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[
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T
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n
o
m
o
u
s
lear
n
in
g
b
eh
a
v
io
r
s
[
7
]
,
[
8
]
.
T
h
is
s
itu
atio
n
is
also
r
elev
a
n
t
in
v
o
ca
tio
n
al
h
ig
h
er
ed
u
c
atio
n
in
s
titu
tio
n
s
,
s
u
ch
as
p
o
ly
tech
n
ics,
wh
er
e
lear
n
in
g
is
o
f
te
n
o
r
g
an
ized
th
r
o
u
g
h
s
tr
u
ctu
r
e
d
,
g
u
id
ed
in
s
tr
u
ctio
n
to
en
s
u
r
e
th
at
s
tu
d
en
ts
ac
q
u
ir
e
th
e
p
r
ac
tical
co
m
p
ete
n
cies
r
eq
u
ir
ed
in
p
r
o
f
ess
io
n
al
co
n
tex
ts
[
9
]
.
W
h
ile
s
u
ch
a
p
p
r
o
ac
h
es
ef
f
e
ctiv
ely
s
u
p
p
o
r
t
s
k
ill
d
ev
elo
p
m
e
n
t,
s
tu
d
en
ts
in
ter
tiar
y
ed
u
ca
tio
n
ar
e
also
ex
p
ec
t
ed
to
g
r
ad
u
ally
d
ev
elo
p
g
r
ea
t
er
in
d
ep
en
d
en
ce
in
m
an
ag
in
g
th
eir
lear
n
in
g
.
T
h
i
s
ex
p
ec
tatio
n
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
in
lan
g
u
a
g
e
lear
n
i
n
g
,
wh
ich
r
eq
u
ir
es
co
n
tin
u
o
u
s
p
r
ac
tice
an
d
lear
n
e
r
en
g
ag
e
m
en
t b
e
y
o
n
d
class
r
o
o
m
in
s
tr
u
ctio
n
[
7
]
,
[
1
0
]
.
Self
-
ac
ce
s
s
lear
n
in
g
(
SAL)
is
a
p
r
ac
tical
ex
ten
s
io
n
o
f
lear
n
er
au
to
n
o
m
y
,
p
r
o
v
id
in
g
lear
n
er
s
with
r
eso
u
r
ce
s
an
d
ac
tiv
ities
th
at
en
ab
le
th
em
to
m
an
ag
e
th
eir
lear
n
in
g
ac
c
o
r
d
i
n
g
to
th
eir
in
d
iv
id
u
al
n
ee
d
s
an
d
g
o
als
[
1
1
]
,
[
1
2
]
.
W
ith
th
e
d
ig
italizatio
n
o
f
ed
u
ca
tio
n
,
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
s
(
L
MS)
h
av
e
in
cr
ea
s
in
g
ly
f
u
n
ctio
n
e
d
as
SAL
en
v
ir
o
n
m
en
ts
th
at
s
u
p
p
o
r
t
f
lex
ib
le
ac
c
ess
,
s
elf
-
p
ac
ed
p
r
o
g
r
ess
io
n
,
a
n
d
o
p
p
o
r
tu
n
ities
f
o
r
r
ef
lectio
n
an
d
in
ter
ac
tio
n
[
1
3
]
,
[
1
4
]
.
R
esear
ch
d
em
o
n
s
tr
ates
th
at
L
MS
-
b
ased
SAL
is
m
o
s
t
ef
f
ec
tiv
e
wh
e
n
d
esig
n
ed
with
au
t
o
n
o
m
y
-
s
u
p
p
o
r
tiv
e
p
r
in
cip
les
r
at
h
er
th
an
f
u
n
ctio
n
in
g
s
o
lely
as
co
n
ten
t
d
eliv
er
y
p
latf
o
r
m
s
[
1
5
]
.
Ho
wev
er
,
m
a
n
y
s
elf
-
ac
ce
s
s
m
ater
ials
r
em
ai
n
p
ass
iv
e,
r
ely
in
g
h
ea
v
ily
o
n
s
tatic
tex
ts
o
r
n
o
n
-
in
ter
ac
tiv
e
v
id
eo
s
,
wh
ic
h
m
ay
lim
it lea
r
n
er
en
g
a
g
em
en
t a
n
d
m
ea
n
in
g
f
u
l p
r
ac
tice
[
1
6
]
.
Dig
ital
lear
n
in
g
tech
n
o
lo
g
ies
h
av
e
in
cr
ea
s
in
g
l
y
b
ee
n
u
ti
lized
to
cr
ea
te
m
o
r
e
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
I
n
ter
a
ctiv
e
lear
n
in
g
to
o
ls
n
o
t
o
n
ly
f
ac
ilit
ate
lear
n
in
g
ac
tiv
ities
b
u
t
also
en
co
u
r
ag
e
s
tu
d
en
ts
to
p
ar
ticip
ate
ac
tiv
ely
in
ass
ess
m
en
t
an
d
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
[
1
7
]
.
R
ec
en
t
d
ev
elo
p
m
en
ts
in
in
ter
ac
tiv
e
d
ig
ital
co
n
te
n
t
o
f
f
e
r
n
ew
o
p
p
o
r
tu
n
ities
to
a
d
d
r
ess
th
ese
lim
itatio
n
s
.
H
5
P
(
HT
M
L
5
Pack
ag
e
)
is
a
n
o
p
en
-
s
o
u
r
ce
p
latf
o
r
m
th
at
e
n
a
b
les
th
e
cr
ea
tio
n
o
f
in
ter
ac
tiv
e
lear
n
in
g
m
ater
ials
,
s
u
ch
as
q
u
izze
s
,
in
ter
ac
tiv
e
v
id
eo
s
,
an
d
f
ee
d
b
ac
k
-
d
r
i
v
en
ac
tiv
ities
,
wh
ich
ca
n
b
e
d
ir
ec
tly
in
teg
r
ated
in
to
L
MS
en
v
ir
o
n
m
en
ts
[
1
8
]
.
L
iter
atu
r
e
h
ig
h
lig
h
ts
H5
P’s
f
l
ex
ib
ilit
y
,
cr
o
s
s
-
d
ev
ice
co
m
p
atib
ilit
y
,
an
d
c
ap
ac
ity
to
s
u
p
p
o
r
t
ac
tiv
ity
-
b
ased
a
n
d
lear
n
er
-
ce
n
ter
e
d
lear
n
in
g
[
1
9
]
,
[
2
0
]
.
B
y
allo
win
g
lear
n
e
r
s
to
co
n
tr
o
l
th
e
p
ac
e
o
f
lear
n
in
g
,
r
ev
is
it
m
ater
ials
,
an
d
r
ec
eiv
e
im
m
ed
iate
f
ee
d
b
ac
k
,
H5
P
alig
n
s
clo
s
ely
wit
h
th
e
p
r
in
cip
les
o
f
lear
n
er
a
u
to
n
o
m
y
an
d
s
elf
-
r
eg
u
lated
lear
n
i
n
g
(
SR
L
)
[
2
1
]
.
E
m
p
ir
ical
s
tu
d
ies in
h
ig
h
e
r
ed
u
ca
tio
n
h
av
e
r
ep
o
r
ted
th
at
H5
P
-
b
ased
in
ter
ac
tiv
e
co
n
ten
t
ca
n
e
n
h
an
ce
s
tu
d
e
n
t
e
n
g
ag
em
e
n
t,
atten
tio
n
,
a
n
d
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
c
o
m
p
ar
ed
to
co
n
v
en
tio
n
al
d
ig
ital
m
ater
ials
[
1
8
]
,
[
1
9
]
,
[
2
2
]
.
Fu
r
t
h
er
r
esear
c
h
em
p
h
asizes
its
r
o
le
in
p
r
o
m
o
tin
g
SR
L
an
d
p
o
s
itiv
e
lear
n
e
r
p
er
ce
p
tio
n
s
o
f
L
MS
-
b
ased
s
elf
-
p
ac
ed
in
s
tr
u
ctio
n
,
p
a
r
ticu
lar
ly
in
asy
n
c
h
r
o
n
o
u
s
lan
g
u
ag
e
lear
n
in
g
co
n
tex
ts
[
2
1
]
,
[
2
3
]
,
[
2
4
]
.
H5
P
m
o
d
alities
,
p
ar
ticu
lar
ly
in
ter
ac
tiv
e
v
id
eo
s
an
d
co
u
r
s
e
p
r
esen
tatio
n
s
,
s
u
p
p
o
r
t
SR
L
b
y
en
ab
lin
g
lear
n
er
s
to
ass
ess
u
n
d
er
s
tan
d
in
g
th
r
o
u
g
h
em
b
ed
d
ed
q
u
izze
s
an
d
im
m
ed
iate
f
ee
d
b
ac
k
,
en
h
an
cin
g
en
g
ag
em
en
t,
co
m
p
r
eh
en
s
io
n
,
an
d
r
ef
lectio
n
[
2
0
]
,
[
2
5
]
.
Ad
d
itio
n
ally
,
m
u
lt
im
ed
ia
-
r
ich
c
o
u
r
s
e
p
r
esen
tatio
n
s
p
r
o
m
o
te
ac
tiv
e
en
g
ag
em
e
n
t
an
d
s
tr
u
ct
u
r
ed
le
ar
n
in
g
,
s
u
p
p
o
r
tin
g
k
e
y
SR
L
p
r
o
ce
s
s
es
s
u
ch
as
p
lan
n
in
g
,
tim
e
m
an
a
g
em
en
t,
a
n
d
m
o
n
ito
r
in
g
[
2
5
]
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
e
p
o
ten
tial
o
f
H5
P
in
t
er
ac
tiv
e
co
n
ten
t
to
e
n
h
an
ce
en
g
ag
em
en
t
an
d
s
u
p
p
o
r
t
ac
tiv
e
lear
n
in
g
i
n
L
MS
-
b
ased
en
v
ir
o
n
m
en
ts
;
h
o
wev
er
,
s
ev
er
al
g
a
p
s
r
em
ai
n
[
1
9
]
,
[
2
6
]
,
[
2
7
]
.
E
x
is
tin
g
r
esear
ch
lar
g
ely
r
elie
s
o
n
s
elf
-
r
ep
o
r
ted
p
e
r
ce
p
tio
n
s
an
d
g
en
er
al
lear
n
i
n
g
o
u
tc
o
m
es,
with
lim
ited
u
s
e
o
f
lear
n
in
g
a
n
aly
tics
to
ca
p
tu
r
e
lear
n
er
s
'
ac
tu
al
in
ter
ac
tio
n
p
atter
n
s
[
2
8
]
.
I
n
ad
d
itio
n
,
le
ar
n
er
au
to
n
o
m
y
i
n
d
ig
ital
lan
g
u
ag
e
lear
n
in
g
is
o
f
ten
ex
am
in
ed
as
a
p
s
y
ch
o
lo
g
ical
co
n
s
tr
u
ct,
s
u
ch
as
m
o
tiv
atio
n
o
r
p
er
ce
iv
e
d
in
d
ep
en
d
en
ce
,
wh
ile
o
b
s
er
v
ab
le
au
to
n
o
m
o
u
s
b
eh
av
io
r
s
in
o
n
lin
e
en
v
ir
o
n
m
en
ts
r
e
m
ain
u
n
d
er
ex
p
lo
r
e
d
[
2
9
]
–
[
3
1
]
.
T
h
is
lim
itatio
n
is
p
ar
ticu
lar
ly
e
v
id
en
t
in
E
n
g
lis
h
-
m
ed
iu
m
in
s
tr
u
ctio
n
(
E
MI
)
i
n
v
o
ca
tio
n
al
h
i
g
h
er
ed
u
ca
tio
n
,
wh
er
e
em
p
i
r
ical
s
t
u
d
ies
o
n
H5
P
in
teg
r
atio
n
r
em
ain
u
n
co
m
m
o
n
.
Desp
ite
th
e
in
cr
ea
s
in
g
n
ee
d
f
o
r
au
to
n
o
m
o
u
s
E
n
g
lis
h
lear
n
in
g
.
Desp
ite
th
e
in
cr
ea
s
in
g
im
p
lem
en
tatio
n
o
f
EMI
i
n
v
o
ca
tio
n
al
h
ig
h
er
e
d
u
ca
tio
n
,
a
c
r
itical
ch
allen
g
e
p
er
s
is
ts
:
lim
i
ted
lear
n
er
au
to
n
o
m
y
,
w
h
ich
m
ay
b
e
ch
ar
ac
ter
ized
as
a
“lea
r
n
er
au
to
n
o
m
y
cr
is
is
”
in
E
MI
co
n
tex
ts
.
W
h
ile
E
MI
en
v
ir
o
n
m
en
ts
r
eq
u
ir
e
s
tu
d
en
ts
to
ac
ti
v
ely
en
g
ag
e
with
c
o
n
ten
t,
m
a
n
ag
e
th
eir
lear
n
in
g
,
an
d
u
s
e
E
n
g
lis
h
as
a
m
ed
iu
m
f
o
r
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
,
m
an
y
lear
n
er
s
r
em
ain
d
e
p
en
d
en
t
o
n
teac
h
er
-
d
ir
ec
ted
in
s
tr
u
ctio
n
an
d
d
em
o
n
s
tr
ate
in
s
u
f
f
icien
t
SR
L
b
eh
av
io
r
s
[
3
2
]
.
T
h
is
is
s
u
e
is
in
f
lu
en
ce
d
b
y
f
ac
to
r
s
s
u
ch
as
lim
ited
p
r
ep
ar
atio
n
f
o
r
E
MI
,
teac
h
er
-
ce
n
ter
ed
lear
n
in
g
cu
ltu
r
es,
lo
w
E
n
g
lis
h
p
r
o
f
icien
cy
,
u
n
f
am
iliar
co
n
ce
p
ts
d
eliv
er
e
d
in
E
n
g
lis
h
an
d
g
ap
s
b
etwe
en
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
th
eir
ab
ilit
y
to
ap
p
l
y
ef
f
ec
tiv
e
lear
n
in
g
s
tr
ateg
ies
[
3
3
]
–
[
3
6
]
I
n
r
esp
o
n
s
e
to
th
ese
g
ap
s
,
th
is
s
tu
d
y
ad
o
p
ts
an
ev
alu
atio
n
-
b
ased
ap
p
r
o
ac
h
to
ex
am
in
e
h
o
w
lear
n
er
s
in
ter
ac
t
with
H5
P
co
n
ten
t
b
y
i
n
teg
r
ati
n
g
lear
n
er
p
er
ce
p
tio
n
s
with
L
MS
-
b
ased
lear
n
in
g
an
aly
tics
,
th
er
eb
y
p
r
o
v
id
i
n
g
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
en
g
a
g
em
en
t
an
d
co
l
lab
o
r
ativ
e
p
r
o
b
lem
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
.
5
,
Octo
b
er
20
26
:
3
7
3
6
-
3749
3738
s
o
lv
in
g
f
r
o
m
b
o
th
ex
p
er
ie
n
tial
an
d
b
eh
av
io
r
al
p
e
r
s
p
ec
tiv
es
[
3
7
]
.
