Assessing the impact of language virtual exchange approaches on intercultural competence development among university students

Incluye gráficos y tablas.

Autores:: Arias Cifuentes, Stefania
Solano Cahuana, Iris Laudith

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2025

Institución:: Universidad Tecnológica de Bolívar

Repositorio:: Repositorio Institucional UTB

Idioma:: eng

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dc.title.eng.fl_str_mv	Assessing the impact of language virtual exchange approaches on intercultural competence development among university students
title	Assessing the impact of language virtual exchange approaches on intercultural competence development among university students
spellingShingle	Assessing the impact of language virtual exchange approaches on intercultural competence development among university students Intercultural communicative competence Foreign language acquisition Virtual language exchange Intercultural awareness Language and culture Foreign language learning Virtual exchange Intercultural communication College students -- Colombia Mixed methods research Cultural awareness Information and communication technologies in education Higher education -- Colombia Foreign language instruction Intercultural competence 6. Humanidades::6B. Idiomas y Literatura::6B02. Idiomas específicos ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
title_short	Assessing the impact of language virtual exchange approaches on intercultural competence development among university students
title_full	Assessing the impact of language virtual exchange approaches on intercultural competence development among university students
title_fullStr	Assessing the impact of language virtual exchange approaches on intercultural competence development among university students
title_full_unstemmed	Assessing the impact of language virtual exchange approaches on intercultural competence development among university students
title_sort	Assessing the impact of language virtual exchange approaches on intercultural competence development among university students
dc.creator.fl_str_mv	Arias Cifuentes, Stefania Solano Cahuana, Iris Laudith
dc.contributor.author.none.fl_str_mv	Arias Cifuentes, Stefania Solano Cahuana, Iris Laudith
dc.subject.proposal.eng.fl_str_mv	Intercultural communicative competence Foreign language acquisition Virtual language exchange Intercultural awareness Language and culture
topic	Intercultural communicative competence Foreign language acquisition Virtual language exchange Intercultural awareness Language and culture Foreign language learning Virtual exchange Intercultural communication College students -- Colombia Mixed methods research Cultural awareness Information and communication technologies in education Higher education -- Colombia Foreign language instruction Intercultural competence 6. Humanidades::6B. Idiomas y Literatura::6B02. Idiomas específicos ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
dc.subject.armarc.none.fl_str_mv	Foreign language learning Virtual exchange Intercultural communication College students -- Colombia Mixed methods research Cultural awareness Information and communication technologies in education Higher education -- Colombia Foreign language instruction
dc.subject.lemb.none.fl_str_mv	Intercultural competence
dc.subject.ocde.none.fl_str_mv	6. Humanidades::6B. Idiomas y Literatura::6B02. Idiomas específicos
dc.subject.ods.none.fl_str_mv	ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
description	Incluye gráficos y tablas.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-06-05T15:53:01Z
dc.date.issued.none.fl_str_mv	2025-02-13
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dc.identifier.citation.none.fl_str_mv	Arias-Cifuentes, S., & Solano-Cahuana, I. L. (2025). Assessing the impact of language virtual exchange approaches on intercultural competence development among university students. Íkala, Revista de Lenguaje y Cultura, 30(2), e355699. https://doi.org/10.17533/udea.ikala.355699
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identifier_str_mv	Arias-Cifuentes, S., & Solano-Cahuana, I. L. (2025). Assessing the impact of language virtual exchange approaches on intercultural competence development among university students. Íkala, Revista de Lenguaje y Cultura, 30(2), e355699. https://doi.org/10.17533/udea.ikala.355699 0123-3432
