IMPROVING THE STUDENTS SPEAKING SKILLS AT TRIEU THI TRINH HIGH SCHOOL

1. INTRODUCTION
1.1.

Background of the study

Nowadays in Vietnam, more and more people have to use English in nearly
every field of their life, so the importance of learning and using English as an
international language continues to increase. Speaking, therefore, is considered one
of the most important skills to be mastered by the students in order to communicate
English fluently. In every classroom, the teacher tries all his best to improve the
students’ speaking skill.
However, most of the students at Trieu Thi Trinh high school find it quite
difficult to improve their speaking ability. It is shown that, the students have little
time and few chance to practice speaking English, as the old saying “Practice
makes perfect”. Byrne, D. (1980: 121) also states some problems that may prohibit
the students to develop their speaking skill, which are inhibition, lack of ideas, low
participation and students’ preference to use their mother language. Because of
these, all Vietnamese language teachers are encouraged to find out the most useful
ways to solve these problems.
Among several strategies used to improve students' proficiency such as visual
aids, CALL (Computer Assisted Language Learning), drama, role-play, and so on,
games are another useful strategy to promote students' language proficiency
(Richard - Amato, 1996). However, up till now, not many studies were carried out
about this issue and it seems that applying games into English speaking classes has
not reached the success as expected.
All of the reasons above, I carried out this study to examine if using games can
help the students improve their speaking ability. It was expected that the results of
this study would confirm the effectiveness of games on speaking skill for all
language teachers at Trieu Thi Trinh high school who were still suspicious about
the real effect of using games. And after this study, there would be more teachers
choosing games as a good aids for teaching speaking.

1.2. The school and classroom culture
At Trieu Thi Trinh high school and many other high schools in general,
English is a compulsory subject in the curriculum with the purpose to equip the
students with the basic knowledge about grammar and vocabulary. However, the
students' speaking ability is still at a very low level. They can hardly communicate
with the others in English. They lack chance to have real-life use of the target
language. Therefore, there are many obstacles in teaching and learning English in
general, in teaching speaking in particular. Being aware of the importance of
English in communication, our school has invested to improve the quality of
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teaching and learning four skills of English, especially focused speaking skill. The
teaching and learning conditions are therefore improved with good furniture and
communicative approach is also applied into English classes. Some language
teachers in the school also had chance for further study to get more knowledge and
experience in teaching. However, with too many problems they have to face in
teaching process, the complement of the new methods into their classes have not
reached the success until now. One of those problems that not only our school, but
also most of other schools in Vietnam have is large class size. In a limited time
with too large numbers of students, English teachers find it very difficult to control
and organize the class. The chance for all the students in a class to practice
speaking is thus, not possible.
Besides that, the fact shows that the grammar-translation approach is still
dominant in most of the language classes in our school. The teachers mainly focus
on teaching grammar and vocabulary for the students. In class, the students often
listen and copy the teachers’ lectures into the notebooks, learn by heart these notes,
and write down what they remember in the tests. All these made the students in
our school become more and more passive when learning English and they do not
know how to learn by themselves for further knowledge. In speaking lessons, these

students feel uncomfortable and reluctant to join in communicating in English.
As a teacher, I find that the students’ motivation in speaking class is not really
high. Most of them are found to be passive and unwilling to speak English. In
speaking lessons, they are often in silence, some look outside the class, and some
even feel asleep. Some of them can hardly make any sentence of English, even in
the simple English grammar structures. For all reasons, using English for
communication is still one of the most serious issues of the language teachers in
our school.
1.3. The study and its rationale
As stated above, most language teachers at Trieu Thi Trinh high school clearly
know the important role of speaking ability in their course. Although, the students
feel bored and stressed in learning speaking, the teachers are seen to be difficult to
find out a useful way to motivate students to speak in class. Especially, It is
impossible for all students in one large class to have chance to practice English.
Because, this is seen as a great challenge for all teachers to solve and face with.
Besides investing good and modern furniture for supporting learning conditions,
the change of the teaching methods in speaking class needs to be solved.
1.4. The aims of the study
While teaching a full-time class at TTT high school, I recognized the problems
facing my students. Although, it was known that there were a lot of challenges, I still
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decided to conduct this study in an effort to find out the best way to help the students
improve their speaking ability as well as increase their motivation and interest in
English speaking class. It was also hoped that through games, the students had chance
to learn in a funny and comfortable atmosphere. This made them feel more confident
and willing to communicate in English with their partners.
Through this study, I also wanted to confirm the real value of games with the
teachers and the students who were still suspicious about the effects of games.

