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Students’ performance and English as a medium of instruction: Do students learn less? 学生成绩与英语作为教学媒介:学生学得少吗?
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-07 DOI: 10.1177/13621688241270797
Juan García-Álvarez de Perea, Carolina Ramírez-García
The European Higher Education Area (EHEA) is an EU initiative aimed at harmonizing university degrees and attracting international students and staff. Proficiency in the English language is now regarded as a pre-requisite for all business students. By adopting a quasi-experimental design, this article focuses on the effects that teaching Accounting in English as a foreign language (three groups totalling 52 students) may exert on Spanish students’ academic performance (measured through final exam grades), and compares it to the performance of peers having been taught in their native Spanish language (five groups totalling 70 students), where all groups have the same instructor. The impact of language on the students’ test scores is also considered. The findings show that the group using English as a medium of instruction (EMI) obtained better results, which suggests that, in this research context, the language of instruction does not seem to compromise students’ learning of academic content. Furthermore, the achievement of content regarding questions of a more conceptual nature is not dependent on language skills, which seems to contradict previous research. These findings may help foster the implementation of EMI courses, thereby encouraging both universities and students to partake therein. Suggestions are provided to enhance lecturer involvement, drawing on the lecturer’s pedagogical approach.
欧洲高等教育区(EHEA)是欧盟的一项倡议,旨在统一大学学位,吸引国际学生和教职员工。熟练掌握英语现在被视为所有商科学生的必备条件。通过采用准实验设计,本文重点研究了以英语作为外语教授会计学(三组,共 52 名学生)对西班牙学生学习成绩(通过期末考试成绩衡量)的影响,并将其与以西班牙语为母语教授会计学(五组,共 70 名学生)的同龄人的成绩进行了比较,所有小组的教师均为同一人。同时还考虑了语言对学生考试成绩的影响。研究结果表明,使用英语作为教学媒介(EMI)的小组取得了较好的成绩,这表明在本研究中,教学语言似乎并不会影响学生对学术内容的学习。此外,对于概念性较强的问题,内容的学习成绩并不取决于语言技能,这似乎与以往的研究相矛盾。这些发现可能有助于促进 EMI 课程的实施,从而鼓励大学和学生参与其中。我们还提出了一些建议,以加强讲师的参与,并借鉴讲师的教学方法。
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引用次数: 0
Disciplinary writing in EMI courses: Faculty beliefs and practices in the Korean higher education context EMI 课程中的学科写作:韩国高等教育背景下的教师理念与实践
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-31 DOI: 10.1177/13621688241270752
Sung-Yeon Kim, Young-Mee Suh
This study sought to identify the association between English-medium instruction (EMI) teachers’ beliefs and their practices of disciplinary writing (DW) in content courses. Drawing on qualitative research data from interviews with Korean college professors and their course materials, the study found that instructors prioritized content learning over language learning. They also placed relatively more emphasis on speaking than writing, which led to the use of speaking-integrated writing, such as writing scripts for oral presentations. Although they acknowledged writing proficiency to be an integral component of global competence, they confined the role of writing tasks to superficially displaying students’ content knowledge. Writing tasks varied according to disciplines, although many of them were not specifically related to the field in question. While most instructors used general writing tasks in a skill-integrated approach, very few adopted discipline-specific writing tasks. In implementing DW in their EMI courses, all the instructors viewed content as far more important than language and perceived themselves to be content experts, not language teachers. Their beliefs were manifest in their assessment practices, particularly in their feedback provision. They rarely offered feedback and, if they did, it was minimal, mostly addressing content issues. These findings have implications for teachers who conduct EMI for content courses in higher education.
本研究旨在确定英语授课(EMI)教师的信念与他们在内容课程中的学科写作(DW)实践之间的关联。通过对韩国大学教授的访谈和他们的课程材料进行定性研究,研究发现,教师将内容学习置于语言学习之上。他们也相对更重视口语而非写作,这导致了口语整合写作的使用,例如为口头报告撰写脚本。尽管他们承认写作能力是全球能力的一个组成部分,但他们将写作任务的作用局限于表面上展示学生的内容知识。写作任务因学科而异,尽管其中许多任务并不具体涉及相关领域。虽然大多数教师在技能整合方法中使用了一般的写作任务,但只有极少数教师采用了特定学科的写作任务。在英语母语教学课程中实施写作任务时,所有教师都认为内容比语言重要得多,并认为自己是内容专家,而不是语言教师。他们的信念体现在他们的评估实践中,特别是在提供反馈方面。他们很少提供反馈,即使提供,也是微乎其微,主要是针对内容问题。这些发现对在高等教育中为内容课程开展 EMI 的教师具有启示意义。
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引用次数: 0
How do L2 English readers approach proper names? 中级英语读者如何看待专有名词?
