The effects of project based learning on the 12th graders’ speaking performance at the asian international school in ho chi minh city phan thi hue ; nguyen thi xuan lan supervisor

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY PHAN THI HUE THE EFFECTS OF PROJECT-BASED LEARNING ON THE 12th GRADERS’ SPEAKING PERFORMANCE AT THE ASIAN INTERNATIONAL SCHOOL IN HO CHI MINH CITY Tai Lieu Chat Luong MASTER OF ARTS IN TESOL Ho Chi Minh City, 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY PHAN THI HUE THE EFFECTS OF PROJECT-BASED LEARNING ON THE 12th GRADERS’ SPEAKING PERFORMANCE AT THE ASIAN INTERNATIONAL SCHOOL IN HO CHI MINH CITY Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 140 111 MASTER OF ARTS IN TESOL Supervisor: NGUYEN THI XUAN LAN (PhD.) Ho Chi Minh City, 2021 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: Phan Thị Huê Ngày sinh: 16/08/1990 Nơi sinh: Bến Tre Chuyên ngành: Mã học viên: 1881401110017 Tôi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Phan Thị Huê ………………………………… CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: Nguyễn Thị Xuân Lan Học viên thực hiện: Phan Thị Huê Lớp: MTESOL18 Ngày sinh: 16/08/1990 Nơi sinh: Bến Tre Tên đề tài: “The effects of Project-Based Learning on the 12th graders’speaking performance at the Asian International School in Ho Chi Minh City” Ý kiến giáo viên hướng dẫn việc cho phép học viên Phan Thị Huê bảo vệ luận văn trước Hội đồng: Thành phố Hồ Chí Minh, ngày…… tháng …… năm 2021 Người nhận xét Nguyễn Thị Xuân Lan STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The effects of Project-Based Learning on the 12th graders’ speaking performance at the Asian International School in Ho Chi Minh City” is my own work Except where reference is made in the text of the thesis, this thesis contains materials published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree of diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2021 Phan Thi Hue i ACKNOWLEDGEMENT During the time of conducting and completing my thesis, I have received great number of suggestions, helps and encouragements from my beloved people I am profoundly grateful to my advisor, Dr NGUYEN THI XUAN LAN, for her wholehearted support, patience, motivation, and immense knowledge Her guidance helped me in all the time of research and writing of this thesis I could not have imagined having a better advisor and mentor for my study I am also grateful to Dr Le Thi Thanh Thu, and Dr Nguyen Thuy Nga Their questions and comments in the proposal defense did provide me with a fresher and better look at this research paper A very special gratitude goes out to my all students who were willing to take part in my study My thesis could not have been finished without their great contribution Finally, last but by no means least, also to my beloved family members, my best colleagues, and my students at the Asian International School, who always stand by my side to support, encourage and motivate me on the progress of conducting this study Thanks for all your encouragement! ii ABSTRACT The teaching and learning of speaking have received more attention recently by language learners and instructors Providing successful speaking performances becomes an expected outcome at which language learners aim since it accelerates the effectiveness of communication in different fields of their life However, many students have some troubles in speaking as a because of the mismatch between their learning practice and teachers’ teaching strategies and methods Meanwhile, ProjectBased Learning characterizes an effective teaching approach of speaking with the intensive exposure of real-life speaking contexts in order to maximize students’ speaking time through various forms of conservations Basing on this theoretical background, the current study employs PBL as a teaching approach to improve students’ speaking performance The researcher chose to conduct the study at the Asian International School, where she is teaching with the participation of 48 twelfth graders The aim of the study was to investigate whether PBL has any significant impact on students’ speaking performance and their attitudes towards the use of