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Resea
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)
Vo
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,
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.
3
,
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20
26
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p
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2659
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:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Writing
c
ha
lleng
e
s a
nd suppo
rt
f
o
r
elementary
st
ude
nts:
facia
l
emo
tions
study
Ng
uy
en
T
hi X
ua
n Ye
n
1
,
Ng
u
y
en
-
B
ich
-
T
hy
B
ui
1
,
T
hien
-
V
u G
ia
ng
2
1
D
e
p
a
r
t
me
n
t
o
f
P
r
i
mar
y
E
d
u
c
a
t
i
o
n
,
H
o
C
h
i
M
i
n
h
C
i
t
y
U
n
i
v
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r
s
i
t
y
o
f
E
d
u
c
a
t
i
o
n
,
H
o
C
h
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M
i
n
h
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i
t
y
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V
i
e
t
n
a
m
2
D
e
p
a
r
t
me
n
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o
f
P
sy
c
h
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g
y
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o
C
h
i
M
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h
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i
t
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n
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v
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d
u
c
a
t
i
o
n
,
H
o
C
h
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M
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n
h
C
i
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y
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V
i
e
t
n
a
m
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
No
v
17
,
2
0
2
4
R
ev
is
ed
Mar
30
,
2
0
2
6
Acc
ep
ted
May
14
,
2
0
2
6
Wr
it
in
g
is
o
n
e
o
f
th
e
first
b
a
sic
sk
il
ls
th
a
t
p
r
o
m
o
te
su
c
c
e
ss
fu
l
lea
rn
in
g
a
n
d
m
e
n
tal
h
e
a
lt
h
o
f
e
lem
e
n
tary
st
u
d
e
n
ts.
Th
e
2
0
1
8
Vie
tn
a
m
e
se
c
u
rricu
lu
m
re
fo
rm
h
a
s
c
re
a
ted
c
h
a
ll
e
n
g
e
s
in
th
e
fo
rm
a
ti
o
n
a
n
d
p
ra
c
ti
c
e
o
f
wri
ti
n
g
sk
il
ls
o
f
l
o
we
r
e
lem
e
n
tary
stu
d
e
n
ts.
Th
e
p
rima
ry
re
se
a
rc
h
q
u
e
stio
n
s
a
d
d
r
e
ss
:
i
)
th
e
k
e
y
c
o
g
n
it
i
v
e
c
h
a
ll
e
n
g
e
s
in
stu
d
e
n
ts’
writi
n
g
p
e
rfo
rm
a
n
c
e
;
ii
)
th
e
e
m
o
ti
o
n
a
l
e
x
p
e
rien
c
e
s
a
ss
o
c
iate
d
with
writi
n
g
tas
k
s
;
a
n
d
ii
i
)
th
e
i
n
stru
c
ti
o
n
a
l
stra
teg
ies
e
m
p
lo
y
e
d
t
o
e
n
h
a
n
c
e
writi
n
g
s
k
il
ls.
Us
in
g
a
m
ix
e
d
-
me
th
o
d
s
stu
d
y
d
e
sig
n
o
n
1
5
9
stu
d
e
n
ts
a
n
d
1
2
tea
c
h
e
rs,
t
h
ro
u
g
h
writi
n
g
tes
ts,
fa
c
ial
a
c
ti
o
n
c
o
d
i
n
g
sy
ste
m
(F
ACS)
a
n
d
se
m
i
-
stru
c
tu
re
d
in
terv
iew
s,
we
re
c
o
rd
e
d
imp
o
rtan
t
in
sig
h
ts.
Th
e
f
in
d
in
g
s
sh
o
we
d
th
a
t
se
c
o
n
d
-
g
ra
d
e
stu
d
e
n
ts
d
e
m
o
n
stra
ted
a
h
ig
h
e
r
sig
n
ifi
c
a
n
t
a
d
v
a
n
c
e
m
e
n
t
in
writi
n
g
.
F
irst
-
g
ra
d
e
stu
d
e
n
ts
m
a
in
ly
e
x
h
ib
it
p
o
siti
v
e
e
m
o
ti
o
n
s
with
writi
n
g
tas
k
s.
I
n
c
o
n
tras
t,
se
c
o
n
d
-
g
ra
d
e
stu
d
e
n
ts
e
x
p
e
rien
c
e
a
h
i
g
h
e
r
p
r
e
v
a
len
c
e
o
f
n
e
g
a
ti
v
e
e
m
o
ti
o
n
s.
Th
is
sh
ift
su
g
g
e
sts
t
h
a
t
a
s
a
c
a
d
e
m
ic
e
x
p
e
c
t
a
ti
o
n
s
i
n
c
re
a
se
,
stu
d
e
n
ts
h
a
v
e
g
re
a
ter
stre
ss
a
n
d
e
m
o
t
io
n
a
l
c
h
a
ll
e
n
g
e
s,
n
e
c
e
ss
it
a
ti
n
g
s
u
p
p
o
rt
iv
e
in
ter
v
e
n
ti
o
n
s.
Th
is
stu
d
y
’s
f
in
d
in
g
s
c
a
n
c
o
n
tr
ib
u
te
to
th
e
n
a
ti
o
n
a
l
c
u
rricu
lu
m
d
e
v
e
lo
p
m
e
n
t
,
g
u
i
d
e
e
ffe
c
ti
v
e
tea
c
h
in
g
p
ra
c
ti
c
e
s,
a
n
d
c
o
n
tri
b
u
te
t
o
wi
d
e
r
d
isc
u
ss
io
n
s
o
n
e
d
u
c
a
ti
o
n
a
l
re
fo
rm
with
in
t
h
e
Vie
tn
a
m
e
se
c
o
n
tex
t.
K
ey
w
o
r
d
s
:
C
u
r
r
icu
lu
m
r
ef
o
r
m
E
d
u
ca
tio
n
al
s
u
p
p
o
r
t stra
teg
ies
Facial
-
em
o
tio
n
al
tr
ac
k
in
g
L
o
wer
elem
en
tar
y
s
tu
d
en
ts
Vietn
am
ese
s
tu
d
en
ts
W
r
itin
g
s
k
ills
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ng
u
y
en
-
B
ich
-
T
h
y
B
u
i
Dep
ar
tm
en
t o
f
Prim
ar
y
E
d
u
ca
tio
n
,
Ho
C
h
i M
in
h
C
ity
Un
iv
e
r
s
ity
o
f
E
d
u
ca
tio
n
No
.
2
8
0
,
An
Du
o
n
g
V
u
o
n
g
Stre
et,
C
h
o
Qu
an
W
ar
d
,
Ho
C
h
i
Min
h
C
ity
,
Vietn
am
E
m
ail: th
y
b
n
b
@
h
cm
u
e.
ed
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
W
r
itin
g
is
a
f
o
u
n
d
atio
n
al
s
k
i
ll
f
o
r
ac
a
d
em
ic
s
u
cc
ess
an
d
l
if
elo
n
g
lear
n
in
g
.
I
t
en
a
b
les
s
tu
d
en
ts
to
ex
p
r
ess
th
o
u
g
h
ts
,
id
ea
s
,
an
d
k
n
o
wled
g
e
[
1
]
,
[
2
]
.
I
n
ea
r
ly
elem
en
tar
y
e
d
u
ca
tio
n
,
wr
itin
g
d
e
v
elo
p
m
en
t
lay
s
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
f
u
tu
r
e
ac
a
d
e
m
ic
lear
n
in
g
[
2
]
,
[
3
]
.
Ho
we
v
e
r
,
f
o
r
l
o
wer
elem
e
n
tar
y
s
tu
d
e
n
ts
,
wr
itin
g
p
r
esen
ts
u
n
iq
u
e
ch
allen
g
es
as
th
ey
b
e
g
in
to
u
n
d
er
s
tan
d
an
d
u
s
e
a
lan
g
u
ag
e
[
4
]
.
I
n
t
h
e
co
n
tex
t
o
f
Vietn
am
,
th
ese
ch
allen
g
es
ar
e
co
m
p
o
u
n
d
e
d
b
y
th
e
r
ec
en
t
cu
r
r
ic
u
lu
m
r
ef
o
r
m
s
aim
ed
at
m
o
d
er
n
izin
g
ed
u
ca
tio
n
an
d
im
p
r
o
v
in
g
s
tu
d
en
t o
u
tco
m
es
[
5
]
.
T
h
e
2
0
1
8
Gen
er
al
E
d
u
ca
tio
n
C
u
r
r
icu
lu
m
o
f
Vietn
am
m
ar
k
s
a
s
h
if
t f
r
o
m
tr
ad
itio
n
al
ed
u
ca
t
io
n
to
war
d
co
m
p
eten
cy
-
b
ased
an
d
s
tu
d
en
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
es
[
6
]
.
I
t
aim
s
to
en
h
an
ce
e
d
u
ca
tio
n
q
u
ality
b
y
p
r
o
m
o
tin
g
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
[
5
]
,
[
6
]
.
I
n
th
e
Vietn
am
ese
lan
g
u
ag
e
ar
ts
cu
r
r
icu
lu
m
,
lo
wer
elem
en
tar
y
s
tu
d
e
n
ts
ar
e
ex
p
ec
ted
to
m
aster
n
o
t
o
n
ly
b
asic
liter
ac
y
b
u
t
also
th
e
a
b
ilit
y
to
c
o
n
s
tr
u
ct
co
m
p
lete
s
en
ten
ce
s
an
d
s
h
o
r
t
p
ar
ag
r
ap
h
s
th
at
r
ef
lect
co
h
er
en
ce
an
d
c
o
m
m
u
n
icativ
e
in
te
n
t
[
7
]
,
[
8
]
.
