Khóa luận tốt nghiệp a study on autonomous learning of english majored students at vnua

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A STUDY ON AUTONOMOUS LEARNING OF ENGLISH-MAJORED STUDENTS AT VNUA NGHIÊN CỨU VỀ TÍNH TỰ CHỦ TRONG HỌC TẬP CỦA SINH VIÊN NGÀNH NGÔN NGỮ ANH HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student: NGUYEN THI QUYEN Student code: 621228 Major: ENGLISH LINGUISTICS Supervisor: M.A LE THI HONG LAM, M.A NGUYEN THI KIM QUE Hanoi – 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A STUDY ON AUTONOMOUS LEARNING OF ENGLISH-MAJORED STUDENTS AT VNUA NGHIÊN CỨU VỀ TÍNH TỰ CHỦ TRONG HỌC TẬP CỦA SINH VIÊN NGÀNH NGÔN NGỮ ANH HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student: NGUYEN THI QUYEN Student code: 621228 Major: ENGLISH LINGUISTICS Supervisor: LE THI HONG LAM, M.A, NGUYEN THI KIM QUE, M.A Hanoi – 2021 ACKNOWLEDGEMENT First of all, I would like to thank the enthusiastic guidance of teachers at the Faculty of Education and Foreign Language those have helped me complete my BA thesis during the past months Thanks for providing me with both professional knowledge and learning spirit, which is the foundation to help me acquire practical knowledge during the process of completing this BA thesis I would like to express my deepest gratitude to M.A Le Thi Hong Lam who gave me many detailed comments and reviews so that I can draw from my own experience through this BA thesis Thank you very much for your kind cooperation during this time helping me complete the BA thesis Besides, I would like take this opportunity to sincerely thank my family and my friends for being supportive of my education and always being by my side through hard times CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A Study on Autonomous Learning of English-Majored Students at VNUA submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Quyen Nguyen Thi Quyen Approved by SUPERVISOR Le Thi Hong Lam M.A Date:…………………… TABLE OF CONTENTS Part 1: INTRODUCTION 1.1 Rationale for the study 1.2 Aims and objectives of the study 10 1.3 Research questions (in form of questions) 10 1.4 Scope of the study 10 1.5 Significance of the study 11 1.6 Design of the study 11 PART 2: DEVELOPMENT 12 Chapter 1: LITERATURE REVIEW 12 1.1 Review of the previous studies (At home & abroad) 12 1.1.1 Overview of previous studies abroad 12 1.1.2 Overview of domestic research studies 14 1.2 Review of theoretical background 15 1.2.1 The concept of autonomous learning 16 1.2.2 Students' perception of autonomous learning 18 1.2.3 Teachers' perception of autonomous learning 19 1.3 Summary 21 Chapter 2: METHODOLOGY 22 2.1 Research methodology 22 2.2 Research setting/context 22 2.3 Data collection 23 2.4 Summary 24 Chapter 3: FINDINGS AND DISCUSSION 25 3.1 Survey results 25 3.2 Interview results 40 3.3 Summary 43 PART 3: CONCLUSION 44 Recapitulation 44 Concluding remarks 44 Limitation of the study 45 Recommendations 45 REFERENCES 49 APPENDICES 52 ABSTRACT This study presents the results of a research project conducted in 2021 to investigate the perception of autonomy of English-majored students – Vietnam National University of Agriculture This research study uses questionnaires and interviews, which are a combination of qualitative research methods and quantitative research methods The participants are 100 students from the first year to the fourth year (K62-K65) with 25 students for each level After that, conduct in-depth interviews with 05 lecturers and 10 students to collect more accurate information This study results show that English-majored students are aware of the importance of autonomous learning, have more motivation and take responsibility for their own learning LIST OF ABBREVIATION M.A: The Master of Art VNUA: Vietnam National University of Agriculture M: Mean SD: Standard Deviation LIST OF TABLES AND FIGURES Figure Figure of awareness of autonomous learning of English-majored students Figure Survey of self-study environment of English-majored students Figure Self-study method survey of English-majored students Figure Survey of self-study time of English-majored students Figure Assessment of self-study consciousness of English-majored students Figure Figure of factors affecting self-study of English-majored students Figure Figure of skills for autonomous learning of English-majored students Figure Figure of consciously self-selecting external learning content and relating to situations encountered in communication of Englishmajored students Part 1: INTRODUCTION 1.1 Rationale for the study In the current era of information technology boom, there are more and more important innovations, especially educational innovations with more appropriate and effective learning methods The Ministry of Education and Training is constantly changing and implementing learning methods to improve learning efficiency for students, inspiring students to study seriously In the university environment, autonomous learning is extremely necessary for learners to master