PBL in teaching speaking The findings of the study indicate that students achieved improvements in their speaking The most significants developments includes better performance in the use of language features, the activeness in interaction and students’ interest in real life In addition, the questionnaire shows students’ positive attitudes towards PBL with the most agreement on their deisre to continuously learn with the approach, followed by the supports that PBL enhances their interation in speaking, the speaking aspects and their concerns for real life issues The findings support that Project-Based Learning is an effective teachinglearning approach in improving students’ speaking performance However, the study consists of limitations as a background for further studies on Project-Based Learning iii CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem 1.3 Research aims 1.4 Research questions 1.5 Hypothesis 1.6 Organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Teaching speaking skill 2.1.1 Speaking performance 2.1.2 Teaching speaking 2.1.3 The evaluation of students’ speaking performance 11 2.1.3.1 Criteria of evaluating speaking 11 2.1.3.2 Using a rubric in evaluating speaking 14 2.2 Project-Based Learning 16 2.2.1 Definition of Project-Based Learning 16 2.2.2 Characteristics of Project-Based Learning 17 2.2.3 The application of PBL in English speaking teaching 19 2.2.4 The evolution from CLT into TBLT and into PBL in teaching speaking 20 2.2.5 Types of project 22 2.2.6 The relationship between types of project and teaching speaking 24 2.2.7 Steps to implement Project-Based Learning in the classroom 25 2.3 Previous studies on effects of Project-Based learning on students’ speaking performance 27 2.4 Research gap 31 2.5 Chapter summary 32 iv CHAPTER 3: METHODOLOGY 34 3.1 Research design 34 3.2 Research setting 36 3.3 Sampling 38 3.4 Participants 38 3.4.1 Control Group 40 3.4.2 Experimental Group 44 3.5 Project procedure 47 3.5.1 Project launch 49 3.5.2 Project development 50 3.5.3 Project presentation 52 3.5.4 Project evaluation 56 3.6 Research instruments 58 3.6.1 Speaking tests 58 3.6.2 Questionnaire 64 3.6.3 Piloting the questionnaire 68 3.7 Data analysis methodology 69 3.7.1 Quantitative analysis of the speaking tests 69 3.7.2 Quantitative analysis of the questionnaire 70 3.8 Reliability and validity 70 3.8.1 Reliability and validity of the tests 71 3.8.2 Reliability and validity of the questionnaire 71 3.9 Chapter summary 73 CHAPTER 4: FINDINGS AND DISCUSSIONS 74 4.1 The analysis of the speaking tests 74 4.1.1 Independent sample t-test of the pretest score of CG and EG 74 4.1.2 Independent sample t-test of the posttest score of the CG and EG 76 4.1.3 Paired sample t-test of the pretest and posttest of CG 77 v 4.1.4 Paired sample t-test of the pretest and posttest of EG 77 4.1.5 Paired sample t-test of the pretest and posttest of CG and EG 78 4.2 4.2.1 Analysis of speaking components 80 Independent sample t-test of each component in the speaking 80 pretest and posttest 80 4.2.2 Paired sample t-test of each component in the speaking pretest 82 and posttest 82 4.3 4.3.1 The analysis of the questionnaire 85 Students’ attitudes towards the effects of PBL on their 85 speaking performance 85 4.3.2 Students’ attitudes towards the effects of PBL on the 87 interaction during their speech 87 4.3.3 Students’ attitudes towards the desire to learn with PBL 89 4.3.4 Students’ attitudes towards the desire to learn with PBL 90 4.4 The effect of Project-Based Learning on learners’ speaking performance 92 4.5 Learners’ attitudes towards the use of Project-Based Learning in speaking learning process 94 4.6 Chapter summary 97 CHAPTER 5: CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS 99 5.1 Main conclusions of the study 99 5.2 Contributions and limitations 101 5.2.1 Contributions 101 5.2.2 Limitations 102 5.3 Recommendations for further studies 103 5.4 Chapter summary 104 REFERENCES 106 APPENDICES 120 vi Putri, N L P N S., Artini, L P., & Nitiasih, P K (2017) Project-based learning activities and EFL students’ productive skills in English Journal of Language Teaching and Research, 8(6), 1147-1155 