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THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN TUYET ANH USING PROBLEM SOLVING TASKS TO IMPROVE GRADE 12 STUDENTS’ ENGLISH SPEAKING SKILLS (Ứng dụng các bài tập giải quyết vấn đề nhằm giúp nâng cao kỹ năng nói cho học sinh lớp 12) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 i THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN TUYET ANH USING PROBLEM SOLVING TASKS TO IMPROVE GRADE 12 STUDENTS’ ENGLISH SPEAKING SKILLS (Ứng dụng các bài tập giải quyết vấn đề nhằm giúp nâng cao kỹ năng nói cho học sinh lớp 12) M.A THESIS M.A. THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Dr. Nguyen Thanh Long THAI NGUYEN – 2019 i DECLARATION ----------------*****---------------I certify that the thesis entitled “Using problem-solving tasks to improve grade 12 students’ English-speaking skills” is my own study in the fulfillment of the requirement for the Degree of Master of Arts at Foreign Language Faculty, Thai Nguyen University. Thai Nguyen, July 15, 2019 Nguyen Tuyet Anh Approved by SUPERVISOR Dr. Nguyen Thanh Long ii ACKNOWLEDGEMENTS This thesis could not have implemented if I did not have a great support and assistance of many people. Therefore, I would like to extend my sincere gratitude to all of them. First of all, I would like to express my deepest thanks and gratitude to my supervisor Dr. Nguyen Thanh Long for his patience, kindly support and useful advices during the time I conducted my research. But for his precious comments and instructions, the thesis could not have done effectively. Secondly, I received tremendous support from my school – Hon Gai High School. I would like to give many thanks to the students who directly engaged in the lessons throughout the process of data collection. Their enthusiasm and serious contribution made the process of data collection effective and reliable. I also acknowledge my thankfulness to my headmaster who helped facilitate my research conducted smoothly. I would also like to state my thanks to the colleagues for their engagement in the interviews. Another special thank goes to teachers of English Department, School of Foreign Languages, Thai Nguyen University. Without their advices and encouragement, I would not have been able to pursuit my research. My endless thanks approve to my parents, especially my mother, for their time, encouragement and support me on my way of study. My mother did not only helped me to take care of my baby and me but she also worried about each step of my completion of the study. Another gratitude sends to my little daughter who was born at time of my Master study. Despite the difficulty, her appearance motivates me a lot. Finally, I am grateful to my classmates for their spiritual support and encouragement. They encouraged me through my rough time. Without their support, my thesis could not have been completed. iii ABSTRACT English speaking skills have received more and more concern as these skills make a great contribution to students’ communication skills. The study aims at measuring the effectiveness of using problem-solving tasks to help students of grade 12 improve their speaking skills. The study was carried out using both qualitative and quantitative approaches. 44 students of grade 12 from Hon Gai High School were the participants of the study. Students were taught speaking skills with a practice session using problem-solving tasks. The researchers used Pre-Test, Post-Test, Observation Sheet, Interviews as the tools to find out the answers. The results of the thesis showed that problem-solving tasks influenced positively on students’ speaking ability, made them feel more confident to speak and can speak more fluently. At the same time, the problem-solving tasks motivated students to speak as well as overcome their fear of speaking in front of the class. In the light of the results, it is recommended that teachers should use problem-solving tasks to improve students’ speaking skills. iv TABLE OF CONTENTS DECLARATION ................................................................................................. ii PART A: INTRODUCTION .............................................................................. 1 1. Research topic area ................................................................................. 1 2. The study context .................................................................................... 1 3. Focus of the study .................................................................................... 2 4. Rationale of the study ............................................................................. 2 5. Structure of the thesis ............................................................................. 3 PART B: DEVELOPMENT ............................................................................... 4 CHAPTER 1: LITERATURE REVIEW ........................................................... 4 1.1. Problem-solving tasks .......................................................................... 4 1.1.1 Problem-solving ................................................................................. 4 1.1.2 Problem – solving tasks .................................................................... 5 1.2. Speaking skills ...................................................................................... 6 1.3. Language Learning Motivation .......................................................... 7 1.4. Problem-solving tasks in teaching speaking skills ............................ 8 1.3.1 The relationship between problem-solving tasks and speaking skills ............................................................................................................. 