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-17 DOI: 10.1177/13621688241270739
Kimberly Klassen
While online lexical analysis tools can help reading teachers determine whether materials are suitable for their students of English as a second language, one aspect of the analysis that teachers may be unsure how to approach is proper names. It is commonly assumed in second language (L2) vocabulary and reading research that proper names are known, though there is little empirical support for this assumption. This study investigates how L2 readers handle proper names in continuous text. Japanese readers of English ( N = 49) were given texts of varying difficulty, and asked to mark any unknown vocabulary. Choosing from marked vocabulary, participants listed items to check in a dictionary. It was found that participants did mark proper names as unknown vocabulary. A Chi-square test of independence indicated a significant dependence between the number of names marked as unknown and text difficulty, with a small to medium effect size ( V = .23). Nearly a third of participants listed at least one proper name to check, not supporting the assumption that L2 readers understand all proper names. The finding that proper names may represent enough of a burden to trigger look-up behaviour has implications for classroom teachers, and materials and test writers.
虽然在线词汇分析工具可以帮助阅读教师确定教材是否适合他们的英语作为第二语言的学生,但教师可能不确定如何进行分析的一个方面是专有名词。在第二语言(L2)词汇和阅读研究中,通常假定专有名词是已知的,但这一假定几乎没有经验支持。本研究调查了第二语言读者如何处理连续文本中的专有名词。研究人员向日语读者(49 人)提供了不同难度的英语文章,并要求他们标出所有未知词汇。参与者从标记的词汇中选出需要查字典的项目。结果发现,参与者确实将专有名词标记为未知词汇。独立性的卡方检验表明,标注为未知词汇的人名数量与文章难度之间存在显著的相关性,影响程度为中小(V = 0.23)。近三分之一的参与者至少列出了一个专有名词进行检查,这并不支持 L2 读者理解所有专有名词的假设。专有名词可能是引发查找行为的足够负担,这一发现对课堂教师、教材和测试编写者具有启示意义。
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引用次数: 0
Notes on Contributors 撰稿人说明
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-12 DOI: 10.1177/13621688241274541
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引用次数: 0
The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study 基于任务的同伴互动和任务前教学对青年英语学习者过去时的显性和隐性知识的影响:干预研究
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-03 DOI: 10.1177/13621688241267367
Elisabet Pladevall-Ballester, Eloi Puig-Mayenco, Montserrat Capdevila
The present study explores whether a focused task-based peer interaction pedagogical intervention leads to increased explicit and implicit knowledge of past simple tense among young learners of English as a foreign language (EFL) and whether adding pre-task explicit grammar instruction or explicit interactional instruction or both has any impact on the results. Four groups of 6th grade EFL learners aged 11–12 years participated in an 8-week pedagogical intervention (50 minutes per week) while a fifth control group only participated in the testing sessions ( n = 36). Groups were divided according to the intervention received: grammar+interaction strategy ( n = 26), grammar ( n = 26), interaction strategy ( n = 24) and task-only ( n = 24). The four groups who underwent treatment also participated in past tense focused task-based peer interaction in the second part of the weekly intervention session. All groups completed a bi-modal untimed grammaticality judgement task (GJT) (explicit knowledge) and a self-paced reading task (SPR) (implicit knowledge) before and after the intervention. Results show that the use of pre-task instruction of both linguistic and interactional type together with focused peer-interaction tasks contributes to the children’s explicit learning of past tense. Children’s implicit knowledge of past tense did not show any significant development in any of the intervention types. Findings are discussed in relation to the pedagogical intervention carried out and the development of implicit and explicit knowledge.