Rahmawati, Y., & Ertin, E (2014) Developing assessment for speaking IJEE (Indonesian Journal of English Education), 1(2), 199-210 Railsback, J (2002) Project-Based Instruction: Creating Excitement for Learning By Request Series Richards, J.C (2009) Teaching Listening and Speaking From Theory to Practice Australia Journal of Education 01/2009 Richards, J C., & Rodgers, T S (2014) Approaches and methods in language teaching Cambridge university press Rochmahwati, P (2015) Project-Based Learning to Raise Students’ Speaking Ability: Its Effect and Implementation Kodifkasia, 9(1) Rojas, M A., & Villafuerte, J (2018) The influence of implementing role-play as an educational technique on EFL speaking development Theory and Practice in Language Studies, 8(7), 726-732 doi:http://dx.doi.org.dbonline.cesti.gov.vn/10.17507/tpls.0807.02 Sadeghi, K., & Richards, J C (2015) Teaching spoken English in Iran’s private language schools: Issues and options English Teaching, 14(2), 210-234 doi:http://dx.doi.org.dbonline.cesti.gov.vn/10.1108/ETPC-03-2015-0019 Saraswathi, V (2004) English language teaching: Principles and practice Orient Longman Private Limited Savignon, S J (1972) Communicative competence: an experiment in foreign language teaching Philadelphia: The Center for Curriculum Development Savignon, S (1983) Communicative competence: Theory and classroom practice Massachusetts: Addison- Wesley publishing company 116 Silvana, A., Kustati, M., & Darmayenti (2018) The use of small group discussion and snowballing techniques: An effort to enhance EFL students' self –Efficacy and speaking skill Al-Ta'Lim Journal, 25(1), 77 doi:http://dx.doi.org.dbonline.cesti.gov.vn/10.15548/jt.v25i1.409 Sirisrimangkorn, L (2018) The use of project-based learning focusing on drama to promote speaking skills of EFL learners Advances in Language and Literary Studies, 9(6), 14-20 Siritararatn, N (2015) Improving low-proficiency EFL learners' oral communication by using project work International Journal of Arts & Sciences, 8(6), 335-348 Stoller, F L (1997) Project work: A means to promote language content English Teaching Forum, 35(4), Stoller, F (2006) Establishing a theoretical foundation for project-based learning in second and foreign language contexts Project-based second and foreign language education: Past, present, and future, 19-40 Sullivan, P (2000) Playfulness as mediation in communicative language teaching in a Vietnamese classroom Sociocultural theory and second language learning, 115131 Sun, D (2014) From communicative competence to interactional competence: A new outlook to the teaching of spoken English Journal of Language Teaching and Research, 5(5), 1062-1070 Retrieved from https://search-proquest- com.dbonline.cesti.gov.vn/docview/1561997000?accountid=39958 Supharatypthin, D (2014) Developing students' ability in listening and speaking English using the communicative approach of teaching International Journal of Arts & Sciences, 7(3), 141-149 Retrieved from https://search-proquestcom.dbonline.cesti.gov.vn/docview/1644634408?accountid=39958 117 Sutarsyah, C (2017) An analysis of student’s speaking anxiety and its effect on speaking performance IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(2), 143-152 Symons, V J., & Barnett, S W (2016) Asia in the Undergraduate Curriculum: A Case for Asian Studies in Liberal Arts Education: A Case for Asian Studies in Liberal Arts Education Routledge Thamarana, S (2015) A Critical Overview of Communicative Language Teaching International Journal of English Language, Literature and Humanities, 5, 90-100 Thomas, J W (2000) A review of research on project-based learning Tran, H N (2016) EFL students' and teachers' perspectives on the use of role-play in teaching English in the Vietnamese context (Order No 10251565) Available from ProQuest Central (1868414593) Retrieved from https://search-proquestcom.dbonline.cesti.gov.vn/docview/1868414593?accountid=39958 Tuan, L T (2012) Teaching and assessing speaking performance through analytic scoring approach Theory and Practice in Language Studies, 2(4), 673 Van Canh, L., & Barnard, R (2009) Curricular innovation behind closed classroom doors: A Vietnamese