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n
d
ac
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s
u
cc
ess
[
1
]
–
[
4
]
.
T
h
ese
co
n
s
tr
u
cts
ar
e
in
cr
ea
s
in
g
ly
r
ec
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ized
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t
as
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aits
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ter
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ter
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ter
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ati
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ies
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asize
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h
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o
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o
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ly
b
y
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id
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p
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ter
ac
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an
d
in
s
titu
tio
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al
s
u
p
p
o
r
t
[
5
]
.
W
h
ile
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co
m
m
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ag
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m
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la
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task
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[
6
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.
C
lo
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co
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p
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.
W
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to
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ted
t
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an
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wn
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h
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o
v
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lear
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in
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[
1
]
.
W
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W
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o
r
p
ee
r
s
[
1
0
]
.
Mo
r
e
im
p
o
r
tan
tly
,
in
s
tr
u
cti
o
n
th
at
f
o
s
ter
s
au
to
n
o
m
y
,
co
n
s
tr
u
cti
v
e
f
ee
d
b
ac
k
,
an
d
ac
tiv
e
p
ar
t
icip
atio
n
en
h
an
ce
s
lear
n
er
en
g
ag
em
en
t.
As
v
an
d
e
Po
l
et
a
l.
[
1
1
]
e
m
p
h
asize,
ex
ten
s
iv
e
r
esear
ch
ac
r
o
s
s
ed
u
ca
tio
n
al
co
n
tex
ts
af
f
ir
m
s
th
e
ce
n
tr
ality
o
f
s
ca
f
f
o
ld
in
g
in
p
r
o
m
o
tin
g
m
ea
n
in
g
f
u
l
lear
n
in
g
an
d
d
ev
elo
p
m
en
t.
Ho
wev
e
r
,
wh
ile
p
r
io
r
s
tu
d
ies
s
u
p
p
o
r
t
i
n
s
tr
u
ctio
n
al
s
ca
f
f
o
ld
i
n
g
an
d
s
tu
d
e
n
t
-
ce
n
ter
ed
lear
n
i
n
g
,
m
o
s
t
r
ely
o
n
i
n
ter
v
en
tio
n
-
b
ased
,
q
u
a
n
titativ
e
d
esig
n
s
.
T
h
er
e
r
em
ain
s
a
n
o
ta
b
le
g
ap
in
em
p
ir
ical
r
esear
ch
ex
p
lo
r
in
g
h
o
w
s
ca
f
f
o
ld
in
g
s
p
ec
if
ically
f
ac
ilit
ate
s
th
e
d
ev
elo
p
m
e
n
t o
f
E
n
g
lis
h
as a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL
)
lear
n
er
s
’
o
r
al
s
k
ills
.
Fo
r
ex
am
p
le,
R
az
ag
h
i
et
a
l.
[
1
2
]
h
ig
h
lig
h
ted
th
e
lim
ited
em
p
ir
ical
ex
p
lo
r
atio
n
o
f
s
ca
f
f
o
ld
in
g
’
s
ef
f
ec
tiv
en
ess
in
d
ev
elo
p
in
g
s
p
ec
if
ic
co
m
p
o
n
en
ts
o
f
o
r
al
co
m
m
u
n
i
ca
tio
n
,
p
ar
ticu
lar
ly
s
p
ea
k
in
g
s
k
ills
l
ik
e
v
o
ca
b
u
lar
y
,
g
r
am
m
ar
,
an
d
in
ter
ac
tiv
e
d
is
co
u
r
s
e.
T
h
eir
s
tu
d
y
,
alth
o
u
g
h
in
ter
v
en
tio
n
-
b
ased
an
d
q
u
an
titativ
e
in
n
atu
r
e,
ca
ll
s
atten
tio
n
to
th
e
u
n
d
er
-
t
h
eo
r
izatio
n
o
f
h
o
w
s
c
af
f
o
ld
in
g
in
ter
ac
ts
with
lear
n
er
p
r
o
f
icien
c
y
an
d
b
r
o
ad
e
r
class
r
o
o
m
d
y
n
am
ics.
C
o
m
p
lem
en
tin
g
t
h
ese
f
in
d
in
g
s
,
Ab
d
elsh
ah
ee
d
[
1
3
]
d
em
o
n
s
tr
ated
th
e
v
alu
e
o
f
in
s
tr
u
cti
o
n
al
s
ca
f
f
o
ld
i
n
g
i
n
en
h
an
cin
g
Sau
d
i
E
FL
lear
n
er
s
’
o
r
al
p
r
o
f
icien
cy
b
y
p
r
o
m
o
tin
g
co
n
f
id
e
n
ce
,
o
wn
er
s
h
i
p
,
an
d
s
k
ill
m
aster
y
.
W
h
ile
n
o
t
ex
p
licitly
f
r
a
m
ed
t
h
r
o
u
g
h
s
elf
-
r
e
g
u
latio
n
,
ag
en
c
y
,
an
d
s
ca
f
f
o
ld
in
g
,
f
i
n
d
in
g
s
f
r
o
m
th
ese
p
r
ev
io
u
s
s
tu
d
ies
[
1
2
]
–
[
1
4
]
im
p
licitly
r
ef
lect
th
ese
co
n
s
tr
u
cts
an
d
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
f
u
r
t
h
e
r
r
esear
ch
in
to
h
o
w
s
p
ec
if
ic
s
ca
f
f
o
ld
in
g
s
tr
ateg
ies
f
u
n
ctio
n
ac
r
o
s
s
d
iv
er
s
e
E
FL
s
ettin
g
s
.
Ad
d
itio
n
ally
,
g
r
o
wi
n
g
ev
id
e
n
ce
lin
k
s
s
elf
-
r
eg
u
latio
n
to
ad
a
p
tab
ilit
y
an
d
g
r
o
wth
m
i
n
d
s
et
[
1
5
]
a
n
d
v
iewin
g
lear
n
er
s
as
co
-
co
n
s
tr
u
cto
r
s
o
f
k
n
o
wled
g
e
[
1
6
]
.
As
B
o
wn
[
1
7
]
em
p
h
asizes,
a
s
tu
d
en
t’
s
b
elief
in
th
eir
o
wn
ag
en
c
y
is
f
o
u
n
d
atio
n
al
to
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
au
to
n
o
m
y
,
h
ig
h
lig
h
tin
g
t
h
e
r
ec
ip
r
o
ca
l
r
elatio
n
s
h
i
p
b
e
twee
n
s
elf
-
p
er
ce
p
tio
n
a
n
d
en
g
ag
ed
lea
r
n
in
g
.
C
o
llectiv
ely
,
th
is
b
o
d
y
o
f
r
esear
ch
u
n
d
er
s
co
r
es
th
e
v
alu
e
o
f
th
ese
co
n
ce
p
ts
in
u
n
d
er
s
tan
d
in
g
h
o
w
e
n
g
ag
e
m
en
t
an
d
in
d
e
p
en
d
e
n
ce
ca
n
b
e
cu
lti
v
ated
th
r
o
u
g
h
s
o
cially
s
itu
ated
,
lear
n
er
-
ce
n
ter
ed
in
s
tr
u
ctio
n
.
Ho
wev
er
,
f
ew
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
h
o
w
ag
en
cy
an
d
s
elf
-
r
eg
u
latio
n
u
n
f
o
ld
d
u
r
in
g
r
ea
l
class
r
o
o
m
in
ter
ac
tio
n
s
.
T
h
is
g
ap
is
esp
e
cially
ev
id
en
t
in
teac
h
er
-
ce
n
t
er
ed
E
FL
co
n
tex
ts
,
wh
er
e
s
tr
u
ctu
r
ed
s
u
p
p
o
r
t
is
ess
en
tial
f
o
r
n
av
ig
atin
g
co
m
p
l
ex
task
s
.
E
x
is
tin
g
r
esear
ch
o
f
ten
f
o
cu
s
es
o
n
o
u
tco
m
es
o
r
lear
n
er
s
’
p
er
ce
p
tio
n
s
r
ath
er
th
an
th
e
in
ter
ac
tiv
e
p
r
o
ce
s
s
es
b
y
wh
ich
lear
n
er
s
d
ev
elo
p
th
ese
ca
p
ac
ities
in
r
ea
l
ti
m
e.
B
u
ild
in
g
o
n
th
e
s
o
cio
cu
ltu
r
al
p
e
r
s
p
ec
tiv
e,
a
q
u
alitativ
e
ap
p
r
o
ac
h
is
n
o
t
o
n
ly
ap
p
r
o
p
r
iate
b
u
t
also
n
ec
ess
ar
y
,
allo
win
g
f
o
r
a
d
ee
p
er
ex
p
lo
r
atio
n
o
f
h
o
w
s
elf
-
r
eg
u
latio
n
an
d
ag
e
n
c
y
u
n
f
o
l
d
with
in
ev
er
y
d
ay
p
ed
ag
o
g
ical
s
ettin
g
s
.
T
h
r
o
u
g
h
th
e
len
s
o
f
Vy
g
o
ts
k
y
’
s
Z
PD,
s
tu
d
en
ts
an
d
teac
h
er
s
co
-
co
n
s
tr
u
ct
lear
n
in
g
th
r
o
u
g
h
in
ter
ac
tio
n
,
n
eg
o
tiatio
n
,
an
d
g
u
id
ed
p
a
r
ticip
atio
n
.
T
h
er
ef
o
r
e,
th
is
ap
p
r
o
ac
h
alig
n
s
with
th
e
p
r
in
cip
les
o
f
s
tu
d
e
n
t
-
ce
n
ter
e
d
p
ed
ag
o
g
y
b
y
p
r
io
r
itizin
g
lear
n
er
s
’
v
o
ices,
liv
ed
e
x
p
er
ien
ce
s
,
an
d
em
o
tio
n
al
en
g
a
g
em
en
t.
T
h
is
s
tu
d
y
ex
p
lo
r
es
h
o
w
s
ca
f
f
o
ld
ed
au
to
n
o
m
y
,
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
p
ee
r
co
llab
o
r
atio
n
p
r
o
m
o
te
lear
n
er
a
g
en
cy
an
d
s
elf
-
r
e
g
u
l
atio
n
in
au
th
e
n
tic
Sau
d
i
f
em
ale
E
FL
class
r
o
o
m
s
ettin
g
s
.
T
h
e
co
n
tr
ib
u
tio
n
is
p
ar
ticu
lar
ly
tim
ely
with
in
th
e
Sau
d
i
ed
u
ca
ti
o
n
al
c
o
n
tex
t,
wh
er
e
teac
h
er
-
ce
n
ter
ed
p
r
ac
tices
s
till
d
o
m
in
ate
an
d
lim
it
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
en
t
ag
en
cy
an
d
au
to
n
o
m
o
u
s
lear
n
in
g
[
1
8
]
–
[
2
0
]
.
W
h
ile
Sau
d
i
le
ar
n
er
s
ar
e
e
x
p
ec
ted
to
d
ev
elo
p
au
to
n
o
m
y
a
n
d
s
k
ills
s
u
ch
as
p
lan
n
in
g
,
s
elf
-
m
o
n
ito
r
in
g
,
an
d
ad
ap
tiv
e
lear
n
in
g
,
Alr
a
b
ai
[
2
0
]
cr
itiq
u
es
th
e
s
y
s
tem
’
s
h
ea
v
y
r
elian
ce
o
n
r
o
te
m
em
o
r
izatio
n
an
d
p
ass
iv
e
r
ec
e
p
tio
n
o
f
k
n
o
wled
g
e,
ar
g
u
in
g
f
o
r
m
o
r
e
cr
itical,
lear
n
e
r
-
d
r
i
v
en
p
ed
ag
o
g
ies.
B
ar
n
awi
an
d
Al
-
Haw
s
awi
[
2
1
]
f
u
r
t
h
er
ca
ll
f
o
r
a
b
an
d
o
n
in
g
im
p
o
r
ted
cu
r
r
icu
la
in
f
av
o
r
o
f
in
ter
ac
ti
v
e,
lo
ca
lly
r
elev
an
t
m
o
d
els.
R
ec
en
t
f
in
d
in
g
s
b
y
Alm
ar
wae
y
an
d
Al
-
Hy
jji
[
2
2
]
f
u
r
th
er
co
n
f
ir
m
th
at
Sau
d
i
s
t
u
d
en
ts
ex
h
ib
it
o
n
l
y
m
o
d
er
ate
u
s
e
o
f
s
elf
-
r
eg
u
latio
n
s
tr
ate
g
ies,
p
o
in
tin
g
to
a
p
er
s
is
ten
t
g
ap
b
etwe
en
p
o
licy
-
lev
el
asp
ir
atio
n
s
an
d
ac
tu
al
class
r
o
o
m
p
r
ac
tices.
Desp
ite
th
ese
ca
lls
,
lear
n
er
ag
en
cy
an
d
s
elf
-
r
eg
u
latio
n
in
Sau
d
i
E
FL
co
n
tex
ts
r
em
ain
in
s
u
f
f
icien
tly
ex
p
lo
r
ed
[
1
9
]
,
[
2
1
]
–
[
2
3
]
,
p
ar
tic
u
lar
ly
in
r
elatio
n
to
h
o
w
s
tu
d
en
ts
n
a
v
ig
ate
em
o
tio
n
al
a
n
d
c
o
g
n
itiv
e
d
em
an
d
s
d
u
r
in
g
co
m
p
lex
task
s
[
1
]
,
[
2
4
]
.
B
y
ap
p
ly
in
g
th
is
p
er
s
p
ec
tiv
e
to
th
e
Sau
d
i
E
FL
co
n
tex
t,
th
e
s
tu
d
y
o
f
f
er
s
f
r
esh
in
s
ig
h
ts
in
to
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
tr
ad
itio
n
ally
s
h
ap
ed
b
y
teac
h
e
r
-
ce
n
ter
ed
in
s
tr
u
ctio
n
.
I
ts
p
r
im
a
r
y
co
n
tr
ib
u
tio
n
lies
in
ca
p
tu
r
in
g
h
o
w
s
elf
-
r
e
g
u
latio
n
an
d
ag
en
c
y
ar
e
s
o
cially
co
n
s
tr
u
cted
with
in
class
r
o
o
m
s
ettin
g
s
.
T
h
r
o
u
g
h
q
u
alitativ
e
m
eth
o
d
s
,
in
clu
d
in
g
class
r
o
o
m
o
b
s
er
v
atio
n
s
an
d
in
-
d
ep
th
in
ter
v
iews,
th
e
s
tu
d
y
e
x
p
lo
r
es
th
e
d
y
n
am
ic
in
ter
p
lay
b
etwe
en
s
t
u
d
en
ts
’
ex
p
r
ess
ed
ex
p
er
ien
ce
s
an
d
o
b
s
er
v
ed
b
e
h
av
io
r
s
.