8 1.3.2 The steps to apply Problem – Solving Tasks into teaching English-speaking process ........................................................................... 9 CHAPTER 2: METHODOLOGY .................................................................... 11 2.1. Field site and participants .................................................................... 12 2.2. Data collection methods ....................................................................... 12 2.2.1. Classroom observation .................................................................. 13 2.2.2. Interviews ........................................................................................ 15 2.2.3. Speaking Tests ................................................................................ 16 2.3. Data analysis methods .......................................................................... 17 2.4. Ethical considerations and data reliability ......................................... 18 CHAPTER 3: FINDINGS AND DISCUSSION ............................................. 19 3.1 Students’ motivation on learning English by engaging in problemsolving speaking tasks.................................................................................. 19 3.1.1. Learner’s motivation and autonomy ............................................ 19 3.1.2. Learner’s motivation and confidence........................................... 20 3.1.3. Learner’s motivation and positive peer interaction ................... 21 v 3.2. The positive effects of problem-solving tasks on student’s speaking skills ............................................................................................................... 22 PART C: CONCLUSION ................................................................................. 29 1. Summary of the key findings................................................................ 29 2. Pedagogical implications of the study ................................................. 30 3. Limitations of the study ........................................................................ 31 4. Recommendations ................................................................................. 31 REFERENCES ................................................................................................. 33 APPENDICES .................................................................................................. 36 The test results ........................................................................................... 38 vi Abbreviations PST: CEFR: Problem-solving tasks The Common European Framework of Reference for Languages EFL: s: L2: English as Foreign Language seconds Language learning SDT: Self-determination theory vii LIST OF TABLES Table 1: Observation details Table 2: Problem-solving tasks Table 3: Classroom Observation sheet Table 4: Interviews Table 5: Criteria for assessing students’ speaking skills Table 6: The longest pausing time Table 7: Result of the Students’ Speaking Pre-test and Post-test Scores Table 8: Paired Samples Statistics Table 9: Paired Samples Correlations Table 10: Paired Samples Test Table 11: The longest time of the participants’ speaking Table 12: Students’ using Vietnamese viii PART A: INTRODUCTION 1. Research topic area English is obviously the most popular language learned by people in the world. Teaching English as a foreign language in many countries becomes an important goal of many Departments of Education and Training. In learning English, learners focus on developing skills, including reading, speaking, listening and writing. Recently, speaking has been regarded as the most important skills. One issue in this area is to make language learners become better with different proficiency. Speaking skills play the significant role in real life. In speaking, the ability to communicate in different situations is a need. However, improving students’ speaking skills is not easy at all. Speaking English in classes is different from speaking English in real life. Teaching students to speak needs to activate students’ background knowledge and then produce a message. Language teachers have tried out many ways to improve students’ speaking skills. One of the techniques that can be helpful is problem-solving tasks. Because life is full of problems. Problems are a central part of life. Every day, people are facing tremendous problem-solving and decisionmaking situations. Fortunately, a problem is a stimulus situation which requires an organism response without ignoring it (Shulman, 1975). Language teachers can take advantage of problems in real life as a stimulus to motivate learners to speak. However, the difficulty in speaking English fluently and effectively is faced by many students because of the limitation of vocabulary, reluctance to participate in the conversation, lack of confidence, fear of committing errors, slow reaction of the real-life situations and so on. This research aims at finding out whether teaching English attaching to real life problem solving can help students become better in speaking skills or not and figuring out if students are interested in applying problem-solving activities into their English studying. 