Nhận thức của giáo viên và sinh viên chuyên ngành tiếng anh về các hoạt động giảng dạy thúc đẩy việc học tích cực và việc vận dụng những hoạt động này trong các lớp văn hoạ và văn hoá

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TONG THI THUY TRANG A STUDY ON EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES OF ACTIVE LEARNING-PROMOTED STRATEGIES IN LITERATURE AND CULTURE CLASSES MA THESIS IN EDUCATION HUE, 2012 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TONG THI THUY TRANG A STUDY ON EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES OF ACTIVE LEARNING-PROMOTED STRATEGIES IN LITERATURE AND CULTURE CLASSES FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: Ph.D PHAM THI HONG NHUNG HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ TỐNG THỊ THÙY TRANG NHẬN THỨC CỦA GIÁO VIÊN VÀ SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH VỀ CÁC HOẠT ĐỘNG GIẢNG DẠY THÚC ĐẨY VIỆC HỌC TÍCH CỰC VÀ VIỆC VẬN DỤNG NHỮNG HOẠT ĐỘNG NÀY TRONG CÁC LỚP VĂN HỌC VÀ VĂN HOÁ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ : 60.14.10 LUẬN VĂN THẠC SĨ GIÁO VIÊN HƯỚNG DẪN: T.S PHẠM THỊ HỒNG NHUNG HUẾ, 2012 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Tong Thi Thuy Trang ACKNOWLEDGEMENT This research project would not have been possible without the support of many people First and foremost, I would like to express my sincere gratitude to my supervisor, Dr Pham Thi Hong Nhung, for her whole-hearted guidance, patience, and academic support at every stage of the development of this study Without her encouragement, insightful comments and detailed guidance this thesis would not have been materialized Secondly, I would like to take this opportunity to thank to Prof Dr Truong Vien who inspired me to conduct this research from the initial topic theme “active learning” I would like to send my grateful words to Dr Truong Bach Le, Dr Pham Hoa Hiep, and Dr Ton Nu Nhu Huong for their advice and support in the early days of originating my research In particular, I am grateful to all the teachers of British and American literature and culture and students of HUCFL for willingly helping me with the classroom observations, the questionnaires and the interviews during the important stage of data collection Finally, I wish to express my love and gratitude to my beloved family, my teachers and my friends for their understanding, endless love and support throughout the duration of my study Hue, August, 2012 TABLE OF CONTENTS LIST OF ABBREVIATIONS .5 LIST OF TABLES AND FIGURES ABSTRACT CHAPTER 1- INTRODUCTION .8 1.2 Reasons for the research 10 1.3 Objectives of the research .12 1.4 Significance of the research 12 1.5 Research questions 13 1.6 Research scope 13 1.7 Overview of the thesis 13 CHAPTER - LITERATURE REVIEW 15 2.1 Definition of key concepts 15 2.1.1 Perception 15 2.1.2 Active learning 16 2.1.3 Active learning and student-centered approach 17 2.1.4 Active learning-promoted strategies 18 2.2 Active learning framework .18 2.2.1 Nature of the learning process 18 2.2.2 The significance of teachers’ and students’ perceptions of language learning 20 2.2.2.1 The significance of students’ perceptions of language learning 20 2.2.2.2 The significance of teachers’ perceptions of language teaching 21 2.2.3 Role of active learning 22 2.2.3.1 Role of active learning in higher education 23 2.2.3.2 The advantages of active learning 23 2.2.4 Features of active learning- promoted strategies 27 2.3 Major active language learning-promoted strategies 28 2.4 Factors influencing the implementation of active learning-promoted strategies 36 2.4.1 Heavy course contents 36 2.4.2 Time for preparation 37 2.4.3 Class size 37 2.4.4 Lack of materials and resources supporting ALPS 37 2.4.5 Teachers and students’ perceptions or experiences 38 2.4.6 Other factors 38 2.5 Relevant studies on language learning-promoted strategies 39 2.5.1 Previous studies on ALPS 39 2.5.2 Relevant studies on active learning promoted strategies in Vietnamese teaching context 40 CHAPTER - METHODOLOGY 43 3.1 Research questions 43 3.2 Research approach 43 3.3 Instruments of data collection 44 3.3.1 The questionnaire 44 3.3.2 The interview 45 3.3.3 The observation 46 3.4 Participants 46 3.4.1 Teachers’ teaching profile (background) 47 3.4.2 Students’ background 48 3.5 Procedure