JRCIET Vol. 4, No.

2 April 2018
Using the Lexical Approach - Based Activities To
Enhance EFL Preparatory Stage Students'
Vocabulary Learning
Aya El-sayed El-shahat Attya , [Link]. Qoura , [Link]
A. Mostafa
Mansoura University, Faculty of Education, Department of
Curriculum & Instruction
Abstract:

V ocabulary has been considered as the building block

of language. EFL teachers almost always apply
traditional techniques for teaching new vocabulary.
The present study aimed to discover the effects of a fairly new
vocabulary learning technique that is, teaching vocabulary
through activities based on the lexical approach learning. This
experiment utilized a Pre-post -test. Fifty students at the
preparatory stage were selected through convenient sampling.
They were divided into two groups of 25. The present study
adopted the quasi-experimental design, using one experimental
group and one control group. The experimental group was taught
through the treatment i.e., studying vocabulary through
collocations, whereas the control group was taught vocabulary
through the traditional methods of presenting vocabulary that is
suggested in the Teacher's Guide. The two groups were tested
before and after the experiment. The results demonstrated that
vocabulary learning through collocations eventuated in a better
learning of the words than teaching them by means of classical
techniques and improves learning of new words.
Keywords: Collocation, Teaching vocabulary, Vocabulary
learning, Lexical approach.

Introduction:
English language is a key of exchanging information and it
is a means of communication among all nations. Almost all
countries have adopted English used as a compulsory subject at
schools. In Egypt, English is introduced from grade one or even at
pre kindergarten stage. Educational authorities have realized
that English at this level becomes very important and needs
much concern. English Language learning is important to
generate ideas and express thoughts, improve abilities to send

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and deliver messages that are apt for different situations. It helps
to improve communicative ability and help the development of
language.
In the 20th's century early decades, there were many
teaching approaches and techniques which were very acceptable.
The reading approach and the Grammar-translation Method
were the most important language teaching approaches
(Murcia1991). The Gram mar-translation Method aimed to
provide learners with vocabulary which is taught through
translated lists of items (Rivers1981). The Reading Approach
shedded the light on expanding and mastering vocabulary than
grammer.
The Direct Method introduced new vocabulary via real
objects, miming, drawings and classroom explanations
(Rivers1981). In The Oral Approach vocabulary and grammar
were carefully chosen and graded which led to the Vocabulary
Control movement which had a permanent effect on the grading
of vocabulary. In Situational Language Teaching, the significance
of words was not given through clarification in either the first
language or the target language; it was made outwardly by
means of pictures, activities and pantomime (Richards and
Rodgers2001).
The Audio Lingual Method is the method where the amount
of vocabulary displayed was inadequate and was selected for its
simplicity (Thornbury2000). The Cognitive Approach stressed
that students couldn't utilize the grammer and the functions
during their communication except through following the
presentation, practice and the application stages. The
Communicative Approach stressed that new words are not given
in isolation, but in a meaningful situation (Senel 2002).
Vocabulary has been defined in different ways. Simply its
knowledge of words and its meaning. To be focused, vocabulary
has other complex definitions like that of Lessard-Clouston
(2013), as ‘the words of a language, including single items and
phrases or chunks of various words which convey a particular
meaning. Words can be classified into two forms; oral and print.
First, oral vocabulary is those words which people read or speak
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orally and grasp its meaning. Second, print vocabulary is the
meaning grasped while reading or writing silently. These are
significant differences as these words which readers know are
basically oral representations.
According to Diamond & Gutlohn (2006) vocabulary is the
fully understanding words and their meanings. This definition
means that without knowing words and its meanings well, there
would be a lack in comprehending and using language
appropriately. That’s why it becomes so important to help
students to recognize, speak, write and pronounce the words
well to be aware of different vocabularies in various contexts.
Another complex definition about vocabulary was
established by Nation (2001) which suggested that to know a
word means acquiring its spoken and written form. It means that
vocabulary is the backbone of language because without
vocabulary, there would be no language. The word “vocabulary”
broadly represents a summary of words or their combinations in a
certain language. It should be noticed that words can be combined to
serve as one vocabulary item. (e.g: post- office consists of two words
and still expresses one idea (UR, 2000).
Additionally, Lewis (1993) believed that lexis is the
building blocks of language learning which showed the
importance of lexicon to language structure and how chunks are
used as single items. Lexical approach is seen as the most
effective way to learn English due to its importance in teaching
students different word combinations and context meanings.
It stressed that native speakers use their mental lexicon to
store chunks that could be used in language. Lewis (1997),
suggested that teaching lexical phrases and chunks should be a
part of the language teaching system. This clarified the
importance of lexical phrases in any language of more
grammatical structures. It led to more communication.
Acquisition could be accelerated by chunking words. As seen by
Lewis (1997), chunks are so important as they help language
learners use it in their language.
The term collocation has been generally used to refer to a
phenomenon in which certain words have the tendency to co-occur
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regularly within a language. Hence, the word lean can exclusively
collocate with meat, while the word heavy has rain, meal, traffic, and
smoker as possible collocates (Bahumaid, 2006).
Again, collocations refer to the meaning conveyed by
adding two words together. For example, take a shower, strike a
balance, armed forces instead of have a shower, make a balance
and armed powers respectively. Crystal (2008) defined
collocations as "the habitual co-occurrence of individual lexical
items …Collocations are, then, a type of syntagmatic lexical
relation. They are linguistically predictable to a greater or lesser
extent". For Lewis (2008), collocations refer to "the readily
observable phenomenon whereby certain words co-occur in
natural text with greater than random frequency" Thornbury
(2002) treated collocations as part of a continuum of strength of
word associations.
Related studies:
Following is a number of studies that addressed the effect
of the lexical approach on vocabulary learning
Emamzadeh &Zafarghandi (2016) investigated the possible
effects of explicit instruction of lexical collocations. A total
number of 66 Iranian university level EFL learners were selected
and then were divided into experimental and control groups. The
instruments were: Pretests of collocation and writing task were
initially administered to both groups. The results showed that
the experimental group received explicit instruction on
collocations made a noticeably higher progress as compared to
the control group in the posttest of collocation and writing task.
Ghezelseflou & Seyedrezaei (2015) aimed at discovering
the effects of using collocations to improve teaching vocabulary.
Instruments of the study were two pre-post English vocabulary
tests. Sample of the study were 60 female university students
who were pre-intermediate in English language proficiency. The
experimental group was taught through using collocation
techniques. In contrast, control group was taught by known ways
of synonyms and antonyms. Results showed that using
collocations in teaching vocabulary was so beneficial as it increased
learners’ vocabulary and increased it.

