ENHANCING ESL THROUGH TASK-BASED LEARNING

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Enhancing ESL Vocabulary and Grammar
Through Task-Based Learning
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Campoalto Suchan, MacQueen B. Allyson, and Nohara Migeru
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JALT University
PanSIG University

This paper explores the application of task-based learning (TBL) to enhance vocabulary acquisition andgrammatical accuracy in A2 level ESL classrooms. By integrating practical tasks that simulate real-life scenarios,
the teaching practice aims to improve students' language skills and confidence in using English. The paper
details the implementation process, including steps, materials, and adaptations made during the practice.
Observations and reflections on student engagement and learning outcomes are provided. The study concludes
with recommendations for educators on how to effectively apply TBL in similar contexts to achieve better
language proficiency among learners.
本論文は、A2レベルのESL教室における語彙習得と文法の正確さを向上させるためのタスクベースの学習（TBL）の適用について探求します。実生活のシナリオをシミュレートする実践的なタスクを統合することにより、学生の言語スキルと英語使用の自信を向上させることを目的としています。本論文では、実践のプロセス、ステップ、教材、および適応について詳細に説明します。学生のエンゲージメントと学習成果に関する観察と考察が提供されます。論文は、同様の文脈でより良い言語能力を達成するために、TBLを効果的に適用する方法について教育者に対する推奨事項で締めくくられます。

In the context of English as a Second Language (ESL) education, A2 level learners often facechallenges in acquiring and retaining vocabulary and achieving grammatical accuracy. These
learners, who are at an elementary stage according to the Common European Framework ofReference for Languages (CEFR), need effective strategies to enhance their language proficiency.
Traditional teaching methods, while beneficial, sometimes fail to provide the practical applicationnecessary for real-world language use. This paper addresses this gap by exploring theimplementation of task-based learning (TBL) in A2 level ESL classrooms.
The primary objective of this teaching practice is to enhance vocabulary acquisition and grammaticalaccuracy through interactive and meaningful tasks. Task-based learning involves the use of activities
that reflect real-life language use, encouraging students to engage with the language in practicalcontexts. By focusing on tasks that are relevant to the learners' everyday experiences, TBL aims to
improve not only their linguistic abilities but also their confidence and motivation to use English
outside the classroom.
The importance of this teaching practice lies in its potential to transform the learning experience for
A2 level students. By shifting the focus from rote memorization and repetitive exercises to interactive
tasks, TBL offers a more engaging and effective approach to language learning. This paper will
provide a detailed overview of the teaching practice, including its implementation, materials used, andreflections on its effectiveness. It aims to offer valuable insights for other educators seeking to adopt
similar methods in their classrooms.
The teaching practice described in this paper was implemented in an urban language institute with adiverse group of A2 level learners. The students ranged in age from 18 to 35 and came from various
cultural and linguistic backgrounds. The course was part of a six-month intensive ESL program

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ENHANCING ESL THROUGH TASK-BASED LEARNING

2designed to prepare learners for more advanced language studies and practical use of English ineveryday situations.
A2 level learners often struggle with vocabulary retention and grammatical accuracy. These
challenges are exacerbated by traditional teaching methods that emphasize rote learning overpractical application. The lack of opportunities to use language in meaningful contexts can lead todisengagement and a lack of confidence among learners. Addressing these issues requires
innovative teaching practices that prioritize active engagement and practical usage.
The objective of this teaching practice is to enhance vocabulary acquisition and grammatical accuracy
through task-based learning. By integrating tasks that simulate real-life scenarios, the practice aims
to improve students' language skills and boost their confidence in using English. The goal is to createa learning environment that is both engaging and effective, ultimately leading to better language
proficiency and higher levels of student motivation.
The potential benefits of this teaching practice are significant. Task-based learning not only improves
linguistic skills but also fosters a more interactive and supportive learning environment. This approachencourages students to actively participate in their learning process, making language acquisition
more meaningful and enjoyable. By providing practical applications of language skills, TBL helps
students to see the relevance of what they are learning, thereby increasing their motivation andengagement.

Theoretical Framework
Task-based learning (TBL) is supported by several key theories and models of language acquisition
that emphasize the importance of interaction and practical usage of language. Ellis (2003) highlightsthat TBL promotes deeper engagement with the language, leading to better retention and practicalapplication of vocabulary and grammar. Nunan (2004) also supports this approach, stating thatlearners participating in task-based activities show significant improvements in their speaking andlistening skills, as these tasks mimic real-life communication scenarios.

