is
k
s
to
ac
ad
em
ic
in
teg
r
ity
,
an
d
th
e
ac
cu
r
ac
y
o
f
AI
-
g
en
e
r
ated
o
u
tp
u
ts
.
T
h
ese
co
n
ce
r
n
s
clo
s
el
y
alig
n
with
r
ec
en
t
s
tu
d
ies
th
at
h
ig
h
lig
h
t
th
e
eth
ical
co
m
p
lex
ities
an
d
th
e
cr
i
tical
im
p
o
r
tan
ce
o
f
d
i
g
ital
liter
ac
y
an
d
cr
itical
en
g
ag
em
e
n
t
in
AI
-
in
te
g
r
ated
lear
n
in
g
co
n
tex
ts
[
2
6
]
–
[
3
0
]
.
Fo
r
ex
am
p
le,
p
r
ev
i
o
u
s
r
esear
ch
h
as
s
h
o
wn
th
at
ex
ce
s
s
iv
e
d
ep
en
d
e
n
cy
o
n
AI
ca
n
lim
it
lear
n
er
s
’
cr
iti
ca
l
th
in
k
in
g
,
o
r
ig
in
ality
,
an
d
d
ee
p
er
co
g
n
itiv
e
en
g
ag
em
e
n
t w
ith
lear
n
in
g
task
s
,
ec
h
o
in
g
th
e
ca
u
tio
u
s
s
tan
ce
p
ar
ticip
an
ts
ex
p
r
ess
ed
in
th
is
s
tu
d
y
[
2
7
]
,
[
2
8
]
.
T
h
eo
r
etica
lly
,
th
is
r
esear
ch
ex
p
an
d
s
ex
is
tin
g
liter
atu
r
e
o
n
AI
-
m
e
d
iated
lan
g
u
a
g
e
le
ar
n
in
g
b
y
ex
p
licitly
ad
d
r
ess
in
g
h
o
w
g
en
er
ativ
e
AI
im
p
ac
ts
lear
n
er
s
’
e
m
o
tio
n
al
an
d
c
o
g
n
itiv
e
d
im
en
s
io
n
s
.
I
t
co
n
tr
ib
u
tes
to
th
e
ev
o
lv
in
g
d
is
co
u
r
s
e
o
n
lear
n
e
r
-
ce
n
ter
e
d
an
d
ef
f
ec
tiv
ely
in
f
o
r
m
ed
f
r
am
ewo
r
k
s
,
r
ein
f
o
r
cin
g
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
em
o
tio
n
al
co
m
f
o
r
t a
n
d
m
etac
o
g
n
it
iv
e
awa
r
en
ess
in
to
lan
g
u
a
g
e
p
ed
ag
o
g
y
[
1
6
]
,
[
1
8
]
,
[
3
2
]
.
T
h
e
alig
n
m
e
n
t
b
etwe
en
th
e
cu
r
r
en
t
f
in
d
in
g
s
an
d
estab
lis
h
ed
th
eo
r
etica
l
co
n
s
tr
u
ct
s
,
s
u
ch
as
af
f
ec
tiv
e
f
ilter
in
g
an
d
m
e
d
iated
lear
n
in
g
,
u
n
d
er
s
co
r
es
th
e
n
ec
ess
ity
o
f
em
b
ed
d
in
g
AI
to
o
ls
th
o
u
g
h
t
f
u
lly
in
to
p
ed
ag
o
g
ical
p
r
ac
tices r
ath
er
t
h
an
tr
ea
tin
g
th
em
as st
an
d
alo
n
e
s
o
lu
tio
n
s
.
Pra
ctica
lly
,
th
is
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
cr
itical
n
ee
d
f
o
r
s
tr
ateg
ically
in
teg
r
atin
g
AI
in
t
o
E
n
g
lis
h
lan
g
u
ag
e
cu
r
r
icu
la.