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UÇAR's study (2015) aimed at revealing the impacts of
corpus – based activities on verb- noun Collocations in EFL
Classes. An experimental group and a control group were the
sample of that study. They were 15 preparatory Turkish students
at School of Foreign Languages, Osmaniye Korkut Ata University
in turkey. Instruments of the study adopted 15 collocations taken
from students’ main course book which was called speak out
intermediate by Pearson. Experimental group was taught by
verb-noun collocation through corpus-based materials taken
from COCA, while the control group was taught through a
traditional way of teaching vocabulary. The findings signified
that corpus-based activities had a better effect on learning
vocabulary and a significant impact on verb-noun collocations in
EFL classes.
Ashouri & Rahimi study's (2014) purpose was to find the
effect of corpus-based collocation on EFL learners' collocation
learning. Sample of the study was 60 Iranian EFL university
students who were chosen randomly in the experiment
according to their scores. They were distributed to a control
group and an experimental group. The study took 15 sessions in
which the experimental group was taught using lexical
collocation instruction and the control group received the
regular work or the single-item vocabulary. Instruments used the
two pre-posttests of OPT and a collocation test. Results showed
the significance of using corpus- based collocation program in
developing the vocabulary teaching for EFL students.
Allami &Attar (2013) studied how teaching collocations
influence the speaking ability of EFL Iranian learners. Knowing
collocation and using them was also studied as well as the
participants’ attitudes towards using collocations. A quick
placement test (QPT) was administered. Sample of the study was
40 intermediate Iranian learners who were chosen from 80
divided into an experimental group and a control one.
Collocation test and collocation interview were used as pre-test
in the study. Results revealed that using collocations “teaching
improved the speaking ability in the experimental group and
their performance in interview got increased”.