2. The study context The present study was conducted in a Vietnam EFL teaching context. With the aim to totally change the ways of foreign language teaching and learning in the educational system to make foreign languages become Vietnamese’s strength. (Prime Minister, 2008), the government of Vietnam launched a national foreign language 1 project policy known as “Teaching and learning foreign languages in the national education system from 2008 to 2020” (Government of Vietnam, 2008).Learners of the project are expected to improve their capacity in using the language. One of the significant focus of the innovation is to apply communicative approach in teaching. The focus on teaching four skills is considered more important than teaching grammar traditionally. Learners’ proficiency is assessed through CEFR scale, Common European Framework of Reference. Hon Gai High School located in the center of Ha Long city, Quang Ninh province always tries to fulfill the objectives by innovating the teaching methods and equipping students with all four skills. Speaking skills is the crucial part. The research aims at measuring one of the methods that contributes to the improvement of students’ language capacity. 3. Focus of the study This study aims to examine how problem-solving tasks help students of grade 12 improve their English-speaking skills. In order to achieve the goal, this study needs to fulfil the specific objectives as followings: First, to determine the effectiveness of problem-solving tasks in improving students’ speaking skills in grade 12 at Hon Gai High School And second, to examine the grade 12 students’ motivation in speaking activities using problem-solving tasks In order to achieve the above objectives, this study aimed to answer the following research questions: (1) What are the effects of problem-solving tasks on students’ speaking skill in grade 12 at Hon Gai high school? (2) What elements motivate students to speak in problem-solving task? 4. Rationale of the study I conducted the present study for the following reasons: Firstly, I started this study based on my own interest of problem-solving tasks, which I accidentally knew through the material of teaching methodology. I wondered how the tasks could help my students in their language acquisition. This was the initial driving force that led me to commit to conducting the study. The study helped to enrich my knowledge of teaching methods. 2 Secondly, my school where I conducted my research paid much attention on improving students’ integrated skills as the main approach of each lesson plan. The need to innovate language teaching methodology and motivate students to engage in the communicative activities encourage me to conduct this study. The findings of the study could help not only me but my colleagues in our profession. Finally, conducting the research was an experiment on my students to change the way of learning to improve the quality of language teaching and learning at my school, 5. Structure of the thesis The study composed of three parts. Part A introduces the topic area, the study context, the study focus, and rationale of the study. Part B includes Chapter 1, Chapter 2 and Chapter 3. Chapter 1 describes the general background of the study, deals with some concepts relating to the study. This chapter also review some related studies. Chapter 2 describes the research methodology. It justified the choice of the mixed methods of qualitative and quantitative approaches. In this chapter, it also explained three instruments applied to conduct the study, including interviews, observations, and speaking tests. Chapter 3 addresses the findings and discussion of the study. And Part C consists of the summary of the study, pedagogical implications, the limitations of the study and recommendations. 3 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This study examines the effects of using PST to improve grade 12 students’ English-speaking skills and how they motivate in the tasks. In order to provide the basic theoretical framework for the study, this chapter begins with a review of the conceptualization of problem-solving tasks. Then, I will discuss the concept of speaking skills. Then, the chapter also discusses prior studies, which focus on the findings on the relationship between PST and speaking skills. The chapter ends with the steps to apply PST in speaking activities. 1.1. Problem-solving tasks 1.1.1 Problem-solving Problem-solving is generally defined as the process of mental operations to find the solution to the problem given. Specifically, problem-solving, according to Oxford dictionary, is defined as a cognitive process to find out a solution to a question or situation. According to J.R. Anderson, problem-solving can be defined as the cognitive operations to achieve the goal. Or the meeting of challenges is also can be recognized as a signal of problem-solving. A problem-solver “is challenged to accomplish a specific result, often under prescribed conditions” (Fowler & Fowler, 1978, p. 883). Problem-solving is the discovery of the answer to complex question basing on physical need rather than intellectual curiosity. (Mithaug, 1993, p. 26). E. Paul Torrance defined problem solving as “the process of sensing problems or gaps in information, forming ideas or hypotheses, testing and modifying these hypotheses, and communicating the results (Torrance, 1994). A problem is “a question or situation that presents doubt, perplexity, or difficulty or a question offered for consideration, discussion or solutions” (Webster, 1995). J.E. Ormrod defined “problem-solving is using existing knowledge and skills to address an unanswered question or troubling situation, while problem-based learning is an approach to instruction in which students acquire new knowledge and skills while working on a complex problem similar to those in the outside world (Ormrod, 2006, p. 111-112). Mayer and Wittrock (2006, p. 287) defined “problem-solving as a cognitive process directed at achieving a goal when no solution method is obvious to the problem solvers.” 