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K
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Gr
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Gr
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Ho
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[
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9
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r
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ar
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[
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V
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[
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[
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4
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Gr
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ates
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a
r
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[
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8
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[
1
9
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n
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.
Pawlak
’s
[
1
3
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g
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m
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lear
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s
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in
v
en
to
r
y
(
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ev
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g
r
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atica
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Me
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Stu
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2
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[
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h
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en
t
an
d
lear
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er
au
to
n
o
m
y
[
1
6
]
.
C
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g
n
i
tiv
e
tactics
in
clu
d
e
m
em
o
r
y
,
an
aly
s
is
,
an
d
p
r
ac
t
ice.
Un
d
er
s
tan
d
in
g
g
r
a
m
m
ati
ca
l
p
r
in
cip
les
an
d
ap
p
l
y
in
g
th
em
in
d
if
f
er
en
t
cir
cu
m
s
tan
ce
s
r
eq
u
ir
es
c
o
g
n
i
tiv
e
tech
n
iq
u
es
[
2
2
]
,
[
2
3
]
.
Aziz
m
o
h
am
m
ad
i
a
n
d
B
ar
jest
eh
[
1
9
]
f
o
u
n
d
th
at
in
ten
s
iv
e
g
r
a
m
m
atica
l
an
aly
s
i
s
an
d
p
r
ac
tice
im
p
r
o
v
es
g
r
am
m
ar
co
m
p
eten
cy
.
Af
f
ec
tiv
e
te
ch
n
iq
u
es
f
o
cu
s
o
n
em
o
tio
n
al
m
an
a
g
em
en
t a
n
d
m
o
tiv
atio
n
d
u
r
in
g
lear
n
in
g
.
Self
-
en
co
u
r
ag
em
en
t a
n
d
an
x
iety
r
ed
u
ctio
n
ar
e
c
r
u
cial
f
o
r
lear
n
e
r
en
g
a
g
em
en
t,
p
a
r
ticu
lar
ly
d
u
r
in
g
d
if
f
icu
lt
ac
tiv
ities
[
1
4
]
,
[
2
4
]
.
So
cial
tech
n
i
q
u
es
em
p
h
asize
p
ee
r
an
d
teac
h
er
p
ar
ticip
atio
n
t
o
im
p
r
o
v
e
lea
r
n
in
g
.
Fo
r
u
n
d
er
s
tan
d
in
g
,
s
tu
d
en
ts
o
f
te
n
ask
q
u
esti
o
n
s
,
d
eb
ate
g
r
am
m
ar
,
an
d
wo
r
k
to
g
eth
e
r
[
1
5
]
,
[
2
5
]
.
GL
SI
v
alid
atio
n
i
n
I
r
an
[
2
1
]
a
n
d
C
h
in
a
[
2
3
]
s
h
o
ws
its
ef
f
icac
y
in
an
aly
zin
g
g
r
am
m
ar
tech
n
iq
u
es.
GL
SI
h
elp
s
in
s
tr
u
cto
r
s
i
d
en
tify
s
tu
d
en
t
r
e
q
u
ir
em
e
n
ts
an
d
b
u
ild
tar
g
eted
in
ter
v
en
tio
n
s
t
o
im
p
r
o
v
e
g
r
am
m
ar
lear
n
in
g
.
E
ac
h
GL
S
ca
teg
o
r
y
alig
n
s
with
co
r
e
lear
n
in
g
th
eo
r
ies.
Me
taco
g
n
itiv
e
s
tr
ateg
ies
r
elat
e
to
Flav
ell
[
2
6
]
c
o
n
ce
p
t
o
f
s
elf
-
r
eg
u
lated
co
g
n
itio
n
,
wh
ile
af
f
ec
tiv
e
s
tr
ateg
ies
r
ef
lect
Kr
ash
en
[
2
7
]
af
f
ec
tiv
e
f
ilter
h
y
p
o
th
esis
th
at
u
n
d
e
r
s
co
r
es
em
o
tio
n
al
r
ea
d
i
n
ess
f
o
r
lear
n
in
g
.
C
o
g
n
itiv
e
s
tr
ateg
ies
ar
e
g
r
o
u
n
d
ed
in
An
d
er
s
o
n
[
2
8
]
co
g
n
itiv
e
lear
n
in
g
th
eo
r
y
,
em
p
h
asizin
g
ac
tiv
e
r
u
le
p
r
o
ce
s
s
in
g
an
d
au
to
m
atiza
tio
n
.
So
cial
s
tr
ateg
ies
r
eso
n
ate
with
Vy
g
o
ts
k
y
a
n
d
C
o
le
[
2
9
]
s
o
cio
cu
ltu
r
al
th
eo
r
y
,
h
i
g
h
lig
h
tin
g
p
ee
r
in
ter
ac
tio
n
an
d
s
ca
f
f
o
l
d
in
g
in
g
r
am
m
ar
d
e
v
elo
p
m
e
n
t.
T
h
is
th
eo
r
etica
l
lin
k
ag
e
s
itu
at
es
th
e
GL
SI
with
in
b
r
o
ad
e
r
co
n
s
tr
u
cts o
f
lear
n
er
a
u
to
n
o
m
y
an
d
co
g
n
itiv
e
en
g
a
g
em
en
t.
Dep
en
d
in
g
o
n
co
m
p
eten
cy
,
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
an
d
p
er
s
o
n
al
p
r
e
f
er
en
ce
s
,
lear
n
er
s
u
s
e
GL
S
d
if
f
er
en
tly
,
ac
co
r
d
in
g
t
o
r
esea
r
ch
.
T
h
e
Om
an
i
E
FL
lear
n
er
s
ch
o
s
e
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
m
eth
o
d
s
an
d
u
s
ed
m
o
d
er
ate
GL
S
[
1
5
]
.
Similar
to
Als
ied
et
a
l
.
[
1
7
]
,
L
i
b
y
an
lear
n
er
s
u
s
ed
s
tr
ateg
ies
s
o
m
ewh
at,
f
av
o
r
in
g
p
r
ac
tice
-
b
ased
m
eth
o
d
s
an
d
m
em
o
r
y
.
Me
an
w
h
ile,
J
u
n
iar
an
d
C
ar
is
s
a
[
3
0
]
f
o
u
n
d
th
at
I
n
d
o
n
esian
s
tu
d
en
ts
wh
o
s
co
r
ed
h
ig
h
e
r
u
s
ed
GL
S
tech
n
iq
u
es
m
o
r
e
o
f
ten
an
d
ef
f
i
cien
tly
th
an
th
o
s
e
wh
o
s
co
r
e
d
wo
r
s
e.
Ho
wev
er
,
J
ar
u
teer
ap
an
[
3
1
]
f
o
u
n
d
th
a
t
T
h
ai
o
n
lin
e
s
tu
d
e
n
ts
u
s
ed
GL
S
m
o
r
e,
esp
ec
ially
co
m
m
u
n
icatio
n
-
an
d
co
llab
o
r
atio
n
-
f
o
cu
s
ed
tec
h
n
iq
u
es.
Similar
to
C
ah
y
an
i
et
a
l
.
[
1
4
]
,
s
tu
d
en
ts
’
lear
n
in
g
s
ty
le
an
d
tech
n
o
lo
g
y
in
teg
r
atio
n
af
f
ec
t
th
eir
ap
p
r
o
ac
h
ch
o
ices.
Alth
o
u
g
h
th
e
s
e
v
ar
ian
ce
s
ex
is
t,
m
etac
o
g
n
itiv
e
tactics
lik
e
s
elf
-
m
o
n
ito
r
in
g
an
d
p
lan
n
i
n
g
i
m
p
r
o
v
e
g
r
am
m
ar
ac
q
u
is
itio
n
[
1
3
]
,
[
2
3
]
.
Nu
m
er
o
u
s
s
tu
d
ies
h
a
v
e
e
x
am
i
n
ed
h
o
w
g
e
n
d
er
an
d
y
ea
r
lev
e
l
af
f
ec
t
GL
S
u
s
e.
Aziz
m
o
h
am
m
ad
i
an
d
B
ar
jest
eh
[
1
9
]
f
o
u
n
d
th
at
f
e
m
ale
lear
n
er
s
u
s
ed
GL
S
m
o
r
e
th
an
m
ale
lear
n
er
s
,
p
ar
ticu
l
ar
ly
in
e
m
o
tiv
e
a
n
d
s
o
cial
tactics.
Fit
r
i
et
a
l
.
[
1
8
]
co
n
f
i
r
m
ed
th
at
f
em
ale
l
ea
r
n
er
s
em
p
h
asize
em
o
tio
n
al
co
n
tr
o
l
a
n
d
p
ee
r
co
o
p
er
atio
n
.
Ho
wev
er
,
L
u
tf
ia
n
an
d
Alay
d
r
u
s
[
2
4
]
d
is
co
v
er
ed
th
at
m
ale
lear
n
er
s
p
r
e
f
er
r
e
d
co
g
n
itiv
e
tactics
lik
e
p
r
o
b
lem
-
s
o
lv
in
g
a
n
d
a
n
aly
s
is
o
v
er
co
llab
o
r
ativ
e
o
n
es.
GL
S
u
s
e
is
h
ea
v
ily
in
f
lu
en
ce
d
b
y
y
ea
r
.
Acc
o
r
d
in
g
to
J
am
ee
l
an
d
Ma
h
m
o
o
d
[
3
2
]
,
ad
v
an
ce
d
lear
n
er
s
in
u
p
p
er
ac
ad
em
ic
y
ea
r
s
u
s
ed
m
etac
o
g
n
itiv
e
m
eth
o
d
s
b
etter
th
an
f
r
esh
m
en
,
s
h
o
win
g
th
eir
ex
p
er
ien
ce
an
d
au
to
n
o
m
y
in
l
ea
r
n
in
g
.