With the great hope that, those teachers would not be reluctant in applying games
into their language classes.
2. LITERATURE REVIEW
2.1. Games and motivation in Speaking
Games have been shown to have many advantages in learning speaking English.
According to Richard – Amato (1996), even though games are often associated with
fun, we should not lose sight of their pedagogical values, particularly in second
language teaching. Games are useful because they promote motivation, reduce
students' stress, create an enjoyable learning environment and give the students the
opportunity for real communication.
The main reason why games are considered effective learning tool is that "they
spur motivation and students get very absorbed in the competitive aspects of the
games; moreover, they try harder at games than in other courses" (Avedon, 1971).
It is said that gaming in its various forms can motivate and interest learners.
Discussing this, David and Hallowell (1989:3) also claimed “Because games
demand and promote a high degree of students’ participation, they motivate to a
greater extent than conventional textbooks or worksheets”. In a language class,
games are an important source to promote motivation, interest and a game is often
seen as the first step to get the students’ attention to their learning. When students
feel fun, their learning can happen almost without anyone noticing. Because “Play
is an important part of the learning experience when we enjoy learning, we learn
better”, said Rose and Nichol (1999:63).
The second reason why games are often used in language classes is that they
reduce the students' stress. In language classrooms, there is a high level of stress
because students have to face unfamiliar or unknown grammatical structures,
words, texts and so forth. Therefore, students often feel uncomfortable and
insecure in class, which surely affects their learning ability. As a result, “Games
can lower anxiety, thus making the acquisition of input more likely” (RichardAmato, 1988:147). It is believed that when students play games, they feel relaxed
and have fun, and want to learn more. Since students know that they are playing
games and want to communicate effectively, they do not worry about making

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mistakes and do not try to correct themselves in every single sentence. Thus, they
learn unconsciously, learn without realizing they are learning.
Besides that, studying for a long time often makes students very feel tired and
stressed, it is therefore, very essential to create an enjoyable learning environment
for them. It is easy to recognize that students become more excited and more active
while they are playing games. This also makes the atmosphere of the class become
more cheerful and more enjoyable. In the report of Huyen and Nga (2003), students
said that they like the relaxed atmosphere, the competitiveness and the motivation
that games brought to the classroom. In fact, while studying in an enjoyable
atmosphere, students are supplied with chances to practice more their speaking skill,
and they can show their understanding about what the teacher has just taught them
quickly and easily.
In short, the advantages of games in language learning are countless. When a
game is applied, it does not show one advantage separately but some of these
advantages at the same time.
2.2. METHODOLOGY
2.2.1. The participants
The participants of this study consist of 45 students (grade -10B1) at Trieu Thi
Trinh high school. Their ages range from 15 to 16 years old including 23 females
and 22 males. Most of these students come from many different rural areas in Nong
Cong district where English is taught as a compulsory subject in the curriculum.
Thus, they do not have good conditions and chance to improve English, especially
four skills. Before entering our school, most of these students already studied at least
4 years (from grade 6 to grade 9) as one of the compulsory subjects at secondary
school. Therefore, they all have already obtained basic knowledge of English
including basic structures and common vocabulary. Their English level is in general
not high and limited because their scores of English when entering our school are

very low. This is a large class with different abilities, motivation as well as interest.
Therefore, it is seen as a good sample for this study.
2.2.2. Data collection instruments
To meet the aims of the study, three different instruments used for data
collection were classroom observation, questionnaire and students’ interview.
The classroom was observed carefully from the beginning to the end of the
study by recording into two observation sheets (Appendix 1) which were specially
designed for evaluation.