I
n
d
o
in
g
s
o
,
it
p
r
o
v
id
es
co
n
tex
tu
ally
g
r
o
u
n
d
ed
an
d
p
ed
ag
o
g
ically
r
elev
a
n
t
in
s
ig
h
ts
th
at
ar
e
lar
g
ely
ab
s
en
t
f
r
o
m
th
e
p
r
ed
o
m
in
a
n
tly
ex
p
er
im
en
tal
liter
atu
r
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
848
-
859
850
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Alth
o
u
g
h
Alm
ar
wae
y
a
n
d
Al
-
Hy
jji
[
2
2
]
in
itially
h
y
p
o
th
esized
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
b
etwe
en
s
elf
-
r
eg
u
lated
lear
n
in
g
(
SR
L
)
an
d
ac
ad
em
ic
ac
h
iev
em
e
n
t
,
th
eir
f
in
d
in
g
s
r
ev
ea
led
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
s
tr
o
n
g
SR
L
b
eh
a
v
io
r
s
an
d
h
ig
h
e
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Fem
ale
s
tu
d
en
ts
d
is
p
l
ay
ed
s
tr
o
n
g
e
r
s
k
ills
in
g
o
al
s
ettin
g
,
tim
e
m
an
ag
e
m
en
t,
an
d
s
elf
-
ev
alu
atio
n
.
Ho
wev
er
,
th
e
s
tu
d
y
also
n
o
ted
t
h
at
o
v
er
all
ac
ad
em
ic
ac
h
iev
em
en
t
d
i
d
n
o
t
s
ig
n
if
i
ca
n
tly
d
if
f
e
r
b
y
g
en
d
er
.
B
u
ild
in
g
o
n
th
ese
in
s
ig
h
ts
,
Alen
ez
i
[
1
]
ex
p
lo
r
ed
p
er
s
o
n
alize
d
lear
n
in
g
s
tr
ateg
ies
in
Sau
d
i
h
ig
h
er
ed
u
ca
tio
n
th
r
o
u
g
h
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
.
T
h
e
s
tu
d
y
in
teg
r
ated
s
u
r
v
ey
r
esp
o
n
s
es
f
r
o
m
3
9
0
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
ac
r
o
s
s
th
r
ee
u
n
iv
er
s
ities
with
q
u
alitativ
e
in
s
ig
h
ts
f
r
o
m
in
ter
v
iews
with
1
8
p
ar
ticip
a
n
ts
.
I
t
aim
e
d
t
o
u
n
c
o
v
er
th
e
t
y
p
es
o
f
p
e
r
s
o
n
alize
d
s
tr
ateg
ies
em
p
lo
y
ed
,
th
eir
ef
f
ec
ts
o
n
s
tu
d
en
t
p
er
f
o
r
m
an
c
e,
an
d
th
e
f
ac
to
r
s
th
at
s
u
p
p
o
r
t
th
eir
ef
f
e
ctiv
e
u
s
e.
Fin
d
in
g
s
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
cu
s
to
m
izin
g
in
s
tr
u
ctio
n
,
in
d
iv
id
u
al
s
u
p
p
o
r
t,
a
n
d
p
r
o
m
o
tin
g
s
tu
d
en
t
in
d
ep
en
d
en
ce
.
Alth
o
u
g
h
lear
n
er
s
ap
p
r
ec
iate
d
f
lex
i
b
le
tim
e
an
d
a
g
en
c
y
,
ad
a
p
tiv
e
ass
ess
m
en
ts
wer
e
less
co
m
m
o
n
l
y
ap
p
lied
.
T
h
e
s
tu
d
y
em
p
h
asized
th
at
i
n
s
titu
tio
n
s
n
ee
d
to
p
r
o
v
id
e
a
d
eq
u
ate
r
eso
u
r
ce
s
,
co
n
tin
u
o
u
s
teac
h
er
d
ev
elo
p
m
en
t,
co
llab
o
r
ativ
e
p
lan
n
in
g
ef
f
o
r
ts
,
an
d
r
eg
u
lar
f
ee
d
b
ac
k
.
Similar
ly
,
Als
awa
t
[
2
5
]
m
u
ltip
le
-
ca
s
e
s
tu
d
y
ex
p
lo
r
ed
h
o
w
f
em
ale
Sau
d
i
E
FL
ed
u
ca
to
r
s
an
d
lear
n
er
s
n
av
ig
ate
class
r
o
o
m
en
g
ag
em
en
t,
p
o
wer
d
y
n
am
ics,
an
d
d
i
f
f
er
en
tiated
in
s
tr
u
ctio
n
(
DI
)
.
Usi
n
g
in
ter
v
iews,
v
ir
tu
al
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
jo
u
r
n
als,
co
u
r
s
e
d
o
c
u
m
e
n
ts
,
an
d
q
u
esti
o
n
n
air
es,
th
e
s
tu
d
y
r
ev
ea
led
th
at
teac
h
er
s
’
r
ef
lectiv
e
p
r
ac
tices
an
d
p
ed
ag
o
g
ical
f
lex
ib
ilit
y
p
la
y
ed
a
k
ey
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
em
o
tio
n
al
an
d
co
g
n
itiv
e
i
n
v
estme
n
t.
L
ea
r
n
e
r
ag
en
cy
was
s
tr
o
n
g
ly
in
f
lu
en
ce
d
b
y
p
er
ce
p
tio
n
s
o
f
tea
ch
er
s
u
p
p
o
r
t,
task
r
elev
an
ce
,
an
d
e
m
o
tio
n
al
s
af
e
ty
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
teac
h
er
-
ce
n
ter
e
d
m
eth
o
d
s
lim
ited
s
tu
d
en
t
ag
en
cy
an
d
led
to
d
is
en
g
ag
em
e
n
t,
p
ar
tic
u
lar
ly
am
o
n
g
lo
w
-
p
r
o
f
icien
c
y
lear
n
er
s
.
E
m
o
tio
n
al
b
ar
r
ie
r
s
—
s
u
ch
as
an
x
iety
an
d
f
ea
r
o
f
ju
d
g
m
en
t
—
f
u
r
th
er
h
i
n
d
er
ed
p
ar
ticip
atio
n
.
Desp
ite
in
ten
tio
n
s
to
p
r
o
m
o
te
lear
n
e
r
-
c
en
ter
ed
in
s
tr
u
ctio
n
,
ed
u
ca
to
r
s
lack
ed
t
h
e
d
ialo
g
ic
an
d
s
ca
f
f
o
ld
i
n
g
s
k
ills
n
ec
ess
ar
y
f
o
r
ef
f
ec
tiv
e
im
p
lem
en
tat
io
n
.
Mo
s
t
s
tu
d
en
ts
f
av
o
r
e
d
in
ter
ac
tiv
e
s
tr
ateg
ies
lik
e
g
r
o
u
p
wo
r
k
an
d
d
is
cu
s
s
io
n
s
,
wh
ile
a
f
ew
d
em
o
n
s
tr
at
ed
s
tr
o
n
g
p
er
s
o
n
al
ag
en
cy
b
y
ac
tiv
ely
s
ee
k
in
g
en
g
ag
em
en
t.
I
n
ad
d
itio
n
,
Alr
ab
ai
[
2
]
co
n
d
u
cted
an
ex
p
er
im
en
tal
in
ter
v
e
n
tio
n
in
Sau
d
i E
FL
clas
s
r
o
o
m
s
to
ex
am
in
e
th
e
im
p
ac
t
o
f
au
t
o
n
o
m
y
-
s
u
p
p
o
r
tiv
e
teac
h
in
g
,
g
r
o
u
n
d
e
d
i
n
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
(
SDT)
,
o
n
lear
n
er
s
’
au
to
n
o
m
y
.
T
h
e
s
tu
d
y
f
o
u
n
d
t
h
at
s
tr
ateg
ies
p
r
o
m
o
tin
g
c
h
o
i
ce
,
co
m
p
ete
n
ce
,
in
tr
i
n
s
ic
m
o
t
iv
atio
n
,
an
d
teac
h
e
r
s
u
p
p
o
r
t
s
ig
n
if
ican
tly
en
h
an
ce
d
s
tu
d
en
ts
’
p
er
ce
iv
ed
au
t
o
n
o
m
y
,
s
elf
-
r
eg
u
latio
n
,
an
d
en
g
a
g
em
en
t.
T
h
is
wo
r
k
h
ig
h
lig
h
ts
th
e
p
o
ten
tial
o
f
a
u
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
p
r
ac
tices
i
n
s
h
if
tin
g
Sau
d
i
E
FL
in
s
tr
u
ct
io
n
f
r
o
m
teac
h
er
-
ce
n
ter
ed
to
lear
n
e
r
-
ce
n
ter
e
d
m
o
d
els.
C
o
m
p
lem
en
tin
g
th
ese
f
in
d
in
g
s
,
Hala
b
i
[
2
6
]
i
n
v
esti
g
ated
lear
n
e
r
au
to
n
o
m
y
in
a
Sau
d
i
E
FL
u
n
iv
er
s
ity
co
n
tex
t
an
d
p
r
o
v
id
e
d
v
alu
ab
le
in
s
ig
h
ts
in
to
b
o
t
h
s
tu
d
en
t
a
n
d
teac
h
er
p
er
s
p
ec
tiv
es.
Usi
n
g
a
m
ix
ed
-
m
eth
o
d
s
d
esig
n
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
wh
ile
b
o
th
teac
h
e
r
s
an
d
lear
n
er
s
v
alu
e
d
au
to
n
o
m
y
,
t
h
e
f
o
r
m
er
o
f
te
n
l
ac
k
ed
th
e
p
r
ac
tical
s
k
ills
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
t
o
im
p
le
m
en
t
it
ef
f
ec
tiv
ely
.
A
n
o
tab
le
f
in
d
in
g
was
th
e
m
is
m
atch
in
h
o
w
au
to
n
o
m
y
was
co
n
ce
p
tu
alize
d
:
teac
h
er
s
em
p
h
asized
r
esp
o
n
s
ib
ilit
y
in
lear
n
in
g
,
w
h
er
ea
s
s
tu
d
en
ts
ass
o
ciate
d
au
to
n
o
m
y
with
in
d
ep
en
d
en
ce
a
n
d
s
elf
-
ex
p
r
ess
io
n
.
T
h
e
s
tu
d
y
u
n
d
er
s
co
r
ed
th
e
v
a
lu
e
o
f
in
ter
ac
tiv
e,
co
llab
o
r
ati
v
e
p
r
ac
tices
in
f
o
s
ter
in
g
au
to
n
o
m
y
an
d
id
en
tifie
d
em
o
tio
n
al,
lin
g
u
is
tic,
an
d
s
tr
u
ctu
r
al
b
ar
r
ier
s
as
m
ajo
r
co
n
s
tr
ain
ts
.
Fu
r
th
er
m
o
r
e
,
r
esear
ch
b
y
Hala
b
i
[
2
6
]
n
o
te
d
th
at
s
tu
d
en
ts
’
a
n
x
iety
a
n
d
la
ck
o
f
co
m
m
u
n
icativ
e
o
p
p
o
r
t
u
n
ities
h
in
d
er
e
d
t
h
eir
a
u
to
n
o
m
y
,
p
ar
ticu
lar
ly
in
tr
ad
itio
n
al,
ex
am
-
o
r
ien
te
d
class
r
o
o
m
s
.
E
x
p
an
d
i
n
g
th
is
d
is
cu
s
s
io
n
,
a
r
ec
en
t
q
u
alitativ
e
s
tu
d
y
by
Al
Su
ltan
et
a
l.
[
2
7
]
ex
am
i
n
ed
Sa
u
d
i
f
em
ale
u
n
iv
er
s
ity
s
tu
d
en
ts
’
ex
p
er
ie
n
ce
s
with
task
-
b
ased
lear
n
in
g
(
T
B
L
)
.
T
h
r
o
u
g
h
class
r
o
o
m
o
b
s
er
v
atio
n
s
an
d
in
ter
v
iews,
th
e
s
tu
d
y
f
o
u
n
d
th
at
co
llab
o
r
ativ
e
an
d
in
ter
ac
tiv
e
task
s
f
o
s
ter
ed
in
cr
ea
s
ed
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t.
Ho
wev
er
,
ch
alle
n
g
es
s
u
ch
as
an
x
iety
,
lim
ited
v
o
ca
b
u
lar
y
,
an
d
f
ea
r
o
f
p
u
b
lic
m
is
tak
es
wer
e
p
ar
ticu
lar
ly
ev
i
d
en
t
at
th
e
s
tar
t
o
f
th
e
co
u
r
s
e.
Ov
er
tim
e,
s
tu
d
en
ts
d
ev
elo
p
ed
s
elf
-
r
e
g
u
lato
r
y
s
tr
ateg
ies
—
in
clu
d
in
g
s
elf
-
r
ef
lectio
n
,
p
r
ep
ar
atio
n
,
an
d
p
ee
r
s
u
p
p
o
r
t
—
to
m
an
ag
e
t
h
ese
em
o
tio
n
al
a
n
d
lin
g
u
is
tic
b
ar
r
ier
s
.
T
h
ese
f
in
d
in
g
s
r
ein
f
o
r
ce
th
e
in
ter
r
elate
d
n
atu
r
e
o
f
ag
en
c
y
an
d
s
elf
-
r
eg
u
latio
n
an
d
d
em
o
n
s
tr
ate
h
o
w
b
o
th
co
n
s
tr
u
cts co
n
tr
ib
u
te
to
task
e
n
g
ag
em
e
n
t in
lan
g
u
ag
e
lear
n
i
n
g
co
n
te
x
ts
.
Fu
r
th
er
m
o
r
e
,
in
ter
n
atio
n
al
liter
atu
r
e
s
u
ch
as
B
o
wn
q
u
alitativ
e
s
tu
d
y
[
1
7
]
em
p
h
asizes
th
at
au
to
n
o
m
y
an
d
s
elf
-
r
eg
u
latio
n
ar
e
d
y
n
a
m
ic,
co
n
tex
t
-
d
ep
e
n
d
en
t
p
r
o
ce
s
s
es
th
at
ev
o
lv
e
with
in
s
tr
u
ct
u
r
ed
en
v
ir
o
n
m
e
n
ts
.
As
h
ig
h
er
ed
u
ca
tio
n
in
Sau
d
i
Ar
ab
ia
s
h
if
ts
to
war
d
au
to
n
o
m
o
u
s
lear
n
in
g
m
o
d
els,
it
is
cr
u
c
ial
to
ex
p
lo
r
e
th
ese
co
n
s
tr
u
cts
—
esp
ec
ially
in
g
en
d
er
-
s
eg
r
eg
ate
d
E
FL
class
r
o
o
m
s
—
th
r
o
u
g
h
q
u
alitativ
e
len
s
es.
Alth
o
u
g
h
m
an
y
o
f
th
e
af
o
r
e
m
en
tio
n
e
d
s
tu
d
ies
o
f
f
er
v
al
u
ab
le
in
s
ig
h
ts
,
th
ey
a
ls
o
r
ev
ea
l
k
e
y
g
a
p
s
.
Fo
r
ex
a
m
p
le,
r
esear
ch
b
y
Als
awa
t
[
2
5
]
f
o
u
n
d
th
at
ed
u
ca
to
r
s
asp
ir
ed
to
p
r
o
m
o
te
au
to
n
o
m
y
b
u
t
o
f
te
n
lack
ed
th
e
d
ialo
g
ic
an
d
s
ca
f
f
o
ld
in
g
s
k
ills
to
alig
n
in
s
tr
u
ctio
n
with
lear
n
er
n
ee
d
s
,
r
esu
ltin
g
in
d
i
s
en
g
ag
em
en
t
an
d
an
x
iety
.