J
u
n
g
[
3
3
]
f
o
u
n
d
th
at
o
ld
er
s
tu
d
e
n
ts
u
s
ed
s
tr
ateg
ies
m
o
r
e
o
f
ten
,
n
o
tab
ly
in
s
elf
-
d
ir
ec
ted
lear
n
in
g
an
d
g
r
o
u
p
co
o
p
er
atio
n
.
T
h
e
r
esu
lts
s
h
o
w
t
h
at
ac
ad
em
ic
m
atu
r
ity
in
f
lu
e
n
ce
s
GL
S
s
elec
tio
n
an
d
ef
f
ec
ti
v
en
ess
.
Stu
d
ies
h
av
e
also
c
o
n
f
ir
m
e
d
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
GL
S
u
s
a
g
e
an
d
g
r
am
m
ar
p
e
r
f
o
r
m
an
ce
.
Mistar
an
d
Z
u
h
air
i
[
2
0
]
f
o
u
n
d
th
at
s
tu
d
en
ts
wh
o
u
s
ed
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
tech
n
iq
u
es
h
ad
h
ig
h
er
g
r
am
m
ar
s
co
r
es,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
s
tr
ateg
ic
p
lan
n
in
g
a
n
d
a
n
aly
s
is
in
g
r
am
m
ar
lea
r
n
in
g
.
Z
ek
r
at
i
[
3
4
]
f
o
u
n
d
th
at
f
r
eq
u
e
n
t
GL
S
u
s
e,
p
ar
ticu
lar
ly
p
r
ac
tice
-
b
ased
an
d
m
em
o
r
y
-
o
r
ien
ted
tech
n
i
q
u
es,
im
p
r
o
v
ed
I
r
an
ian
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
g
r
am
m
a
r
ab
ilit
y
.
Aln
u
f
aie
an
d
Alza
h
r
a
n
i
[
3
5
]
also
f
o
u
n
d
th
at
Ar
ab
ic
s
tu
d
e
n
ts
wh
o
u
s
ed
th
e
GL
SI
im
p
r
o
v
ed
t
h
eir
g
r
am
m
ar
s
co
r
es,
esp
ec
ially
wh
en
th
ey
u
s
ed
r
u
le
-
b
ased
an
d
ex
am
p
le
-
d
r
iv
en
teac
h
i
n
g
m
eth
o
d
s
.
Stu
d
y
b
y
J
am
ee
l
an
d
Ma
h
m
o
o
d
[
3
2
]
f
o
u
n
d
th
at
GL
S
in
cr
ea
s
ed
g
r
am
m
ar
p
r
o
f
icie
n
cy
,
s
tu
d
en
t
co
n
f
id
en
c
e,
an
d
m
o
tiv
atio
n
.
T
h
e
lin
k
is
n
o
t
lin
ea
r
,
a
n
d
s
o
m
e
r
esear
c
h
ca
u
tio
n
ag
ain
s
t
o
v
er
u
s
in
g
ce
r
tain
tactics.
Go
et
a
l
.
[
2
2
]
wa
r
n
ed
th
at
ex
ce
s
s
iv
e
co
n
tex
t
-
f
r
ee
u
s
ag
e
o
f
m
em
o
r
i
zin
g
m
eth
o
d
s
m
ay
lim
it
th
eir
lo
n
g
-
ter
m
r
eten
tio
n
a
n
d
p
r
ac
ticality
.
T
o
im
p
r
o
v
e
g
r
am
m
ar
lear
n
in
g
,
L
i
[
1
6
]
s
tr
ess
ed
th
e
n
ee
d
f
o
r
a
b
alan
ce
d
s
tr
ateg
y
th
at
in
clu
d
es
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
an
d
em
o
tio
n
al
tactics.
Desp
ite
in
cr
ea
s
in
g
atten
tio
n
to
GL
S
wo
r
ld
wid
e,
f
ew
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
Vietn
am
ese
E
FL
lear
n
er
s
’
g
r
am
m
a
r
s
tr
ateg
y
u
s
e
u
s
in
g
Pawlak
’
s
GL
SI.
E
x
is
t
in
g
r
esear
ch
in
So
u
th
ea
s
t
Asi
a
(
e.
g
.
,
I
n
d
o
n
esia,
T
h
ailan
d
)
h
as
lar
g
ely
f
o
cu
s
ed
o
n
g
e
n
er
al
lear
n
in
g
s
tr
ateg
ie
s
r
ath
er
t
h
an
g
r
am
m
ar
-
s
p
ec
if
i
c
o
n
es,
an
d
s
tu
d
ies
s
eld
o
m
co
n
n
e
ct
s
tr
ateg
y
u
s
e
with
g
r
am
m
ar
p
er
f
o
r
m
an
ce
o
u
tco
m
es.
T
h
er
e
f
o
r
e,
th
is
s
tu
d
y
f
ills
th
is
g
ap
b
y
v
alid
atin
g
th
e
ap
p
licatio
n
o
f
GL
SI
in
Vietn
am
,
id
en
tify
in
g
p
atter
n
s
o
f
s
tr
ateg
y
u
s
e
am
o
n
g
Vietn
am
ese
u
n
iv
er
s
ity
lear
n
er
s
,
an
d
ex
a
m
in
in
g
th
eir
r
elatio
n
s
h
ip
with
g
r
am
m
ar
ac
h
iev
em
e
n
t.
T
h
ese
f
in
d
in
g
s
ex
ten
d
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
870
-
879
872
th
eo
r
etica
l
u
n
d
er
s
tan
d
i
n
g
o
f
s
tr
ateg
y
-
b
ased
lear
n
in
g
an
d
o
f
f
er
p
e
d
ag
o
g
ical
g
u
id
an
ce
tailo
r
ed
to
th
e
Vietn
am
ese
E
FL
co
n
te
x
t.
I
n
th
e
r
ea
lm
o
f
E
FL
lear
n
in
g
,
th
is
in
v
esti
g
atio
n
m
a
k
es
n
u
m
er
o
u
s
s
ig
n
if
ica
n
t
co
n
tr
ib
u
tio
n
s
.
I
n
itially
,
it
co
n
tr
ib
u
tes
to
o
u
r
co
m
p
r
eh
en
s
i
o
n
o
f
th
e
GL
S
em
p
lo
y
ed
b
y
Vietn
am
ese
E
FL
s
tu
d
en
ts
,
th
er
eb
y
a
d
d
r
ess
in
g
a
cr
itical
lacu
n
a
in
th
e
liter
atu
r
e
[
1
4
]
,
[
1
8
]
.
T
h
e
s
tu
d
y
o
f
f
er
s
s
ig
n
if
ican
t
i
n
s
ig
h
ts
f
o
r
E
FL
in
s
tr
u
cto
r
s
an
d
cu
r
r
icu
l
u
m
d
ev
elo
p
er
s
in
Vietn
am
b
y
d
etec
tin
g
p
atter
n
s
o
f
s
tr
ateg
y
u
s
e
an
d
th
eir
ef
f
ec
tiv
en
ess
.
T
h
ese
d
is
co
v
er
ies
ca
n
s
er
v
e
as
a
f
o
u
n
d
atio
n
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
s
th
at
f
ac
ilit
ate
th
e
ef
f
icien
t
u
tili
za
tio
n
o
f
GL
S,
th
er
eb
y
en
h
an
cin
g
th
e
o
v
er
all
la
n
g
u
a
g
e
s
k
ills
an
d
g
r
am
m
ar
p
r
o
f
icien
cy
o
f
s
tu
d
en
ts
[
1
]
.
Fu
r
th
er
m
o
r
e,
th
e
in
v
esti
g
atio
n
’
s
em
p
h
asis
o
n
d
em
o
g
r
a
p
h
ic
d
is
tin
ctio
n
s
,
in
clu
d
in
g
g
en
d
er
an
d
ac
a
d
em
ic
y
ea
r
,
p
r
o
v
id
es
a
n
u
a
n
ce
d
co
m
p
r
eh
e
n
s
io
n
o
f
lear
n
e
r
s
’
p
r
ef
er
en
ce
s
an
d
r
eq
u
ir
em
en
ts
.
T
h
is
in
f
o
r
m
atio
n
h
as
th
e
p
o
ten
t
ial
to
in
f
lu
en
ce
th
e
cr
ea
tio
n
o
f
cu
s
to
m
ize
d
teac
h
i
n
g
s
tr
ateg
ies
th
at
a
r
e
d
esig
n
e
d
to
ac
c
o
m
m
o
d
ate
th
e
d
iv
e
r
s
e
lear
n
in
g
s
ty
les
an
d
cir
cu
m
s
tan
ce
s
o
f
s
tu
d
en
ts
[
2
2
]
,
[
2
4
]
.
L
astl
y
,
th
e
r
esear
ch
o
f
f
er
s
em
p
ir
ical
ev
i
d
en
c
e
o
n
th
e
p
r
ac
tical
ad
v
an
tag
es
o
f
s
tr
ateg
y
-
b
ased
lear
n
in
g
,
wh
ich
is
s
u
p
p
o
r
ted
b
y
its
u
s
e
in
E
FL
in
s
tr
u
ctio
n
,
b
y
an
aly
zi
n
g
th
e
co
r
r
elatio
n
b
etwe
en
s
tr
ateg
y
u
s
e
an
d
g
r
am
m
ar
s
co
r
es
[
1
6
]
.
T
o
ac
h
iev
e
th
ese
o
b
jectiv
es,
th
e
s
tu
d
y
ad
d
r
ess
es
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
is
th
e
lev
el
o
f
u
s
e
o
f
G
L
S
am
o
n
g
s
tu
d
en
ts
in
f
o
u
r
ca
teg
o
r
ies
(
m
etac
o
g
n
itiv
e,
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
s
o
cial)
?