of data collection 48 3.5.1 Pilot study 48 3.5.2 Questionnaire collection 49 3.5.3 Classroom observation 49 3.5.4 Teacher and student interviews 50 3.6 Data analysis 50 3.7 Conclusion .51 CHAPTER - FINDINGS AND DISCUSSION .52 4.1 Data obtained through questionnaires .52 4.1.1 Teachers’ perceptions of ALPS 52 4.1.1.1 Teachers’ general perceptions of traditional teaching 53 4.1.1.2 Teachers’ perceptions of ALPS 54 4.1.2 Students’ perceptions of ALPS 57 4.1.3 The ALPS employed in literature and culture classes 60 4.1.3.1 The ALPS employed in literature and culture classes from teachers’ questionnaire 60 4.1.3.2 The ALPS employed in literature and culture classes from students’ questionnaire 63 4.1.4 Students’ responses to ALPS implemented in literature and culture classes 68 4.1.5 Activities recommended to be applied in literature and culture classes by students 71 4.1.6 Factors influencing teachers’ implementation of ALPS 72 4.1.6.1 Factors greatly influencing teachers’ implementation of ALPS .74 4.1.6.2 Other factors influencing teachers’ implementation of ALPS 76 4.2 Data obtained from interviews and classroom observations 76 4.2.1 Teachers’ perceptions of ALPS 77 4.2.1.1 Teachers’ perceptions of the practicability of ALPS 77 4.2.1.2 Teachers’ perceptions on advantages of ALPS 79 4.2.2 Students’ perceptions of ALPS 80 4.2.3 ALPS employed in literature and culture classes 81 4.2.3.1 ALPS employed in literature classes 81 4.2.3.2 ALPS employed in culture classes 82 4.2.4 Factors influencing teachers’ implementation of ALPS 84 4.3 Conclusion .87 CHAPTER - CONCLUSION 89 5.1 Summary of major findings 89 5.1.1 Teachers’ and students’ perceptions of ALPS 89 5.1.2 Practices of ALPS in literature and culture classes 89 5.1.3 Students’ responses to ALPS implemented in literature and culture classes 90 5.1.4 Factors influencing teachers’ implementation of ALPS 91 5.2 Implications .91 5.2.1 Implications for teachers 91 5.2.2 Implications for students 93 5.2.3 Implications for administrators at college 94 5.3 Contributions of the study .94 5.4 Limitations 95 5.5 Suggestions for further research .96 5.6 Conclusion .96 REFERENCES 98 APPENDICES LIST OF ABBREVIATIONS EFL: English as a Foreign Language TESOL: Teaching English to Speakers of Other Languages ELT: English Language Teaching ALPS: Active learning- promoted strategies SPSS: Statistical Package for the Social Sciences HUCFL: Hue University College of Foreign Languages I believe that teaching facts alone is enough to prepare students to understand their environment Current knowledge depends on the previous understanding Students learn more when they actively participate in different activities Students learn more when they work in pairs/ in groups ( more interaction) Teaching must prepare students to solve problems Teachers should use different teaching strategies (active learning- promoted strategies) to promote student’s participation and comprehension 10 Active learning- promoted strategies make students responsible for their own learning 11 I know that using active learning-promoted strategies adds workload on teachers 12 Using active learning-promoted strategies requires a lot of time 13 The implementation of active learning- promoted strategies requires welltrained teachers Part II Before you kindly proceed with the second part, please remember that active learning-promoted strategies are any activities or teaching strategies that teachers incorporate into the classroom to foster active learning among students instead of the monologue teaching style- lecture and some of the typical activities of this type are brainstorming, discussion, role- playing, portfolio, film and group work Do you think that it is necessary to incorporate active learning- promoted strategies in British/American literature/culture classes? (Please tick only one)  Yes  No  undecided Which is your teaching method/mode in your British/ American literature/ culture classes? (Please tick only one)  Traditional lecture method only  Lecture and different activities (active learning- promoted strategies) How often you use these following active learning- promoted strategies in your British/ American literature/ culture classes? Please choose the extent to which you use the following active learning- promoted strategies