T
h
ese
ex
p
ec
tatio
n
s
ar
e
m
o
r
e
d
em
a
n
d
in
g
th
an
th
e
p
r
io
r
2
0
0
6
e
d
u
ca
tio
n
c
u
r
r
icu
l
u
m
,
wh
ich
f
o
cu
s
ed
m
ain
ly
o
n
m
ec
h
an
ical
wr
itin
g
an
d
r
o
te
m
em
o
r
izatio
n
,
an
d
ar
e
also
clo
s
er
to
in
ter
n
atio
n
al
b
en
ch
m
ar
k
s
em
p
h
asizin
g
au
th
en
tic,
f
u
n
ctio
n
al
wr
itin
g
task
s
[
7
]
.
Fo
r
y
o
u
n
g
lear
n
er
s
s
till
ac
q
u
ir
in
g
f
u
n
d
am
en
tal
liter
ac
y
s
k
ills
,
th
ese
s
h
if
ts
ca
n
cr
ea
te
ad
d
itio
n
al
co
g
n
itiv
e
an
d
af
f
ec
t
iv
e
p
r
ess
u
r
es
[
9
]
.
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
.
3
,
J
u
n
e
20
2
6
:
2
6
5
9
-
2
6
6
7
2660
Desp
ite
th
e
g
r
o
win
g
r
ec
o
g
n
itio
n
o
f
wr
itin
g
as
b
o
th
a
co
g
n
itiv
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an
d
e
m
o
tio
n
al
p
r
o
ce
s
s
,
r
e
s
ea
r
ch
o
n
lo
wer
elem
en
tar
y
wr
itin
g
ch
al
len
g
es
in
Vietn
am
r
em
ain
s
s
c
ar
ce
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x
is
tin
g
s
tu
d
ies
h
av
e
p
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ar
ily
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o
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u
s
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itiv
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icu
lties
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s
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ch
as
lim
ited
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o
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u
lar
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y
n
tact
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er
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o
r
s
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k
o
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i
d
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izatio
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wh
ile
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v
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in
g
th
e
em
o
tio
n
al
d
i
m
en
s
io
n
o
f
wr
itin
g
[
4
]
,
[
1
0
]
,
[
1
1
]
.
R
ec
en
t in
ter
n
atio
n
al
r
esea
r
ch
u
n
d
e
r
s
co
r
es th
at
em
o
tio
n
s
s
ig
n
if
ican
tly
in
f
l
u
en
ce
wr
itin
g
p
er
f
o
r
m
a
n
ce
b
y
s
h
ap
in
g
atten
tio
n
,
m
em
o
r
y
,
r
ea
s
o
n
in
g
,
an
d
in
f
o
r
m
atio
n
r
etr
iev
al
[
1
2
]
,
[
1
3
]
.
Acc
o
r
d
i
n
g
to
Pek
r
u
n
’
s
co
n
tr
o
l
-
v
alu
e
th
eo
r
y
[
1
4
]
,
s
tu
d
en
ts
’
em
o
tio
n
s
ar
e
clo
s
ely
tied
to
th
eir
ap
p
r
aisal
o
f
task
v
alu
e
an
d
p
er
ce
iv
e
d
co
n
tr
o
l,
in
f
lu
en
cin
g
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t
d
u
r
in
g
wr
itin
g
task
s
.
Similar
ly
,
Fre
d
r
ick
s
o
n
’
s
b
r
o
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d
en
-
a
n
d
-
b
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ild
th
eo
r
y
[
1
5
]
h
ig
h
li
g
h
ts
h
o
w
p
o
s
itiv
e
em
o
tio
n
s
b
r
o
ad
en
s
tu
d
en
ts
’
co
g
n
itiv
e
r
eso
u
r
ce
s
,
wh
e
r
ea
s
n
eg
ativ
e
em
o
tio
n
s
ca
n
n
a
r
r
o
w
th
eir
f
o
cu
s
an
d
h
in
d
er
id
ea
g
en
e
r
atio
n
.
T
y
p
ically
,
teac
h
er
s
ca
n
ac
ce
s
s
s
tu
d
en
ts
’
f
in
al
wo
r
k
b
u
t
n
o
t
th
e
em
o
tio
n
s
th
ey
ex
p
er
ien
ce
d
u
r
in
g
t
h
e
wr
itin
g
p
r
o
ce
s
s
.
T
o
o
ls
s
u
ch
a
s
th
e
f
ac
ial
ac
tio
n
co
d
in
g
s
y
s
tem
(
FAC
S)
m
ak
e
it
p
o
s
s
ib
le
t
o
ca
p
tu
r
e
r
ea
l
-
tim
e
em
o
tio
n
al
ex
p
r
ess
io
n
s
d
u
r
in
g
au
th
en
tic
wr
itin
g
task
s
,
o
f
f
e
r
in
g
in
s
ig
h
ts
in
to
s
tu
d
e
n
ts
’
af
f
ec
tiv
e
s
tates
[
1
6
]
.
Ho
wev
er
,
r
esear
c
h
o
n
em
o
tio
n
al
en
g
a
g
em
en
t
in
au
th
e
n
tic
ass
es
s
m
en
t
r
em
ain
s
lim
ited
[
1
4
]
.
U
n
d
er
s
tan
d
in
g
th
ese
em
o
tio
n
s
ca
n
in
f
o
r
m
teac
h
in
g
p
r
ac
tices
an
d
h
el
p
p
r
o
v
id
e
tar
g
eted
s
u
p
p
o
r
t,
p
ar
tic
u
lar
ly
f
o
r
s
tu
d
en
ts
wh
o
s
e
em
o
tio
n
al
d
if
f
ic
u
lties
af
f
ec
t
p
er
f
o
r
m
a
n
ce
[
1
4
]
.
Giv
en
th
is
r
esear
ch
g
ap
,
th
is
s
tu
d
y
aim
s
to
in
v
esti
g
ate
b
o
th
t
h
e
c
o
g
n
itiv
e
an
d
em
o
ti
o
n
al
ch
allen
g
es
th
at
lo
wer
elem
en
tar
y
s
tu
d
en
ts
f
ac
e
wh
en
d
ev
elo
p
in
g
wr
itin
g
s
k
ills
u
n
d
er
th
e
2
0
1
8
Vietn
a
m
ese
lan
g
u
ag
e
ar
ts
cu
r
r
icu
l
u
m
.
A
d
d
itio
n
ally
,
th
is
s
tu
d
y
s
ee
k
s
to
id
en
tify
th
e
p
ed
ag
o
g
ical
s
tr
ateg
ies tea
ch
er
s
em
p
lo
y
to
s
u
p
p
o
r
t stu
d
e
n
ts
in
o
v
er
c
o
m
in
g
th
ese
d
if
f
icu
ltie
s
.
T
h
is
s
tu
d
y
o
f
f
e
r
s
n
ew
in
s
ig
h
ts
in
to
two
k
ey
asp
ec
ts
.
First,
it
co
m
b
in
es
co
g
n
itiv
e
an
d
em
o
tio
n
al
p
er
s
p
ec
tiv
es
to
a
n
aly
ze
wr
itin
g
p
er
f
o
r
m
a
n
ce
,
a
n
ap
p
r
o
ac
h
r
ar
ely
ap
p
lied
in
th
e
Vietn
am
e
s
e
co
n
tex
t.
Seco
n
d
,
it
in
teg
r
ates
f
ac
ial
em
o
tio
n
tr
ac
k
in
g
with
wr
itin
g
ass
ess
m
e
n
t
an
d
teac
h
e
r
in
ter
v
iews,
o
f
f
er
in
g
a
tr
ian
g
u
lated
m
eth
o
d
to
ca
p
tu
r
e
th
e
f
u
ll
co
m
p
lex
ity
o
f
y
o
u
n
g
lear
n
er
s
'
wr
itin
g
ex
p
er
ien
ce
s
.
T
h
is
m
u
lti
-
d
im
en
s
io
n
al
ap
p
r
o
ac
h
p
r
o
v
i
d
es
n
ew
in
s
ig
h
ts
in
to
th
e
e
m
o
tio
n
al
tr
ajec
to
r
ies
an
d
s
k
ill
d
e
v
elo
p
m
e
n
t
o
f
ea
r
ly
wr
iter
s
u
n
d
er
a
r
ef
o
r
m
e
d
cu
r
r
icu
lu
m
.
T
o
a
d
d
r
ess
th
ese
is
s
u
es,
th
is
s
tu
d
y
f
o
cu
s
es o
n
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
co
g
n
itiv
e
ch
allen
g
es d
o
lo
wer
elem
en
tar
y
s
tu
d
e
n
ts
en
c
o
u
n
ter
in
wr
itin
g
p
er
f
o
r
m
a
n
ce
u
n
d
er
t
h
e
2
0
1
8
Vietn
am
ese
lan
g
u
ag
e
ar
ts
cu
r
r
icu
lu
m
?
−
W
h
at
em
o
tio
n
al
ch
allen
g
es
d
o
lo
wer
elem
en
tar
y
s
tu
d
en
ts
ex
p
er
ien
ce
d
u
r
in
g
th
e
wr
itin
g
p
r
o
ce
s
s
u
n
d
er
th
e
2
0
1
8
Vietn
a
m
ese
lan
g
u
ag
e
ar
t
s
cu
r
r
icu
lu
m
?