case study Van Loi, N (2017) Promoting learner autonomy: Lesson from using project work as a supplement in English skills courses Van, H (2010) The current situation and issues of the teaching of English in Vietnam Viet, N G., & Barnard, R (2015) ‘Old Wine in New Bottles’: Two Case Studies of Task-Based Language Teaching in Vietnam Contemporary task-based language teaching in Asia, 68 Vu, T T (2018) Exploring Vietnamese EFL students’ attitudes towards Project-Based Learning Assessment 118 Whitley, R (2006) Project-based firms: new organizational form or variations on a theme? Industrial and corporate change, 15(1), 77-99 Yang, D (2016) Effects of project-based learning on speaking abilities of Non-English major Chinese students (Doctoral dissertation, School of Foreign Languages Institute of Social Technology Suranaree University of Technology.) Young, D J (1991) Creating a low‐anxiety classroom environment: What does language anxiety research suggest? The modern language journal, 75(4), 426437 Yu, Y (2019) Problems in and solutions to oral English teaching in rural middle school-A case study in ZhaoCheng middle school Journal of Language Teaching and Research, 10(2), 372-382 doi:http://dx.doi.org.dbonline.cesti.gov.vn/10.17507/jltr.1002.20 Zare-Behtash, E., Saed, A., & Sajjadi, F (2016) The effect of storytelling technique on speaking ability of female Iranian intermediate EFL learners International Journal of Applied Linguistics & English Literature, 5(1), 209-214 doi:http://dx.doi.org.dbonline.cesti.gov.vn/10.7575/aiac.ijalel.v.5n.1p.209 119 APPENDICES APPENDIX QUESTIONNAIRE (ENGLISH VERSION) Dear my students, I am conducting a research study entitled “The effects of Project-Based Learning on the 12th graders’ speaking performance at the Asian International School” The following questionnaire asks you about the effects of Project-Based Learning on your speaking performance and your attitudes towards this teaching approach Your answers will make valuable contribution to the success of my study The information of the questionnaire is used for the research purpose only No individual will be identified, or your learning result will not be affected after the questionnaire For each question, please put a tick into the most appropriate box (√) that best describes how much you agree with the item Please spend 15 minutes completing the questionnaire below 1= Strongly Disagree 2= Disagree 3= Neutral 4= Agree 5= Strongly Agree Effects of PBL on speaking (speaking time and components) Effects of PBL on awareness of interaction while speaking Effects of PBL on speaking motivation of authentic life Sts’ attitudes of the use of PBL later 120 Your answer Content 10 PBL offers me more opportunities to practice speaking in English I am more aware of using fewer common words in my speaking after conducting the project I become more self-confident to speak out in English after PBL lessons “overcome fears of speaking” I can speak more fluently after PBL lessons “fostering fluency: -page 13 My pronunciation is better after PBL lesson I use words more appropriately in speaking after I learn with PBL I am more aware of using different structures to produce longer sentences after PBL lessons My speaking is more coherent after PBL lesson I use transition words more effective to organize my speech I become more aware of making interaction during my speech I am more aware of using authentic communication 11 (showing picture, authentic song, connecting real objects around me, etc.) during my speech 12 13 I am more flexible to use various demonstrations in my speech (body language, explanation, examples, etc.) I apply more techniques of interaction (asking short 121 Your answer Content questions, using silence fillers like “right, you know, let me tell you…, etc.) to attract the listeners after PBL lessons 14 15 16 17 18 19 20 I feel more excited to share my findings to my classmates I am more concerned with talking about real life issues after PBL lessons I am more interested in investigating community-related issues after conducting the project I am more eager to share my ideas in group discussion by using English I know and access more reliable sources to search the information PBL should be implemented in teaching speaking at schools I wish to learn with PBL in the next semester * Adapted from Yang (2016) and Thao (2019) Thank you for your answers! 