in your classroom and rate according to the following scale: = always; = frequently; = sometimes; = rarely; = Not at all No Lecture/ explanation Brainstorming Discussion Role playing Debating Peer teaching Group work Academic portfolio Focused student journal 10 Films 11 Reading quiz 12 Games ( lecture- bingo) 13 Demonstration 14 Jig saw group project 15 Question and answer Others ( please specify) If you have ever employed any of the strategies/activities listed in item above, why you employ these active learning promoted strategies in your course? (Please put a tick  before your responses, if you choose more than ONE answer, please order the reasons from 1-5 in accordance with their level of importance, number is the most important reason ) Because:  My students like these ALPS  They stimulate students’ critical thinking and personal response  They make students more active in the learning process  They are typical teaching activities in literature/ culture course  They foster students’ comprehension  They are more effective than the others  They promote interaction in the class  They make my students more responsible for their learning Others: (please specify): Which strategies/activities you have never adopted for your teaching British/American literature/culture? …………………………………………………………………………………… ……………………………………………………………………………………… What are the reasons for you not to apply them? (Please put a tick  before your responses, if you choose more than ONE answer, please order the reasons from 1-5 in accordance with their level of difficulty, number is the most difficult) Because :  They are difficult to apply  It takes a lot of time to prepare them  My students are not familiar with these strategies  I not have much experience in using these active learning- promoted strategies  They are not useful to my classroom Part III To what extent the following factors influence your practice of active learningpromoted strategies in British/American literature/ culture classes? Please rate them from “serious” to “not serious” according to the following scale: = extremely serious; = serious; 3= undecided; = not really serious No Factors influencing the implementation of active learning- promoted strategies Teachers’ tendency to use traditional lecture method Teachers’ lack of experience in using active learning- promoted strategies Teachers’ fear of risks when applying active learning- promoted strategies (Lose control of the class, students’ negative responses…) Lack of materials and sources supporting active learning- promoted strategies Lack of time to practice active learning- promoted strategies in classroom The heavy course content Large class size ( with more than 40 students) Students’ lack of interest of active learning- promoted strategies Students’ lack of knowledge on active learning- promoted strategies 10 Students’ perceptions and attitudes toward learning for testing 11 Physical environment (classroom arrangement, facilities…) Others: ( please specify) (Adapted from “Perceptions and practices of active learning in EFL classes of Dilla university” by Geressu, T (2008) M.A Thesis Unpublished (Addis Ababa University).Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1915?mode=full on 20th August, 2012) APPENDIX QUESTIONNAIRE FOR STUDENTS This questionnaire is designed to gather data for the study on “Teachers’ and students’ perceptions and practices of active learning- promoted strategies in British/ American literature and culture classes of HUCFL” The data to be collected through the questionnaire is highly valuable to meet the objectives of this study Therefore, you are kindly requested to fill in and return the questionnaire The information you supply would be used for academic purpose only and kept confidential! Personal information Sex:  male Year:  3rd year  female  4th year Number of official teacher-led (Class time) hours for British/ American literature per week: _ Culture per week: _ Part I What you think of these following statements on learning? Please give appropriate responses for each item based on your understanding and experiences Your responses could vary from “strongly agree” to “strongly disagree”, please put a tick  to answer Key: 1= strongly agree; 2= agree; 3= undecided; 4= disagree; 5= strongly disagree