Journal of English Language and Education

ISSN 2597- 6850 (Online), 2502-4132 (Print)

Journal Homepage: https://jele.or.id/index.php/jele/index
Article

The Implementation of Teachers’ Roles in Teaching English for

Inclusive Students Perception
https://doi.org/10.31004/jele.v9i3.499

Ivan Achmad Nurcholis1, Rini Puspita Sari2, Washlurachim Safitri3, Ririn Putri Ananda4
abcd

Universitas Muhammadiyah Bengkulu1,2,3,4

Corresponding Author: [email protected]

ABSTRACT
The primary objective of this study was to explore how teachers' roles are put into practice when teaching English
to inclusive students at Elementary Schools in Bengkulu City. The research followed a descriptive qualitative
approach in its design. The study involved 7 English teachers who were responsible for instructing English at
various Elementary Schools in Bengkulu City, namely SDN 03, SD Al-Manar, SD Alam Mahira, SDN 61, SDN 73,
SDN 24, and SD Al-Aufa. To gather data, the researchers employed an observation checklist and an interview
guide. The observation checklist used in this study was adapted from Tyagi's work in 2016. There are 5 teachers’
roles in teaching inclusive students that were observed by the researcher which consisted 14 items. The research
finding indicated that there were five teachers’ roles in teaching inclusive students at Elementary Schools in
Bengkulu city, namely; teacher role as corrector, inspirator, culminator, facilitator, and evaluator. There were 71% of
teachers implemented corrector and inspirator, there were 65% of them implemented teacher role as culminator,
24% as facilitator, and 100% of teachers applied teacher role as evaluator. The researcher suggested for English
teachers to implement teacher role as facilitator since less than fifty percent of English teachers who implemented
teacher role as facilitator.
Keywords: Teachers’ Role, Teaching English for Inclusive Students, Elementary School
Article History:
Received 1st May 2024
Accepted 23rd May 2024
Published 25th May 2024

INTRODUCTION
Every child possesses the entitlement to a suitable education, including individuals
with distinct requirements. This aligns with the regulations stipulated in the National
Education Law Number 20 of 2003 pertaining to the National Education System. Specifically,
Article 5 paragraphs 1 and 2 underscore the equality in the right to access quality education
for all citizens. Furthermore, citizens confronted with physical disabilities, emotional,
mental, intellectual, and/or social challenges are warranted specialized education. This
educational approach is commonly referred to as inclusive education (Yekti et al., 2019).
Foundational education holds immense significance in equipping children for their
forthcoming roles within society. While a considerable number of children engage in formal
primary-level education, there still remain insufficiencies in ensuring the provision of
comprehensive basic education. It is imperative that all educators concentrate on addressing
the diverse learning requirements of every student, whether in integrated or inclusive
educational settings, even within subjects like English. (Rafikayati & Badiah, 2023) stated
that learning in inclusive schools, which include students with special needs, demands
changes and adjustments. Regular teachers, both class teachers and subject teachers, are no
longer oriented classically but are faced with the diversity of student needs. Therefore,
classroom management in inclusive schools becomes crucial in the implementation of
inclusive education in the country.