−
W
h
at
s
tr
ateg
ies
d
o
teac
h
er
s
im
p
lem
en
t
to
s
u
p
p
o
r
t
lo
we
r
elem
en
tar
y
s
tu
d
en
ts
in
o
v
er
co
m
in
g
th
ese
ch
allen
g
es u
n
d
e
r
th
e
2
0
1
8
Vietn
am
ese
lan
g
u
ag
e
a
r
ts
cu
r
r
icu
l
u
m
?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
a
pp
ro
a
ch
T
h
is
s
tu
d
y
u
s
ed
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
,
co
m
b
i
n
in
g
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
d
ata
to
ex
am
in
e
lo
wer
elem
en
tar
y
s
tu
d
e
n
ts
’
wr
itin
g
p
er
f
o
r
m
a
n
ce
a
n
d
em
o
tio
n
al
ex
p
er
ien
ce
s
.
Qu
an
tita
tiv
e
d
ata
i
n
clu
d
ed
wr
itin
g
test
s
an
d
FAC
S
an
al
y
s
is
,
wh
ile
q
u
alitativ
e
d
ata
ca
m
e
f
r
o
m
s
em
i
-
s
tr
u
ctu
r
ed
tea
ch
er
in
ter
v
iews
an
d
class
r
o
o
m
o
b
s
er
v
atio
n
s
.
T
h
is
tr
ian
g
u
lated
ap
p
r
o
ac
h
p
r
o
v
i
d
ed
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
s
tu
d
e
n
ts
'
co
g
n
itiv
e
an
d
em
o
tio
n
al
ch
all
en
g
es in
wr
itin
g
.
2
.
2
.
P
a
rt
icipa
nts
T
h
is
s
tu
d
y
i
n
v
o
lv
e
d
two
p
a
r
ticip
an
t
g
r
o
u
p
s
:
s
tu
d
en
ts
an
d
te
ac
h
er
s
.
Fo
r
th
e
g
r
o
u
p
o
n
e
,
a
t
o
tal
o
f
1
5
9
s
tu
d
en
ts
wer
e
s
elec
ted
,
co
m
p
r
is
in
g
7
7
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
a
n
d
8
2
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
en
ts
.
T
h
e
s
elec
tio
n
was
ca
r
r
ied
o
u
t
u
s
in
g
s
tr
atif
ied
r
a
n
d
o
m
s
am
p
lin
g
to
en
s
u
r
e
r
ep
r
e
s
en
tatio
n
ac
r
o
s
s
s
ch
o
o
l
ar
ea
s
an
d
s
ch
o
o
l
t
y
p
es
in
T
ab
le
1
.
A
p
o
wer
a
n
aly
s
is
u
s
in
g
G*
Po
wer
in
d
icate
d
a
m
i
n
im
u
m
o
f
1
1
1
s
tu
d
e
n
ts
wer
e
r
eq
u
ir
e
d
to
d
etec
t
a
m
ed
iu
m
ef
f
ec
t
s
ize
(
r
=0
.
3
)
with
9
5
%
p
o
wer
at
a
0
.
0
5
s
ig
n
if
ican
t
lev
el.
T
h
e
ac
tu
al
s
am
p
le
s
ize
o
f
1
5
9
ex
ce
ed
ed
th
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r
esh
o
ld
,
en
s
u
r
in
g
ad
e
q
u
ate
s
tatis
tical
p
o
wer
[
1
5
]
.
Fo
r
th
e
g
r
o
u
p
two
,
1
2
te
ac
h
er
s
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
T
h
e
teac
h
er
s
wer
e
s
elec
ted
b
ased
o
n
th
eir
teac
h
in
g
ex
p
e
r
ien
ce
an
d
g
r
a
d
e
lev
el
.
2
.
3
.
I
ns
t
rum
ent
s
2
.
3
.
1
.
Writ
ing
t
ests
T
h
e
wr
itin
g
test
s
wer
e
d
esig
n
ed
to
ev
alu
ate
th
e
s
tu
d
en
ts
’
ab
ilit
ies
to
wr
ite
s
en
ten
ce
s
an
d
s
h
o
r
t
p
ar
ag
r
a
p
h
s
.
T
h
e
ass
ess
m
en
t
task
s
ar
e
alig
n
e
d
with
th
e
2
0
1
8
Vietn
am
ese
lan
g
u
ag
e
ar
ts
c
u
r
r
icu
lu
m
s
tan
d
ar
d
s
.
Fo
r
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
,
th
e
wr
itin
g
test
f
o
cu
s
es
o
n
s
en
te
n
ce
co
m
p
letio
n
an
d
b
asic
wr
itin
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task
s
.
Fo
r
th
e
s
ec
o
n
d
-
g
r
a
d
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tu
d
en
ts
,
th
e
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g
ass
ess
m
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t f
o
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n
p
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r
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h
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s
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as
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in
Fig
u
r
e
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test
s
f
o
r
g
r
ad
e
o
n
e
an
d
two
2
.
3
.
2
.
E
m
o
t
io
n
s
y
s
t
e
m
T
h
e
FAC
S
is
ad
o
p
ted
to
m
e
asu
r
e
th
e
s
tu
d
e
n
ts
’
em
o
tio
n
al
ex
p
er
ie
n
ce
s
wh
ile
en
g
a
g
in
g
in
wr
itin
g
task
s
.
Dev
elo
p
ed
b
y
Szajn
b
er
g
[
1
6
]
,
FAC
S
is
a
co
m
p
r
eh
en
s
iv
e
s
y
s
tem
f
o
r
ca
teg
o
r
izin
g
f
ac
ial
m
o
v
em
en
ts
b
y
th
eir
ap
p
ea
r
an
ce
o
n
th
e
f
ac
e.
T
h
ey
ca
teg
o
r
ize
em
o
ti
o
n
a
l
s
tates
in
to
two
ty
p
es:
p
o
s
itiv
e
an
d
n
eg
ativ
e
em
o
tio
n
s
.
Fo
r
ex
am
p
le,
“c
h
e
ek
r
aiser
”
a
n
d
“lip
co
r
n
er
p
u
ller
”
ca
n
e
x
p
lain
f
o
r
p
o
s
itiv
e
em
o
tio
n
.
C
o
n
tr
ast,
“lo
wer
ed
b
r
o
ws”,
“n
o
s
e
wr
in
k
lin
g
”,
an
d
“lip
co
r
n
er
d
e
p
r
ess
o
r
”
ca
n
s
ig
n
al
n
e
g
ativ
e
em
o
tio
n
s
.
T
o
en
h
a
n
ce
r
eliab
ilit
y
,
f
o
u
r
tr
ain
ed
o
b
s
er
v
er
s
u
n
d
er
wen
t
FAC
S
ce
r
tific
atio
n
an
d
in
d
ep
en
d
en
tly
co
d
ed
f
ac
ial
ex
p
r
ess
io
n
s
d
u
r
i
n
g
wr
itin
g
ac
tiv
ities
.
I
n
ter
-
co
d
er
r
eliab
ilit
y
was
co
m
p
u
ted
u
s
in
g
p
e
r
ce
n
tag
e
ag
r
ee
m
en
t,
wh
ich
r
ea
ch
ed
ab
o
v
e
8
5
%
ac
r
o
s
s
all
s
ess
io
n
s
,
e
n
s
u
r
in
g
c
o
n
s
is
ten
cy
in
em
o
tio
n
al
d
ata
c
o
llectio
n
.
Ad
d
itio
n
ally
,
o
b
s
er
v
er
s
u
s
ed
th
e
s
am
e
s
tan
d
ar
d
ized
o
b
s
er
v
atio
n
f
o
r
m
an
d
f
o
llo
wed
a
c
o
n
s
is
ten
t
3
0
-
m
in
u
te
co
d
in
g
p
r
o
to
c
o
l p
er
s
ess
io
n
.
2
.
3
.
3
.
Sem
i
-
s
t
ruct
ured
inte
rv
iews
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
co
n
d
u
cted
in
th
is
s
tu
d
y
.
T
h
e
teac
h
er
s
wer
e
in
ter
v
iewe
d
to
ex
p
lo
r
e
th
eir
s
tr
ateg
ies
f
o
r
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
’
w
r
itin
g
d
ev
elo
p
m
en
t
an
d
ad
d
r
ess
in
g
o
b
s
er
v
ed
ch
allen
g
es.
T
h
e
in
ter
v
iews
f
o
cu
s
ed
o
n
s
p
ec
if
ic
asp
ec
ts
o
f
teac
h
i
n
g
wr
itin
g
,
in
clu
d
in
g
s
tr
ateg
ies,
ass
ess
m
en
t
m
eth
o
d
s
,
an
d
r
eso
u
r
ce
n
ee
d
s
.
T
h
e
in
te
r
v
iew
g
u
id
e
was
r
ev
iewe
d
b
y
an
ex
p
er
t
p
an
el
t
o
en
s
u
r
e
c
o
n
s
tr
u
ct
v
alid
ity
.
T
o
e
n
s
u
r
e
tr
u
s
two
r
th
in
ess
an
d
cr
ed
ib
ili
ty
,
m
em
b
er
-
c
h
ec
k
in
g
was
em
p
lo
y
ed
-
teac
h
er
s
wer
e
in
v
it
ed
to
r
ev
iew
th
eir
tr
an
s
cr
ip
ts
an
d
in
ter
p
r
etatio
n
s
f
o
r
ac
cu
r
ac
y
.
T
a
b
le
2
p
r
esen
ts
th
e
m
ain
q
u
esti
o
n
s
u
s
ed
to
g
u
id
e
th
e
in
ter
v
iews.