knowledge that motivates research to create a basis for lifelong learning According to Resolution 43/2007/QĐ-BGDĐT, the Ministry of Education and Training promulgates the regulations on formal university and college training under the credit system The essence of credit-based training is a positive, learner-centered training that allows students to actively decide on their ability and duration of credit In particular, autonomous learning is the decisive factor to support students in learning effectively in the university environment For a long time in scientific journals, there have been many studies on this matter, author Dinh Thi Hong Thu “Tổng quan nghiên cứu tính tự chủ học ngoại ngữ Việt Nam” (2017) demonstrates that there are many conflicting opinions and views on the concept of autonomy Each topic has its own advantages and outstanding features, but most of them cannot solve the problems that students encounter when they are autonomous learning They have really mastered and taken responsibility for their school career or wondered about effective learning methods It is from the overview of students' understanding of autonomy and ineffective learning methods that motivated the author to choose the topic "A study on autonomous learning of English-majored students at Vietnam National University of Agriculture” 1.2 Aims and objectives of the study - Aim: The main aim of this study is to understand the manifestations of English-majored students’ autonomous learning, then propose some measures to improve their autonomous learning - Objectives: + To identify the indicators of the student’s autonomous learning + To propose some measures to improve autonomous learning of Englishmajored students at VNUA 1.3 Research questions (in form of questions) - How is the current state of autonomous learning of English-majored students at Vietnam National University of Agriculture? - How can the skills required to independently learn English-majored students at VNUA be used? - What are some suggestions to improve the autonomous learning of Englishmajored students at Vietnam National University of Agriculture? 1.4 Scope of the study - Research subjects: + Autonomous learning of English-majored students at the Faculty of Education and Foreign Language, Vietnam National University of Agriculture - Research scope: + Object of study: Learning activities of English-majored students at Vietnam National University of Agriculture + Scope of research: 100 students, including 25 K62 students, 25 K63 students, 25 K64 students, 25 K65 students majoring in English linguistics – Vietnam National University of Agriculture The above study scope was chosen to provide an overview of students' perception of autonomous learning and realistic evaluation of students’ English skills in each course + Time: From January 2021 to July 2021 10 The reason is that students not have a plan for learning and often plan but cannot execute and are not ready to take responsibility for learning Therefore, the data of question on measures to improve autonomous learning for Englishmajored students, lecturers (5/5) all gave opinions on renewing teaching methods on subjects majors and give students more practice in those subjects; lecturers exchange, guide and ask students about subject matter, introduction and requirements for Introductory; discussed with the Faculty about organizing seminars, exchanges of alumni, competitions on autonomous learning in order to exchange experiences among students Through this, the research proves that teachers are more responsible for students, lead and ask students in the learning process to achieve better results The role in the teaching method of the lecturer greatly affects the students' ability and autonomous learning 3.3 Summary In summary, the project has completed the process of checking and accepting the above results with relative success The process of conducting has been analyzed in detail in chapter 2, the research has clarified the perception of students and teachers about autonomous learning Besides, the content obtained though the survey results, but the verification of reliability is not yet effective The research topic has not really covered all the factors and problems students encounter in the process of self-study Regarding the content of the questionnaire for students and lecturers, the results were not as effective as expected, basically the answers were quite similar to the content of the survey Therefore, the research topic is quite suitable and useful for the learning of English-majored students - VNUA 43 PART 3: CONCLUSION Recapitulation The topic "A study on autonomous learning of English-majored students at Vietnam National University of Agriculture" was conducted on the basis of domestic and foreign theories, with valid arguments and evidence The steps to conduct the research are clear and detailed as above, then the results are obtained through the process of analyzing the research contents in the questionnaires and