Fo
cu
s
in
g
o
n
a
n
E
M
I
v
o
ca
tio
n
al
h
ig
h
e
r
ed
u
ca
tio
n
c
o
n
tex
t,
th
e
s
tu
d
y
o
f
f
er
s
em
p
i
r
ical
an
d
p
r
ac
tical
in
s
ig
h
ts
in
to
th
e
d
esig
n
o
f
H5
P
-
b
ased
SAL
en
v
ir
o
n
m
en
ts
th
at
s
u
p
p
o
r
t a
u
t
o
n
o
m
o
u
s
E
n
g
lis
h
lear
n
in
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
ad
o
p
ted
an
ev
alu
atio
n
r
esear
ch
d
esig
n
to
ex
a
m
in
e
h
o
w
in
ter
ac
tiv
e
H5
P
-
b
ased
SAL
m
ater
ials
s
u
p
p
o
r
ted
au
to
n
o
m
o
u
s
E
n
g
lis
h
lear
n
in
g
in
a
v
o
ca
tio
n
al
h
ig
h
er
e
d
u
ca
tio
n
c
o
n
tex
t.
R
ath
er
th
an
co
n
d
u
ctin
g
an
ex
p
e
r
im
en
tal
c
o
m
p
ar
is
o
n
,
th
e
s
tu
d
y
f
o
c
u
s
ed
o
n
e
v
alu
atin
g
an
in
s
tr
u
ctio
n
al
p
r
ac
tice
alr
ea
d
y
em
b
ed
d
e
d
in
r
eg
u
lar
teac
h
in
g
ac
tiv
ities
,
with
at
ten
tio
n
to
lear
n
in
g
p
r
o
ce
s
s
es,
lear
n
er
ex
p
er
ien
ce
s
,
an
d
co
n
tex
tu
al
im
p
lem
en
tatio
n
[
3
8
]
,
[
3
9
]
.
T
h
is
d
esig
n
is
ap
p
r
o
p
r
iate
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
ed
u
ca
tio
n
al
v
alu
e
o
f
d
ig
ital
lear
n
in
g
in
ter
v
en
tio
n
s
in
au
th
en
tic
ed
u
ca
ti
o
n
al
s
ettin
g
s
[
4
0
]
.
Alth
o
u
g
h
t
h
e
s
am
p
le
s
ize
(
n
=
3
2
)
is
r
elativ
ely
s
m
all,
it
is
ap
p
r
o
p
r
i
ate
f
o
r
t
h
is
q
u
alitativ
ely
d
o
m
i
n
an
t
ev
alu
atio
n
s
tu
d
y
,
wh
ich
f
o
cu
s
es
o
n
in
-
d
ep
th
,
r
ich
ex
p
lo
r
atio
n
o
f
t
h
e
d
ata
r
ath
er
th
an
n
u
m
er
ical
g
en
e
r
aliza
tio
n
.
T
h
e
h
o
m
o
g
e
n
eo
u
s
E
MI
class
co
n
tex
t
an
d
d
ir
ec
t
en
g
ag
em
en
t
with
H5
P
m
ater
ials
s
u
p
p
o
r
t
th
e
ad
e
q
u
ac
y
o
f
t
h
e
s
am
p
le
f
o
r
id
e
n
tify
in
g
m
ea
n
in
g
f
u
l
p
atter
n
s
in
lear
n
er
au
to
n
o
m
y
an
d
e
n
g
ag
e
m
en
t.
Q
u
an
titativ
e
d
escr
ip
tiv
e
d
ata
we
r
e
o
b
tai
n
ed
f
r
o
m
q
u
esti
o
n
n
air
es a
n
d
lear
n
in
g
an
aly
tics
to
co
m
p
lem
en
t a
n
d
co
n
tex
tu
alize
th
ese
f
in
d
in
g
s
[
4
1
]
.
T
h
e
r
esear
ch
was
co
n
d
u
cted
at
a
p
u
b
lic
v
o
ca
tio
n
al
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
in
I
n
d
o
n
esia
th
at
o
f
f
er
s
E
n
g
lis
h
as
a
Me
d
iu
m
o
f
I
n
s
tr
u
ctio
n
p
r
o
g
r
am
s
,
in
wh
ic
h
E
n
g
lis
h
s
er
v
es
as
b
o
t
h
a
s
u
b
ject
o
f
s
tu
d
y
an
d
a
m
ed
iu
m
f
o
r
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
Par
ticip
an
ts
co
n
s
is
ted
o
f
3
2
s
tu
d
e
n
ts
en
r
o
lled
in
th
e
E
MI
I
n
te
r
n
atio
n
al
class
ac
r
o
s
s
s
ev
en
d
e
p
ar
tm
en
ts
i
n
s
cien
c
e
an
d
s
o
cial
s
cien
ce
m
ajo
r
s
.
T
h
e
r
esear
ch
s
u
b
ject
is
also
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
R
esear
ch
s
u
b
ject
d
em
o
g
r
ap
h
y
A
sp
e
c
t
D
e
t
a
i
l
S
c
o
r
e
G
e
n
d
e
r
M
a
l
e
12
F
e
mal
e
20
M
a
j
o
r
S
o
c
i
a
l
sc
i
e
n
c
e
25
S
c
i
e
n
c
e
7
N
a
t
i
o
n
a
l
i
t
y
I
n
d
o
n
e
si
a
n
22
S
o
u
t
h
S
u
d
a
n
e
se
9
M
a
l
a
g
a
s
y
1
Alth
o
u
g
h
th
e
n
u
m
b
er
o
f
p
ar
ticip
an
ts
was
r
elativ
ely
s
m
al
l,
th
e
s
tu
d
y
aim
e
d
to
ex
p
lo
r
e
lear
n
in
g
ex
p
er
ien
ce
s
with
in
a
s
p
ec
if
ic
E
MI
v
o
ca
tio
n
al
class
co
n
tex
t
r
ath
er
th
an
g
en
e
r
alizin
g
f
i
n
d
in
g
s
to
b
r
o
a
d
er
p
o
p
u
latio
n
s
.
Stu
d
en
ts
en
r
o
llin
g
in
a
s
in
g
le
E
MI
class
wh
er
e
th
e
H5
P
m
ater
ials
wer
e
u
s
ed
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
T
h
e
p
ar
ticip
an
t
p
o
o
l
w
as
r
estricte
d
to
s
tu
d
en
ts
wh
o
f
in
is
h
ed
th
e
lear
n
in
g
ex
er
cise
s
an
d
q
u
esti
o
n
n
air
e
b
ec
au
s
e
th
e
in
ter
v
en
tio
n
was
ca
r
r
ied
o
u
t
with
in
a
s
in
g
le
co
u
r
s
e
o
f
f
er
in
g
.
T
h
e
co
u
r
s
e
was
d
eliv
er
ed
th
r
o
u
g
h
a
b
len
d
ed
lear
n
in
g
e
n
v
ir
o
n
m
en
t
s
u
p
p
o
r
ted
b
y
a
LMS
,
with
in
wh
ich
in
ter
ac
tiv
e
H5
P
-
b
ased
s
elf
-
ac
ce
s
s
m
ater
ials
wer
e
in
teg
r
ated
to
p
r
o
m
o
te
in
d
ep
en
d
e
n
t
en
g
ag
em
e
n
t
an
d
le
ar
n
er
r
esp
o
n
s
ib
ilit
y
b
e
y
o
n
d
cl
ass
r
o
o
m
ac
tiv
ities
[
4
2
]
.
Par
ticip
an
ts
wer
e
s
tu
d
en
t
s
en
r
o
lled
in
an
in
ter
n
ati
o
n
al
c
lass
d
u
r
in
g
th
e
im
p
lem
en
tatio
n
o
f
th
e
H5
P
-
b
ased
SAL
m
ater
ials
.
T
h
e
p
ar
ticip
an
t
g
r
o
u
p
r
ef
lecte
d
th
e
d
iv
er
s
ity
ty
p
ical
o
f
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
in
clu
d
in
g
v
ar
ied
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
s
an
d
d
if
f
er
in
g
le
v
els
o
f
E
n
g
lis
h
p
r
o
f
icien
c
y
.
Par
ticip
atio
n
wa
s
v
o
lu
n
tar
y
,
et
h
ical
co
n
s
id
er
atio
n
s
wer
e
o
b
s
er
v
e
d
th
r
o
u
g
h
o
u
t
th
e
r
esear
ch
p
r
o
ce
s
s
an
d
co
n
f
i
d
en
tiality
a
n
d
a
n
o
n
y
m
ity
wer
e
en
s
u
r
ed
b
y
r
ep
o
r
ti
n
g
all
d
ata
in
ag
g
r
eg
ate
f
o
r
m
[
4
3
]
.
T
h
e
lear
n
in
g
m
ater
ials
ev
alu
ated
co
n
s
is
ted
o
f
o
n
lin
e
s
elf
-
ac
ce
s
s
E
n
g
lis
h
co
n
ten
t
d
ev
elo
p
e
d
with
H5
P
an
d
e
m
b
ed
d
e
d
in
th
e
in
s
titu
tio
n
’
s
LMS
.
T
h
e
m
ater
ial
co
n
s
is
ts
o
f
two
m
o
d
u
les,
v
o
ca
b
u
lar
y
a
n
d
g
r
am
m
ar
,
wh
ich
ar
e
r
ep
r
esen
ted
in
F
ig
u
r
es 1
a
n
d
2
.
T
h
ese
m
ater
ials
wer
e
d
esig
n
ed
to
s
u
p
p
o
r
t
au
t
o
n
o
m
o
u
s
lear
n
in
g
b
y
allo
win
g
s
tu
d
en
ts
to
co
n
tr
o
l
th
e
p
ac
e,
s
eq
u
en
ce
,
a
n
d
f
r
eq
u
e
n
cy
o
f
lear
n
in
g
ac
tiv
ities
[
4
4
]
.
T
a
b
le
2
s
h
o
w
s
th
e
d
etails
o
f
th
e
b
o
o
k
.
As
s
h
o
wn
in
T
ab
le
2
,
b
o
th
m
o
d
u
les
wer
e
d
esig
n
ed
u
s
in
g
a
s
tr
u
ctu
r
ed
s
eq
u
en
ce
c
o
n
s
is
tin
g
o
f
in
tr
o
d
u
ct
o
r
y
,
p
r
ep
a
r
ato
r
y
,
an
d
p
r
ac
tice
-
b
ased
ac
tiv
ities
.
T
h
e
in
teg
r
atio
n
o
f
v
ar
i
o
u
s
H5
P
co
n
ten
t
ty
p
es
en
ab
led
lear
n
e
r
s
.
T
h
is
s
tr
u
ctu
r
ed
d
esig
n
s
u
p
p
o
r
ts
SAL
b
y
en
ab
l
in
g
lear
n
er
s
to
p
r
o
g
r
ess
th
r
o
u
g
h
th
e
m
ater
ials
at
th
eir
o
wn
p
a
ce
wh
ile
r
ec
eiv
in
g
im
m
ed
iate
f
ee
d
b
ac
k
.
T
h
e
H5
P
c
o
n
ten
t
i
n
clu
d
e
d
in
t
er
ac
tiv
e
q
u
izze
s
,
s
h
o
r
t
i
n
s
tr
u
c
tio
n
al
v
id
e
o
s
with
em
b
ed
d
e
d
q
u
esti
o
n
s
,
au
to
m
ated
f
ee
d
b
ac
k
task
s
,
an
d
p
r
ac
tice
ex
er
cises
tar
g
etin
g
v
o
ca
b
u
la
r
y
,
g
r
am
m
ar
,
an
d
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
.
I
m
m
e
d
iate
f
ee
d
b
ac
k
was
a
ce
n
tr
al
f
ea
tu
r
e,
en
ab
lin
g
s
tu
d
en
ts
to
m
o
n
ito
r
t
h
eir
u
n
d
er
s
tan
d
i
n
g
an
d
ad
ju
s
t
lear
n
in
g
s
tr
ateg
ies
with
o
u
t
d
ir
ec
t
teac
h
er
i
n
ter
v
e
n
tio
n
,
th
er
e
b
y
e
n
co
u
r
a
g
in
g
ac
t
iv
e
en
g
ag
em
en
t
an
d
s
elf
-
r
eg
u
latio
n
as
k
ey
co
m
p
o
n
en
ts
o
f
lear
n
er
au
to
n
o
m
y
[
4
5
]
.
Data
co
llectio
n
was
co
n
d
u
cted
co
n
cu
r
r
en
tly
with
th
e
im
p
lem
en
tatio
n
o
f
th
e
H5
P
-
b
ased
lear
n
in
g
m
ater
ials
u
s
in
g
m
u
ltip
le
s
o
u
r
ce
s
to
en
s
u
r
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
u
p
p
o
r
tin
g
lea
r
n
er a
u
to
n
o
my
th
r
o
u
g
h
in
tera
ctive
H5
P
c
o
n
te
n
t:
ev
id
en
ce
fr
o
m
a
n
E
MI
…
(
Hild
a
C
a
h
ya
n
i
)
3739
a
co
m
p
r
eh
e
n
s
iv
e
ev
alu
atio
n
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
.
A
q
u
e
s
tio
n
n
air
e
was
ad
m
in
is
ter
ed
to
ca
p
tu
r
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
in
ter
ac
tiv
e
m
ater
ials
,
f
o
cu
s
in
g
o
n
ac
ce
s
s
ib
ilit
y
,
en
g
ag
em
en
t,
a
n
d
s
u
p
p
o
r
t
f
o
r
in
d
ep
e
n
d
en
t
lear
n
in
g
[
4
6
]
.
Stu
d
e
n
t
o
p
in
io
n
s
o
n
H5
P
-
b
ased
s
elf
-
ac
ce
s
s
v
o
ca
b
u
lar
y
an
d
g
r
a
m
m
ar
s
tu
d
y
m
ater
ials
wer
e
co
llected
u
s
in
g
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e.
T
h
e
2
0
clo
s
ed
-
en
d
ed
item
s
wer
e
s
co
r
ed
o
n
a
f
o
u
r
-
p
o
in
t
L
ik
er
t
s
ca
le
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
e
e)
to
4
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
h
e
q
u
esti
o
n
n
air
e
h
as
f
iv
e
d
i
m
en
s
io
n
s
:
co
n
ten
t
q
u
ality
,
u
s
ab
ilit
y
an
d
n
av
ig
atio
n
,
en
g
ag
em
en
t
an
d
in
ter
ac
tiv
it
y
,
lear
n
in
g
o
u
tco
m
es,
an
d
o
v
er
all
s
atis
f
ac
tio
n
.