−
A
r
e
th
er
e
s
ig
n
if
ican
t
d
if
f
er
en
c
es in
th
e
u
s
e
o
f
GL
S
r
e
g
ar
d
in
g
g
en
d
er
?
−
A
r
e
th
er
e
s
ig
n
if
ican
t
d
if
f
er
en
c
es in
th
e
u
s
e
o
f
GL
S
r
e
g
ar
d
in
g
y
ea
r
lev
el?
−
I
s
th
er
e
a
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
th
e
u
s
e
o
f
GL
S
a
n
d
s
tu
d
en
ts
’
g
r
am
m
ar
p
er
f
o
r
m
an
ce
?
2.
M
E
T
H
O
D
2
.
1
.
Co
nte
x
t
a
nd
pa
rt
icipa
nts
T
h
e
s
tu
d
y
was
co
n
d
u
cte
d
in
th
e
m
id
d
le
o
f
th
e
f
i
r
s
t
ter
m
o
f
th
e
ac
ad
em
ic
y
ea
r
2
0
2
4
-
2
0
2
5
at
a
u
n
iv
er
s
ity
in
th
e
n
o
r
th
p
ar
t
o
f
Vietn
am
.
E
n
g
lis
h
was
tau
g
h
t
as
a
f
o
r
eig
n
la
n
g
u
a
g
e
a
n
d
was
co
m
p
u
ls
o
r
y
f
o
r
all
s
tu
d
en
ts
at
th
e
in
s
titu
tio
n
.
E
n
g
lis
h
co
u
r
s
es
co
n
s
is
te
d
o
f
g
en
er
al
E
n
g
lis
h
co
u
r
s
es
(
1
,
2
,
an
d
3
)
an
d
E
n
g
lis
h
-
f
o
r
-
s
p
ec
if
ic
-
p
u
r
p
o
s
es
(
E
SP
)
co
u
r
s
es.
T
h
e
co
u
r
s
es
wer
e
s
ch
ed
u
led
f
o
r
th
e
f
ir
s
t
two
y
ea
r
s
with
in
1
5
wee
k
s
(
f
r
o
m
wee
k
1
to
wee
k
1
5
).
As
f
o
r
co
u
r
s
eb
o
o
k
s
,
g
en
er
al
E
n
g
lis
h
co
u
r
s
es
em
p
lo
y
ed
s
m
ar
t
ch
o
ice
th
ir
d
ed
itio
n
s
er
ies
b
y
Ox
f
o
r
d
Un
iv
er
s
ity
Pre
s
s
lev
els
2
an
d
3
.
E
SP
co
u
r
s
es
wer
e
d
eliv
er
e
d
to
s
er
v
e
d
if
f
e
r
en
t
m
ajo
r
s
in
clu
d
in
g
b
u
s
in
ess
,
to
u
r
is
m
,
ac
co
u
n
tin
g
,
m
ath
em
atics
,
p
r
esch
o
o
l
ed
u
ca
tio
n
,
an
d
p
r
i
m
ar
y
ed
u
ca
tio
n
.
T
h
e
r
esear
ch
co
m
p
r
is
ed
2
5
7
s
tu
d
en
ts
.
T
ab
le
1
d
is
p
lay
s
th
e
d
em
o
g
r
ap
h
ic
ch
a
r
ac
ter
is
tics
o
f
th
e
p
ar
ticip
an
ts
(
N=
2
5
7
)
,
in
d
icatin
g
th
at
th
e
m
ajo
r
ity
wer
e
f
e
m
ale,
to
talin
g
1
9
0
in
d
iv
id
u
al
s
(
7
3
.
9
%),
wh
er
ea
s
m
ale
p
ar
ticip
an
ts
c
o
m
p
r
is
ed
6
7
in
d
i
v
id
u
als
(
2
6
.
1
%).
I
n
t
e
r
m
s
o
f
y
e
a
r
l
e
v
e
l
,
t
h
e
m
a
j
o
r
i
t
y
o
f
p
a
r
t
i
c
i
p
a
n
t
s
w
e
r
e
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
,
co
m
p
r
is
in
g
1
7
7
in
d
iv
id
u
als
(
6
8
.
9
%),
wh
er
ea
s
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
ac
co
u
n
ted
f
o
r
8
0
in
d
iv
id
u
als
(
3
1
.
1
%).
T
h
e
d
is
tr
ib
u
tio
n
in
d
icate
s
a
m
ajo
r
ity
o
f
f
em
ale
an
d
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
with
in
th
e
s
am
p
le
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
p
ar
ticip
an
ts
(
N=
2
5
7
)
V
a
r
i
a
b
l
e
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
G
e
n
d
e
r
F
e
mal
e
1
9
0
7
3
.
9
M
a
l
e
67
2
6
.
1
Y
e
a
r
l
e
v
e
l
F
i
r
st
80
3
1
.
1
S
e
c
o
n
d
1
7
7
6
8
.
9
To
t
a
l
2
5
7
1
0
0
.
0
2
.
2
.
Da
t
a
co
llect
io
n t
o
o
ls
a
nd
a
na
ly
s
is
T
h
is
s
tu
d
y
s
elec
ted
th
e
GL
SI
d
ev
elo
p
e
d
b
y
Pawlak
[
1
3
]
to
ass
es
s
s
tu
d
en
ts
’
GL
S
d
u
e
to
i
ts
s
p
ec
if
ic
f
o
cu
s
o
n
g
r
a
m
m
ar
lear
n
in
g
,
wh
ich
alig
n
s
d
ir
ec
tly
with
th
e
r
esear
ch
o
b
jectiv
es.
W
h
ile
o
th
er
in
s
tr
u
m
en
ts
p
r
o
v
id
e
a
b
r
o
ad
o
v
er
v
iew
o
f
g
en
er
al
lan
g
u
ag
e
lear
n
in
g
s
tr
a
teg
ies,
th
ey
lack
th
e
d
e
p
th
an
d
s
p
ec
if
icity
n
ee
d
ed
to
ass
ess
s
tr
ateg
ies
tar
g
eted
at
g
r
am
m
ar
ac
q
u
is
itio
n
.
T
h
e
in
v
en
to
r
y
co
m
p
r
is
ed
7
0
item
s
d
is
tr
ib
u
ted
ac
r
o
s
s
f
o
u
r
ca
teg
o
r
ies:
m
etac
o
g
n
itiv
e
s
tr
at
eg
ies,
co
g
n
itiv
e
s
tr
ateg
ies,
af
f
ec
tiv
e
s
tr
ateg
ies,
an
d
s
o
cial
s
tr
ateg
ies
.
T
ab
le
2
d
is
p
lay
s
th
e
r
eliab
ilit
y
an
aly
s
is
o
f
th
e
ca
teg
o
r
ies
o
f
GL
S
,
u
tili
zin
g
C
r
o
n
b
ac
h
’
s
al
p
h
a
v
al
u
es.
Me
taco
g
n
itiv
e
s
tr
ateg
ies
ca
te
g
o
r
y
,
c
o
n
s
is
tin
g
o
f
eig
h
t
item
s
,
attain
ed
a
r
eliab
ilit
y
s
co
r
e
o
f
0
.
9
2
4
,
wh
er
ea
s
co
g
n
itiv
e
s
tr
ateg
ies
ca
teg
o
r
y
,
wh
ich
in
clu
d
es
5
0
item
s
,
ex
h
ib
ited
th
e
h
ig
h
est
r
eliab
ilit
y
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
9
8
6
.
Af
f
ec
tiv
e
s
tr
a
teg
ies
ca
teg
o
r
y
,
co
m
p
r
is
in
g
s
ev
en
item
s
,
d
em
o
n
s
tr
ated
a
r
eliab
ilit
y
s
co
r
e
o
f
0
.
8
9
2
,
wh
ile
s
o
cial
s
tr
ateg
ies
ca
teg
o
r
y
,
co
n
s
is
tin
g
o
f
f
iv
e
item
s
,
ac
h
iev
ed
a
r
eliab
ilit
y
s
co
r
e
o
f
0
.
8
6
1
.
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
V
ietn
a
mese
E
F
L st
u
d
en
ts
’
u
s
e
o
f g
r
a
mma
r
lea
r
n
in
g
s
tr
a
teg
ies:
p
a
tter
n
s
,
p
erfo
r
ma
n
ce
…
(
P
h
a
m
Du
c
Th
u
a
n
)
873
All
ca
teg
o
r
ies
d
em
o
n
s
tr
ate
h
i
g
h
in
ter
n
al
co
n
s
is
ten
cy
,
as
ev
id
en
ce
d
b
y
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
s
u
r
p
ass
in
g
0
.
8
6
,
w
h
ich
co
n
f
ir
m
s
th
e
r
eliab
ilit
y
o
f
th
e
m
ea
s
u
r
es e
m
p
lo
y
ed
f
o
r
t
h
ese
s
tr
ateg
y
ca
teg
o
r
ies.
A
m
u
ltip
le
-
ch
o
ice
g
r
am
m
ar
te
s
t
co
m
p
r
is
in
g
3
0
q
u
esti
o
n
s
wa
s
u
tili
ze
d
to
ev
alu
ate
s
tu
d
en
ts
’
g
r
am
m
ar
p
er
f
o
r
m
an
ce
.