4 1.1.2 Problem – solving tasks The term “task” has been defined in a variety of ways. When leaners engage themselves in a communicative task, it means they need to comprehend, manipulate, produce or interact in the target language. The principal focus of the learners’ attention is on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right”. (Nunan, 1989). Problem-solving tasks especially contribute to communicative goals in real-world contexts. The learners focus on completing the tasks by interacting with other people, identifying the problem, representing the problem mentally, developing a solution strategy, selecting a solution and finally implementing the solution. (Brandford & Stein, 1993). Problem-solving tasks provide learners with a reason to communicate. Learners are encouraged to interact with other people to offer advice or recommendations on the problem given. The problem-solving tasks proposed by teachers around the world to stimulate learners to use their existing knowledge and skills to suggest the answers for the need-to-be-solved situations. (Ormond, 2006). Achieving the goal in the problem-solving tasks is a cognitive process directed when there is no given solution to the problem solvers. Mayer and Wittrock (2006, p. 287). For the problem-solving tasks to be successful, students can follow many different steps suggested by the scholars. However, most of them agree on some the problemsolving circles. Firstly, problem-solvers need to recognize the problem. At this stage, learners can use tools such as brainstorming, interviewing to gather information. Mostly, the problems are identified by the teacher when she gives the task to the students. Secondly, define the problem mentally. In this stage, learners after gather the information need to measure whether the information is suitable and good to be chosen. Reorganizing the information is a need. Thirdly, learners will develop a solution strategy. Each member of the group suggests a solution, explains why he/she chooses that solution, then the whole group generate the solutions and consider which one is the best. Next, this stage is to choose a solution which is the best and receive agreement of the whole group. Finally, when students finish discussing, they will report the result. Newell & Simon (1972) in Artificial Intelligence, DZurilla & Goldried (1971) in Behavior Modification, Valett (1986). The process of working to find out the solution may be difficult if the learners do not 5 have suitable knowledge. If this happens, there may be many useful websites that give useful information. To make the tasks effectively, the teachers should, therefore, explain the nature of the problem, elicit if necessary, or do relevant priming phrase in the previous lesson. Obviously, students will arrive at a deep understanding of the topic area and construct new knowledge and understanding on which they are able to make decisions. In general, the core component of problem-solving tasks lies in using cognition to solve problem. Problem-solving tasks are generally referred to tasks in which what is meant to be learned will be presented in form of question rather than explanation, description of a report (Hmelo-silver, 2004). Problem-solving tasks involve collecting data to solve the problem in the best possible manner. This involves a huge amount of reading by the students from every possible resource such as reading up books in the library and assessing databases. They may also interview experts in the field, and this would mean bringing the student closer to the real world. 1.2. Speaking skills Speaking is an activity of delivering massage, it occurs between speaker and listener orally. In other words, the main point of speaking activity is that speakers communicate their massage to the listeners. In this case, the speaker and listener should be able to understand each other. The speaker can produce the sounds that involved the massages and the listener can receive, process, and response the massages. According to Byrne (1984) speaking is oral communication. It is a two ways process between speaker and listener and involve productive and receptive skill of understanding, while Huebner (1969) states that speaking is the main skill in communication. Based on this idea it is understood that through speaking, someone can communicate or express what she or he wants in order to understand one another. Rivers (1978) says through speaking someone can express her or his ideas, emotions and reactions to another person or situation and influence other person. Furthermore, someone can communicate or express what he or she wants from other and response to another speaker. It means that in order to express someone’s ideas, speaker must also attend the aspect of speaking, in order that the massage is understandable to the listener. According to Brown (1987) in all communication or conversation two people are exchanging information or they have a communication or conversation need. It means that the reason for the people to communicate with other is in order to tell 6 people something, which they do not know, or to find something out from other people. Johnson (1983) refers to speaking as the ability to produce articulation, sounds or words to express, to say, to show and to think about ideas, taught and feeling. Murica (1978) says speaking is the primary element of language and it can be developed from the beginning when someone was born, from the first contact with the language. Furthermore, in speaking, there are some aspects that should be concerned. They are fluency, accuracy (grammar and pronunciation) and comprehensibility. Fluency is the smoothness or flow with which sounds, syllable, words and phrases are joined together when speaking. Besides fluency and accuracy, comprehensibility is also needed in speaking since it reflects how much the speaker understands what he is talking about. If someone says something