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In addition, two questionnaires were designed for students to investigate the
students’ attitudes towards speaking lessons before and after using games. One
survey questionnaire was given to the students at the beginning of the innovation
and one another was distributed after the sixth week of the study.
At last, I interviewed four students selected randomly in the class to know their
real feelings towards games.
2.2.3. The research procedure
This table below was brief outline of the procedure to conduct the study
Week (from 15
February to 15 April)
Week 1
Week 2

Activities
- The “traditional way” was used to teach students. The
teacher asked students to do the oral tasks as usually.
- Applying Information-gap game: “Getting to know each
other” into the speaking lesson

- Topic: Questions
characteristics

Week 3

and

answers

about

personal

- Guessing game called “Hiding and finding” was applied
in the warm-up activity of the lesson.
- Topic: Asking questions and making suggestions

Week 4

- Using Information-gap game: “Habits and Hobbies”
- Topic: Talking about hobbies

Week 5

- Using matching game: “The seven families”
- Topic: Asking and talking about personal information

Week 6

- Using role-play game: “Rock and Boat”.

- Topic: Asking for directions

Week 7

- Applying information-gap game: “Casanova’s Diary”
- Topic: Asking and talking about future or past events

Week 8

- Collecting and analyzing data. Comparing with data
collected from the first week.

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- Discussing and giving conclusions of the innovation.
Firstly, It was really necessary for the teacher to have small discussions with
her students to find their most common problems in English speaking learning.
Also, the teachers told the students the essential role of communicative ability in
modern society nowadays as well as told them serious results if they did not try to
solve the problems they were facing in speaking class.
After that, the teacher explained clearly with the students in her class the
purpose of this study as well as introduced to them about game activities and the
role of games in helping them improve speaking skill. Through this, the author
hoped that the students understood the reasons why she used games in speaking
lessons to get their high agreements and supports during the study.
In the first week of the study, the students were taught in traditional way,
without using games. The teacher observed them carefully and took notes what
was happening in the speaking lessons by using Observation Sheet 1 which aimed
to get more information about the students’ interests, participation as well as

motivation to oral activities before the study. Additionally, the teacher used
Observation Sheet 2 in order to observe overall class atmosphere.
After the first week, a questionnaire was distributed to all students in the class to
fill in to get their attitudes and ideas about their speaking lessons without change. To
help the students in class could understand all the questions well and answer them,
the teacher translated the questions into Vietnamese to give them. The students were
encouraged to answer truly what they thought because they were told about the aim
of this survey questionnaire as well as the innovation before.
From the second week to the fifth week, oral activities with games were
applied into speaking lessons. During these lessons, the teacher continually
observed twice the students’ behaviors and attitudes towards the speaking lessons
with game activities. The teacher used note-taking technique to write down main
comments on what were happening during the speaking lessons.
One more observation was conducted after two months of the research. This
observation focused on the classroom atmosphere, the students’ participation to the
lesson and the changes compared with the first observation.
Continually, a survey questionnaire including 7 questions was distributed to the
participants right after they finished the study and they were asked to fill in the
questionnaire individually to check their attitudes towards language games and
their speaking lessons with game activities. In this one, the students were also told
the purpose of the survey questionnaire and were encouraged to answer them
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honestly. To make sure that the students could understand all the questions, and did
not misunderstand about what they chose, the teacher helped them to explain more
each of the questions if necessary.
Finally, the teacher interviewed some students who were selected randomly to
know more about their feelings and reactions about the speaking lessons with
games and in order to identify the answers collected from the questionnaire.

3. FINDINGS AND DISCUSSIONS
3.1. FINDINGS
This section included the results collected from class observation, the survey
questionnaire and students’ interview before and after the study. The first part of
this section was the data analysis of the first observation and questionnaire before
applying games. The second one was the results from two other observations and
survey questionnaire as well as the students’ interviewing after applying game
activities into speaking lessons
3.1.1. Data analysis before change
a. Data collected from Observation sheet 1 and Observation sheet 2
The data collected from Observation Sheets 1 provided the information about
students’ on-task and off-task behavior and observation sheet 2 provided the
information about overall class motivation in the speaking lessons. The details of
the data collected were presented below:
Table 1: Results from students’ on-task/off-task (Observation sheet 1)
First time
Raw

Percentage

On-task

145

30.2%

Off-task

335

69.8%
(R: Raw; P: Percent)

It was seen that only a small number of students nearly 30.2% who involved in
the activities of the lesson. While the students off-task accounted for 69.3%. These
numbers indicated the fact that there were amount of the students who were not
involved in the speaking lessons. They did not participate in the activities in class.
It could be caused by the teacher’s teaching method used in the class which had
something wrong. The lessons could be boring or too difficult for the students to
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understand. Due to these, the students’ motivation and participation in speaking
lessons were lower.
Besides these statistics, the teacher saw and felt a passive atmosphere at the
beginning of the lessons. She could observe the students’ anxious and confused
faces when being called to answer. There were a few students who were willing
and able to answer the teacher’ questions. At the end of the lessons, the students
showed their tiredness and exhaustion, and they were unwilling to go on with other
subjects. This was shown well in the Observation Sheet 2 through following table:
Overall class observation (first week)
1. Involvement