E
d
u
ca
to
r
s
ar
e
ad
v
is
ed
to
ex
p
licitly
ad
d
r
ess
th
e
p
r
ac
tical
an
d
eth
ical
u
s
e
o
f
g
en
er
ativ
e
AI
to
o
ls
,
p
o
s
itio
n
in
g
th
em
as
c
o
m
p
lem
en
tar
y
aid
s
r
ath
er
th
an
r
ep
lace
m
en
ts
f
o
r
h
u
m
a
n
i
n
s
tr
u
ctio
n
an
d
p
ee
r
in
ter
ac
tio
n
.
Stru
ct
u
r
ed
g
u
i
d
a
n
ce
ca
n
h
elp
lear
n
e
r
s
cr
itically
ev
alu
ate
A
I
-
g
en
e
r
ated
s
u
g
g
esti
o
n
s
,
f
o
s
ter
in
g
r
esp
o
n
s
ib
le
an
d
r
ef
lectiv
e
en
g
ag
em
en
t
with
d
ig
ital
to
o
ls
[
2
9
]
,
[
3
0
]
.
Ad
d
itio
n
ally
,
in
s
titu
tio
n
s
s
h
o
u
ld
p
r
io
r
itize
co
m
p
r
eh
e
n
s
iv
e
AI
liter
ac
y
t
r
ain
in
g
to
eq
u
ip
s
tu
d
e
n
ts
with
th
e
s
k
ills
n
ec
ess
ar
y
f
o
r
r
esp
o
n
s
ib
le
d
ig
ital
t
o
o
l
u
s
ag
e,
en
h
a
n
cin
g
ac
a
d
em
ic
in
t
eg
r
ity
an
d
d
ig
ital c
itizen
s
h
ip
.
6.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
o
f
f
e
r
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
p
r
a
ctica
l,
em
o
tio
n
al,
an
d
co
g
n
itiv
e
asp
ec
ts
o
f
in
teg
r
atin
g
g
en
er
ativ
e
AI
to
o
ls
in
to
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
in
g
.
W
h
ile
h
i
g
h
lig
h
tin
g
th
e
s
u
b
s
tan
tial
p
o
ten
tial
o
f
AI
tech
n
o
lo
g
ies,
th
e
r
esu
l
ts
also
u
n
d
er
s
co
r
e
cr
itical
li
m
itatio
n
s
th
at
m
u
s
t
b
e
a
d
d
r
e
s
s
ed
to
en
s
u
r
e
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
ed
u
ca
tio
n
.
T
o
en
h
an
ce
lear
n
e
r
s
’
p
r
ac
tical
u
n
d
er
s
tan
d
in
g
an
d
i
n
f
o
r
m
e
d
u
s
e
o
f
AI
,
in
s
tr
u
cto
r
s
s
h
o
u
ld
ex
p
licitly
i
n
tr
o
d
u
ce
th
e
d
is
tin
ct
f
u
n
ctio
n
alities
an
d
lim
itatio
n
s
o
f
p
latf
o
r
m
s
lik
e
C
h
atGPT
,
d
is
tin
g
u
is
h
in
g
th
em
f
r
o
m
co
m
p
r
eh
en
s
iv
e
r
esear
ch
en
g
in
es
.
Fo
r
ex
am
p
le,
s
tr
u
ctu
r
ed
co
m
p
ar
ativ
e
ev
alu
atio
n
task
s
co
u
ld
r
eq
u
ir
e
s
tu
d
en
ts
to
an
aly
ze
an
d
cr
itically
d
if
f
er
e
n
tiate
b
etwe
en
o
u
tp
u
ts
f
r
o
m
AI
-
g
en
er
ated
c
o
n
ten
t
an
d
tr
ad
itio
n
al
o
n
lin
e
r
eso
u
r
ce
s
,
th
er
eb
y
f
o
s
ter
in
g
n
u
an
ce
d
d
ig
ital liter
ac
y
an
d
in
f
o
r
m
e
d
to
o
l selec
tio
n
.
