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Talk
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Ru
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a
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d
Ru
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n
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tas
k
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ti
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su
c
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s
Ka
h
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a
n
d
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u
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F
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ll
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win
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in
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ra
ti
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in
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tatio
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fin
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h
a
v
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c
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s fo
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Ce
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As
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K
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Dig
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tech
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L
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8
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2
2
A
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tellig
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tech
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R
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3423
s
tu
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[
1
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.
L
ev
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AI
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en
ab
led
th
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ev
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p
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2
]
.
T
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life
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tech
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No
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c
o
m
p
eten
ce
.
AI
in
teg
r
atio
n
in
t
o
f
o
r
eig
n
lan
g
u
ag
e
in
s
tr
u
ctio
n
r
e
p
r
esen
ts
o
n
e
o
f
th
e
m
o
s
t
tan
g
ib
le
av
en
u
es
th
r
o
u
g
h
wh
ich
ed
u
ca
to
r
s
ca
n
co
n
tr
i
b
u
te
t
o
th
e
d
e
v
elo
p
m
en
t
o
f
g
lo
b
al
co
m
p
eten
cies
am
o
n
g
s
tu
d
en
ts
[
4
]
.
C
o
n
s
eq
u
en
tly
,
th
e
r
ef
o
r
m
o
f
lan
g
u
ag
e
ed
u
ca
tio
n
ca
n
b
e
ef
f
ec
tiv
ely
ad
v
an
ce
d
th
r
o
u
g
h
m
ac
h
in
e
lear
n
in
g
,
in
tellig
en
t
s
ea
r
ch
tech
n
o
l
o
g
ie
s
,
an
d
n
atu
r
al
lan
g
u
a
g
e
p
r
o
c
ess
in
g
.
Ag
ain
s
t
th
is
b
ac
k
d
r
o
p
,
th
e
p
r
esen
t
s
tu
d
y
s
ee
k
s
to
ex
p
lo
r
e
th
e
r
o
le
o
f
A
I
tech
n
o
lo
g
ies
in
th
e
in
s
tr
u
cti
o
n
o
f
R
u
s
s
ian
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
R
FL)
.
T
h
r
ee
asp
ec
ts
d
ef
in
e
th
e
n
o
v
elty
o
f
th
is
r
esear
ch
.
I
n
co
n
t
r
ast
to
m
o
s
t
p
u
b
licatio
n
s
o
n
th
e
t
o
p
i
c,
th
e
p
r
esen
t
s
tu
d
y
f
o
cu
s
es
o
n
t
h
e
teac
h
er
’
s
p
er
s
p
ec
tiv
e.
Sp
ec
if
ically
,
th
e
i
n
s
tr
u
cto
r
is
co
n
s
id
er
e
d
th
e
d
r
iv
in
g
f
o
r
ce
b
eh
in
d
tech
n
o
lo
g
ical
r
en
ewa
l.
A
m
o
d
el
f
o
r
im
p
lem
e
n
tin
g
AI
to
o
l
s
h
as
b
ee
n
d
esig
n
e
d
an
d
em
p
ir
ically
test
ed
.
T
h
e
g
eo
g
r
a
p
h
ical
s
co
p
e
o
f
th
e
s
tu
d
y
ex
p
an
d
s
th
e
s
cien
tific
d
i
s
co
u
r
s
e
b
ey
o
n
d
th
e
co
n
tex
t
o
f
E
n
g
lis
h
-
s
p
ea
k
i
n
g
u
n
iv
er
s
ities
; it
ex
am
in
es th
e
p
r
ac
tice
o
f
teac
h
in
g
R
FL
in
Kaz
ak
h
s
tan
i u
n
iv
e
r
s
ities
.
Mo
r
eo
v
er
,
em
e
r
g
in
g
tech
n
o
l
o
g
ies
ex
er
t
a
m
o
r
e
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
b
y
b
lu
r
r
in
g
th
e
b
o
u
n
d
ar
ies
b
etwe
en
f
o
r
m
al,
s
ch
o
o
l
-
b
ased
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
an
d
i
n
f
o
r
m
al,
s
elf
-
d
ir
ec
te
d
lear
n
in
g
o
p
p
o
r
tu
n
ities
o
u
ts
id
e
th
e
class
r
o
o
m
.
Nev
er
th
eless
,
d
u
e
to
th
e
in
h
er
en
t
co
m
p
lex
ity
o
f
AI
s
y
s
tem
s
,
th
e
d
ev
elo
p
m
en
t
o
f
A
I
-
b
ased
lear
n
in
g
en
v
i
r
o
n
m
e
n
ts
f
o
r
f
o
r
eig
n
la
n
g
u
a
g
e
ac
q
u
is
itio
n
r
em
ain
s
in
its
ea
r
ly
s
tag
es
[
5
]
.
Alth
o
u
g
h
f
o
r
eig
n
l
an
g
u
ag
e
p
r
o
g
r
am
s
c
o
n
s
titu
te
a
s
u
b
s
tan
tial
s
eg
m
en
t
o
f
in
ter
n
et
-
b
ased
ed
u
ca
tio
n
an
d
v
ar
io
u
s
ty
p
es
o
f
co
m
p
u
ter
-
ass
is
ted
lan
g
u
ag
e
lear
n
in
g
(
C
AL
L
)
s
o
f
twar
e
h
av
e
b
ee
n
em
p
lo
y
ed
f
o
r
d
ec
ad
es,
r
elativ
ely
f
ew
p
r
o
d
u
cts
cu
r
r
e
n
tly
in
co
r
p
o
r
ate
s
o
p
h
is
ticated
in
tellig
en
t
ad
a
p
tiv
e
f
ea
tu
r
es
[
6
]
.
Ad
d
itio
n
ally
,
th
e
wid
esp
r
ea
d
a
d
o
p
tio
n
o
f
C
h
atGPT
an
d
o
th
er
lar
g
e
la
n
g
u
ag
e
m
o
d
els
(
L
L
Ms)
h
as
in
tr
o
d
u
ce
d
n
o
tab
le
ch
allen
g
es
with
in
ed
u
ca
tio
n
.
E
d
u
ca
to
r
s
h
av
e
ex
p
r
ess
ed
co
n
ce
r
n
s
r
e
g
ar
d
in
g
th
e
d
im
i
n
is
h
in
g
r
elian
ce
o
n
tr
ad
itio
n
al
lear
n
i
n
g
r
eso
u
r
ce
s
,
th
e
e
r
o
s
io
n
o
f
ac
ad
em
ic
in
teg
r
ity
,
a
n
d
t
h
e
r
is
k
s
ass
o
cia
ted
with
ex
ce
s
s
iv
e
d
e
p
e
n
d
e
n
c
e
o
n
t
e
c
h
n
o
l
o
g
i
c
a
l
to
o
l
s
.
A
lt
h
o
u
g
h
AI
-
d
r
iv
en
e
n
v
i
r
o
n
m
e
n
t
s
p
o
s
s
e
s
s
t
h
e
p
o
t
e
n
t
ia
l
to
s
e
r
v
e
as p
o
wer
f
u
l
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
t
h
e
i
r
e
f
f
e
c
t
i
v
e
n
es
s
h
i
n
g
es
u
p
o
n
c
a
r
e
f
u
l
r
e
g
u
l
a
t
i
o
n
a
n
d
g
u
i
d
a
n
c
e
b
y
e
d
u
c
a
t
o
r
s
[
7
]
.
T
h
e
p
u
r
p
o
s
e
o
f
t
h
is
ar
ticle
is
to
cr
itically
ex
am
i
n
e
th
e
p
o
te
n
tial
an
d
c
h
allen
g
es
ass
o
ciate
d
with
th
e
u
s
e
o
f
AI
-
b
ased
ed
u
ca
tio
n
al
to
o
ls
to
en
h
an
ce
ad
ap
tiv
e
an
d
in
tellectu
al
p
r
ac
tices
wi
th
in
th
e
R
FL
cla
s
s
r
o
o
m
.