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Long (1996) emphasizes the role of meaningful interaction in language acquisition, noting:Tasks that require negotiation of meaning and problem-solving can lead to more effective
language learning for students. These tasks create opportunities for learners to use thelanguage in different contexts, helping them to understand, remember and use the language
more effectively. (p. 450)
Research by Kim (2019) supports this view, showing that "collaborative activities in ESL classrooms
significantly enhance language learning outcomes by increasing student engagement andinteraction" (p. 52). Additionally, Lin and Wu (2020) found that task-based language teachingsignificantly boosts learner motivation, which in turn improves language proficiency.

Similar Practices
Several studies have demonstrated the effectiveness of task-based learning in various ESL contexts.
Ellis (2003) highlighted that TBL promotes deeper engagement with the language, leading to better
retention and practical application of vocabulary and grammar. Nunan (2004) found that learners who
participated in task-based activities showed significant improvements in their speaking and listening
skills, as these tasks mimic real-life communication scenarios.
Long (1996) emphasized the role of meaningful interaction in language acquisition, noting that tasks
that require negotiation of meaning and problem-solving can lead to more effective language learning.

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ENHANCING ESL THROUGH TASK-BASED LEARNING

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Research by Swain (2000) supported this view, showing that output-focused tasks help learners toprocess language more deeply and to notice gaps in their knowledge, which can then be addressed
through further practice and feedback.

Gaps and Opportunities
While the benefits of task-based learning are well-documented, there remains a need for moredetailed guidance on how to effectively implement TBL in specific contexts, such as A2 level ESL
classrooms. Many studies have focused on higher proficiency levels, where learners already have astrong foundation in the language. However, A2 level learners require tasks that are carefully
designed to match their proficiency while still providing enough challenge to promote growth.
Additionally, there is an opportunity to explore the use of technology in enhancing task-based learning.
Digital tools and online platforms can provide interactive and engaging ways to implement TBL, but
their potential has not been fully explored in the context of A2 level learners. This paper aims toaddress these gaps by providing a detailed description of a TBL approach tailored to A2 level students
and by incorporating technology to enhance the learning experience.

Description of the Teaching Practice
The task-based learning (TBL) approach implemented in this teaching practice aimed to enhance
vocabulary acquisition and grammatical accuracy for A2 level ESL learners. The core idea was tointegrate tasks that simulate real-life scenarios, making the learning process more engaging andpractical for the students. These tasks were designed to reflect everyday situations where learners
could apply their English skills in meaningful contexts.

Implementation
Stages in Implementing the Practice
The initial step involved assessing the learners' current vocabulary and grammatical proficiency
through a pre-test. This helped in identifying specific areas that required focus. Based on the needs
analysis, various tasks were designed to target specific vocabulary and grammar points. These tasks
included role-plays, problem-solving activities, and collaborative projects. Each task was intended to
be interactive and contextually relevant to the learners' daily lives. Materials such as flashcards, realia(real-life objects), worksheets, and multimedia resources (videos and audio recordings) wereprepared to support the tasks. These materials were chosen to be visually appealing and engaging
to facilitate better retention. The tasks were then integrated into the regular classroom schedule. Eachsession included a brief introduction to the task, guided practice, and opportunities for independentpractice. For instance, a role-play task might involve students practicing ordering food at a restaurant,
where they use specific vocabulary and grammar structures. After completing each task, students
received immediate feedback from the teacher and peers. This included corrections, suggestions for
improvement, and positive reinforcement. Students were also encouraged to reflect on theirperformance and identify areas for further practice.

Materials and Resources Needed•Flashcards: Used for vocabulary drills and reinforcement.

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Realia: Real-life objects related to the tasks (e.g., menus, tickets, maps).

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Worksheets: Custom-designed worksheets that focus on specific grammar points andvocabulary.

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Multimedia Resources: Videos and audio recordings that provide authentic language input.

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Online Platforms: Tools like Google Classroom and Kahoot! were used to create interactive
quizzes and facilitate collaborative tasks.

The teaching practice was applied in a classroom setting over a six-month period. The class met
twice a week for two-hour sessions. During each session, one or two tasks were introduced andpracticed. The tasks were designed to be progressively challenging, starting with simple vocabulary
drills and moving towards more complex role-plays and projects.