Sam
p
le
s
tatem
en
ts
:
“
Th
e
vo
ca
b
u
la
r
y
a
n
d
g
r
a
mma
r
to
p
ics
a
r
e
r
elev
a
n
t
to
my
a
c
a
d
emic
a
n
d
p
r
o
fess
io
n
a
l
n
ee
d
s
”
,
“
Th
e
co
n
ten
t
is
s
tr
a
ig
h
tfo
r
w
a
r
d
to
n
a
vig
a
te
”
,
“
Th
e
in
tera
ctive
co
mp
o
n
en
ts
ma
ke
lea
r
n
in
g
mo
r
e
in
teres
tin
g
”
,
a
n
d
“
I
a
m
s
a
tis
fied
w
ith
th
e
o
ve
r
a
ll
ex
p
erien
ce
o
f
u
s
in
g
t
h
is
lea
r
n
in
g
ma
teri
a
l
.
”
T
h
r
ee
o
p
en
-
en
d
ed
q
u
esti
o
n
s
wer
e
in
clu
d
ed
to
g
ath
er
q
u
alitativ
e
i
n
p
u
t o
n
m
ater
ial
s
tr
en
g
th
s
,
we
ak
n
ess
es,
an
d
f
u
tu
r
e
g
r
o
wth
s
u
g
g
esti
o
n
s
.
Fig
u
r
e
1
.
Vo
ca
b
u
lar
y
b
o
o
k
Fig
u
r
e
2
.
Gr
am
m
ar
in
ter
ac
tiv
e
b
o
o
k
T
ab
le
2
.
Stru
ctu
r
e
o
f
H5
P
-
b
ased
s
elf
-
ac
ce
s
s
E
n
g
lis
h
lear
n
in
g
m
ater
ials
M
o
d
u
l
e
Le
a
r
n
i
n
g
o
b
j
e
c
t
i
v
e
s
To
p
i
c
P
a
g
e
n
u
m
b
e
r
D
e
scri
p
t
i
o
n
I
n
t
e
r
a
c
t
i
v
e
v
o
c
a
b
u
l
a
r
y
b
o
o
k
To
d
e
v
e
l
o
p
st
u
d
e
n
t
s’
v
o
c
a
b
u
l
a
r
y
k
n
o
w
l
e
d
g
e
a
n
d
c
o
n
t
e
x
t
u
a
l
u
n
d
e
r
s
t
a
n
d
i
n
g
1.
I
n
t
r
o
d
u
c
t
i
o
n
i
n
w
o
r
k
p
l
a
c
e
2.
P
r
e
sen
t
a
t
i
o
n
3.
C
r
o
ss
-
c
u
l
t
u
r
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
4.
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
5.
N
e
g
o
t
i
a
t
i
o
n
6.
S
mal
l
t
a
l
k
7.
G
l
o
b
a
l
b
u
s
i
n
e
ss
a
n
d
e
c
o
n
o
m
i
c
8.
Le
a
d
e
r
s
h
i
p
a
n
d
t
e
a
mw
o
r
k
10
Le
a
r
n
i
n
g
v
o
c
a
b
u
l
a
r
y
t
h
r
o
u
g
h
r
e
a
l
-
l
i
f
e
t
o
p
i
c
s;
u
n
d
e
r
st
a
n
d
i
n
g
w
o
r
d
m
e
a
n
i
n
g
i
n
c
o
n
t
e
x
t
;
p
r
a
c
t
i
c
i
n
g
v
o
c
a
b
u
l
a
r
y
i
n
c
o
mm
u
n
i
c
a
t
i
o
n
;
s
i
m
p
l
e
a
n
d
i
n
t
e
r
a
c
t
i
v
e
a
c
t
i
v
i
t
i
e
s
I
n
t
e
r
a
c
t
i
v
e
g
r
a
mm
a
r
b
o
o
k
To
e
n
h
a
n
c
e
st
u
d
e
n
t
s’
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
g
r
a
mm
a
t
i
c
a
l
s
t
r
u
c
t
u
r
e
s
a
n
d
u
sa
g
e
1.
W
o
r
k
p
l
a
c
e
c
o
mm
u
n
i
c
a
t
i
o
n
2.
F
a
mo
u
s
p
e
r
s
o
n
b
i
o
g
r
a
p
h
y
3.
P
r
o
d
u
c
t
i
v
i
t
y
i
n
f
o
c
u
s
4.
A
p
p
l
i
c
a
t
i
o
n
l
e
t
t
e
r
5.
D
a
i
l
y
l
i
f
e
a
c
t
i
o
n
s
6.
H
o
w
t
h
i
n
g
s w
o
r
k
7.
M
e
ss
a
g
e
c
o
m
p
r
e
h
e
n
si
o
n
8.
Y
o
u
r
t
a
s
k
a
n
d
p
r
o
j
e
c
t
s
10
Le
a
r
n
i
n
g
g
r
a
mm
a
r
t
h
r
o
u
g
h
e
x
a
mp
l
e
s
;
p
r
a
c
t
i
c
i
n
g
se
n
t
e
n
c
e
st
r
u
c
t
u
r
e
;
u
n
d
e
r
st
a
n
d
i
n
g
h
o
w
g
r
a
mm
a
r
i
s
u
se
d
;
i
n
t
e
r
a
c
t
i
v
e
e
x
e
r
c
i
s
e
s wi
t
h
f
e
e
d
b
a
c
k
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
.
5
,
Octo
b
er
20
26
:
3
7
3
6
-
3749
3740
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
e
d
b
o
th
clo
s
ed
-
e
n
d
ed
item
s
to
g
e
n
er
ate
d
escr
ip
tiv
e
d
ata
an
d
o
p
en
-
en
d
ed
item
s
to
allo
w
r
ef
lectiv
e
r
esp
o
n
s
es.
I
n
ad
d
itio
n
,
s
tu
d
en
ts
p
r
o
v
id
ed
wr
itten
r
e
f
lectio
n
s
an
d
p
ar
ticip
ated
in
s
h
o
r
t
in
ter
v
iews
to
o
f
f
er
d
ee
p
er
in
s
ig
h
ts
in
to
th
eir
ex
p
e
r
ien
ce
s
o
f
au
to
n
o
m
o
u
s
lear
n
in
g
,
in
ter
ac
tio
n
with
th
e
H5
P
m
ater
ials
,
an
d
p
er
ce
iv
e
d
ef
f
ec
ts
o
n
m
o
tiv
atio
n
a
n
d
lear
n
i
n
g
b
eh
av
io
r
[
4
7
]
.
L
ea
r
n
in
g
ac
tiv
i
ty
r
ec
o
r
d
s
f
r
o
m
th
e
L
MS
wer
e
also
ex
am
in
ed
to
i
d
en
tify
p
atter
n
s
o
f
s
tu
d
en
t
en
g
ag
em
en
t,
in
cl
u
d
in
g
ac
ce
s
s
f
r
e
q
u
en
cy
an
d
ac
tiv
ity
co
m
p
letio
n
,
th
er
eb
y
p
r
o
v
i
d
in
g
co
n
te
x
tu
al
ev
i
d
en
ce
t
o
s
u
p
p
o
r
t
s
tu
d
e
n
ts
’
s
elf
-
r
ep
o
r
ted
e
x
p
er
ien
ce
s
[
4
7
]
.
T
h
e
q
u
esti
o
n
n
air
e
also
ca
p
tu
r
ed
s
tu
d
en
ts
’
E
n
g
lis
h
p
r
o
f
icien
cy
lev
els.
T
h
e
q
u
esti
o
n
n
air
e
f
o
u
n
d
th
at
s
tu
d
en
ts
’
E
n
g
lis
h
p
r
o
f
icien
cy
was g
en
e
r
ally
at
th
e
in
ter
m
ed
iate
lev
el.
Qu
alitativ
e
d
ata
f
r
o
m
o
p
en
-
e
n
d
ed
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es
an
d
s
tu
d
en
t
r
ef
lectio
n
s
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
a
n
aly
s
is
f
o
llo
win
g
th
e
a
p
p
r
o
ac
h
p
r
o
p
o
s
ed
b
y
B
r
au
n
a
n
d
C
lar
k
e
[
4
8
]
.
T
h
e
an
aly
s
is
b
eg
an
with
o
p
en
co
d
in
g
to
i
d
en
tify
r
ec
u
r
r
in
g
id
ea
s
r
elate
d
to
lear
n
er
au
to
n
o
m
y
,
en
g
ag
em
en
t,
a
n
d
p
er
ce
iv
ed
lear
n
in
g
s
u
p
p
o
r
t,
wh
ich
wer
e
t
h
en
o
r
g
an
ized
in
t
o
b
r
o
ad
e
r
ca
te
g
o
r
ies
an
d
d
e
v
elo
p
ed
in
to
k
e
y
t
h
em
es
r
ep
r
esen
tin
g
th
e
ce
n
tr
al
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
[
4
9
]
.
Qu
a
n
titativ
e
d
escr
ip
tiv
e
d
ata
f
r
o
m
q
u
esti
o
n
n
air
es
an
d
L
MS
ac
tiv
ity
lo
g
s
wer
e
an
aly
ze
d
to
id
e
n
tify
g
en
er
al
tr
en
d
s
in
s
tu
d
en
t p
ar
ticip
a
tio
n
an
d
u
s
e
o
f
t
h
e
lear
n
in
g
m
ater
ials
.
T
o
en
h
an
ce
th
e
cr
ed
ib
ilit
y
an
d
tr
u
s
two
r
th
i
n
ess
o
f
th
e
f
in
d
i
n
g
s
,
d
ata
tr
ia
n
g
u
latio
n
was
em
p
l
o
y
ed
b
y
c
o
m
p
ar
in
g
in
s
ig
h
ts
f
r
o
m
d
if
f
er
en
t
d
ata
s
o
u
r
ce
s
[
4
9
]
,
an
d
m
em
b
er
c
h
ec
k
in
g
was
co
n
d
u
cted
b
y
s
h
ar
in
g
p
r
elim
i
n
ar
y
in
ter
p
r
etatio
n
s
with
s
elec
ted
p
ar
ticip
an
ts
to
en
s
u
r
e
th
at
t
h
e
f
i
n
d
in
g
s
ac
c
u
r
ately
r
ef
lecte
d
th
eir
lear
n
in
g
ex
p
er
ie
n
ce
s
[
5
0
]
.
Ov
er
all,
th
is
s
tu
d
y
em
p
lo
y
e
d
a
q
u
alitativ
e
-
d
o
m
in
a
n
t
m
ix
ed
-
m
eth
o
d
ev
alu
atio
n
d
esig
n
to
ex
am
in
e
th
e
ef
f
ec
tiv
en
ess
o
f
H5
P
-
b
ased
s
elf
-
ac
ce
s
s
m
ater
ials
in
f
o
s
ter
i
n
g
lear
n
er
a
u
to
n
o
m
y
with
in
an
E
MI
v
o
ca
tio
n
al
co
n
tex
t.
Data
wer
e
co
llected
f
r
o
m
q
u
esti
o
n
n
air
es,
r
ef
lectio
n
s
,
in
ter
v
iews,
an
d
L
MS
an
aly
tics
to
ca
p
tu
r
e
b
o
t
h
p
er
ce
p
tio
n
s
an
d
lear
n
in
g
b
eh
av
io
r
s
.
Qu
alitativ
e
d
ata
wer
e
an
aly
ze
d
th
em
atica
lly
to
id
e
n
tify
k
ey
p
atter
n
s
,
wh
ile
q
u
an
titativ
e
d
escr
ip
tiv
e
d
ata
s
u
p
p
o
r
ted
th
e
i
n
ter
p
r
etati
o
n
o
f
f
in
d
i
n
g
s
.
T
r
ian
g
u
latio
n
ac
r
o
s
s
d
ata
s
o
u
r
ce
s
was
ap
p
lied
to
e
n
h
an
ce
th
e
s
tu
d
y
’
s
v
alid
ity
an
d
r
ig
o
r
.
A
r
e
lativ
ely
s
m
all
s
am
p
le
s
ize,
r
elian
ce
o
n
s
tu
d
en
ts
’
s
elf
-
r
ep
o
r
ted
p
e
r
ce
p
tio
n
s
,
an
d
a
b
r
ief
in
ter
v
en
tio
n
p
er
io
d
a
r
e
am
o
n
g
th
e
n
u
m
er
o
u
s
lim
itatio
n
s
o
f
th
is
s
tu
d
y
.
Ad
d
itio
n
ally
,
t
h
e
f
i
n
d
in
g
s
’
g
e
n
er
aliza
b
ilit
y
is
r
estricte
d
b
y
t
h
e
ab
s
en
ce
o
f
a
co
m
p
a
r
is
o
n
g
r
o
u
p
,
n
ec
ess
itatin
g
a
ca
u
tio
u
s
in
ter
p
r
etatio
n
.
3.
RE
SU
L
T
S
3
.
1
.
Student
s
’
eng
a
g
e
m
ent
wit
h H
5
P
co
nte
nt
An
aly
s
is
o
f
L
MS
ac
tiv
ity
lo
g
s
,
q
u
esti
o
n
n
air
es,
an
d
s
tu
d
e
n
t
r
ef
lectio
n
s
in
d
icate
s
a
h
ig
h
lev
el
o
f
s
tu
d
en
t
en
g
ag
em
en
t
with
i
n
ter
ac
tiv
e
H5
P
co
n
ten
t.
E
n
g
a
g
em
en
t
was
ev
id
e
n
ce
d
n
o
t
o
n
l
y
b
y
f
r
e
q
u
en
t
ac
ce
s
s
to
q
u
izze
s
an
d
in
ter
ac
tiv
e
v
id
eo
s
b
u
t
also
b
y
r
ep
ea
ted
ac
ce
s
s
to
in
ter
ac
tiv
e
ac
tiv
ities
an
d
s
u
s
tain
ed
p
ar
ticip
atio
n
ac
r
o
s
s
lear
n
in
g
m
o
d
u
les,
s
u
g
g
esti
n
g
ac
tiv
e
in
v
o
lv
em
e
n
t
in
SAL
.
T
h
e
p
r
esen
ce
o
f
im
m
ed
iate
f
ee
d
b
ac
k
en
co
u
r
a
g
ed
lear
n
e
r
s
to
r
ea
tte
m
p
t
task
s
an
d
in
d
ep
e
n
d
en
tly
ex
p
lo
r
e
m
ater
ials
,
in
d
icatin
g
en
g
ag
em
e
n
t
b
ey
o
n
d
p
ass
iv
e
co
n
ten
t
co
n
s
u
m
p
tio
n
.
I
n
th
is
co
n
te
x
t,
en
g
ag
em
en
t
ca
n
b
e
u
n
d
er
s
to
o
d
n
o
t
o
n
l
y
a
s
p
ar
ticip
atio
n
b
u
t
also
as
an
in
d
icato
r
o
f
lear
n
er
s
’
ac
tiv
e
in
v
o
lv
em
en
t
in
r
eg
u
latin
g
th
eir
lear
n
in
g
p
r
o
ce
s
s
es
with
in
in
ter
ac
tiv
e
en
v
ir
o
n
m
en
ts
.
T
h
e
asp
ec
ts
o
f
u
s
er
s
atis
f
ac
tio
n
ar
e
d
is
p
lay
ed
in
T
ab
le
3
.