interviews At the same time, conduct qualitative and quantitative analysis to clarify the perception of students' autonomy, arrange appropriate learning environment and time, choose methods and be aware of the importance of autonomous learning (self-study) From there, the study proceeds to draw conclusions and recommendations for the topic Concluding remarks Research results show that English-majored students have realized that autonomous learning is extremely important, requiring students to understand the concept of autonomy, grasp the necessary factors to improve their high learning efficiency However, the student's autonomous learning still has some limitations: they just stopped in the perception of autonomous learning, not shown by positive behaviors, inertia in learning large practice, lack of selfdiscipline, self-control The main difficulties currently facing students are: poor understanding of the university environment, not having clearly defined learning goals, lack of learning methods and not arranging appropriate study time Therefore, students need to find a way to solve these problems However, the research also shows that the perception of teachers' autonomy also greatly affects students' perception of autonomous learning Like many English teachers in a number of studies (Borg & Al-busaidi, 2012; Yoshi, 2011), Vietnamese English teachers believe that autonomous learning helps learners develop conceptual English abilities and autonomous learning according to psychological orientation Self-study skills including independent study, group 44 study, self-monitoring and assessment of learning are skills that teachers and students should have Limitation of the study In the process of researching the topic "A study on autonomous learning of English-majored students at VNUA" there were some difficulties The first is that finding documents as a basis for research is quite complicated and takes a lot of time The second is because the time to conduct the research took place during the stressful Covid-19 epidemic situation, leading to many difficulties in data collection It was not possible to collect data by conducting classroom surveys and face-to-face interviews, so the research was collected through creating google forms (surveys and interviews online) This process is relatively time-consuming, due to many different reasons from the survey respondents, leading to the next steps to speed up the implementation Next, due to the diversity of research subjects, there is a large difference that affects the accuracy of the research results Finally, because my ability to arrange, process, evaluate and analyze topics has not been as effective as expected However, the results obtained by the project still achieved the initial goal set out Recommendations 4.1 Recommendations for schools Correct perception will create the right behavior, when aware of the problem, students themselves will find a way to accomplish their goals To improve students' sense of autonomous learning, schools can use feasible forms of propaganda Specifically, as soon as the first-year students settle in, the school (through the Youth Union) organizes introductory sessions on the university learning environment; launching a competition to learn about autonomy in university study; through internal communication channels: website, facebook fanpage, school's loudspeakers (currently not available) of the school set examples and real people who have achieved high academic achievements thanks to their promotion Autonomous learning helps students quickly realize 45 the role and value of autonomy And understand that self-control is a key factor for individual success in school and work later Improve facilities and enhance clean and comfortable library services; rich resources, arranged in a scientific way, convenient for students to have direct contact with books, newspapers, documents ; Reasonable loan repayment time will easily attract students to the library to read books and study on their own In addition, the school can expand and rationally allocate computer rooms and multimedia equipment rooms, creating conditions for students to use and practice more 4.2 Recommendations for the faculty There are specific directions to grasp the self-study situation of students in their faculty, from which to make plans and foster necessary skills for students to achieve good academic results The Faculty need to have agreed methods of communication with lecturers about specialized subjects and appropriate teaching forms so that students can adapt to those subjects And the content of specialized subjects should be clearly arranged in combination with accompanying practice sessions, so that students will understand the lesson and grasp the knowledge more firmly Propose options to expand the books supporting self-study skills or books about famous speakers so that students can learn more It is also an effective method for students who love reading culture more 4.3 Recommendations to improve