L
ik
ewise,
Alm
ar
wae
y
an
d
Al
-
Hy
jji
[
2
2
]
n
o
te
d
a
p
o
s
itiv
e
lin
k
b
etwe
en
SR
L
an
d
ac
ad
em
ic
s
u
cc
ess
b
u
t
em
p
h
asized
th
e
lack
o
f
q
u
alitativ
e
in
q
u
ir
y
i
n
to
h
o
w
s
tu
d
en
ts
im
p
lem
en
t
th
ese
s
tr
ateg
ies.
Similar
ly
,
Alen
ez
i
[
1
]
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
o
f
p
er
s
o
n
alize
d
le
ar
n
in
g
tec
h
n
iq
u
es
lik
e
g
o
al
-
s
e
ttin
g
an
d
lear
n
er
c
o
n
tr
o
l
i
n
f
o
s
ter
in
g
en
g
ag
e
m
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
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J
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v
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&
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es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
a
u
d
i fe
ma
le
E
F
L lea
r
n
ers
’
ta
s
k
en
g
a
g
eme
n
t:
th
e
r
o
le
o
f
a
g
en
cy
a
n
d
… (
Ha
j
a
r
K
h
a
lifa
A
l S
u
lta
n
)
851
an
d
i
n
d
ep
e
n
d
en
ce
.
T
h
ese
s
tu
d
ies
h
ig
h
lig
h
t
th
e
p
r
e
d
o
m
in
a
n
c
e
o
f
teac
h
er
-
ce
n
ter
ed
class
r
o
o
m
s
an
d
th
e
n
ee
d
f
o
r
d
ee
p
er
q
u
alitativ
e
ex
p
lo
r
atio
n
in
to
lear
n
er
s
’
liv
e
d
ex
p
e
r
ien
ce
s
o
f
ag
en
cy
an
d
s
elf
-
r
eg
u
latio
n
.
Prio
r
r
esear
ch
c
o
llectiv
ely
i
n
d
icate
s
th
at
s
tu
d
en
ts
ex
p
r
ess
ag
en
cy
b
y
s
elec
tin
g
task
s
,
ad
ju
s
tin
g
lear
n
in
g
p
ac
e,
an
d
ac
tiv
ely
s
ee
k
in
g
f
ee
d
b
ac
k
,
w
h
ile
s
elf
-
r
e
g
u
latio
n
m
an
if
ests
th
r
o
u
g
h
p
l
an
n
in
g
,
m
o
n
ito
r
in
g
,
an
d
r
ef
lectiv
e
lea
r
n
in
g
s
tr
ateg
ies
[
1
]
,
[
2
5
]
.
E
m
o
tio
n
al
s
af
ety
an
d
teac
h
e
r
s
u
p
p
o
r
t
ar
e
e
s
p
ec
ially
cr
itical
in
f
ac
ilit
atin
g
f
em
ale
s
tu
d
en
t
p
ar
ticip
atio
n
,
p
ar
ticu
lar
l
y
f
o
r
th
o
s
e
wh
o
ex
p
er
ie
n
ce
an
x
iet
y
o
r
f
ea
r
o
f
ev
alu
atio
n
.
As
n
o
ted
b
y
Alr
a
b
ai
[
2
]
,
le
ar
n
er
s
with
h
i
g
h
er
s
elf
-
ef
f
ic
ac
y
ar
e
m
o
r
e
lik
ely
t
o
d
e
m
o
n
s
tr
ate
co
n
s
is
ten
t
en
g
ag
em
e
n
t
an
d
ac
ad
e
m
ic
s
u
cc
ess
.
I
n
p
ar
allel,
Hala
b
i
[
2
6
]
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
s
u
p
p
o
r
tiv
e
,
s
tu
d
en
t
-
ce
n
ter
ed
p
e
d
ag
o
g
y
to
en
h
an
ce
ag
en
c
y
an
d
s
elf
-
r
eg
u
latio
n
,
p
ar
ticu
lar
ly
am
o
n
g
f
i
r
s
t
-
y
ea
r
Sau
d
i
E
FL
lear
n
er
s
.
Nev
er
th
eless
,
s
u
b
s
tan
tial
g
ap
s
p
er
s
is
t
—
p
ar
ticu
lar
ly
a
lack
o
f
q
u
alitativ
e
r
esear
ch
th
at
co
n
n
ec
ts
s
tu
d
en
ts
’
b
elief
s
ab
o
u
t
au
t
o
n
o
m
y
to
th
eir
o
b
s
er
v
ab
le
b
eh
av
i
o
r
s
in
class
r
o
o
m
s
ettin
g
s
.
Mo
s
t
s
tu
d
ies
em
p
h
asize
p
er
ce
p
tio
n
s
r
ath
er
th
an
liv
ed
p
r
ac
tices
[
6
]
,
[
1
9
]
.
B
o
wn
wo
r
k
[
1
7
]
s
u
p
p
o
r
ts
th
e
cu
r
r
en
t
s
t
u
d
y
’
s
a
p
p
r
o
ac
h
b
y
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
ex
p
lo
r
in
g
lear
n
er
s
’
em
o
tio
n
al
an
d
co
g
n
itiv
e
e
n
g
ag
em
e
n
t
wi
th
task
s
.
Ho
wev
er
,
th
ese
f
in
d
in
g
s
r
eq
u
ir
e
co
n
te
x
tu
aliza
tio
n
with
in
s
p
ec
if
ic
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
,
s
u
ch
as
Sau
d
i
Ar
ab
ia,
wh
er
e
h
ig
h
er
e
d
u
ca
tio
n
is
in
c
r
ea
s
in
g
ly
s
h
if
tin
g
to
war
d
m
o
r
e
au
to
n
o
m
o
u
s
lear
n
in
g
m
o
d
el
s
.
I
n
th
is
co
n
tex
t,
it
is
cr
u
cial
to
ex
p
lo
r
e
th
e
d
y
n
am
ics
o
f
ag
e
n
cy
a
n
d
s
elf
-
r
eg
u
latio
n
—
p
ar
ticu
lar
ly
with
in
g
en
d
er
-
s
eg
r
eg
ated
E
FL
class
r
o
o
m
s
an
d
t
h
r
o
u
g
h
q
u
alitativ
e
i
n
q
u
ir
y
.
W
h
ile
r
o
o
te
d
in
th
e
Sau
d
i
cu
ltu
r
al
an
d
e
d
u
ca
tio
n
al
lan
d
s
ca
p
e,
th
e
f
in
d
in
g
s
in
t
en
d
to
o
f
f
er
b
r
o
ad
e
r
im
p
licatio
n
s
f
o
r
d
esig
n
in
g
cu
lt
u
r
ally
r
esp
o
n
s
iv
e,
lear
n
er
-
ce
n
ter
e
d
p
r
ac
tices
th
at
p
r
o
m
o
te
au
to
n
o
m
y
,
en
g
ag
e
m
en
t,
an
d
m
ea
n
i
n
g
f
u
l
p
ar
tici
p
atio
n
in
b
o
th
lo
ca
l
an
d
g
l
o
b
al
E
FL
s
ettin
g
s
.
T
h
e
m
ain
q
u
esti
o
n
g
u
id
in
g
th
is
r
esear
ch
is
,
h
o
w
d
o
Sau
d
i
f
em
ale
co
lleg
e
E
FL
lear
n
er
s
ex
p
er
ie
n
ce
an
d
e
n
ac
t
lear
n
er
ag
e
n
cy
an
d
s
elf
-
r
eg
u
l
atio
n
d
u
r
i
n
g
task
-
b
ased
ac
tiv
i
ties
in
a
u
n
iv
er
s
ity
lis
ten
in
g
an
d
s
p
ea
k
in
g
co
u
r
s
e
?
3.
M
E
T
H
O
D
3
.
1
.
T
heo
re
t
ica
l f
r
a
m
ew
o
rk
T
h
e
r
esear
ch
e
r
d
r
ew
o
n
Vy
g
o
ts
k
y
’
s
s
o
cio
cu
ltu
r
al
th
eo
r
y
[
8
]
to
ex
p
lo
r
e
h
o
w
lea
r
n
er
ag
en
cy
a
n
d
s
elf
-
r
eg
u
latio
n
a
r
e
s
h
ap
e
d
b
y
s
tu
d
en
ts
’
s
o
cial
an
d
ed
u
ca
tio
n
al
co
n
tex
ts
.
C
en
tr
al
to
th
is
f
r
a
m
ewo
r
k
is
th
e
id
ea
th
at
lear
n
in
g
is
m
ed
iated
th
r
o
u
g
h
i
n
ter
ac
tio
n
,
an
d
co
g
n
itiv
e
d
ev
elo
p
m
en
t
o
cc
u
r
s
with
in
t
h
e
Z
PD
—
th
e
s
p
ac
e
b
etwe
en
wh
at
lear
n
e
r
s
ca
n
d
o
in
d
ep
e
n
d
en
tly
an
d
wh
at
th
e
y
ca
n
ac
h
iev
e
with
g
u
id
an
ce
[
2
8
]
.
I
n
t
h
is
s
tu
d
y
,
Vy
g
o
ts
k
y
’
s
th
eo
r
y
s
h
o
we
d
h
o
w
lear
n
er
ag
en
cy
is
n
o
t
o
n
l
y
an
in
ter
n
al
tr
ait
b
u
t
also
a
s
o
cially
co
n
s
tr
u
cted
p
r
o
ce
s
s
,
in
f
lu
e
n
ce
d
b
y
p
ee
r
c
o
llab
o
r
atio
n
,
teac
h
er
s
ca
f
f
o
ld
i
n
g
,
a
n
d
task
d
esig
n
.
Fo
r
f
ir
s
t
-
y
ea
r
Sau
d
i
f
em
ale
E
FL
lear
n
er
s
,
th
is
p
er
s
p
ec
tiv
e
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
co
n
tex
tu
al
s
u
p
p
o
r
t
—
s
u
ch
as
f
ee
d
b
ac
k
,
em
o
tio
n
al
s
af
ety
,
an
d
co
o
p
er
ativ
e
lear
n
in
g
—
in
h
elp
in
g
s
tu
d
en
ts
d
ev
elo
p
a
u
to
n
o
m
y
an
d
r
eg
u
l
ate
th
eir
lear
n
in
g
ef
f
ec
tiv
ely
with
in
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t.
3
.
2
.
Resea
rc
h
des
ig
n
Sin
ce
q
u
alitativ
e
r
esear
ch
is
well
-
s
u
ited
f
o
r
ex
p
lo
r
in
g
c
o
m
p
lex
p
h
en
o
m
e
n
a
with
in
th
eir
n
atu
r
al
s
ettin
g
s
[
2
9
]
,
a
q
u
alitativ
e
ap
p
r
o
ac
h
was
em
p
lo
y
ed
to
in
v
esti
g
ate
h
o
w
lear
n
er
a
g
en
cy
an
d
s
elf
-
r
eg
u
latio
n
s
h
ap
e
task
en
g
ag
e
m
en
t
am
o
n
g
f
ir
s
t
-
y
ea
r
Sau
d
i
f
em
ale
s
tu
d
en
ts
en
r
o
lled
i
n
an
E
FL
lis
t
en
in
g
an
d
s
p
ea
k
in
g
co
u
r
s
e
at
a
Sau
d
i
u
n
iv
er
s
ity
.
Usi
n
g
class
r
o
o
m
o
b
s
er
v
atio
n
s
[
3
0
]
an
d
in
-
d
ep
t
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
th
e
s
tu
d
y
m
ain
tain
e
d
th
e
f
le
x
ib
ilit
y
to
ca
p
tu
r
e
em
er
g
in
g
th
em
es
an
d
g
ain
a
r
ich
u
n
d
er
s
t
an
d
in
g
o
f
th
e
liv
e
d
ex
p
er
ien
ce
s
an
d
p
er
ce
p
tio
n
s
o
f
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
was
co
n
d
u
cte
d
in
ac
co
r
d
an
ce
with
th
e
d
ec
lar
atio
n
o
f
Helsin
k
i
an
d
ap
p
r
o
v
ed
b
y
t
h
e
R
esear
ch
E
th
ics
C
o
m
m
it
tee
(
R
E
C
)
at
th
e
r
esear
ch
er
’
s
u
n
iv
er
s
ity
.
All
id
en
tify
in
g
in
f
o
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av
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3
.
3
.
P
a
rt
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nts
T
h
e
p
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ticip
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ts
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ten
f
ir
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Sau
d
i
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g
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Sau
d
i
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ity
,
ag
e
d
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8
to
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1
.
All
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co
ll
eg
e
s
tu
d
en
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,
an
d
th
eir
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ar
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s
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le.
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ab
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1
p
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esen
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t
d
e
m
o
g
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ap
h
ics
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lled
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t
h
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lis
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d
s
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(
1
)
c
o
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e,
an
d
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s
elf
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ass
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E
n
g
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icien
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ter
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in
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an
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ter
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iate.
Par
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v
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d
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in
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ab
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All
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m
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b
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th
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in
th
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tu
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An
o
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ity
is
as
s
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ed
.
Fin
ally
,
th
e
r
esear
ch
er
s
in
ter
v
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s
tu
d
en
ts
wh
o
wer
e
av
ailab
le
a
n
d
willin
g
to
p
ar
ticip
ate.
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I
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1
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Feb
r
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20
26
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852
T
ab
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1
.
Par
ticip
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P
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En
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a
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me
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La
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20
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H
i
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m
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d
i
a
t
e
3
.
4
.
Da
t
a
c
o
llect
io
n
Data
wer
e
g
ath
er
ed
f
r
o
m
th
e
lis
ten
in
g
an
d
s
p
ea
k
in
g
c
o
u
r
s
e
,
a
r
eq
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ir
ed
f
ir
s
t
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class
f
o
r
E
n
g
lis
h
m
ajo
r
s
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a
Sau
d
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iv
e
r
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ity
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h
e
co
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r
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cted
o
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1
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wee
k
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r
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n
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ased
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ities
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er
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ate
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e
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ata
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t
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iew
tech
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atic
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aly
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is
(
T
A)
,
d
at
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o
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d
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p
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to
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ls
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d
eth
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p
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ce
d
u
r
es.
Data
co
llectio
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in
v
o
lv
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d
10
in
-
d
ep
t
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
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iews
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d
s
u
p
p
lem
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tar
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o
m
o
b
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er
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atio
n
s
.
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h
e
1
0
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em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
co
n
d
u
cted
in
p
er
s
o
n
o
n
th
e
u
n
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s
ity
ca
m
p
u
s
b
y
r
esear
ch
ass
is
tan
t
s
b
etw
ee
n
Ap
r
il
2
2
nd
an
d
Ap
r
il
2
9
th
,
2
0
2
4
.
E
ac
h
in
ter
v
iew
last
ed
b
etwe
en
1
0
a
n
d
2
0
m
in
u
tes
an
d
in
clu
d
e
d
2
0
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p
e
n
-
en
d
e
d
q
u
esti
o
n
s
ad
d
r
ess
in
g
p
a
r
ticip
an
ts
’
b
ac
k
g
r
o
u
n
d
s
,
lear
n
in
g
e
x
p
er
ien
ce
s
,
class
r
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o
m
en
g
a
g
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en
t,
s
elf
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r
e
g
u
latio
n
s
tr
ateg
ies,
teac
h
er
s
’
teac
h
in
g
s
ty
les,
an
d
ch
allen
g
es.