N Items o I believe that learning depends on the previous understanding I believe that the teacher holds most of the knowledge necessary for us to learn I think lectures are the best ways of getting knowledge I believe that it is helpful if teachers tell us exactly what we need to learn I like to learn what will be included in the final exam rather than take part in different learning activities I learn more when I actively participate in different learning activities I learn more when I work in pairs/ in groups with other students I believe that active learning is actively taking part in every learning activities The more active learning-promoted strategies teachers employ, the more knowledge we learn 10 I know that I need to be responsible for my own learning 11 I believe active learning is very important for us to succeed in college 12 I don’t like active learning- promoted strategies because they put more work on us Part II Which teaching method your teachers use in British and American literature or culture classes? (Please tick only one)  Traditional lecture method only  Traditional lecture method and other activities (active learning- promoted strategies) Which active learning- promoted strategies your teachers employ in British and American literature or culture classes? (Please put a tick  before your responses, more than one is possible)  Lecture/ explanation  Academic portfolio  Brainstorming  Focused student journal  Discussion  Films  Role playing  Question and answer  Peer teaching  Debating  Group work  Demonstration  Games ( lecture bingo…)  Reading quiz  jigsaw group project Others: (Please specify) Do you like to participate in these activities?  Yes  No Specifically, how you respond to these active learning- promoted strategies? (Please put a tick  before your responses, more than one is possible)  I take part in all activities enthusiastically  I only participate in the activities I like  I only participate in the obligatory activities (such as journal, portfolio)  I only participate in easy activities  I just keep silence and nothing  I my own business  My partner/ group does most the work, I just contribute my ideas  I share the responsibility in all activities with my partner/ group Please answer ONE question ONLY If you answer “YES ” for QUESTION 3 please answer QUESTION If you answer “ NO” for QUESTION  please answer QUESTION Why you like to participate in these active learning- promoted strategies? (Please put a tick  before your responses, more than one is possible) Because:  They help me understand the lesson more clearly  They help me develop my thinking skill  They make me more confident  They help me improve my communication skills (presentation, negotiation…)  They provide me more opportunities to learn from my friends  They make me more responsible for my own learning  They are obligatory activities and marked Others: (please specify) Why don’t you like to participate in these active learning- promoted strategies? (Please put a tick  before your responses, more than one is possible) Because:  They require me to more work than lecture  They are so difficult  I have never experienced these active learning- promoted strategies before  They are not included in the final exam  They are not compulsory and marked Others: (please specify) Apart from the activities your teachers have employed above, which activities would you like to take part in these classes? (please specify) (Adapted from “Perceptions and practices of active learning in EFL classes of Dilla university” by Geressu, T (2008) M.A Thesis Unpublished (Addis Ababa University).Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1915?mode=full on 20th August, 2012) APPENDIX VIETNAMESE VERSION FOR STUDENTS’ QUESTIONNAIRE PHIẾU ĐIỀU TRA (Dành cho sinh viên) Phiếu điều tra thiết kế nhằm thu thập liệu cho nghiên cứu “Nhận thức giáo viên sinh viên hoạt động dạy thúc đẩy việc học tích cực việc vận dụng hoạt động lớp văn học Anh/ Mỹ văn hoá (đất nước học) trường Đại Học Ngoại Ngữ Huế” Những thông tin thu thông qua phiếu điều tra có giá trị cho việc đáp ứng mục tiêu nghiên cứu đề Do đó, mong anh/chị vui lòng điền câu trả lời vào bảng câu hỏi bên Danh tính thơng tin mà anh/chị cung cấp hồn tồn giữ kín phục vụ cho mục đích nghiên cứu !  