本研究探讨了以任务为基础的同伴互动教学干预是否能提高英语作为外语(EFL)的年轻学习者对过去式简单时态的显性和隐性知识,以及增加任务前显性语法教学或显性互动教学或两者对结果是否有影响。四组 11-12 岁的六年级 EFL 学习者参加了为期 8 周的教学干预(每周 50 分钟),而第五组对照组只参加了测试课程(n = 36)。各组根据所接受的干预分为:语法+互动策略组(26 人)、语法组(26 人)、互动策略组(24 人)和纯任务组(24 人)。接受治疗的四个小组还在每周干预课程的第二部分参加了以过去式为重点的任务型同伴互动。在干预前后,所有小组都完成了双模态不计时语法判断任务(GJT)(显性知识)和自定步调阅读任务(SPR)(隐性知识)。结果表明,使用语言和互动类型的任务前指导以及有针对性的同伴互动任务有助于儿童对过去式的显性学习。在任何一种干预类型中,儿童对过去时的内隐知识都没有明显的发展。研究结果将结合所实施的教学干预以及内隐和外显知识的发展进行讨论。
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引用次数: 0
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines 为美国大学水平的 CSL 课程制定阅读能力量表:ACTFL 指南的补充
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-02 DOI: 10.1177/13621688241266141
Jia Lin
The ACTFL proficiency guidelines are instrumental in shaping foreign language teaching and testing at all grade levels in the United States. However, their limitations, such as the absence of theoretical underpinnings, empirical verification, and language-specific descriptors, greatly constrain their application in teaching and testing Chinese as a second language (CSL) reading in US higher education contexts. Teachers need guidance regarding what component reading skills and knowledge should be taught and measured, as well as their relative difficulties. This study develops a CSL reading proficiency scale as a complement to the ACTFL proficiency guidelines through a measurement-driven approach. The scale development began with modeling the construct of CSL reading ability, as conceptualized in theoretical works. Drawing on this process, an operational descriptive scheme and a descriptor pool were established and subjected to expert review. Descriptors of CSL reading ability that survived the expert review were compiled into a Likert-scale questionnaire. Difficulties of descriptors were operationalized through teachers’ ratings ( N = 179) of whether CSL learners ‘can do’ what these descriptors denoted. The Rasch Rating Scale Model was then utilized to examine the measurement quality of the questionnaire, to calibrate teachers’ ratings, and to group the descriptors to associate them with the ACTFL proficiency levels. Finally, a four-level progression scale with 56 descriptors specifying characteristics of each level on the ACTFL reading proficiency continuum was established. Besides its application in teaching, the CSL reading proficiency scale will benefit testing and textbook writing.
ACTFL 能力指南对美国各年级的外语教学和测试起着重要作用。然而,其局限性,如缺乏理论基础、经验验证和特定语言的描述,极大地限制了其在美国高等教育背景下作为第二语言的汉语阅读教学和测试中的应用。教师需要得到指导,以了解应教授和测量哪些阅读技能和知识,以及它们的相对难度。本研究通过测量驱动的方法制定了 CSL 阅读能力量表,作为 ACTFL 能力指南的补充。量表的开发始于对 CSL 阅读能力的建构建模,正如理论著作中所概念化的那样。在此基础上,建立了操作性描述方案和描述词库,并接受了专家评审。通过专家评审的 CSL 阅读能力描述符被编入李克特量表问卷。通过教师(N = 179)对 CSL 学习者是否 "能做到 "这些描述指标所表示的内容进行评分,来确定描述指标的难度。然后,利用 Rasch 评级量表模型来检验问卷的测量质量,校准教师的评分,并将描述词分组,使其与 ACTFL 能力等级相关联。最后,建立了一个四级进阶量表,其中包含 56 个描述符,具体说明了 ACTFL 阅读能力连续体中每个级别的特征。除了在教学中的应用,CSL 阅读能力等级量表还将有益于测试和教科书的编写。
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引用次数: 0
The interplay of task repetition and task rehearsal in L2 written production across varied proficiency levels 任务重复和任务演练在不同水平的第二语言书面表达中的相互作用
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-02 DOI: 10.1177/13621688241266940
Mahmoud Abdi Tabari, Seyyed Ehsan Golparvar
Task repetition and task rehearsal are often considered synonymous within the task-based language teaching (TBLT) domain. However, they are conceptually different, emphasizing their pivotal role in shaping participants’ awareness of imminent repetitions and influencing second language (L2) task performance. Despite scarce empirical exploration into differentiating task repetition and task rehearsal in L2 writing across proficiency levels, this study investigates the impact of task repetition on syntactic complexity, accuracy, lexical complexity, and fluency (CALF) in L2 written production. The study also assesses whether distinct task conditions affect CALF development in argumentative writing across proficiency levels. A total of 180 English as a second language (ESL) participants were recruited from six academic writing classes at varying proficiency levels: two from lower-level ( n = 60), two from mid-level ( n = 60), and two from higher-level ( n = 60). Half of the participants ( n = 90) performed the argumentative task and repeated it without prior knowledge of their future performance (task repetition). The other half engaged in the writing task and repeated it with awareness of the impending repetition of their future performance at a one-week interval. Results indicated that repeating the task, regardless of the forewarning condition, significantly improved all CALF measures. Additionally, significant differences in linguistic indices were observed across proficiency groups. However, forewarning of future task performance did not yield any significant effect on CALF progression, and progress in CALF did not show significant differences across proficiency levels. These findings have implications for TBLT researchers and L2 writing practitioners, informing the design and implementation of language fteaching strategies in diverse proficiency contexts.