Sev
en
in
ter
v
iews
wer
e
co
n
d
u
cted
in
Ar
ab
ic
an
d
th
r
ee
i
n
E
n
g
lis
h
,
with
tr
an
s
latio
n
p
r
o
v
id
e
d
wh
er
e
n
ec
ess
ar
y
.
Par
ticip
an
ts
r
esp
o
n
d
ed
in
Ar
a
b
ic,
E
n
g
lis
h
,
o
r
a
m
ix
o
f
b
o
th
,
en
ab
lin
g
th
e
m
to
ar
ticu
late
th
e
ir
th
o
u
g
h
ts
co
m
f
o
r
tab
ly
a
n
d
a
u
th
en
tically
.
Par
ticip
an
t
o
b
s
er
v
atio
n
s
wer
e
em
p
lo
y
ed
as
a
c
o
m
p
lem
e
n
tar
y
q
u
alitativ
e
m
eth
o
d
o
v
e
r
ei
g
h
t
wee
k
s
,
b
eg
in
n
in
g
at
th
e
s
tar
t
o
f
d
ata
co
llectio
n
an
d
d
is
tr
ib
u
ted
ac
r
o
s
s
v
ar
io
u
s
s
ess
io
n
s
to
ca
p
tu
r
e
a
r
an
g
e
o
f
s
tu
d
en
t
en
g
ag
em
e
n
t
ex
p
er
ie
n
ce
s
[
3
0
]
.
R
esear
ch
ass
i
s
tan
ts
r
ec
o
r
d
ed
d
etailed
f
ield
n
o
tes
o
n
p
ar
t
icip
an
t
in
ter
ac
tio
n
s
d
u
r
in
g
class
task
s
s
u
ch
as
p
r
esen
tatio
n
s
,
lis
ten
in
g
ex
er
cises
,
g
r
o
u
p
ac
tiv
ities
,
an
d
class
r
o
o
m
d
is
cu
s
s
io
n
s
.
B
eh
av
io
r
s
an
d
in
ter
ac
tio
n
s
r
elate
d
to
lear
n
er
ag
en
cy
,
s
elf
-
r
eg
u
latio
n
,
lan
g
u
a
g
e
u
s
e,
p
ar
ticip
atio
n
s
ty
les,
teac
h
er
f
ac
ilit
atio
n
,
an
d
th
e
o
v
er
all
class
r
o
o
m
clim
ate
wer
e
d
o
cu
m
en
te
d
.
T
h
ese
o
b
s
er
v
atio
n
s
p
r
o
v
id
e
d
co
n
tex
tu
al
i
n
s
ig
h
ts
in
to
h
o
w
s
tu
d
en
ts
d
em
o
n
s
tr
ated
a
g
en
cy
a
n
d
r
eg
u
lated
th
eir
le
ar
n
in
g
in
r
ea
l
-
tim
e,
en
r
ich
in
g
a
n
d
tr
ia
n
g
u
latin
g
th
e
d
ata
g
ath
er
e
d
th
r
o
u
g
h
in
ter
v
i
ews.
3
.
5
.
Da
t
a
a
na
ly
s
is
B
r
au
n
an
d
C
lar
k
e
’s
T
A
[
3
1
]
was
em
p
lo
y
ed
t
o
s
y
s
tem
atica
lly
ex
am
in
e
a
n
d
in
te
r
p
r
et
th
e
d
ata.
T
h
is
q
u
alitativ
e
m
eth
o
d
is
ef
f
ec
tiv
e
f
o
r
i
d
en
tify
in
g
p
atter
n
s
o
f
m
ea
n
in
g
(
th
em
es)
ac
r
o
s
s
p
ar
ticip
an
ts
’
r
esp
o
n
s
es,
o
f
f
er
in
g
a
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
th
eir
p
er
s
p
ec
tiv
es
an
d
ex
p
er
ien
ce
s
.
T
h
e
an
aly
s
is
f
o
llo
wed
B
r
au
n
an
d
C
lar
k
e
[
3
1
]
s
ix
-
p
h
ase
f
r
am
ew
o
r
k
.
I
n
itial
f
am
iliar
izatio
n
i
n
v
o
lv
ed
r
ea
d
in
g
an
d
r
er
ea
d
i
n
g
i
n
ter
v
iew
tr
an
s
cr
ip
ts
an
d
o
b
s
er
v
atio
n
n
o
tes
to
g
ain
an
in
-
d
e
p
th
s
en
s
e
o
f
th
e
d
ata
b
ef
o
r
e
co
d
in
g
.
B
o
th
d
escr
ip
tiv
e
an
d
i
n
ter
p
r
etiv
e
co
d
es
wer
e
g
en
er
ate
d
:
d
escr
ip
tiv
e
co
d
es
r
ef
lecte
d
p
a
r
ticip
an
ts
’
o
wn
wo
r
d
s
(
e.
g
.
,
“e
n
jo
y
”
,
“stre
s
s
”
,
an
d
“c
o
n
f
id
en
ce
”
)
,
wh
ile
in
ter
p
r
e
tiv
e
co
d
es
wer
e
g
u
id
ed
b
y
th
eo
r
etica
l
co
n
s
tr
u
cts
s
u
ch
as
lear
n
er
au
to
n
o
m
y
,
s
elf
-
r
eg
u
latio
n
,
s
ca
f
f
o
ld
in
g
,
a
n
d
ag
e
n
cy
.
An
in
itial
s
et
o
f
8
0
co
d
es
em
er
g
ed
,
with
ad
d
itio
n
al
co
d
es
ad
d
ed
d
u
r
in
g
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o
s
s
-
an
aly
s
is
.
T
h
em
es
an
d
ca
teg
o
r
ies
wer
e
th
en
d
e
v
elo
p
ed
b
ased
o
n
p
atter
n
s
with
in
th
e
co
d
e
d
d
at
a.
T
ab
les,
m
em
o
s
,
an
d
wr
itten
f
ield
n
o
t
es
wer
e
u
s
ed
to
o
r
g
an
ize
an
d
co
m
p
ar
e
f
in
d
in
g
s
ac
r
o
s
s
p
ar
ticip
an
ts
,
s
u
p
p
o
r
tin
g
th
e
id
en
tific
atio
n
o
f
co
n
n
ec
tio
n
s
am
o
n
g
t
h
em
es
[
3
2
]
.
Du
r
i
n
g
th
is
p
r
o
ce
s
s
,
th
e
in
itial
ca
te
g
o
r
ies
“task
ch
o
ice
an
d
co
n
tr
o
l”
a
n
d
“
n
av
ig
atin
g
in
d
iv
id
u
al
v
s
.
g
r
o
u
p
task
s
”
wer
e
r
ef
in
ed
an
d
m
er
g
ed
i
n
to
two
b
r
o
ad
er
,
m
o
r
e
co
h
esiv
e
th
em
es.
TA
y
ield
ed
f
iv
e
co
r
e
th
em
es.
W
h
ile
ea
ch
is
an
aly
tically
d
is
tin
ct,
th
ey
ar
e
d
ee
p
ly
in
ter
wo
v
e
n
in
p
r
ac
tice.
Fo
r
clar
ity
,
th
e
r
e
s
ea
r
ch
er
p
r
esen
ts
th
em
h
er
e
i
n
th
is
p
a
p
er
s
ep
ar
ately
wh
ile
ac
k
n
o
wled
g
i
n
g
t
h
eir
co
n
ce
p
tu
al
o
v
e
r
lap
.
Sp
ec
if
ic
ally
,
“su
p
p
o
r
tiv
e
class
r
o
o
m
en
v
ir
o
n
m
en
ts
”
an
d
“scaf
f
o
ld
ed
au
to
n
o
m
y
”
b
o
th
d
escr
ib
e
ex
ter
n
al
c
o
n
d
itio
n
s
t
h
at
p
r
o
m
o
te
in
ter
n
al
r
eg
u
latio
n
an
d
a
g
en
cy
.
T
o
s
h
ar
p
en
th
e
d
is
tin
ctio
n
,
f
o
cu
s
o
n
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
as
t
h
e
em
o
tio
n
al
an
d
r
elatio
n
al
c
lim
ate
(
e.
g
.
,
p
ee
r
s
u
p
p
o
r
t,
tr
u
s
t)
an
d
s
ca
f
f
o
ld
ed
au
to
n
o
m
y
a
s
t
h
e
s
tr
u
ctu
r
ed
in
s
tr
u
ctio
n
al
p
r
ac
tices
th
at
g
r
ad
u
ally
s
h
if
t
r
esp
o
n
s
ib
ilit
y
to
th
e
lear
n
er
.
T
o
s
h
ar
p
en
th
e
d
is
tin
ctio
n
b
etwe
en
th
ese
t
wo
th
em
es,
s
u
p
p
o
r
tiv
e
class
r
o
o
m
en
v
ir
o
n
m
en
ts
is
u
n
d
er
s
to
o
d
as
th
e
em
o
tio
n
al
an
d
r
elatio
n
al
clim
ate
th
at
f
o
s
ter
s
tr
u
s
t
an
d
p
ee
r
s
u
p
p
o
r
t,
wh
ile
s
ca
f
f
o
ld
ed
au
to
n
o
m
y
r
ef
er
s
to
s
tr
u
ctu
r
e
d
in
s
tr
u
ctio
n
al
p
r
ac
tices th
at
g
r
a
d
u
ally
tr
an
s
f
er
r
esp
o
n
s
ib
ilit
y
t
o
th
e
lear
n
e
r
.
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
S
a
u
d
i fe
ma
le
E
F
L lea
r
n
ers
’
ta
s
k
en
g
a
g
eme
n
t:
th
e
r
o
le
o
f
a
g
en
cy
a
n
d
… (
Ha
j
a
r
K
h
a
lifa
A
l S
u
lta
n
)
853
TA
r
ev
ea
led
f
iv
e
s
ig
n
if
ican
t
i
n
ter
co
n
n
ec
te
d
th
em
es
u
n
d
er
t
h
e
o
v
e
r
ar
ch
in
g
f
o
cu
s
o
n
lear
n
er
ag
en
c
y
an
d
s
elf
-
r
eg
u
latio
n
.
First,
s
tu
d
en
ts
d
em
o
n
s
tr
ated
lear
n
er
ag
e
n
cy
in
n
a
v
ig
atin
g
i
n
d
iv
id
u
al
v
er
s
u
s
g
r
o
u
p
task
s
.
Seco
n
d
,
lear
n
er
a
g
en
cy
t
h
r
o
u
g
h
task
ch
o
ice
an
d
co
n
tr
o
l
was
ev
id
en
t
as
s
tu
d
en
ts
ex
p
r
ess
ed
g
r
ea
ter
m
o
tiv
atio
n
an
d
co
n
f
id
en
ce
w
h
en
allo
wed
to
s
elec
t
to
p
ics
an
d
p
r
esen
tati
o
n
f
o
r
m
ats.
T
h
ir
d
,
th
e
th
em
e
o
f
in
ter
d
e
p
en
d
e
n
ce
b
etwe
en
lear
n
e
r
a
g
en
cy
an
d
s
elf
-
r
eg
u
latio
n
em
er
g
ed
.
Fo
u
r
t
h
,
s
u
p
p
o
r
tiv
e
class
r
o
o
m
e
n
v
ir
o
n
m
en
ts
th
at
f
o
s
ter
ag
en
cy
an
d
r
ef
lectio
n
wer
e
c
r
u
cial.
L
astl
y
,
th
e
d
ata
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
s
ca
f
f
o
ld
ed
a
u
to
n
o
m
y
,
wh
er
e
s
tu
d
en
ts
ap
p
r
ec
iated
th
e
g
r
ad
u
al
r
elea
s
e
o
f
r
esp
o
n
s
ib
ilit
y
,
b
alan
cin
g
f
r
ee
d
o
m
with
s
tr
u
ctu
r
ed
g
u
id
a
n
ce
to
r
ed
u
ce
a
n
x
iety
a
n
d
b
u
ild
co
n
f
id
en
ce
.
T
ab
le
2
p
r
o
v
id
es a
s
u
m
m
ar
y
o
f
th
e
m
ajo
r
th
e
m
es.
T
ab
le
2
.
Su
m
m
a
r
y
o
f
th
em
es r
elate
d
to
lear
n
er
a
g
en
cy
an
d
s
elf
-
r
eg
u
latio
n
N
o
.
M
a
j
o
r
t
h
e
me
s
1
Le
a
r
n
e
r
a
g
e
n
c
y
i
n
n
a
v
i
g
a
t
i
n
g
i
n
d
i
v
i
d
u
a
l
v
e
r
s
u
s
g
r
o
u
p
w
o
r
k
2
Le
a
r
n
e
r
a
g
e
n
c
y
t
h
r
o
u
g
h
t
a
sk
c
h
o
i
c
e
a
n
d
c
o
n
t
r
o
l
3
I
n
t
e
r
d
e
p
e
n
d
e
n
c
e
o
f
l
e
a
r
n
e
r
a
g
e
n
c
y
a
n
d
se
l
f
-
r
e
g
u
l
a
t
i
o
n
4
S
u
p
p
o
r
t
i
v
e
c
l
a
ssr
o
o
m
e
n
v
i
r
o
n
m
e
n
t
s
5
Th
e
i
m
p
o
r
t
a
n
c
e
o
f
sc
a
f
f
o
l
d
e
d
a
u
t
o
n
o
my
3
.
6
.
Resea
rc
her
re
f
lex
i
v
it
y
T
h
e
r
esear
ch
er
s
er
v
ed
as
th
e
p
r
im
ar
y
in
s
tr
u
cto
r
o
f
th
e
co
u
r
s
e,
th
e
p
r
in
cip
al
in
v
esti
g
at
o
r
,
an
d
th
e
tr
ain
er
o
f
t
h
e
u
n
d
er
g
r
ad
u
ate
r
esear
ch
ass
is
tan
ts
wh
o
co
n
d
u
cted
th
e
d
ata
c
o
llectio
n
.
T
h
es
e
o
v
e
r
lap
p
in
g
r
o
les
p
r
o
v
id
e
d
d
ee
p
co
n
tex
tu
al
in
s
ig
h
t
in
to
t
h
e
p
e
d
ag
o
g
ical
en
v
ir
o
n
m
e
n
t,
class
r
o
o
m
d
y
n
a
m
ics,
an
d
p
a
r
ticip
an
t
b
eh
av
io
r
.
Ho
we
v
er
,
th
ey
also
r
eq
u
ir
ed
h
ei
g
h
ten
ed
r
e
f
lex
iv
it
y
to
m
itig
ate
p
o
ten
tial
b
ias
an
d
en
s
u
r
e
an
al
y
tical
o
b
jectiv
ity
[
3
3
]
,
[
3
4
]
.
T
o
s
u
p
p
o
r
t
cr
e
d
ib
ilit
y
,
d
ata
co
llectio
n
was
ca
r
r
ied
o
u
t
b
y
tr
ain
ed
r
esear
ch
ass
is
tan
ts
,
wh
ile
TA
in
v
o
lv
ed
m
u
ltip
le
co
d
er
s
an
d
r
e
g
u
lar
d
e
b
r
ief
in
g
s
to
en
s
u
r
e
co
n
s
is
ten
cy
an
d
m
in
im
ize
s
u
b
jectiv
e
in
f
lu
en
ce
.