T
h
e
ar
ticle
p
r
im
ar
ily
f
o
c
u
s
es
o
n
th
e
ch
a
r
ac
ter
is
tics
o
f
in
tell
ec
tu
al
p
r
ac
tices
in
f
o
r
eig
n
lan
g
u
ag
e
in
s
tr
u
ctio
n
,
th
e
o
p
p
o
r
tu
n
ities
af
f
o
r
d
ed
b
y
AI
tech
n
o
lo
g
ies
to
cr
ea
te
ad
a
p
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
an
d
th
e
attitu
d
es
o
f
teac
h
er
s
in
Kaz
ak
h
s
tan
to
war
d
th
e
ad
o
p
tio
n
o
f
th
ese
tech
n
o
lo
g
ies.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Dev
el
o
pin
g
AI
-
ba
s
ed
t
ec
hn
o
lo
g
ies f
o
r
f
o
re
ig
n la
ng
u
a
g
e
lea
rning
As
ed
u
ca
to
r
s
in
cr
ea
s
in
g
ly
lev
er
ag
e
tech
n
o
lo
g
y
to
e
n
h
an
c
e
th
e
ef
f
ec
tiv
en
ess
o
f
f
o
r
eig
n
lan
g
u
ag
e
in
s
tr
u
ctio
n
,
o
n
e
o
f
th
e
k
e
y
ar
ea
s
o
f
f
o
c
u
s
h
as
b
ee
n
t
h
e
ap
p
licatio
n
o
f
n
atu
r
al
lan
g
u
ag
e
p
r
o
ce
s
s
in
g
(
NL
P)
tech
n
o
lo
g
ies.
NL
P,
a
f
ield
t
h
at
m
er
g
es
AI
an
d
lin
g
u
is
tics
,
is
co
n
ce
r
n
ed
with
th
e
au
to
m
ated
p
r
o
ce
s
s
in
g
o
f
h
u
m
an
lan
g
u
a
g
e
[
8
]
.
T
h
r
o
u
g
h
NL
P
,
n
ew
k
n
o
wled
g
e
ca
n
b
e
g
en
er
ated
,
an
d
ad
d
itio
n
al
ed
u
ca
tio
n
al
task
s
ca
n
b
e
s
tim
u
lated
.
R
esear
ch
in
d
icate
s
th
at
AI
ap
p
licatio
n
s
h
av
e
th
e
p
o
ten
t
ial
to
in
tr
o
d
u
ce
i
n
n
o
v
ativ
e
ed
u
ca
tio
n
al
m
o
d
els
in
wh
ich
lan
g
u
ag
e
lea
r
n
in
g
is
in
teg
r
ated
with
r
elate
d
f
ield
s
o
f
k
n
o
wled
g
e
[
9
]
.
Fo
r
in
s
tan
ce
,
ch
atb
o
ts
d
esig
n
ed
f
o
r
co
n
v
er
s
atio
n
p
r
ac
tice,
em
o
tio
n
al
s
u
p
p
o
r
t,
a
n
d
lear
n
in
g
u
tili
ze
NL
P
an
d
m
ac
h
in
e
lear
n
in
g
tech
n
o
lo
g
ies
to
f
ac
ilit
ate
m
o
r
e
d
y
n
a
m
ic
an
d
p
e
r
s
o
n
alize
d
i
n
ter
ac
tio
n
s
[
1
0
]
.
Fu
r
th
er
m
o
r
e,
lan
g
u
a
g
e
lear
n
in
g
ch
atb
o
ts
in
cr
ea
s
in
g
ly
in
co
r
p
o
r
ate
AI
,
au
g
m
en
te
d
r
ea
lity
(
AR
)
,
an
d
g
am
if
icatio
n
elem
en
ts
[
1
1
]
.
So
m
e
ap
p
licatio
n
s
,
s
u
ch
as
Du
o
lin
g
o
,
c
o
m
b
in
e
AI
with
g
am
if
i
ca
tio
n
,
wh
ile
o
th
er
s
,
lik
e
Mo
n
d
ly
,
in
teg
r
ate
AR
tech
n
o
lo
g
ies to
e
n
h
an
ce
t
h
e
le
ar
n
in
g
e
x
p
er
ien
ce
.
C
o
n
s
eq
u
en
tly
,
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
co
m
p
a
n
ies
h
av
e
b
ee
n
d
ev
elo
p
in
g
v
ir
tu
al
b
o
ts
o
r
ag
en
ts
ca
p
ab
le
o
f
p
r
o
v
id
i
n
g
cu
s
to
m
i
ze
d
r
esp
o
n
s
es
an
d
ev
alu
atin
g
s
tu
d
en
ts
’
wo
r
k
.
Stu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
th
ese
b
o
ts
o
f
ten
em
p
lo
y
m
u
l
tim
ed
ia
in
ter
f
ac
es,
allo
win
g
lear
n
er
s
to
p
r
ac
tice
th
e
tar
g
et
lan
g
u
ag
e
th
r
o
u
g
h
au
d
io
,
v
i
d
eo
,
a
n
d
v
is
u
al
im
a
g
er
y
v
ia
s
p
ee
c
h
(
th
r
o
u
g
h
in
t
eg
r
ated
s
p
ee
ch
r
ec
o
g
n
itio
n
s
y
s
tem
s
)
o
r
wr
itten
co
m
m
u
n
icatio
n
with
ch
atb
o
ts
[
1
2
]
.
Su
ch
p
latf
o
r
m
s
o
f
f
e
r
f
lex
ib
le
lear
n
in
g
p
ath
way
s
tai
lo
r
ed
to
in
d
iv
id
u
al
lear
n
er
s
’
ab
ilit
ies an
d
p
r
o
f
icie
n
cy
lev
els.
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
.
4
,
Au
g
u
s
t
20
26
:
3
4
2
2
-
3
4
3
8
3424
Mo
r
eo
v
er
,
NL
P
s
y
s
tem
s
ar
e
in
cr
ea
s
in
g
ly
u
tili
ze
d
in
t
h
e
f
ield
o
f
m
ac
h
in
e
lear
n
in
g
,
wh
e
r
e
ap
p
licatio
n
s
an
d
s
o
f
twar
e
a
r
e
p
r
o
g
r
a
m
m
ed
to
o
p
tim
ize
ed
u
c
atio
n
al
o
u
tco
m
es.
An
o
th
er
s
ig
n
if
ican
t
b
r
an
ch
o
f
AI
,
d
ee
p
lear
n
in
g
,
e
m
p
lo
y
s
a
r
tific
ial
n
eu
r
al
n
etwo
r
k
s
—
co
m
p
u
tatio
n
al
s
y
s
tem
s
m
o
d
eled
af
ter
h
u
m
a
n
b
r
ai
n
s
tr
u
ctu
r
es
—
to
an
aly
ze
ex
ten
s
i
v
e
d
atasets
[
1
3
]
.
2
.
2
.
AI
-
ba
s
ed
t
o
o
ls
in f
o
re
ig
n la
ng
ua
g
e
educa
t
io
n:
o
pp
o
r
t
un
it
ies a
nd
cha
lle
ng
es
So
m
e
s
tu
d
ies
s
u
g
g
est
th
at
AI
-
b
ased
to
o
ls
o
f
f
e
r
o
p
p
o
r
t
u
n
ities
f
o
r
m
o
r
e
f
lex
ib
le,
in
cl
u
s
iv
e,
an
d
en
g
ag
in
g
lear
n
i
n
g
e
x
p
er
ien
c
es
[
1
4
]
.
W
ith
in
th
is
co
n
te
x
t,
n
ar
r
o
w
AI
to
o
ls
h
a
v
e
d
em
o
n
s
tr
ated
t
h
eir
ef
f
ec
tiv
en
ess
b
y
s
u
p
p
o
r
tin
g
te
ac
h
er
s
an
d
s
tu
d
en
ts
[
1
5
]
.
T
h
es
e
to
o
ls
ar
e
g
en
er
ally
ca
teg
o
r
iz
ed
in
to
th
r
ee
ty
p
es:
s
tu
d
en
t
-
o
r
ien
ted
to
o
ls
,
s
y
s
tem
-
o
r
ien
ted
t
o
o
ls
,
an
d
teac
h
er
-
o
r
ien
ted
to
o
ls
.