T
ab
le
2
.
Ma
in
q
u
esti
o
n
s
f
o
r
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
Q
u
e
st
i
o
n
D
e
scri
p
t
i
o
n
1
W
h
a
t
st
r
a
t
e
g
i
e
s
d
o
y
o
u
u
s
e
t
o
h
e
l
p
st
u
d
e
n
t
s
o
v
e
r
c
o
m
e
c
h
a
l
l
e
n
g
e
s
i
n
w
r
i
t
i
n
g
?
2
H
o
w
d
o
y
o
u
a
ss
e
ss s
t
u
d
e
n
t
s’
w
r
i
t
i
n
g
p
r
o
g
r
e
ss
a
n
d
p
r
o
v
i
d
e
f
e
e
d
b
a
c
k
?
3
C
a
n
y
o
u
p
r
o
v
i
d
e
e
x
a
mp
l
e
s
o
f
s
u
c
c
e
ss
f
u
l
i
n
t
e
r
v
e
n
t
i
o
n
s
o
r
a
c
t
i
v
i
t
i
e
s t
h
a
t
h
a
v
e
i
m
p
r
o
v
e
d
st
u
d
e
n
t
s’
w
r
i
t
i
n
g
s
k
i
l
l
s?
4
H
o
w
d
o
y
o
u
a
d
d
r
e
ss s
t
u
d
e
n
t
s’
e
m
o
t
i
o
n
a
l
r
e
s
p
o
n
s
e
s
d
u
r
i
n
g
w
r
i
t
i
n
g
t
a
s
k
s?
5
H
o
w
d
o
y
o
u
a
d
a
p
t
y
o
u
r
t
e
a
c
h
i
n
g
m
e
t
h
o
d
s
t
o
c
a
t
e
r
t
o
d
i
f
f
e
r
e
n
t
l
e
a
r
n
i
n
g
n
e
e
d
s?
6
W
h
a
t
a
d
d
i
t
i
o
n
a
l
r
e
s
o
u
r
c
e
s
o
r
s
u
p
p
o
r
t
d
o
y
o
u
t
h
i
n
k
w
o
u
l
d
b
e
n
e
f
i
t
y
o
u
r
s
t
u
d
e
n
t
s
i
n
i
mp
r
o
v
i
n
g
t
h
e
i
r
w
r
i
t
i
n
g
s
k
i
l
l
s?
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
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&
R
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c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
6
5
9
-
2
6
6
7
2662
2
.
4
.
Da
t
a
c
o
llect
io
n
Data
co
llectio
n
to
o
k
p
lace
in
th
e
s
ec
o
n
d
s
em
ester
o
f
th
e
2
0
2
3
–
2
0
2
4
ac
ad
em
ic
y
ea
r
.
T
h
e
r
esear
ch
team
o
b
tain
ed
f
o
r
m
al
co
n
s
en
t
f
r
o
m
s
ch
o
o
l
p
r
i
n
cip
als
an
d
p
ar
ticip
atin
g
teac
h
er
s
b
ef
o
r
e
c
o
n
d
u
ctin
g
th
e
s
tu
d
y
.
W
r
itin
g
test
s
wer
e
ad
m
in
is
ter
ed
to
1
5
9
s
tu
d
en
ts
d
u
r
in
g
r
eg
u
lar
class
h
o
u
r
s
t
o
m
in
im
ize
d
is
r
u
p
tio
n
.
Stu
d
en
ts
wer
e
in
f
o
r
m
e
d
th
at
th
e
test
s
wer
e
p
ar
t
o
f
a
s
tu
d
y
an
d
wo
u
ld
n
o
t
b
e
g
r
a
d
ed
,
h
elp
in
g
t
o
cr
ea
te
a
r
elax
e
d
,
co
n
s
is
ten
t
en
v
ir
o
n
m
en
t.
FAC
S
o
b
s
er
v
atio
n
s
wer
e
c
o
n
d
u
cted
s
im
u
ltan
eo
u
s
ly
b
y
f
o
u
r
tr
ai
n
ed
o
b
s
er
v
er
s
,
ea
ch
ass
ig
n
ed
to
a
s
p
ec
if
ic
r
o
w
o
f
s
tu
d
en
ts
.
A
to
tal
o
f
s
ix
o
b
s
er
v
atio
n
s
ess
io
n
s
wer
e
co
m
p
leted
,
ea
ch
last
in
g
3
0
m
in
u
tes.
Fo
llo
win
g
th
e
test
s
,
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
we
r
e
h
eld
with
p
a
r
ticip
atin
g
teac
h
er
s
,
last
in
g
ab
o
u
t
o
n
e
h
o
u
r
ea
c
h
,
to
g
ath
er
in
s
ig
h
ts
in
to
th
eir
s
tr
ateg
ies
f
o
r
s
u
p
p
o
r
tin
g
s
tu
d
en
t
wr
itin
g
.
T
ea
ch
er
s
wer
e
ass
u
r
ed
th
eir
r
esp
o
n
s
es wo
u
ld
b
e
an
o
n
y
m
ized
an
d
u
s
ed
s
o
lely
f
o
r
r
es
ea
r
ch
p
u
r
p
o
s
es.
T
o
r
ed
u
ce
co
n
f
o
u
n
d
in
g
v
ar
ia
b
les,
s
ev
er
al
co
n
tr
o
ls
wer
e
im
p
lem
en
ted
.
Stra
tifie
d
r
an
d
o
m
s
am
p
lin
g
en
s
u
r
ed
d
iv
e
r
s
ity
ac
r
o
s
s
g
en
d
er
,
s
ch
o
o
l
ty
p
e,
an
d
r
eg
io
n
.
Stan
d
ar
d
ized
test
in
g
co
n
d
itio
n
s
wer
e
m
ain
tain
ed
ac
r
o
s
s
class
r
o
o
m
s
.
Ob
s
er
v
er
s
an
d
r
ater
s
wer
e
b
lin
d
ed
to
s
tu
d
en
ts
’
ac
ad
em
ic
lev
els
to
r
ed
u
ce
b
ias.
Ad
d
itio
n
ally
,
teac
h
er
s
wer
e
s
elec
ted
b
ased
o
n
s
im
ilar
g
r
a
d
e
-
lev
el
ass
ig
n
m
en
ts
an
d
teac
h
in
g
e
x
p
er
ien
ce
to
en
s
u
r
e
in
s
tr
u
ctio
n
al
c
o
n
s
is
ten
cy
ac
r
o
s
s
th
e
s
am
p
le.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
s
tu
d
y
em
p
lo
y
e
d
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
m
et
h
o
d
s
in
th
r
ee
k
ey
s
tep
s
.
First,
s
tu
d
en
ts
’
wr
itin
g
test
s
wer
e
s
co
r
ed
b
as
ed
o
n
f
iv
e
c
r
iter
ia:
co
n
ten
t,
s
tr
u
ctu
r
e,
s
p
ellin
g
,
wo
r
d
u
s
e,
a
n
d
co
h
esio
n
.
Sco
r
es
wer
e
an
aly
ze
d
to
d
eter
m
in
e
o
v
er
all
p
er
f
o
r
m
an
ce
an
d
id
e
n
tify
co
m
m
o
n
s
tr
en
g
th
s
a
n
d
d
if
f
icu
lties
.
Seco
n
d
,
th
e
s
tu
d
en
ts
’
em
o
tio
n
al
s
tates
wer
e
an
aly
ze
d
u
s
in
g
FAC
S
[
1
6
]
.
E
m
o
tio
n
s
wer
e
ca
teg
o
r
i
ze
d
in
to
f
iv
e
ty
p
es
b
ased
o
n
d
is
tin
ct
f
ac
ial
ac
tio
n
,
as
s
h
o
wn
in
T
ab
le
3
.
E
ac
h
em
o
tio
n
was
co
d
ed
b
ased
o
n
th
e
p
r
esen
ce
o
f
s
p
ec
if
ic
ac
tio
n
s
d
u
r
in
g
t
h
e
w
r
itin
g
task
s
.
Ob
s
er
v
er
s
c
o
u
n
t
ed
th
e
f
r
eq
u
e
n
cy
o
f
ea
ch
em
o
tio
n
al
ex
p
r
ess
io
n
,
p
r
o
v
id
i
n
g
q
u
an
titativ
e
d
ata
o
n
th
e
em
o
tio
n
al
s
tates e
x
p
er
ien
c
ed
b
y
t
h
e
s
tu
d
en
ts
.
T
h
ir
d
,
q
u
alitativ
e
d
ata
f
r
o
m
teac
h
er
in
ter
v
iews
wer
e
an
al
y
ze
d
to
id
en
tif
y
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
u
s
ed
to
s
u
p
p
o
r
t
s
tu
d
en
t
wr
itin
g
.
Acc
o
r
d
in
g
to
R
ey
es
et
a
l.
[
1
7
]
,
th
e
co
d
in
g
p
r
o
ce
s
s
in
v
o
lv
ed
s
ev
er
al
s
tep
s
.
I
n
th
e
b
eg
in
n
in
g
,
r
esear
ch
er
s
r
ea
d
th
r
o
u
g
h
th
e
in
ter
v
iew
tr
a
n
s
cr
ip
ts
m
u
ltip
le
tim
es
to
b
ec
o
m
e
f
am
iliar
wit
h
th
e
co
n
ten
t
an
d
to
id
en
tif
y
in
itial
p
atter
n
s
.