122 APPENDIX BẢNG CÂU HỎI KHẢO SÁT Các em học sinh thân mến, Cô thực nghiên cứu chủ để “Sự ảnh hưởng phương pháp học theo dự án đến kỹ nói học sinh lớp 12 trường Quốc tế Á châu” Bảng câu hỏi thăm dò ý kiến em ảnh hưởng phương pháp học theo dự án đến hoạt động nói em quan điểm em phương pháp học Câu trả lời em mang đến đóng góp quý giá cho thành công nghiên cứu Thông tin bảng hỏi sử dụng cho mục đích nghiên cứu hồn tồn khơng ảnh hưởng đến em kết học tập em Đối với câu hỏi, tick (√) vào ô mà em đồng ý Hãy dành 15 phút để hoàn thành bảng câu hỏi 1= Hồn tồn khơng đồng ý 2= Khơng đồng ý 3= Bình thường 4= Đồng ý 5= Hoàn toàn đồng ý Câu trả lời bạn Nội dung 1 Phương pháp học theo dự án mang đến cho nhiều hội để luyện tập nói tiếng Anh Sau tiết học theo dự án, ý thức việc hạn chế sử dụng từ ngữ thơng dụng phần nói Tơi tự tin nói tiếng Anh trước công chúng sau tiết học học theo dự án 123 Câu trả lời bạn Nội dung Tơi nói tiếng Anh trơi chảy sau tiết học học theo dự án Cách phát âm tốt sau tiết học học theo dự án Tôi sử dụng từ ngữ hợp lý để nói sau học với phương pháp học theo dự án Tôi ý thức việc sử dụng nhiều cấu trúc ngữ pháp để nói câu dài sau tiết học học theo dự án 10 Bài nói tơi mạch lạc sau tiết học học theo dự án Tôi sử dụng từ nối hiệu để tổ chức ý phần nói Tơi ý thức việc tương tác suốt phần nói Tơi ý thức việc sử dụng hình thức giao tiếp 11 thực tế (minh họa hình ảnh, hát thực tế, vật thật xung quanh tôi, v.v…) suốt phần nói Tơi sử dụng hình thức minh họa (ngơn ngữ hình thể, 12 giải thích, cho ví dụ) linh hoạt phần nói Sau tiết học theo dự án, tơi áp dụng nhiều cách tương 13 tác (đặt câu hỏi ngắn, sủ dụng silence fillers “right, you know, let me tell you…”, etc.) để 124 Câu trả lời bạn Nội dung thu hút người nghe 14 15 16 17 18 19 20 Tôi cảm thấy hào hứng chia sẻ với bạn lớp thông tin tơi tìm kiếm đươc Tơi quan tâm đến việc nói vấn đề sống sau tiết học học theo dự án Tôi hứng thú với việc nghiên cứu vấn đề liên quan đến cộng đồng sau thực dự án Tôi háo hức sử dụng tiếng anh để chia sẻ ý kiến buổi thảo luận nhóm Tơi biết truy cập vào nhiều nguồn đáng tin cậy để tìm kiếm thơng tin Phương pháp học theo dự án nên áp dụng giảng dạy speaking trường Tơi thích học với phương pháp học theo dự án học kỳ * Dựa theo Yang (2016) Thao (2019) Cảm ơn câu trả lời em! 125 APPENDIX THE SPEAKING PRETEST Part 1: Answer the questions: Tell something about your family In what way is your family important to you? What is the most difficult thing about your studies? Which place you like to visit the most? Have you visited many different parts in your country? Why/Why not? Which instrument you like to listen most in your free time? Why? What type of hobbies are popular among teenagers in your country? Part 2: You have one minute to make notes on the following topic Then you have up to two minutes to talk about it Describe your recent visit to an exhibition You should say: - Name of the exhibition - When did you visit the exhibition? - What were special at the artistic skills of the works? and explain your impression on the exhibition Part 3: Consider these questions and then answer them How useful is exhibition for a common man? What kind of exhibition is organized in your country? Why? Which type of people are most fond of visiting exhibitions? Compare museums nowadays and in the past (Adapted from “IELTS TECH Speaking Essential” by V&S Publishers) 126 APPENDIX THE SPEAKING POSTTEST Part 1: Answer these questions What you like about your studies? How important is sport in your life? What is your favorite sport? Why you play it? Should there be any difference of sports played by men and women? Why? Do you think that the reading habits in families has decreased because of computer and Internet? How can be reading habit developed among children in your country? Do you prefer paper books or eBooks? Why? Part 2: You have one minute to make notes on the following topic Then you have up to two minutes to talk about it Describe