T
h
e
r
esear
ch
e
r
r
e
m
ain
ed
d
ir
ec
tly
i
n
v
o
lv
e
d
in
th
e
d
esig
n
,
in
ter
p
r
etatio
n
,
a
n
d
r
ep
o
r
tin
g
o
f
th
e
f
in
d
in
g
s
,
en
g
ag
in
g
in
co
n
tin
u
o
u
s
s
elf
-
r
ef
lectio
n
to
ex
a
m
in
e
h
o
w
h
er
p
o
s
itio
n
ality
an
d
f
am
iliar
ity
with
th
e
co
n
tex
t
co
u
l
d
s
h
ap
e
m
ea
n
in
g
-
m
ak
in
g
[
3
3
]
,
[
3
4
]
.
T
h
ese
m
ea
s
u
r
es,
in
clu
d
in
g
m
u
ltip
le
r
o
u
n
d
s
o
f
an
aly
s
is
an
d
in
ter
s
u
b
jectiv
e
r
ev
iew,
en
h
a
n
ce
d
th
e
s
tu
d
y
’
s
tr
u
s
two
r
th
in
ess
b
y
b
alan
cin
g
in
s
id
er
k
n
o
wled
g
e
with
m
eth
o
d
o
l
o
g
ical
r
ig
o
r
.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
4
.
1
.
L
ea
rner
a
g
ency
in na
v
i
g
a
t
ing
ind
iv
idu
a
l v
s
.
g
ro
up
t
a
s
k
s
Par
ticip
an
ts
d
em
o
n
s
tr
ated
f
lex
ib
le
an
d
in
te
n
tio
n
al
lea
r
n
er
ag
e
n
cy
b
y
ad
a
p
tin
g
th
eir
task
p
r
ef
er
en
ce
s
—
ch
o
o
s
in
g
b
etwe
en
in
d
i
v
id
u
al
o
r
g
r
o
u
p
wo
r
k
—
b
ased
o
n
th
eir
c
o
n
f
id
e
n
ce
l
ev
els,
lear
n
in
g
s
ty
les,
an
d
th
e
d
em
a
n
d
s
o
f
ea
ch
task
.
Par
ticip
an
ts
lik
e
Hab
ee
b
a
h
a
n
d
Hala
h
p
r
ef
e
r
r
ed
wo
r
k
i
n
g
i
n
d
ep
en
d
en
tly
,
citin
g
co
n
tr
o
l,
tim
e
m
an
a
g
em
en
t,
a
n
d
th
e
f
r
ee
d
o
m
to
m
ak
e
p
er
s
o
n
al
d
ec
is
io
n
s
.
As
Hab
ee
b
ah
n
o
ted
,
“
I
like
to
fin
is
h
ev
eryth
in
g
.
A
ls
o
,
I
lo
ve
to
d
o
it
b
y
myself
,
”
em
p
h
asizin
g
o
wn
er
s
h
ip
an
d
au
to
n
o
m
y
.
Hala
h
ad
d
ed
th
at
g
r
o
u
p
id
ea
s
o
f
ten
co
n
f
licted
with
h
e
r
o
wn
,
p
r
ef
e
r
r
in
g
s
o
lo
wo
r
k
to
m
ain
tain
cr
ea
tiv
e
d
ir
ec
tio
n
.
Oth
er
s
,
lik
e
Sar
ah
,
ac
k
n
o
wled
g
e
d
th
at
wh
ile
g
r
o
u
p
wo
r
k
co
u
l
d
b
e
en
jo
y
a
b
le,
it so
m
etim
es in
v
o
lv
ed
co
n
f
lict.
Sh
e
s
tated
,
“
I
p
r
efer
to
w
o
r
k
a
lo
n
e,
s
o
I
d
o
n
’
t
d
ep
en
d
o
n
a
n
y
o
n
e
,
”
s
h
o
win
g
s
tr
ateg
ic
ag
en
cy
.
I
n
c
o
n
tr
ast,
L
am
a
v
alu
ed
co
llab
o
r
atio
n
,
ex
p
lain
i
n
g
th
at
g
r
o
u
p
wo
r
k
in
cr
ea
s
ed
h
e
r
co
n
f
id
en
ce
an
d
im
p
r
o
v
ed
h
er
co
m
m
u
n
icatio
n
s
k
ills
.
Six
p
ar
ticip
an
ts
,
in
clu
d
in
g
R
ee
m
an
d
Hala
h
,
p
r
ef
er
r
ed
a
f
lex
ib
le
ap
p
r
o
ac
h
d
ep
en
d
in
g
o
n
th
e
task
.
Hala
h
s
aid
,
“
I
f
it
’
s
a
b
ig
o
n
e
,
ye
s
,
I
p
r
efer
it
w
ith
a
g
r
o
u
p
;
if
it
’
s
s
ma
ll
a
n
d
ea
s
y,
I
p
r
efer
it
b
y
myself
,
”
r
ef
lectin
g
task
-
s
p
ec
if
ic
a
d
ap
ta
b
ilit
y
.
R
ee
m
h
ig
h
lig
h
ted
t
h
at
g
r
o
u
p
co
o
p
er
atio
n
an
d
s
h
ar
e
d
u
n
d
er
s
tan
d
i
n
g
wer
e
k
ey
f
ac
to
r
s
in
h
er
p
r
ef
er
e
n
c
e.
Similar
ly
,
L
am
a’
s
r
ef
lectio
n
th
at
g
r
o
u
p
wo
r
k
h
elp
e
d
h
er
“im
p
r
o
v
e
[
h
e
r
]
wea
k
n
ess
es”
an
d
m
ad
e
h
e
r
“
ex
cited
to
p
a
r
ticip
ate”
s
h
o
ws
h
o
w
p
ee
r
in
ter
ac
tio
n
f
o
s
ter
s
s
elf
-
awa
r
en
ess
an
d
m
o
tiv
atio
n
—
k
ey
elem
e
n
ts
o
f
l
ea
r
n
er
ag
e
n
cy
.
C
las
s
r
o
o
m
o
b
s
er
v
atio
n
s
s
u
p
p
o
r
t
e
d
t
h
e
s
e
f
i
n
d
i
n
g
s
.
L
e
a
r
n
e
r
s
f
r
e
q
u
e
n
t
l
y
s
o
u
g
h
t
p
ee
r
h
elp
,
d
e
m
o
n
s
tr
ated
lead
er
s
h
ip
d
u
r
in
g
d
is
cu
s
s
io
n
s
,
an
d
en
g
ag
ed
m
o
r
e
c
o
n
f
id
e
n
tly
in
g
r
o
u
p
s
ettin
g
s
.
T
h
e
o
b
s
er
v
ed
m
o
m
e
n
t
wh
er
e
a
s
tu
d
en
t
led
th
e
d
is
cu
s
s
io
n
with
th
e
p
h
r
ase
“e
ac
h
o
n
e
ca
n
s
ay
wh
at
s
h
e
wan
ts
”
illu
s
tr
ates
d
is
tr
ib
u
ted
ag
en
c
y
.
T
h
is
s
tu
d
en
t
d
e
m
o
n
s
tr
ated
lead
er
s
h
ip
as
a
n
ex
p
r
ess
io
n
o
f
a
g
en
cy
wh
ile
also
f
o
s
ter
in
g
a
co
llab
o
r
ativ
e
s
p
ac
e
wh
er
e
p
ee
r
s
co
u
l
d
v
o
ice
th
eir
id
ea
s
—
m
o
d
elin
g
au
to
n
o
m
y
an
d
p
r
o
m
o
tin
g
it
with
i
n
th
e
g
r
o
u
p
.
T
h
e
p
ar
ticip
an
ts
’
s
tatem
en
ts
an
d
class
r
o
o
m
o
b
s
er
v
atio
n
s
s
tr
o
n
g
ly
d
em
o
n
s
tr
ate
h
o
w
g
r
o
u
p
wo
r
k
ca
n
p
r
o
m
o
te
lear
n
er
ag
e
n
cy
a
n
d
a
u
to
n
o
m
y
,
esp
ec
ially
wh
en
s
tu
d
e
n
ts
ar
e
g
iv
en
th
e
ch
an
ce
to
co
n
tr
ib
u
te
m
ea
n
in
g
f
u
lly
a
n
d
s
h
ap
e
th
e
d
ir
ec
tio
n
o
f
th
eir
o
wn
lear
n
in
g
ex
p
e
r
ien
ce
s
.
I
n
s
u
m
m
ar
y
,
th
ese
ex
am
p
les
s
h
o
w
h
o
w
co
llab
o
r
ativ
e
task
s
,
wh
en
s
tr
u
ctu
r
e
d
to
all
o
w
v
o
ice,
lead
er
s
h
ip
,
an
d
s
h
ar
ed
r
esp
o
n
s
ib
ilit
y
,
s
er
v
e
as
a
p
latf
o
r
m
f
o
r
b
o
th
p
r
o
m
o
tin
g
an
d
p
r
ac
ticin
g
lear
n
er
ag
en
c
y
an
d
au
to
n
o
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
848
-
859
854
4
.
2
.
L
ea
rner
a
g
ency
t
hro
ug
h t
a
s
k
cho
ice
a
nd
co
ntr
o
l
Par
ticip
an
ts
co
n
s
is
ten
tly
em
p
h
asized
th
at
au
to
n
o
m
y
i
n
task
s
elec
tio
n
an
d
f
o
r
m
at
s
ig
n
if
ican
tly
en
h
an
ce
d
th
eir
m
o
tiv
atio
n
,
co
n
f
id
en
ce
,
an
d
en
g
ag
e
m
en
t.
R
ee
m
a
s
h
ar
ed
th
at
in
d
iv
id
u
al
task
s
allo
win
g
h
er
to
ch
o
o
s
e
th
e
to
p
ic
m
a
d
e
h
er
“f
ee
l
f
r
ee
r
”
,
h
i
g
h
lig
h
tin
g
h
o
w
co
n
tr
o
l
o
v
e
r
co
n
te
n
t
f
o
s
ter
s
em
p
o
wer
m
en
t
.
Similar
ly
,
Du
a
lin
k
ed
h
er
en
j
o
y
m
en
t
an
d
ea
s
e
in
lis
ten
in
g
an
d
s
p
ea
k
in
g
class
es
to
th
e
ab
ilit
y
to
“e
x
p
r
ess
y
o
u
r
s
elf
f
r
ee
ly
”
,
d
e
m
o
n
s
tr
ati
n
g
th
at
lear
n
e
r
ag
e
n
cy
th
r
o
u
g
h
s
elf
-
ex
p
r
ess
io
n
p
o
s
itiv
el
y
in
f
lu
en
ce
s
task
en
g
ag
em
e
n
t.
L
am
a
v
alu
ed
ta
s
k
s
th
at
en
co
u
r
a
g
ed
s
h
ar
in
g
o
p
in
io
n
s
s
tatin
g
,
“
I
r
ea
lly
like
it
w
h
en
ev
eryo
n
e
ex
p
r
ess
es
th
eir
o
p
in
io
n
,
”
an
d
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
“d
iv
er
s
ity
”
,
p
o
i
n
tin
g
to
a
p
r
e
f
er
en
ce
f
o
r
v
a
r
ied
,
s
tu
d
en
t
-
d
r
iv
e
n
lear
n
in
g
ex
p
er
ien
ce
s
.
L
am
a
n
o
ted
th
at
ch
o
o
s
in
g
a
p
er
s
o
n
ally
m
ea
n
in
g
f
u
l
to
p
ic
led
to
b
etter
p
r
ep
ar
atio
n
an
d
a
g
r
ea
ter
s
en
s
e
o
f
r
ea
d
in
ess
,
wh
ile
Hala
h
f
o
u
n
d
th
at
f
lex
ib
ilit
y
i
n
to
p
ic
s
elec
tio
n
h
el
p
e
d
im
p
r
o
v
e
h
e
r
s
p
ee
ch
o
r
g
a
n
iz
atio
n
.
L
ik
ewise,
Ma
h
a
p
r
ef
er
r
ed
g
am
if
ied
q
u
izze
s
to
tr
ad
itio
n
al
f
o
r
m
ats,
in
d
icatin
g
th
at
i
n
ter
ac
tiv
e,
s
t
u
d
en
t
-
f
r
ien
d
ly
task
ty
p
es
r
e
d
u
ce
an
x
iety
an
d
im
p
r
o
v
e
p
er
f
o
r
m
an
ce
.
T
o
g
eth
er
,
th
ese
r
esp
o
n
s
es
r
ev
ea
l
a
cle
ar
p
atter
n
:
wh
en
s
tu
d
en
ts
h
av
e
au
to
n
o
m
y
o
v
er
th
eir
lear
n
in
g
—
esp
ec
ially
in
ch
o
o
s
in
g
to
p
ics
an
d
f
o
r
m
ats
th
at
alig
n
with
th
eir
in
ter
es
ts
an
d
ac
co
m
m
o
d
ate
th
eir
d
i
v
er
s
e
n
ee
d
s
—
th
ey
ex
p
er
ien
ce
g
r
ea
te
r
en
g
ag
em
e
n
t.
T
h
is
u
n
d
er
s
co
r
es
th
e
im
p
o
r
t
an
ce
o
f
d
esig
n
in
g
lear
n
e
r
-
ce
n
t
er
ed
task
s
to
f
o
s
ter
ag
en
cy
a
n
d
s
u
s
tain
ed
en
g
ag
e
m
en
t.
4
.
3
.
I
nte
rdependence
o
f
lea
rner
a
g
ency
a
nd
s
elf
-
re
g
ula
t
i
o
n
Fin
d
in
g
s
r
ev
ea
led
a
s
tr
o
n
g
in
ter
co
n
n
ec
tio
n
b
etwe
en
lear
n
er
ag
en
c
y
an
d
s
elf
-
r
eg
u
latio
n
,
with
p
ar
ticip
an
ts
wh
o
h
ad
m
o
r
e
co
n
tr
o
l
o
v
er
th
eir
lear
n
in
g
also
ex
h
ib
itin
g
s
tr
ateg
ic
p
lan
n
in
g
,
em
o
tio
n
al
r
eg
u
latio
n
,
a
n
d
s
elf
-
m
o
n
ito
r
in
g
.
Self
-
r
e
g
u
lato
r
y
b
eh
a
v
io
r
s
—
s
u
ch
as
g
o
al
-
s
ettin
g
,
p
r
ep
ar
atio
n
,
an
d
r
ef
lectio
n
—
wer
e
o
f
ten
ex
p
r
ess
ed
alo
n
g
s
id
e
au
to
n
o
m
o
u
s
d
e
cisi
o
n
-
m
ak
in
g
.
Fo
r
in
s
tan
ce
,
R
ee
m
’
s
ch
o
ice
to
s
p
ea
k
o
n
“m
en
tal
h
ea
lt
h
”
an
d
p
r
esen
t
last
to
b
e
“d
if
f
er
en
t”
d
em
o
n
s
tr
ates
b
o
th
ag
e
n
cy
in
task
s
elec
tio
n
an
d
s
tr
ateg
ic
s
elf
-
r
eg
u
latio
n
t
h
r
o
u
g
h
p
ee
r
o
b
s
er
v
atio
n
a
n
d
p
r
ep
ar
atio
n
.