beyond the topic discussed, it can be said that he has no comprehensibility towards the topic. In other words, comprehensibility determines how well the speaker interprets and responds the massage received. Comprehensibility is defined as measurement of how much interpretation is required to understand the others’ responses. From the theories above it can be concluded that speaking is an ability to express ideas, feelings and emotions to other person. The language is used to express oneself to be understood by others. Therefore, speaking is a skill of transferring the idea to others in spoken language. It concerns with the use of language in daily activity in which people need to communicate with others to fulfill the need of socialization 1.3. Language Learning Motivation Motivation plays a vital role in language learning. It explains the failure as well as the success in language learning contexts (Dörnyei, 2001; Dörnyei & Csizér, 1998). Motivation decides how much students’ language achievement, success and improvement. In fact, affective variables, such as attitude, orientations, anxiety, and motivation, have been shown to be at least as important as language aptitude for predicting language learning achievement (Gardner, 1985). Motivation, according to many researchers, is responsible for determining human behavior by energizing it and giving it direction. Based on its crucial role in language learning, much research has been conducted to determine the elements of motivation. However, selfdetermination theory (Deci & Ryan, 1985) was popular in language education. According to SDT, one needs the satisfaction of three basic psychological needs. 7 These needs are autonomy (a personal endorsement of one’s activities deriving from self), competence (self-confidence in the ability to complete activities) and relatedness (positive interpersonal relationships with others). 1.4. Problem-solving tasks in teaching speaking skills 1.3.1 The relationship between problem-solving tasks and speaking skills The benefits of problem-solving tasks (PST) in language learning are various. A considerable number of studies have investigated the relationship between PST and speaking skills. Many researchers have claimed that utilizing problem solving activity promotes construction of useful knowledge, develop reasoning strategies and effective self-directed learningstrategies, increase motivation for learning, and become effective collaborators (Hmelo and Evensen, 2000). Natela and Gulnara (2008) believe that problem solving in teaching a foreign language can avoid students giving ready-made answers, help students overcome the language problems arising in the process of communication independently, and solve the problems in real life. It is necessary to arouse problems that can use students background knowledge to solve to help students improve in their learning. Yousef & Banafshed (2017) made an attempt to investigate the effect of utilizing problem-solving tasks as an approach to teaching and learning the second language on the improvement of speaking skill. They carried out the research on two intact groups of 21 intermediate EFL learners in an English language institute in Iran. Two groups were assigned to the control and experimental groups. The data analysis collected after conducting an independent-samples t-test. The results showed that problem-solving tasks effectively improved Iranian intermediate EFL learners’ speaking proficiency. These tasks also helped students improve their problemsolving skills in a range of learning context as well as in real life. The tasks utilized in the research encouraged students use their content knowledge in innovative and creative ways and promoted deep understanding. They also found that problemsolving tasks made the classroom cheerful and dynamic, which increases students’ motivation in learning a lot. Reza F., Hery Y. & Rosita S. conducted a research on increasing students’ speaking ability through problem solving also claimed that students improved their speaking ability dynamically after being taught through problem solving. They also found out that students performed better on the familiar topics. It can be included that problem-solving tasks help a lot to improve students’ speaking ability. However, the 8 students’ motivation can depend on their background knowledge on the topics given and the skills they are taught to solve the problems effectively. Particularly in language classroom, PST promotes meaningful interaction in the classroom. The interactions that occur while students were dealing with real-world issues and problems are more meaningful and authentic than interactions produced during activities such as assigned role plays or repetition of dialogues. Since PST shifts the emphasis on learning activity from teachers to students, it can also help students become more autonomous learners who will transfer the skills learned in the classroom to their lives outside of the classroom (James, 2006). As to activate learners to interact with each other in listening speaking class, PST can be powerful. To the writer assumption, while students are focusing on the problem to be solved, they will try to overcome the linguistic hindrance, retrieve prior knowledge of the language to be used, and finally, become skillful language users. In the preview’s explanation one of features of PST is skills to communicate orally, in line with this statement, communication is an essential need for human being. One of the ways in communication is through speaking. It is very important to master speaking skill. In order to do it, students must be trained to use English in communication orally. The frequency in using the language will determine the students’ speaking ability, and without implementing the experience of learning the language in the real life; it is difficult for the students to master speaking ability. Hence, speaking competence can be accomplished by practicing it orally. Through problem-solving tasks, the students speaking ability will be improved from the weakness students to the stronger one and speaking ability can be activated, because, the activities in problem based-learning engage the students to communicate and explore the ideas in English to solve the problem. Automatically it has the significant effect on students speaking ability. 