1

2. Concentration

2

3. Enjoyment

2

4. Persistent attention

2

5. Activity level

3

6. Interesting

2

7. Challenging

2

8. Appropriateness

3

Total

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Table 2: Results of overall class motivation

The results showed that the class was not motivated as a whole. The students in
class seemed to be less involved and participated in the activities of the lessons.

Their motivation was in general very low.

b. Data collected from survey questionnaire
The questionnaire distributed to 40 students right after the first week of the
innovation were returned enough (100%). The answers of the students paralleled
with the results collected from analyzing two Observation sheets. The results of 6
questions in the questionnaire were briefly described through the following tables:
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Table 1: Question 1 (Q1): How do you feel at the beginning of the speaking
lesson?
Options

Number of choice

Percentage (%)

a. Comfortable

7

17.5%

b. Tired

6

15%

c. Sleepy

18

45%

d. Worried

9

22.5%

Table 2: Question 2 (Q2): How do you feel during the speaking lessons?
Options

Number of choice

Percentage (%)

a. Nervous

9

22.5%

b. Comfortable

7

17.5%

c. Confident

3

7.5%

d. Stressed

21

52.5%

Table 3: Question 3 (Q3): How do you feel when you are called to answer the
teacher’s question?
Options

Number of choice

Percentage (%)

a. Nervous

12

30%

b. Confused

8

20%

c. Confident

6

15%

d. Afraid

14

35%

Table 4: Question 4 (Q4): How do you feel about the atmosphere of the speaking
class?
Options

Number of choice

Percentage (%)

9


Comfortable

7

17.5 %

Stressed

17

42.5%

Exciting

2

5%

Passive

14

35%

From the results in the tables above, we could see that a high percentage of the
students had negative attitudes and feelings towards the speaking lessons. To
answer for the Q1, Q2, Q3 and Q4, most of the students (72.5%) agreed that they
felt worried, tired and sleepy at the beginning of the speaking lessons, 52.5% felt
stressed during the lessons, and 85% felt afraid and nervous when being called to
answer. Furthermore, instead of having funny speaking activities in the class, they
had to learn in a passive atmosphere.
Table 5: Question 5 (Q5): What do you think about the level of the activities and
tasks in the speaking class?
Options

Number of choice

Percentage (%)

Easy

1

2.5 %

Appropriate

11

27.5%

Difficult

21

52.5%

Very difficult

7

17.5%

Table 6: Question 6 (Q6): How do you feel about the way the teacher corrects

your mistakes?
Options

Number of choice

Percentage (%)

Satisfactory

9

22.5 %

Unsatisfactory

23

57.5%

Critical

6

15%

Suitable

2

5%

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In Q5, when asking about the level of the activities and tasks in the speaking
lessons, over haft of the students (70%) said that the tasks given by the teacher
were too difficult for them to complete. This raised the anxious feelings for most of
the students. 72.5% of the responses in Q6 did not satisfy with the way the teacher
corrected their mistakes. They did not see the teacher’s encouragement and
satisfaction with any their answer. The students also complained that the teacher
often interrupted them while they were answering the questions. This made them
feel losing faces. The atmosphere of the class thus, became more uncomfortable
and highly stressed for the students.
3.1.2. Data analysis after the change
a. Data collected from Classroom Observation
• Observation sheet 1
Observation sheet 1 also focused on the students’ on-task and off-task behavior.
From the results in the table, it was seen clearly that the students were much more
involved in the speaking activities with games. There were a large number of the
students were on-task in the second time of observation, up to 67.7%. Only 32.3%
of the students were off-task. Especially, in the third time of observation, the number
of the students on-task increased in 76%, and the number of the students who were
off-task decreased in 24%. The data collected showed that applying game activities
into speaking lessons was quite effective.
As the teacher’s observation, the students became more engaged and participated
in speaking activities with games. In class, they were more interested in the lessons
and more active than usual. When joining in game activities, the students forgot their
fearing of making errors. Thus, they could speak better and more naturally with their
partners about the topics they were interested in. In the last observation, the students’
speaking ability and motivation were significantly different from them in the first

week. They were really confident to speak in English.
• Comparisons the results collected from class observation before and after
change
After three times of classroom observation, the results collected were shown in
the chart (Chart 1) in order to evaluate clearly the change in the students’ speaking
ability as well as their motivation before and after the innovation.