Stu
d
en
t
-
ce
n
ter
ed
AI
to
o
ls
ar
e
d
esig
n
ed
to
e
n
h
an
c
e
s
tu
d
en
ts
’
k
n
o
wled
g
e
an
d
s
k
ills
th
r
o
u
g
h
s
tr
u
ctu
r
ed
p
r
ac
tice
m
o
d
els,
r
e
f
lectiv
e
f
e
ed
b
ac
k
m
ec
h
an
is
m
s
,
an
d
b
eh
av
io
r
ally
d
r
iv
en
e
x
er
cises
.
Sy
s
tem
-
o
r
ien
ted
AI
to
o
ls
,
b
y
co
n
tr
ast,
p
r
im
ar
ily
s
er
v
e
in
s
titu
tio
n
al
ad
m
in
is
tr
ato
r
s
b
y
p
r
o
ce
s
s
in
g
an
d
an
al
y
zin
g
d
ata,
s
u
ch
as
th
r
o
u
g
h
s
o
f
twar
e
d
esig
n
ed
t
o
ca
lcu
late
an
d
m
o
n
ito
r
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
Alth
o
u
g
h
d
e
b
ates
p
er
s
is
t
r
eg
ar
d
in
g
wh
eth
e
r
s
p
ec
if
ic
a
p
p
licatio
n
s
o
r
s
o
f
twar
e
p
r
o
g
r
am
s
tr
u
ly
em
b
o
d
y
AI
,
t
h
ese
n
ew
tech
n
o
l
o
g
ies
—
m
ar
k
eted
as
AI
-
d
r
i
v
en
—
ar
e
u
n
d
o
u
b
ted
ly
r
esh
ap
in
g
t
h
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
T
h
e
th
ir
d
ca
teg
o
r
y
,
teac
h
er
-
o
r
ien
ted
to
o
ls
,
aim
s
to
r
ed
u
ce
ed
u
ca
to
r
s
’
wo
r
k
lo
ad
s
b
y
a
u
to
m
atin
g
task
s
s
u
ch
as
g
r
ad
in
g
,
f
ee
d
b
ac
k
p
r
o
v
is
io
n
,
class
r
o
o
m
m
an
ag
em
en
t,
a
n
d
a
d
m
in
is
tr
ativ
e
d
u
ties
.
R
esear
ch
h
as
in
d
icate
d
th
at
AI
is
in
cr
ea
s
in
g
ly
ca
p
ab
le
o
f
im
p
r
o
v
in
g
o
r
ev
e
n
r
ep
lacin
g
s
o
m
e
task
s
tr
ad
itio
n
ally
p
er
f
o
r
m
ed
b
y
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
[
1
6
]
,
in
clu
d
in
g
an
aly
zin
g
s
tu
d
e
n
t p
r
o
g
r
ess
,
ev
alu
atin
g
h
o
m
ewo
r
k
,
g
r
a
d
in
g
a
s
s
es
s
m
en
ts
,
an
d
co
r
r
ec
tin
g
lin
g
u
is
tic
er
r
o
r
s
.
Desp
ite
th
e
co
n
s
id
er
ab
le
p
o
ten
tial
o
f
AI
to
f
ac
ilit
ate
t
h
e
lear
n
in
g
o
f
R
FL,
in
teg
r
atin
g
n
ew
tech
n
o
lo
g
ies
i
n
to
class
r
o
o
m
i
n
s
tr
u
ctio
n
o
f
ten
p
r
esen
ts
ch
al
len
g
es
f
o
r
teac
h
e
r
s
.
Ad
ap
tin
g
to
AI
s
y
s
tem
s
an
d
em
b
r
ac
in
g
th
eir
wid
esp
r
ea
d
u
s
e
to
en
h
a
n
ce
teac
h
in
g
p
r
ac
tices
ca
n
b
e
d
if
f
icu
lt.
Fu
r
th
er
m
o
r
e,
s
u
cc
ess
f
u
l
AI
-
en
ab
led
lan
g
u
ag
e
i
n
s
tr
u
ctio
n
d
em
an
d
s
b
o
th
teac
h
er
a
d
o
p
tio
n
an
d
th
e
cr
ea
tiv
e
d
esig
n
o
f
less
o
n
s
[
1
7
]
.
2
.
3
.
Adv
a
nt
a
g
es a
nd
lim
it
a
t
i
o
ns
o
f
CALL
m
o
dels
R
esear
ch
h
ig
h
lig
h
ts
th
at
th
e
s
ig
n
if
ican
ce
o
f
AI
ap
p
licatio
n
s
in
ed
u
ca
tio
n
lies
in
th
eir
ca
p
ac
ity
to
m
ee
t
s
tu
d
en
ts
’
d
iv
er
s
e
n
ee
d
s
an
d
ab
ilit
ies,
ac
co
m
m
o
d
ate
in
d
iv
id
u
al
lear
n
i
n
g
p
r
e
f
er
en
c
es,
an
d
ef
f
ec
tiv
ely
m
o
n
ito
r
lear
n
er
p
r
o
g
r
ess
[
1
8
]
.
On
e
s
u
ch
s
tu
d
y
d
em
o
n
s
tr
ated
th
at
AI
-
b
ased
t
o
o
ls
in
c
o
r
p
o
r
ate
f
u
n
ctio
n
s
s
u
itab
le
f
o
r
s
tu
d
en
ts
ac
r
o
s
s
v
ar
y
in
g
lev
els
o
f
p
r
o
f
icien
c
y
,
en
h
an
ce
th
eir
m
o
tiv
atio
n
to
lear
n
,
a
n
d
ad
d
r
ess
is
s
u
es
r
elate
d
to
d
im
in
is
h
ed
s
tu
d
en
t
atten
tio
n
s
p
a
n
s
[
1
9
]
.
Fu
r
th
er
m
o
r
e,
well
-
d
esig
n
ed
in
t
er
f
ac
es
en
s
u
r
e
th
at
th
e
p
r
o
g
r
ess
io
n
th
r
o
u
g
h
less
o
n
s
eg
m
en
ts
o
r
to
p
ics
f
o
llo
ws
a
lo
g
ical
s
eq
u
en
ce
,
r
e
q
u
ir
in
g
s
tu
d
en
ts
to
m
aster
o
n
e
s
ec
tio
n
b
e
f
o
r
e
ad
v
a
n
cin
g
to
th
e
n
ex
t.
W
ith
in
th
is
in
teg
r
ated
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
,
teac
h
er
s
s
er
v
e
as
m
en
to
r
s
wh
o
p
r
o
v
id
e
g
u
id
an
ce
,
s
ca
f
f
o
ld
in
g
,
an
d
f
ee
d
b
ac
k
.
Ho
wev
er
,
n
u
m
er
o
u
s
s
tu
d
ies
h
av
e
co
n
s
is
ten
tly
af
f
ir
m
ed
th
at
A
I
-
b
ased
lear
n
in
g
s
y
s
tem
s
ca
n
n
o
t r
ep
lace
h
u
m
an
teac
h
er
s
at
th
is
s
tag
e
[
2
0
]
,
[
2
1
]
.
L
L
Ms,
d
ev
elo
p
e
d
th
r
o
u
g
h
d
ee
p
lear
n
i
n
g
tec
h
n
iq
u
es
a
n
d
ar
tific
ial
n
eu
r
al
n
etwo
r
k
s
,
r
ep
r
esen
t
p
o
wer
f
u
l
AI
m
o
d
els
tr
ain
e
d
o
n
m
ass
iv
e
d
atasets
to
g
e
n
er
at
e
h
u
m
a
n
-
lik
e
te
x
t
an
d
p
e
r
f
o
r
m
v
ar
io
u
s
lan
g
u
ag
e
-
r
elate
d
task
s
.