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dc.relation.references.none.fl_str_mv	Agudelo, J. (2007). An intercultural approach for language teaching: Developing critical cultural awareness. Íkala Revista de Lenguaje y Cultura, 12(18), 185–217. https://doi.org/10.17533/udea.ikala.2718 Brinckwirth, A. (2012). Implementation and outcomes of an online English-Portuguese tandem language exchange program delivered jointly across a U.S.-Brazilian university partnership: A case study. [Doctoral dissertation, Virginia Commonwealth University]. https://doi.org/10.25772/TX1T-BB14 Brindley, G. (2001). Language assessment and professional development. Elder. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. Byram, M. (2006). Languages and identities. Council of Europe. Byram, M., Zarate, G, & Neuner, G. (1997). Sociocultural competence in language learning and teaching: Studies towards a Common European Framework of Reference for Language Learning and Teaching. Council of Europe. Cappellini, M. (2016). Roles and scaffolding in teletandem interactions: A study of the relations between the sociocultural and the language learning dimensions in a French Chinese teletandem. Innovation in Language Learning and Teaching, 10(1), 6–20. https://doi.org/10.1080/17501229.2016.1134859 Carr, A., & Beaudry, C. (2023). Effectiveness of in-person and virtual international mobility scholars program on career and professional development. Journal of Learning for Development, 10(3), 333–345. Cong-Lem, N. (2025). Intercultural communication in second/foreign language education over 67 years: A bibliometric review. Journal of Intercultural Communication Research, 54(1–2), 1–21. https://doi.org/10.1080/17475759.2025.2456265 Corbett, J (2003). An intercultural approach to English language teaching. Multilingual Matters. https://doi.org/10.21832/9781853596858 Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment—Companion volume. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages Crozet, C., Liddicoat, A., & Lo Bianco, J. (1999). Intercultural competence: From language policy to education. In J. Lo Bianco, A. Liddicoat, & C. Crozet (Eds.), Striving for the third place: intercultural competence through language education (pp. 1–17). Language Australia. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002 Dervin, F. (2016). Interculturality in education: A theoretical and methodological toolbox. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-54544-2 Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press. Fielding, R. (Ed.). (2022). Future directions for multilingualism, identity and interculturality in Education. In R. Fielding (Ed.), Multilingualism, identity and interculturality in Education (pp. 199–210). Springer. https://doi.org/10.1007/978-981-19-5848-9_10 Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum, 51(4), 2–11. https://americanenglish.state.gov/files/ae/resource_files/ubvcvfxplh3jhrnuhmyghquqz.pdf Freiermuth, M. R., & Huang, H-C. (2021). Zooming across cultures: Can a telecollaborative video exchange between language learning partners further the development of intercultural competences? Foreign Language Annals, 54(1), 185–206. https://doi.org/10.1111/flan.12504 Gaston, J. (1984). Cultural awareness teaching techniques. Pro Lingua Associates. Hall, E. T. (1976). Beyond culture. Anchor Press. Hoff, H. E. (2020). The evolution of intercultural communicative competence: Conceptualisations, critiques and consequences for 21st century classroom practice. Intercultural Communication Education, 3(2), 55–74. https://doi.org/10.29140/ice.v3n2.264 Hughes, G. H. (1986). An argument for culture analysis in the second language classroom. In J. M. Valdes (Ed.), Culture bound (pp. 162–169). Cambridge University Press. Jaramillo Cárdenas, C. (2023). Intercultural communicative competence models and assessment versus an intercultural Latin America path. Praxis Educación y Pedagogía. https://doi.org/10.25100/praxis_educacion.v0i10.12428 Jin, L., & Erben, T. (2007). Intercultural learning via instant messenger interaction. calico Journal, 24(2), 291–311. https://doi.org/10.4135/9781412985659 Kirk, J., & Miller, M. L. (1986). Reliability and validity in qualitative research. sage Publications. Kramsch, C. (1993). Context and culture in language teaching (Oxford Applied Linguistics Oral Series). Oxford University Press. Kramsch, C. (2014). Language and culture. aila Review, 27, 30–55. https://doi.org/10.1075/aila.27.02kra Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1), 94–106. https://doi.org/10.1177/1534484320903890 Lussier, D., Kostova, S. C., Golubina, K., Ivanus, D., Skopinskaja, L., Retamar, R., & Wiesinger, S. (2007). Guidelines for the assessment of intercultural communicative competence. In I. Lázár, M. Huber-Kriegler, D. Lussier, G. S. Matei, & C. Peck (Eds.), Developing and accessing intercultural communicative competence: A guide for language teachers and teacher educators (pp. 23–39). European Centre for Modern Languages, Council of Europe. McKay, S. (2003). Teaching English as an international language: An introduction to the role of English as an international language and its implications for language teaching. Oxford University Press. National Standards in Foreign Language Education Project (1999). Standards for foreign language learning in the 21st century. Information Age Publishing. O’Dowd, R. (2021). What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges. International Journal of Educational Research Journal, 109, 101804. https://doi.org/10.1016/j.ijer.2021.101804 Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Ed.). sage Publications Pemberton, I. (2024). Communicative language teaching. In I. Pemberton eds. Usage-based second language instruction (pp. 47–67). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-53414-0_5 Perren, J. M. (2018). Intercultural communication through technology. In J. I. Liontas (Ed.), The tesol encyclopedia of English language teaching. John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0415 Pörn, M., & Hansell, K. (2020) The teacher’s role in supporting two-way language learning in classroom tandem. International Journal of Bilingual Education and Bilingualism, 23(5), 534–549. https://doi.org/10.1080/13670050.2017.1379946 Rahimi, M., & Fathi, J. (2022). Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of efl learners. Computer Assisted Language Learning, 37(4), 924–960. https://doi.org/10.1080/09588221.2022.2064512 Risager, K. (2018). Representations of the world in language textbooks. Channel View Publications. https://doi.org/10.21832/RISAGE9559 Rodriguez Urbina, D. N. (2017). The implementation of intercultural communication awareness in the language classroom to increase communication across cultures: a mixed-method case study. [Master’s Thesis], Universidad del Norte], Barranquilla, Colombia. https://manglar.uninorte.edu.co/handle/10584/8124#page=1 Silverman, D. (2005). Doing qualitative research (2nd edition). Sage Publications. Shaules, J. (2007). Deep culture: The hidden challenges of global living. Multilingual Matters. https://doi.org/10.21832/9781847690180 Tian, J., & Wang, Y. (2010). Taking language learning outside the classroom: learners’ perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181–197. https://doi.org/10.1080/17501229.2010.513443 Tornberg, U. (2004). “Multiculturalism” – A dead end in conceptualizing difference, or an open-ended approach to facilitating democratic experiences in the foreign language classroom? Utbildning & Demokrati. Tidsskrift för didaktik och utbildningspolitik (Education & Democracy. Journal for Didactics and Educational Policy), 13(3), 127–143. https://www.oru.se/globalassets/oru-sv/forskning/forskningsmiljoer/hs/humus/utbildning-och-demokrati/2004/nr-3/ulrika-tornberg---multiculturalism---a-dead-end-in-conceptualizing-difference-or-an-open-ended-approach-to-facilitating-democratic-experiences-in-the-foreig.pdf Tran, T. Q., & Duong, T. M. (2018). The effectiveness of the intercultural language communicative teaching model for efl learners. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 6. https://doi.org/10.1186/s40862-018-0048-0 Vassallo, M. L., & Telles, J. A. (2006). Foreign language learning in-tandem: Theoretical principles and research perspectives. The especialist, 27(1), 83–118. https://revistas.pucsp.br/index.php/esp/article/view/6117/4438 Ware, P. D., & Kramsch, C. (2005). Toward an intercultural stance: Teaching German and English through telecollaboration. Modern Language Journal, 89(2), 190–205. https://doi.org/10.1111/j.1540-4781.2005.00274.x Zhou, A. (2023). Investigating the impact of online language exchanges on second language speaking and willingness to communicate of Chinese efl learners: A mixed methods study. Frontiers in Psychology, 14,1177922. https://doi.org/10.3389/fpsyg.2023.1177922 Zhou, Y., & Burhanudeen, H. (2023). Sustaining intercultural contact: developing the intercultural communicative competence of efl undergraduates in China. Journal of Intercultural Communication, 23(4), 13–26. https://doi.org/10.36923/jicc.v23i4.281
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spelling	Arias Cifuentes, Stefaniavirtual::4108-1Solano Cahuana, Iris Laudithvirtual::4109-12025-06-05T15:53:01Z2025-02-13Arias-Cifuentes, S., & Solano-Cahuana, I. L. (2025). Assessing the impact of language virtual exchange approaches on intercultural competence development among university students. Íkala, Revista de Lenguaje y Cultura, 30(2), e355699. https://doi.org/10.17533/udea.ikala.3556990123-3432https://hdl.handle.net/20.500.12585/13754https://doi.org/10.17533/udea.ikala.355699Incluye gráficos y tablas.Intercultural competence is key for foreign language acquisition since it allows learners to understand sociolinguistic and behavioral variations and to convey meaning effectively. This