Thơng tin cá nhân: Giới tính:  Nam  Nữ Sinh viên :  Năm thứ  Năm thứ Số tiết học/ tuần : Môn Văn học Anh/ Mỹ: ……………… tiết Môn Văn hóa Anh/ Mỹ: ……………… tiết Phần I Anh/chị nghĩ nhận định sau nói việc học? Xin vui lòng đưa câu trả lời phù hợp cho nhận định dựa vốn hiểu biết kinh nghiệm thân Câu trả lời anh/chị dao động mức độ từ hồn tồn đồng ý đến hồn tồn khơng đồng ý Xin vui lòng đánh dấu  trước câu trả lời, cụ thể: 1= hoàn toàn đồng ý; 2= đồng ý; 3= không xác định được; 4= không đồng ý; 5= hồn tồn khơng đồng ý Nhận định TT 1 Tôi cho việc học (quá trính học) phụ thuộc vào hiểu biết trước Tôi cho giáo viên người nắm giữ hầu hết kiến thức cần thiết cho việc học Tôi cho thuyết giảng (giáo viên truyền đạt toàn kiến thức) cách tốt để sinh viên tiếp thu kiến thức Tôi cho thật hữu ìch giáo viên nói cho chúng tơi biết cách chình xác chúng tơi cần học gí Tơi thìch học gí có kí thi tham gia vào hoạt động học lớp Tôi học nhiều tơi tìch cực tham gia vào hoạt động học lớp Tôi học nhiều tơi làm việc theo cặp/ theo nhóm với bạn khác Tơi cho học tìch cực ( active learning) tìch cực tham gia vào hoạt động học tập lớp Giáo viên áp dụng nhiều hoạt động thúc đẩy việc học tìch cực thí tơi học nhiều kiến thức 10 Tơi biết tơi cần phải có trách nhiệm với việc học thân 11 Tôi cho việc học tìch cực quan trọng để chúng tơi thành cơng trường đại học 12 Tơi khơng thìch hoạt động thúc đẩy việc học tìch cực ví hoạt động buộc chúng tơi phải làm việc nhiều Phần II Phương pháp sau mà thầy/ cô anh/chị thường sử dụng lớp văn học Anh? (Xin vui lòng chọn đáp án nhất)  Chỉ phương pháp thuyết giảng truyền thống (giáo viên giảng- sinh viên nghe & ghi chép)  Giáo viên thuyết giảng + hoạt động học khác (thảo luận nhóm…) Các hoạt động học (thúc đẩy việc học tích cực) sau thầy/ cô anh/chị áp dụng lớp văn học Anh? (Có thể  để chọn nhiều nhiều đáp án (nếu cần))  Lecture/ explanation (thuyết giảng/ giải thìch)  Academic portfolio (tập hợp tập, viết theo chủ đề yêu cầu GV)  Brainstorming (GV đưa chủ đề, câu hỏi- SV suy nghĩ đưa tất vấn đề/ câu trả lời có liên quan)  Focused student journal (SV viết cảm nhận mính vấn đề/ chủ đề vừa học)  Discussion (thảo luận theo cặp/ nhóm/ lớp)  Films (xem phim, đoạn clip có liên quan đến học)  Role playing (đóng vai hội thoại/ theo tính cho) Question and answer (Hỏi đáp: GV hỏi- SV trả lời)  Peer teaching (SV dạy/ giảng lại cho SV khác/ nhóm)  Debating (tranh luận theo nhóm)  Group work (làm nhóm) Các hoạt động khác: ( xin vui lịng nêu rõ tên hoạt động): ……………………………………………………………………………………………… Anh/ chị có thích tham gia vào hoạt động khơng?  Có  Khơng Cụ thể, anh/ chị phản ứng hoạt động học này? (Có thể  để chọn nhiều nhiều đáp án (nếu cần))  Tơi tìch cực tham gia vào tất hoạt động  Tôi tham gia hoạt động mà tơi thìch  Tơi tham gia hoạt động có tình chất bắt buộc (như viết journal, làm portfolio)  Tôi tham gia vào hoạt động dễ thực  Tôi im lặng khơng làm gí  Tơi làm việc riêng  Bạn/ nhóm tơi làm hầu hết việc, tơi đóng góp ý kiến  Tơi chia sẻ trách nhiệm (công việc) tất hoạt động với bạn/ nhóm Xin vui lịng trả lời câu hỏi bên dưới: Nếu anh/ chị thích tham gia vào hoạt động này xin vui lòng trả lời câu hỏi số Nếu anh/chị khơng thích tham gia vào hoạt động này xin vui lòng trả lời câu hỏi số Tại anh/ chị thích tham gia vào hoạt động này? (Có thể  để chọn APPENDIX MAJOR QUESTIONS FOR TEACHERS’ INTERVIEW How you feel about the practicability of active learning- promoted strategies in your classrooms? Do you think using active learning- promoted strategies brings advantages in the teaching- learning process? If yes, what are they? (or Why not ?) Do you practice active learning- promoted strategies in your classroom? If yes, mention some of the strategies you have employed ( please explain the activities clearly) Do you have any difficulties when applying them? If yes, Could you please specify the problems you had when using these activities? How your students respond to such activities? (Do your students participate in such activities enthusiastically? Or they enjoy some activities more than the others), please specify which activities they have most positive responses? Are there any differences in students’ responses to the obligatory activities (the activities affect their marks (account for 40% of their results in the course) and optional activities? If yes, please specify Do your students’ responses influence your choice/ implementation of the activities for the next classes or your motivation to continue applying different activities or diversify them in next semesters? To what extent? What are the biggest obstacles preventing you from applying active learningpromoted strategies? Do you think the way you have been taught affect the way you teach now? in what extent? 