T
h
e
ad
o
p
tio
n
o
f
C
h
atGPT
in
ed
u
ca
tio
n
h
as
r
ec
en
tly
s
p
ar
k
ed
co
n
s
id
er
a
b
le
in
ter
est
an
d
d
eb
ate
wo
r
ld
wid
e.
B
y
ex
ten
d
in
g
th
e
ca
p
ab
ilit
ies
o
f
lan
g
u
ag
e
g
en
er
atio
n
a
n
d
en
h
an
cin
g
th
e
u
n
d
er
s
tan
d
in
g
o
f
co
n
tex
tu
al
c
u
es,
C
h
atGPT
o
f
f
er
s
d
iv
er
s
e
f
o
r
m
s
o
f
s
u
p
p
o
r
t
f
o
r
lan
g
u
ag
e
lea
r
n
er
s
.
Fo
r
i
n
s
tan
ce
,
it
ca
n
ed
it
s
en
ten
ce
s
f
o
r
g
r
am
m
atica
l
ac
c
u
r
ac
y
a
n
d
clar
it
y
,
p
r
o
v
id
e
tar
g
eted
f
ee
d
b
ac
k
,
g
en
er
ate
s
am
p
l
e
s
en
ten
ce
s
,
ass
is
t
with
tr
an
s
latio
n
s
,
an
d
s
im
u
l
ate
co
n
v
er
s
atio
n
al
ex
ch
an
g
es
[
2
2
]
.
C
o
n
s
eq
u
en
tly
,
s
tu
d
en
t
s
ar
e
af
f
o
r
d
ed
an
en
g
ag
in
g
an
d
d
y
n
am
ic
lear
n
i
n
g
ex
p
er
ie
n
ce
th
at
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
th
eir
ab
ilit
ies
an
d
co
m
p
r
eh
en
s
io
n
o
f
th
e
tar
g
et
lan
g
u
a
g
e
[
2
3
]
,
[
2
4
]
.
Desp
ite
th
e
p
o
ten
tial
b
en
ef
its
o
f
AI
in
teg
r
atio
n
in
e
d
u
ca
ti
o
n
,
s
ig
n
if
ican
t
ch
allen
g
es
r
em
ain
,
m
o
s
t
n
o
tab
ly
,
is
s
u
es
s
u
r
r
o
u
n
d
i
n
g
d
ata
p
r
iv
ac
y
.
An
o
th
e
r
r
ec
u
r
r
in
g
p
r
o
b
lem
ass
o
ciate
d
with
AI
-
b
ased
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
is
th
e
o
cc
u
r
r
en
ce
o
f
s
em
an
tic
in
co
n
s
is
ten
cies,
p
ar
ticu
lar
ly
d
u
r
in
g
m
o
r
e
co
m
p
lex
co
n
v
e
r
s
atio
n
s
.
I
n
s
u
ch
ca
s
es,
ch
atb
o
ts
an
d
a
p
p
licatio
n
s
o
f
ten
g
en
er
ate
r
esp
o
n
s
es
th
at
lack
co
h
e
r
en
ce
o
r
f
ail
to
ac
co
u
n
t
f
o
r
cu
ltu
r
al
n
u
a
n
ce
s
[
2
5
]
,
[
2
6
]
.
2
.
4
.
T
heo
re
t
ica
l
f
o
un
da
t
io
ns
f
o
r
inte
g
ra
t
ing
t
ec
hn
o
lo
g
y
i
nto
la
ng
ua
g
e
educa
t
io
n
T
h
e
in
teg
r
atio
n
o
f
tech
n
o
l
o
g
y
in
to
th
e
p
ed
ag
o
g
ical
p
r
o
c
ess
is
ex
p
lain
ed
b
y
s
ev
er
al
th
eo
r
etica
l
m
o
d
els.
T
h
e
tech
n
o
lo
g
ical
p
e
d
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
PC
K)
f
r
am
ewo
r
k
was
p
r
o
p
o
s
ed
b
y
Mish
r
a
an
d
Ko
eh
ler
[
2
7
]
.
T
h
is
m
o
d
el
d
escr
ib
es
th
e
in
ter
p
lay
b
etwe
en
th
r
ee
co
r
e
c
o
m
p
eten
cies
o
f
an
in
s
tr
u
cto
r
:
tech
n
o
lo
g
ical
k
n
o
wled
g
e
,
p
ed
ag
o
g
ical
k
n
o
wled
g
e
,
an
d
co
n
ten
t
k
n
o
wled
g
e.
Su
cc
e
s
s
f
u
l
tech
n
o
lo
g
ical
in
n
o
v
atio
n
in
teac
h
in
g
r
e
q
u
ir
es
a
s
y
n
th
esis
o
f
all
th
r
ee
c
o
m
p
o
n
en
ts
;
m
aster
y
o
f
a
n
y
o
n
e
in
is
o
latio
n
is
in
s
u
f
f
icien
t.
Dav
is
[
2
8
]
in
tr
o
d
u
ce
d
th
e
tec
h
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
,
w
h
ich
ex
p
lain
s
u
s
er
s
’
willin
g
n
ess
to
ad
o
p
t
in
n
o
v
ati
o
n
s
th
r
o
u
g
h
two
k
ey
v
a
r
iab
les:
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e.
T
AM
h
as b
ee
n
ap
p
lied
to
s
tu
d
y
f
ac
to
r
s
in
f
l
u
en
cin
g
th
e
r
ea
d
i
n
ess
o
f
ed
u
ca
to
r
s
to
ad
o
p
t A
I
[
2
9
]
.
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
A
r
tifi
cia
l in
tellig
en
ce
tech
n
o
l
o
g
ies in
tea
ch
in
g
R
u
s
s
ia
n
a
s
a
fo
r
eig
n
la
n
g
u
a
g
e
(
La
r
is
s
a
K
r
ymo
va
)
3425
2
.
5
.
P
r
o
blem
s
t
a
t
e
m
ent
T
h
e
m
ain
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
in
v
esti
g
ate
th
e
im
p
ac
t
o
f
in
teg
r
atin
g
AI
tech
n
o
lo
g
ies
in
to
th
e
p
r
o
ce
s
s
o
f
teac
h
in
g
R
FL
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
ed
u
ca
to
r
s
.
T
o
ac
h
iev
e
th
is
o
b
jectiv
e,
th
e
f
o
llo
win
g
task
s
wer
e
s
et:
i)
t
o
ev
alu
ate
th
e
l
ev
el
o
f
awa
r
en
ess
an
d
f
am
ili
ar
ity
am
o
n
g
teac
h
er
s
with
v
ar
io
u
s
AI
-
p
o
wer
ed
ed
u
ca
tio
n
al
tech
n
o
l
o
g
ies,
in
clu
d
in
g
ch
atb
o
ts
,
ed
u
ca
tio
n
al
p
latf
o
r
m
s
,
g
am
in
g
ap
p
li
ca
tio
n
s
,
an
d
task
d
ev
elo
p
m
e
n
t
to
o
ls
;
ii)
t
o
d
e
v
elo
p
a
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
f
o
r
th
e
in
teg
r
atio
n
o
f
AI
tech
n
o
lo
g
ies
in
th
e
teac
h
in
g
an
d
lear
n
i
n
g
o
f
R
FL;
an
d
iii)
t
o
ass
e
s
s
th
e
ef
f
e
ctiv
en
ess
o
f
AI
-
b
ased
ed
u
ca
t
io
n
al
to
o
ls
in
R
FL
in
s
tr
u
ctio
n
f
r
o
m
th
e
v
iewp
o
in
t
o
f
u
n
iv
er
s
ity
teac
h
er
s
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
,
c
o
m
b
i
n
in
g
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
m
eth
o
d
s
o
f
d
ata
co
llectio
n
an
d
an
aly
s
is
.
A
m
ix
ed
-
m
et
h
o
d
s
ap
p
r
o
ac
h
[
3
0
]
was
ch
o
s
en
d
u
e
to
s
ev
er
al
r
ea
s
o
n
s
.