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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
Presently, English stands as a pivotal subject within students' academic pursuits.
Similar to other disciplines, the instruction of English carries its own set of complexities,
particularly when encompassing children within inclusive education frameworks. In the
realm of English instruction, an educator must exhibit creativity, adaptability, dedication to
the advancement of learning, and a willingness to glean insights from their students.
According to (Amiruddin, 2022), a teacher who teaches children with special needs needs to
have scientific knowledge of various disabilities, including the causes, assessment, and
management of these disabilities. In particular, an English teacher also needs to know the
goals or targets of learning English that are relevant for students with special needs. With a
clear understanding of learning objectives, teachers can design approaches, models and
learning strategies that are appropriate and effective.
Moreover, the teacher plays a pivotal role in fostering student autonomy. As posited
by (Lengkanawati, 2017), within the framework of independent learning, the teacher's
function encompasses sharing pedagogical principles geared towards student growth. The
teacher encourages students to actively engage in their individual learning journey,
encompassing assigning them the task of formulating learning objectives and shaping the
learning trajectory. This entails stimulating self-reflection among students, prompting
introspection on both the learning experience and the target language, and ensuring accurate
and proficient use of the target language. Furthermore, the teacher also involves students in
the adept utilization of the target language.
In an initial observation conducted by researchers on June 27, 2022, at SDN 03
Bengkulu City, an elementary school known for its inclusive approach accommodating
students with special needs, it was evident that the English teacher encountered a range of
difficulties while instructing English within inclusive classroom settings. The difficulty is
amplified for educators due to the composition of the class, which comprises a mix of
students with special requirements and those without. Naturally, this necessitates a greater
amount of time for teachers to individually comprehend and educate each student.
However, the English teacher admits that he can meet the challenge by implementing some
strategies in the classroom. He successfully managed the class by playing the role of an
effective teacher. These teachers recognize that their role is very important in teaching
inclusive students. They act as facilitators who help students in the learning process, as well
as being counselors, sources of information, and managers for their students.
In continuation of the preliminary observations previously outlined, the researcher
identified several pertinent sources that highlight gaps or variations compared to prior
studies with similar focal points. For instance, in research undertaken by (Yekti et al., 2019),
several notable findings emerged. Firstly, it was noted that English instructors employed a
consistent framework for preparation while adapting various activities throughout the
learning process. Furthermore, diverse assessment methods were utilized to cater to the
needs of inclusive students. Secondly, this investigation also pinpointed several bolstering
factors, including comprehensive administrative frameworks, effective knowledge transfer,
and the adoption of diverse assessment tools. Nevertheless, challenges in the
implementation of inclusive education were also identified in this study. These encompassed
a shortage of adequately trained educators, inadequacies in inclusive policies, and a dearth
of differentiation in instructional methods.
Second study conducted by (Anggraeni & Yusnita, 2017), it was found that after
receiving guidance, inclusive students showed high interest and motivation to learn English
skills. This can be seen from the students' ability to remember all the material that has been
taught, even though they sometimes need to get additional directions and remain active in
attending classes regularly until the learning activities are over.
The third research conducted by (Domović et al., 2017) emphasizes that for the
effective execution of inclusive educational practices, modern educators should incorporate
an inclusive element into their professional roles. This involves possessing an understanding,

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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
the requisite knowledge and aptitudes to cater to the requirements of a diverse student body,
along with an open and unbiased perspective.
Lastly, as indicated by (Borg, Hunter, Sigurjonsdottir, & D´Alessio, 2011) in (Pit-Ten
Cate et al., 2018), it is mentioned that numerous elements can influence the degree to which
inclusive practices can be effectively integrated. However, the European Agency for
Development in Special Needs Education explicitly emphasizes that educators must possess
not only the necessary competencies, expertise, and insight but also particular values and
perspectives to function proficiently within inclusive environments.
Drawing from the aforementioned discussion, a deduction can be made that the role of
educators in instructing English to inclusive students holds substantial significance and
warrants comprehensive investigation to enhance outcomes in English education for
inclusive learners. Consequently, the forthcoming research would center on the subject titled
"Enacting the Teacher's Responsibilities in English Instruction for Inclusive Students within
Elementary Schools in Bengkulu City." The objective of this study is to delve into this matter
and gain insights into its intricacies.

METHOD
Regarding the methodology used in this study, it utilized a descriptive quantitative
approach and focused on seven English teachers who taught at various primary schools in
Bengkulu city. The research employed an observation checklist and an interview guide as
data collection instruments. The observation checklist, adapted from (Tyagi, 2016). The
researcher observed the teachers' roles in the classroom twice and used the checklist to
record the observations. Additionally, interviews were conducted with the teachers to
confirm the findings from the observation checklist. Prior to data collection, the researcher
obtained permission from the Headmaster and English teachers involved in teaching
inclusive students. The data analysis process involved identifying and categorizing the
observation checklist results, reviewing the recorded interviews, transcribing them, and
analyzing the data based on (Campbell et al., 2011) theoretical framework. The researcher
assigned a score of 1 if a teacher demonstrated a particular role and a score of 0 if they did
not.