mixed-methods study involved the participation of 145 undergraduate students at a private Colombian university to assess whether and to what extent different approaches to virtual language exchange with native speakers of a target language contribute to their developing intercultural awareness/ competence. Drawing on quantitative and qualitative analyses of the online surveys implemented before and after participating in the virtual exchange, we found that students’ awareness/knowledge increased, particularly in the group that received intercultural communication training (ict), who could elaborate further on their individual analyses of non-observable features of the target culture. This research paper offers insights into the effectiveness of virtual language exchanges and the role of ict in developing intercultural awareness/competence in foreign language learners. Findings suggest that the implementation of strategically designed virtual language exchanges can provide more in-depth understandings of cultural variations.28 páginasapplication/pdfenghttps://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Assessing the impact of language virtual exchange approaches on intercultural competence development among university studentsArtículo de revistainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/redcol/resource_type/ARTTextinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Agudelo, J. (2007). An intercultural approach for language teaching: Developing critical cultural awareness. Íkala Revista de Lenguaje y Cultura, 12(18), 185–217. https://doi.org/10.17533/udea.ikala.2718Brinckwirth, A. (2012). Implementation and outcomes of an online English-Portuguese tandem language exchange program delivered jointly across a U.S.-Brazilian university partnership: A case study. [Doctoral dissertation, Virginia Commonwealth University]. https://doi.org/10.25772/TX1T-BB14Brindley, G. (2001). Language assessment and professional development. Elder.Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.Byram, M. (2006). Languages and identities. Council of Europe.Byram, M., Zarate, G, & Neuner, G. (1997). Sociocultural competence in language learning and teaching: Studies towards a Common European Framework of Reference for Language Learning and Teaching. Council of Europe.Cappellini, M. (2016). Roles and scaffolding in teletandem interactions: A study of the relations between the sociocultural and the language learning dimensions in a French Chinese teletandem. Innovation in Language Learning and Teaching, 10(1), 6–20. https://doi.org/10.1080/17501229.2016.1134859Carr, A., & Beaudry, C. (2023). Effectiveness of in-person and virtual international mobility scholars program on career and professional development. Journal of Learning for Development, 10(3), 333–345.Cong-Lem, N. (2025). Intercultural communication in second/foreign language education over 67 years: A bibliometric review. Journal of Intercultural Communication Research, 54(1–2), 1–21. https://doi.org/10.1080/17475759.2025.2456265Corbett, J (2003). An intercultural approach to English language teaching. Multilingual Matters. https://doi.org/10.21832/9781853596858Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment—Companion volume. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languagesCrozet, C., Liddicoat, A., & Lo Bianco, J. (1999). Intercultural competence: From language policy to education. In J. Lo Bianco, A. Liddicoat, & C. Crozet (Eds.), Striving for the third place: intercultural competence through language education (pp. 1–17). Language Australia.Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002Dervin, F. (2016). Interculturality in education: A theoretical and methodological toolbox. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-54544-2Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.Fielding, R. (Ed.). (2022). Future directions for multilingualism, identity and interculturality in Education. In R. Fielding (Ed.), Multilingualism, identity and interculturality in Education (pp. 199–210). Springer. https://doi.org/10.1007/978-981-19-5848-9_10Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum, 51(4), 2–11. https://americanenglish.state.gov/files/ae/resource_files/ubvcvfxplh3jhrnuhmyghquqz.pdfFreiermuth, M. R., & Huang, H-C. (2021). Zooming across cultures: Can a telecollaborative video exchange between language learning partners further the development of intercultural competences? Foreign Language Annals, 54(1), 185–206. https://doi.org/10.1111/flan.12504Gaston, J. (1984). Cultural awareness teaching techniques. Pro Lingua Associates.Hall, E. T. (1976). Beyond culture. Anchor Press.Hoff, H. E. (2020). The evolution of intercultural communicative competence: Conceptualisations, critiques