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Chart 1: Student times on-task/ off-task behavior
Through the chart above, we could see that, the students who were on-task
behavior increased considerably from 30.2% in the first time, 67.7% in the second
time, and up to 76% in the last Observation. The data collected indicated that
implementing games in speaking class was really effective. When the students
engaged more in the lessons, they became more active and motivated.
• Observation Sheet 2
Observation sheet 2 focused on observing overall class motivation. Through
the total score collected was 33, it indicated that overall class was highly motivated
in this observation. The students found the speaking activities with games more
interesting. This accounted for the increase of their involvement, concentration as
well as persistent attention in the lessons. Most of the students were observed to be
very active and excited with the relaxed atmosphere of games.
This was quite different when comparing with the data collected in the first
week which was seen clearly in the chart below:
Chart 2: Overall Class Observation)

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The total score collected before applying games into speaking lessons was only
17, while 33 was the total score collected after implementing games. These results
showed that the students’ motivation in the classes without games was much lower
than their motivation in the classes with games. This difference determined that
implementing games in speaking lessons was appropriate for the students at my
school.
b. Data collected from the second survey questionnaire
Data collected from the second questionnaire as follows:
In the Q1 and Q2, all the students (100%) agreed that the speaking lessons with
game activities were interesting because they supposed that games did not help
them relax but also help them study better. This meant that through games, they
would not feel stressed in a long period of study.
Answering for the Q3 (Table 3), we could see a high percentage (72.5%) of the
students confirmed that they had chance to practice English much more with
games which they could not do before. 17.5% of the students thought that games
were good for them to get knowledge with pleasure. And 10% of the students said
that they could play freely without being afraid of anything else. Games brought to
the class a funny atmosphere which was good for even shy students involved in
speaking activities.
Question 3: Table 3: “What do you benefit from game activities?”
Options

Number of choice

Percentage (%)
13


Chance to play

4

10%

Chance to get knowledge with pleasure

7

17.5%

Chance to practice English

29

72.5%

Nothing

0

0%

Answering for the Q4 “Do you feel afraid of speaking in the class with
games?” most of the students (93%) answered that they did not feel afraid of
speaking in the class. Because when taking part in game activities, the funny
atmosphere of games made them forgot that they were learning. Each of them tried
his best to be the winner which meant that the nervous feelings of making errors
disappeared. In the Q5 “Are you satisfied with using games in your speaking
lessons?” most of the students answered “yes” which specially expressed their
feelings of satisfaction towards games. Through games, they became more

motivated and interested in speaking lessons. Games brought them the confidence
in communicating in English, helped them be able to express their own ideas
naturally. That was the reason why in the last questions, many students admitted
that their speaking ability was better than before.
c. Findings from the students’ interview
To confirm one more the positive results collected from the class observation
and survey questionnaire, I interviewed four students selected randomly in the
class.
The results indicated that, four students answered that they liked games very
much because games were funny and useful for them in learning speaking. Now,
they did not feel nervous and worried in the speaking lessons. In opposite, they had
good attitudes and feelings towards the speaking lessons. Most of them showed
their satisfaction with this change.
3.2. CONCLUSION
This study was an effort to explore the effectiveness of games on students’
speaking improvement. In a limited time, It was not easy to design the tests as well
as to measure objectively the improvement of the students’ speaking ability.
However, the findings from the classroom observations, survey questionnaire and
students’ interview provided us the reliable information about the effects of games
in learning English, especially in learning speaking skill. It could be seen that both
teacher and students felt satisfy and happy with using games and considered it as a
great success for the change of currently problems in the speaking class. Games
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was specially significant because they not only provided motivation but also made
the students change their attitudes and feelings towards speaking lessons.
3.2.1. Experience initiative evaluation
Overall, this study has gained remarkable results in improving students’
speaking ability and increasing their motivation in speaking lessons. However,