Similar
ly
,
L
am
a’
s
co
m
m
en
t,
“
I
w
a
s
a
b
le
to
o
r
g
a
n
iz
e
my
th
o
u
g
h
ts
w
h
en
I
lis
ten
ed
,
”
r
ef
lects
m
etac
o
g
n
itiv
e
m
o
n
ito
r
in
g
d
ev
el
o
p
ed
th
r
o
u
g
h
r
ep
ea
ted
ex
p
o
s
u
r
e
to
s
tr
u
ctu
r
ed
in
p
u
t.
Du
a
m
an
ag
e
d
an
x
iety
u
s
in
g
s
elf
-
ca
lm
in
g
s
tr
ateg
ies
d
u
r
i
n
g
p
r
esen
tatio
n
s
—
“
I
d
o
n
’
t
lo
o
k
a
t
t
h
e
p
e
o
p
le.
.
.
ju
s
t
b
r
ea
th
e
”
—
illu
s
tr
atin
g
em
o
tio
n
al
r
eg
u
latio
n
.
Sar
ah
’
s
s
tatem
en
t,
“
E
a
c
h
g
ir
l
kn
o
w
s
h
er
r
o
le
,
”
h
ig
h
lig
h
ts
h
o
w
d
is
tr
ib
u
ted
r
esp
o
n
s
ib
ilit
y
in
g
r
o
u
p
wo
r
k
s
u
p
p
o
r
ts
b
o
th
au
to
n
o
m
y
an
d
task
-
f
o
cu
s
ed
r
e
g
u
latio
n
.
Par
ticip
an
ts
also
d
escr
ib
ed
h
o
w
co
n
tr
o
l
o
v
e
r
task
f
o
r
m
at
en
c
o
u
r
ag
ed
m
etac
o
g
n
itiv
e
en
g
ag
em
e
n
t.
Ma
h
a’
s
r
ef
lectio
n
illu
s
tr
ates
h
o
w
in
itial
s
elf
-
d
o
u
b
t
was
o
v
er
co
m
e
th
r
o
u
g
h
p
er
s
is
ten
ce
,
s
elf
-
r
eg
u
latio
n
,
a
n
d
s
elf
-
ev
al
u
atio
n
.
“
We
s
h
o
u
ld
co
ve
r
a
ll
t
h
e
in
fo
r
ma
tio
n
a
b
o
u
t
th
e
to
p
ic
in
t
h
r
ee
min
u
tes.
I
felt
it
w
a
s
imp
o
s
s
ib
le.
I
ca
n
’
t
d
o
it,
b
u
t
a
fter
I
d
id
it,
I
r
ea
lly
en
jo
ye
d
it.
I
n
th
e
b
eg
in
n
in
g
,
I
fa
ce
d
s
o
me
d
iffi
cu
lties
,
b
u
t
la
ter I
en
jo
ye
d
it.
”
T
h
is
q
u
o
te
r
ef
lects
a
clea
r
in
s
tan
ce
o
f
s
elf
-
r
e
g
u
latio
n
in
ac
tio
n
.
T
h
e
s
h
if
t
f
r
o
m
d
o
u
b
t
t
o
en
jo
y
m
en
t
s
u
g
g
ests
s
u
cc
es
s
f
u
l
em
o
tio
n
al
r
eg
u
latio
n
,
wh
ich
is
a
cr
iti
ca
l
asp
ec
t
o
f
s
elf
-
r
eg
u
latio
n
.
T
h
is
illu
s
tr
ate
s
th
e
in
ter
d
ep
en
d
en
ce
b
etwe
en
lear
n
er
ag
e
n
cy
a
n
d
s
elf
-
r
e
g
u
latio
n
—
th
e
lear
n
er
to
o
k
o
n
t
h
e
ch
al
len
g
e
(
ag
e
n
cy
)
an
d
m
an
ag
ed
t
h
eir
em
o
tio
n
s
an
d
e
f
f
o
r
t to
s
u
cc
ee
d
(
s
elf
-
r
e
g
u
latio
n
)
.
4
.
4
.
Su
pp
o
rt
iv
e
cla
s
s
ro
o
m e
nv
iro
nm
ent
s
A
to
tal
8
o
u
t
o
f
10
p
a
r
ticip
an
ts
u
n
d
er
s
co
r
e
h
o
w
em
o
tio
n
a
lly
s
u
p
p
o
r
tiv
e
an
d
in
clu
s
iv
e
class
r
o
o
m
en
v
ir
o
n
m
en
ts
p
r
o
m
o
te
en
g
ag
em
en
t
an
d
ag
e
n
cy
.
C
lass
r
o
o
m
o
b
s
er
v
atio
n
s
an
d
in
te
r
v
ie
ws
h
ig
h
lig
h
ted
th
at
lear
n
er
s
f
r
e
q
u
en
tly
s
o
u
g
h
t
p
ee
r
h
elp
an
d
teac
h
e
r
g
u
id
an
ce
,
ex
h
i
b
ited
lead
e
r
s
h
ip
d
u
r
i
n
g
d
is
cu
s
s
io
n
s
,
an
d
d
em
o
n
s
tr
ated
in
cr
ea
s
ed
en
g
a
g
em
en
t
a
n
d
co
n
f
i
d
en
ce
in
g
r
o
u
p
an
d
in
d
iv
i
d
u
al
task
s
.
T
h
e
o
b
s
er
v
e
d
m
o
m
en
t
wh
er
e
a
s
tu
d
en
t
led
t
h
e
d
is
cu
s
s
io
n
with
th
e
p
h
r
ase
“
e
a
ch
o
n
e
ca
n
s
a
y
w
h
a
t
s
h
e
w
a
n
ts
”
illu
s
tr
ates
d
is
tr
ib
u
ted
ag
en
cy
.
T
h
is
s
tu
d
e
n
t
d
e
m
o
n
s
t
r
ated
lead
e
r
s
h
ip
as
a
n
e
x
p
r
ess
io
n
o
f
a
g
en
cy
wh
ile
also
f
o
s
te
r
in
g
a
co
llab
o
r
ativ
e
s
p
ac
e
wh
er
e
p
ee
r
s
co
u
ld
v
o
ice
th
eir
id
ea
s
—
m
o
d
elin
g
a
u
to
n
o
m
y
an
d
p
r
o
m
o
tin
g
it with
in
t
h
e
g
r
o
u
p
.
T
h
e
in
clu
s
iv
e
n
atu
r
e
o
f
h
e
r
lead
er
s
h
ip
r
ef
lects
a
lear
n
er
-
ce
n
ter
e
d
en
v
ir
o
n
m
e
n
t
th
at
v
alu
es
p
ar
ticip
atio
n
a
n
d
v
o
ice.
L
ik
e
wis
e,
L
am
a’
s
ac
k
n
o
wled
g
m
e
n
t
th
at
“
e
a
ch
o
f
th
em
ch
a
n
g
e
d
s
o
meth
in
g
in
me
,
”
h
ig
h
lig
h
ts
th
e
tr
an
s
f
o
r
m
ativ
e
an
d
co
-
c
o
n
s
tr
u
ctiv
e
n
at
u
r
e
o
f
lear
n
in
g
in
c
o
llab
o
r
ativ
e
s
ett
in
g
s
,
alig
n
in
g
with
th
e
id
ea
th
at
a
u
to
n
o
m
y
ca
n
em
er
g
e
th
r
o
u
g
h
m
ea
n
in
g
f
u
l
s
o
cial
en
g
a
g
em
en
t.
Par
ticip
an
ts
co
n
s
is
ten
tly
em
p
h
asized
th
e
v
alu
e
o
f
a
s
af
e
an
d
en
e
r
g
etic
class
r
o
o
m
at
m
o
s
p
h
er
e.
Sam
ar
’
s
r
em
ar
k
—
“
th
e
en
erg
y
in
cl
a
s
s
th
a
t
ev
eryo
n
e
p
a
r
ticip
a
tes
in
…
ev
eryo
n
e
h
a
s
en
erg
y
”
—
ca
p
tu
r
es
th
e
co
llectiv
e
e
n
th
u
s
iasm
an
d
h
ig
h
p
ar
ticip
atio
n
le
v
els
th
at
d
ef
in
e
s
u
ch
e
n
v
ir
o
n
m
en
ts
.
T
h
is
s
h
ar
ed
s
en
s
e
o
f
“e
n
er
g
y
”
r
ein
f
o
r
ce
s
th
e
c
o
n
n
ec
tio
n
b
etwe
en
s
u
p
p
o
r
tiv
e
s
ettin
g
s
,
a
g
en
cy
,
a
n
d
s
elf
-
r
e
g
u
latio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
a
u
d
i fe
ma
le
E
F
L lea
r
n
ers
’
ta
s
k
en
g
a
g
eme
n
t:
th
e
r
o
le
o
f
a
g
en
cy
a
n
d
… (
Ha
j
a
r
K
h
a
lifa
A
l S
u
lta
n
)
855
4
.
5
.
T
he
im
po
rt
a
nce
o
f
s
ca
f
f
o
lded a
uto
no
m
y
T
h
e
teac
h
er
’
s
f
lex
ib
le
ap
p
r
o
a
ch
—
b
alan
cin
g
o
p
en
-
e
n
d
ed
an
d
d
ir
ec
t
p
r
o
m
p
ts
—
s
er
v
es
as
s
ca
f
f
o
ld
ed
s
u
p
p
o
r
t
t
h
at
en
c
o
u
r
ag
es
a
u
to
n
o
m
y
wh
ile
g
u
id
i
n
g
p
ar
ticip
atio
n
.
Hab
ee
b
ah
’
s
p
r
ef
er
e
n
ce
f
o
r
lear
n
in
g
“with
th
e
d
o
cto
r
”
o
v
er
g
r
o
u
p
wo
r
k
s
u
g
g
ests
a
s
tr
o
n
g
s
en
s
e
o
f
lear
n
er
ag
en
cy
,
as
s
h
e
in
ten
tio
n
ally
ch
o
s
e
an
in
d
ep
en
d
e
n
t
lear
n
in
g
p
ath
alig
n
ed
with
h
er
p
er
s
o
n
al
co
m
f
o
r
t
an
d
p
er
ce
iv
ed
ef
f
ec
tiv
en
ess
.
Her
em
p
h
asi
s
o
n
lear
n
in
g
“with
th
e
d
o
cto
r
”
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
g
u
id
ed
s
u
p
p
o
r
t
—
a
k
ey
elem
en
t
o
f
s
ca
f
f
o
ld
ed
au
t
o
n
o
m
y
.
Ultim
ately
,
Hab
ee
b
ah
’
s
co
m
m
en
t
d
em
o
n
s
tr
ates
th
at
a
u
to
n
o
m
y
an
d
s
u
p
p
o
r
t
ar
e
n
o
t
o
p
p
o
s
ites
b
u
t
in
ter
d
ep
en
d
en
t,
a
n
d
th
at
lea
r
n
er
-
ce
n
ter
e
d
en
v
ir
o
n
m
e
n
ts
m
u
s
t
ac
co
m
m
o
d
ate
d
iv
er
s
e
n
e
ed
s
f
o
r
s
ca
f
f
o
ld
in
g
.
Mu
n
er
a
n
o
te
d
th
at
r
ep
ea
ted
lis
ten
in
g
task
s
h
elp
ed
h
er
“o
r
g
an
ize
[
h
er
]
th
o
u
g
h
ts
,
”
d
em
o
n
s
tr
atin
g
h
o
w
teac
h
er
-
p
r
o
v
id
ed
s
ca
f
f
o
ld
i
n
g
b
u
ild
s
m
etac
o
g
n
itiv
e
s
tr
ateg
ie
s
an
d
g
r
ad
u
ally
f
o
s
ter
s
au
t
o
n
o
m
y
.
T
h
e
f
ac
t
th
at
it
“b
ec
am
e
ea
s
ier
”
o
v
er
tim
e
also
s
ig
n
als
th
e
g
r
ad
u
al
d
ev
elo
p
m
en
t
o
f
lear
n
e
r
au
to
n
o
m
y
th
r
o
u
g
h
g
u
i
d
ed
p
r
ac
tice,
s
h
o
win
g
h
o
w
ef
f
ec
ti
v
e
s
ca
f
f
o
ld
in
g
ca
n
d
e
v
elo
p
b
o
th
co
n
f
id
e
n
ce
an
d
s
k
ill
-
b
u
il
d
in
g
.
T
h
e
f
in
d
in
g
s
also
s
u
g
g
est
th
at
b
o
th
teac
h
er
-
led
an
d
p
ee
r
-
b
ased
s
ca
f
f
o
ld
in
g
wer
e
e
f
f
ec
tiv
e,
d
ep
e
n
d
in
g
o
n
in
d
i
v
id
u
al
lear
n
in
g
p
r
ef
er
e
n
ce
s
an
d
t
h
e
d
em
an
d
s
o
f
t
h
e
task
.
T
o
g
eth
er
,
th
ese
in
s
ig
h
ts
s
h
o
w
th
at
lear
n
e
r
ag
en
c
y
th
r
iv
es
in
en
v
ir
o
n
m
en
ts
with
s
ca
f
f
o
ld
ed
s
u
p
p
o
r
t,
in
cl
u
d
in
g
p
ee
r
c
o
llab
o
r
atio
n
o
r
teac
h
er
g
u
id
a
n
ce
.
4.
6
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
ex
p
lo
r
ed
h
o
w
lea
r
n
er
ag
e
n
cy
a
n
d
s
elf
-
r
eg
u
lati
o
n
in
ter
ac
t
to
s
u
p
p
o
r
t
task
e
n
g
ag
em
e
n
t
am
o
n
g
f
ir
s
t
-
y
ea
r
Sau
d
i
f
em
al
e
E
FL
lear
n
er
s
in
a
lis
ten
in
g
an
d
s
p
ea
k
in
g
c
o
u
r
s
e
.
B
u
ild
in
g
o
n
a
g
r
o
win
g
b
o
d
y
o
f
liter
atu
r
e
[
1
]
–
[
4
]
,
[
1
3
]
,
[
2
1
]
,
th
e
f
in
d
in
g
s
af
f
ir
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th
at
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en
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y
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.
P
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,
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f
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m
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.
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A
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id
en
t,
p
ar
ticu
lar
ly
in
p
r
ep
ar
atio
n
,
s
elf
-
ev
alu
atio
n
,
a
n
d
m
an
ag
i
n
g
em
o
tio
n
al
s
tr
ess
an
d
task
d
em
an
d
s
.
As
s
ee
n
in
p
r
ev
io
u
s
wo
r
k
[
2
2
]
,
s
tu
d
en
ts
s
h
o
wed
m
o
d
e
r
a
te
to
s
tr
o
n
g
u
s
e
o
f
s
elf
-
r
eg
u
lat
o
r
y
s
tr
ateg
ies.
Ho
wev
er
,
th
is
s
tu
d
y
o
f
f
e
r
s
d
ee
p
e
r
q
u
alitativ
e
in
s
ig
h
t
in
to
h
o
w
th
o
s
e
s
tr
ateg
ies
ar
e
p
r
ac
ticed
,
ad
ap
ted
,
an
d
s
u
p
p
o
r
ted
in
r
ea
l
-
tim
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
ese
b
eh
a
v
io
r
s
m
ir
r
o
r
f
in
d
in
g
s
b
y
s
ev
e
r
al
r
esear
ch
er
s
[
6
]
,
[
1
7
]
,
wh
o
a
r
g
u
e
t
h
at
ef
f
ec
tiv
e
lear
n
er
s
en
g
a
g
e
in
s
elf
-
d
ir
ec
te
d
p
lan
n
in
g
,
m
o
n
ito
r
in
g
,
an
d
a
d
ap
tiv
e
s
tr
ateg
ies
to
m
an
a
g
e
b
o
th
c
o
g
n
itiv
e
an
d
em
o
tio
n
al
d
em
an
d
s
.