As
s
h
o
wn
in
T
ab
le
3
,
s
tu
d
en
ts
r
ep
o
r
ted
v
er
y
h
i
g
h
s
atis
f
ac
ti
o
n
with
th
e
v
ar
iety
o
f
lear
n
in
g
m
ater
ials
(
M=
4
.
4
4
)
an
d
in
ter
ac
tiv
e
ele
m
en
ts
th
at
s
u
p
p
o
r
t
e
n
g
ag
em
en
t
(
M=
4
.
2
3
)
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
em
p
ir
ical
f
in
d
in
g
s
s
h
o
win
g
t
h
at
co
n
ten
t
d
i
v
er
s
ity
an
d
i
n
ter
ac
tiv
ity
s
ig
n
if
ican
tly
en
h
an
ce
en
g
ag
em
e
n
t
in
o
n
lin
e
an
d
b
len
d
ed
lan
g
u
ag
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
T
h
e
p
er
ce
p
tio
n
th
at
th
e
p
latf
o
r
m
w
as
m
o
r
e
en
g
ag
in
g
th
an
tr
ad
itio
n
al
m
et
h
o
d
s
(
M=
3
.
9
5
)
f
u
r
t
h
er
s
u
p
p
o
r
t
th
e
a
r
g
u
m
en
t
th
at
in
ter
ac
tiv
e
H
5
P
co
n
ten
t
o
f
f
er
s
ad
d
e
d
p
ed
ag
o
g
ical
v
alu
e
co
m
p
ar
e
d
to
s
tatic
L
MS
m
ater
ials
.
T
h
e
s
e
p
o
s
itiv
e
p
er
ce
p
tio
n
s
ar
e
c
o
n
s
is
ten
t
with
th
e
o
b
s
er
v
ed
ac
tiv
ity
p
atter
n
s
in
th
e
L
MS
lo
g
s
,
s
u
g
g
esti
n
g
th
a
t
s
tu
d
en
ts
’
p
er
ce
iv
e
d
en
g
ag
e
m
en
t
is
r
ef
lecte
d
i
n
th
eir
ac
tu
al
in
ter
ac
tio
n
b
eh
av
i
o
r
with
in
th
e
p
latf
o
r
m
.
T
ab
le
3
.
Av
e
r
ag
e
u
s
er
s
atis
f
ac
tio
n
s
co
r
es
f
o
r
H
5
P
d
ig
ital m
a
ter
ial
(
en
g
ag
em
e
n
t
-
r
elate
d
asp
ec
ts
)
A
sp
e
c
t
e
v
a
l
u
a
t
e
d
M
e
a
n
sc
o
r
e
I
n
t
e
r
p
r
e
t
a
t
i
o
n
V
a
r
i
e
t
y
o
f
l
e
a
r
n
i
n
g
m
a
t
e
r
i
a
l
s (
v
i
d
e
o
s,
a
n
d
q
u
i
z
z
e
s)
4
.
4
4
V
e
r
y
s
a
t
i
sf
i
e
d
I
n
t
e
r
a
c
t
i
v
e
e
l
e
me
n
t
s
su
p
p
o
r
t
e
n
g
a
g
e
m
e
n
t
4
.
2
3
V
e
r
y
s
a
t
i
sf
i
e
d
Th
e
p
l
a
t
f
o
r
m
i
s m
o
r
e
e
n
g
a
g
i
n
g
t
h
a
n
t
r
a
d
i
t
i
o
n
a
l
m
e
t
h
o
d
s
3
.
9
5
M
o
d
e
r
a
t
e
l
y
sa
t
i
sf
i
e
d
3
.
2
.
Su
pp
o
rt
f
o
r
a
uto
no
m
o
u
s
lea
rning
T
h
e
f
in
d
i
n
g
s
in
d
icate
th
at
in
ter
ac
tiv
e
H5
P
-
b
ased
s
elf
-
a
cc
ess
m
ater
ials
ef
f
ec
tiv
ely
s
u
p
p
o
r
ted
au
to
n
o
m
o
u
s
E
n
g
lis
h
lear
n
in
g
b
y
e
n
ab
lin
g
s
tu
d
en
ts
t
o
e
x
er
cise
m
ea
n
in
g
f
u
l
co
n
t
r
o
l
o
v
er
th
eir
lear
n
in
g
p
r
o
ce
s
s
es.
L
MS
ac
tiv
ity
lo
g
s
d
em
o
n
s
tr
ate
th
at
s
tu
d
en
ts
ac
ti
v
ely
r
ev
is
ited
m
ater
ials
,
s
elec
t
ed
p
r
ef
er
r
e
d
ac
tiv
ity
ty
p
es,
an
d
e
n
g
ag
e
d
in
r
ep
ea
t
ed
p
r
ac
tice,
r
ef
lectin
g
s
elf
-
p
a
ce
d
,
SR
L
.
T
h
ese
p
atter
n
s
s
u
g
g
est
th
at
lear
n
er
s
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
u
p
p
o
r
tin
g
lea
r
n
er a
u
to
n
o
my
th
r
o
u
g
h
in
tera
ctive
H5
P
c
o
n
te
n
t:
ev
id
en
ce
fr
o
m
a
n
E
MI
…
(
Hild
a
C
a
h
ya
n
i
)
3741
m
an
ag
e
th
eir
s
tu
d
y
tim
e
an
d
l
ea
r
n
in
g
s
eq
u
en
ce
s
ac
co
r
d
i
n
g
to
in
d
i
v
id
u
al
r
ea
d
in
ess
a
n
d
p
r
i
o
r
ities
,
wh
ich
is
a
d
ef
in
in
g
f
ea
tu
r
e
o
f
lear
n
e
r
au
t
o
n
o
m
y
in
v
o
ca
tio
n
al
h
i
g
h
er
e
d
u
ca
tio
n
,
as o
n
e
s
tu
d
en
t n
o
ted
:
“
V
id
eo
a
n
d
d
r
a
g
-
d
o
w
n
fea
t
u
r
es,
b
ec
a
u
s
e
it w
a
s
ea
s
y
to
u
n
d
e
r
s
ta
n
d
th
em.
”
(
R
ac
h
el)
B
ey
o
n
d
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
,
b
eh
a
v
io
r
al
ev
i
d
en
ce
f
r
o
m
L
MS
lo
g
s
p
r
o
v
id
es
a
s
tr
o
n
g
er
ev
alu
ativ
e
b
asis
f
o
r
in
ter
p
r
etin
g
a
u
to
n
o
m
y
.
An
aly
s
is
o
f
ac
ce
s
s
d
ata
s
h
o
ws
th
at
lear
n
er
in
ter
ac
tio
n
s
wer
e
co
n
ce
n
tr
ate
d
in
in
ter
ac
tiv
e,
p
r
ac
tice
-
o
r
ien
ted
H5
P
ac
tiv
ities
r
ath
er
th
an
s
tatic
p
ag
e
-
b
ased
co
n
ten
t.
Alth
o
u
g
h
i
n
d
iv
id
u
al
ac
tiv
ity
ca
teg
o
r
ies
ac
co
u
n
te
d
f
o
r
less
th
an
1
0
%
o
f
to
tal
L
MS
in
ter
ac
tio
n
s
,
s
u
ch
p
r
o
p
o
r
t
io
n
s
ar
e
co
n
s
id
er
ed
s
u
b
s
tan
tial
in
d
ig
ital
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
wh
e
r
e
lear
n
er
e
n
g
ag
em
e
n
t
ty
p
ically
f
o
llo
ws
a
d
is
p
er
s
ed
o
r
lo
n
g
-
tail
d
is
tr
ib
u
tio
n
.
C
o
n
s
is
ten
t
ac
ce
s
s
r
ates
ab
o
v
e
5
%,
th
er
ef
o
r
e,
in
d
icate
d
elib
er
ate
lear
n
er
p
r
ef
er
e
n
ce
r
ath
e
r
th
an
in
cid
en
tal
o
r
co
m
p
u
ls
o
r
y
in
ter
ac
tio
n
.
I
t is su
p
p
o
r
ted
b
y
L
MS
ac
tiv
ity
lo
g
d
ata,
as
s
h
o
w
n
i
n
T
ab
le
4
.
T
ab
le
4
.
Fre
q
u
en
cy
o
f
s
tu
d
e
n
t
in
ter
ac
tio
n
with
H5
P
ac
tiv
ities
R
a
n
k
C
o
n
t
e
n
t
t
y
p
e
F
r
e
q
u
e
n
c
y
o
f
o
c
c
u
r
r
e
n
c
e
1
F
i
l
l
i
n
t
h
e
b
l
a
n
k
s
5
3
6
2
D
r
a
g
t
h
e
w
o
r
d
s
4
6
6
3
W
a
r
m
-
u
p
a
c
t
i
v
i
t
y
4
1
3
4
D
i
a
l
o
g
u
e
c
a
r
d
s
3
9
6
5
M
u
l
t
i
p
l
e
c
h
o
i
c
e
2
9
0
6
Q
u
e
st
i
o
n
se
t
2
3
6
N
o
t
e
:
P
e
r
c
e
n
t
a
g
e
s
a
r
e
c
a
l
c
u
l
a
t
e
d
f
r
o
m
t
o
t
a
l
L
M
S
a
c
c
e
ss r
e
c
o
r
d
s
(
N
=
3
,
3
2
9
)
L
MS
ac
tiv
ity
lo
g
d
ata
i
n
d
icate
h
ig
h
le
v
els
o
f
in
ter
ac
tio
n
ac
r
o
s
s
v
ar
io
u
s
H5
P
ac
tiv
ity
ty
p
es
.
Pra
ctice
-
b
ased
ac
tiv
ities
s
u
ch
as
“
d
r
ag
th
e
wo
r
d
s
”
(
3
0
4
o
cc
u
r
r
e
n
ce
s
)
,
“
m
u
ltip
le
c
h
o
ice
”
(
2
9
1
)
,
a
n
d
“
f
ill
in
th
e
b
lan
k
s
”
(
2
7
3
)
wer
e
am
o
n
g
th
e
m
o
s
t
f
r
eq
u
en
tly
ac
ce
s
s
ed
,
alo
n
g
s
id
e
p
r
ep
ar
ato
r
y
m
ater
ials
s
u
ch
as
“
lis
t
o
f
v
o
ca
b
u
lar
ies
”
(
2
9
8
)
an
d
“
war
m
-
u
p
”
m
o
d
u
les
(
2
0
7
)
.
T
h
is
p
a
tter
n
s
u
g
g
ests
th
at
s
tu
d
en
ts
ac
t
iv
ely
en
g
a
g
ed
with
b
o
th
co
r
es
lear
n
in
g
task
s
an
d
s
u
p
p
o
r
tin
g
m
ater
ials
,
in
d
icatin
g
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
t
o
SAL
.
W
h
ile
ac
ce
s
s
f
r
eq
u
en
c
y
r
e
f
lects
lear
n
er
s
’
in
ter
est
a
n
d
ex
p
lo
r
ato
r
y
b
eh
av
i
o
r
,
task
c
o
m
p
letio
n
r
ep
r
esen
ts
a
s
tr
o
n
g
er
in
d
ica
to
r
o
f
p
e
r
s
is
ten
ce
an
d
s
elf
-
r
eg
u
latio
n
.
I
n
s
elf
-
d
ir
ec
ted
lear
n
in
g
r
esear
ch
,
co
m
p
letio
n
d
ata
ar
e
wid
el
y
r
eg
ar
d
ed
as
e
v
id
en
ce
o
f
lear
n
er
s
’
e
f
f
o
r
t
in
v
estme
n
t
an
d
s
tr
ateg
ic
en
g
ag
em
e
n
t
[
5
1
]
.
T
a
b
le
5
p
r
esen
ts
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
m
o
s
t
co
m
p
leted
H
5
P
co
n
ten
t.
Fu
r
th
er
ev
i
d
en
ce
f
r
o
m
u
s
er
ac
tiv
ity
l
o
g
s
in
d
icat
es
v
ar
iatio
n
in
in
d
iv
i
d
u
al
en
g
a
g
em
en
t
lev
els,
with
s
o
m
e
s
tu
d
en
ts
d
em
o
n
s
tr
atin
g
v
er
y
h
i
g
h
lev
els o
f
in
ter
ac
tio
n
.
T
ab
le
6
s
h
o
ws th
e
d
is
tr
ib
u
tio
n
o
f
s
tu
d
e
n
t a
ctiv
ity
lev
els.
T
ab
le
5
.
Mo
s
t
co
m
p
leted
H5
P
co
n
ten
t
R
a
n
k
C
o
n
t
e
n
t
t
y
p
e
%
o
f
t
o
t
a
l
a
c
c
e
ss
e
s
1
W
a
r
m u
p
18
2
D
r
a
g
t
h
e
w
o
r
d
s
1
1
.
8
3
F
i
l
l
i
n
t
h
e
b
l
a
n
k
s
11
4
Pre
-
a
c
t
i
v
i
t
y
6
.
7
5
M
u
l
t
i
p
l
e
c
h
o
i
c
e
6
.
5
6
D
i
a
l
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g
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e
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a
r
d
s
6
.
3
7
Q
u
e
st
i
o
n
se
t
4
.
8
8
I
n
t
r
o
d
u
c
t
i
o
n
3
.
6
N
o
t
e
:
p
e
r
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e
n
t
a
g
e
s
a
r
e
c
a
l
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u
l
a
t
e
d
f
r
o
m
t
o
t
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l
t
a
s
k
c
o
m
p
l
e
t
i
o
n
r
e
c
o
r
d
s
(
N
=
5
1
6
)
.
T
ab
le
6
.
Dis
tr
ib
u
tio
n
o
f
s
tu
d
e
n
t a
ctiv
ity
lev
els
(N
=
20)
C
a
t
e
g
o
r
y
A
c
t
i
v
i
t
y
r
a
n
g
e
P
e
r
c
e
n
t
a
g
e
(
%)
H
i
g
h
e
n
g
a
g
e
m
e
n
t
>
2
7
0
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M
o
d
e
r
a
t
e
e
n
g
a
g
e
m
e
n
t
1
5
0
–
270
75
Lo
w
e
n
g
a
g
e
m
e
n
t
<
1
5
0
5
T
ab
le
6
p
r
esen
ts
th
e
d
is
tr
ib
u
tio
n
o
f
s
tu
d
en
t
ac
tiv
ity
lev
el
s
b
ased
o
n
L
MS
in
ter
ac
tio
n
d
ata.
T
h
e
m
ajo
r
ity
o
f
s
tu
d
e
n
ts
(
7
5
%)
d
em
o
n
s
tr
ated
m
o
d
er
ate
b
u
t
c
o
n
s
is
ten
t
en
g
ag
em
en
t,
with
ac
t
iv
ity
lev
els
r
an
g
in
g
b
etwe
en
1
5
0
an
d
2
7
0
r
ec
o
r
d
ed
in
ter
ac
tio
n
s
.
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s
m
aller
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r
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p
o
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en
ts
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2
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e
x
h
ib
ited
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er
y
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ig
h
en
g
ag
em
e
n
t,
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ce
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d
in
g
2
7
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ctiv
ities
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wh
ile
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ly
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n
t
(
5
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s
h
o
wed
r
elativ
ely
l
o
w
p
ar
ticip
atio
n
.