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Karami &Shooshtari (2013) aimed at questioning whether
using lexical collocations helped in developing the speaking
proficiency level for EFL pre-intermediate students or not.
Participants of the study were 50 Iranian university students of
Language Institute. The instrument was a lexical collocation.
Results indicated that teaching vocabulary through lexical
collocations improved the learners’ speaking proficiency.
KOÇ (2006) studied the effect of using explicit instructions
of vocabulary in collocations on improving collocational
awareness of students. Participants of the study were eight
groups of 160 EFL students. They were upper- intermediate
proficiency level. Four experimental groups were taught using
collocation while four control groups received traditional ways
of teaching. The instruments were: a vocabulary retention test
and retrospective interviews. Findings showed that using
collocations was highly effective.
Hsu study's goal was (2005) finding the impact of explicit
collocation instruction on EFL learners listening comprehension.
Participants were 34 Taiwanese university students that were
invited to participate in the study. Instruments were a
questionnaire and a listening comprehension test. The study
took four-week period in which they studied three different
types of practice. Results indicated that lexical collocation
instruction was effective and was preferable to students as it
increased their motivation.
Lien (2003) studied the relationship between using
collocation and developing reading comprehension. A quasi-
experimental study at a national university in central Taiwan
was conducted. The participants were 85 Taiwanese college
students. One collocation and one reading comprehension tests
were administered in the pre-experimental stage. The
instruments were three immediate reading comprehension tests
and a questionnaire. Results showed that collocation instruction
had more positive effects on the participants’ reading
comprehension than vocabulary instruction and no instruction.
Hsu (2002) examined how using lexical collocations would
enhance the Taiwanese EFL learners' collocational proficiency in

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a one-month, intensive, business English workshop. Participants
were nine Taiwanese majoring in English (7) and banking and
finance. The instruments used in the study include students’
writings, the teacher's class notes, a pre-test and post-test, and
videotaping of subjects' interviews, presentations, and classroom
activities. The results showed that focusing on lexical
collocations, in both spoken and written discourses, improved
students learning new collocations.
Problem Statement
Based on the literature, recommendations of other studies,
the researcher’s observations and the results of the pilot study,
the problem of the study can be stated as follows: Second year
Prep stage Students of English as a Foreign Language (EFL)
Lack adequate vocabulary which could be related to their
unawareness of collocations' use, a factor that hinders them from
having proflic vocabulary.
Questions:
The problem of the study includes the following questions:
1. What are the proposed activities which develop
vocabulary learning?
2. What is the effectiveness of the lexical approach-based
activities in enhancing EFL vocabulary learning?
Purpose:
The present study aimed at:
1. Designing proposed activities based on the lexical
approach for enhancing Preparatory Stage students' EFL
vocabulary learning.
2. Studying the effectiveness of the lexical approach-based
activities in enhancing Preparatory Stage students' EFL
vocabulary learning.
Hypotheses:
The hypothesis of the study were as follows:
There is a statistically significant difference at the 0.05 level
between the mean score of the experimental group and the
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control group students on the post- administration of the
vocabulary test in favor of the experimental group.
There is a statistically significant difference at the 0.05 level
between the mean scores of the experimental group students on
the pre-and post- administration of the vocabulary test in favor
of the post one.
Significance:
This study contributed to:
1. Designing activities based on the lexical approach to help
Preparatory stage students acquire and enhance EFL
vocabulary.
2. Directing the attention of EFL teachers, professors and
students towards the importance of vocabulary as an aid
for enhancing communication skills.
3. Guiding EFL teachers in terms of the best vocabulary
teaching methods to be adopted.
4. Providing a teaching technique that help students in
vocabulary learning where students brain will probably
have an easier time processing language in chunks or
blocks rather than as single words.
Delimitations:
The present study was delimited to the following:
1. Only one aspect of the lexical approach will be
investigated (Collocations).
2. A sample of the second year preparatory stage students
from Kafer Azam prep. School, Elsenbilaween Directorate,
Dakhliah.
3. First semester vocabulary of the English language
textbook "Hello!"
4. For second year.
Definition of terms: Lexical approach
The approach stresses the necessity of using corpora to
inform pedagogical materials and the importance of regularly
recycling and reviewing the language taught. The Lexical