C
o
n
s
id
er
in
g
a
f
f
ec
t
iv
e
f
a
ct
o
r
s
,
th
e
f
in
d
i
n
g
s
r
e
co
m
m
e
n
d
t
h
a
t
e
d
u
ca
to
r
s
ad
o
p
t
e
x
p
lic
it
h
u
m
an
-
c
en
te
r
e
d
,
b
le
n
d
e
d
l
ea
r
n
i
n
g
f
r
am
ew
o
r
k
s
.
Sp
e
ci
f
ic
all
y
,
la
n
g
u
a
g
e
c
o
u
r
s
es
s
h
o
u
l
d
c
o
m
b
in
e
A
I
-
b
ase
d
p
r
a
ctic
e
s
ess
i
o
n
s
wit
h
p
e
r
s
o
n
ali
ze
d
i
n
s
t
r
u
ct
o
r
f
e
ed
b
a
ck
a
n
d
p
ee
r
co
lla
b
o
r
ati
o
n
,
t
h
e
r
e
b
y
n
u
r
t
u
r
i
n
g
s
u
s
tai
n
ed
le
ar
n
er
c
o
n
f
i
d
e
n
ce
an
d
r
esi
lie
n
c
e.
I
n
s
t
r
u
c
to
r
s
co
u
l
d
i
m
p
le
m
e
n
t
r
e
g
u
l
ar
p
ee
r
f
e
ed
b
a
ck
s
ess
i
o
n
s
f
o
ll
o
wi
n
g
A
I
i
n
t
er
ac
ti
o
n
s
t
o
r
ei
n
f
o
r
ce
em
o
ti
o
n
al
s
u
p
p
o
r
t
,
p
e
er
a
cc
o
u
n
ta
b
i
lit
y
,
an
d
c
o
m
m
u
n
ic
ati
v
e
c
o
n
f
i
d
en
ce
i
n
a
u
t
h
e
n
ti
c,
h
u
m
a
n
-
m
ed
iat
e
d
co
n
t
ex
ts
.
Fro
m
a
co
g
n
itiv
e
p
er
s
p
ec
tiv
e
,
ed
u
ca
t
o
r
s
m
u
s
t
ac
tiv
ely
m
itig
ate
th
e
r
is
k
o
f
o
v
er
r
elian
ce
o
n
AI
b
y
in
teg
r
atin
g
task
s
th
at
r
eq
u
ir
e
cr
itical
r
ef
lectio
n
an
d
ac
tiv
e
e
n
g
ag
em
e
n
t.
C
o
n
c
r
ete
s
tr
ateg
ie
s
in
clu
d
e
ass
ig
n
in
g
r
ef
lectiv
e
wr
itin
g
task
s
in
wh
i
ch
s
tu
d
en
ts
s
y
s
tem
atica
lly
cr
itiq
u
e
AI
-
g
e
n
er
ated
s
u
g
g
esti
o
n
s
,
ju
s
tify
r
ev
is
io
n
s
,
an
d
a
r
ticu
late
th
eir
r
ea
s
o
n
i
n
g
p
r
o
ce
s
s
es.
I
m
p
lem
en
tin
g
“th
in
k
-
alo
u
d
”
p
r
o
to
c
o
ls
an
d
g
u
i
d
ed
AI
-
d
eb
r
ief
in
g
class
r
o
o
m
d
is
cu
s
s
io
n
s
ca
n
e
n
h
an
ce
lear
n
er
s
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
an
d
in
d
e
p
en
d
e
n
t
l
an
g
u
ag
e
p
r
o
ce
s
s
in
g
s
k
ills
.
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
26
:
826
-
836
834
T
o
em
b
e
d
cr
itical
AI
en
g
a
g
e
m
en
t
with
in
c
u
r
r
icu
la,
E
L
T
p
r
o
g
r
am
s
s
h
o
u
ld
in
c
o
r
p
o
r
ate
c
o
llab
o
r
ativ
e,
p
r
o
ject
-
b
ased
ass
ig
n
m
en
ts
th
a
t
ar
e
ex
p
licitly
d
esig
n
e
d
to
p
o
s
itio
n
AI
to
o
ls
as
p
ar
tn
e
r
s
r
ath
er
th
an
p
r
im
ar
y
co
n
ten
t
g
en
er
at
o
r
s
.