T
h
is
d
is
tr
ib
u
tio
n
in
d
icate
s
th
at
m
o
s
t
lear
n
er
s
wer
e
co
n
s
is
ten
tly
en
g
ag
ed
with
th
e
H5
P
co
n
ten
t,
wh
ile
a
s
u
b
s
et
o
f
s
tu
d
en
ts
d
em
o
n
s
tr
ated
in
ten
s
i
v
e
in
ter
ac
tio
n
with
th
e
lea
r
n
in
g
m
ater
ials
.
R
ath
er
th
an
r
ef
lec
tin
g
in
co
n
s
is
ten
cy
,
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
.
5
,
Octo
b
er
20
26
:
3
7
3
6
-
3749
3742
th
is
v
ar
iatio
n
s
u
g
g
ests
d
if
f
er
en
tiated
en
g
ag
em
e
n
t
p
atter
n
s
in
wh
ich
lear
n
er
s
r
eg
u
late
th
e
f
r
eq
u
e
n
cy
an
d
in
ten
s
ity
o
f
th
eir
in
ter
ac
tio
n
s
b
ased
o
n
in
d
iv
id
u
al
lear
n
in
g
n
ee
d
s
.
Su
ch
p
atter
n
s
ar
e
c
h
ar
ac
ter
is
tic
o
f
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
s
,
in
wh
ich
lear
n
er
s
ar
e
n
o
t
e
x
p
ec
ted
to
en
g
a
g
e
u
n
if
o
r
m
l
y
b
u
t
in
s
tead
ex
e
r
cise
co
n
tr
o
l
o
v
er
th
eir
lea
r
n
in
g
p
r
o
ce
s
s
es.
T
h
is
s
u
p
p
o
r
ts
th
e
in
t
er
p
r
etatio
n
th
at
th
e
u
s
e
o
f
H5
P
with
in
th
e
L
MS
f
ac
ilit
ates f
lex
ib
le
an
d
au
to
n
o
m
o
u
s
lear
n
in
g
b
eh
a
v
io
r
s
am
o
n
g
s
tu
d
en
ts
.
3
.
3
.
P
er
ce
i
v
ed
im
pa
ct
o
n E
n
g
lis
h
lea
rning
Par
ticip
an
ts
r
ep
o
r
ted
a
p
er
ce
iv
ed
im
p
r
o
v
e
m
en
t in
v
o
ca
b
u
lar
y
an
d
u
n
d
e
r
s
tan
d
in
g
o
f
g
r
am
m
a
r
th
r
o
u
g
h
r
ep
ea
ted
in
ter
ac
ti
o
n
with
H
5
P
-
b
ased
ex
er
cises
.
I
n
ter
ac
tiv
e
a
ctiv
ities
s
u
ch
as
d
r
ag
-
a
n
d
-
d
r
o
p
task
s
,
f
ill
-
in
-
th
e
-
b
lan
k
ex
er
cises
,
an
d
co
n
tex
t
u
al
p
r
ac
tice
en
co
u
r
a
g
ed
ac
tiv
e
en
g
ag
em
e
n
t
with
lan
g
u
a
g
e
f
o
r
m
s
.
Sev
er
al
s
tu
d
en
ts
in
d
icate
d
th
at
t
h
e
c
o
m
b
in
atio
n
o
f
ex
p
lan
atio
n
s
,
ex
am
p
les,
an
d
p
r
ac
tice
task
s
h
elp
ed
th
em
b
etter
u
n
d
er
s
tan
d
g
r
am
m
atica
l stru
ct
u
r
es a
n
d
v
o
ca
b
u
la
r
y
u
s
ag
e
.
Fo
r
ex
am
p
le,
s
ev
e
r
al
s
tu
d
en
t
s
s
tated
th
at
:
“
Th
e
ex
ercis
es a
n
d
ea
s
y
ex
p
la
n
a
tio
n
s
h
elp
e
d
me
u
n
d
ers
ta
n
d
b
etter
.
”
(
Dian
)
“
C
lea
r
ex
p
la
n
a
tio
n
s
a
n
d
r
ea
l
-
life
ex
a
mp
les
h
elp
ed
me
u
n
d
e
r
s
ta
n
d
th
e
co
n
ce
p
ts
b
etter
a
n
d
a
p
p
ly
th
em
in
p
r
a
ctica
l sit
u
a
tio
n
s
.
”
(
Mik
o
)
Stu
d
en
ts
also
r
ep
o
r
ted
t
h
at
im
m
ed
iate
f
ee
d
b
ac
k
d
u
r
i
n
g
i
n
ter
ac
tiv
e
ac
tiv
ities
en
ab
led
th
em
to
id
en
tify
m
is
tak
es
an
d
r
ev
is
e
th
eir
an
s
wer
s
d
ir
ec
tly
.
T
h
is
en
ab
led
th
em
to
p
er
f
o
r
m
s
elf
-
co
r
r
ec
tio
n
an
d
co
n
tin
u
e
th
e
task
s
in
d
ep
en
d
e
n
tly
.
I
n
a
d
d
iti
o
n
,
p
ar
ticip
an
ts
in
d
icate
d
in
cr
ea
s
ed
co
n
f
id
en
ce
i
n
u
s
in
g
E
n
g
lis
h
af
ter
e
n
g
ag
in
g
with
co
n
tex
tu
alize
d
v
o
ca
b
u
lar
y
an
d
g
r
am
m
ar
ac
tiv
ities
.
Sev
er
al
s
tu
d
en
ts
r
e
p
o
r
ted
th
at
r
ep
ea
ted
ex
p
o
s
u
r
e
t
o
th
ese
ac
tiv
ities
h
elp
ed
th
em
r
em
em
b
er
lan
g
u
ag
e
f
o
r
m
s
an
d
a
p
p
ly
th
em
in
p
r
ac
tical
s
itu
atio
n
s
.
On
e
p
ar
ticip
an
t
ex
p
lain
ed
th
at
:
“
B
o
th
ex
ercis
es
fo
r
g
r
a
mma
r
a
n
d
vo
ca
b
u
la
r
y
r
eq
u
ir
e
u
n
d
ers
ta
n
d
in
g
th
e
mea
n
in
g
o
f
w
o
r
d
s
w
ith
in
s
p
ec
ific
co
n
texts,
w
h
ich
is
h
ig
h
ly
effec
tive
fo
r
vo
ca
b
u
la
r
y
a
c
q
u
is
itio
n
a
n
d
co
mp
r
eh
en
s
io
n
.
”
(
Sep
ti)
Fin
d
in
g
s
f
u
r
th
er
s
h
o
w
th
at
m
u
ltime
d
ia
elem
en
ts
in
H5
P
s
u
p
p
o
r
ted
s
u
s
tain
ed
en
g
ag
e
m
en
t
d
u
r
in
g
lear
n
in
g
ac
tiv
ities
.
T
h
e
in
te
g
r
atio
n
o
f
v
is
u
al,
tex
tu
al,
a
n
d
in
ter
ac
tiv
e
elem
en
ts
h
elp
e
d
s
tu
d
en
ts
p
r
o
ce
s
s
lan
g
u
ag
e
in
p
u
t
wh
ile
r
em
ain
in
g
en
g
ag
ed
with
th
e
task
s
.
Stu
d
en
ts
also
r
ep
o
r
ted
in
cr
ea
s
ed
m
o
tiv
atio
n
t
o
en
g
ag
e
with
th
e
lear
n
in
g
m
at
er
ials
d
u
e
to
m
u
ltime
d
ia
an
d
in
ter
ac
tiv
e
f
ea
tu
r
es.
Vid
eo
s
,
v
is
u
al
ex
p
lan
atio
n
s
,
an
d
in
ter
ac
tiv
e
q
u
izze
s
wer
e
f
r
eq
u
e
n
tly
m
en
tio
n
ed
as
h
elp
f
u
l
in
m
ain
tain
in
g
atten
tio
n
d
u
r
in
g
in
d
e
p
en
d
e
n
t
s
tu
d
y
.
On
e
p
a
r
ticip
an
t stated
th
at
:
“
Th
e
vid
eo
m
a
teri
a
ls
a
r
e
ve
r
y
en
g
a
g
i
n
g
a
n
d
b
en
eficia
l,
a
s
th
e
ex
p
la
n
a
tio
n
s
a
r
e
e
a
s
ier
to
u
n
d
ers
ta
n
d
a
n
d
d
o
n
’
t fe
el
a
s
r
ig
id
a
s
r
ea
d
in
g
p
la
in
text.
”
(
Dian
a)
3
.
4
.
Cha
lleng
es in
im
plem
ent
a
t
io
n
Desp
ite
p
o
s
itiv
e
en
g
a
g
em
en
t
with
th
e
H5
P
-
b
ased
lear
n
in
g
m
ater
ials
,
s
tu
d
en
ts
also
ar
ticu
l
ated
s
ev
er
al
ch
allen
g
es
d
u
r
in
g
th
eir
i
n
ter
a
ctio
n
with
th
e
p
latf
o
r
m
.
T
ec
h
n
ical
an
d
u
s
ab
ilit
y
is
s
u
es
em
er
g
ed
as
o
n
e
o
f
th
e
m
o
s
t
co
m
m
o
n
co
n
ce
r
n
s
.
So
m
e
lear
n
er
s
r
ep
o
r
ted
d
if
f
icu
lt
ies
n
av
ig
atin
g
th
e
lear
n
in
g
in
ter
f
ac
e,
p
ar
ticu
lar
ly
wh
en
co
m
p
letin
g
m
u
ltip
le
ac
ti
v
ities
with
in
a
s
in
g
le
p
ag
e.
Fo
r
in
s
tan
ce
,
o
n
e
p
ar
ticip
an
t
m
e
n
tio
n
ed
th
at
:
“
P
erh
a
p
s
d
o
b
etter
fo
r
n
a
vig
a
tio
n
s
in
ce
I
h
a
d
to
s
cro
ll
u
p
a
n
d
d
o
w
n
ma
n
y
times
a
n
d
it
w
a
s
tir
in
g
.
”
(
T
ian
)
Sev
er
al
s
tu
d
en
ts
also
r
ep
o
r
ted
tech
n
ical
is
s
u
es
r
elate
d
to
in
t
er
ac
tiv
e
co
m
p
o
n
en
ts
,
p
ar
ticu
l
ar
ly
d
r
a
g
-
an
d
-
d
r
o
p
ac
tiv
ities
.
W
h
ile
s
u
c
h
f
ea
tu
r
es
wer
e
d
esig
n
ed
to
e
n
h
an
ce
in
te
r
ac
tiv
ity
,
s
o
m
e
r
esp
o
n
d
e
n
ts
in
d
icate
d
th
at
th
ey
o
cc
asio
n
ally
d
is
r
u
p
te
d
th
e
lear
n
in
g
f
lo
w.
On
e
s
tu
d
e
n
t c
o
m
m
en
te
d
th
at
:
“
S
o
metime
s
,
w
h
en
I
w
a
n
t to
d
r
a
g
th
e
a
n
s
w
er,
it d
o
esn
’
t wo
r
k
w
ell
.
”
(
An
to
n
)
T
h
e
s
tatem
en
t
in
d
icatin
g
th
at
m
in
o
r
tech
n
ical
in
co
n
s
is
ten
cies
co
u
ld
cr
ea
te
f
r
u
s
tr
atio
n
d
u
r
i
n
g
task
co
m
p
letio
n
.
T
h
ese
f
in
d
in
g
s
illu
s
tr
ate
th
at
alth
o
u
g
h
in
ter
ac
tiv
e
to
o
ls
ca
n
s
u
p
p
o
r
t
en
g
ag
em
e
n
t,
tech
n
ical
r
eliab
ilit
y
r
em
ain
s
ess
en
tial to
en
s
u
r
e
a
s
m
o
o
th
le
ar
n
in
g
e
x
p
er
ien
ce
.
An
o
th
er
ch
allen
g
e
in
v
o
lv
ed
th
e
clar
ity
o
f
in
s
tr
u
ctio
n
s
an
d
task
g
u
i
d
an
ce
with
in
t
h
e
lear
n
in
g
m
ater
ials
.
So
m
e
p
a
r
ticip
an
ts
n
o
ted
t
h
at
ce
r
tain
ac
tiv
ities
,
p
ar
ticu
lar
ly
f
ill
-
in
-
th
e
-
b
la
n
k
task
s
,
r
eq
u
ir
ed
clea
r
er
in
s
tr
u
ctio
n
s
to
av
o
id
co
n
f
u
s
io
n
.
On
e
r
esp
o
n
d
en
t su
g
g
ested
t
h
at
:
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
u
p
p
o
r
tin
g
lea
r
n
er a
u
to
n
o
my
th
r
o
u
g
h
in
tera
ctive
H5
P
c
o
n
te
n
t:
ev
id
en
ce
fr
o
m
a
n
E
MI
…
(
Hild
a
C
a
h
ya
n
i
)
3743
“
Th
e
clea
r
ex
p
la
n
a
tio
n
o
r
in
s
tr
u
ctio
n
fo
r
th
e
b
o
x
s
ec
tio
n
a
n
d
th
e
a
n
s
w
er
in
th
e
‘
fill
in
th
e
b
la
n
k
’
s
ec
tio
n
s
h
o
u
ld
b
e
mo
r
e
clea
r
.
”
(
Har
i)
T
h
e
f
ee
d
b
ac
k
h
ig
h
lig
h
ts
th
e
i
m
p
o
r
tan
ce
o
f
i
n
s
tr
u
ctio
n
al
cl
ar
ity
wh
en
d
esig
n
in
g
s
elf
-
ac
c
ess
d
ig
ita
l
lear
n
in
g
ac
tiv
ities
.
W
ith
o
u
t
s
u
f
f
icien
t
s
ca
f
f
o
l
d
in
g
o
r
g
u
id
an
ce
,
lea
r
n
er
s
m
ay
s
tr
u
g
g
l
e
to
i
n
ter
p
r
et
task
r
eq
u
ir
em
e
n
ts
in
d
ep
en
d
en
tly
.
I
n
ad
d
itio
n
t
o
u
s
ab
ilit
y
co
n
ce
r
n
s
,
s
tu
d
en
ts
also
r
ep
o
r
ted
ch
allen
g
es
r
elate
d
to
co
n
ten
t o
r
g
an
izatio
n
an
d
co
g
n
itiv
e
lo
ad
.
A
f
ew
r
esp
o
n
d
e
n
ts
s
u
g
g
ested
th
at
p
r
esen
tin
g
m
u
ltip
le
to
p
ics with
in
a
s
in
g
le
s
ec
tio
n
co
u
ld
lead
to
co
n
f
u
s
io
n
.