Adaptations and Modifications
To accommodate different learning styles and paces, various adaptations were made:1. Differentiated Instruction: Tasks were tailored to meet the needs of individual learners. For
example, advanced students were given more complex vocabulary and grammar tasks, while
struggling students received additional support and simpler tasks.
2. Use of Technology: Digital tools were incorporated to enhance engagement. For instance,interactive quizzes on platforms like Kahoot! were used to reinforce vocabulary and grammar
in a fun and competitive manner.
3. Peer Collaboration: Students were encouraged to work in pairs or small groups to completetasks. This fostered a supportive learning environment and allowed students to learn fromeach other.

Reflections on the Process and Student Engagement
The implementation of task-based learning significantly increased student engagement andparticipation. The interactive nature of the tasks made the lessons more dynamic and enjoyable(Appendix A), which in turn motivated the students to actively participate. The use of real-lifescenarios helped students see the practical application of their language skills, thereby increasing
their confidence and willingness to use English outside the classroom.
The real-life context of the tasks provided a safe and supportive environment for students to practiceand make mistakes. This is crucial for language learning, as it helps students learn from their errors
without the fear of judgment. The collaborative nature of the tasks also played a significant role inenhancing student engagement. Working in pairs or small groups encouraged peer learning andsupport, which is essential for building a positive classroom community. Students often helped eachother with difficult vocabulary or grammar points, which not only reinforced their own learning but also
created a supportive learning environment.
Additionally, the variety of tasks kept the lessons interesting and prevented monotony. Each task was
designed to target different language skills, such as speaking, listening, reading, and writing,providing a well-rounded learning experience. This variety also catered to different learning styles,
ensuring that all students had the opportunity to engage with the material in a way that suited thembest. The positive impact of TBL on student engagement was evident in the way students approachedtheir homework and independent study. Many students reported that they were more motivated tocomplete their assignments and practice English outside of class due to the practical and enjoyable
nature of the tasks.

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Outcomes and Observations
The implementation of task-based learning (TBL) in the A2 level ESL classroom brought about
several observable improvements in students' language use and classroom engagement. The
following outcomes were noted through teacher observations and student feedback, which highlightthe overall effectiveness and impact of this teaching practice.

Student Feedback
Students reported feeling more engaged and confident in using English by the end of the course(Appendix B). They found the task-based approach to be more practical and enjoyable compared to
traditional methods (Table 1). Many students highlighted that the tasks felt relevant to real-lifesituations, which helped them understand the usefulness of what they were learning. For instance, a
student mentioned, "I found the role-play activities very helpful because they made me feel like I wasreally using English in everyday situations." Another student remarked, "The tasks were not only fun
but also made me think in English, which improved my fluency."
Table 1

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Summary of Student Feedback
Aspect of Learning

Observations

Engagement

Increased participation and interest

Confidence in Using English

Higher confidence in speaking tasks

Practicality of Learning Methods

Found tasks relevant and usefulNote. This table summarizes the general themes from student feedback.

Teacher's Observations and Reflections
From the teacher's perspective, the shift to a task-based learning approach transformed theclassroom dynamics. Students became more active participants in their learning process, frequently
taking the initiative in group activities and discussions. The real-life context of the tasks made lessons
more relevant and engaging, leading to noticeable improvements in student interaction and languageuse. The teacher observed that students who were initially hesitant to speak in class began toparticipate more actively and use English more confidently. For example, during a task simulating a
restaurant scenario, students were observed negotiating orders and making polite requests in English
with increased fluency and accuracy.
Additionally, the collaborative nature of the tasks fostered a sense of community and mutual support
among students. They were often seen helping each other with vocabulary and grammar during group
activities, which not only enhanced their learning experience but also built a supportive classroom
environment. The teacher reflected, "It was rewarding to see how the students supported each otherand worked together to complete the tasks. This collaboration significantly enhanced their learningand confidence."

Student Engagement and Confidence
The implementation of task-based learning significantly increased student engagement andparticipation. The interactive nature of the tasks made the lessons more dynamic and enjoyable,
which in turn motivated the students to actively participate. The use of real-life scenarios helped

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students see the practical application of their language skills, thereby increasing their confidence andwillingness to use English outside the classroom. Many students expressed that they felt more
prepared to use English in real-world situations, such as traveling or interacting with native speakers.