an animal species that is on the verge of extinction in your country You should say: - How is this animal useful to mankind? - How would the ecology become if the animal became extinct? - Do you think pollution also causes this species to extinct? and explain what should be done to save the species from extinction Part 3: Consider these questions and then answer them What is the role of forest in maintaining the animal species? Why you think people keep pets? What are the advantages and disadvantages of keeping animals in the zoo or national parks? What is the future of all the endangered and extinct species of plants and animals? (Adapted from “IELTS TECH Speaking Essential” by V&S Publishers) 127 APPENDIX THE SPEAKING RUBRIC Band Fluency & Coherence Lexical Resources score Grammatical Range Pronunciation & Accuracy * speaks fluently with * use vocabulary * uses full range of * uses full range of only rare repetition/ with full flexibility structure naturally pronunciation self-direction; any and precision in all and appropriately features with hesitation is content- topics * produces precision related * uses idiomatic consistently * is effortless to * speak coherently with language naturally accurate structures understand full appropriate and accurately cohesive feature * speaks fluently with * uses wide * uses wide range * uses wide and occasional repetition or vocabulary of structures flexible range of self-direction, but resources/ flexibly pronunciation hesitation at times paraphrases readily * produces a features * develop topic and flexibly majority of error- * easy to understand coherently and * uses idioms free sentences with appropriately acceptably occasional inappropriacies * speak at length * use vocabulary * uses a range of * uses range of without noticeable resources flexibly structures with pronunciation feature effort or loss of * uses idiomatic some flexibility effectively with mixed coherence language with * * produces a control * hesitation/repetition inappropriate majority of error- * can generally to 128 Band Fluency & Coherence Lexical Resources score Grammatical Range Pronunciation & Accuracy at times choice free sentences with * flexible use of some mistakes connective and persist understand discourse makers * is willing to speak at * has a wide * uses a mix of * uses pronunciation length, though may lose enough vocabulary simple and complex features effectively coherence at time due * generally structures with with mixed control, to occasional repetition/ paraphrases limited flexibility but not sustained hesitation * may makes * mispronunciation at frequent mistakes time successfully * use connectives and discourse makers but not always appropriately * maintains flows of * manages to talk * produces basic * uses a range of speech, but has but uses vocabulary sentences with pronunciation with repetition with limited reasonable accuracy mixed control * produces simple flexibility * uses limited range * can generally be speech fluently, but * attempt to uses of more complex more complex paraphrase but with sentences mispronunciation at communication mixed success times * responds with * only conveys basic * produce basic * uses limited range noticeable pauses and meaning with sentence but of pronunciation may speak slowly with frequent error subordinate features 129 understood but Band Fluency & Coherence Lexical Resources score & Accuracy frequent repetition Grammatical Range Pronunciation * rarely paraphrases structures are rare * uses repetitious * makes some features but with simple connectives mistakes leading to frequent misunderstanding mispronunciations * speaks with long * uses simple * attempts basic * speech is pause vocabulary sentence but with sometimes * limited ability to link * has insufficient limited success unintelligible but simple sentences vocabulary * makes numerous attempts to produce mistakes pronunciation * is unable to convey basic messages features * pauses lengthly before * only produces * cannot produce most words basic sentence form unintelligible isolated words * little ratable language * attempt to control No communication possible 130 * speech is often