Fo
r
ex
am
p
le,
o
n
e
p
ar
t
icip
an
t r
ec
o
m
m
e
n
d
ed
:
“
Ma
yb
e
crea
te
a
mo
r
e
s
p
ec
ia
liz
ed
s
ec
tio
n
in
w
h
ich
w
e
lea
r
n
o
n
ly
o
n
e
ma
teri
a
l
ev
ery
ch
a
p
ter
.”
(
Dev
i)
Similar
ly
,
an
o
th
er
s
tu
d
en
t
n
o
ted
th
at
alth
o
u
g
h
d
r
ag
-
a
n
d
-
d
r
o
p
ac
tiv
ities
wer
e
en
g
ag
in
g
,
u
s
in
g
th
em
to
o
f
r
eq
u
e
n
tly
co
u
ld
b
ec
o
m
e
tirin
g
d
u
r
in
g
ex
ten
d
e
d
lear
n
in
g
s
ess
io
n
s
.
T
h
ese
r
esp
o
n
s
es
in
d
i
ca
te
th
at
b
alan
cin
g
in
ter
ac
tiv
ity
with
co
g
n
itiv
e
lo
ad
is
an
im
p
o
r
tan
t c
o
n
s
id
er
ati
o
n
wh
en
d
esig
n
in
g
d
ig
ital le
ar
n
in
g
m
ater
ials
.
4.
DIS
CU
SS
I
O
N
4
.
1
.
Student
s
’
eng
a
g
e
m
ent
wit
h H
5
P
co
nte
nt
R
ath
er
th
an
m
er
ely
in
cr
ea
s
i
n
g
p
ar
ticip
atio
n
,
en
g
ag
em
en
t
ap
p
ea
r
s
to
f
u
n
ctio
n
as
a
t
r
an
s
itio
n
al
m
ec
h
an
is
m
th
r
o
u
g
h
wh
ich
s
tu
d
en
ts
m
o
v
e
f
r
o
m
teac
h
e
r
d
e
p
en
d
en
ce
to
war
d
g
r
ea
ter
s
elf
-
r
eg
u
latio
n
.
T
h
is
is
p
ar
ticu
lar
ly
s
ig
n
if
ican
t
in
v
o
c
atio
n
al
E
MI
s
ettin
g
s
wh
er
e
lear
n
er
s
o
f
ten
h
a
v
e
lim
ited
p
r
i
o
r
ex
p
er
ie
n
ce
with
au
to
n
o
m
o
u
s
lan
g
u
a
g
e
lear
n
in
g
[
5
1
]
,
[
5
2
]
.
I
n
lan
g
u
ag
e
lear
n
in
g
,
s
u
ch
en
g
a
g
em
en
t is a
k
ey
p
r
ec
u
r
s
o
r
to
lear
n
er
au
to
n
o
m
y
,
r
e
f
lectin
g
lear
n
e
r
s
’
willin
g
n
ess
to
in
v
est ef
f
o
r
t a
n
d
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
ei
r
l
ea
r
n
in
g
[
5
3
]
.
Fro
m
an
ev
alu
ativ
e
p
er
s
p
ec
ti
v
e,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
in
ter
ac
tiv
e
H5
P
co
n
ten
t
e
f
f
ec
tiv
ely
f
o
s
ter
s
en
g
ag
em
en
t
in
v
o
ca
tio
n
al
h
ig
h
er
ed
u
ca
ti
o
n
.
E
n
g
ag
e
m
en
t
f
u
n
ctio
n
s
n
o
t
o
n
ly
as
a
b
eh
av
io
r
al
o
u
tco
m
e
b
u
t
also
as
a
co
n
d
itio
n
s
u
p
p
o
r
tin
g
au
t
o
n
o
m
o
u
s
E
n
g
lis
h
lear
n
in
g
.
R
esear
ch
in
d
icate
s
th
at
co
g
n
itiv
ely
an
d
b
eh
av
io
r
ally
e
n
g
ag
e
d
lear
n
er
s
ar
e
m
o
r
e
lik
ely
to
in
itiate
s
elf
-
d
ir
ec
ted
ac
tio
n
s
,
s
u
ch
as
r
ev
i
s
itin
g
m
ater
ials
an
d
m
o
n
ito
r
in
g
p
r
o
g
r
ess
[
5
3
]
,
[
5
4
]
.
T
h
e
o
b
s
er
v
ed
p
atter
n
s
,
i.e
.
,
f
r
eq
u
en
t
ac
ce
s
s
,
r
e
p
ea
ted
att
em
p
ts
,
an
d
p
o
s
itiv
e
p
er
ce
p
tio
n
s
,
r
e
f
lect
th
ese
au
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
b
eh
a
v
io
r
s
.
Ad
d
itio
n
ally
,
im
m
ed
iate
f
ee
d
b
ac
k
with
in
H5
P
ac
tiv
ities
s
u
p
p
o
r
ts
en
g
a
g
em
en
t
a
n
d
p
er
s
is
ten
ce
in
s
elf
-
ac
ce
s
s
d
ig
ital
en
v
ir
o
n
m
e
n
ts
[
5
5
]
.
I
t
h
elp
s
lear
n
er
s
id
en
tify
g
a
p
s
with
o
u
t
d
ir
ec
t
te
ac
h
er
in
ter
v
en
tio
n
,
r
ein
f
o
r
cin
g
in
d
e
p
en
d
e
n
ce
.
T
h
i
s
is
p
ar
ticu
lar
ly
v
alu
ab
le
in
v
o
ca
tio
n
al
h
ig
h
er
e
d
u
ca
tio
n
,
wh
er
e
s
tu
d
en
ts
b
en
ef
it
f
r
o
m
f
lex
ib
le,
s
elf
-
p
ac
ed
r
eso
u
r
ce
s
alo
n
g
s
id
e
p
r
ac
tical
s
k
ill
d
ev
elo
p
m
e
n
t
[
5
6
]
.
Ov
er
all,
w
h
ile
in
ter
ac
tiv
e
H5
P
co
n
ten
t
p
r
o
m
o
tes
en
g
ag
em
en
t
th
at
s
u
p
p
o
r
ts
au
to
n
o
m
o
u
s
lea
r
n
in
g
,
its
ef
f
ec
tiv
e
n
ess
d
ep
en
d
s
o
n
th
e
q
u
ality
o
f
in
s
tr
u
ctio
n
al
d
esig
n
an
d
lear
n
er
s
’
r
ea
d
in
ess
f
o
r
s
elf
-
r
eg
u
lati
o
n
[
5
7
]
.
T
h
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
th
e
f
ee
d
b
ac
k
f
u
n
ctio
n
s
n
o
t
o
n
ly
as
a
tech
n
ical
f
ea
tu
r
e
b
u
t
as
a
cr
itical
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
th
at
s
u
p
p
o
r
ts
th
e
d
ev
elo
p
m
e
n
t o
f
lea
r
n
er
a
u
to
n
o
m
y
in
E
MI
c
o
n
tex
ts
.
I
n
lin
e
with
SR
L
th
eo
r
y
,
im
m
ed
iate
f
ee
d
b
ac
k
e
n
ab
les
lear
n
er
s
to
m
o
n
ito
r
th
eir
u
n
d
e
r
s
tan
d
in
g
,
ev
alu
ate
p
e
r
f
o
r
m
an
ce
,
an
d
ad
ju
s
t
lear
n
in
g
s
tr
ateg
ies
in
r
ea
l
tim
e,
t
h
er
eb
y
o
p
er
atio
n
alizin
g
th
e
p
r
o
ce
s
s
es
o
f
p
lan
n
in
g
,
m
o
n
ito
r
in
g
,
an
d
s
e
lf
-
ev
alu
atio
n
th
at
d
e
f
in
e
au
t
o
n
o
m
o
u
s
lea
r
n
in
g
[
2
]
,
[
2
1
]
.
T
h
is
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
in
v
o
ca
tio
n
al
E
MI
s
ettin
g
s
,
wh
er
e
s
tu
d
en
ts
o
f
te
n
t
r
an
s
itio
n
f
r
o
m
teac
h
er
-
ce
n
ter
e
d
lear
n
in
g
cu
ltu
r
es
an
d
m
ay
lack
r
ea
d
in
ess
f
o
r
i
n
d
ep
en
d
en
t
lear
n
i
n
g
[
5
]
–
[
7
]
.
Fro
m
a
m
o
tiv
atio
n
al
p
er
s
p
ec
t
iv
e,
th
is
f
ee
d
b
ac
k
r
ein
f
o
r
ce
s
lear
n
er
s
’
s
en
s
e
o
f
co
m
p
eten
ce
an
d
co
n
tr
o
l
o
v
e
r
th
eir
lear
n
i
n
g
,
wh
ich
ar
e
ess
en
tial
f
o
r
s
u
s
tain
in
g
in
tr
in
s
ic
m
o
tiv
atio
n
in
s
elf
-
ac
c
ess
en
v
ir
o
n
m
en
ts
[
3
]
.
Mo
r
eo
v
er
,
th
e
a
b
ilit
y
to
in
s
tan
tly
r
etr
y
task
s
tu
r
n
s
er
r
o
r
s
in
to
iter
ativ
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
,
f
o
s
ter
in
g
p
e
r
s
is
ten
ce
an
d
r
e
d
u
cin
g
th
e
a
n
x
iety
o
f
ten
ass
o
cia
ted
with
lan
g
u
ag
e
lear
n
in
g
i
n
E
MI
s
ettin
g
s
.
T
h
is
alig
n
s
with
p
r
io
r
r
esear
ch
h
ig
h
lig
h
tin
g
th
e
r
o
le
o
f
in
te
r
ac
tiv
e
H5
P
ac
tiv
ities
in
p
r
o
m
o
tin
g
r
ef
lectiv
e
an
d
s
elf
-
p
ac
ed
lear
n
in
g
th
r
o
u
g
h
f
ee
d
b
ac
k
-
d
r
iv
en
en
g
a
g
em
en
t
[
2
1
]
,
[
2
3
]
.
T
h
er
ef
o
r
e,
im
m
ed
iat
e
f
ee
d
b
ac
k
ca
n
b
e
u
n
d
er
s
to
o
d
as
a
k
ey
m
ec
h
an
is
m
th
r
o
u
g
h
wh
ic
h
in
ter
ac
ti
v
e
d
ig
ital
en
v
ir
o
n
m
en
ts
a
d
d
r
ess
th
e
b
r
o
ad
er
“lea
r
n
e
r
au
to
n
o
m
y
cr
is
is
”
b
y
b
r
id
g
in
g
th
e
g
ap
b
etwe
en
lear
n
e
r
s
’
n
ee
d
f
o
r
g
u
id
a
n
ce
an
d
th
e
ex
p
ec
tatio
n
o
f
s
elf
-
d
ir
ec
ted
lear
n
in
g
in
E
MI
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
I
n
ter
ac
tiv
e
H5
P
co
n
ten
t
f
o
s
ter
s
h
ig
h
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
s
er
v
es
as
a
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
f
o
r
d
e
v
elo
p
in
g
lear
n
er
au
to
n
o
m
y
b
y
p
r
o
v
id
in
g
im
m
e
d
iate
f
ee
d
b
ac
k
a
n
d
p
ed
ag
o
g
ical
s
ca
f
f
o
l
d
in
g
.
T
h
e
s
e
d
ig
ital
to
o
ls
s
u
p
p
o
r
t
SR
L
in
v
o
ca
tio
n
al
en
v
ir
o
n
m
en
ts
,
h
elp
in
g
s
tu
d
e
n
ts
tr
an
s
itio
n
f
r
o
m
teac
h
er
-
ce
n
ter
ed
m
o
d
els to
in
d
ep
en
d
en
t,
s
elf
-
p
ac
ed
s
k
ill d
ev
el
o
p
m
en
t.
4
.
2
.
Su
pp
o
rt
f
o
r
a
uto
no
m
o
u
s
l
ea
rning
T
ab
les
3
–
5
d
em
o
n
s
tr
ate
th
at
in
ter
ac
tiv
e
H5
P
ac
tiv
ities
ac
h
iev
ed
f
r
e
q
u
en
t
ac
ce
s
s
an
d
m
ea
n
in
g
f
u
l
co
m
p
letio
n
r
ates
(
6
–
8
%),
r
e
f
lectin
g
s
u
s
tain
ed
en
g
a
g
em
e
n
t
r
ath
er
t
h
an
s
u
p
e
r
f
icial
in
ter
ac
tio
n
[
8
]
,
[
5
8
]
.
L
ea
r
n
er
s
s
tr
ateg
ically
p
r
i
o
r
i
tized
war
m
-
u
p
,
g
r
a
m
m
ar
,
an
d
v
o
ca
b
u
lar
y
task
s
to
s
u
p
p
o
r
t
in
cr
em
e
n
tal
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
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
.
5
,
Octo
b
er
20
26
:
3
7
3
6
-
3749
3744
d
ev
elo
p
m
e
n
t,
a
f
in
d
i
n
g
co
r
r
o
b
o
r
ated
b
y
q
u
alitativ
e
d
ata.
Stu
d
en
ts
id
en
tifie
d
H5
P
in
ter
ac
ti
v
e
v
id
e
o
s
an
d
d
r
ag
-
an
d
-
d
r
o
p
ac
tiv
ities
as
th
e
m
o
s
t
h
elp
f
u
l
f
ea
tu
r
es,
as
r
ef
lecte
d
in
o
n
e
p
ar
ticip
an
t’
s
co
m
m
e
n
t.
I
n
ter
ac
tiv
e
v
id
eo
s
ap
p
ea
r
to
s
u
p
p
o
r
t
lear
n
i
n
g
b
y
co
m
b
in
in
g
ex
p
la
n
atio
n
s
with
em
b
ed
d
e
d
q
u
izze
s
an
d
im
m
ed
iate
f
ee
d
b
ac
k
,
wh
ich
h
elp
lear
n
er
s
ch
ec
k
th
ei
r
u
n
d
er
s
tan
d
in
g
a
n
d
s
tay
en
g
a
g
ed
,
esp
ec
ially
wh
en
d
ea
lin
g
with
m
o
r
e
co
m
p
lex
m
ater
ial
[
5
9
]
–
[
6
1
]
.
T
h
ey
also
g
iv
e
lear
n
er
s
th
e
f
lex
ib
ilit
y
to
m
o
v
e
at
th
eir
o
wn
p
ac
e
an
d
r
e
v
is
it
co
n
ten
t
wh
en
n
ee
d
ed
,
en
c
o
u
r
a
g
in
g
a
m
o
r
e
s
elf
-
d
ir
ec
ted
ap
p
r
o
ac
h
to
lear
n
i
n
g
[
6
1
]
.
Similar
ly
,
d
r
a
g
-
an
d
-
d
r
o
p
ac
tiv
ities
m
ak
e
lear
n
in
g
m
o
r
e
ac
tiv
e
b
y
p
r
o
m
p
tin
g
lear
n
e
r
s
to
r
ec
all
an
d
ap
p
ly
k
n
o
wled
g
e
in
a
h
an
d
s
-
o
n
m
an
n
e
r
,
wh
ile
in
s
tan
t
f
ee
d
b
ac
k
h
elp
s
r
ein
f
o
r
ce
u
n
d
er
s
tan
d
in
g
[
1
9
]
,
[
6
2
]
.