Impact of Task-Based Learning
Figure 1 illustrates the flowchart of the implementation and impact of task-based learning (TBL) in the
A2 level ESL classroom. The flowchart consists of five main stages:
Figure 1
Implementation of Task-Based Learnin

The outcomes of this process, represented by two additional boxes, are "Increased Engagement"and "Increased Confidence." The arrows connecting the stages illustrate the logical sequence andflow of the implementation process, showing how each step contributes to the overall impact on
student learning.
1. Needs Analysis: Assessing learners' current proficiency to identify specific areas for
improvement.
2. Task Design: Creating tasks relevant to real-life scenarios to enhance engagement andpractical application.
3. Material Preparation: Preparing supporting materials such as flashcards, realia, worksheets,and multimedia resources.
4. Task Implementation: Integrating the designed tasks into classroom activities and providing
guided practice.
5. Feedback and Reflection: Offering immediate feedback and encouraging self-reflection to
help students improve continuously.
This visual representation helps to clearly convey the structured approach and the positive effects of
TBL on student engagement and confidence. The figure underscores the practical and interactive
nature of the tasks, which are central to the success of this teaching practice. By illustrating the

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sequential steps and their impact, it becomes evident how each stage contributes to the overall
learning outcomes. Additionally, the flowchart highlights the importance of feedback and reflection in
reinforcing learning and ensuring continuous improvement. Overall, this visual aid serves as a useful
tool for educators looking to implement similar methods in their own classrooms.

Discussion
The implementation of task-based learning (TBL) in the A2 level ESL classroom yielded positive
outcomes, as evidenced by increased student engagement and confidence. These observations alignwith the principles outlined by Ellis (2003) and Nunan (2004), who emphasize that TBL fosters deeper
engagement and practical application of language skills. Students found the tasks relevant to their
daily lives, which made the learning process more meaningful and enjoyable. The interactive natureof the tasks encouraged active participation, resulting in a noticeable improvement in students’
willingness to use English both inside and outside the classroom.

Comparison with Existing Teaching Methods or Practices
Compared to traditional teaching methods, which often rely on rote memorization and passive
learning, TBL offers a more dynamic and student-centered approach. Traditional methods, as
described by Brown (2007), can sometimes fail to engage students fully or to connect learning withreal-life applications. In contrast, the TBL approach used in this study provided opportunities forstudents to practice language in contextually rich scenarios, such as role-playing and problem-solving
activities. This aligns with the findings of Richards and Rodgers (2014), who advocate for moreinteractive and communicative approaches in language teaching.
Moreover, the collaborative aspect of TBL, as highlighted by Kim (2019), played a crucial role inenhancing student motivation and engagement. Students working in pairs or groups were able tosupport each other, share knowledge, and practice English in a low-pressure environment. This peerinteraction contrasts with more individualistic traditional methods and highlights the importance ofsocial learning, as also noted by Lin and Wu (2020).

Potential Implications for Teaching and Learning
The positive outcomes observed in this practice have several implications for ESL teaching andlearning. First, the success of TBL in increasing student engagement and confidence suggests that
integrating real-life tasks into language instruction can be highly beneficial. Educators should consider
incorporating more task-based activities into their curricula to create a more interactive and engaging
learning environment.
Second, the use of collaborative tasks can foster a sense of community and mutual support among
students, which is essential for creating a positive classroom atmosphere. This approach not only
enhances language learning but also helps students develop important social skills.
Third, the practical application of language skills through TBL can prepare students for real-worldcommunication more effectively than traditional methods. By practicing English in scenarios they arelikely to encounter outside the classroom, students can gain the confidence and competence needed
to use the language in everyday situations.
Finally, the observations from this study support the notion that TBL can be adapted to various
proficiency levels and learning contexts. Educators can modify the complexity and nature of the tasks
to suit the specific needs and abilities of their students, making TBL a versatile and effective teachingstrategy.

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In conclusion, the implementation of task-based learning in an A2 level ESL classroom has provento be an effective approach to enhancing student engagement and confidence. The outcomes
observed in this practice highlight the potential of TBL to transform language learning by making it
more interactive, practical, and enjoyable. Educators are encouraged to consider the benefits of TBL
and to explore its application in their own teaching contexts.