T
h
e
ass
ess
m
en
t
en
co
m
p
ass
ed
10
g
r
am
m
ar
to
p
ics:
p
r
esen
t
p
er
f
ec
t
ten
s
e,
in
d
ir
ec
t
q
u
esti
o
n
s
,
p
ass
iv
es,
r
elativ
e
clau
s
es,
in
f
in
itiv
es
an
d
g
er
u
n
d
s
,
p
ast
p
e
r
f
ec
t
ten
s
e,
f
ir
s
t
co
n
d
itio
n
al,
s
ec
o
n
d
c
o
n
d
itio
n
al,
th
ir
d
co
n
d
itio
n
al,
an
d
r
ep
o
r
t
ed
s
p
ee
ch
.
T
h
e
s
elec
ted
to
p
i
cs
wer
e
b
ased
o
n
th
e
c
o
u
r
s
e
b
o
o
k
s
u
s
ed
at
t
h
e
in
s
titu
tio
n
.
I
n
th
is
ass
ess
m
en
t,
s
tu
d
en
ts
r
ec
eiv
ed
th
r
ee
alter
n
ativ
e
o
p
tio
n
s
an
d
wer
e
task
ed
with
s
elec
tin
g
th
e
m
o
s
t a
p
p
r
o
p
r
iate
an
s
wer
to
c
o
m
p
lete
ea
ch
s
en
ten
ce
,
as
s
h
o
w
n
in
Fig
u
r
e
1
.
T
ab
le
2
.
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
ca
teg
o
r
ies o
f
GL
S
C
a
t
e
g
o
r
i
e
s
N
u
mb
e
r
o
f
i
t
e
ms
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
M
e
t
a
c
o
g
n
i
t
i
v
e
s
t
r
a
t
e
g
i
e
s
8
0
.
9
2
4
C
o
g
n
i
t
i
v
e
s
t
r
a
t
e
g
i
e
s
50
0
.
9
8
6
A
f
f
e
c
t
i
v
e
st
r
a
t
e
g
i
e
s
7
0
.
8
9
2
S
o
c
i
a
l
st
r
a
t
e
g
i
e
s
5
0
.
8
6
1
Fig
u
r
e
1
.
Sam
p
le
o
f
o
n
e
g
r
am
m
ar
test
item
T
h
e
q
u
esti
o
n
item
s
wer
e
r
ev
iewe
d
b
y
th
r
ee
E
FL
ex
p
er
ts
f
o
r
co
n
ten
t
v
alid
ity
,
en
s
u
r
i
n
g
th
at
ea
ch
item
ac
cu
r
ately
r
e
f
lecte
d
th
e
in
ten
d
ed
g
r
a
m
m
ar
lear
n
in
g
co
n
s
tr
u
c
t.
A
p
ilo
t
test
was
co
n
d
u
cted
with
3
0
s
tu
d
e
n
ts
to
r
ef
in
e
wo
r
d
in
g
an
d
c
o
n
f
ir
m
item
clar
ity
.
C
o
n
s
tr
u
ct
v
alid
ity
was
co
n
f
ir
m
ed
th
r
o
u
g
h
h
ig
h
in
ter
-
item
co
r
r
elatio
n
s
an
d
alig
n
m
en
t
with
Pawlak
’
s
v
alid
ated
f
ac
to
r
s
tr
u
ctu
r
e.
T
h
e
g
r
am
m
a
r
test
’
s
co
n
ten
t
v
alid
ity
was
v
er
if
ied
b
y
two
e
x
p
er
ien
ce
d
g
r
am
m
ar
in
s
tr
u
cto
r
s
wh
o
cr
o
s
s
-
ch
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k
ed
q
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esti
o
n
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v
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ag
e
ag
ain
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t
th
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r
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e
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y
llab
i.
T
h
e
test
’
s
r
eliab
ilit
y
was
d
eter
m
in
ed
to
b
e
0
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8
1
7
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
r
elia
b
ilit
y
in
th
e
s
tu
d
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ts
’
g
r
am
m
ar
p
e
r
f
o
r
m
an
ce
d
ata.
T
ab
le
3
p
r
esen
ts
th
e
test
r
esu
lts
,
in
d
icatin
g
a
m
ax
im
u
m
s
co
r
e
o
f
2
8
,
a
m
in
im
u
m
s
co
r
e
o
f
4
,
an
d
a
m
ea
n
s
co
r
e
o
f
1
7
.
0
7
.
T
ab
le
3
.
Gr
am
m
ar
test
r
esu
lts
M
e
a
su
r
e
N
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
e
a
n
SD
Te
st
r
e
su
l
t
s
2
5
7
4
28
1
7
.
0
7
4
.
8
5
2
B
o
th
th
e
in
v
e
n
to
r
y
an
d
th
e
g
r
am
m
ar
test
wer
e
cr
ea
te
d
o
n
th
e
web
-
b
ased
p
latf
o
r
m
Go
o
g
le
Fo
r
m
s
.
T
h
e
d
eliv
er
y
o
f
th
ese
two
in
s
tr
u
m
en
ts
wer
e
ca
r
r
ied
o
u
t
th
r
o
u
g
h
a
s
o
cial
m
ed
ia
p
latf
o
r
m
ch
at
g
r
o
u
p
s
in
th
e
m
id
d
le
o
f
t
h
e
s
em
ester
ar
o
u
n
d
we
ek
8
.
T
h
e
lin
k
s
o
f
t
h
e
in
v
en
to
r
y
an
d
th
e
test
was
s
en
t
to
th
e
g
r
o
u
p
s
.
T
h
e
s
tu
d
en
ts
p
ar
ticip
ated
in
t
h
e
s
tu
d
y
o
n
th
e
v
o
lu
n
ta
r
y
b
a
s
is
wh
ich
was
s
tated
at
th
e
i
n
tr
o
d
u
ctio
n
o
f
th
e
in
v
en
to
r
y
an
d
th
e
test
alo
n
g
with
th
e
in
f
o
r
m
atio
n
o
n
th
e
s
tu
d
y
in
clu
d
in
g
r
esear
ch
p
u
r
p
o
s
e
an
d
p
lan
.
T
h
e
d
ata
co
llectio
n
last
ed
f
o
r
o
n
e
we
ek
.
Af
ter
t
h
at,
th
e
r
esu
lts
wer
e
s
to
r
ed
a
n
d
p
r
ep
a
r
ed
o
n
s
h
ee
ts
to
s
er
v
e
d
ata
an
aly
s
is
.
As a
r
esu
lt,
2
5
7
s
tu
d
en
ts
an
s
wer
ed
th
e
q
u
esti
o
n
s
in
th
e
in
v
en
t
o
r
y
a
n
d
co
m
p
leted
t
h
e
test
.
T
h
e
q
u
an
titativ
e
d
ata
r
eg
ar
d
i
n
g
s
tu
d
e
n
ts
’
u
tili
za
tio
n
o
f
G
L
S
wer
e
o
b
tain
e
d
a
n
d
a
n
aly
z
ed
th
r
o
u
g
h
d
escr
ip
tiv
e
s
tatis
tic
s
,
s
p
ec
if
ica
lly
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iati
o
n
.
T
h
e
in
ter
p
r
etatio
n
s
ca
le
f
o
r
th
e
u
tili
za
tio
n
o
f
GL
S
,
d
er
iv
ed
f
r
o
m
m
ea
n
s
c
o
r
es,
class
if
ies
u
s
ag
e
in
to
f
iv
e
d
is
tin
ct
lev
els:
ex
tr
em
ely
l
o
w
(
m
ea
n
s
co
r
e
o
f
1
–
1
.
8
)
,
l
o
w
(
1
.
8
1
–
2
.
6
)
,
a
v
er
a
g
e
(
2
.
6
1
–
3
.
4
0
)
,
h
ig
h
(
3
.
4
1
–
4
.
2
0
)
,
an
d
r
em
a
r
k
ab
ly
h
ig
h
(
4
.
2
1
–
5
)
.
T
h
is
s
ca
le
o
f
f
er
s
a
s
y
s
tem
atic
ap
p
r
o
ac
h
f
o
r
ass
ess
in
g
th
e
f
r
e
q
u
en
c
y
o
r
in
ten
s
ity
o
f
g
r
a
m
m
ar
lea
r
n
i
n
g
s
tr
ateg
y
u
s
ag
e,
f
ac
ilit
atin
g
clea
r
an
d
co
n
s
is
ten
t
in
ter
p
r
etatio
n
o
f
lear
n
er
s
’
lev
els
o
f
s
tr
ateg
y
ap
p
licatio
n
.
Fu
r
th
er
m
o
r
e,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
870
-
879
874
in
d
ep
en
d
en
t
s
am
p
les
t
-
test
s
wer
e
im
p
lem
en
te
d
to
in
v
esti
g
ate
th
e
v
ar
iatio
n
s
in
th
e
u
s
ag
e
o
f
GL
S
am
o
n
g
s
tu
d
en
ts
b
ased
o
n
th
eir
g
en
d
e
r
an
d
y
ea
r
lev
el.
L
astl
y
,
co
r
r
elatio
n
an
aly
s
es
ar
e
em
p
lo
y
e
d
to
in
v
esti
g
ate
th
e
co
r
r
elatio
n
b
etwe
en
th
e
g
r
a
m
m
ar
p
er
f
o
r
m
an
ce
an
d
th
e
r
esu
ltan
t
s
tr
ateg
y
ca
teg
o
r
ies.
T
h
e
SP
SS
p
r
o
g
r
am
v
er
s
io
n
2
0
was e
m
p
lo
y
e
d
to
c
o
n
d
u
ct
t
h
ese
s
tatis
tical
an
aly
s
es.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
Use le
v
el
o
f
g
r
a
mm
a
r
l
ea
rning
s
t
ra
t
eg
ies
T
ab
le
4
p
r
esen
ts
a
co
m
p
r
e
h
en
s
iv
e
o
v
er
v
iew
o
f
th
e
u
ti
lizatio
n
o
f
GL
S
am
o
n
g
2
5
7
s
tu
d
en
ts
,
ca
teg
o
r
ized
in
t
o
f
o
u
r
d
is
tin
c
t
s
tr
ateg
y
ty
p
es:
m
etac
o
g
n
itiv
e,
co
g
n
itiv
e,
af
f
ec
ti
v
e,
an
d
s
o
cial
s
tr
ateg
ies.