T
ak
en
t
o
g
eth
er
,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
w
h
en
lear
n
er
s
ar
e
g
iv
en
th
e
f
r
ee
d
o
m
to
ch
o
o
s
e
ac
tiv
ities
,
co
n
t
r
o
l
th
eir
p
ac
e,
an
d
p
er
s
is
t
th
r
o
u
g
h
task
s
,
th
ey
ar
e
m
o
r
e
lik
ely
to
tak
e
o
wn
e
r
s
h
ip
o
f
th
eir
lear
n
in
g
.
T
h
ese
p
atter
n
s
alig
n
with
r
es
ea
r
ch
id
en
tify
in
g
r
ep
ea
ted
en
g
ag
em
en
t
with
in
ter
ac
tiv
e
p
r
ac
tice
as
a
b
eh
av
io
r
al
m
a
r
k
er
o
f
lear
n
er
au
to
n
o
m
y
[
5
8
]
.
B
y
r
eg
u
latin
g
th
eir
o
wn
p
ac
in
g
an
d
p
er
s
is
tin
g
th
r
o
u
g
h
task
s
,
s
tu
d
en
ts
d
em
o
n
s
tr
ated
SR
L
-
in
d
ep
en
d
e
n
tly
m
a
n
ag
in
g
co
g
n
itiv
e
s
tr
ateg
ies
b
ased
o
n
p
er
ce
i
v
ed
d
if
f
ic
u
lty
[
6
3
]
.
I
n
th
e
I
n
d
o
n
esian
v
o
ca
tio
n
al
co
n
tex
t,
th
is
f
lex
ib
ilit
y
is
ess
en
tial
g
iv
en
in
ten
s
iv
e
p
r
ac
tic
al
wo
r
k
lo
ad
s
.
T
h
u
s
,
th
ese
r
esu
lts
p
r
o
v
id
e
em
p
ir
ica
l
s
u
p
p
o
r
t
f
o
r
in
ter
ac
tiv
e
H5
P
co
n
ten
t
as
a
v
ital
to
o
l
f
o
r
f
ac
i
litatin
g
s
elf
-
p
ac
ed
,
in
d
ep
en
d
en
t
en
g
a
g
em
en
t
in
L
MS
-
b
ased
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
I
n
ter
ac
tiv
e
H5
P
ac
tiv
ities
f
ac
ilit
ate
h
ig
h
en
g
ag
em
e
n
t
an
d
SR
L
b
y
p
r
o
v
id
in
g
a
b
alan
ce
o
f
p
ed
ag
o
g
i
ca
l
s
tr
u
ctu
r
e
an
d
lear
n
er
f
lex
ib
ilit
y
,
p
ar
ticu
lar
ly
th
r
o
u
g
h
v
id
eo
s
an
d
d
r
ag
-
a
n
d
-
d
r
o
p
task
s
.
T
h
ese
to
o
ls
em
p
o
wer
s
tu
d
en
ts
to
m
an
ag
e
t
h
eir
o
wn
p
ac
e
an
d
s
tr
ateg
ies,
ef
f
ec
tiv
ely
b
r
id
g
i
n
g
th
e
g
ap
b
etwe
en
in
s
tr
u
c
tio
n
al
g
u
i
d
an
ce
a
n
d
in
d
ep
e
n
d
en
t
au
t
o
n
o
m
y
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
4
.
3
.
P
er
ce
i
v
ed
im
pa
ct
o
n E
n
g
lis
h
lea
rning
Stu
d
en
t
r
ef
lectio
n
s
h
ig
h
lig
h
ted
p
er
ce
iv
ed
im
p
r
o
v
em
en
ts
in
v
o
ca
b
u
lar
y
an
d
g
r
am
m
ar
th
r
o
u
g
h
r
ep
ea
ted
in
ter
ac
tio
n
with
H5
P
ac
tiv
ities
.
Par
ticip
an
ts
n
o
ted
th
at
s
tr
u
ctu
r
ed
task
s
,
s
u
ch
as
d
r
ag
-
a
n
d
-
d
r
o
p
a
n
d
f
ill
-
in
-
th
e
-
b
lan
k
e
x
er
cises
,
e
n
co
u
r
a
g
ed
ac
tiv
e
p
r
o
ce
s
s
in
g
r
ath
er
th
an
p
ass
iv
e
c
o
n
s
u
m
p
tio
n
[
6
4
]
.
Su
c
h
s
tr
u
ctu
r
ed
p
r
ac
tice
allo
ws
lear
n
er
s
to
e
n
g
ag
e
with
lan
g
u
ag
e
f
o
r
m
s
with
in
m
ea
n
in
g
f
u
l
c
o
n
t
ex
ts
,
s
tr
en
g
th
en
in
g
b
o
th
co
m
p
r
eh
e
n
s
io
n
an
d
r
eten
tio
n
[
6
5
]
.
T
h
e
im
m
ed
iate
f
ee
d
b
ac
k
e
m
b
ed
d
e
d
in
H5
P
was
a
p
r
im
ar
y
d
r
iv
e
r
o
f
in
d
ep
en
d
en
t
lear
n
in
g
.
B
y
allo
win
g
s
tu
d
e
n
ts
to
id
e
n
tify
m
is
tak
es
an
d
r
ev
is
e
th
eir
an
s
wer
s
in
r
ea
l
tim
e,
th
e
p
latf
o
r
m
p
r
o
m
o
ted
s
elf
-
co
r
r
ec
tio
n
a
n
d
d
ee
p
er
co
g
n
itiv
e
en
g
a
g
em
en
t
[
1
8
]
.
T
h
i
s
d
ig
ital
s
ca
f
f
o
ld
in
g
en
a
b
les
lear
n
er
s
to
m
o
n
ito
r
th
eir
o
wn
p
er
f
o
r
m
an
ce
an
d
r
ef
in
e
th
eir
u
n
d
er
s
tan
d
in
g
with
o
u
t c
o
n
s
tan
t in
s
tr
u
cto
r
g
u
id
an
ce
[
6
6
]
.
Fu
r
th
e
r
m
o
r
e
,
th
e
m
u
ltime
d
ia
n
atu
r
e
o
f
H5
P
r
ed
u
ce
d
th
e
co
g
n
itiv
e
lo
ad
ty
p
ically
ass
o
ciate
d
with
co
m
p
le
x
f
o
r
eig
n
lan
g
u
ag
e
in
s
tr
u
ctio
n
b
y
d
is
tr
ib
u
tin
g
p
r
o
ce
s
s
in
g
ac
r
o
s
s
v
is
u
al
an
d
te
x
tu
al
ch
an
n
els
[
2
3
]
.
As
o
n
e
s
tu
d
en
t
n
o
ted
,
v
i
d
eo
m
ater
ials
wer
e
“
b
en
ef
icial
”
a
n
d
“
do
n
o
t
f
ee
l
as
r
ig
id
as
r
e
ad
in
g
p
lain
tex
t,
”
ec
h
o
in
g
r
es
ea
r
ch
th
at
s
u
g
g
ests
m
u
ltimo
d
al
task
s
in
cr
ea
s
e
m
o
t
iv
atio
n
an
d
atten
tio
n
[
6
7
]
.
I
n
ter
ac
tiv
ity
an
d
im
m
ed
iate
f
ee
d
b
ac
k
allo
w
s
tu
d
en
ts
to
tak
e
co
n
tr
o
l
o
f
th
eir
co
g
n
itiv
e
p
r
o
ce
s
s
es,
a
k
ey
co
m
p
o
n
en
t
o
f
au
to
n
o
m
y
in
tech
n
o
lo
g
y
-
s
u
p
p
o
r
te
d
en
v
ir
o
n
m
e
n
ts
.
T
h
is
is
p
ar
ticu
lar
ly
v
alu
ab
le
in
EMI
co
n
tex
ts
,
wh
er
e
s
tu
d
en
ts
f
ac
e
th
e
d
u
al
ch
allen
g
e
o
f
m
aster
in
g
ac
ad
em
ic
co
n
ten
t
an
d
lan
g
u
ag
e
p
r
o
f
icie
n
cy
s
im
u
ltan
eo
u
s
ly
[
6
8
]
.
B
y
r
ed
u
cin
g
d
e
p
en
d
e
n
ce
o
n
in
s
tr
u
cto
r
in
ter
v
e
n
tio
n
,
H5
P
s
u
p
p
o
r
ts
th
e
g
r
ad
u
al
d
ev
elo
p
m
e
n
t o
f
i
n
d
ep
e
n
d
en
t
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
Ho
wev
er
,
t
h
e
tr
a
n
s
itio
n
to
f
u
ll
y
au
to
n
o
m
o
u
s
lear
n
in
g
is
m
ed
iated
b
y
tech
n
ical
s
tab
ilit
y
an
d
in
ter
f
ac
e
d
esig
n
.
C
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
,
u
s
ab
ilit
y
an
d
p
ag
e
o
r
g
a
n
izatio
n
s
ig
n
if
ican
tly
in
f
lu
en
ce
en
g
ag
em
e
n
t
[
2
2
]
,
[
6
9
]
.
W
h
ile
d
ig
ital
en
v
i
r
o
n
m
e
n
ts
o
f
f
e
r
o
p
p
o
r
tu
n
ities
f
o
r
in
d
ep
en
d
e
n
ce
,
lear
n
e
r
s
with
v
ar
y
in
g
s
elf
-
r
e
g
u
lato
r
y
s
k
ills
m
ay
s
tr
u
g
g
le
with
o
u
t
in
tu
itiv
e
n
av
ig
atio
n
[
6
3
]
,
[
7
0
]
.
I
n
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
wh
er
e
s
tu
d
en
ts
b
alan
ce
ac
ad
em
ic
s
tu
d
y
with
in
ten
s
iv
e
p
r
ac
tical
tr
ain
in
g
,
th
e
ac
ce
s
s
ib
i
lity
an
d
s
tab
ilit
y
o
f
d
ig
ital
to
o
ls
ar
e
cr
itical
f
o
r
s
u
s
tain
in
g
lear
n
in
g
o
u
ts
id
e
th
e
class
r
o
o
m
[
9
]
.
C
o
n
s
eq
u
en
tly
,
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
r
eq
u
i
r
es
a
b
alan
ce
b
etwe
en
h
i
g
h
-
q
u
ality
p
ed
a
g
o
g
ical
d
esig
n
an
d
r
o
b
u
s
t
tech
n
ica
l
in
f
r
astru
ctu
r
e
to
en
s
u
r
e
th
e
f
o
cu
s
r
em
ain
s
o
n
m
ater
ial
s
u
b
s
t
an
ce
r
ath
e
r
th
a
n
o
p
er
atio
n
al
h
u
r
d
les.
I
n
ter
ac
tiv
e
H5
P
ac
tiv
ities
im
p
r
o
v
e
lan
g
u
ag
e
co
m
p
r
eh
e
n
s
io
n
a
n
d
a
u
to
n
o
m
y
b
y
p
r
o
v
id
in
g
im
m
e
d
iate
f
ee
d
b
ac
k
an
d
m
u
ltimo
d
al
s
ca
f
f
o
ld
in
g
,
wh
ich
f
o
s
ter
s
ac
tiv
e
p
r
o
ce
s
s
in
g
an
d
s
elf
-
co
r
r
ec
tio
n
.
Ho
wev
er
,
th
e
s
u
cc
ess
f
u
l
tr
an
s
itio
n
to
in
d
ep
en
d
en
t
lea
r
n
in
g
d
e
p
en
d
s
o
n
b
alan
cin
g
h
ig
h
-
q
u
ality
p
ed
ag
o
g
ical
d
es
ig
n
with
a
s
tab
le,
in
tu
itiv
e
tech
n
ical
in
f
r
astru
ct
u
r
e
to
m
ain
tain
s
tu
d
e
n
t e
n
g
a
g
e
m
en
t in
d
em
a
n
d
in
g
v
o
ca
tio
n
al
s
ettin
g
s
.
4
.
4
.
Cha
lleng
es in
im
plem
ent
a
t
io
n
T
h
e
ch
allen
g
es id
en
tifie
d
in
th
is
s
tu
d
y
s
h
o
w
th
at
th
e
s
u
cc
es
s
o
f
H5
P
-
b
ased
lear
n
in
g
is
n
o
t o
n
ly
ab
o
u
t
m
ak
in
g
m
ater
ials
in
ter
ac
tiv
e,
b
u
t
also
a
b
o
u
t
h
o
w
well
th
e
d
esig
n
s
u
p
p
o
r
ts
s
tu
d
en
ts
’
l
ea
r
n
in
g
e
x
p
er
ie
n
ce
.
T
ec
h
n
ical
is
s
u
es
s
u
ch
as
d
if
f
icu
lt
n
av
ig
atio
n
a
n
d
u
n
s
tab
le
d
r
ag
-
a
n
d
-
d
r
o
p
f
ea
tu
r
es
ca
n
in
ter
r
u
p
t
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
r
ed
u
ce
s
tu
d
en
ts
’
s
en
s
e
o
f
co
n
tr
o
l
o
v
er
th
eir
lear
n
in
g
.
T
h
is
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
in
E
MI
v
o
ca
tio
n
al
c
o
n
tex
ts
,
wh
er
e
s
tu
d
en
ts
o
f
te
n
co
m
e
f
r
o
m
teac
h
er
-
ce
n
ter
ed
b
ac
k
g
r
o
u
n
d
s
an
d
ar
e
s
till
d
ev
elo
p
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
u
p
p
o
r
tin
g
lea
r
n
er a
u
to
n
o
my
th
r
o
u
g
h
in
tera
ctive
H5
P
c
o
n
te
n
t:
ev
id
en
ce
fr
o
m
a
n
E
MI
…
(
Hild
a
C
a
h
ya
n
i
)
3745
in
d
ep
en
d
en
t
lear
n
i
n
g
h
a
b
its
[
5
]
,
[
6
]
.
W
h
en
th
e
s
y
s
tem
d
o
es n
o
t
f
u
n
ctio
n
s
m
o
o
th
ly
,
it
ca
n
u
n
d
er
m
i
n
e
s
tu
d
en
ts
’
co
n
f
id
en
ce
an
d
m
ak
e
it
h
ar
d
er
to
en
g
a
g
e
in
s
elf
-
d
ir
ec
ted
lea
r
n
in
g
,
a
k
ey
g
o
al
o
f
lear
n
er
au
to
n
o
m
y
[
2
]
.
W
h
ile
th
is
s
tu
d
y
em
p
lo
y
ed
H5
P
in
ter
ac
tiv
e
ac
tiv
ities
,
p
r
ev
io
u
s
r
esear
ch
s
im
ilar
ly
r
ep
o
r
ted
th
at
te
ch
n
o
lo
g
y
-
m
e
d
iated
E
n
g
lis
h
co
m
m
u
n
icatio
n
in
c
r
ea
s
ed
lear
n
er
s
’
co
n
f
id
en
ce
a
n
d
r
ed
u
ce
d
th
eir
an
x
iety
t
o
war
d
u
s
in
g
E
n
g
lis
h
.