T
h
e
q
u
an
titativ
e
co
m
p
o
n
e
n
t
e
n
s
u
r
es
s
tatis
t
ical
g
en
er
aliza
b
ilit
y
an
d
im
p
ac
t
ass
ess
m
en
t,
w
h
ile
th
e
q
u
alitativ
e
co
m
p
o
n
en
t
h
ig
h
lig
h
ts
co
n
te
x
tu
al
f
ac
to
r
s
in
f
lu
en
cin
g
u
n
iv
er
s
ity
teac
h
er
s
’
attitu
d
es
to
war
d
tech
n
o
lo
g
y
.
T
h
e
s
tu
d
y
f
o
llo
ws
a
s
eq
u
en
tial
d
esig
n
,
wh
er
e
th
e
r
esu
lts
o
f
an
in
itial
s
u
r
v
ey
f
o
r
m
th
e
f
o
u
n
d
atio
n
f
o
r
th
e
in
ter
v
en
tio
n
m
o
d
el
in
s
u
b
s
eq
u
en
t stag
es.
T
h
e
r
esear
ch
was c
o
n
d
u
cte
d
in
s
ev
er
al
s
tag
es
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
–
Stag
e
1
:
An
o
n
lin
e
s
u
r
v
ey
wa
s
d
ev
elo
p
e
d
a
n
d
ad
m
in
is
ter
ed
to
u
n
i
v
er
s
ity
teac
h
e
r
s
to
g
ath
e
r
b
aselin
e
d
ata
r
eg
ar
d
in
g
th
eir
e
x
p
er
ien
ce
with
an
d
u
n
d
e
r
s
tan
d
in
g
o
f
AI
tec
h
n
o
lo
g
ies in
e
d
u
ca
tio
n
.
–
Stag
e
2
:
T
h
e
co
llected
d
ata
wer
e
s
y
s
tem
atica
lly
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
a
n
d
a
n
aly
ti
ca
l
tech
n
iq
u
es.
B
ased
o
n
th
e
f
in
d
in
g
s
,
a
less
o
n
p
lan
was
d
esig
n
ed
in
co
r
p
o
r
atin
g
th
e
AI
to
o
ls
co
n
s
id
er
ed
m
o
s
t
ef
f
ec
tiv
e
b
y
th
e
p
ar
ticip
an
ts
.
–
Stag
e
3
:
T
h
e
d
e
v
elo
p
ed
less
o
n
p
lan
was
in
teg
r
ated
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
as
a
s
u
p
p
lem
en
tar
y
to
o
l
f
o
r
R
FL
teac
h
er
s
.
–
Stag
e
4
:
Af
ter
th
r
ee
m
o
n
t
h
s
o
f
im
p
lem
e
n
tatio
n
,
a
f
o
llo
w
-
u
p
s
u
r
v
ey
was
c
o
n
d
u
cted
t
o
r
ea
s
s
es
s
teac
h
er
p
er
ce
p
tio
n
s
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
in
ter
v
en
tio
n
was
ev
al
u
ated
u
s
in
g
a
L
ik
er
t
s
ca
le,
a
n
d
m
ea
n
s
co
r
es
wer
e
ca
lcu
lated
f
o
r
ea
ch
s
u
r
v
e
y
item
.
Fig
u
r
e
1
.
R
esear
ch
f
r
am
ewo
r
k
3
.
2
.
Sa
m
ple
T
h
e
s
am
p
le
co
n
s
is
ted
o
f
1
2
0
R
FL
teac
h
er
s
em
p
lo
y
e
d
at
th
r
ee
s
tate
u
n
iv
e
r
s
ities
in
Kaz
ak
h
s
tan
.
T
h
e
r
esp
ec
tiv
e
u
n
iv
er
s
ity
a
d
m
in
is
tr
atio
n
s
p
r
o
v
id
ed
lis
ts
o
f
teac
h
er
s
.
I
n
v
itatio
n
s
to
p
ar
t
icip
ate
in
t
h
e
s
tu
d
y
wer
e
d
is
tr
ib
u
ted
v
ia
em
ail.
T
h
e
em
ail
o
u
tlin
ed
t
h
e
o
b
jectiv
es
an
d
co
n
d
itio
n
s
o
f
th
e
s
tu
d
y
a
n
d
r
eq
u
este
d
in
f
o
r
m
e
d
co
n
s
en
t.
As a
r
esu
lt,
all
1
2
0
teac
h
er
s
a
g
r
ee
d
to
p
ar
t
icip
ate.
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
.
4
,
Au
g
u
s
t
20
26
:
3
4
2
2
-
3
4
3
8
3426
3
.
3
.
Su
rv
ey
T
h
e
q
u
esti
o
n
n
air
e
was
d
i
v
id
e
d
in
to
two
p
ar
ts
.
T
h
e
f
i
r
s
t
p
ar
t
co
llected
d
e
m
o
g
r
ap
h
ic
i
n
f
o
r
m
atio
n
,
wh
ile
th
e
s
ec
o
n
d
p
a
r
t
ass
ess
ed
teac
h
er
s
’
awa
r
en
ess
o
f
A
I
to
o
ls
,
th
e
f
r
e
q
u
en
c
y
o
f
th
eir
u
s
e,
an
d
th
eir
ev
alu
atio
n
with
in
th
e
c
o
n
tex
t o
f
R
FL
in
s
tr
u
ctio
n
(
Ap
p
e
n
d
ix
1
)
.
T
h
e
q
u
esti
o
n
n
air
e
i
n
clu
d
e
d
v
ar
io
u
s
q
u
esti
o
n
s
:
L
ik
er
t
-
s
ca
le
item
s
,
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
,
an
d
o
p
en
-
e
n
d
ed
r
esp
o
n
s
es.
I
t
was
ad
ap
ted
f
r
o
m
th
e
in
s
tr
u
m
en
t
[
3
1
]
,
with
m
o
d
if
icatio
n
s
m
ad
e
to
alig
n
with
th
e
s
p
ec
if
ic
g
o
als
o
f
th
e
p
r
esen
t
s
tu
d
y
,
n
a
m
ely
to
ex
p
lo
r
e
R
FL
teac
h
er
s
’
ex
p
er
ie
n
ce
s
with
AI
-
b
ased
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies.
T
h
e
o
n
lin
e
q
u
esti
o
n
n
air
e
was
cr
ea
ted
u
s
in
g
Go
o
g
le
Fo
r
m
s
a
n
d
d
is
tr
ib
u
t
ed
to
p
a
r
ticip
an
ts
v
ia
em
ail
,
co
n
tain
in
g
a
lin
k
to
t
h
e
s
u
r
v
ey
.
A
s
ec
o
n
d
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
e
d
to
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
p
o
s
ed
in
ter
v
en
tio
n
m
o
d
el
(
Ap
p
en
d
ix
2
)
.
T
h
e
r
esear
ch
er
s
d
esig
n
e
d
th
is
q
u
esti
o
n
n
air
e
m
a
n
u
ally
,
a
n
d
it
was b
ased
en
tire
ly
o
n
th
e
L
ik
er
t scale
.
T
ea
ch
er
s
wer
e
ask
ed
to
ev
alu
ate
v
ar
io
u
s
s
tatem
en
ts
r
eg
ar
d
i
n
g
th
e
im
p
lem
en
tatio
n
o
f
AI
to
o
ls
an
d
th
eir
p
er
ce
iv
e
d
im
p
ac
t
o
n
s
tu
d
en
t
en
g
ag
e
m
en
t,
m
o
ti
v
atio
n
,
a
n
d
o
v
e
r
all
lan
g
u
a
g
e
p
r
o
f
icien
c
y
.
R
esp
o
n
s
es
wer
e
r
ec
o
r
d
e
d
o
n
a
5
-
p
o
in
t
s
ca
le,
wh
er
e:
1
=stro
n
g
ly
d
is
ag
r
ee
,
2
=d
is
ag
r
ee
,
3
=n
e
u
tr
al,
4
=a
g
r
ee
,
an
d
5
=stro
n
g
l
y
ag
r
ee
.
T
h
is
q
u
esti
o
n
n
air
e
was
lik
ewise
d
is
tr
ib
u
ted
v
ia
em
ai
l
to
th
e
s
am
e
1
2
0
p
ar
ticip
a
n
t
s
.