and consequences for 21st century classroom practice. Intercultural Communication Education, 3(2), 55–74. https://doi.org/10.29140/ice.v3n2.264Hughes, G. H. (1986). An argument for culture analysis in the second language classroom. In J. M. Valdes (Ed.), Culture bound (pp. 162–169). Cambridge University Press.Jaramillo Cárdenas, C. (2023). Intercultural communicative competence models and assessment versus an intercultural Latin America path. Praxis Educación y Pedagogía. https://doi.org/10.25100/praxis_educacion.v0i10.12428Jin, L., & Erben, T. (2007). Intercultural learning via instant messenger interaction. calico Journal, 24(2), 291–311. https://doi.org/10.4135/9781412985659Kirk, J., & Miller, M. L. (1986). Reliability and validity in qualitative research. sage Publications.Kramsch, C. (1993). Context and culture in language teaching (Oxford Applied Linguistics Oral Series). Oxford University Press.Kramsch, C. (2014). Language and culture. aila Review, 27, 30–55. https://doi.org/10.1075/aila.27.02kraLester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1), 94–106. https://doi.org/10.1177/1534484320903890Lussier, D., Kostova, S. C., Golubina, K., Ivanus, D., Skopinskaja, L., Retamar, R., & Wiesinger, S. (2007). Guidelines for the assessment of intercultural communicative competence. In I. Lázár, M. Huber-Kriegler, D. Lussier, G. S. Matei, & C. Peck (Eds.), Developing and accessing intercultural communicative competence: A guide for language teachers and teacher educators (pp. 23–39). European Centre for Modern Languages, Council of Europe.McKay, S. (2003). Teaching English as an international language: An introduction to the role of English as an international language and its implications for language teaching. Oxford University Press.National Standards in Foreign Language Education Project (1999). Standards for foreign language learning in the 21st century. Information Age Publishing.O’Dowd, R. (2021). What do students learn in virtual exchange? A qualitative content analysis of learning outcomes across multiple exchanges. International Journal of Educational Research Journal, 109, 101804. https://doi.org/10.1016/j.ijer.2021.101804Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Ed.). sage PublicationsPemberton, I. (2024). Communicative language teaching. In I. Pemberton eds. Usage-based second language instruction (pp. 47–67). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-53414-0_5Perren, J. M. (2018). Intercultural communication through technology. In J. I. Liontas (Ed.), The tesol encyclopedia of English language teaching. John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0415Pörn, M., & Hansell, K. (2020) The teacher’s role in supporting two-way language learning in classroom tandem. International Journal of Bilingual Education and Bilingualism, 23(5), 534–549. https://doi.org/10.1080/13670050.2017.1379946Rahimi, M., & Fathi, J. (2022). Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of efl learners. Computer Assisted Language Learning, 37(4), 924–960. https://doi.org/10.1080/09588221.2022.2064512Risager, K. (2018). Representations of the world in language textbooks. Channel View Publications. https://doi.org/10.21832/RISAGE9559Rodriguez Urbina, D. N. (2017). The implementation of intercultural communication awareness in the language classroom to increase communication across cultures: a mixed-method case study. [Master’s Thesis], Universidad del Norte], Barranquilla, Colombia. https://manglar.uninorte.edu.co/handle/10584/8124#page=1Silverman, D. (2005). Doing qualitative research (2nd edition). Sage Publications.Shaules, J. (2007). Deep culture: The hidden challenges of global living. Multilingual Matters. https://doi.org/10.21832/9781847690180Tian, J., & Wang, Y. (2010). Taking language learning outside the classroom: learners’ perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181–197. https://doi.org/10.1080/17501229.2010.513443Tornberg, U. (2004). “Multiculturalism” – A dead end in conceptualizing difference, or an open-ended approach to facilitating democratic experiences in the foreign language classroom? Utbildning & Demokrati. Tidsskrift för didaktik och utbildningspolitik (Education & Democracy. Journal for Didactics and Educational Policy), 13(3), 127–143. https://www.oru.se/globalassets/oru-sv/forskning/forskningsmiljoer/hs/humus/utbildning-och-demokrati/2004/nr-3/ulrika-tornberg---multiculturalism---a-dead-end-in-conceptualizing-difference-or-an-open-ended-approach-to-facilitating-democratic-experiences-in-the-foreig.pdfTran, T. Q., & Duong, T. M. (2018). The effectiveness of the intercultural language communicative teaching model for efl learners. 