T
h
e
f
in
d
in
g
s
d
em
o
n
s
tr
ate
a
s
i
g
n
if
ican
t
lev
el
o
f
u
tili
za
tio
n
a
cr
o
s
s
all
ca
teg
o
r
ies,
with
av
er
ag
e
s
co
r
es
v
ar
y
in
g
f
r
o
m
3
.
5
0
4
2
to
3
.
7
2
4
5
.
T
h
is
i
n
d
icate
s
th
at
p
ar
ticip
a
n
ts
r
eg
u
l
ar
ly
em
p
l
o
y
a
r
an
g
e
o
f
s
tr
ateg
ies
to
im
p
r
o
v
e
th
eir
g
r
am
m
ar
lear
n
in
g
.
T
h
e
m
ea
n
s
co
r
e
f
o
r
m
etac
o
g
n
itiv
e
s
tr
a
teg
ies
is
3
.
5
6
9
1
(
SD=0
.
9
2
3
4
5
)
,
s
u
g
g
esti
n
g
t
h
at
p
ar
ticip
an
ts
ar
e
ac
tiv
ely
in
v
o
l
v
ed
in
p
lan
n
i
n
g
,
m
o
n
ito
r
in
g
,
an
d
ev
alu
atin
g
t
h
eir
g
r
am
m
a
r
lear
n
in
g
p
r
o
ce
s
s
es.
C
o
g
n
itiv
e
s
tr
ateg
ies
d
em
o
n
s
tr
ated
a
m
ea
n
o
f
3
.
5
2
6
6
(
SD=0
.
8
8
6
5
7
)
,
in
d
icatin
g
a
n
o
tab
le
lev
el
o
f
in
v
o
lv
em
e
n
t
in
an
aly
tical
an
d
p
r
ac
tice
-
o
r
ie
n
ted
m
eth
o
d
s
,
in
clu
d
in
g
m
em
o
r
izatio
n
an
d
th
e
a
p
p
licatio
n
o
f
r
u
les.
T
h
e
m
ea
n
s
co
r
e
f
o
r
a
f
f
ec
tiv
e
s
tr
ateg
ies
was
3
.
5
0
4
2
(
SD=0
.
9
4
6
9
4
)
,
in
d
icatin
g
th
at
p
a
r
ticip
an
ts
p
l
ac
e
im
p
o
r
tan
ce
o
n
m
an
ag
in
g
em
o
tio
n
s
,
m
o
tiv
ati
o
n
,
a
n
d
a
n
x
iety
in
th
eir
g
r
am
m
ar
lear
n
in
g
en
d
ea
v
o
r
s
.
I
t
w
as
f
o
u
n
d
th
at
s
o
cial
s
tr
ateg
ies
ac
h
iev
ed
th
e
h
ig
h
est
m
ea
n
s
co
r
e
o
f
3
.
7
2
4
5
(
SD=0
.
9
0
6
0
9
)
,
u
n
d
er
s
co
r
in
g
th
e
s
ig
n
if
ican
ce
o
f
co
llab
o
r
atio
n
,
p
ee
r
s
u
p
p
o
r
t,
a
n
d
in
te
r
ac
tio
n
in
t
h
e
p
r
o
ce
s
s
o
f
g
r
a
m
m
ar
ac
q
u
is
itio
n
.
T
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.
1
.
4
.
Rela
t
io
ns
hip
bet
wee
n
g
ra
mm
a
r
le
a
rning
s
t
ra
t
eg
ies a
nd
s
t
ud
ent
s
’
g
ra
m
m
a
r
per
f
o
rm
a
nce
T
ab
le
7
illu
s
tr
ates
th
e
c
o
n
n
ec
t
io
n
s
b
etwe
en
g
r
am
m
ar
t
est
r
e
s
u
lts
an
d
d
if
f
er
e
n
t
ca
teg
o
r
ies
o
f
lear
n
i
n
g
s
tr
ateg
ies
(
m
etac
o
g
n
itiv
e,
c
o
g
n
itiv
e,
af
f
ec
tiv
e,
a
n
d
s
o
cia
l
)
am
o
n
g
s
tu
d
en
ts
,
h
ig
h
lig
h
t
in
g
th
e
s
tatis
tical
s
ig
n
if
ican
ce
o
f
th
ese
c
o
n
n
ec
ti
o
n
s
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
g
r
am
m
ar
test
r
esu
lts
an
d
m
eta
co
g
n
itiv
e
s
tr
ateg
ies
is
ch
ar
ac
ter
ized
b
y
a
co
r
r
elatio
n
co
ef
f
icien
t
o
f
r
=0
.
1
7
9
,
s
u
g
g
esti
n
g
a
wea
k
p
o
s
itiv
e
ass
o
ciatio
n
th
at
h
o
ld
s
s
tatis
t
ical
s
ig
n
if
ican
ce
at
th
e
0
.
0
1
lev
el
(
p
<0
.
0
1
)
.
T
h
is
in
d
icate
s
th
at
s
tu
d
en
ts
u
tili
zin
g
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
g
en
er
ally
attain
m
a
r
g
in
ally
im
p
r
o
v
ed
o
u
tco
m
es
o
n
g
r
a
m
m
ar
ass
ess
m
en
ts
.
T
h
e
co
r
r
elatio
n
with
co
g
n
itiv
e
s
tr
ateg
ies
is
r
=0
.
1
4
3
,
in
d
icatin
g
a
wea
k
p
o
s
itiv
e
an
d
s
tatis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
(
p
<
0
.
0
5
)
.
T
h
is
s
u
g
g
ests
th
at
th
e
ap
p
licatio
n
o
f
co
g
n
itiv
e
s
tr
ateg
ies
i
s
s
o
m
ewh
at
lin
k
ed
to
im
p
r
o
v
ed
p
er
f
o
r
m
an
ce
o
n
g
r
am
m
ar
test
s
.
T
h
e
r
esu
lts
o
f
th
e
g
r
am
m
ar
te
s
t
s
h
o
w
a
wea
k
co
r
r
elatio
n
with
af
f
ec
tiv
e
s
tr
ateg
ies
(
r
=0
.
1
2
3
,
p
<0
.
0
5
)
an
d
s
o
cial
s
tr
at
eg
ies
(
r
=0
.
1
1
4
,
p
<0
.
0
5
)
,
in
d
icatin
g
a
p
o
s
itiv
e
y
et
wea
k
r
elatio
n
s
h
ip
b
etwe
en
th
ese
s
tr
ateg
ies
an
d
g
r
am
m
ar
test
p
er
f
o
r
m
a
n
c
e.
Alth
o
u
g
h
t
h
ese
r
elatio
n
s
h
ip
s
s
h
o
w
s
tatis
tical
s
ig
n
if
ican
ce
,
th
e
lo
w
co
r
r
elatio
n
co
ef
f
icien
ts
s
u
g
g
est
th
at
th
ese
s
tr
ateg
ies
ex
er
t
a
m
in
i
m
al
in
f
lu
en
ce
o
n
g
r
a
m
m
ar
test
p
er
f
o
r
m
an
ce
.
Fu
r
th
er
m
o
r
e
,
n
o
tab
le
p
o
s
itiv
e
co
r
r
elatio
n
s
ca
n
b
e
i
d
en
tifie
d
am
o
n
g
th
e
f
o
u
r
s
tr
ateg
y
ty
p
es.
T
h
e
co
r
r
elatio
n
b
etwe
en
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
an
d
co
g
n
itiv
e
s
tr
ateg
ies
is
s
tatis
t
ically
r
o
b
u
s
t
(
r
=0
.
9
0
4
,
p
<0
.
0
1
)
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
wh
o
en
g
a
g
e
in
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
ar
e
v
er
y
lik
ely
t
o
also
u
tili
ze
co
g
n
itiv
e
s
tr
ateg
ies.
Af
f
ec
tiv
e
s
tr
ateg
ies
an
d
s
o
ci
al
s
tr
ateg
ies
ex
h
ib
it
n
o
tab
le
in
ter
co
n
n
ec
tio
n
s
with
th
e
o
th
er
s
tr
ateg
ies,
with
co
r
r
elatio
n
s
v
ar
y
in
g
f
r
o
m
r
=
0
.
7
7
0
to
r
=0
.
8
5
6
,
all
s
ig
n
if
ican
t
at
th
e
0
.
0
1
le
v
el.
T
h
e
f
i
n
d
in
g
s
in
d
icate
th
a
t
alth
o
u
g
h
m
etac
o
g
n
itiv
e,
c
o
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
s
o
cial
s
tr
ateg
ies
ex
h
ib
it
wea
k
p
o
s
itiv
e
co
r
r
elatio
n
s
with
g
r
am
m
ar
test
r
esu
lts
,
th
ey
ar
e
s
ig
n
if
ican
tly
a
n
d
s
tr
o
n
g
ly
in
t
er
co
n
n
ec
ted
,
im
p
l
y
in
g
th
at
s
t
u
d
en
ts
ar
e
lik
ely
t
o
em
p
lo
y
th
ese
s
tr
ateg
ies in
co
n
ju
n
ctio
n
r
ath
e
r
th
an
s
ep
ar
ately
.
T
ab
le
7
.