T
h
e
q
u
a
n
titativ
e
co
m
p
o
n
en
ts
in
clu
d
ed
clo
s
ed
-
en
d
ed
q
u
esti
o
n
n
air
e
item
s
(
L
ik
er
t
s
ca
les,
m
u
ltip
le
ch
o
ice)
an
d
s
tatis
tical
p
r
o
ce
s
s
in
g
(
C
r
o
n
b
ac
h
’
s
alp
h
a,
m
ea
n
s
)
,
an
d
a
co
m
p
ar
is
o
n
o
f
p
r
e
-
a
n
d
p
o
s
t
-
s
u
r
v
ey
d
ata.
T
h
e
q
u
alitativ
e
co
m
p
o
n
en
ts
en
c
o
m
p
ass
ed
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
,
d
escr
ip
tiv
e
an
al
y
s
is
o
f
r
esp
o
n
s
es,
a
n
d
in
ter
p
r
etatio
n
o
f
co
n
tex
tu
al
f
ac
to
r
s
.
T
h
e
d
ata
wer
e
in
teg
r
ated
d
u
r
in
g
th
e
d
i
s
cu
s
s
io
n
p
h
ase,
wh
er
e
q
u
an
ti
tativ
e
m
etr
ics
wer
e
co
m
p
lem
en
ted
b
y
q
u
alitativ
e
i
n
ter
p
r
etatio
n
.
3
.
4
.
St
a
t
is
t
ica
l
pro
ce
s
s
ing
T
h
e
d
ata
co
llected
f
r
o
m
t
h
e
s
u
r
v
ey
s
wer
e
a
n
aly
ze
d
u
s
in
g
StatP
lu
s
v
.
8
s
tatis
tical
s
o
f
twar
e.
T
h
e
q
u
esti
o
n
n
air
es'
r
eliab
ilit
y
was
ass
ess
ed
b
y
ca
lcu
latin
g
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t.
C
o
r
r
elatio
n
s
b
etwe
en
in
d
iv
id
u
al
item
s
an
d
th
eir
r
esp
ec
tiv
e
s
u
b
s
ca
les,
as
well
as
th
e
o
v
er
all
in
s
tr
u
m
en
t,
wer
e
ex
am
in
ed
.
T
h
e
in
ter
p
r
etatio
n
o
f
C
r
o
n
b
a
ch
’
s
alp
h
a
v
alu
es
was
as:
>
0
.
9
(
ex
ce
llen
t
)
,
>0
.
8
(
g
o
o
d
)
,
>0
.
7
(
ac
ce
p
tab
le
)
,
>0
.
6
(
q
u
esti
o
n
ab
le
)
,
an
d
>
0
.
5
(
p
o
o
r
)
.
T
h
e
C
r
o
n
b
ac
h
’
s
al
p
h
a
co
e
f
f
icien
ts
f
o
r
th
e
two
q
u
esti
o
n
n
air
es
wer
e
f
o
u
n
d
to
b
e
0
.
8
8
a
n
d
0
.
9
0
,
r
esp
ec
tiv
ely
,
in
d
icatin
g
a
h
i
g
h
le
v
el
o
f
in
ter
n
al
co
n
s
is
ten
cy
.
C
r
o
n
b
ac
h
’
s
alp
h
a
was
also
r
ec
alcu
lated
af
ter
th
e
i
n
ter
v
en
tio
n
t
o
co
n
f
ir
m
th
e
c
o
n
tin
u
ed
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
e
n
ts
.
3
.
5
.
Resea
rc
h
lim
it
a
t
io
ns
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
it
atio
n
s
th
at
m
u
s
t
b
e
co
n
s
id
er
ed
wh
en
in
ter
p
r
etin
g
its
f
i
n
d
in
g
s
an
d
im
p
licatio
n
s
.
T
h
e
s
am
p
le
is
l
im
ited
to
a
s
p
ec
if
ic
g
r
o
u
p
o
f
teac
h
er
s
f
r
o
m
th
r
ee
u
n
iv
e
r
s
ities
in
Kaz
ak
h
s
tan
.
I
t
m
ay
n
o
t
f
u
lly
r
ep
r
esen
t
t
h
e
b
r
o
ad
e
r
p
o
p
u
latio
n
o
f
R
FL
in
s
tr
u
cto
r
s
.
Fu
r
th
er
m
o
r
e,
v
ar
iatio
n
s
in
teac
h
er
s
’
ex
p
er
ien
ce
with
tech
n
o
lo
g
y
m
ay
h
a
v
e
in
f
lu
en
ce
d
th
e
s
u
r
v
ey
r
esu
lts
,
p
o
ten
tially
i
n
tr
o
d
u
cin
g
b
ias
in
to
t
h
e
f
in
d
in
g
s
.
3
.
6
.
E
t
hica
l
is
s
ues
All
p
r
o
ce
d
u
r
es
in
v
o
lv
i
n
g
h
u
m
an
p
ar
ticip
a
n
ts
in
th
is
s
tu
d
y
wer
e
c
o
n
d
u
cted
in
ac
c
o
r
d
an
ce
with
estab
lis
h
ed
eth
ical
r
esear
ch
s
tan
d
ar
d
s
.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
a
r
ticip
an
ts
p
r
io
r
to
th
eir
in
clu
s
io
n
in
th
e
s
tu
d
y
,
an
d
n
o
eth
ical
s
tan
d
ar
d
s
wer
e
v
io
late
d
d
u
r
i
n
g
th
e
r
esear
ch
p
r
o
ce
s
s
.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
4
.
1
.
T
ea
cher
s
’
a
wa
re
nes
s
o
f
AI
t
o
o
ls
a
nd
t
heir
us
e
in t
ea
c
hin
g
Rus
s
ia
n a
s
a
f
o
re
ig
n la
ng
ua
g
e
T
h
e
s
u
r
v
e
y
r
ev
ea
le
d
v
ar
ie
d
le
v
els
o
f
teac
h
in
g
ex
p
e
r
ien
ce
a
m
o
n
g
p
ar
ticip
an
ts
.
R
o
u
g
h
ly
o
n
e
-
q
u
a
r
ter
h
ad
less
th
an
a
y
ea
r
in
th
e
clas
s
r
o
o
m
,
wh
ile
o
v
e
r
a
th
ir
d
r
ep
o
r
ted
b
etwe
en
o
n
e
an
d
f
i
v
e
y
ea
r
s
.
Ab
o
u
t
o
n
e
-
f
if
th
h
ad
6
to
10
y
ea
r
s
o
f
e
x
p
er
ien
ce
,
an
d
th
e
r
em
ain
d
er
wer
e
e
v
en
ly
s
p
lit
b
etwe
en
th
o
s
e
with
11
to
15
y
ea
r
s
an
d
th
o
s
e
ex
ce
ed
in
g
15
y
ea
r
s
,
as seen
in
Fig
u
r
e
2
.
I
n
ter
m
s
o
f
s
tu
d
en
t
g
r
o
u
p
s
,
m
o
s
t
r
esp
o
n
d
e
n
ts
tau
g
h
t
u
n
d
er
g
r
ad
u
ates:
two
-
f
if
th
s
wo
r
k
e
d
p
r
im
ar
ily
with
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
,
n
ea
r
l
y
o
n
e
-
th
ir
d
with
s
ec
o
n
d
-
an
d
th
ir
d
-
y
ea
r
co
h
o
r
ts
,
a
n
d
o
n
e
-
f
if
th
with
f
o
u
r
t
h
-
y
ea
r
s
tu
d
en
ts
.
On
ly
a
s
m
all
p
r
o
p
o
r
tio
n
r
ep
o
r
ted
teac
h
i
n
g
p
o
s
tg
r
ad
u
ate
class
es
,
as
s
h
o
wn
in
Fig
u
r
e
3
.
W
ee
k
ly
teac
h
in
g
h
o
u
r
s
also
v
a
r
ied
.