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Approach offered little guidance as to how to specify syllabus
objectives, and even its methodology was not much more than an
eclectic mix of procedures aimed mainly at raising learners’
awareness about the ubiquity of ‘chunks’.
Richards and Rodgers (2001) noted that the Lexical
Approach “is still an idea in search of an approach and a
methodology” (p. 138).
For the purpose of the present study The lexical approach
is a method of teaching foreign languages described by. Lewis in
the 1990s. The basic concept on which this approach rests is the
idea that an important part of learning a language consists of
being able to understand and produce lexical phrases as chunks.
Students are thought to be able to perceive patterns of language
(grammar) as well as have meaningful set uses of words at their
disposal when they are taught in this way.
Definitions of ‘collocations’
McIntosh et al(2009). Define collocations as "the way
words combine in a language to produce natural-sounding
speech and writing". However, there are various ways to define it
and it seems that linguists and teachers have not yet agreed upon
a common description. The co-occurrence of lexical items in a
syntactic pattern, only restricted by general selection restrictions
(also referred to as ‘free/open collocation’ or ‘free/open
combination’)
For the purpose of the present study Collocations are two
or more words which have a strong tendency to co-occur in a
language as a prefabricated combination of two or more words in
a particular context. As the inadequacy of grammar/vocabulary
dichotomy is recognized, it is reasonable for collocation to play
an important syllabus-generating. Collocation is defined as the
readily observable phenomenon whereby certain words co-occur
in actual and authentic text with greater than random frequency.
Design of the Study:
Method:
Method of the current study included the participants,
instruments, design, and the procedures followed to carry out
the study.
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Participants:
The Participants of the study were 50 second year students
from two classes in the preparatory stage at Kafer Azam prep.
School, Elsenbilaween Directorate, Dakhliah. Second year
preparatory students were selected since it was the first time for
them to learn vocabulary items as collocations. Each class
consisted of 25 students. One class constituted the experimental
group and the other represented the control group. They were
taught by the same English teacher. The experiment was
conducted during the first term of the academic year 2014/2015.
Design:
The present study adopted the quasi-experimental design,
using one experimental group and one control group. Two
classes were randomly assigned to two groups, an experimental
group and a control group. The experimental group was taught
through the treatment i.e., studying vocabulary through
collocations, whereas the control group was taught vocabulary
through the traditional method of presenting vocabulary that is
suggested in the Teacher's Guide. The two groups were tested
before and after the experiment.
Instrument:
The instrument used in the study was a Pre-post
Vocabulary Test designed (by the researcher) .The validity and
reliability of the test were established before its administration
to students.
The lexical approach –based activities
Based on the literature review in chapter two, the lexical
approach –based activities was constructed. Here is a brief
description of these activities:
Description of the activities
The lexical approach –based activities used in this study
were designed by the researcher to enhance EFL vocabulary
learning of the second year of the preparatory stage students.
Each collocation is presented in a simple situation where the
researcher used some instructions such as" say" and" don't say"

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to introduce new collocation to complete a correct meaning. The
collocation is used in a sentence to make sure that the students
will get the accurate meaning of the collocation. In addition to,
they also know the correct use of the collocation in English. After
the collocation is presented as mentioned earlier, it is
pronounced three times with three seconds in between each
time to give the students the chance to repeat after the
pronunciation.
The researcher designed a workbook which contains the
activities to be practiced by the students through the seven units.
Most of these activities are performed in pairs, groups or/and
individually according to the type of each activity. All collocations
in the lexical approach are presented as in the form of pictures
presenting collocation, cartoon drawings on the blackboard,
sentence which includes collocations, flashcards presenting
collocations, worksheets for collocations and Handouts. After the
collocation, students participated in some activities such as
"Complete the collocation", "What does it mean?",….etc.
Description of the teaching procedures
The teaching procedures are based on the lexical approach,
specifically collocations. Each unit has five lessons; students had
two sessions per a week. Each session contained two lessons.
The researcher presented the teaching procedures of the seven
units in details. The researcher could modify, add or change the
procedures according to her students' needs and class
environment.
Thus, the target vocabulary for the experimental group
represent vocabulary of the farm terms, pyramids pen friends
collocations, work situations, the sea collocations and health and
fitness. The vocabulary content of these units is specified in the
students' workbook. The total number of these units' new
vocabulary as specified in the students' workbook is 65 new
vocabulary. When the researcher analyzed the vocabulary
content of these seven units, she found that the number of the
new vocabulary varies from unit to the other. Thus it was
necessary to specify certain percentage of the vocabulary taken
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from each unit to be included in the vocabulary test. The test
included 65 words. Each word constitutes an item in the test, so
the test constitutes of 65 elements.
Results
Results were presented in terms of the hypotheses of the
study:
Verifying the First Study Hypothesis
The First hypothesis stated that "There is a statistically
significant difference between the mean scores of the
experimental group and the control group students on the post-
administration of the vocabulary test in favor of the experimental
group".
T- Test for the independent samples was used to compare
the mean score of the control and the experimental groups. Table
(1) shows that the estimated t- value is significant at .01 level.
This indicates that there is a statistically significant difference
between the control and the experimental groups on the post-
administration of the vocabulary test in favor of the experiment
group due to the lexical approach-based activities.
Table (1)Results of the control and the experimental groups on the
post -administration of the vocabulary test
[Link]
Skills The group Means S.D df [Link] Sig.
cases
Experimental 25 13.36 0.952 0.01
Skill 1 48 12.445
Control 25 6.72 2.492 Sig.
Experimental 25 7.40 1.658 0.01
Skill 2 48 9.587
Control 25 3.08 1.525 Sig.
Experimental 25 4.72 0.458 0.01
Skill 3 48 3.759
Control 25 3.48 1.584 Sig.
Experimental 25 5.00 0.000 0.01
Skill 4 48 5.196
Control 25 3.20 1.732 Sig.
Experimental 25 7.48 1.046 0.01
Skill 5 48 8.781
Control 25 4.00 1.683 Sig.
Experimental 25 13.72 2.525 0.01
Skill 6 48 14.250
Control 25 2.48 3.029 Sig.
Experimental 25 6.44 0.768 0.01
Skill 7 48 41.921
Control 25 0.00 0.000 Sig.
The whole Experimental 25 58.12 4.576 0.01
48 19.940
test Control 25 22.96 7.536 Sig.