Pear
s
o
n
’
s
co
r
r
elatio
n
m
atr
ix
f
o
r
g
r
am
m
ar
test
r
esu
lts
an
d
s
tr
ateg
ies
V
a
r
i
a
b
l
e
s
G
r
a
mm
a
r
t
e
st
r
e
s
u
l
t
M
e
t
a
c
o
g
n
i
t
i
v
e
st
r
a
t
e
g
i
e
s
C
o
g
n
i
t
i
v
e
st
r
a
t
e
g
i
e
s
A
f
f
e
c
t
i
v
e
st
r
a
t
e
g
i
e
s
S
o
c
i
a
l
st
r
a
t
e
g
i
e
s
G
r
a
mm
a
r
t
e
st
r
e
s
u
l
t
s
1
M
e
t
a
c
o
g
n
i
t
i
v
e
s
t
r
a
t
e
g
i
e
s
0
.
1
7
9
**
1
C
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g
n
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t
i
v
e
s
t
r
a
t
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i
e
s
0
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1
4
3
*
0
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9
0
4
**
1
A
f
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e
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t
i
v
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st
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i
e
s
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1
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3
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8
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7
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8
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6
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S
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I
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2252
-
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
:
870
-
879
876
3
.
2
.
Dis
cu
s
s
io
n
T
h
e
r
esu
lts
in
d
icate
a
s
ig
n
if
ican
t
p
r
ev
ale
n
ce
o
f
GL
S
u
s
ag
e
am
o
n
g
Vietn
am
ese
E
FL
s
tu
d
en
ts
,
alig
n
in
g
with
ea
r
lier
r
esear
ch
f
in
d
in
g
s
.
T
h
e
m
o
s
t
co
m
m
o
n
ly
u
tili
ze
d
a
p
p
r
o
ac
h
es
wer
e
th
o
s
e
f
o
cu
s
in
g
o
n
co
llab
o
r
atio
n
an
d
p
ee
r
s
u
p
p
o
r
t,
ev
id
en
ce
d
b
y
a
m
ea
n
s
co
r
e
o
f
3
.
7
2
.
T
h
is
is
co
n
s
is
ten
t
wit
h
th
e
o
b
s
er
v
atio
n
s
m
ad
e
b
y
s
ev
er
al
r
esear
ch
e
r
s
[
1
7
]
,
[
3
1
]
,
w
h
o
n
o
ted
co
m
p
ar
a
b
le
tr
en
d
s
am
o
n
g
L
i
b
y
an
an
d
T
h
ai
lear
n
e
r
s
.
T
h
e
p
r
o
m
in
e
n
ce
o
f
s
o
cial
s
tr
ateg
ies
ca
n
b
e
u
n
d
er
s
to
o
d
with
in
Vietn
am
’
s
co
llectiv
is
t
lear
n
in
g
cu
ltu
r
e,
wh
er
e
s
tu
d
en
ts
o
f
ten
r
ely
o
n
p
ee
r
co
llab
o
r
atio
n
an
d
teac
h
er
g
u
id
an
ce
r
ath
e
r
th
a
n
in
d
iv
id
u
a
l
ex
p
er
im
e
n
tatio
n
.
Mo
r
eo
v
er
,
th
e
n
atio
n
al
cu
r
r
ic
u
lu
m
’
s
h
ea
v
y
em
p
h
asis
o
n
g
r
a
m
m
ar
-
b
ased
ex
am
in
atio
n
s
en
c
o
u
r
ag
es
s
tu
d
e
n
ts
to
ad
o
p
t
r
u
le
-
b
ased
an
d
co
g
n
itiv
e
s
tr
ateg
ies,
s
o
m
etim
es
a
t
th
e
ex
p
en
s
e
o
f
co
m
m
u
n
icativ
e
p
r
ac
tice.
T
h
is
d
u
al
in
f
lu
en
ce
o
f
co
llectiv
is
m
an
d
ex
am
-
o
r
ie
n
ted
in
s
tr
u
ctio
n
s
h
a
p
es
lear
n
er
s
’
s
tr
ateg
ic
p
r
ef
e
r
e
n
ce
s
an
d
u
n
d
er
lin
es
th
e
im
p
o
r
ta
n
ce
o
f
b
alan
cin
g
ac
cu
r
ac
y
-
f
o
cu
s
ed
a
n
d
co
m
m
u
n
icativ
e
ap
p
r
o
ac
h
es
in
g
r
am
m
ar
teac
h
in
g
.
W
h
ile
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
wh
i
ch
in
v
o
l
v
e
p
lan
n
in
g
an
d
m
o
n
ito
r
in
g
,
wer
e
u
tili
ze
d
ex
ten
s
iv
ely
,
s
u
p
p
o
r
tin
g
t
h
e
f
in
d
in
g
s
f
r
o
m
J
u
n
iar
an
d
C
ar
i
s
s
a
[
3
0
]
t
h
at
h
i
g
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
th
ese
s
tr
ateg
ies
in
f
o
s
ter
in
g
au
t
o
n
o
m
y
in
h
ig
h
-
ac
h
iev
in
g
s
tu
d
en
ts
.
N
o
n
eth
eless
,
ce
r
tain
d
is
tin
ctio
n
s
ar
is
e
wh
en
ju
x
tap
o
s
in
g
th
ese
f
in
d
in
g
s
with
o
th
er
co
n
tex
ts
.
T
h
e
cu
r
r
e
n
t
s
tu
d
y
h
ig
h
lig
h
ted
th
e
s
ig
n
if
ican
ce
o
f
c
o
g
n
itiv
e
s
tr
ateg
ies,
in
clu
d
in
g
m
em
o
r
i
za
tio
n
an
d
an
aly
s
is
.
Ho
wev
er
,
C
ah
y
an
i
et
a
l
.
[
1
4
]
n
o
ted
a
lo
wer
p
r
ev
alen
ce
o
f
th
ese
s
tr
ateg
ies
am
o
n
g
I
n
d
o
n
esian
s
tu
d
en
ts
,
in
d
icatin
g
th
at
co
n
t
ex
tu
al
elem
en
ts
s
u
ch
as
ed
u
ca
tio
n
al
s
y
s
tem
s
an
d
r
eso
u
r
ce
av
ailab
ilit
y
co
u
ld
im
p
ac
t
th
e
p
r
ef
er
en
ce
s
f
o
r
th
ese
s
tr
ateg
ies.
Fu
r
th
er
m
o
r
e,
th
e
s
tr
ateg
ies
th
at
wer
e
u
tili
z
ed
th
e
least
in
th
i
s
s
tu
d
y
,
in
clu
d
in
g
th
e
u
s
e
o
f
r
h
y
m
es
an
d
th
e
m
ain
ten
an
ce
o
f
a
lan
g
u
ag
e
d
iar
y
,
co
r
r
esp
o
n
d
with
th
e
f
in
d
in
g
s
o
f
L
i
[
1
6
]
,
wh
o
o
b
s
er
v
e
d
a
lack
o
f
en
g
ag
e
m
en
t
in
cr
ea
tiv
e
o
r
r
ef
lectiv
e
ap
p
r
o
ac
h
es
ac
r
o
s
s
v
ar
io
u
s
co
n
tex
ts
.
T
h
e
v
ar
iatio
n
s
h
ig
h
lig
h
t
th
e
n
ec
ess
ity
o
f
co
n
s
id
er
in
g
cu
ltu
r
al
an
d
ed
u
ca
tio
n
al
c
o
n
tex
ts
wh
en
an
aly
zin
g
GL
S
u
s
ag
e
p
atter
n
s
.
T
h
e
f
in
d
i
n
g
s
s
h
o
w
n
o
n
o
ta
b
le
v
a
r
i
ati
o
n
s
i
n
GL
S
u
s
a
g
e
b
as
e
d
o
n
g
en
d
e
r
o
r
y
ea
r
l
ev
el
.
T
h
is
f
i
n
d
i
n
g
co
n
t
r
as
ts
w
it
h
t
h
e
r
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ea
r
c
h
b
y
Az
iz
m
o
h
a
m
m
a
d
i
a
n
d
B
a
r
j
est
eh
[
1
9
]
,
w
h
ic
h
i
n
d
ic
ate
d
t
h
at
f
e
m
al
e
lea
r
n
e
r
s
a
r
e
m
o
r
e
i
n
cli
n
ed
t
o
u
tili
ze
af
f
ec
t
iv
e
a
n
d
s
o
cia
l
s
t
r
at
e
g
ies
co
m
p
a
r
e
d
t
o
t
h
ei
r
m
ale
c
o
u
n
t
e
r
p
a
r
ts
.
T
h
e
a
b
s
e
n
c
e
o
f
n
o
ta
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l
e
g
en
d
er
d
i
f
f
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ce
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i
n
t
h
is
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t
u
d
y
m
a
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li
n
k
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n
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V
iet
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u
ca
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m
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t
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h
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a
p
p
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h
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a
n
d
le
ar
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g
o
p
p
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t
u
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it
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e
n
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to
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o
n
s
is
t
en
t
ac
r
o
s
s
g
e
n
d
e
r
s
.
Ad
d
it
io
n
a
ll
y
,
t
h
e
m
in
o
r
d
i
f
f
er
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ce
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n
o
t
e
d
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v
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co
r
es
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wit
h
m
a
les
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h
o
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n
g
a
p
r
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f
e
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ce
f
o
r
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et
ac
o
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n
iti
v
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a
n
d
c
o
g
n
iti
v
e
s
tr
ate
g
i
es,
m
ay
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n
d
ica
te
p
e
r
s
o
n
al
p
r
e
f
e
r
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n
c
es
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n
s
t
ea
d
o
f
b
r
o
ad
er
s
y
s
te
m
ic
d
is
p
a
r
it
ies
[
1
8
]
.