Nex
t,
u
s
in
g
an
o
p
en
co
d
in
g
ap
p
r
o
ac
h
,
r
esear
ch
er
s
lab
eled
s
eg
m
en
ts
o
f
tex
t th
at
ap
p
ea
r
ed
r
elev
an
t to
th
e
s
u
p
p
o
r
t stra
teg
ies.
T
ab
le
3
.
E
m
o
tio
n
s
an
d
lin
k
ed
ac
tio
n
u
n
its
Emo
t
i
o
n
A
c
t
i
o
n
s
H
a
p
p
i
n
e
ss
C
h
e
e
k
r
a
i
ser
+
l
i
p
c
o
r
n
e
r
p
u
l
l
e
r
S
a
d
n
e
ss
I
n
n
e
r
b
r
o
w
r
a
i
ser
+
l
o
w
e
r
e
d
b
r
o
w
+
l
i
p
c
o
r
n
e
r
d
e
p
r
e
ss
o
r
F
e
a
r
I
n
n
e
r
b
r
o
w
r
a
i
ser
+
o
u
t
e
r
b
r
o
w
r
a
i
s
e
r
+
l
o
w
e
r
e
d
b
r
o
w
+
u
p
p
e
r
l
i
d
r
a
i
ser
+
l
i
d
t
i
g
h
t
e
n
e
r
+
l
i
p
s
t
r
e
t
c
h
e
d
+
j
a
w
d
r
o
p
A
n
g
e
r
Lo
w
e
r
e
d
b
r
o
w
+
u
p
p
e
r
l
i
d
r
a
i
ser
+
l
i
d
t
i
g
h
t
e
n
e
r
+
l
i
p
t
i
g
h
t
e
n
e
r
D
i
sg
u
st
N
o
se
w
r
i
n
k
l
i
n
g
+
l
i
p
c
o
r
n
e
r
d
e
p
r
e
ss
o
r
+
c
h
i
n
r
a
i
s
e
r
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Student
perf
o
rma
nce
in wr
it
ing
s
ent
ence
a
nd
pa
ra
g
ra
ph
W
r
itin
g
p
er
f
o
r
m
an
ce
r
esu
lts
r
ev
ea
l
th
at
b
o
t
h
f
ir
s
t
-
an
d
s
ec
o
n
d
-
g
r
a
d
e
s
tu
d
e
n
ts
f
ac
e
ch
allen
g
es.
W
h
ile
s
ec
o
n
d
g
r
ad
e
r
s
g
en
er
ally
p
e
r
f
o
r
m
e
d
b
etter
th
an
f
ir
s
t
g
r
ad
er
s
,
esp
ec
ially
in
co
n
ten
t
an
d
s
tr
u
ctu
r
e,
k
ey
d
if
f
icu
lties
p
er
s
is
t
ac
r
o
s
s
b
o
th
g
r
o
u
p
s
.
Fig
u
r
e
2
illu
s
tr
ate
s
th
e
p
er
ce
n
tag
e
o
f
s
tu
d
en
t
p
er
f
o
r
m
an
ce
ac
r
o
s
s
f
iv
e
k
ey
wr
itin
g
c
r
iter
ia.
Fo
r
th
e
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
,
c
o
h
esio
n
was
id
en
tifie
d
as
th
e
m
o
s
t
ch
allen
g
in
g
cr
iter
io
n
,
f
o
llo
wed
b
y
s
tr
u
ctu
r
e,
wo
r
d
u
s
e,
co
n
ten
t,
a
n
d
s
p
ellin
g
,
as
s
h
o
w
n
in
Fig
u
r
e
2
(
a)
.
W
h
ile
4
8
.
0
5
%
o
f
s
tu
d
e
n
ts
co
u
ld
g
e
n
er
ate
s
ev
er
al
id
ea
s
,
o
n
ly
2
2
.
0
8
%
p
r
o
v
id
ed
tr
u
th
f
u
l
a
n
d
p
er
s
u
asiv
e
d
etails.
Stru
ctu
r
al
is
s
u
es
wer
e
also
p
r
o
m
in
e
n
t:
2
7
.
2
7
%
f
ailed
t
o
p
r
o
d
u
ce
c
o
m
p
lete
s
en
ten
ce
s
o
r
p
a
r
ag
r
a
p
h
s
,
2
9
.
8
7
%
h
ad
p
u
n
ct
u
atio
n
an
d
ca
p
italizatio
n
p
r
o
b
lem
s
,
an
d
4
2
.
8
6
%
p
r
o
d
u
ce
d
well
-
s
tr
u
ctu
r
ed
p
ar
ts
.
Sp
ellin
g
p
o
s
ed
s
ig
n
if
ican
t
ch
allen
g
es,
with
3
2
.
4
7
%
m
ak
in
g
o
v
er
th
r
ee
er
r
o
r
s
an
d
o
n
ly
2
3
.
3
8
%
with
n
o
er
r
o
r
s
.
E
r
r
o
r
s
in
wo
r
d
u
s
e
wer
e
co
m
m
o
n
,
with
3
8
.
9
6
%
m
ak
in
g
m
o
r
e
th
a
n
th
r
ee
e
r
r
o
r
s
,
3
2
.
4
7
%
m
a
k
in
g
o
n
e
to
two
er
r
o
r
s
,
an
d
2
8
.
5
7
%
with
n
o
er
r
o
r
s
.
I
s
s
u
es
with
co
h
esio
n
wer
e
o
b
s
er
v
ed
,
as
4
0
.
2
6
%
m
ad
e
o
v
er
th
r
ee
e
r
r
o
r
s
,
3
2
.
4
7
%
m
an
a
g
ed
o
n
e
to
two
er
r
o
r
s
,
an
d
2
7
.
2
7
%
m
ad
e
n
o
er
r
o
r
s
.
Fo
r
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
en
ts
,
c
o
n
ten
t
was
th
e
m
o
s
t
ch
allen
g
in
g
cr
iter
i
o
n
,
f
o
llo
wed
b
y
co
h
esio
n
,
s
tr
u
ctu
r
e,
wo
r
d
u
s
e,
an
d
s
p
ellin
g
,
as
s
h
o
wn
in
Fig
u
r
e
2
(
b
).
Half
o
f
th
e
s
tu
d
en
ts
g
en
er
ated
s
ev
er
al
id
ea
s
,
an
d
2
8
.
0
5
%
in
cl
u
d
ed
t
r
u
th
f
u
l
an
d
p
er
s
u
asiv
e
d
etails
-
an
im
p
r
o
v
e
m
en
t
o
v
er
f
ir
s
t
g
r
ad
er
s
.
W
r
itin
g
s
tr
u
ctu
r
e
s
h
o
wed
m
o
d
er
ate
p
r
o
g
r
ess
:
3
9
.
0
2
%
wr
o
te
clea
r
ly
s
tr
u
ct
u
r
ed
t
ex
ts
,
wh
ile
2
9
.
2
7
%
s
till
s
tr
u
g
g
led
with
b
asic
o
r
g
an
izatio
n
,
an
d
3
1
.
7
1
%
h
a
d
p
u
n
ctu
atio
n
o
r
ca
p
italizatio
n
er
r
o
r
s
.
Sp
ellin
g
im
p
r
o
v
ed
s
lig
h
tly
,
with
o
n
ly
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
Wr
itin
g
ch
a
llen
g
es a
n
d
s
u
p
p
o
r
t fo
r
elem
en
ta
r
y
s
tu
d
en
ts
:
fa
cia
l e
mo
tio
n
s
s
tu
d
y
(
N
g
u
ye
n
Th
i X
u
a
n
Yen
)
2663
2
0
.
7
3
%
m
ak
i
n
g
o
v
er
th
r
ee
er
r
o
r
s
an
d
3
1
.
7
1
%
with
n
o
er
r
o
r
s
.
W
o
r
d
u
s
e
er
r
o
r
s
also
d
ec
lin
ed
:
2
3
.
1
7
%
m
ad
e
m
o
r
e
th
an
th
r
ee
er
r
o
r
s
,
5
3
.
6
6
%
m
ad
e
o
n
e
to
two
,
an
d
2
3
.
1
7
%
h
ad
n
o
n
e.
C
o
h
esio
n
er
r
o
r
s
wer
e
p
r
ev
alen
t,
as
3
3
.
3
3
% m
a
d
e
o
v
er
th
r
ee
er
r
o
r
s
,
3
6
.
5
9
% m
a
d
e
o
n
e
to
two
er
r
o
r
s
,
an
d
3
0
.
4
9
% m
ad
e
n
o
er
r
o
r
s
.
Pre
v
io
u
s
s
tu
d
y
h
av
e
e
x
am
in
e
d
y
o
u
n
g
lear
n
e
r
s
’
wr
itin
g
ch
a
llen
g
es,
p
r
im
ar
ily
f
o
cu
s
in
g
o
n
s
p
ellin
g
,
wo
r
d
u
s
e,
an
d
s
tr
u
ctu
r
e
[
1
0
]
.
Ho
wev
er
,
lim
ited
r
esear
ch
h
as
in
v
esti
g
ated
th
e
p
r
o
g
r
ess
io
n
o
f
wr
itin
g
s
k
ills
b
etwe
en
g
r
ad
e
o
n
e
an
d
g
r
ad
e
two
u
n
d
er
th
e
2
0
1
8
Vietn
am
e
s
e
lan
g
u
ag
e
ar
ts
cu
r
r
icu
lu
m
.
T
h
e
f
in
d
i
n
g
s
o
f
t
h
is
s
tu
d
y
in
d
icate
th
at
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
e
n
ts
o
u
tp
e
r
f
o
r
m
ed
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
in
wr
itin
g
task
s
,
r
ef
lectin
g
ex
p
ec
ted
s
k
ill
p
r
o
g
r
ess
io
n
[
7
]
.