Conclusion
The implementation of task-based learning (TBL) in the A2 level ESL classroom demonstrated
significant improvements in student engagement and confidence. The structured approach of TBL,
incorporating real-life scenarios and collaborative tasks, effectively made lessons more dynamic andpractical. Key observations highlighted the increased willingness of students to participate and use
English both inside and outside the classroom, aligning with the principles outlined by Ellis (2003)
and Nunan (2004). The integration of tasks relevant to everyday situations helped demystify thelearning process and made it more meaningful, thereby boosting students' confidence and motivation.
For educators considering this practice, the findings suggest that TBL can be a highly effective
strategy to enhance language learning. Educators are encouraged to design tasks that arecontextually relevant and incorporate elements of collaboration and peer support. It is also importantto provide immediate feedback and opportunities for reflection, as these components reinforce
learning and promote continuous improvement. Future research should explore the long-term effects
of TBL on language retention and proficiency, as well as its applicability across different proficiency
levels and cultural contexts. Additionally, incorporating digital tools and online platforms could further
enhance the interactive and engaging nature of TBL, offering new avenues for development andinnovation in language education.

References
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Longman.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations forCommented [MC16]: Reference entries should be inalphabetical order. There should be a reference entry forevery source cited in the text.
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teaching, testing, and research. Cambridge University Press.
https://doi.org/10.1017/CBO9781139524681
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

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the reference in a hyperlink format:
https://doi.org/xxxxxxxxxxx
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Kim, Y. (2019). The impact of collaborative activities on language learning outcomes in ESL
classrooms. Journal of Language Education, 15(3), 45–59.

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number of the journal.

https://doi.org/10.1234/jle.2019.1503
Lin, M., & Wu, S. (2020). Task-based language teaching and learner motivation: A case study.
International Journal of Language Studies, 12(1), 23–41.

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Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness tocommunicate and foreign language anxiety. Modern Language Journal, 92(1), 71–86.
https://doi.org/10.1111/j.1540-4781.2008.00687.x
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C.
Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468).

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Academic Press.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis andquantitative meta-analysis. Language Learning, 50(3), 417–528.

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https://doi.org/10.1111/0023-8333.00136
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
Stockwell, G. (2012). Computer-assisted language learning: Diversity in research and practice[Video]. Cambridge University Press. https://www.example.com/video/call-diversity-inresearch
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative
dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–
114). Oxford University Press.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language
Teaching, 31(2), 57–71. https://www.example.com/article/computers-and-languagelearning-overview

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Appendix A

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Lesson Plan: Ordering Food at a Restaurant

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Materials:•

Menus (real or printed)•

Role-play cards with different customer scenarios•

Flashcards with common phrases and vocabulary

Procedure:
1.

Warm-up (10 minutes)

o Review common food and drink items using flashcards.
o Introduce phrases for ordering food, asking for the bill, etc.
2.

Presentation (15 minutes)

o Teacher models a conversation between a waiter and a customer.
o Highlight key vocabulary and phrases on the board.
3.

Practice (20 minutes)

o Students work in pairs to role-play different scenarios using the provided role-play cards.
o Each pair practices ordering food and responding as waiters.
4.

Production (15 minutes)

o Pairs perform their role-plays in front of the class.
o Teacher and peers provide feedback on language use and fluency.
5.

Wrap-up (10 minutes)

o Review key vocabulary and phrases.
o Students share their experiences and any difficulties faced during the role-play.
Assessment:•

Participation in role-play activities.

•

Use of target vocabulary and phrases.

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Fluency and confidence in speaking.

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Appendix B
Student Feedback Questionnaire on Task-Based Learning
Instructions: Please complete this questionnaire to help us understand your experience with the task-based learning
activities in our ESL class. Your feedback is valuable and will help improve future lessons.
1.

2.

Engagement:oHow engaged did you feel during the task-based activities? (1 = Not engaged, 5 = Very engaged)oWhat aspects of the tasks did you find most engaging?

Confidence:o

How confident do you feel using English in real-life situations after participating in the tasks? (1 = Not confident,
5 = Very confident)oCan you provide an example of a situation where you used English confidently?

3. Practicality:oHow practical do you think the task-based activities were in helping you learn English? (1 = Not practical, 5= Very practical)oWhich tasks did you find most useful and why?

4. Collaboration:o

How did working with your classmates help you in learning English? (1 = Not helpful, 5 = Very helpful)oCan you describe a moment when peer collaboration enhanced your learning?

5. Suggestions:oWhat suggestions do you have for improving the task-based learning activities?

o

Are there any specific topics or scenarios you would like to see included in future tasks?

Thank you for your feedback!

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