10 Do you think that the implementation of active learning- promoted strategies requires well- trained teachers? (Adapted from “Perceptions and practices of active learning in EFL classes of Dilla university” by Geressu, T (2008) M.A Thesis Unpublished (Addis Ababa University).Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1915?mode=full on 20th August, 2012) APPENDIX MAJOR QUESTIONS FOR STUDENTS’ INTERVIEW Can you tell me more about your experience on the way you were taught at high school? What you know about active learning? Do you like to be taught by traditional method or new teaching method with active learning- promoted strategies? Why? Which teaching method your teachers use in literature and culture classes? Traditional lecture or traditional lecture with other activities? Which activities your teachers employ in these classes? Do you like participate in these activities? If yes, which activities you like best? Why? If not, why don’t you like them? Apart from these activities, which activities would you like your teachers to include in culture and literature classes? (Adapted from “Perceptions and practices of active learning in EFL classes of Dilla university” by Geressu, T (2008) M.A Thesis Unpublished (Addis Ababa University).Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1915?mode=full on 20th August, 2012) APPENDIX CLASSROOM OBSERVATION CHECKLIST The main purpose of this observation checklist is to assess the activities practiced in the classroom in relation to the implementation of active learning- promoted strategies The activities will be marked in the category of “Yes/ No” on the basis of whether they happen or not in the classroom General information Class: Lesson being observed: Number of students in the class: Male Female Total _ No List of observation A Classroom condition There is enough sitting space for all students The seats are movable There is enough space for movement between desks The desks are arranged in straight row The class size is appropriate The classroom is equipped with necessary facilities B The teacher’s activities Teacher lectures most of the time Teacher uses active learning- promoted strategies Teacher gives clear instructions for each activity ( strategy) Teacher uses examples/ models to elicit from Ss before assign the tasks Teacher uses posters, pictures, video clips to elicit before the tasks Teacher diversify the active learning- promoted strategies during the lesson Teacher arranges the tasks/ activities in different ways Individual work Pair work Yes No Yes No Group work Whole class work Teacher encourages students to become active participants Teacher is more active than students 10 Teacher is willing to give helps and support students during the lesson C Students’ activities and responses to active learning- promoted Yes No Yes No strategies Students listen passively to the teacher’s lecture Students are interested in all activities Students participate in some activities more than the others Students participate more enthusiastically in simple activities Students seem to be indifferent to most activities There is domination in group work activities Students share the tasks equally in groups Students understand and follow up the procedures of each activity Students don’t understand what to in some complicated activities D Classroom evaluation Teacher elicits responses from students instead of supplying answers Teacher checks and gives constructive feedback to students’ work Teacher uses peer correction first E Activities/strategies employed Group work Brainstorming Discussion Role playing Peer teaching Filming Others : (Adapted from “Perceptions and practices of active learning in EFL classes of Dilla university” by Geressu, T (2008) M.A Thesis Unpublished (Addis Ababa University).Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1915?mode=full on 20th August, 2012)