the progress in teaching methods of teachers In order to promote autonomous learning, in addition to equipping students with self-study and teamwork skills through learning activities, lecturers need to extend the right to participate in autonomous learning for students English teachers need to further strengthen the choice of learning activities to promote the self-responsibility of students such as designing activities or introducing self-study materials and asking students to select and complete assignments with the supervision and support of the instructor Along with the impact on students' awareness, the specific instructions and requirements in 46 class of the lecturer also play a very important role in creating conditions for students to express and further promote their autonomous learning Define learning goals Combined with the content of the course in the introductory class, in parallel with the introduction of the outline, including the subject's objectives, content, schedule, methods, etc and the requirements of the subject, it is found that teachers need to pay attention to the subject consulting, suggesting and requiring each student to first understand the subject outline, on the basis of further consideration of their own aspirations, abilities, and conditions, to determine goals suitable to their ability and personal conditions, because no one will understand the desires, requirements and strengths of students better than themselves; Organize your study plan At the beginning of a new semester, or a new subject, teachers need to ask students to set up their own study plans, actively synthesize and analyze information about the curriculum and subjects study, choose subjects (if necessary, seek advice from teachers), arrange time, make a daily schedule towards the goal that has been achieved; Manage the learning process During class hours, teachers often remind students to set their own requirements and principles in the learning process, to know how to assess themselves through their own learning goals, and to selfregulate living habits so that good health is guaranteed Provide and introduce learning methods In fact, students know the correct and effective learning methods mainly through the guidance of teachers during class hours In the process of teaching the content of different knowledge and skills, lecturers also need to pay attention to introducing, providing, and suggesting to students the learning methods corresponding to the content to be learned (learning English) How you learn to listen and how can you exercise the ability to talk and write to enhance your language skills? ; periodically organize exchanges and exchange of learning methods and experiences among students of different courses; always encourage students to know how to flexibly apply different methods in the learning process, so that they can find the most suitable method for themselves From those experiences help students 47 understand that if they know how to apply the right methods, they will learn more effectively; only by working hard to actively explore and experiment can you be creative and find your own learning secrets 4.4 Recommendations for students Assess self-control capacity in learning, realize the importance of autonomy in the learning process At the same time, understanding and deeply understanding the concept of autonomy as well as self-study, students have changes in consciousness, mastery and responsibility in their own learning Arrange the self-study timetable effectively, students can improve themselves or participate in seminars, competitions on autonomous learning, listen to alumni share about their learning experiences in the university classroom from which to draw lessons to accumulate experience for themselves That will help students have more motivation to self-study, improve learning efficiency and develop more in future work With a stable periodic plan, students remind themselves of their daily study work, constantly striving to be autonomous in the learning process Listen to the instructions and requirements of the lecturer so that students can build a suitable learning process for themselves Using skills and methods learned from lecturers, students have measures to handle situations and know how to apply theoretical knowledge to practical lessons Therefore, students need to take specific measures to improve and enhance their autonomous learning Improve awareness and sense of time arrangement for learning, pay attention to the combination of skills learned in the learning process, especially teamwork skills, realize that students need to actively exchange lessons with friends in the group; individual and group working styles need to be further promoted; Students focus more on reviewing to confidently answer the questions given by the lecturer and master the lesson knowledge At the same time, students support their poor classmates to make progress together, which is also the method responsible for autonomous