FINDINGS AND DISCUSSION

Finding
The following will present data findings, namely:
Table 1. Observation checklist results.

No Teacher’s Role Teacher

1 2 3 4 5 6 7
Corrector Y N Y N Y N Y N Y N Y N Y N %
1. Recognition of √ - √ - √ - √ - √ - √ - √ - 100
students with %
disabilities in the
classroom
2. Sending those - √ - √ √ - - √ - √ - √ - √ 14
who have been %
identified to
specialists for
additional
assessment and
medical care.
3. Embracing and √ - √ - √ - √ - √ - √ - √ - 100
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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
welcoming %
children with
disabilities.
Mean 71
%
Inspirator
1. Fostering a √ - √ - √ - √ - √ - √ - √ - 100
positive %
relationship
between typically
developing and
disabled children.
2. Arranging the √ - √ √ - √ - √ - √ - √ - 100
seating of the %
children in the
classroom
strategically to
ensure their
comfort and
maximize the
benefits of
classroom
interactions.
3. Eliminating - √ √ - - √ - √ - √ - √ - √ 14
structural %
obstacles
whenever feasible
to enable children
with disabilities
to move freely
and
independently.
4. Engaging √ - - √ √ - √ - - √ √ - √ - 71
children with %
disabilities in
nearly all
classroom
activities.
Mean 71
%
Culminator
1. Making suitable √ - √ - √ - - √ - √ - √ - √ 43
adaptation in the %
curriculum
transaction so
that the children
with disabilities
learn according to
their ability.
2. Preparations of √ - - √ √ - √ - √ - √ - √ - 86
teaching %
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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
aids/adaptation
of teaching aids
which will help
the children with
disabilities learn.
Mean 65
%
Facilitator
1. Offering parental - √ - √ - √ - √ - √ √ - √ - 29
guidance and %
counseling, along
with conducting
public awareness
programs
through school-
related initiatives.
2. Working in - √ - √ - √ - √ - √ - √ - √ 0%
partnership with
medical and
physiological
committees,
social workers,
parents, and
special educators.
3. Development of - √ - √ √ - - √ - √ √ - √ - 43
assessment and %
diagnostic
instruments.
Mean 24
%
Evaluator
1. Adaptation in √ - √ - √ - √ - √ - √ - √ - 100
evaluation for %
children with
special needs.
2. Providing √ - √ - √ - √ - √ - √ - √ - 100
remedial %
Instruction to the
children who
require it.
Mean 100
%

1) Teacher Role as Corrector

The teacher's function as a "corrector" begins with the initial identification of inclusive
students. This responsibility comprises three primary elements: recognizing students with
disabilities in the classroom, directing these identified students to specialists for further
evaluation and care, and embracing and accommodating children with disabilities. The data
in Table 1 demonstrates that all teachers successfully fulfilled the first two components,
which involve identifying and accepting children with disabilities in their classrooms.
However, only one teacher actively engaged in the third component by referring identified