T
h
e
lar
g
est
s
h
ar
e
tau
g
h
t
b
etwe
en
f
iv
e
a
n
d
ten
h
o
u
r
s
o
f
R
u
s
s
ian
lan
g
u
ag
e
p
er
wee
k
,
f
o
llo
wed
b
y
th
o
s
e
teac
h
in
g
f
ewe
r
th
an
f
iv
e
h
o
u
r
s
.
Sm
aller
g
r
o
u
p
s
r
e
p
o
r
ted
d
ed
ica
tin
g
11
to
15
h
o
u
r
s
,
wh
ile
th
e
f
ewe
s
t ta
u
g
h
t
16
to
18
h
o
u
r
s
wee
k
ly
,
as
s
ee
n
in
Fig
u
r
e
4
.
T
h
e
s
u
r
v
ey
r
esu
lts
in
d
icate
d
a
r
elativ
ely
h
ig
h
lev
el
o
f
awa
r
en
ess
o
f
AI
to
o
ls
am
o
n
g
teac
h
er
s
.
A
m
ajo
r
ity
r
e
p
o
r
ted
f
am
iliar
it
y
with
ch
atb
o
ts
an
d
v
o
ice
ass
is
tan
ts
,
with
an
ev
en
lar
g
er
p
r
o
p
o
r
tio
n
r
ec
o
g
n
izin
g
th
e
C
h
atGPT
n
eu
r
al
n
etwo
r
k
.
Awa
r
en
ess
o
f
ed
u
ca
tio
n
al
p
l
atf
o
r
m
s
s
u
ch
as
C
o
u
r
s
er
a,
M
o
o
d
le,
eFr
o
n
t,
an
d
Op
en
E
d
X
was
h
ig
h
est,
f
o
llo
wed
clo
s
ely
b
y
k
n
o
wled
g
e
o
f
g
am
e
-
b
ased
ap
p
licati
o
n
s
lik
e
Du
o
lin
g
o
,
T
alk
2
R
u
s
s
ia,
an
d
R
u
s
s
ian
Ver
b
s
Pro
.
T
ask
d
ev
el
o
p
m
en
t t
o
o
l
s
,
s
u
ch
as Ka
h
o
o
t!
,
wer
e
also
well
-
k
n
o
wn
am
o
n
g
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I
n
t
J
E
v
al
&
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es E
d
u
c
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SS
N:
2252
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8
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A
r
tifi
cia
l in
tellig
en
ce
tech
n
o
l
o
g
ies in
tea
ch
in
g
R
u
s
s
ia
n
a
s
a
fo
r
eig
n
la
n
g
u
a
g
e
(
La
r
is
s
a
K
r
ymo
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)
3427
r
esp
o
n
d
en
ts
.
Ov
er
all,
th
e
f
in
d
in
g
s
s
u
g
g
est
th
at
m
o
s
t
teac
h
er
s
ar
e
co
n
v
er
s
an
t
with
a
wid
e
r
an
g
e
o
f
AI
-
d
r
iv
en
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
,
in
cl
u
d
in
g
p
latf
o
r
m
s
s
u
ch
as Qu
izlet
,
as p
r
esen
ted
in
Fig
u
r
e
5
.
Fig
u
r
e
2
.
Dis
tr
ib
u
tio
n
o
f
teac
h
er
s
b
y
wo
r
k
ex
p
e
r
ien
ce
Fig
u
r
e
3
.
Dis
tr
ib
u
tio
n
o
f
teac
h
er
s
b
y
s
tu
d
en
t le
v
els
T
h
u
s
,
m
o
s
t
teac
h
er
s
d
em
o
n
s
tr
ated
awa
r
en
ess
o
f
v
ar
io
u
s
AI
-
b
ased
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies.
Ho
wev
er
,
w
h
ile
awa
r
en
ess
lev
els
ar
e
r
elativ
ely
h
ig
h
,
p
r
ac
tical
e
x
p
er
ie
n
ce
with
th
ese
to
o
ls
v
ar
ies
s
ig
n
if
ican
tly
,
s
u
g
g
esti
n
g
th
at
k
n
o
wled
g
e
d
o
es
n
o
t
alwa
y
s
tr
an
s
late
in
to
ac
tiv
e
in
teg
r
atio
n
in
to
teac
h
in
g
p
r
ac
tice.
Nev
er
th
eless
,
th
e
f
in
d
in
g
s
in
d
icate
th
at
ed
u
ca
to
r
s
ar
e
at
a
s
tag
e
wh
er
e
th
ey
m
ay
b
e
p
r
ep
a
r
ed
to
in
co
r
p
o
r
ate
th
ese
to
o
ls
m
o
r
e
a
ctiv
ely
in
to
th
eir
i
n
s
tr
u
ctio
n
.
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I
SS
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:
2
2
5
2
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2
2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
4
2
2
-
3
4
3
8
3428
Fig
u
r
e
4
.
Dis
tr
ib
u
tio
n
o
f
teac
h
er
s
b
y
wee
k
ly
teac
h
in
g
wo
r
k
lo
ad
Fig
u
r
e
5
.
E
x
am
p
le
o
f
wo
r
k
in
Kah
o
o
t!
T
h
e
f
r
eq
u
e
n
cy
o
f
AI
to
o
l
u
s
ag
e
am
o
n
g
teac
h
er
s
v
ar
ied
c
o
n
s
id
er
ab
ly
.
On
ly
2
0
%
o
f
r
e
s
p
o
n
d
en
ts
r
ep
o
r
ted
u
s
in
g
c
h
atb
o
ts
an
d
v
o
ice
ass
is
tan
ts
r
eg
u
lar
ly
.
Fu
r
th
er
m
o
r
e,
a
p
p
r
o
x
im
atel
y
o
n
e
-
q
u
a
r
ter
o
f
r
esp
o
n
d
en
ts
r
e
p
o
r
ted
r
eg
u
la
r
ly
u
s
in
g
th
e
C
h
atGPT
n
eu
r
al
n
et
wo
r
k
,
as illu
s
tr
ated
in
Fig
u
r
e
6
.
T
h
is
r
elativ
ely
lo
w
f
r
eq
u
en
cy
o
f
ch
atb
o
t,
v
o
ice
ass
is
tan
t,
a
n
d
C
h
atGPT
u
s
e
s
u
g
g
ests
th
a
t
alth
o
u
g
h
teac
h
er
s
k
n
o
w
th
ese
tech
n
o
l
o
g
ies,
th
ey
m
ay
lack
co
n
f
id
en
c
e
o
r
r
ea
d
i
n
ess
to
in
te
g
r
ate
t
h
e
m
co
n
s
is
ten
tly
i
n
to
th
eir
teac
h
in
g
p
r
ac
tice.
I
n
co
n
tr
ast,
ed
u
ca
tio
n
al
p
latf
o
r
m
s
wer
e
u
s
ed
m
o
r
e
f
r
e
q
u
en
tly
:
4
8
teac
h
er
s
(
4
0
%
)
r
ep
o
r
ted
u
s
in
g
th
e
m
o
f
te
n
o
r
alwa
y
s
.
Similar
ly
,
4
2
teac
h
e
r
s
(
3
5
%)
f
r
e
q
u
en
tl
y
u
tili
ze
d
g
am
e
ap
p
licatio
n
s
,
wh
ile
3
6
(
3
0
%)
r
eg
u
lar
ly
en
g
a
g
ed
with
task
d
ev
el
o
p
m
en
t t
o
o
ls
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
alth
o
u
g
h
teac
h
e
r
s
d
em
o
n
s
tr
ate
in
itiativ
e
in
ad
o
p
tin
g
n
ew
tech
n
o
lo
g
ies,
th
er
e
is
a
lack
o
f
s
tr
u
ctu
r
ed
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
o
e
n
h
an
ce
th
e
ef
f
ec
tiv
en
ess
o
f
AI
to
o
l
u
s
ag
e
in
R
FL
in
s
tr
u
ctio
n
,
it
is
ess
en
tial
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
in
v
est
in
co
m
p
r
eh
en
s
iv
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
tailo
r
ed
to
teac
h
er
s
’
n
ee
d
s
,
f
o
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ter
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llab
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d
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g
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e
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t
with
em
e
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g
in
g
tech
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o
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T
ea
ch
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alu
ated
th
e
ef
f
ec
tiv
en
ess
o
f
v
ar
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s
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o
ls
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en
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g
u
ag
e
lear
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tco
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es
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wn
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u
r
e
7
.