learning 48 REFERENCES Resolution 43/2007/QĐ-BGDĐT, the Ministry of Education and Training, “Ban hành quy chế đào tạo Đại học Cao đẳng hệ quy theo hệ thống tín chỉ” Dinh Thi Hong Thu (2017), “Tổng quan nghiên cứu tính tự chủ học ngoại ngữ Việt Nam” Yunsheng Zhong (2008), "A study of Autonomy English Learning on the Internet” Dr Barbara McCombs (2011), “Developing Responsible and Autonomous Learners: A Key to Motivating Students” Agnieszka Talkowska, Wojciechowska (2015), “The use of the internet in developing learner's autonomy” Lina Lee (2016) - "Autonomous learning through task - based instruction in fully online language courses" Le Thanh Nguyet Anh (2018), “EFL students' voices on learner autonomy at a university in the Mekong Delta” Wei Zhang (2018) - “Study on Autonomous Learning College Students in Specialized English” Nguyen Van Loi (2014), "Nâng cao khả tự chủ học tập sinh viên tiếng Anh - Nhận thức giảng viên tiếng Anh số trường Đại học" 10 Dinh Thi Hong Thu (2017) "The situation of autonomous learning of students of the Chinese Language and Culture Faculty of Foreign Language University - Hanoi National University Tình hình tự chủ học tập sinh viên khoa Ngơn ngữ Văn hố Trung Quốc trường Đại học Ngoại ngữ Đại học Quốc Gia Hà Nội" 11 Nguyen Phuong Thao (2019) - "Học”Tự chủ” - Một phương pháp khuyến khích người học luyện đọc” 12 Nguyen Thi Ngoc Linh and Tran Quang Son (2020), Journal of Industry and Trade "Người tự chủ: Phát huy tự chủ người học ngoại ngữ" 49 13 Holec, H (1981) Autonomy and foreign language learning Oxford: Pergamon Press 14 Little, D (1991) Learner autonomy: Definitions, issues and problems Dublin: Authentik 15 L Dickinson, Self-instruction in Language Learning Cambridge, Cambridge University Press 1987 16 Little, D (1991) Learner autonomy: definitions, issues and problems Dublin: Authentic 17 Dam, L (1995) Learner autonomy 3: From theory to classroom practice Dublin: Authentick 18 Benson, P & Voller, P (1997) Autonomy and Independence in Language Learning London: Longman Dickinson, L (1993) Aspects of autonomous learning: An interview with Leslie Dickinson ELT Journal 47, 330-335 19 Thomson, C K (1996) Self-assessment in self-directed learning: issues of learner diversity In R Pemberton, E S L Li, W W F Or, & H D Pierson (Eds.), Taking Control: Autonomy in Language Learning Hong Kong: Hong Kong University Press 20 Benson Phil, (2001) Teaching and Researching Autonomy in Language Learning, London: Pearson Education 21 Palfreyman, D (2003) Introduction: culture and learner autonomy In D Palfreyman & R C Smiths (Eds), Learner autonomy across cultures, language education perspectives (pp 1-23) New York: Palgrave Macmillian 22 Kumaravadivelu, B (2006) Understanding language teaching: From method to postmethod Mahwah, NJ: Lawrence Erlbaum Associates 23 Resolution No 29-NQ/TW of November 04, 2013, on “fundamental and comprehensive innovation in education, serving industrialization and modernization in a socialist-oriented market economy during international integration” ratified in the 8th session” 24 Schunk, D H., & Zimmerman, B J (Eds.) (2008) Motivation and selfregulated Learning: Theory, research, and applications New York, NY: Lawrence Erlbaum 50 25 Deci, E L., Ryan, R M., & Williams, G C (1996) Need satisfaction and the self-regulation of learning Learning and individual differences, 8(3), 165183 26 Wright, T (1991) The Roles of Teachers and Learners Oxford University Press 27 Borg, S., & Al-busaidi, S (2012) Teachers' beliefs and practices regarding learner autonomy ELT Journal, 66(3), 283-292 51 APPENDICES SURVEY Hello, here are some survey questions for the research: "A study on autonomous learning of English-majored students at Vietnam National University of Agriculture" This questionnaire is purely with objective information collection We hope that you would answer the following question from your own perspective Please put an X in the following blank boxes (For each statement, select only one box) Awareness of autonomous learning To identify the indicators Strong of autonomous learning disagree (1) Self-control is the ability to take charge of one's own learning Autonomy is the ability to be independent, to think critically, to make decisions and to act independently Autonomous learning is a situation in which learners take full responsibility for all decisions related to their own learning and implementing those decisions Self-control is the willingness to take responsibility for one's own learning to cater to one's needs and goals You outline study materials so you can organize your learning ideas You memorize the keywords and important information of the article Disagree (2) Neutral (3) Agree (4) Strong agree (5) You re-read the notes for each lesson several times You focus on listening to lectures and completing assignments given by the teacher on time 52 Self-study environment Self-study method Self-study time You think about many ideas related to what you have learned Library, coffee shop is a