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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
students to experts for further examination and treatment. Consequently, it can be inferred
that seventy-one percent of English teachers effectively carried out their role as correctors.
In the role of a corrector, a teacher is responsible for assessing students' classroom
activities. Advanced students often require substantial correction, while beginners typically
require minimal correction. When embarking on language learning, the emphasis should be
on the ability to communicate imperfectly across various situations rather than striving for
perfection in just a few. The teacher's primary duty is to assist learners as they navigate
through a variety of communicative situations, rather than pressuring them over minor
errors, such as forgetting to use the third person -s. In the case of advanced learners, the
situation is generally reversed.
2) Teacher Role as Inspirator
The role of a teacher as an inspirator entails encouraging students to utilize their
creativity, intellect, and aspirations. It also involves establishing a relationship based on
mutual trust and respect with students and inviting them to actively engage in their own
learning journey. As shown in the table above, all teachers effectively applied methods to
promote a positive relationship between typical and disabled students. They also organized
the classroom setting to guarantee the comfort and advantage of all students during their
interactions. Furthermore, five teachers actively engaged children with disabilities in nearly
all classroom activities. However, only one teacher took steps to eliminate architectural
barriers whenever possible, thus enabling children with disabilities to move independently.
Consequently, it can be deduced that seventy-one percent of English teachers effectively
embodied the role of inspirator. This role involves challenging students to harness their
imagination, intellect, and aspirations, fostering trust and respect, and encouraging students
to actively participate in their educational journey.
3) Teacher Role as Culminator
The teacher's role as a culminator involves guiding the learning process progressively
from its inception to its conclusion or culmination. Through this approach, students are able
to successfully navigate the culmination stage, which serves as a point for them to assess
their own learning progress. Table 1, as presented above, illustrates that seven teachers were
involved in preparing teaching aids or adapting them to facilitate the learning of children
with disabilities. Additionally, three teachers made appropriate adjustments in the
curriculum delivery to ensure that children with disabilities could learn according to their
abilities. Consequently, it can be inferred that sixty-five percent of English teachers
effectively fulfilled their role as culminators. This role places teachers in a pivotal position
where they bear direct responsibility and influence over their students' development. They
have the power to shape whether students realize their full potential and eventually become
individuals admired by all, or if they are held back and restricted due to a lack of essential
knowledge, encouragement, or stimulation.
4) Teacher Role as Facilitator
In the capacity of a facilitator, teachers assume the responsibility of providing support
to aid students in their learning activities. As facilitators, teachers serve as partners in the
learning journey, assisting in modifying the learning environment and ensuring that the
learning process aligns harmoniously with the students' needs and desires. Table 1, as
previously mentioned, indicates that two teachers carried out parental guidance and
counseling as well as initiated public awareness programs through school activities.
Furthermore, three teachers were involved in creating tools for assessing achievement and
diagnosing students' progress. However, no teacher engaged in collaboration with medical
and physiological panels, social workers, parents, or special education teachers.
Consequently, it can be concluded that only twenty-five percent of English teachers
effectively embodied the role of facilitator.
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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
The Teacher-Facilitator is an educational pioneer who actively explores and embraces
innovative approaches while guiding learners through various challenges. This educational
facilitator cultivates an environment where students are empowered to unlock their full
potential in terms of intellectual, emotional, physical, and psychological development. They
assess the individual needs and abilities of their students and determine the most effective
methods and techniques to deliver instruction within their assigned subject areas.
Additionally, they ensure that students continuously enhance their foundational knowledge
and essential skills. Furthermore, the Teacher-Facilitator embraces technology as a valuable
tool and seeks meaningful ways to engage students through its integration. They eagerly
accept the task of crafting a stimulating and rigorous curriculum that connects with essential
concepts and ideas both within and across different disciplines.
5) Teacher Role as Evaluator
The teacher's responsibility involves gathering data or information regarding the progress of
the learning process. As indicated in Table 1 above, all English teachers introduced
modifications in the evaluation process for children with special needs and provided
remedial instruction to those who needed it. Consequently, one hundred percent of English
teachers effectively fulfilled the role of evaluator. Through the practice of teacher
documentation, they gain a deeper insight into a child's existing knowledge and can employ
teaching strategies that enhance their learning. Documentation enables teachers to gain a
better understanding of children's capabilities and knowledge, facilitating meaningful
assessments that ultimately enhance and advance individual learning.