T
h
is
s
tu
d
y
p
r
o
v
i
d
es
n
ew
ev
id
en
ce
th
at
s
ec
o
n
d
g
r
a
d
er
s
’
ch
al
len
g
es
s
h
if
t
to
war
d
h
ig
h
er
-
o
r
d
e
r
s
k
ills
s
u
ch
as
g
e
n
er
atin
g
c
o
n
ten
t
a
n
d
m
ain
tain
in
g
co
h
er
en
ce
,
asp
ec
ts
o
f
ten
o
v
er
lo
o
k
ed
i
n
p
r
io
r
r
esear
ch
[
1
8
]
.
T
h
e
o
b
s
er
v
ed
p
r
o
g
r
ess
io
n
ca
n
b
e
attr
ib
u
t
ed
to
in
cr
ea
s
ed
ex
p
o
s
u
r
e
to
wr
itin
g
task
s
,
th
e
im
p
lem
en
tatio
n
o
f
m
o
r
e
a
d
v
an
ce
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies,
an
d
s
tu
d
en
ts
’
g
r
o
win
g
f
am
il
iar
ity
with
wr
itin
g
co
n
v
en
tio
n
s
[
1
9
]
.
T
h
ese
r
esu
lt
s
o
f
f
er
n
o
v
el
in
s
ig
h
ts
in
to
th
e
s
p
ec
if
ic
n
atu
r
e
o
f
wr
itin
g
d
if
f
i
cu
lties
at
d
if
f
er
en
t
s
tag
es o
f
ea
r
ly
elem
en
tar
y
ed
u
ca
tio
n
.
(
a)
(
b
)
Fig
u
r
e
2
.
Stu
d
e
n
t
p
er
f
o
r
m
a
n
ce
in
wr
itin
g
test
at
(
a)
f
ir
s
t g
r
ad
e
an
d
(
b
)
s
ec
o
n
d
g
r
a
d
e
3
.
2
.
Student
s
’
em
o
t
io
n durin
g
writ
ing
s
ent
ence
a
nd
pa
r
a
g
ra
ph
T
h
e
an
aly
s
is
o
f
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
’
em
o
tio
n
al
s
tates
d
u
r
in
g
wr
itin
g
task
s
r
ev
ea
led
n
o
tab
le
v
ar
iatio
n
s
in
t
h
eir
e
x
p
er
ien
ce
s
,
as
ca
p
tu
r
e
d
th
r
o
u
g
h
t
h
e
FAC
S.
T
h
e
o
b
s
er
v
ed
em
o
tio
n
s
we
r
e
ca
teg
o
r
ized
in
t
o
f
iv
e
d
is
tin
ct
ty
p
es:
h
ap
p
i
n
ess
,
s
ad
n
ess
,
f
ea
r
,
an
g
er
,
an
d
d
is
g
u
s
t.
T
ab
le
4
p
r
esen
ts
th
e
f
r
eq
u
en
cy
a
n
d
p
er
ce
n
tag
e
o
f
ea
ch
em
o
tio
n
al
s
tate
o
b
s
er
v
ed
am
o
n
g
f
ir
s
t
-
g
r
a
d
e
s
tu
d
en
ts
.
T
ab
le
4
s
h
o
ws
th
at
h
a
p
p
in
ess
an
d
s
ad
n
ess
wer
e
t
h
e
m
o
s
t
f
r
e
q
u
en
tly
o
b
s
er
v
e
d
em
o
tio
n
s
a
m
o
n
g
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
,
with
h
ap
p
in
ess
s
lig
h
tly
m
o
r
e
p
r
ev
alen
t
(
2
8
.
7
7
%).
T
h
is
s
u
g
g
ests
t
h
at
m
an
y
s
tu
d
en
ts
ex
p
er
ien
ce
d
p
o
s
itiv
e
em
o
tio
n
s
d
u
r
in
g
wr
itin
g
task
s
.
Sad
n
ess
f
o
llo
wed
clo
s
ely
at
2
7
.
4
0
%,
in
d
icatin
g
n
o
tab
le
n
eg
ativ
e
em
o
tio
n
al
r
esp
o
n
s
es.
Fear
(
2
0
.
5
5
%)
an
d
a
n
g
er
(
1
3
.
2
4
%)
r
e
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lecte
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m
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n
f
ee
lin
g
s
o
f
f
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s
tr
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0
10
20
30
40
50
60
C
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Le
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Le
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v
e
l
2
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
.
3
,
J
u
n
e
20
2
6
:
2
6
5
9
-
2
6
6
7
2664
an
d
an
x
iety
,
wh
ile
d
is
g
u
s
t
was
least
o
b
s
er
v
ed
(
1
0
.
0
5
%),
s
u
g
g
esti
n
g
f
ewe
r
s
ev
er
e
n
eg
a
tiv
e
r
ea
ctio
n
s
.
T
h
e
p
r
ed
o
m
i
n
an
ce
o
f
h
ap
p
in
ess
am
o
n
g
f
ir
s
t
g
r
ad
er
s
alig
n
s
with
r
esear
ch
i
n
d
icatin
g
th
at
p
o
s
itiv
e
em
o
tio
n
s
en
h
an
ce
m
o
tiv
atio
n
an
d
en
g
a
g
em
en
t
in
ac
ad
em
ic
task
s
[
2
0
]
,
[
2
1
]
.
T
h
ese
f
in
d
i
n
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
c
e
o
f
cr
ea
tin
g
a
s
u
p
p
o
r
tiv
e
w
r
itin
g
en
v
ir
o
n
m
e
n
t
th
at
f
o
s
ter
s
en
jo
y
m
en
t
a
n
d
en
c
o
u
r
a
g
es
s
tu
d
en
ts
to
p
ar
ticip
ate
ac
tiv
ely
in
wr
itin
g
[
2
2
]
.
C
h
al
len
g
es
s
u
ch
as
d
if
f
icu
lties
with
co
h
esio
n
an
d
s
tr
u
ctu
r
e
o
b
s
er
v
ed
am
o
n
g
f
i
r
s
t
g
r
ad
er
s
s
u
g
g
est
th
at
r
ein
f
o
r
ci
n
g
f
o
u
n
d
atio
n
al
wr
itin
g
s
k
ills
th
r
o
u
g
h
s
tr
ateg
ies
lik
e
s
en
t
en
ce
m
o
d
elin
g
an
d
cr
ea
tiv
e
wr
itin
g
ac
tiv
ities
ca
n
f
u
r
th
er
s
u
p
p
o
r
t th
eir
d
e
v
elo
p
m
en
t
[
2
3
]
.
T
ab
le
4
.
First
-
g
r
ad
e
s
tu
d
en
t e
m
o
tio
n
al
s
tates d
u
r
in
g
w
r
itin
g
task
s
Emo
t
i
o
n
F
r
e
q
u
e
n
c
y
(
n
=
7
7
)
P
e
r
c
e
n
t
a
g
e
(
%)
H
a
p
p
i
n
e
ss
63
2
8
.
7
7
S
a
d
n
e
ss
60
2
7
.
4
0
F
e
a
r
45
2
0
.
5
5
A
n
g
e
r
29
1
3
.
2
4
D
i
sg
u
st
22
1
0
.
0
5
Mo
r
eo
v
er
,
T
a
b
le
5
o
u
tlin
es
th
e
em
o
tio
n
al
s
tates
o
b
s
er
v
e
d
a
m
o
n
g
s
ec
o
n
d
-
g
r
a
d
e
s
tu
d
e
n
ts
.
Fo
r
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
e
n
ts
,
s
ad
n
ess
was
th
e
p
r
e
d
o
m
in
a
n
t
em
o
tio
n
,
n
o
te
d
in
3
8
.
6
2
%
o
f
th
e
ca
s
es,
s
u
g
g
esti
n
g
th
at
wr
itin
g
task
s
wer
e
p
ar
ticu
lar
ly
ch
alle
n
g
in
g
f
o
r
th
is
g
r
o
u
p
.
Fear
wa
s
o
b
s
er
v
ed
in
2
4
.
8
8
%
o
f
th
e
s
tu
d
en
ts
,
in
d
icatin
g
s
ig
n
if
ican
t
an
x
iety
d
u
r
i
n
g
wr
itin
g
ac
tiv
ities
.
Hap
p
in
ess
w
as
n
o
ted
in
2
1
.
0
8
%
o
f
th
e
s
tu
d
en
ts
,
p
o
in
tin
g
to
a
m
o
d
er
ate
le
v
el
o
f
p
o
s
itiv
e
e
m
o
tio
n
al
r
esp
o
n
s
es.
An
g
er
a
n
d
d
is
g
u
s
t
wer
e
o
b
s
er
v
ed
in
8
.
8
1
%
an
d
6
.
3
7
%
o
f
th
e
s
tu
d
en
ts
,
r
esp
ec
tiv
ely
,
h
i
g
h
lig
h
tin
g
lo
wer
b
u
t
s
till
n
o
tab
le
lev
els
o
f
f
r
u
s
tr
atio
n
a
n
d
s
ev
er
e
n
e
g
ativ
e
r
ea
ctio
n
s
.