1.3.2 The steps to apply Problem – Solving Tasks into teaching Englishspeaking process Copland (2001) stated that the most important thing to make problem-solving tasks successful is the amount of time and energy spent creating the project. Generally, many researchers agreed on the similar steps of solving problems.In this research, the application of PST into teaching English-speaking process included 5 steps as followings: Step 1: Orienting students to the problem. In this step, the teacher explains the pur- 9 pose of the activity, motivates students, shows the problematic situation and asks students some questions to check their background knowledge about the topic. Step 2: Organizing the students to the study. Teacher uses aids such as pictures, cards, slide shows to organize students to the problem. As Hill (1990) pointed out the standard classroom is usually not a suitable language learning environment. Teacher organizes the class, presents the problems in form of slides, handouts, or flashcards, explains the materials and gives some grammar structures, vocabularies, or does some drilling to help them carry out the activity in the right way. Step 3: Guiding the exploration in individual or group. The group brainstorms the ideas, collects the information. Brainstorming helps students apply their background knowledge in using English. After that, each student of the group suggests a solution based on their own findings. The group may need to ask for further information. At this time, the teacher can do some help. Step 4: Developing and presenting a solution. The whole group discuss to jump to the best solution. Groupwork at this step gives students many opportunities. It creates learning communities in which students feel comfortable to share their ideas, raise questions (Allen, Duch, & Groh, 1996). Groupwork also encourages students to communicate, become actively involved in the work (Cohen, 1994). Then, teacher gives students chance to present their ideas on the solution for the problem. Step 5: Reflecting problem-solving process. At this stage, students after presenting the solution can have some time to reflect their work with the help of the teacher. May be the group finds it possible to produce more than one solution. Or the other solution is better. After the activity, the teacher helps students to reflect on what they have learned, and how they functioned as a group. 10 CHAPTER 2: METHODOLOGY The study aimed to explore the extent to which using problem-solving tasks can help improve grade 12 students’ English-speaking skills. It also aimed to explore students’ attitudes towards problem-solving tasks. The research was conducted in an Action Research frame. Action Research according to Burn (2010) is related to the ideas of “reflective practice” and the teacher as researcher”. Burns states that classroom action research can be a valuable way to improve teachers’ teaching skills and get more understanding of their own classrooms and students. Action Research involves taking a self-reflective, critical, and systematic approach to explore the teaching contexts. In Action Research, a teacher becomes an investigator or explorer to identify the problematic situation or issue that needs looking into deeply in order to bring about changes and improvements. The central idea of the action part of Action Research is to intervene in a deliberate way in the problematic situation in order to bring about changes and improvements in practice In the first step, the researcher identifies the problem or issue and develops a plan of action in order to bring about improvements in a specific area of the research context. The problem is the need to improve students’ speaking skills. I wondered how problem-solving tasks can help in improving students’ speaking skills. The second step is Action. In this step, the researcher considers the plan which involves some deliberate interventions into the teaching situation that is put into action over an agreed period of time carefully. In this step, I carried out 8 lessons having 10 - minute problem-solving tasks. The third step involves the researcher in observing systematically the effects of the actions and documenting the context, actions and opinions of those involved. This is the stage to collect information about what is happening. The last step is when the researcher reflects on, evaluates and describes the effects of the action in order to make sense of what has happened and to understand the issue more clearly. I used both qualitative and quantitative approaches to collect data. In terms of qualitative approach, observations and interviews were implemented among participants. Observation is the systematic description of the events, behaviors, and artifacts of a social setting. Observations can help me to know about how the participants interacted and how the lessons carried out in the setting. The observations provide the observer with the deep understanding of their interest in the tasks. Interviews are useful to obtain detailed information about students’ feel- 11
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