quiet place to study You study at school because it has enough facilities You study at home because it’s more comfortable and independence You can study in many different places because you are a studious learner You actively communicate with the instructor when it is difficult to learn You want to participate in a group study with your classmate You research and collect learning material through books and the Internet because it is easy and useful In additon to theoretical learning, you relate useful lessons in social practice You learn from your friends who are better than you Write your diary, study plan in detail by week, month, semester and follow your plan Reviewing what you have learned will help you remember longer You study in the early morning from 4.am to 8.am will help your brain absorb better You study at soon (9.am-12.am) or at night (23.pm-3.am) because you spend the morning and evening on something else 53 Conscious self-study Factors affecting self-study You study at night from (21.pm-1.am) because it helps you concentrate on the lesson You not care about the time to study, when you like to study You spend very little time studying (8 hours) reviewing You are excited, then study You have never (very little) taken the time to study You persistently follow the study plan outlined You have been responsible for actively arranging time for your studies You self-study is affected by too much use of Facebook, Movies, Tiktok You lack the media or learning material You are not really conscious of learning You have lots of assignments and subjects that you feel tired You are busy going to work, making money Skills for The way you work in autonomous groups improves learning autonomous learning You use the Internet skills for studying Communication skills are a useful tool to help you exchange learning You are ready to apply your skills to hone your subjects 54 Consciously selfselecting external learning content and relating to situations encountered in communicati on You use the Internet to explore external academic content You study material that expands the knowledge learned in the program You consciously actively seek knowledge content assigned by the teacher You are ready to answer the instructor's test questions Make self-situations and deal with competencies Thank you for your cooperation! 55 STUDENT INTERVIEW QUESTIONS Please provide the following information: Course: …………………… Male/Female …………………… Please give your opinion on some of the following questions: Bạn có nhận thức tự chủ học tiếng Anh? What is your perception of autonomous learning English? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Bạn thể lực tự chủ học tập tiếng Anh sao? How you demonstrate autonomous learning English? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Năng lực tự chủ học tập lực tiếng Anh bạn tương quan với nào? How your capacity for autonomous learning and English proficiency correlate? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Vấn đề mà bạn thường gặp phải tự chủ động học tập gì? What problems you often face when autonomous learning? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Bạn có áp dụng kĩ vào tự chủ học tập không? Và kĩ nào? Have you applied the skills to autonomous learning? And what skills are those? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Bạn đưa vài phương pháp tự chủ học tập không? Phương pháp mà bạn cảm thấy hiệu nhất? Can you suggest some methods of autonomous learning? Which methods you find effective? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Thank you! 56 TEACHER INTERVIEW QUESTIONS Please provide the following information: The Faculty: …………………………………………………… Current teacher or academic advisor of the Course: ………… Please give your opinion on some of the following questions: Theo thầy/cô tự chủ học tập sinh viên gì? According to teachers, What is autonomous learning of students? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Theo quan sát lớp, thầy/cô cho biết sinh viên biểu tự chủ học tập hay chưa? Điều cho thấy khả đó? According to classroom observations, you know that students have demonstrated of autonomous learning? What shows that possibility? ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………… Theo thầy/cô, sinh viên biết áp dụng kĩ vào tự chủ học tiếng Anh hay chưa? Minh chứng cho điều gì? According to the teacher, did students know how to apply skills to autonomous learning English? What is the proof for that? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Phương pháp giảng dạy thầy/cơ giúp sinh viên nhận thức tính tự chủ học tập nào? Hiệu phương pháp nào? How does the lecturer’s teaching method help students indicate autonomous learning? How effective is that method? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Thầy/cô cho biện pháp nâng cao lực tự chủ học tập cho sinh viên Ngôn ngữ Anh? What measures you think will improve autonomous learning of English-majored students? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………… Thank you! 57