Discussion
The objective of this study was to examine how teachers performed their roles when
teaching English to inclusive students during the academic year 2022/2023 in elementary
schools in Bengkulu City. The research findings revealed the existence of five distinct teacher
roles in this context: corrector, inspirator, culminator, facilitator, and evaluator. It was
observed that 71% of teachers successfully executed both the corrector and inspirator roles.
Additionally, 65% of teachers fulfilled the role of culminator, while 24% acted as facilitators.
Remarkably, all teachers, constituting 100%, effectively carried out the role of evaluator.
The teacher’s role as a corrector involves several components, starting with the initial
identification of inclusive students. There are three key aspects within the corrector role:
first, recognizing children with disabilities in the classroom; second, referring these
identified students to experts for further assessment and treatment; and third, accepting and
accommodating children with disabilities. The results indicate that all teachers successfully
carried out the recognizing students with disabilities within the class and were accepting of
them. However, only one teacher actually implemented the step of referring identified
students to experts for further assessment and treatment. This outcome aligns with the
theory presented by (Arege, 2015), who argued that when teachers allow errors to go
uncorrected, students might assume that these errors are correct. This means that the
teacher's positive reinforcement could lead to these errors becoming ingrained in the
students' speech patterns, potentially resulting in error persistence known as "fossilization."
Furthermore, (Tyagi, 2016) contributed to this discussion by emphasizing that inclusive
education places the responsibility on the education system rather than the disabled child
when a child is not learning. The challenges arise due to rigid teaching methods, inaccessible
environments, untrained teachers, poor teaching quality, teachers' attitudes, and the absence
of assistance from public agencies has led to a shift in attention towards enhancing the entire
education system.
The role of the teacher as an inspirator involves encouraging students to harness their
imagination, intellect, and aspirations. Additionally, they establish a strong bond of mutual
trust and respect with their students, inviting them to actively participate in their own
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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
learning journey. The research findings demonstrate that all teachers successfully
implemented strategies aimed at fostering a positive attitude among both normal and
disabled children. They also ensured that children were placed in appropriate classroom
positions to enhance their comfort and benefit from classroom interactions. Moreover, five
teachers proactively involved children with disabilities in nearly every classroom activity.
Nevertheless, only one teacher made efforts to remove architectural obstacles when feasible,
thus enabling children with disabilities to have independent mobility. Consequently, it can
be deduced that seventy-one percent of English teachers effectively embodied the role of
inspirator. As noted by (Solpuk Turhan, 2019), the term "inspiring teacher" encompasses
various definitions, including being a good and effective teacher, one who excels in the
teaching profession through different means, a teacher who offers support and inspiration to
students, and a modern-day educator. (Suwarni, 2021) also highlighted that teachers in the
role of inspirator can assist all students, including those with special needs, in appropriately
achieving their learning goals.
The teacher's role as a culminator entails guiding the learning process steadily from its
inception to its ultimate culmination. Through thoughtful instructional design, students
navigate through this culminating stage, which serves as a pivotal point for them to assess
their own learning progress. The research findings reveal that seven teachers were actively
engaged in preparing teaching aids or adapting them to facilitate the learning of children
with disabilities. Moreover, three teachers made necessary adjustments in the curriculum
delivery to ensure that children with disabilities could learn according to their individual
capabilities. In their study, (Anggraeni & Yusnita, 2017) underscored that teachers are
professional educators with primary responsibilities that encompass the formal education of
students, involving tasks such as educating, instructing, guiding, directing, training,
assessing, and evaluating students. This remains consistent across different stages of formal
schooling, encompassing early childhood education, elementary education, and secondary
education.
In the capacity of a facilitator, the teacher assumes a role in providing support to ease
students' engagement in learning activities. In this role, teachers function as collaborators in
the learning experience, aiding in the transformation of the learning environment, and
ensuring that the learning process aligns harmoniously with the students' needs and
preferences. The research findings indicate that two teachers introduced parental guidance
and counseling as well as initiated public awareness programs through school activities.
Additionally, three teachers were actively involved in developing achievement and
diagnostic tools. Yet, there was no teacher involved in partnerships with medical and
physiological experts, social workers, parents, or special education instructors.
Consequently, it can be concluded that only twenty-five percent of English teachers
effectively embodied the role of facilitator. (Anggraeni & Yusnita, 2017) also stressed that
teachers, in their role as facilitators, frequently aim to create learning scenarios and tasks that
require students to engage with course material in innovative and inventive ways. Although
the course content retains its importance, facilitators don't make it the central focus of the
course objectives. Instead, the primary emphasis is on acquiring the skills to apply the
content in a problem-solving fashion.
The teacher's responsibility as an evaluator involves gathering data or information
concerning the effectiveness of the completed learning process. The results revealed that all
English teachers incorporated adjustments in the evaluation process to accommodate
children with special needs and provided additional instruction to those who needed it.
Consequently, every English teacher successfully assumed the role of an evaluator. This
research finding underscores that a majority of teachers indeed embraced their role as
evaluators. Additionally, the role of a teacher as an evaluator extends beyond assessing
student learning outcomes; it also encompasses self-assessment in various aspects, including
planning, implementation, and program evaluation, as highlighted by (Amiruddin, 2022).