there were still some limitations which should be addressed as follows:
- It can be that the results of this study may be not generalized to a wider
population because this study was just conducted in a small scale with a number of
participants selected not randomly (only in one class). It will be better and more
valid for the future teacher to select a larger number of participants randomly from
different classes for the study. Additionally, the time for conducting this research
was limited which could affect to the findings collected. Therefore, the future
studies should be carried out in a long period of time.
- It is difficult for a teacher to manage a game activity and involve a large
number of the students in the class in it. Besides that, when the students become
excited and motivated with games, this means there will be a lot of noises which
affects to the next studying classes.
- This study mainly focused attention on observing the students’ motivation and
participation in speaking class as well as overall class atmosphere in general, but
did not check how much the students improved their speaking ability.
3.2.2. Further recommendations
In order to gain the most benefits from games and to confirm the value of
games in language teaching and learning process at Trieu Thi Trinh high school, it
is better for the language teachers to consider games as essential part of each
lesson and use games more commonly and frequently in their language classes.
Also, games should be considered a speaking teaching model of many other
teachers. Additionally, It could see that using games in class has significant and
positive effects to the students’ speaking. However, it was not easy for the teachers
to choose and introduce suitable games to students because not all games are
appropriate for the students. Different levels of students acquire different topics,
materials and types of games. Some games may be too difficult for students when
the topic is not suitable with the students’ ability. Thus, in order to reach the good
results as expected, teachers should select games carefully which are suitable with
particular teaching and learning context, topic of the lesson as well as the students’
needs. It is also necessary for the teachers to specially pay attention to guide and

control pairs or groups in class when using games to make sure that all students in
class have chance to engage activities.
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In conclusion, this study played a special role in encouraging and increasing
the students’ motivation and interest in speaking. Games are really effective for
both the teachers and the students at TTT high school in their teaching and learning
speaking process.
Hopefully, this study will be useful and valuable for those who are interested in
this problem for further study, and who want to help learners improve their English
speaking skill. It is also expected that it will encourage more teachers of English to
use games in their speaking classes and find more effective ways to develop this
skill for the students.

REFERENCES
Avedon, M.E. (1971). Learning Through Games. The Study of Games (p. 76). New
York: John Wiley & Sons.
Byrne, D. (1980). English Teaching Perspective. Long man Group Ltd.
Nguyen, H., & Khuat, N. (2003). Learning vocabulary through games. Asian EFL
Journal, 5(4). Retrieved February 13, 2009, from: />Richard-Amato, P. A. (1996). Making it happen. New York: Addison-Wesley
Publishing Group. Pp 192-199.

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Saricoban, A., & Metin, E (2000). Songs, Verse and Games for Teaching Grammar.
Retrieved October 10, 2009 from the world wide web:
/>Wright, A., Betteridge, D., & Buckby, M. (1984). Games for language learning.
Cambridge University Press.

Evaluation of school board

Date: 05/5/2017
I declare that this assignment is my
own work and does not involve
plagiarism or collusion.
SIGNED:
TRAN THI HOA

TABLE OF CONTENT
1. INTRODUCTION
1.1.

Background of the study………………... ………………………………….1

1.2.

The school and class context……………………………………………...…1

1.3.

The rationale…………………………….…………………………..……….2

1.4. The Aims of the experience initiatives……………………...………….........2
2. LITERATURA REVIEW
2.1. Games and motivation in Speaking…….…………………………….………..3
2.2. Methodology
17

2.2.1. Participants ………………………………………………………….….…...4
2.2.2. Data collection instruments……………………………………………..…...4
2.2.3. Procedure………………………………………………………………..…...5
3. FINDINGS AND CONCLUSION
3.1. Findings
3.1.1. Data analysis before change……….…………………………………….......7
a. Data collected from Observation sheet 1 and Observation sheet 2……………….7
b. Data collected from survey questionnaire……………………………………..……..9
3.1.2. Data analysis after change……………………………………….……..…..11
a. Data collected from Classroom Observation ………………………………….….11

b. Data collected from the second survey questionnaire ………..………………..13
c. Findings from the students’ interview……………………………………………….14
3.2. Conclusion
3.2.1. Experience initiative evaluation………………………………………..…..15
3.2.2. Further recommendations…………………………………………..………15
Preferences……………………………………………………………..………...17
Appendix………………………………………………………………..…………

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