T
h
e
o
b
s
e
r
v
e
d
y
ea
r
-
le
v
el
d
if
f
e
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ce
s
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v
e
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l
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h
at
t
h
e
m
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n
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m
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et
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ts
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t
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co
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n
d
in
g
s
o
f
J
a
m
ee
l
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d
M
a
h
m
o
o
d
[
3
2
]
,
w
h
i
ch
i
n
d
ic
at
ed
th
at
m
o
r
e
ad
v
a
n
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t
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ll
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ti
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e
m
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at
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ies
.
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h
is
d
is
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r
e
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y
m
ay
a
r
is
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f
r
o
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th
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ly
lim
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a
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p
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o
n
t
o
t
h
ei
r
f
i
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s
t
-
y
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F
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m
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t
h
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co
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s
is
t
e
n
c
y
in
t
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ch
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a
p
p
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s
s
V
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n
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m
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v
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it
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ay
p
l
ay
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r
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le
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n
th
e
lim
ite
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v
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i
o
n
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n
s
tr
ate
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y
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p
p
lic
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o
n
am
o
n
g
d
if
f
e
r
e
n
t
y
ea
r
le
v
e
ls
.
T
h
e
an
aly
s
is
r
ev
ea
ls
wea
k
y
e
t
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elati
o
n
s
b
etwe
en
GL
S
u
s
ag
e
an
d
g
r
am
m
ar
p
er
f
o
r
m
an
ce
,
r
ef
lectin
g
th
e
f
i
n
d
in
g
s
o
f
p
r
ev
io
u
s
s
tu
d
ies
[
2
0
]
,
[
3
4
]
.
T
h
e
s
tr
o
n
g
est
co
r
r
elati
o
n
s
wer
e
o
b
s
er
v
ed
b
etwe
en
m
etac
o
g
n
itiv
e
an
d
c
o
g
n
itiv
e
s
tr
ateg
ies,
h
ig
h
lig
h
tin
g
th
e
cr
itical
r
o
le
o
f
p
la
n
n
i
n
g
,
m
o
n
ito
r
in
g
,
an
d
p
r
ac
tice
in
ac
h
iev
in
g
m
aster
y
o
f
g
r
am
m
a
r
.
T
h
e
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
i
d
ea
th
at
s
tr
ateg
ic
lear
n
in
g
im
p
r
o
v
es
g
r
am
m
ar
p
r
o
f
icien
cy
t
h
r
o
u
g
h
th
e
en
c
o
u
r
a
g
em
en
t
o
f
c
r
itical
th
in
k
in
g
a
n
d
c
o
n
tex
tu
a
l
ap
p
licatio
n
[
2
3
]
.
No
n
eth
eless
,
th
e
lo
w
co
r
r
elatio
n
co
ef
f
icien
ts
in
d
icate
th
at
r
ely
in
g
s
o
lely
o
n
s
tr
ateg
y
u
s
e
d
o
es
n
o
t
g
u
a
r
an
te
e
s
tr
o
n
g
g
r
am
m
a
r
p
er
f
o
r
m
an
ce
.
T
h
is
is
co
n
s
is
ten
t
wi
th
th
e
f
i
n
d
in
g
s
o
f
Go
et
a
l
.
[
2
2
]
wh
o
ca
u
tio
n
ed
ag
ain
s
t
a
n
ex
ce
s
s
iv
e
d
ep
en
d
e
n
ce
o
n
p
ar
t
icu
lar
s
tr
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s
u
ch
as
m
em
o
r
izatio
n
,
as
it
co
u
l
d
h
in
d
er
l
o
n
g
-
ter
m
r
eten
tio
n
an
d
p
r
ac
tical
ap
p
licatio
n
.
A
b
alan
ce
d
ap
p
r
o
ac
h
th
at
in
teg
r
at
es
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
a
f
f
ec
tiv
e,
an
d
s
o
cial
s
tr
ateg
ies
is
ad
v
is
ed
to
en
h
a
n
ce
lear
n
in
g
o
u
tco
m
es.
T
h
e
r
o
b
u
s
t
in
ter
co
n
n
ec
tio
n
s
am
o
n
g
th
e
f
o
u
r
s
tr
ateg
y
ty
p
es
u
n
d
er
s
co
r
e
t
h
eir
s
y
n
e
r
g
is
tic
ch
ar
ac
ter
is
tics
.
L
ea
r
n
er
s
wh
o
en
g
ag
e
i
n
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
ten
d
to
u
tili
ze
co
g
n
itiv
e
an
d
s
o
cial
s
tr
ateg
ies
as
well,
in
d
icatin
g
th
at
p
r
o
m
o
tin
g
o
n
e
ca
teg
o
r
y
o
f
s
tr
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y
ca
n
im
p
r
o
v
e
th
e
ap
p
licatio
n
o
f
ad
d
itio
n
al
s
tr
ateg
ies.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
ts
th
e
n
ec
ess
i
ty
f
o
r
co
m
p
r
eh
en
s
iv
e
in
s
tr
u
ctio
n
al
m
eth
o
d
s
th
at
co
n
s
id
er
v
ar
io
u
s
asp
ec
ts
o
f
s
tr
ateg
y
u
tili
za
tio
n
[
2
1
]
.
Alth
o
u
g
h
th
e
co
r
r
elatio
n
s
ar
e
s
tatis
tically
s
ig
n
if
ican
t,
th
eir
s
m
all
ef
f
ec
t
s
izes
(
r
=
0
.
1
1
–
0
.
1
8
)
in
d
icate
m
o
d
est
p
r
e
d
ictiv
e
p
o
we
r
.
T
h
i
s
s
u
g
g
ests
th
at
wh
ile
s
tr
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ic
b
eh
av
io
r
co
n
tr
ib
u
tes
to
g
r
am
m
ar
ac
h
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e
n
t,
o
th
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iab
les
s
u
ch
as
in
s
tr
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al
q
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an
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lear
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in
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m
o
tiv
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ar
e
lik
ely
to
p
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s
tr
o
n
g
e
r
r
o
les.
A
m
u
lti
p
le
r
eg
r
ess
io
n
an
aly
s
is
,
if
ad
d
ed
in
f
u
tu
r
e
s
tu
d
ies,
co
u
ld
f
u
r
th
er
cla
r
if
y
wh
ich
s
tr
ateg
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ty
p
es m
o
s
t stro
n
g
ly
p
r
ed
ict
g
r
am
m
ar
p
er
f
o
r
m
an
ce
.
T
h
e
r
esu
lts
p
r
esen
t
s
ev
er
al
p
r
ac
tical
ap
p
licatio
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s
f
o
r
E
FL
teac
h
in
g
.
T
h
e
s
ig
n
if
ican
t
u
tili
za
tio
n
o
f
s
o
cial
s
tr
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in
d
icate
s
th
at
in
co
r
p
o
r
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g
c
o
llab
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r
at
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ac
tiv
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,
lik
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p
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f
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b
ac
k
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d
g
r
o
u
p
d
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s
,
in
to
g
r
am
m
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in
s
tr
u
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is
ess
en
tial.
T
h
is
is
c
o
n
s
is
ten
t
with
th
e
s
u
g
g
esti
o
n
s
b
y
Ab
r
i
et
a
l
.
[
1
5
]
an
d
Yeh
[
2
5
]
,
wh
o
h
ig
h
li
g
h
ted
th
e
ad
v
an
tag
es
o
f
s
o
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lear
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in
g
in
en
h
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cin
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n
em
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f
o
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ter
cr
ea
tiv
ity
an
d
in
tr
o
s
p
ec
tio
n
,
as
in
d
icate
d
b
y
L
i
[
1
6
]
.
Fu
r
th
e
r
m
o
r
e
,
th
e
lim
ited
co
r
r
elatio
n
b
etwe
en
th
e
ap
p
licatio
n
o
f
s
tr
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ies
an
d
g
r
am
m
ar
p
e
r
f
o
r
m
an
ce
s
u
g
g
ests
th
at
co
m
b
i
n
in
g
s
tr
ateg
y
in
s
tr
u
ctio
n
wit
h
ex
p
licit
g
r
am
m
ar
teac
h
in
g
is
ess
en
tial
f
o
r
ac
h
iev
in
g
o
p
tim
al
r
esu
lts
.
Ultim
ately
,
th
e
lack
o
f
n
o
tab
le
d
if
f
er
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n
ce
s
in
g
en
d
er
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d
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lev
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in
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th
at
s
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ased
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s
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ap
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n
th
e
Vietn
am
ese
co
n
tex
t.
I
t
is
cr
u
cial
f
o
r
e
d
u
ca
to
r
s
to
s
tay
m
in
d
f
u
l
o
f
in
d
iv
id
u
al
d
if
f
er
en
ce
s
an
d
o
f
f
e
r
tailo
r
ed
s
u
p
p
o
r
t
to
m
e
et
v
ar
ied
lear
n
i
n
g
n
ee
d
s
,
as h
ig
h
l
ig
h
ted
b
y
Aziz
m
o
h
am
m
ad
i a
n
d
B
ar
jest
eh
[
1
9
]
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
u
n
d
er
s
tan
d
in
g
h
o
w
Vietn
am
ese
E
FL
s
tu
d
en
ts
u
s
e
GL
S
an
d
how
th
ese
s
tr
ateg
ies
r
elate
to
g
r
am
m
ar
p
er
f
o
r
m
an
ce
.
So
cial
s
tr
ateg
ies
wer
e
th
e
m
o
s
t
f
r
eq
u
en
tly
u
s
ed
,
r
ef
lectin
g
th
e
co
llab
o
r
ativ
e
n
atu
r
e
o
f
lear
n
in
g
in
co
llectiv
is
t
ed
u
ca
tio
n
al
co
n
tex
ts
,
wh
ile
m
etac
o
g
n
itiv
e
an
d
co
g
n
itiv
e
s
tr
ateg
ies
wer
e
p
ar
ticu
lar
ly
i
m
p
o
r
tan
t
f
o
r
f
o
s
ter
in
g
lear
n
er
au
to
n
o
m
y
an
d
an
aly
tical
p
r
o
ce
s
s
in
g
.