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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
(Ria Angraini et al., 2022) also pointed out that teachers of students with disabilities
can serve as facilitators, inspirers, correctors, and evaluators in elementary school settings
when they are equipped with proper guidance and evaluation from educators. This includes
training in effective teaching methods, comprehensive knowledge in managing inclusive
students, and fostering a positive attitude. These teachers are encouraged to prepare
themselves adequately to deliver effective instruction to inclusive students.
The research findings also corroborated the theory presented by (Tyagi, 2016), which
outlined the various roles that teachers play when instructing inclusive students. These roles
encompass: First, recognizing students with disabilities in the classroom. Second, directing
recognized students to specialists for additional evaluation and care.. Third, embracing and
accommodating children with disabilities. Fourth, cultivating a positive atmosphere of
inclusion between regular and disabled children. Fifth, arranging classroom seating to ensure
the comfort and benefit of all students during classroom interactions. Sixth, eliminating
architectural barriers whenever feasible to promote independent mobility for children with
disabilities. Seventh, engaging children with disabilities in nearly all classroom activities.
Eighth, modifying the curriculum delivery to cater to the learning abilities of children with
disabilities. Ninth, Creating or modifying educational materials to enhance the learning
experience for children with disabilities. Tenth, offering parental support and counseling
while organizing public awareness initiatives within school events. Eleventh, Working in
cooperation with professionals in the fields of medicine, physiology, social work, parents,
and special education educators. Twelfth, creating instruments for evaluating performance
and identifying students' requirements.. Thirteenth, modifying the assessment procedure to
cater to the specific requirements of Individuals with unique needs. And Fourteenth,
providing additional support through remedial instruction to children in need.
In (Porsch & Wilden, 2021) emphasized that teachers play a crucial role in establishing
inclusive learning environments. The success of inclusive education in various subjects
hinges largely on their attitudes and skills. However, when educators are tasked with
teaching subjects they aren't fully qualified in, it can create an additional professional
challenge, potentially affecting their stance on inclusive education adversely. In the context
of teaching English as a Foreign Language (EFL), these teachers might experience stress
because of their limited proficiency in teaching the target language while also having to
address the diverse requirements of students with Special Educational Needs (SEN) in the
EFL classroom.

CONCLUSIONS
In light of the findings, it can be deduced that the research results indicate the presence
of five distinct teacher roles when it comes to instructing inclusive students in elementary
schools in Bengkulu City. These roles include being a corrector, an inspirator, a culminator, a
facilitator, and an evaluator. Among the teachers surveyed, 71% effectively executed both the
corrector and inspirator roles, while 65% fulfilled the role of culminator. However, only 24%
actively took on the facilitator role, and all teachers, constituting 100%, effectively assumed
the role of evaluator.
Lastly, the researcher recommends that English teachers prioritize the role of a
facilitator since fewer than half of the English teachers in the study fulfilled this role.
Teaching entails more than just delivering lessons; teachers also serve as counselors,
mentors, role models, surrogate parents, and more to their students. They play numerous
crucial roles that contribute to a better understanding of subjects and help students shape a
brighter future. The importance of teachers' roles in instructing inclusive students should be
emphasized, as teaching these students demands additional skills to ensure that instructional
materials align with their specific needs. Furthermore, when teaching inclusive students,
teachers should encompass all the roles they typically assume in regular classes. For future

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The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Perception
research in a similar vein, it is recommended to conduct studies with larger sample sizes or
explore different subject areas and educational levels.

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