T
h
e
f
in
d
in
g
s
also
h
i
g
h
lig
h
t
th
e
im
p
o
r
ta
n
ce
o
f
clea
r
i
n
s
tr
u
ctio
n
s
in
SAL
.
Alth
o
u
g
h
au
to
n
o
m
y
en
co
u
r
a
g
es
s
tu
d
en
ts
to
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
lear
n
in
g
,
it
d
o
es
n
o
t
m
ea
n
th
ey
s
h
o
u
ld
lear
n
with
o
u
t
g
u
id
an
ce
.
As
em
p
h
asized
in
th
e
liter
atu
r
e,
e
f
f
ec
tiv
e
a
u
t
o
n
o
m
o
u
s
lear
n
i
n
g
r
eq
u
i
r
es
s
tr
u
ctu
r
ed
s
u
p
p
o
r
t,
esp
ec
ially
f
o
r
s
tu
d
en
ts
wh
o
ar
e
n
o
t
y
et
f
u
lly
r
ea
d
y
to
lear
n
in
d
ep
en
d
en
tly
[
3
]
,
[
7
]
.
W
h
en
in
s
tr
u
ctio
n
s
ar
e
u
n
clea
r
,
s
tu
d
en
ts
m
ay
f
ee
l
c
o
n
f
u
s
ed
a
n
d
s
p
e
n
d
m
o
r
e
ef
f
o
r
t
tr
y
in
g
t
o
u
n
d
er
s
tan
d
th
e
task
r
ath
er
th
an
f
o
cu
s
in
g
o
n
lear
n
i
n
g
its
elf
.
T
h
is
s
u
g
g
ests
th
at
well
-
d
esig
n
ed
g
u
id
an
ce
r
em
ain
s
ess
en
tial,
ev
en
in
in
ter
ac
tiv
e
an
d
f
lex
ib
le
lear
n
in
g
en
v
i
r
o
n
m
e
n
ts
.
I
n
ad
d
itio
n
,
s
tu
d
e
n
ts
’
f
ee
d
b
ac
k
o
n
co
n
ten
t
o
r
g
an
izatio
n
an
d
co
g
n
itiv
e
lo
ad
s
u
g
g
ests
th
at
ex
ce
s
s
iv
e
in
ter
ac
tiv
ity
ca
n
b
e
o
v
e
r
wh
el
m
in
g
.
W
h
ile
H5
P
is
k
n
o
wn
to
in
cr
ea
s
e
en
g
ag
em
en
t
th
r
o
u
g
h
in
ter
ac
tiv
e
an
d
m
u
ltime
d
ia
elem
en
ts
[
1
8
]
,
[
1
9
]
,
u
s
in
g
to
o
m
an
y
ac
tiv
ities
o
r
co
m
b
in
in
g
m
u
ltip
le
to
p
ics in
a
s
in
g
le
s
ec
tio
n
ca
n
m
ak
e
lear
n
in
g
f
ee
l
tirin
g
an
d
u
n
f
o
c
u
s
ed
.
T
h
is
alig
n
s
with
t
h
e
id
ea
th
at
ef
f
ec
tiv
e
d
ig
ital
lear
n
in
g
s
h
o
u
l
d
n
o
t
o
n
ly
b
e
e
n
g
ag
in
g
b
u
t
also
m
an
ag
ea
b
le,
allo
win
g
s
tu
d
e
n
ts
to
p
r
o
ce
s
s
in
f
o
r
m
atio
n
s
tep
b
y
s
tep
[
1
6
]
.
Fro
m
a
SR
L
p
er
s
p
ec
tiv
e,
s
tu
d
en
ts
b
en
ef
it
m
o
r
e
wh
en
lea
r
n
in
g
m
ater
ials
ar
e
clea
r
ly
s
t
r
u
ctu
r
ed
a
n
d
allo
w
g
r
ad
u
al
p
r
o
g
r
ess
r
ath
er
th
an
p
r
esen
tin
g
to
o
m
a
n
y
elem
en
ts
at
o
n
ce
[
2
1
]
.
Ov
er
all,
th
ese
f
i
n
d
in
g
s
s
u
g
g
est
th
at
im
p
lem
en
tin
g
H5
P
in
E
MI
v
o
ca
tio
n
al
ed
u
ca
tio
n
r
eq
u
ir
es
a
ca
r
ef
u
l
b
alan
ce
b
etwe
en
in
ter
ac
tiv
ity
,
clar
ity
,
an
d
s
im
p
licity
.
Ad
d
r
ess
in
g
th
ese
c
h
allen
g
es
is
im
p
o
r
tan
t
n
o
t
o
n
ly
to
im
p
r
o
v
e
t
h
e
lear
n
in
g
ex
p
er
ien
ce
b
u
t
also
to
en
s
u
r
e
th
at
d
ig
ital le
ar
n
in
g
en
v
ir
o
n
m
e
n
ts
ef
f
ec
tiv
ely
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
e
n
t o
f
lear
n
e
r
au
to
n
o
m
y
,
esp
ec
ially
f
o
r
s
tu
d
e
n
ts
tr
an
s
itio
n
in
g
f
r
o
m
teac
h
er
-
d
ep
en
d
en
t
to
m
o
r
e
in
d
ep
e
n
d
en
t
lea
r
n
in
g
p
r
ac
tic
es.
T
h
e
s
u
cc
ess
o
f
H5
P
-
b
ased
lear
n
in
g
d
ep
en
d
s
o
n
b
alan
cin
g
in
ter
ac
tiv
it
y
with
tech
n
ical
s
tab
ilit
y
an
d
p
r
o
v
id
in
g
clea
r
in
s
tr
u
ctio
n
s
to
p
r
ev
e
n
t
co
g
n
itiv
e
o
v
er
lo
a
d
an
d
f
r
u
s
tr
atio
n
,
esp
ec
ially
f
o
r
s
tu
d
en
ts
tr
an
s
itio
n
in
g
f
r
o
m
teac
h
er
-
ce
n
ter
e
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
ese
f
i
n
d
in
g
s
em
p
h
asize
th
at
r
o
b
u
s
t
p
ed
ag
o
g
ic
al
s
ca
f
f
o
ld
in
g
a
n
d
in
tu
itiv
e
d
esig
n
ar
e
ess
en
tial
f
o
r
b
u
ild
in
g
t
h
e
co
n
f
id
en
ce
an
d
s
elf
-
r
eg
u
lato
r
y
h
ab
its
n
ec
es
s
ar
y
f
o
r
s
u
s
tain
ab
le
lear
n
er
au
to
n
o
m
y
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
e
d
h
o
w
i
n
ter
ac
tiv
e
H5
P
-
b
ased
lear
n
in
g
r
eso
u
r
ce
s
h
elp
e
d
v
o
ca
tio
n
al
h
ig
h
er
ed
u
ca
tio
n
E
MI
s
tu
d
en
ts
lear
n
E
n
g
lis
h
in
d
e
p
en
d
e
n
tly
.
R
esu
lts
im
p
ly
H5
P
in
ter
ac
tiv
e
co
n
ten
t
aid
s
au
to
n
o
m
o
u
s
lear
n
in
g
.
Stu
d
e
n
ts
r
o
u
tin
ely
c
o
m
p
leted
in
ter
ac
tiv
e
L
MS
ac
tiv
ities
,
s
u
g
g
esti
n
g
s
elf
-
p
ac
ed
lear
n
in
g
.
Stu
d
e
n
ts
r
ep
o
r
ted
i
m
p
r
o
v
ed
v
o
ca
b
u
lar
y
,
g
r
a
m
m
ar
,
E
n
g
lis
h
co
n
f
i
d
en
ce
,
an
d
in
d
e
p
en
d
e
n
t
s
tu
d
y
en
jo
y
m
en
t
af
te
r
ass
ig
n
m
en
ts
.
I
n
ter
ac
tiv
e
d
ig
it
al
m
ed
ia
in
c
r
ea
s
es
lear
n
er
a
u
to
n
o
m
y
a
n
d
p
r
ep
a
r
es
s
tu
d
e
n
ts
f
o
r
s
elf
-
d
ir
ec
ted
in
v
o
lv
em
e
n
t
in
g
lo
b
al
E
n
g
lis
h
-
s
p
ea
k
in
g
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
en
ts
,
ac
co
r
d
in
g
to
r
esear
ch
.
L
MS
in
ter
ac
tiv
e
lear
n
in
g
d
esig
n
p
r
o
m
o
tes
s
elf
-
p
ac
ed
lear
n
in
g
,
ac
tiv
e
in
v
o
lv
em
en
t,
an
d
s
tr
u
ctu
r
ed
f
r
ee
d
o
m
,
co
n
tr
ib
u
tin
g
to
d
ig
ital
lan
g
u
ag
e
lear
n
in
g
an
d
l
ea
r
n
er
au
t
o
n
o
m
y
r
esear
ch
.
R
esu
lts
d
em
o
n
s
tr
ate
h
o
w
in
s
tan
t
f
ee
d
b
ac
k
,
f
r
eq
u
en
t
p
r
ac
tice,
an
d
v
a
r
ied
lear
n
in
g
r
o
u
tes
o
p
er
atio
n
alize
lear
n
e
r
a
u
to
n
o
m
y
in
H5
P
-
b
ased
SAL
en
v
ir
o
n
m
en
ts
.
T
h
is
s
tu
d
y
u
s
es
lear
n
in
g
an
aly
tics
d
ata
a
n
d
s
tu
d
en
ts
’
p
er
ce
iv
e
d
au
to
n
o
m
y
to
u
n
d
er
s
tan
d
au
t
o
n
o
m
o
u
s
lan
g
u
ag
e
lear
n
in
g
in
d
ig
ital
en
v
ir
o
n
m
e
n
ts
in
E
MI
v
o
ca
tio
n
al
h
ig
h
er
ed
u
ca
tio
n
.
E
f
f
ec
tiv
e
ed
u
ca
tio
n
,
tim
ely
f
ee
d
b
ac
k
,
an
d
co
n
tin
u
in
g
in
ter
ac
tio
n
i
n
d
ig
ital le
ar
n
in
g
s
ettin
g
s
f
o
s
ter
s
tu
d
en
t a
u
to
n
o
m
y
.
T
h
e
s
tu
d
y
em
p
h
asizes
r
ig
o
r
o
u
s
H5
P
-
b
ased
lear
n
i
n
g
m
ater
ial
in
s
tr
u
ctio
n
al
d
esig
n
in
E
M
I
s
itu
atio
n
s
.
C
lear
lear
n
in
g
in
s
tr
u
ctio
n
s
,
b
alan
ce
d
in
ter
ac
tiv
e
elem
en
ts
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
-
in
c
lu
d
in
g
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e
an
d
in
s
tr
u
ctio
n
al
co
ac
h
in
g
-
a
r
e
n
ee
d
ed
f
o
r
i
m
p
lem
en
tatio
n
.
T
h
ese
b
o
o
s
t
s
tu
d
en
t
en
g
ag
em
en
t
an
d
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
D
esp
ite
th
ese
b
en
ef
its
,
th
er
e
ar
e
d
r
awb
ac
k
s
.
T
h
e
s
tu
d
y
o
n
ly
ex
am
in
ed
o
n
e
v
o
ca
tio
n
al
h
i
g
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
,
s
o
it
m
ay
n
o
t
ap
p
l
y
to
o
th
er
e
d
u
ca
tio
n
al
s
itu
atio
n
s
.
L
ea
r
n
er
attitu
d
es
an
d
e
n
g
ag
em
e
n
t
m
etr
ics
tr
u
m
p
ed
lan
g
u
ag
e
p
r
o
f
icien
cy
d
e
v
elo
p
m
en
t
m
etr
ics.
T
h
u
s
,
th
e
o
u
tco
m
es
s
h
o
u
l
d
b
e
r
eg
ar
d
e
d
as
ev
id
en
ce
o
f
s
tu
d
en
t
en
g
ag
em
e
n
t,
p
er
ce
iv
e
d
au
to
n
o
m
y
,
an
d
s
elf
-
d
i
r
ec
ted
lear
n
in
g
r
ath
e
r
th
a
n
E
n
g
lis
h
lan
g
u
ag
e
c
o
m
p
eten
c
y
in
cr
ea
s
es.
T
h
e
f
in
d
in
g
s
im
p
ly
th
at
H5
P
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
en
ts
ca
n
p
r
o
m
o
te
au
to
n
o
m
o
u
s
lear
n
in
g
an
d
lear
n
er
au
t
o
n
o
m
y
,
b
u
t
th
e
lack
o
f
o
b
jectiv
e
la
n
g
u
a
g
e
a
ch
iev
em
en
t
m
etr
ics
lim
its
th
e
in
ter
v
en
tio
n
'
s
im
p
ac
t o
n
lan
g
u
ag
e
p
er
f
o
r
m
an
ce
.
Fu
tu
r
e
s
tu
d
ies
m
ay
e
x
am
in
e
t
h
e
lo
n
g
-
ter
m
e
f
f
ec
ts
o
f
in
ter
a
ctiv
e
d
ig
ital
lear
n
in
g
to
o
ls
o
n
lan
g
u
a
g
e
d
ev
elo
p
m
e
n
t
an
d
lear
n
e
r
au
t
o
n
o
m
y
u
s
in
g
b
ig
g
er
,
m
o
r
e
v
ar
ied
s
am
p
les,
m
o
r
e
in
s
titu
tio
n
al
co
n
tex
ts
,
an
d
lo
n
g
itu
d
in
al
m
eth
o
d
o
lo
g
ies.
T
o
ass
es
s
th
eir
ad
ap
tab
ilit
y
,
f
u
tu
r
e
r
esear
ch
m
ay
r
ep
lica
te
H5
P
-
b
ased
SAL
en
v
ir
o
n
m
en
ts
at
v
o
ca
tio
n
al
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
I
n
d
o
n
esia.
T
o
en
h
an
ce
lan
g
u
ag
e
ac
q
u
is
itio
n
,
r
esear
ch
er
s
ca
n
also
cr
ea
te
an
d
ev
alu
ate
in
ter
ac
tiv
e
s
p
ea
k
in
g
an
d
lis
ten
in
g
m
o
d
u
les.
Fu
tu
r
e
r
esear
ch
m
a
y
ex
am
in
e
lear
n
in
g
an
aly
tics
,
au
to
n
o
m
o
u
s
lear
n
in
g
b
eh
av
i
o
r
s
,
an
d
q
u
a
n
titativ
e
lan
g
u
a
g
e
p
er
f
o
r
m
an
ce
o
u
tco
m
es
in
o
r
d
er
to
b
etter
u
n
d
er
s
tan
d
in
ter
ac
tiv
e
d
ig
ital
lear
n
in
g
e
n
v
ir
o
n
m
e
n
ts
an
d
en
h
a
n
ce
E
MI
v
o
ca
tio
n
al
h
ig
h
er
ed
u
ca
tio
n
d
ig
ital le
ar
n
in
g
m
o
d
els.
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