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Journal of Intercultural Communication, 23(4), 13–26. https://doi.org/10.36923/jicc.v23i4.281ColombiaIntercultural communicative competenceForeign language acquisitionVirtual language exchangeIntercultural awarenessLanguage and cultureForeign language learningVirtual exchangeIntercultural communicationCollege students -- ColombiaMixed methods researchCultural awarenessInformation and communication technologies in educationHigher education -- ColombiaForeign language instructionIntercultural competence6. Humanidades::6B. Idiomas y Literatura::6B02. Idiomas específicosODS 4: Educación de calidad. 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luY29ycG9yYWRhIGVuIGxhcyBPYnJhcyBDb2xlY3RpdmFzLgpiLiBEaXN0cmlidWlyIGNvcGlhcyBvIGZvbm9ncmFtYXMgZGUgbGFzIE9icmFzLCBleGhpYmlybGFzIHDDumJsaWNhbWVudGUsIGVqZWN1dGFybGFzIHDDumJsaWNhbWVudGUgeS9vIHBvbmVybGFzIGEgZGlzcG9zaWNpw7NuIHDDumJsaWNhLCBpbmNsdXnDqW5kb2xhcyBjb21vIGluY29ycG9yYWRhcyBlbiBPYnJhcyBDb2xlY3RpdmFzLCBzZWfDum4gY29ycmVzcG9uZGEuCmMuIERpc3RyaWJ1aXIgY29waWFzIGRlIGxhcyBPYnJhcyBEZXJpdmFkYXMgcXVlIHNlIGdlbmVyZW4sIGV4aGliaXJsYXMgcMO6YmxpY2FtZW50ZSwgZWplY3V0YXJsYXMgcMO6YmxpY2FtZW50ZSB5L28gcG9uZXJsYXMgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EuCgpMb3MgZGVyZWNob3MgbWVuY2lvbmFkb3MgYW50ZXJpb3JtZW50ZSBwdWVkZW4gc2VyIGVqZXJjaWRvcyBlbiB0b2RvcyBsb3MgbWVkaW9zIHkgZm9ybWF0b3MsIGFjdHVhbG1lbnRlIGNvbm9jaWRvcyBvIHF1ZSBzZSBpbnZlbnRlbiBlbiBlbCBmdXR1cm8uIExvcyBkZXJlY2hvcyBhbnRlcyBtZW5jaW9uYWRvcyBpbmNsdXllbiBlbCBkZXJlY2hvIGEgcmVhbGl6YXIgZGljaGFzIG1vZGlmaWNhY2lvbmVzIGVuIGxhIG1lZGlkYSBxdWUgc2VhbiB0w6ljbmljYW1lbnRlIG5lY2VzYXJpYXMgcGFyYSBlamVyY2VyIGxvcyBkZXJlY2hvcyBlbiBvdHJvIG1lZGlvIG8gZm9ybWF0b3MsIHBlcm8gZGUgb3RyYSBtYW5lcmEgdXN0ZWQgbm8gZXN0w6EgYXV0b3JpemFkbyBwYXJhIHJlYWxpemFyIG9icmFzIGRlcml2YWRhcy4gVG9kb3MgbG9zIGRlcmVjaG9zIG5vIG90b3JnYWRvcyBleHByZXNhbWVudGUgcG9yIGVsIExpY2VuY2lhbnRlIHF1ZWRhbiBwb3IgZXN0ZSBtZWRpbyByZXNlcnZhZG9zLCBpbmNsdXllbmRvIHBlcm8gc2luIGxpbWl0YXJzZSBhIGFxdWVsbG9zIHF1ZSBzZSBtZW5jaW9uYW4gZW4gbGFzIHNlY2Npb25lcyA0KGQpIHkgNChlKS4KICAgIAo0LiBSZXN0cmljY2lvbmVzLgpMYSBsaWNlbmNpYSBvdG9yZ2FkYSBlbiBsYSBhbnRlcmlvciBTZWNjacOzbiAzIGVzdMOhIGV4cHJlc2FtZW50ZSBzdWpldGEgeSBsaW1pdGFkYSBwb3IgbGFzIHNpZ3VpZW50ZXMgcmVzdHJpY2Npb25lczoKYS4gVXN0ZWQgcHVlZGUgZGlzdHJpYnVpciwgZXhoaWJpciBww7pibGljYW1lbnRlLCBlamVjdXRhciBww7pibGljYW1lbnRlLCBvIHBvbmVyIGEgZGlzcG9zaWNpw7NuIHDDumJsaWNhIGxhIE9icmEgc8OzbG8gYmFqbyBsYXMgY29uZGljaW9uZXMgZGUgZXN0YSBMaWNlbmNpYSwgeSBVc3RlZCBkZWJlIGluY2x1aXIgdW5hIGNvcGlhIGRlIGVzdGEgbGljZW5jaWEgbyBkZWwgSWRlbnRpZmljYWRvciBVbml2ZXJzYWwgZGUgUmVjdXJzb3MgZGUgbGEgbWlzbWEgY29uIGNhZGEgY29waWEgZGUgbGEgT2JyYSBxdWUgZGlzdHJpYnV5YSwgZXhoaWJhIHDDumJsaWNhbWVudGUsIGVqZWN1dGUgcMO6YmxpY2FtZW50ZSBvIHBvbmdhIGEgZGlzcG9zaWNpw7NuIHDDumJsaWNhLiBObyBlcyBwb3NpYmxlIG9mcmVjZXIgbyBpbXBvbmVyIG5pbmd1bmEgY29uZGljacOzbiBzb2JyZSBsYSBPYnJhIHF1ZSBhbHRlcmUgbyBsaW1pdGUgbGFzIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgbyBlbCBlamVyY2ljaW8gZGUgbG9zIGRlcmVjaG9zIGRlIGxvcyBkZXN0aW5hdGFyaW9zIG90b3JnYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gTm8gZXMgcG9zaWJsZSBzdWJsaWNlbmNpYXIgbGEgT2JyYS4gVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RvcyB0b2RvcyBsb3MgYXZpc29zIHF1ZSBoYWdhbiByZWZlcmVuY2lhIGEgZXN0YSBMaWNlbmNpYSB5IGEgbGEgY2zDoXVzdWxhIGRlIGxpbWl0YWNpw7NuIGRlIGdhcmFudMOtYXMuIFVzdGVkIG5vIHB1ZWRlIGRpc3RyaWJ1aXIsIGV4aGliaXIgcMO6YmxpY2FtZW50ZSwgZWplY3V0YXIgcMO6YmxpY2FtZW50ZSwgbyBwb25lciBhIGRpc3Bvc2ljacOzbiBww7pibGljYSBsYSBPYnJhIGNvbiBhbGd1bmEgbWVkaWRhIHRlY25vbMOzZ2ljYSBxdWUgY29udHJvbGUgZWwgYWNjZXNvIG8gbGEgdXRpbGl6YWNpw7NuIGRlIGVsbGEgZGUgdW5hIGZvcm1hIHF1ZSBzZWEgaW5jb25zaXN0ZW50ZSBjb24gbGFzIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEuIExvIGFudGVyaW9yIHNlIGFwbGljYSBhIGxhIE9icmEgaW5jb3Jwb3JhZGEgYSB1bmEgT2JyYSBDb2xlY3RpdmEsIHBlcm8gZXN0byBubyBleGlnZSBxdWUgbGEgT2JyYSBDb2xlY3RpdmEgYXBhcnRlIGRlIGxhIG9icmEgbWlzbWEgcXVlZGUgc3VqZXRhIGEgbGFzIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEuIFNpIFVzdGVkIGNyZWEgdW5hIE9icmEgQ29sZWN0aXZhLCBwcmV2aW8gYXZpc28gZGUgY3VhbHF1aWVyIExpY2VuY2lhbnRlIGRlYmUsIGVuIGxhIG1lZGlkYSBkZSBsbyBwb3NpYmxlLCBlbGltaW5hciBkZSBsYSBPYnJhIENvbGVjdGl2YSBjdWFscXVpZXIgcmVmZXJlbmNpYSBhIGRpY2hvIExpY2VuY2lhbnRlIG8gYWwgQXV0b3IgT3JpZ2luYWwsIHNlZ8O6biBsbyBzb2xpY2l0YWRvIHBvciBlbCBMaWNlbmNpYW50ZSB5IGNvbmZvcm1lIGxvIGV4aWdlIGxhIGNsw6F1c3VsYSA0KGMpLgpiLiBVc3RlZCBubyBwdWVkZSBlamVyY2VyIG5pbmd1bm8gZGUgbG9zIGRlcmVjaG9zIHF1ZSBsZSBoYW4gc2lkbyBvdG9yZ2Fkb3MgZW4gbGEgU2VjY2nDs24gMyBwcmVjZWRlbnRlIGRlIG1vZG8gcXVlIGVzdMOpbiBwcmluY2lwYWxtZW50ZSBkZXN0aW5hZG9zIG8gZGlyZWN0YW1lbnRlIGRpcmlnaWRvcyBhIGNvbnNlZ3VpciB1biBwcm92ZWNobyBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS4gRWwgaW50ZXJjYW1iaW8gZGUgbGEgT2JyYSBwb3Igb3RyYXMgb2JyYXMgcHJvdGVnaWRhcyBwb3IgZGVyZWNob3MgZGUgYXV0b3IsIHlhIHNlYSBhIHRyYXbDqXMgZGUgdW4gc2lzdGVtYSBwYXJhIGNvbXBhcnRpciBhcmNoaXZvcyBkaWdpdGFsZXMgKGRpZ2l0YWwgZmlsZS1zaGFyaW5nKSBvIGRlIGN1YWxxdWllciBvdHJhIG1hbmVyYSBubyBzZXLDoSBjb25zaWRlcmFkbyBjb21vIGVzdGFyIGRlc3RpbmFkbyBwcmluY2lwYWxtZW50ZSBvIGRpcmlnaWRvIGRpcmVjdGFtZW50ZSBhIGNvbnNlZ3VpciB1biBwcm92ZWNobyBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYSwgc2llbXByZSBxdWUgbm8gc2UgcmVhbGljZSB1biBwYWdvIG1lZGlhbnRlIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBlbiByZWxhY2nDs24gY29uIGVsIGludGVyY2FtYmlvIGRlIG9icmFzIHByb3RlZ2lkYXMgcG9yIGVsIGRlcmVjaG8gZGUgYXV0b3IuCmMuIFNpIHVzdGVkIGRpc3RyaWJ1eWUsIGV4aGliZSBww7pibGljYW1lbnRlLCBlamVjdXRhIHDDumJsaWNhbWVudGUgbyBlamVjdXRhIHDDumJsaWNhbWVudGUgZW4gZm9ybWEgZGlnaXRhbCBsYSBPYnJhIG8gY3VhbHF1aWVyIE9icmEgRGVyaXZhZGEgdSBPYnJhIENvbGVjdGl2YSwgVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RhIHRvZGEgbGEgaW5mb3JtYWNpw7NuIGRlIGRlcmVjaG8gZGUgYXV0b3IgZGUgbGEgT2JyYSB5IHByb3BvcmNpb25hciwgZGUgZm9ybWEgcmF6b25hYmxlIHNlZ8O6biBlbCBtZWRpbyBvIG1hbmVyYSBxdWUgVXN0ZWQgZXN0w6kgdXRpbGl6YW5kbzogKGkpIGVsIG5vbWJyZSBkZWwgQXV0b3IgT3JpZ2luYWwgc2kgZXN0w6EgcHJvdmlzdG8gKG8gc2V1ZMOzbmltbywgc2kgZnVlcmUgYXBsaWNhYmxlKSwgeS9vIChpaSkgZWwgbm9tYnJlIGRlIGxhIHBhcnRlIG8gbGFzIHBhcnRlcyBxdWUgZWwgQXV0b3IgT3JpZ2luYWwgeS9vIGVsIExpY2VuY2lhbnRlIGh1YmllcmVuIGRlc2lnbmFkbyBwYXJhIGxhIGF0cmlidWNpw7NuICh2LmcuLCB1biBpbnN0aXR1dG8gcGF0cm9jaW5hZG9yLCBlZGl0b3JpYWwsIHB1YmxpY2FjacOzbikgZW4gbGEgaW5mb3JtYWNpw7NuIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZWwgTGljZW5jaWFudGUsIHTDqXJtaW5vcyBkZSBzZXJ2aWNpb3MgbyBkZSBvdHJhcyBmb3JtYXMgcmF6b25hYmxlczsgZWwgdMOtdHVsbyBkZSBsYSBPYnJhIHNpIGVzdMOhIHByb3Zpc3RvOyBlbiBsYSBtZWRpZGEgZGUgbG8gcmF6b25hYmxlbWVudGUgZmFjdGlibGUgeSwgc2kgZXN0w6EgcHJvdmlzdG8sIGVsIElkZW50aWZpY2Fkb3IgVW5pZm9ybWUgZGUgUmVjdXJzb3MgKFVuaWZvcm0gUmVzb3VyY2UgSWRlbnRpZmllcikgcXVlIGVsIExpY2VuY2lhbnRlIGVzcGVjaWZpY2EgcGFyYSBzZXIgYXNvY2lhZG8gY29uIGxhIE9icmEsIHNhbHZvIHF1ZSB0YWwgVVJJIG5vIHNlIHJlZmllcmEgYSBsYSBub3RhIHNvYnJlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBvIGEgbGEgaW5mb3JtYWNpw7NuIHNvYnJlIGVsIGxpY2VuY2lhbWllbnRvIGRlIGxhIE9icmE7IHkgZW4gZWwgY2FzbyBkZSB1bmEgT2JyYSBEZXJpdmFkYSwgYXRyaWJ1aXIgZWwgY3LDqWRpdG8gaWRlbnRpZmljYW5kbyBlbCB1c28gZGUgbGEgT2JyYSBlbiBsYSBPYnJhIERlcml2YWRhICh2LmcuLCAiVHJhZHVjY2nDs24gRnJhbmNlc2EgZGUgbGEgT2JyYSBkZWwgQXV0b3IgT3JpZ2luYWwsIiBvICJHdWnDs24gQ2luZW1hdG9ncsOhZmljbyBiYXNhZG8gZW4gbGEgT2JyYSBvcmlnaW5hbCBkZWwgQXV0b3IgT3JpZ2luYWwiKS4gVGFsIGNyw6lkaXRvIHB1ZWRlIHNlciBpbXBsZW1lbnRhZG8gZGUgY3VhbHF1aWVyIGZvcm1hIHJhem9uYWJsZTsgZW4gZWwgY2Fzbywgc2luIGVtYmFyZ28sIGRlIE9icmFzIERlcml2YWRhcyB1IE9icmFzIENvbGVjdGl2YXMsIHRhbCBjcsOpZGl0byBhcGFyZWNlcsOhLCBjb21vIG3DrW5pbW8sIGRvbmRlIGFwYXJlY2UgZWwgY3LDqWRpdG8gZGUgY3VhbHF1aWVyIG90cm8gYXV0b3IgY29tcGFyYWJsZSB5IGRlIHVuYSBtYW5lcmEsIGFsIG1lbm9zLCB0YW4gZGVzdGFjYWRhIGNvbW8gZWwgY3LDqWRpdG8gZGUgb3RybyBhdXRvciBjb21wYXJhYmxlLiAgCmQuIFBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgZXMgdW5hIGNvbXBvc2ljacOzbiBtdXNpY2FsOgoKaS4gUmVnYWzDrWFzIHBvciBpbnRlcnByZXRhY2nDs24geSBlamVjdWNpw7NuIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBvIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIHkgZGUgcmVjb2xlY3Rhciwgc2VhIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIFNBWUNPKSwgbGFzIHJlZ2Fsw61hcyBwb3IgbGEgZWplY3VjacOzbiBww7pibGljYSBvIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8gV2ViY2FzdCkgbGljZW5jaWFkYSBiYWpvIGxpY2VuY2lhcyBnZW5lcmFsZXMsIHNpIGxhIGludGVycHJldGFjacOzbiBvIGVqZWN1Y2nDs24gZGUgbGEgb2JyYSBlc3TDoSBwcmltb3JkaWFsbWVudGUgb3JpZW50YWRhIHBvciBvIGRpcmlnaWRhIGEgbGEgb2J0ZW5jacOzbiBkZSB1bmEgdmVudGFqYSBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS4KaWkuIFJlZ2Fsw61hcyBwb3IgRm9ub2dyYW1hcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSByZWNvbGVjdGFyLCBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBsb3MgY29uc2FncmFkb3MgcG9yIGxhIFNBWUNPKSwgdW5hIGFnZW5jaWEgZGUgZGVyZWNob3MgbXVzaWNhbGVzIG8gYWxnw7puIGFnZW50ZSBkZXNpZ25hZG8sIGxhcyByZWdhbMOtYXMgcG9yIGN1YWxxdWllciBmb25vZ3JhbWEgcXVlIFVzdGVkIGNyZWUgYSBwYXJ0aXIgZGUgbGEgb2JyYSAo4oCcdmVyc2nDs24gY292ZXLigJ0pIHkgZGlzdHJpYnV5YSwgZW4gbG9zIHTDqXJtaW5vcyBkZWwgcsOpZ2ltZW4gZGUgZGVyZWNob3MgZGUgYXV0b3IsIHNpIGxhIGNyZWFjacOzbiBvIGRpc3RyaWJ1Y2nDs24gZGUgZXNhIHZlcnNpw7NuIGNvdmVyIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkZXN0aW5hZGEgbyBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuCiAgICAgIAplLiBHZXN0acOzbiBkZSBEZXJlY2hvcyBkZSBBdXRvciBzb2JyZSBJbnRlcnByZXRhY2lvbmVzIHkgRWplY3VjaW9uZXMgRGlnaXRhbGVzIChXZWJDYXN0aW5nKS4gUGFyYSBldml0YXIgdG9kYSBjb25mdXNpw7NuLCBlbCBMaWNlbmNpYW50ZSBhY2xhcmEgcXVlLCBjdWFuZG8gbGEgb2JyYSBzZWEgdW4gZm9ub2dyYW1hLCBlbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpIHkgZGUgcmVjb2xlY3RhciwgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgQUNJTlBSTyksIGxhcyByZWdhbMOtYXMgcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbywgd2ViY2FzdCksIHN1amV0YSBhIGxhcyBkaXNwb3NpY2lvbmVzIGFwbGljYWJsZXMgZGVsIHLDqWdpbWVuIGRlIERlcmVjaG8gZGUgQXV0b3IsIHNpIGVzdGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuCiAgCjUuIFJlcHJlc2VudGFjaW9uZXMsIEdhcmFudMOtYXMgeSBMaW1pdGFjaW9uZXMgZGUgUmVzcG9uc2FiaWxpZGFkLgpBIE1FTk9TIFFVRSBMQVMgUEFSVEVTIExPIEFDT1JEQVJBTiBERSBPVFJBIEZPUk1BIFBPUiBFU0NSSVRPLCBFTCBMSUNFTkNJQU5URSBPRlJFQ0UgTEEgT0JSQSAoRU4gRUwgRVNUQURPIEVOIEVMIFFVRSBTRSBFTkNVRU5UUkEpIOKAnFRBTCBDVUFM4oCdLCBTSU4gQlJJTkRBUiBHQVJBTlTDjUFTIERFIENMQVNFIEFMR1VOQSBSRVNQRUNUTyBERSBMQSBPQlJBLCBZQSBTRUEgRVhQUkVTQSwgSU1QTMONQ0lUQSwgTEVHQUwgTyBDVUFMUVVJRVJBIE9UUkEsIElOQ0xVWUVORE8sIFNJTiBMSU1JVEFSU0UgQSBFTExBUywgR0FSQU5Uw41BUyBERSBUSVRVTEFSSURBRCwgQ09NRVJDSUFCSUxJREFELCBBREFQVEFCSUxJREFEIE8gQURFQ1VBQ0nDk04gQSBQUk9Qw5NTSVRPIERFVEVSTUlOQURPLCBBVVNFTkNJQSBERSBJTkZSQUNDScOTTiwgREUgQVVTRU5DSUEgREUgREVGRUNUT1MgTEFURU5URVMgTyBERSBPVFJPIFRJUE8sIE8gTEEgUFJFU0VOQ0lBIE8gQVVTRU5DSUEgREUgRVJST1JFUywgU0VBTiBPIE5PIERFU0NVQlJJQkxFUyAoUFVFREFOIE8gTk8gU0VSIEVTVE9TIERFU0NVQklFUlRPUykuIEFMR1VOQVMgSlVSSVNESUNDSU9ORVMgTk8gUEVSTUlURU4gTEEgRVhDTFVTScOTTiBERSBHQVJBTlTDjUFTIElNUEzDjUNJVEFTLCBFTiBDVVlPIENBU08gRVNUQSBFWENMVVNJw5NOIFBVRURFIE5PIEFQTElDQVJTRSBBIFVTVEVELgogIAo2LiBMaW1pdGFjacOzbiBkZSByZXNwb25zYWJpbGlkYWQuCkEgTUVOT1MgUVVFIExPIEVYSUpBIEVYUFJFU0FNRU5URSBMQSBMRVkgQVBMSUNBQkxFLCBFTCBMSUNFTkNJQU5URSBOTyBTRVLDgSBSRVNQT05TQUJMRSBBTlRFIFVTVEVEIFBPUiBEQcORTyBBTEdVTk8sIFNFQSBQT1IgUkVTUE9OU0FCSUxJREFEIEVYVFJBQ09OVFJBQ1RVQUwsIFBSRUNPTlRSQUNUVUFMIE8gQ09OVFJBQ1RVQUwsIE9CSkVUSVZBIE8gU1VCSkVUSVZBLCBTRSBUUkFURSBERSBEQcORT1MgTU9SQUxFUyBPIFBBVFJJTU9OSUFMRVMsIERJUkVDVE9TIE8gSU5ESVJFQ1RPUywgUFJFVklTVE9TIE8gSU1QUkVWSVNUT1MgUFJPRFVDSURPUyBQT1IgRUwgVVNPIERFIEVTVEEgTElDRU5DSUEgTyBERSBMQSBPQlJBLCBBVU4gQ1VBTkRPIEVMIExJQ0VOQ0lBTlRFIEhBWUEgU0lETyBBRFZFUlRJRE8gREUgTEEgUE9TSUJJTElEQUQgREUgRElDSE9TIERBw5FPUy4gQUxHVU5BUyBMRVlFUyBOTyBQRVJNSVRFTiBMQSBFWENMVVNJw5NOIERFIENJRVJUQSBSRVNQT05TQUJJTElEQUQsIEVOIENVWU8gQ0FTTyBFU1RBIEVYQ0xVU0nDk04gUFVFREUgTk8gQVBMSUNBUlNFIEEgVVNURUQuCiAgCjcuIFTDqXJtaW5vLgkKYS4gRXN0YSBMaWNlbmNpYSB5IGxvcyBkZXJlY2hvcyBvdG9yZ2Fkb3MgZW4gdmlydHVkIGRlIGVsbGEgdGVybWluYXLDoW4gYXV0b23DoXRpY2FtZW50ZSBzaSBVc3RlZCBpbmZyaW5nZSBhbGd1bmEgY29uZGljacOzbiBlc3RhYmxlY2lkYSBlbiBlbGxhLiBTaW4gZW1iYXJnbywgbG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgcXVlIGhhbiByZWNpYmlkbyBPYnJhcyBEZXJpdmFkYXMgbyBDb2xlY3RpdmFzIGRlIFVzdGVkIGRlIGNvbmZvcm1pZGFkIGNvbiBlc3RhIExpY2VuY2lhLCBubyB2ZXLDoW4gdGVybWluYWRhcyBzdXMgbGljZW5jaWFzLCBzaWVtcHJlIHF1ZSBlc3RvcyBpbmRpdmlkdW9zIG8gZW50aWRhZGVzIHNpZ2FuIGN1bXBsaWVuZG8gw61udGVncmFtZW50ZSBsYXMgY29uZGljaW9uZXMgZGUgZXN0YXMgbGljZW5jaWFzLiBMYXMgU2VjY2lvbmVzIDEsIDIsIDUsIDYsIDcsIHkgOCBzdWJzaXN0aXLDoW4gYSBjdWFscXVpZXIgdGVybWluYWNpw7NuIGRlIGVzdGEgTGljZW5jaWEuCmIuIFN1amV0YSBhIGxhcyBjb25kaWNpb25lcyB5IHTDqXJtaW5vcyBhbnRlcmlvcmVzLCBsYSBsaWNlbmNpYSBvdG9yZ2FkYSBhcXXDrSBlcyBwZXJwZXR1YSAoZHVyYW50ZSBlbCBwZXLDrW9kbyBkZSB2aWdlbmNpYSBkZSBsb3MgZGVyZWNob3MgZGUgYXV0b3IgZGUgbGEgb2JyYSkuIE5vIG9ic3RhbnRlIGxvIGFudGVyaW9yLCBlbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gYSBwdWJsaWNhciB5L28gZXN0cmVuYXIgbGEgT2JyYSBiYWpvIGNvbmRpY2lvbmVzIGRlIGxpY2VuY2lhIGRpZmVyZW50ZXMgbyBhIGRlamFyIGRlIGRpc3RyaWJ1aXJsYSBlbiBsb3MgdMOpcm1pbm9zIGRlIGVzdGEgTGljZW5jaWEgZW4gY3VhbHF1aWVyIG1vbWVudG87IGVuIGVsIGVudGVuZGlkbywgc2luIGVtYmFyZ28sIHF1ZSBlc2EgZWxlY2Npw7NuIG5vIHNlcnZpcsOhIHBhcmEgcmV2b2NhciBlc3RhIGxpY2VuY2lhIG8gcXVlIGRlYmEgc2VyIG90b3JnYWRhICwgYmFqbyBsb3MgdMOpcm1pbm9zIGRlIGVzdGEgbGljZW5jaWEpLCB5IGVzdGEgbGljZW5jaWEgY29udGludWFyw6EgZW4gcGxlbm8gdmlnb3IgeSBlZmVjdG8gYSBtZW5vcyBxdWUgc2VhIHRlcm1pbmFkYSBjb21vIHNlIGV4cHJlc2EgYXRyw6FzLiBMYSBMaWNlbmNpYSByZXZvY2FkYSBjb250aW51YXLDoSBzaWVuZG8gcGxlbmFtZW50ZSB2aWdlbnRlIHkgZWZlY3RpdmEgc2kgbm8gc2UgbGUgZGEgdMOpcm1pbm8gZW4gbGFzIGNvbmRpY2lvbmVzIGluZGljYWRhcyBhbnRlcmlvcm1lbnRlLgogIAo4LiBWYXJpb3MuCmEuIENhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuCmIuIFNpIGFsZ3VuYSBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSByZXN1bHRhIGludmFsaWRhZGEgbyBubyBleGlnaWJsZSwgc2Vnw7puIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlLCBlc3RvIG5vIGFmZWN0YXLDoSBuaSBsYSB2YWxpZGV6IG5pIGxhIGFwbGljYWJpbGlkYWQgZGVsIHJlc3RvIGRlIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgeSwgc2luIGFjY2nDs24gYWRpY2lvbmFsIHBvciBwYXJ0ZSBkZSBsb3Mgc3VqZXRvcyBkZSBlc3RlIGFjdWVyZG8sIGFxdcOpbGxhIHNlIGVudGVuZGVyw6EgcmVmb3JtYWRhIGxvIG3DrW5pbW8gbmVjZXNhcmlvIHBhcmEgaGFjZXIgcXVlIGRpY2hhIGRpc3Bvc2ljacOzbiBzZWEgdsOhbGlkYSB5IGV4aWdpYmxlLgpjLiBOaW5nw7puIHTDqXJtaW5vIG8gZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgc2UgZXN0aW1hcsOhIHJlbnVuY2lhZGEgeSBuaW5ndW5hIHZpb2xhY2nDs24gZGUgZWxsYSBzZXLDoSBjb25zZW50aWRhIGEgbWVub3MgcXVlIGVzYSByZW51bmNpYSBvIGNvbnNlbnRpbWllbnRvIHNlYSBvdG9yZ2FkbyBwb3IgZXNjcml0byB5IGZpcm1hZG8gcG9yIGxhIHBhcnRlIHF1ZSByZW51bmNpZSBvIGNvbnNpZW50YS4KZC4gRXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLgo=

Assessing the impact of language virtual exchange approaches on intercultural competence development among university students

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