C
lear
ly
d
ef
in
ed
r
u
b
r
ics
s
h
o
u
ld
ass
ess
s
tu
d
en
ts
’
cr
itical
in
ter
ac
tio
n
with
AI
-
g
en
er
ated
m
ater
ials
,
ev
alu
atin
g
th
eir
ab
i
lity
to
an
aly
ze
,
v
alid
ate,
a
n
d
ap
p
r
o
p
r
iately
in
te
g
r
ate
AI
s
u
g
g
esti
o
n
s
in
to
th
eir
o
r
ig
in
al
wo
r
k
.
Mo
r
e
o
v
er
,
in
s
titu
tio
n
s
s
h
o
u
ld
im
p
lem
e
n
t
tar
g
eted
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
a
m
s
to
tr
ain
in
s
tr
u
cto
r
s
in
ef
f
ec
tiv
ely
r
ec
o
g
n
izin
g
an
d
lev
e
r
ag
in
g
AI
af
f
o
r
d
an
ce
s
,
wh
ile
ad
ap
tin
g
AI
i
n
teg
r
atio
n
s
tr
ateg
ies
ac
co
r
d
in
g
to
s
tu
d
en
ts
’
p
r
o
f
icien
cy
lev
els,
c
o
g
n
itiv
e
p
r
e
f
er
en
ce
s
,
an
d
d
ig
ital
liter
ac
y
c
o
m
p
eten
cies.
Su
c
h
in
s
tr
u
cto
r
-
f
o
c
u
s
ed
tr
ain
in
g
en
s
u
r
es m
o
r
e
in
te
n
tio
n
al,
p
e
d
ag
o
g
ically
s
o
u
n
d
AI
in
teg
r
atio
n
.
Fin
ally
,
clea
r
ly
ar
ticu
lated
AI
-
u
s
e
p
o
licies
an
d
c
o
m
p
r
e
h
en
s
i
v
e
s
tu
d
en
t
g
u
id
elin
es
m
u
s
t
b
e
d
ev
elo
p
e
d
at
th
e
in
s
titu
tio
n
al
lev
el
to
p
r
o
m
o
te
eth
ical,
r
esp
o
n
s
ib
le
p
r
ac
tices.
Actio
n
ab
le
s
tep
s
in
clu
d
e
im
p
lem
en
tin
g
m
an
d
ato
r
y
AI
liter
ac
y
tr
ai
n
in
g
m
o
d
u
les,
in
teg
r
atin
g
AI
-
aw
ar
e
p
lag
iar
is
m
d
etec
tio
n
s
y
s
tem
s
,
an
d
estab
lis
h
in
g
s
tu
d
en
t
-
led
p
ee
r
m
en
to
r
in
g
p
r
o
g
r
am
s
o
n
AI
et
h
ics
an
d
r
esp
o
n
s
ib
le
d
ig
ital
citizen
s
h
ip
.
B
y
f
o
cu
s
in
g
o
n
th
ese
ex
p
licit
r
ec
o
m
m
en
d
atio
n
s
,
e
d
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
ca
n
s
tr
ateg
ically
lev
e
r
ag
e
g
en
e
r
ativ
e
AI
to
f
o
s
ter
au
to
n
o
m
o
u
s
,
cr
itically
en
g
ag
e
d
,
an
d
eth
ically
r
esp
o
n
s
ib
le
ELLs
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was su
p
p
o
r
ted
b
y
C
h
an
g
wo
n
Natio
n
al
Un
iv
er
s
ity
in
2
0
2
5
-
2
0
2
6
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
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,
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eq
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RE
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NC
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S
[
1
]
G.
-
J.
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.
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R
.
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