在任务型语言教学(TBLT)领域,任务重复和任务演练通常被认为是同义词。然而,它们在概念上是不同的,强调的是它们在塑造参与者对即将发生的重复的意识和影响第二语言(L2)任务表现方面的关键作用。尽管在不同水平的 L2 写作中区分任务重复和任务演练的实证探索很少,但本研究调查了任务重复对 L2 写作中句法复杂性、准确性、词汇复杂性和流利性(CALF)的影响。本研究还评估了不同的任务条件是否会影响不同水平的议论文写作中 CALF 的发展。研究人员从六个不同水平的学术写作班级中招募了 180 名英语作为第二语言(ESL)的参与者:两个来自低水平班级(n = 60),两个来自中水平班级(n = 60),两个来自高水平班级(n = 60)。半数参与者(n = 90)完成了论证任务,并在事先不知道自己未来表现的情况下重复完成任务(任务重复)。另一半参与者则参与了写作任务,并在间隔一周后重复该任务,同时意识到他们即将重复未来的表现。结果表明,无论在何种预警条件下,重复任务都能显著提高所有 CALF 指标。此外,不同水平组的语言指数也存在明显差异。然而,对未来任务表现的预告对 CALF 的进步没有产生任何明显的影响,而且 CALF 的进步在不同能力水平之间也没有显示出明显的差异。这些发现对 TBLT 研究人员和 L2 写作实践者具有启示意义,有助于在不同能力背景下设计和实施语言教学策略。
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引用次数: 0
Revisiting ‘think aloud’ in language learner strategy research 在语言学习者策略研究中重新审视 "大声思考
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-01 DOI: 10.1177/13621688241266949
Andrew D. Cohen, Isobel Kai-Hui Wang
This article revisits the use of the term ‘think aloud protocols’ (TAP) as used in second language (L2) research studies as a means for collecting verbal report (VR) data dealing with language learner strategies (LLS). Given that there continue to appear L2 studies that use TAP without differentiating the actual type of VR that is involved, this study investigated the extent to which it makes a difference if the researchers fine-tune the types of VR responsible for yielding the given cognitive processing data. The study was conducted at the university level as part of an effort to investigate the dynamics of vocabulary strategy instruction (VSI) from different angles. Non-native-English-speaking developing teachers generated VR about the strategies that they selected when assuming the role of both tutor and student in one of six dyads. The VSI was focused on fine-tuning the students’ comprehension of vocabulary used in academic writing. The findings highlighted how different types of VR not only helped elicit strategies but also clarified participants’ verbalized thoughts, facilitated self-evaluations of strategies, and prompted reflection about areas for improvement. This study suggested that there is value in utilizing different types of VR in order to obtain a more robust measure of the cognitive processes involved in strategizing about word meanings, while at the same time calling attention to the complexities of strategy dynamics. The article ends with suggestions for future research and with pedagogical implications, such as that of enlisting different types of VR as a means by which teachers can demonstrate to learners the multifaceted nature of VSI.
本文重新审视了第二语言(L2)研究中使用的 "大声思考协议"(TAP)这一术语,它是收集语言学习者策略(LLS)口头报告(VR)数据的一种手段。鉴于仍有一些第二语言研究在使用 TAP 时没有区分所涉及的 VR 的实际类型,本研究调查了如果研究人员对产生特定认知加工数据的 VR 类型进行微调,会在多大程度上产生影响。这项研究是在大学层面进行的,旨在从不同角度研究词汇策略教学(VSI)的动态。非英语母语的发展中教师在六个二人组中扮演辅导教师和学生的角色时,生成了有关他们所选策略的 VR。VSI 的重点是微调学生对学术写作词汇的理解。研究结果突出表明,不同类型的虚拟现实不仅有助于激发策略,还能澄清参与者的口头表达想法,促进策略的自我评估,并促使他们反思需要改进的地方。这项研究表明,利用不同类型的虚拟现实技术,对制定词义策略所涉及的认知过程进行更有力的测量是有价值的,同时也唤起了人们对策略动态复杂性的关注。文章最后对未来的研究和教学意义提出了建议,例如,教师可以利用不同类型的虚拟现实向学习者展示 VSI 的多面性。
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引用次数: 0
Exploring emotions inlanguage learning: Learners’ self-awareness, personal growth, and transformation on a CLIL course 探索语言学习中的情感:学习者在 CLIL 课程中的自我意识、个人成长和转变
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-01 DOI: 10.1177/13621688241267366
Eduardo Castro, Scott J. Shelton-Strong
Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of emotions in the context of their learning efforts as well as examine ways this understanding is experienced from the perspective of a language learner are scarce in the literature. To address this gap, the present study investigates how Japanese university language learners experienced a content and language integrated learning (CLIL) course specially designed to explore emotions in language learning, including emotional literacy, motivation, character strengths, mindsets, integrated emotion regulation, empathy, and confidence-building connected to positive and negative affect. To interpret this experience, we take a qualitative exploratory approach to analyse the final diary entries of 24 course participants, using the lens of positive psychology applied to language learning. The coding of the diaries uncovered four areas key to understanding the students’ experience, which included social capital, self-awareness of emotions, personal growth, and transformation. The findings suggest that the students profited in diverse positive ways through active engagement and reflection on the rich tapestry of emotion-related constructs connected to language learning, leading to the emergence of new perspectives, growth and transformation related to an enhanced awareness of emotions in language learning.