T
h
e
h
ig
h
e
r
in
cid
en
ce
o
f
s
ad
n
e
s
s
an
d
f
ea
r
am
o
n
g
s
ec
o
n
d
g
r
a
d
er
s
s
u
g
g
ests
th
at
wr
itin
g
task
s
b
ec
o
m
e
in
cr
ea
s
in
g
ly
c
h
allen
g
in
g
a
n
d
s
tr
ess
f
u
l
as
ex
p
ec
tatio
n
s
r
is
e
[
1
4
]
,
[
2
4
]
,
[
2
5
]
.
T
h
is
em
o
tio
n
al
s
h
if
t
is
co
n
ce
r
n
in
g
an
d
p
o
in
ts
to
th
e
n
ee
d
f
o
r
tar
g
eted
in
ter
v
e
n
tio
n
s
.
Stra
teg
ie
s
to
ad
d
r
ess
th
ese
ch
allen
g
es
in
clu
d
e
co
n
n
ec
tin
g
wr
itin
g
task
s
to
s
tu
d
en
ts
'
in
ter
ests
,
in
teg
r
atin
g
e
n
g
ag
i
n
g
an
d
m
o
tiv
atin
g
ac
tiv
ities
,
an
d
p
r
o
v
id
in
g
tim
ely
an
d
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
to
b
u
ild
co
n
f
id
en
ce
[
1
]
,
[
2
6
]
.
E
m
o
tio
n
al
s
u
p
p
o
r
t
is
also
cr
itical,
as
a
d
d
r
ess
in
g
s
tu
d
en
ts
’
an
x
ieties
an
d
f
r
u
s
tr
atio
n
s
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
th
eir
a
b
ilit
y
to
m
an
ag
e
wr
itin
g
d
em
an
d
s
[
2
7
]
.
As
th
e
r
esu
lt,
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
ex
h
ib
ited
h
ig
h
e
r
lev
els
o
f
h
ap
p
i
n
ess
co
m
p
ar
ed
to
t
h
eir
s
ec
o
n
d
-
g
r
ad
e
c
o
u
n
ter
p
ar
ts
,
r
ef
lectin
g
a
m
o
r
e
p
o
s
itiv
e
in
itial
attitu
d
e
to
war
d
wr
itin
g
task
s
.
T
h
is
co
n
tr
ast
m
ay
b
e
d
u
e
to
th
e
r
elativ
ely
s
im
p
ler
ex
p
ec
tatio
n
s
an
d
m
o
r
e
p
lay
f
u
l
lear
n
in
g
en
v
ir
o
n
m
en
ts
at
th
e
ea
r
lier
s
tag
e.
Ho
wev
er
,
as
s
tu
d
en
ts
’
p
r
o
g
r
ess
to
th
e
s
ec
o
n
d
g
r
a
d
e,
th
e
s
h
if
t
to
war
d
p
r
ed
o
m
i
n
an
tly
n
eg
ativ
e
em
o
tio
n
s
s
u
ch
a
s
s
ad
n
ess
an
d
f
ea
r
h
ig
h
lig
h
ts
th
e
in
cr
ea
s
in
g
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
em
an
d
s
o
f
wr
itin
g
task
s
.
W
h
ile
p
r
e
v
io
u
s
s
tu
d
ies
h
a
v
e
lar
g
ely
f
o
cu
s
ed
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
2
8
]
,
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
p
r
o
v
id
e
a
u
n
i
q
u
e
p
er
s
p
ec
tiv
e
b
y
ca
p
tu
r
in
g
t
h
e
em
o
tio
n
al
tr
ajec
to
r
ies ass
o
ciate
d
with
wr
itin
g
ch
allen
g
es.
T
h
ese
in
s
ig
h
ts
em
p
h
asize
th
e
n
ee
d
f
o
r
a
d
u
al
ap
p
r
o
ac
h
b
etwe
en
tech
n
ical
wr
itin
g
s
k
ills
an
d
em
o
tio
n
al
s
u
p
p
o
r
t.
T
ab
le
5
.
Seco
n
d
-
g
r
ad
e
s
tu
d
e
n
ts
’
em
o
tio
n
al
s
tates d
u
r
in
g
w
r
itin
g
task
s
Emo
t
i
o
n
F
r
e
q
u
e
n
c
y
(
n
=
82
)
P
e
r
c
e
n
t
a
g
e
(
%)
H
a
p
p
i
n
e
ss
43
2
1
.
0
8
S
a
d
n
e
ss
79
3
8
.
6
2
F
e
a
r
51
2
4
.
8
8
A
n
g
e
r
18
8
.
8
1
D
i
sg
u
st
13
6
.
3
7
3
.
3
.
T
ea
cher
s
t
ra
t
e
g
ies f
o
r
s
up
po
rt
ing
s
t
ud
e
nts w
it
h wr
it
ing
cha
lleng
es
Ad
d
r
ess
in
g
wr
itin
g
ch
allen
g
e
s
in
f
ir
s
t
an
d
s
ec
o
n
d
-
g
r
a
d
e
s
tu
d
en
ts
r
eq
u
ir
es
a
c
o
m
b
in
ati
o
n
o
f
s
k
ill
d
ev
elo
p
m
e
n
t
an
d
em
o
tio
n
al
s
u
p
p
o
r
t.
T
ea
c
h
er
s
n
o
ted
th
at
lim
ited
lan
g
u
ag
e
e
x
p
o
s
u
r
e
o
u
t
s
id
e
th
e
class
r
o
o
m
h
in
d
er
ed
la
n
g
u
a
g
e
g
r
o
wth
,
citin
g
is
s
u
es
s
u
ch
as
“lim
ited
v
o
ca
b
u
lar
y
”
a
n
d
“d
ela
y
ed
lan
g
u
ag
e
d
ev
elo
p
m
en
t
”
(
Mr
s
.
Kh
an
h
)
.
T
o
c
o
u
n
te
r
th
ese,
teac
h
er
s
u
s
ed
“in
ter
ac
tiv
e
ac
tiv
ities
”
an
d
“sto
r
y
tellin
g
”
s
ess
io
n
s
to
o
f
f
er
d
iv
er
s
e
lan
g
u
ag
e
e
x
p
er
ien
ce
s
(
Mr
s
.
T
r
an
)
.
Vo
ca
b
u
lar
y
b
u
il
d
in
g
was
a
k
ey
f
o
cu
s
,
with
s
t
r
ateg
ies
lik
e
“wo
r
d
m
ap
s
”
an
d
co
n
tex
t
-
b
ased
lear
n
in
g
p
r
o
v
in
g
e
f
f
ec
tiv
e
(
Mr
.
D
u
n
g
)
.
M
o
r
eo
v
e
r
,
m
o
d
elin
g
s
en
ten
ce
an
d
p
ar
a
g
r
ap
h
s
tr
u
ctu
r
es
was
an
o
th
er
im
p
o
r
t
an
t
s
tr
ateg
y
.
T
ea
ch
er
s
g
u
id
e
d
s
tu
d
en
ts
to
wr
ite
ab
o
u
t
f
am
iliar
to
p
ics,
s
u
ch
as
f
am
ily
m
em
b
er
s
,
u
s
in
g
p
r
o
m
p
ts
an
d
v
o
ca
b
u
lar
y
f
r
o
m
r
ea
d
in
g
an
d
p
r
ac
tice.
As M
r
s
.
Ma
i e
x
p
lain
ed
,
“
b
r
ea
kin
g
d
o
w
n
p
a
r
a
g
r
a
p
h
s
in
to
p
a
r
ts
h
elp
ed
s
tu
d
en
ts
g
r
a
s
p
s
tr
u
ctu
r
e
.
”
T
h
is
task
-
s
p
ec
if
ic
m
o
d
elin
g
ad
d
r
ess
es
co
h
esio
n
an
d
s
tr
u
ctu
r
al
c
h
allen
g
es,
co
m
p
lem
e
n
tin
g
s
tu
d
ies t
h
at
f
o
cu
s
o
n
b
r
o
ad
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
[
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
Wr
itin
g
ch
a
llen
g
es a
n
d
s
u
p
p
o
r
t fo
r
elem
en
ta
r
y
s
tu
d
en
ts
:
fa
cia
l e
mo
tio
n
s
s
tu
d
y
(
N
g
u
ye
n
Th
i X
u
a
n
Yen
)
2665
T
ea
ch
er
s
also
lin
k
ed
wr
itin
g
task
s
to
s
tu
d
en
ts
'
in
ter
est
s
an
d
r
ea
l
-
life
ex
p
er
ien
ce
s
,
f
o
s
ter
in
g
en
g
ag
em
e
n
t.
Gr
o
u
p
d
is
cu
s
s
io
n
s
an
d
p
ee
r
co
llab
o
r
atio
n
wer
e
co
m
m
o
n
,
with
p
r
o
f
icien
t
wr
iter
s
ass
is
t
in
g
p
ee
r
s
.
Mr
.
L
o
n
g
em
p
h
asized
th
at
“
a
b
ilit
y
-
b
a
s
ed
g
r
o
u
p
in
g
p
r
o
mo
t
es
mu
tu
a
l
s
u
p
p
o
r
t
a
n
d
a
co
lla
b
o
r
a
tive
cla
s
s
r
o
o
m
s
p
ir
it
”
(
Mr
.
L
o
n
g
)
.
T
h
is
alig
n
s
with
r
esear
ch
o
n
d
if
f
er
e
n
tiated
in
s
tr
u
ctio
n
a
n
d
p
ee
r
c
o
l
lab
o
r
atio
n
[
2
6
]
.