Ad
d
itio
n
ally
,
co
n
f
id
en
ce
-
b
u
ild
in
g
—
ce
n
tr
al
to
b
o
th
lear
n
er
ag
e
n
cy
a
n
d
s
elf
-
r
eg
u
latio
n
—
em
er
g
ed
t
h
r
o
u
g
h
r
ep
ea
ted
p
r
ac
tice,
em
o
tio
n
al
s
af
ety
,
an
d
s
tr
u
ctu
r
ed
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
t
v
o
ice
an
d
ch
o
ice.
So
m
e
p
ar
ticip
an
ts
s
tr
ateg
ically
o
b
s
er
v
ed
p
ee
r
s
b
e
f
o
r
e
p
r
esen
tin
g
,
r
eg
u
lated
an
x
iet
y
th
r
o
u
g
h
b
r
ea
th
in
g
tech
n
iq
u
es,
o
r
r
ef
lecte
d
o
n
th
eir
p
er
f
o
r
m
an
ce
t
o
im
p
r
o
v
e
f
u
tu
r
e
o
u
tco
m
es.
T
h
ese
s
tr
ateg
ies
n
o
t
o
n
ly
r
e
f
lect
ag
en
cy
b
u
t a
ls
o
s
h
o
w
h
o
w
it is
en
ac
ted
th
r
o
u
g
h
s
elf
-
r
eg
u
latio
n
.
Ov
er
tim
e,
s
tr
u
ctu
r
ed
g
u
id
a
n
ce
—
v
ia
p
ee
r
co
llab
o
r
atio
n
,
ta
s
k
s
ca
f
f
o
ld
in
g
,
an
d
teac
h
er
f
ee
d
b
ac
k
—
p
r
o
v
e
d
ess
en
tial
f
o
r
b
u
ild
in
g
co
n
f
id
en
ce
an
d
en
g
a
g
em
en
t.
Un
lik
e
J
am
al
et
a
l.
[
2
4
]
an
d
Alf
ar
es
[
3
5
]
,
wh
o
s
e
p
ar
ticip
an
ts
f
ea
r
ed
p
ee
r
j
u
d
g
m
en
t,
th
is
s
tu
d
y
’
s
p
a
r
ticip
an
ts
em
b
r
ac
ed
s
tu
d
en
t
-
led
task
s
,
ad
ju
s
tin
g
r
o
les
b
ase
d
o
n
co
m
f
o
r
t
a
n
d
task
d
em
an
d
s
.
T
h
ese
f
in
d
i
n
g
s
ec
h
o
p
r
e
v
io
u
s
r
esear
ch
[
2
6
]
,
[
3
6
]
.
Sv
alb
er
g
[
3
6
]
em
p
h
asis
o
n
m
ea
n
in
g
f
u
l
task
s
,
s
o
cial
in
ter
ac
tio
n
,
m
in
d
s
et,
an
d
r
ef
lecti
v
e
lear
n
in
g
,
as
well
as
Als
awa
t
[
2
5
]
v
iew
th
at
ag
en
cy
th
r
iv
es
u
n
d
er
s
tr
u
ctu
r
ed
s
u
p
p
o
r
t.
T
h
ey
also
alig
n
with
Alen
ez
i
[
1
]
,
wh
o
s
tr
ess
ed
th
e
v
alu
e
o
f
em
o
tio
n
ally
s
u
p
p
o
r
tiv
e
class
r
o
o
m
s
in
en
h
an
ci
n
g
lear
n
e
r
co
n
f
id
en
ce
.
Par
ticip
an
t
r
e
f
lectio
n
s
h
ig
h
lig
h
ted
h
o
w
p
o
s
itiv
e
f
ee
d
b
ac
k
a
n
d
co
lla
b
o
r
ativ
e
“e
n
er
g
y
”
r
ed
u
ce
d
an
x
iety
an
d
b
o
o
s
ted
m
o
tiv
atio
n
.
I
n
co
n
tr
ast
to
p
r
ev
i
o
u
s
s
tu
d
y
b
y
Allu
h
ay
d
a
n
[
3
7
]
th
at
r
ep
o
r
ted
lim
ited
em
o
tio
n
al
s
u
p
p
o
r
t
an
d
in
ter
ac
tio
n
in
E
FL
clas
s
r
o
o
m
s
,
th
e
cu
r
r
en
t
f
in
d
in
g
s
u
n
d
er
s
co
r
e
l
ea
r
n
in
g
en
v
ir
o
n
m
en
ts
th
at
wer
e
em
o
tio
n
ally
s
af
e,
co
lla
b
o
r
ativ
e,
an
d
s
o
cially
en
g
ag
in
g
.
W
h
ile
Ar
o
r
a
et
a
l.
[
3
8
]
in
ter
v
e
n
tio
n
-
b
ased
s
tu
d
y
also
d
em
o
n
s
tr
ated
th
e
ef
f
ec
tiv
e
n
ess
o
f
s
ca
f
f
o
ld
ed
in
s
tr
u
ctio
n
in
f
o
s
ter
in
g
a
u
to
n
o
m
y
a
n
d
lan
g
u
ag
e
d
ev
elo
p
m
en
t,
th
e
p
r
esen
t
s
tu
d
y
ex
ten
d
s
th
ese
in
s
ig
h
ts
b
y
illu
s
tr
atin
g
h
o
w
s
u
ch
o
u
tco
m
e
s
em
er
g
e
o
r
g
an
ically
with
in
r
e
al
-
wo
r
ld
Sau
d
i E
FL
c
o
n
tex
ts
.
Ad
d
itio
n
ally
,
th
e
d
ata
s
h
o
w
th
at
ag
en
cy
an
d
s
elf
-
r
e
g
u
latio
n
ar
e
n
o
t
m
u
tu
ally
ex
cl
u
s
iv
e
b
u
t
d
ee
p
ly
in
ter
co
n
n
ec
ted
.
Fo
r
ex
a
m
p
le,
s
tu
d
en
ts
wh
o
wer
e
f
r
ee
to
ch
o
o
s
e
th
eir
task
f
o
r
m
ats
o
f
ten
p
lan
n
ed
m
o
r
e
s
tr
ateg
ically
,
s
o
u
g
h
t
f
ee
d
b
a
ck
m
o
r
e
ac
tiv
ely
,
a
n
d
d
e
m
o
n
s
tr
ated
s
tr
o
n
g
er
e
m
o
tio
n
al
r
eg
u
latio
n
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
SR
L
is
s
h
ap
ed
b
y
s
tu
d
en
ts
’
f
ee
lin
g
o
f
a
s
en
s
e
o
f
co
n
tr
o
l
o
v
er
th
eir
task
s
an
d
lear
n
in
g
p
r
o
ce
s
s
es
—
a
n
o
tio
n
also
em
p
h
asized
b
y
Seli
an
d
Dem
b
o
[
3
9
]
.
T
h
e
cu
r
r
en
t
r
esear
ch
c
o
n
tr
ib
u
tes
s
ig
n
if
ican
tly
to
th
e
lim
ited
b
o
d
y
o
f
q
u
alitativ
e
s
tu
d
ies
in
th
e
Sau
d
i
E
FL
c
o
n
tex
t
b
y
s
h
o
win
g
h
o
w
th
ese
d
y
n
am
ics
p
la
y
o
u
t
in
r
ea
l
class
r
o
o
m
in
ter
ac
tio
n
s
.
I
t
r
esp
o
n
d
s
to
ca
lls
f
r
o
m
p
r
ev
io
u
s
s
ch
o
lar
s
[
2
0
]
,
[
2
1
]
f
o
r
cu
ltu
r
ally
r
elev
a
n
t,
lear
n
er
-
ce
n
ter
e
d
ap
p
r
o
ac
h
es
th
at
m
o
v
e
b
ey
o
n
d
r
o
te
lear
n
in
g
an
d
em
p
o
wer
s
tu
d
e
n
ts
to
b
ec
o
m
e
ac
tiv
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
848
-
859
856
p
ar
ticip
an
ts
in
th
eir
ed
u
ca
ti
o
n
.
T
h
e
c
u
r
r
en
t
f
in
d
in
g
s
alig
n
with
Vy
g
o
ts
k
y
’
s
s
o
cio
cu
ltu
r
al
th
eo
r
y
[
8
]
,
em
p
h
asizin
g
h
o
w
s
o
cial
in
te
r
ac
tio
n
,
s
ca
f
f
o
l
d
in
g
,
an
d
m
e
d
iated
s
u
p
p
o
r
t
d
ev
el
o
p
a
u
to
n
o
m
y
an
d
co
g
n
itiv
e
g
r
o
wth
.
Alr
ab
ai
[
2
]
f
o
u
n
d
t
h
at
au
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
tea
ch
in
g
f
o
s
ter
s
lear
n
er
au
to
n
o
m
y
,
with
p
er
ce
iv
ed
ch
o
ice
as
a
k
e
y
p
r
ed
icto
r
.
Similar
ly
,
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
em
p
h
asized
h
o
w
s
ca
f
f
o
ld
ed
au
to
n
o
m
y
,
teac
h
e
r
f
ee
d
b
ac
k
,
an
d
e
m
o
tio
n
ally
s
u
p
p
o
r
tiv
e
class
r
o
o
m
s
en
h
an
c
ed
m
o
tiv
atio
n
,
r
ed
u
ce
d
an
x
ie
ty
,
an
d
e
n
co
u
r
a
g
ed
s
elf
-
r
eg
u
latio
n
.
T
ask
ch
o
ice
an
d
co
n
tr
o
l
wer
e
ce
n
tr
al
to
s
u
s
tain
in
g
en
g
ag
em
en
t,
r
ein
f
o
r
c
in
g
th
at
o
wn
er
s
h
ip
an
d
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
ar
e
ess
en
tial
f
o
r
co
g
n
itiv
e
a
n
d
em
o
tio
n
al
g
r
o
wth
in
Sau
d
i
E
FL
s
ettin
g
s
[
2
4
]
,
[
2
6
]
,
[
2
7
]
,
[
3
7
]
.
T
o
g
eth
er
,
t
h
e
s
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
tr
an
s
f
o
r
m
ativ
e
im
p
ac
t
o
f
lear
n
er
-
c
en
ter
ed
,
a
u
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
in
s
tr
u
ctio
n
in
f
o
s
ter
in
g
m
ea
n
in
g
f
u
l e
n
g
a
g
em
en
t,
co
n
f
id
en
ce
,
an
d
s
u
s
tain
ed
SR
L
am
o
n
g
Sau
d
i E
FL
u
n
iv
er
s
ity
s
tu
d
en
ts
.
T
h
ese
f
in
d
i
n
g
s
ali
g
n
wit
h
p
r
i
o
r
r
es
ea
r
c
h
s
h
o
wi
n
g
t
h
at
i
m
p
lem
en
ti
n
g
D
I
wit
h
i
n
e
n
v
i
r
o
n
m
e
n
ts
t
h
at
p
r
o
m
o
te
a
u
t
o
n
o
m
y
,
c
o
ll
ab
o
r
at
io
n
,
an
d
p
e
r
s
o
n
al
g
r
o
wt
h
s
i
g
n
if
i
ca
n
tl
y
e
n
h
a
n
c
es
e
n
g
a
g
e
m
e
n
t,
m
o
t
iv
ati
o
n
,
an
d
s
elf
-
c
o
n
f
i
d
e
n
c
e
[
4
0
]
.
I
n
th
is
s
tu
d
y
,
s
c
af
f
o
l
d
e
d
a
u
t
o
n
o
m
y
e
m
e
r
g
e
d
as
a
k
ey
m
ec
h
an
is
m
t
h
r
o
u
g
h
w
h
i
ch
D
I
s
u
p
p
o
r
ts
le
ar
n
e
r
d
e
v
el
o
p
m
e
n
t
—
p
r
o
v
i
d
i
n
g
s
tr
u
c
tu
r
ed
g
u
id
a
n
ce
wh
ile
g
r
a
d
u
all
y
al
lo
wi
n
g
s
t
u
d
e
n
ts
m
o
r
e
c
o
n
tr
o
l.
Par
t
ici
p
an
ts
f
e
lt
t
h
ei
r
n
ee
d
s
a
n
d
p
r
e
f
e
r
e
n
c
es
we
r
e
a
ck
n
o
wl
ed
g
e
d
t
h
r
o
u
g
h
v
a
r
i
ed
i
n
s
t
r
u
ct
io
n
al
s
t
r
a
te
g
i
es
an
d
s
u
p
p
o
r
ti
v
e
s
c
af
f
o
l
d
i
n
g
,
en
a
b
li
n
g
t
h
em
to
b
u
il
d
c
o
n
f
i
d
e
n
c
e,
c
o
g
n
iti
v
e
s
k
ills
,
an
d
in
d
ep
e
n
d
e
n
t
lea
r
n
i
n
g
b
e
h
a
v
i
o
r
s
in
b
o
th
i
n
d
i
v
i
d
u
al
a
n
d
g
r
o
u
p
co
n
t
ex
ts
.
T
h
e
f
i
n
d
i
n
g
s
o
f
t
h
is
s
t
u
d
y
a
li
g
n
wit
h
t
h
e
p
r
i
n
ci
p
l
es
o
f
c
o
n
s
tr
u
c
ti
v
is
t
tea
ch
in
g
(
C
T
)
,
w
h
ic
h
em
p
h
a
s
ize
lea
r
n
e
r
-
ce
n
t
e
r
e
d
c
lass
r
o
o
m
s
w
h
e
r
e
te
ac
h
e
r
s
a
ct
as
f
a
cilit
at
o
r
s
,
g
u
i
d
i
n
g
s
tu
d
e
n
ts
t
o
a
cti
v
el
y
c
o
n
s
tr
u
ct
k
n
o
w
le
d
g
e
t
h
r
o
u
g
h
m
ea
n
i
n
g
f
u
l
i
n
t
e
r
ac
ti
o
n
,
c
o
l
la
b
o
r
ati
o
n
,
an
d
t
h
e
i
n
t
e
g
r
ati
o
n
o
f
p
r
io
r
e
x
p
e
r
i
en
ce
s
[
4
1
]
.
W
h
il
e
ex
t
r
i
n
s
i
c
i
n
c
en
ti
v
es
s
u
c
h
as
r
e
war
d
s
m
a
y
eli
cit
im
m
e
d
i
ate
b
e
h
a
v
i
o
r
al
co
m
p
li
an
ce
[
4
1
]
,
th
e
c
u
r
r
e
n
t
f
i
n
d
in
g
s
em
p
h
asi
ze
th
at
m
e
an
in
g
f
u
l
a
n
d
s
u
s
tai
n
e
d
e
n
g
a
g
e
m
e
n
t
is
m
o
r
e
e
f
f
ec
t
iv
el
y
f
o
s
te
r
e
d
th
r
o
u
g
h
th
e
d
e
v
el
o
p
m
e
n
t
o
f
l
e
ar
n
e
r
a
g
e
n
c
y
,
s
el
f
-
r
e
g
u
la
ti
o
n
,
a
n
d
s
c
a
f
f
o
l
d
e
d
a
u
t
o
n
o
m
y
.