人们日益认识到,语言学习中的情绪对学习者的学习动机和学习过程的蓬勃发展起着重要作用。因此,迄今为止发表的大部分研究都集中于体验不同情绪时会发生什么以及这些情绪可能导致的各种状态。然而,考虑语言学习者如何理解情感在其学习努力中的重要性,以及从语言学习者的角度考察如何体验这种理解的研究,在文献中却很少见。为了填补这一空白,本研究调查了日本大学语言学习者是如何体验内容与语言整合学习(CLIL)课程的,该课程专门设计来探讨语言学习中的情感问题,包括情感素养、动机、性格优势、心态、综合情感调节、移情以及与积极和消极情感相关的自信心建立。为了解读这一经验,我们采用定性探索的方法,从积极心理学应用于语言学习的角度,分析了 24 名课程参与者的最后日记。对日记的编码揭示了理解学生经历的四个关键领域,包括社会资本、自我情绪意识、个人成长和转变。研究结果表明,学生们通过积极参与和反思与语言学习相关的丰富的情绪相关建构,以各种积极的方式从中获益,从而形成了与语言学习中情绪意识的增强相关的新观点、成长和转变。
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引用次数: 0
Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions 在西班牙语课程中实施任务型语言教学:教师和学生的看法
IF 4.2 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-31 DOI: 10.1177/13621688241263945
Xavier Gutiérrez
Most research on task-based language teaching (TBLT) has focused on specific factors that play a role in task-based performance and learning, whereas considerably fewer studies have paid attention to how TBLT curricula have been developed and delivered in second language (L2) teaching contexts. However, it has been argued that the latter type of evaluative inquiry is crucial in order to advance the educational significance of the approach. While more evaluation studies have been published in recent years, few of them adopt a multi-methodological, longitudinal and cyclical perspective. The current study examines the planning and implementation of task-based instruction in a university-level Spanish as a foreign language program over a five-year period, with a particular emphasis on instructors’ and students’ perceptions about the approach. Data sources consisted of notes from meetings with instructors, classroom observations, students’ perceptions collected through journals, focus groups and questionnaires, and instructors’ perceptions collected through a questionnaire. The qualitative and quantitative analysis of these data revealed critical aspects of the planning phase, positive and challenging components of the approach, modifications made in response to participants’ perceptions, as well as a gradual increase regarding the level of acceptance of task-based instruction throughout the implementation. Implications for the implementation and evaluation of TBLT in other second language educational contexts are discussed.
关于任务型语言教学(TBLT)的大多数研究都集中在对任务型表现和学习起作用的具体因素上,而关注在第二语言(L2)教学环境中如何开发和实施 TBLT 课程的研究则少得多。不过,有观点认为,后一种类型的评估调查对于提高该方法的教育意义至关重要。虽然近年来发表了更多的评估研究,但其中很少有采用多种方法、纵向和周期性视角的研究。本研究考察了任务型教学法在大学西班牙语作为外语课程中五年的规划和实施情况,特别强调了教师和学生对该教学法的看法。数据来源包括与教师的会谈记录、课堂观察、通过日记、焦点小组和问卷调查收集的学生看法,以及通过问卷调查收集的教师看法。对这些数据的定性和定量分析揭示了计划阶段的关键环节、教学方法的积极和挑战部分、根据参与者的看法所做的修改,以及在整个实施过程中任务型教学的接受程度逐步提高。本文讨论了在其他第二语言教育环境中实施和评估 TBLT 的意义。
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Language Teaching Research
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