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h
atb
o
ts
an
d
v
o
ice
ass
is
ta
n
ts
r
ec
eiv
ed
m
o
d
er
ate
e
f
f
ec
tiv
en
ess
r
atin
g
s
,
with
an
av
er
ag
e
s
co
r
e
o
f
3
o
u
t
o
f
5
.
T
h
e
C
h
atGPT
n
eu
r
al
n
etwo
r
k
was
r
ated
s
lig
h
tly
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ig
h
er
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with
an
av
er
ag
e
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i
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ts
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u
ca
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al
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m
s
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wer
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ig
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g
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Similar
ly
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izlet
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e
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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atin
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to
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m
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e
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ate
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if
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ic
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lty
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r
esen
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Fig
u
r
e
8
.
T
h
is
in
d
icate
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th
at,
alth
o
u
g
h
teac
h
er
s
ar
e
willin
g
to
in
teg
r
ate
tech
n
o
lo
g
y
,
th
ey
m
ay
lack
s
u
f
f
icien
t
k
n
o
wled
g
e
o
r
in
s
titu
tio
n
al
s
u
p
p
o
r
t
to
d
o
s
o
s
ea
m
less
ly
.
Nev
er
th
eless
,
th
ey
b
eliev
e
th
a
t
AI
to
o
ls
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
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s
tu
d
en
t
lear
n
in
g
,
as
r
ef
lecte
d
b
y
a
h
ig
h
a
v
er
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e
s
co
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e
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4
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ts
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o
r
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r
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er
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a
s
u
b
s
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tial
m
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ity
o
f
r
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ts
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r
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ee
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th
at
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er
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u
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ile,
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
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I
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u
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R
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o
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r
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AI
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r
ati
o
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d
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im
p
ac
t o
n
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h
i
n
g
Fig
u
r
e
9
.
T
ea
c
h
er
s
’
p
e
r
ce
p
tio
n
o
f
AI
T
ea
ch
er
s
id
en
tifie
d
s
ev
er
al
k
ey
is
s
u
es
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eg
a
r
d
in
g
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te
g
r
a
tin
g
AI
to
o
ls
in
t
o
teac
h
in
g
p
r
ac
tices
,
as
d
is
p
lay
ed
in
Fig
u
r
e
1
0
.
T
h
e
m
o
s
t
co
m
m
o
n
ly
cited
p
r
o
b
lem
was
th
e
lack
o
f
s
u
f
f
icien
t
tr
ain
in
g
f
o
r
ed
u
ca
to
r
s
,
as
4
8
r
esp
o
n
d
en
ts
(
4
0
%)
r
ep
o
r
ted
.
T
h
is
f
in
d
i
n
g
h
ig
h
lig
h
ts
a
s
ig
n
if
ican
t
g
ap
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
r
elate
d
to
th
e
e
f
f
ec
tiv
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u
s
e
o
f
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tech
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o
lo
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ie
s
.
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h
e
em
p
h
asis
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n
tr
ain
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g
n
ee
d
s
s
u
g
g
ests
th
at
m
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y
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r
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f
ee
l
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s
ec
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r
e
a
b
o
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t
th
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m
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eten
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lead
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n
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to
h
esit
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o
r
in
co
n
s
is
ten
t
ap
p
licatio
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o
f
AI
to
o
ls
in
th
e
class
r
o
o
m
.
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h
e
s
ec
o
n
d
m
o
s
t
f
r
eq
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en
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ar
r
ier
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tech
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icu
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y
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h
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3
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d
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u
es
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ch
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s
o
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twar
e
m
alf
u
n
ctio
n
s
,
in
ad
eq
u
ate
tech
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o
lo
g
ical
in
f
r
astru
ctu
r
e,
an
d
a
lack
o
f
I
T
s
u
p
p
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en
tial
f
o
r
cr
ea
t
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a
s
tab
le
e
n
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ir
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n
m
en
t
w
h
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e
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n
b
e
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r
at
ed
s
ea
m
less
ly
in
to
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h
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g
an
d
lear
n
in
g
p
r
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ce
s
s
es.
I
n
ter
m
s
o
f
in
s
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n
al
s
u
p
p
o
r
t,
6
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h
e
r
s
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in
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icate
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th
at
th
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n
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ities
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r
o
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e
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is
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ce
with
th
e
u
s
e
o
f
AI
t
o
o
ls
,
as
p
r
esen
ted
in
Fig
u
r
e
1
1
.
Ho
wev
e
r
,
th
is
also
s
u
g
g
ests
th
at
m
an
y
teac
h
er
s
m
ay
s
till
lack
ad
eq
u
ate
in
s
titu
tio
n
al
b
ac
k
in
g
to
f
u
lly
im
p
lem
en
t
tech
n
o
lo
g
ical
in
n
o
v
ati
o
n
s
in
th
eir
p
r
ac
tice.
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
A
r
tifi
cia
l in
tellig
en
ce
tech
n
o
l
o
g
ies in
tea
ch
in
g
R
u
s
s
ia
n
a
s
a
fo
r
eig
n
la
n
g
u
a
g
e
(
La
r
is
s
a
K
r
ymo
va
)
3431
R
eg
ar
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in
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im
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g
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ak
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ls
m
o
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e
en
g
a
g
in
g
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d
ef
f
ec
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Fig
u
r
e
1
0
.
Key
ch
allen
g
es in
i
m
p
lem
en
tin
g
AI
to
o
ls
Fig
u
r
e
1
1
.
I
n
s
titu
tio
n
al
s
u
p
p
o
r
t f
o
r
th
e
u
s
e
o
f
AI
t
o
o
ls
4
.
2
.
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el
o
pm
ent
o
f
t
he
inte
rv
ent
io
n
T
h
e
s
elec
tio
n
o
f
to
o
ls
f
o
r
th
e
in
ter
v
en
tio
n
m
o
d
el
was
b
a
s
ed
o
n
th
e
em
p
ir
ical
f
in
d
in
g
s
f
r
o
m
th
e
p
r
im
ar
y
s
tag
e.
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d
u
ca
tio
n
al
p
latf
o
r
m
s
,
g
am
if
ied
ap
p
licatio
n
s
,
an
d
task
-
cr
ea
tio
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to
o
ls
r
ec
eiv
ed
th
e
h
ig
h
est
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atin
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s
f
r
o
m
u
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i
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ity
teac
h
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(
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≥
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;
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e
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co
r
p
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ate
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to
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e
m
o
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el.
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h
is
ap
p
r
o
ac
h
alig
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s
with
th
e
p
r
in
cip
les
o
f
ev
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-
b
ased
p
e
d
ag
o
g
y
[
3
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]
,
wh
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e
d
u
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l
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ter
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h
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o
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th
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h
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ter
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n
tio
n
aim
ed
t
o
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m
p
r
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v
e
s
tu
d
en
ts
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la
n
g
u
a
g
e
p
r
o
f
icien
cy
,
en
g
a
g
em
en
t,
an
d
m
o
tiv
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n
.
Sin
ce
teac
h
er
s
wer
e
w
o
r
k
in
g
with
s
tu
d
e
n
ts
f
r
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m
d
if
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er
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t
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ad
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r
s
,
t
h
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p
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ar
y
e
d
u
ca
tio
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p
r
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g
r
a
m
s
,
ap
p
r
o
v
ed
b
y
th
e
u
n
iv
e
r
s
ity
ad
m
in
is
tr
atio
n
s
,
r
em
ain
ed
u
n
c
h
an
g
e
d
.
Ho
we
v
er
,
AI
to
o
ls
wer
e
in
teg
r
ated
in
to
t
h
ese
p
r
o
g
r
am
s
as su
p
p
lem
en
tar
y
r
eso
u
r
ce
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.