T
h
is
s
tu
d
y
c
o
n
tr
ib
u
tes
v
alu
ab
le
q
u
alitativ
e
in
s
ig
h
t
in
to
Sau
d
i
E
FL
ed
u
ca
tio
n
,
wh
er
e
s
u
ch
d
y
n
a
m
ics
ar
e
u
n
d
er
e
x
p
lo
r
e
d
.
I
t
ec
h
o
es
c
alls
b
y
s
ev
er
al
s
ch
o
lar
s
[
2
0
]
,
[
2
1
]
to
m
o
v
e
b
ey
o
n
d
r
o
te
in
s
tr
u
ctio
n
an
d
to
war
d
cu
ltu
r
ally
r
elev
an
t,
lear
n
e
r
-
ce
n
ter
ed
p
ed
ag
o
g
y
.
Pra
ctica
lly
,
th
is
s
tu
d
y
s
u
p
p
o
r
ts
th
e
in
teg
r
atio
n
o
f
C
T
in
to
E
FL
teac
h
er
ed
u
ca
tio
n
r
e
f
o
r
m
in
S
au
d
i
Ar
ab
ia
t
o
ad
v
an
ce
lear
n
e
r
-
ce
n
ter
ed
class
r
o
o
m
s
,
wh
er
e
in
s
tr
u
cto
r
s
f
ac
ilit
ate
ac
tiv
e,
m
ea
n
in
g
f
u
l
lear
n
in
g
,
an
d
en
co
u
r
ag
e
s
tu
d
en
ts
to
ex
p
r
ess
th
eir
p
er
s
p
ec
tiv
es
b
ey
o
n
d
tex
tb
o
o
k
-
d
r
iv
en
in
s
tr
u
ctio
n
[
4
1
]
,
[
4
2
]
.
I
n
lin
e
with
Vis
io
n
2
0
3
0
,
th
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
in
s
tr
u
ct
io
n
al
p
r
ac
tices
th
a
t
em
p
o
wer
s
tu
d
e
n
ts
th
r
o
u
g
h
p
er
s
o
n
alize
d
s
u
p
p
o
r
t,
s
tr
ateg
ic
au
to
n
o
m
y
,
an
d
ac
tiv
e
p
ar
tic
ip
atio
n
—
u
ltima
tely
f
o
s
ter
in
g
g
r
ea
ter
en
g
a
g
em
en
t,
co
n
f
id
en
ce
,
an
d
ac
ad
em
ic
s
u
c
ce
s
s
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
e
x
am
in
ed
h
o
w
le
ar
n
er
a
g
en
cy
an
d
s
elf
-
r
e
g
u
lat
io
n
in
f
l
u
en
ce
task
en
g
ag
em
e
n
t
am
o
n
g
Sau
d
i
f
em
ale
E
FL
lear
n
er
s
.
TA
r
ev
ea
led
f
iv
e
in
ter
co
n
n
ec
te
d
th
em
es:
i
)
s
tu
d
en
ts
e
x
er
cised
ag
e
n
cy
in
c
h
o
o
s
in
g
b
etwe
en
in
d
iv
id
u
al
an
d
g
r
o
u
p
task
s
,
g
u
id
ed
b
y
p
r
ef
er
e
n
ce
s
f
o
r
au
to
n
o
m
y
o
r
co
llab
o
r
atio
n
;
ii
)
task
ch
o
ice
a
n
d
co
n
tr
o
l e
n
h
an
ce
d
m
o
tiv
atio
n
a
n
d
co
n
f
i
d
en
ce
;
iii
)
ag
en
cy
a
n
d
s
elf
-
r
eg
u
latio
n
wer
e
d
ee
p
l
y
in
ter
d
ep
en
d
e
n
t,
with
s
tu
d
en
ts
en
g
ag
in
g
in
p
lan
n
in
g
,
g
o
al
-
s
ettin
g
,
a
n
d
em
o
tio
n
a
l
r
eg
u
latio
n
wh
e
n
g
iv
e
n
co
n
t
r
o
l;
iv
)
s
u
p
p
o
r
tiv
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
ts
,
m
ar
k
ed
b
y
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
an
d
em
o
tio
n
al
s
af
ety
,
f
o
s
ter
ed
b
o
th
r
ef
lectio
n
an
d
au
to
n
o
m
y
; a
n
d
v
)
s
ca
f
f
o
ld
ed
a
u
to
n
o
m
y
—
b
alan
cin
g
f
r
ee
d
o
m
with
s
tr
u
ctu
r
ed
s
u
p
p
o
r
t
—
was
cr
itical
in
b
u
ild
in
g
lear
n
er
co
n
f
id
en
c
e
an
d
r
ed
u
ci
n
g
an
x
iety
.
Of
th
e
f
i
v
e
th
em
e
s
,
s
ca
f
f
o
ld
ed
a
u
to
n
o
m
y
a
n
d
s
u
p
p
o
r
tiv
e
class
r
o
o
m
clim
ate
p
r
o
v
ed
m
o
s
t
im
p
ac
tf
u
l,
as
th
ey
f
o
s
ter
ed
em
o
tio
n
al
s
af
ety
an
d
in
d
ep
en
d
en
t
lear
n
in
g
—
k
ey
c
o
n
d
itio
n
s
f
o
r
s
tu
d
en
ts
to
c
o
n
f
id
e
n
tly
ex
e
r
cise a
g
en
cy
an
d
s
u
s
tain
s
elf
-
r
eg
u
latio
n
.
T
h
ese
f
in
d
in
g
s
r
ein
f
o
r
ce
th
at
lear
n
er
ag
en
c
y
th
r
iv
es
wh
en
p
air
ed
with
s
elf
-
r
eg
u
lato
r
y
s
tr
ateg
ies
an
d
s
u
p
p
o
r
ted
b
y
em
o
tio
n
ally
s
af
e,
r
esp
o
n
s
iv
e
en
v
ir
o
n
m
e
n
ts
.
Stu
d
en
ts
wh
o
h
ad
a
c
h
o
ice
o
v
er
t
h
eir
lear
n
in
g
en
g
ag
ed
m
o
r
e
d
ee
p
ly
a
n
d
s
tr
ateg
ically
,
r
ef
lectin
g
t
h
e
r
ec
ip
r
o
ca
l
n
atu
r
e
o
f
a
u
to
n
o
m
y
an
d
r
eg
u
latio
n
.
Ad
d
itio
n
ally
,
th
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
g
Vy
g
o
ts
k
y
’
s
s
o
cio
cu
ltu
r
al
th
eo
r
y
—
p
ar
ticu
lar
ly
s
ca
f
f
o
ld
i
n
g
,
co
lla
b
o
r
atio
n
,
t
h
e
Z
PD
,
an
d
DI
—
to
s
u
p
p
o
r
t
lear
n
er
ag
en
c
y
an
d
s
elf
-
r
eg
u
latio
n
in
Sau
d
i
E
FL
clas
s
r
o
o
m
s
.
I
m
p
lem
en
tin
g
C
T
-
in
f
o
r
m
e
d
s
tr
ateg
ies
—
s
u
ch
as
o
f
f
er
in
g
f
lex
ib
le
task
f
o
r
m
ats,
allo
win
g
to
p
ic
s
elec
tio
n
,
em
b
ed
d
in
g
r
ef
lectiv
e
jo
u
r
n
alin
g
an
d
p
lan
n
in
g
to
o
ls
,
an
d
s
ca
f
f
o
ld
in
g
au
to
n
o
m
y
th
r
o
u
g
h
m
o
d
elin
g
a
n
d
f
ee
d
b
a
ck
—
ca
n
en
h
a
n
ce
ag
e
n
cy
a
n
d
s
elf
-
r
eg
u
latio
n
.
As
Sau
d
i
Ar
a
b
ia
p
u
r
s
u
es
lear
n
er
-
ce
n
ter
ed
r
ef
o
r
m
u
n
d
er
Vis
io
n
2
0
3
0
,
th
ese
f
in
d
in
g
s
o
f
f
er
p
ed
ag
o
g
ical
d
ir
ec
tio
n
f
o
r
f
o
s
ter
in
g
em
p
o
wer
e
d
,
s
elf
-
r
eg
u
lated
lear
n
er
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
f
u
r
t
h
er
e
x
p
l
o
r
e
an
d
v
alid
ate
th
ese
ap
p
r
o
a
ch
es
ac
r
o
s
s
v
ar
ied
cu
ltu
r
al
co
n
tex
ts
,
m
ix
ed
-
g
en
d
er
class
r
o
o
m
s
,
an
d
lo
n
g
itu
d
in
al
o
r
in
ter
v
en
tio
n
-
b
ased
d
esig
n
s
.
Fu
tu
r
e
r
esear
ch
co
u
ld
e
x
am
in
e
h
o
w
E
FL
teac
h
er
s
’
b
elief
s
,
tr
ai
n
in
g
,
an
d
cla
s
s
r
o
o
m
p
r
ac
tices
in
f
l
u
en
ce
t
h
e
ir
ca
p
ac
ity
t
o
f
o
s
ter
au
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
th
r
o
u
g
h
C
T
an
d
DI
.
L
o
n
g
itu
d
in
al
r
esear
ch
m
ay
also
r
ev
ea
l
h
o
w
s
u
s
tain
ed
ex
p
o
s
u
r
e
to
co
n
s
tr
u
ctiv
is
t
p
ed
ag
o
g
y
an
d
p
er
s
o
n
alize
d
lear
n
in
g
task
s
s
h
ap
es
s
tu
d
en
ts
’
d
ev
elo
p
m
en
t
o
f
a
g
en
c
y
an
d
s
elf
-
r
eg
u
latio
n
o
v
er
tim
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
a
u
d
i fe
ma
le
E
F
L lea
r
n
ers
’
ta
s
k
en
g
a
g
eme
n
t:
th
e
r
o
le
o
f
a
g
en
cy
a
n
d
… (
Ha
j
a
r
K
h
a
lifa
A
l S
u
lta
n
)
857
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
t
h
o
r
ex
ten
d
s
s
in
ce
r
e
g
r
atitu
d
e
to
th
e
Dea
n
s
h
ip
o
f
Scien
tific
R
esear
ch
,
Vice
Pre
s
i
d
en
cy
f
o
r
Gr
ad
u
ate
Stu
d
ies an
d
Scien
tifi
c
R
esear
ch
,
Kin
g
Fais
al
Un
iv
er
s
ity
,
f
o
r
f
u
n
d
i
n
g
th
is
p
r
o
ject.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
wo
r
k
was
s
u
p
p
o
r
ted
b
y
th
e
Dea
n
s
h
ip
o
f
Scien
tific
R
esear
ch
,
Vice
Pre
s
id
en
cy
f
o
r
Gr
ad
u
ate
Stu
d
ies an
d
Scien
tific
R
esear
ch
[
Gr
an
t N
o
.
KFU2
5
2
2
2
4
]
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
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ax
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C
:
C
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t n
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ac
co
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d
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Dec
lar
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d
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ap
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f
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g
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al
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Sau
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ab
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p
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ap
p
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.
DATA AV
AI
L
AB
I
L
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T
Y
T
h
e
d
ata
s
u
p
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s
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av
ailab
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f
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m
th
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co
r
r
esp
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n
d
in
g
a
u
th
o
r
,
[
HKAS]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
e
q
u
est.
Acc
ess
to
th
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d
ata
m
ay
b
e
s
u
b
ject
to
eth
ical
co
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s
id
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s
an
d
t
h
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in
ten
d
ed
p
u
r
p
o
s
e
o
f
u
s
e.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
A
l
e
n
e
z
i
,
“
P
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r
so
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S
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A
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b
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:
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f
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mm
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p
p
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n
d
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f
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t
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m
p
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me
n
t
a
t
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o
n
,
”
T
EM
J
o
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r
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l
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v
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l
.
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n
o
.
4
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p
p
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0
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v
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d
o
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:
1
0
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1
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/
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M
1
2
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-
1
3
.
[
2
]
F
.
A
l
r
a
b
a
i
,
“
Th
e
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n
f
l
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g
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EF
L
s
t
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d
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n
t
s’
c
l
a
ssr
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o
m
a
u
t
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y
:
a
n
e
x
p
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r
i
m
e
n
t
a
l
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t
e
r
v
e
n
t
i
o
n
,
”
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o
n
t
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e
rs
i
n
Ps
y
c
h
o
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o
g
y
,
v
o
l
.
1
2
,
S
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p
.
2
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1
,
d
o
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:
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0
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3
3
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/
f
p
s
y
g
.
2
0
2
1
.
7
2
8
6
5
7
.
[
3
]
N
.
L.
H
i
g
g
i
n
s,
J.
A
.
R
a
t
h
n
e
r
,
a
n
d
S
.
F
r
a
n
k
l
a
n
d
,
“
D
e
v
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l
o
p
m
e
n
t
o
f
s
e
l
f
-
r
e
g
u
l
a
t
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d
l
e
a
r
n
i
n
g
:
a
l
o
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g
i
t
u
d
i
n
a
l
st
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d
y
o
n
a
c
a
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mi
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p
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m
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n
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d
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r
g
r
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d
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t
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sci
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n
c
e
,
”
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se
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c
h
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c
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&
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.
[
4
]
P
.
H
i
v
e
r
,
A
.
H
.
A
l
-
H
o
o
r
i
e
,
a
n
d
S
.
M
e
r
c
e
r
,
S
t
u
d
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n
t
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g
a
g
e
m
e
n
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t
h
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l
a
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g
u
a
g
e
c
l
a
ssr
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o
m
.
B
r
i
st
o
l
,
UK
:
M
u
l
t
i
l
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n
g
u
a
l
M
a
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s,
2
0
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o
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.
[
5
]
P
.
A
.
D
u
f
f
a
n
d
L.
D
o
h
e
r
t
y
,
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E
x
a
m
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n
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n
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a
g
e
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c
y
i
n
(
se
c
o
n
d
)
l
a
n
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u
a
g
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so
c
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a
l
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z
a
t
i
o
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s
e
a
r
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h
,
”
i
n
T
h
e
o
ri
zi
n
g
a
n
d
An
a
l
y
zi
n
g
A
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c
y
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c
o
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d
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a
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g
u
a
g
e
L
e
a
r
n
i
n
g
,
P
.
D
e
t
e
r
s,
X
.
(
A
n
d
y
)
G
a
o
,
E
.
R
.
M
i
l
l
e
r
,
a
n
d
G
.
V
i
t
a
n
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v
a
,
Ed
s
.
,
B
r
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s
t
o
l
,
UK
:
M
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M
a
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,
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p
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,
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.
[
6
]
B
.
J.
Z
i
mm
e
r
m
a
n
a
n
d
D
.
H
.
S
c
h
u
n
k
,
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rn
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n
d
a
c
a
d
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m
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c
a
c
h
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v
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m
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t
:
t
h
e
o
r
e
t
i
c
a
l
p
e
rs
p
e
c
t
i
v
e
s
,
2nd
ed
.
N
e
w
Y
o
r
k
:
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,
2
0
1
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4
3
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/
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7
8
1
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1
0
6
0
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0
3
2
.
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