T
o
m
ee
t
d
iv
er
s
e
n
ee
d
s
,
teac
h
er
s
t
ailo
r
ed
in
s
tr
u
ctio
n
u
s
in
g
v
is
u
a
l
aid
s
,
s
tep
-
by
-
s
tep
g
u
id
an
ce
,
an
d
in
d
iv
id
u
alize
d
s
u
p
p
o
r
t.
Mr
s
.
Dan
h
s
h
a
r
ed
th
a
t
“
u
s
in
g
p
ictu
r
es
h
elp
e
d
s
tu
d
e
n
ts
en
g
a
g
e
a
n
d
r
ed
u
ce
a
n
xiety
.
”
Help
in
g
s
tu
d
en
ts
r
ef
in
e
th
eir
s
k
ills
an
d
b
u
ild
co
n
f
id
en
ce
,
as
Mr
.
Dai
s
tated
th
at,
“
e
n
co
u
r
a
g
in
g
r
eflec
tio
n
a
n
d
r
ev
is
io
n
a
ls
o
fo
s
tered
a
g
r
o
w
th
min
d
s
et
.
”
T
h
is
ap
p
r
o
ac
h
alig
n
s
with
p
ed
a
g
o
g
ical
f
r
a
m
ewo
r
k
s
p
r
o
m
o
tin
g
r
esil
ien
ce
[
2
7
]
.
Ov
er
all
,
teac
h
er
s
in
teg
r
ated
p
er
s
o
n
alize
d
s
u
p
p
o
r
t,
en
g
ag
i
n
g
ac
tiv
ities
,
an
d
r
ef
lectiv
e
p
r
ac
tices
to
h
elp
s
tu
d
en
ts
o
v
er
c
o
m
e
wr
itin
g
ch
allen
g
es.
T
h
ese
s
tr
ateg
ies
alig
n
with
liter
atu
r
e
em
p
h
asizin
g
co
n
tex
tu
ally
r
elev
an
t
task
s
[
2
6
]
,
wh
ile
th
is
s
tu
d
y
h
ig
h
lig
h
ts
th
eir
tar
g
eted
u
s
e
f
o
r
is
s
u
es
lik
e
co
h
esio
n
an
d
co
n
ten
t
d
ev
elo
p
m
e
n
t.
Mo
d
elin
g
wr
itin
g
p
r
o
ce
s
s
es
n
o
t
o
n
l
y
en
h
an
ce
d
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
o
f
co
n
v
en
tio
n
s
b
u
t
als
o
h
elp
ed
r
e
d
u
ce
em
o
tio
n
al
b
ar
r
ier
s
,
f
o
s
ter
in
g
co
n
f
id
en
ce
.
Ad
d
itio
n
ally
,
ab
ilit
y
-
b
ased
p
ee
r
co
llab
o
r
atio
n
p
r
o
v
e
d
ef
f
ec
tiv
e,
o
f
f
er
in
g
m
o
r
e
tar
g
et
ed
s
u
p
p
o
r
t th
an
g
en
er
al
c
o
llab
o
r
ativ
e
s
tr
ateg
ies n
o
ted
in
p
r
io
r
s
tu
d
ies
[
2
9
]
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
d
ev
elo
p
m
en
tal
p
r
o
g
r
ess
io
n
o
f
wr
i
tin
g
s
k
ills
am
o
n
g
f
ir
s
t
an
d
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
en
ts
with
in
th
e
f
r
am
ewo
r
k
o
f
th
e
2
0
1
8
Vietn
am
ese
la
n
g
u
ag
e
ar
ts
cu
r
r
icu
lu
m
.
Seco
n
d
-
g
r
a
d
e
s
tu
d
e
n
ts
d
em
o
n
s
tr
ated
n
o
tab
le
im
p
r
o
v
em
en
ts
in
c
o
n
ten
t
g
en
er
atio
n
,
s
tr
u
ctu
r
e,
s
p
ellin
g
,
an
d
co
h
esio
n
co
m
p
a
r
ed
to
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
,
r
ef
lectin
g
th
e
ex
p
ec
ted
g
r
o
wth
in
wr
itin
g
s
k
ills
with
ad
v
an
ce
m
en
t
in
ed
u
ca
tio
n
.
Ho
wev
er
,
p
er
s
is
ten
t
ch
allen
g
es
in
co
h
esio
n
an
d
co
n
ten
t
wer
e
o
b
s
er
v
ed
ac
r
o
s
s
b
o
th
g
r
ad
es,
in
d
icatin
g
th
e
n
ee
d
f
o
r
m
o
r
e
ta
r
g
eted
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
to
s
u
p
p
o
r
t
f
o
u
n
d
ati
o
n
al
wr
itin
g
d
e
v
el
o
p
m
en
t.
E
m
o
tio
n
al
an
aly
s
is
r
ev
ea
led
a
s
h
if
t
f
r
o
m
p
r
ed
o
m
i
n
an
tly
p
o
s
itiv
e
em
o
tio
n
s
,
s
u
ch
as
h
ap
p
in
ess
in
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
,
to
m
o
r
e
n
eg
ativ
e
em
o
tio
n
s
,
in
clu
d
in
g
s
ad
n
ess
an
d
f
ea
r
in
s
ec
o
n
d
-
g
r
ad
e
s
tu
d
en
ts
,
as
th
ey
f
ac
ed
in
cr
ea
s
in
g
ly
co
m
p
lex
wr
itin
g
d
em
a
n
d
s
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
cr
itical
im
p
o
r
tan
ce
o
f
ad
d
r
ess
in
g
b
o
th
co
g
n
itiv
e
an
d
em
o
tio
n
al
ch
allen
g
es in
e
ar
ly
wr
itin
g
ed
u
ca
tio
n
.
E
f
f
ec
tiv
e
teac
h
er
s
tr
ateg
ies,
s
u
ch
as
in
ter
ac
tiv
e
ac
tiv
ities
,
s
to
r
y
tellin
g
,
an
d
p
e
r
s
o
n
alize
d
f
ee
d
b
ac
k
,
wer
e
id
en
tifie
d
as
in
s
tr
u
m
en
tal
in
f
o
s
ter
in
g
wr
itin
g
d
ev
elo
p
m
en
t
an
d
p
r
o
m
o
tin
g
p
o
s
itiv
e
em
o
tio
n
al
ex
p
er
ien
ce
s
.
T
h
ese
in
s
ig
h
ts
em
p
h
asize
th
e
n
ee
d
f
o
r
c
u
r
r
icu
l
u
m
d
ev
el
o
p
er
s
to
in
teg
r
ate
e
n
g
ag
in
g
,
co
n
te
x
tu
ally
r
elev
an
t
wr
itin
g
task
s
th
at
s
u
p
p
o
r
t
s
tu
d
en
t
lear
n
in
g
an
d
e
m
o
tio
n
al
well
-
b
ein
g
.
Ad
d
r
ess
in
g
th
e
ch
allen
g
es
f
ac
ed
b
y
lo
wer
elem
en
tar
y
s
tu
d
en
ts
is
cr
u
cial
f
o
r
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
Vietn
am
’
s
r
ef
o
r
m
ed
cu
r
r
icu
lu
m
an
d
th
e
b
r
o
ad
e
r
g
o
al
o
f
en
h
an
cin
g
ed
u
ca
tio
n
al
q
u
ality
n
atio
n
wid
e.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
p
l
o
r
e
th
e
lo
n
g
itu
d
in
al
d
ev
elo
p
m
en
t
o
f
wr
itin
g
s
k
ills
,
th
e
r
o
le
o
f
t
ea
ch
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
an
d
th
e
im
p
ac
t
o
f
em
o
tio
n
al
s
u
p
p
o
r
t
in
ter
v
e
n
tio
n
s
o
n
wr
itin
g
p
e
r
f
o
r
m
an
ce
.
C
o
m
p
ar
ativ
e
an
aly
s
es
o
f
wr
itin
g
c
h
allen
g
es
ac
r
o
s
s
s
o
cio
-
ec
o
n
o
m
ic
o
r
cu
lt
u
r
al
co
n
tex
ts
,
alo
n
g
s
id
e
in
v
es
tig
atio
n
s
in
to
th
e
u
s
e
o
f
d
ig
ital
to
o
ls
f
o
r
wr
itin
g
in
s
tr
u
ctio
n
,
co
u
ld
f
u
r
th
er
in
f
o
r
m
s
tr
ateg
ies to
im
p
r
o
v
e
wr
itin
g
ed
u
ca
tio
n
in
Vietn
am
a
n
d
o
t
h
er
co
u
n
tr
ies.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
was
p
ar
tially
s
u
p
p
o
r
ted
b
y
th
e
Ho
C
h
i
Min
h
C
ity
Un
iv
er
s
ity
o
f
E
d
u
ca
tio
n
u
n
d
er
th
e
Scien
tific
R
esear
ch
Pro
ject
(
Gr
an
t N
o
.
C
S.2
0
2
3
.
1
9
.
2
8
)
.
AUTHO
R
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h
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u
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th
o
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tio
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ip
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d
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R
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A
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DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
t
h
at
s
u
p
p
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e
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e
av
a
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f
r
o
m
th
e
c
o
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
N
-
B
-
TB
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
e
q
u
est.
T
h
e
d
ata
is
n
o
t p
u
b
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av
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d
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e
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o
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r
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ac
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o
r
et
h
ical
r
estrictio
n
s
.
RE
F
E
R
E
NC
E
S
[
1
]
R
.
B
o
u
w
e
r
a
n
d
C
.
v
a
n
d
e
r
V
e
e
n
,
“
W
r
i
t
e
,
t
a
l
k
a
n
d
r
e
w
r
i
t
e
:
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
a
d
i
a
l
o
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