T
h
e
u
s
e
o
f
th
e
v
alid
ated
GL
SI
s
tr
en
g
th
en
s
th
e
m
eth
o
d
o
lo
g
ical
r
ig
o
r
an
d
allo
ws
f
o
r
m
ea
n
i
n
g
f
u
l
co
m
p
a
r
is
o
n
wit
h
p
r
ev
io
u
s
r
esear
ch
.
Sev
er
al
li
m
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wle
d
g
ed
,
in
clu
d
i
n
g
t
h
e
r
elian
ce
o
n
s
elf
-
r
ep
o
r
ted
d
ata,
th
e
s
in
g
le
-
in
s
titu
tio
n
s
am
p
le
with
a
p
r
ed
o
m
in
an
ce
o
f
f
em
ale
p
ar
ticip
an
ts
,
an
d
th
e
c
r
o
s
s
-
s
ec
tio
n
al
d
esig
n
,
wh
ich
lim
its
ca
u
s
al
in
ter
p
r
etatio
n
.
Fu
tu
r
e
s
tu
d
ies s
h
o
u
ld
em
p
lo
y
lo
n
g
itu
d
in
al
o
r
m
ix
ed
-
m
e
th
o
d
d
esig
n
s
ac
r
o
s
s
m
u
ltip
le
in
s
titu
tio
n
s
to
en
h
an
c
e
g
en
er
aliza
b
ilit
y
an
d
ex
p
lan
at
o
r
y
p
o
wer
.
Ped
ag
o
g
ically
,
th
e
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
in
teg
r
atio
n
o
f
s
tr
ate
g
y
-
b
ased
g
r
am
m
a
r
in
s
tr
u
ctio
n
in
to
E
FL
class
r
o
o
m
s
.
T
ea
ch
er
s
ca
n
p
r
o
m
o
te
m
etac
o
g
n
itiv
e
d
e
v
elo
p
m
en
t
th
r
o
u
g
h
g
o
al
s
ettin
g
an
d
s
elf
-
ev
alu
atio
n
,
r
ein
f
o
r
ce
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
th
r
o
u
g
h
g
r
am
m
ar
tr
a
n
s
f
o
r
m
at
io
n
task
s
,
an
d
en
co
u
r
ag
e
s
o
ci
al
lear
n
in
g
th
r
o
u
g
h
p
ee
r
co
llab
o
r
atio
n
an
d
d
ig
it
al
p
latf
o
r
m
s
.
Af
f
ec
tiv
e
s
u
p
p
o
r
t,
s
u
ch
as
r
ef
lectiv
e
j
o
u
r
n
alin
g
an
d
s
elf
-
talk
ac
tiv
ities
,
ca
n
f
u
r
th
e
r
en
h
an
ce
m
o
tiv
atio
n
an
d
r
ed
u
ce
a
n
x
iety
.
E
m
b
ed
d
in
g
t
h
ese
s
tr
ateg
ies
in
to
less
o
n
p
lan
n
in
g
an
d
teac
h
er
tr
ain
in
g
ca
n
h
elp
d
ev
elo
p
m
o
r
e
a
u
to
n
o
m
o
u
s
an
d
e
f
f
ec
tiv
e
g
r
am
m
ar
l
ea
r
n
er
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
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Vi
Su
P
Fu
Ph
am
Du
c
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h
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n
✓
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Ph
am
T
h
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C
:
C
o
n
c
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p
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M
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M
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So
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r
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elate
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with
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r
elev
an
t
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r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
in
ac
co
r
d
an
ce
with
th
e
te
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f
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ls
in
k
i
Dec
lar
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d
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b
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o
r
s
’
in
s
titu
tio
n
al
r
e
v
iew
b
o
ar
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
870
-
879
878
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
l
e
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
PDT]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est
.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
C
.
L
y
,
“
T
h
e
i
mp
o
r
t
a
n
c
e
o
f
g
r
a
m
mar
i
n
l
a
n
g
u
a
g
e
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
,
”
i
n
W
o
rks
h
o
p
o
n
I
n
n
o
v
a
t
i
o
n
i
n
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
L
e
a
r
n
i
n
g
,
2
0
2
0
,
p
p
.
1
8
2
–
1
9
5
,
d
o
i
:
1
0
.
5
2
8
1
/
z
e
n
o
d
o
.
3
9
4
7
2
1
5
.
[
2
]
S
.
S
a
e
n
g
b
o
o
n
,
K
.
P
a
n
y
a
a
t
i
si
n
,
a
n
d
A
.
To
o
ma
n
e
e
j
i
n
d
a
,
“
Th
e
r
o
l
e
s
o
f
g
r
a
m
mar
i
n
En
g
l
i
s
h
l
a
n
g
u
a
g
e
t
e
a
c
h
i
n
g
:
l
o
c
a
l
v
i
e
w
p
o
i
n
t
s,”
PAS
A
A
,
v
o
l
.
6
3
,
p
p
.
1
7
9
–
2
0
4
,
2
0
2
2
,
d
o
i
:
1
0
.
5
8
8
3
7
/
c
h
u
l
a
.
p
a
s
a
a
.
6
3
.
1
.
7
.
[
3
]
M
.
P
a
w
l
a
k
,
“
G
r
a
mm
a
r
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s:
t
o
w
a
r
d
s
a
p
e
d
a
g
o
g
i
c
a
l
i
n
t
e
r
v
e
n
t
i
o
n
,
”
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
R
e
se
a
rc
h
Q
u
a
r
t
e
r
l
y
,
v
o
l
.
3
9
,
p
p
.
1
7
4
–
1
9
1
,
2
0
2
4
,
d
o
i
:
1
0
.
3
2
0
3
8
/
l
t
r
q
.
2
0
2
4
.
3
9
.
1
2
.
[
4
]
M
.
P
a
w
l
a
k
a
n
d
M
.
K
r
u
k
,
I
n
v
e
st
i
g
a
t
i
n
g
t
h
e
e
f
f
e
c
t
s
o
f
g
r
a
m
m
a
r
l
e
a
r
n
i
n
g
s
t
ra
t
e
g
i
e
s
i
n
st
r
u
c
t
i
o
n
i
n
C
ALL
.
N
e
w
Y
o
r
k
:
R
o
u
t
l
e
d
g
e
,
2
0
2
5
.
[
5
]
M
.
S
o
r
o
h
i
t
i
,
H
.
N
.
R
.
N
u
g
r
a
h
a
,
a
n
d
F
.
R
a
h
m
a
w
a
t
i
,
“
T
e
a
c
h
e
r
a
w
a
r
e
n
e
ss
,
i
d
e
n
t
i
f
i
c
a
t
i
o
n
o
f
l
e
a
r
n
i
n
g
d
i
f
f
i
c
u
l
t
i
e
s,
a
n
d
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
f
o
r
E
n
g
l
i
sh
g
r
a
mm
a
r
ma
s
t
e
r
y
,
”
I
n
d
o
n
e
si
a
n
EF
L
J
o
u
rn
a
l
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
4
5
–
5
4
,
2
0
2
4
,
d
o
i
:
1
0
.
2
5
1
3
4
/
i
e
f
l
j
.
v
1
0
i
1
.
9
3
3
0
.
[
6
]
P
.
S
u
p
a
k
o
r
n
,
M
.
F
e
n
g
,
a
n
d
W
.
Li
mm
u
n
,
“
S
t
r
a
t
e
g
i
e
s
f
o
r
b
e
t
t
e
r
l
e
a
r
n
i
n
g
o
f
E
n
g
l
i
s
h
g
r
a
mm
a
r
:
C
h
i
n
e
s
e
v
s.
Th
a
i
s
,
”
E
n
g
l
i
s
h
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
2
4
–
39
,
2
0
1
8
,
d
o
i
:
1
0
.
5
5
3
9
/
e
l
t
.
v
1
1
n
3
p
2
4
.
[
7
]
Y
.
F
.
Ti
l
f
a
r
l
i
o
ğ
l
u
a
n
d
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rsity
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tn
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p
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rtme
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ti
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iv
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tern
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l
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t
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ies
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).
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h
a
s
m
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ten
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n
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CALL,
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h
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c
a
n
b
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c
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tac
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t
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m
a
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:
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u
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v
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Ph
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No
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with
m
o
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th
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n
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r
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tertiary
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.
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h
e
re
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d
h
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r
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h
.
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d
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re
e
in
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n
g
l
ish
li
n
g
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ist
ics
fro
m
Un
iv
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rsit
y
o
f
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g
u
a
g
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s
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n
d
In
tern
a
ti
o
n
a
l
S
tu
d
ies
,
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tn
a
m
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ti
o
n
a
l
Un
iv
e
rsity
,
Ha
n
o
i
i
n
2
0
2
3
.
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h
e
h
a
s
a
p
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ss
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fo
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c
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in
g
stu
d
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ts
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n
g
li
sh
f
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th
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ir
fu
tu
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r.
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h
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is
p
a
rt
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larl
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tere
ste
d
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n
p
r
o
fe
ss
io
n
a
l
d
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v
e
lo
p
m
e
n
t,
CALL,
c
u
lt
u
ra
l
st
u
d
ies
a
n
d
in
terd
isc
ip
li
n
a
ry
re
se
a
rc
h
(c
u
lt
u
re
a
n
d
fi
n
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n
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)
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
p
h
a
m
th
it
a
m
@h
v
tc.ed
u
.
v
n
.
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