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Results in table (1) point to the fact that students in the
experimental group mean score on post- test was higher than
that of the students in the control group in each of the individual
skills. Also the table shows that students mean score in the
overall post-vocabulary test in the experimental group was
(58.12) compared to that of the control group which was
(22.96). These results indicate that the experimental group
outperformed the control group on the post- vocabulary test.
The significant difference between the experimental and
the control groups shown in table (1) support the effectiveness
of using the Lexical approach - based activities in enhancing EFL
Preparatory stage students' vocabulary. Consequently the First
hypothesis of the study was verified.
Thus it could be claimed that providing the activities with
the targeted vocabulary (collocations) most of the time seems to
have captured the attention and curiosity of the students to learn
new collocations.
Verifying the Second Study Hypothesis
The Second Hypothesis stated that" There is a statistically
significant difference between the mean score of the
experimental group students on the pre-and post-
administration of the vocabulary test in favor of the post one."
T-test for paired samples was used to compare the
difference between the mean score of the experimental group
students in the vocabulary test before and after implementing
the intervention (using the lexical approach –based activities)
and to determine the effect of the study intervention on
vocabulary learning of the experimental group.
Results in table (2) illustrate that students mean score in
each individual vocabulary skill in the post –test improved
(13.36, 7.40, 4.72, 5.00, 7.48, 13.72 and 6.44) respectively.
Therefore, the lexical approach –based activities were effective in
enhancing EFL vocabulary learning of the experimental group
students.

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Table (2)Results of the experimental group on the pre- post-
administration of the vocabulary test

Skills The group [Link] Means S.D df [Link] Sig.

cases
pre – test 25 5.68 2.982 0.01
Skill 1 24 12.208
post – test 25 13.36 0.952 Sig.
pre – test 25 1.96 1.744 0.01
Skill 2 24 10.874
post – test 25 7.40 1.658 Sig.
pre – test 25 3.28 1.671 0.01
Skill 3 24 4.152
post – test 25 4.72 0.458 Sig.
pre – test 25 0.16 0.624 0.01
Skill 4 24 38.751
post – test 25 5.00 0.000 Sig.
pre – test 25 3.20 1.581 0.01
Skill 5 24 11.646
post – test 25 7.48 1.046 Sig.
pre – test 25 0.00 0.000 0.01
Skill 6 24 27.166
post – test 25 13.72 2.525 Sig.
pre – test 25 0.24 0.723 0.01
Skill 7 24 29.784
post – test 25 6.44 0.768 Sig.
The whole pre – test 25 14.52 5.917 0.01
24 38.791
Test post – test 25 58.12 4.576 Sig.
The results also indicate that the estimated t-value is
significant at 0.01 level. This reflects that there is a statistically
significant difference between the mean score of the
experimental group pre- post administration of the vocabulary
test in favor of the post- test application. Based on the results of
the t-test, there is an obvious improvement in the experimental
group students' score on the post application of the EFL
vocabulary test. This significant improvement is due to
administering the lexical approach –based activities to the
experimental group.
It is worth mentioning that, the previous results of the
study are in line with those of Ashouri &Reza (2016),
Ghezelseflou & Seyedrezaei (2015), Momeni (2012) Hsu (2010),
KOÇ (2006)& Hsu (2002) as they all affirmed that the lexical
approach proved to be effective in enhancing vocabulary
[Link], These results are in accordance with the results
of the studies of Emamzadeh &Zafarghandi (2016), Attar (2013),
Shooshtari (2013), Hsu (2007), Seesink (2007), Hsu
(2005)&Lien (2003) as they confirmed the significant role of
collocations in developing vocabulary learning.

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The Effect Size of the lexical approach:

In order to determine the effect size of the administration
of the lexical approach –based activities the researcher
calculated Eta square (Table 3). The effect size is a measure of
strength of the relationship between two variables. When
reporting statistical significance, it is generally recommended to
report measures of the effect size.
Table (3)The Effect Size of the lexical Approach –based activities on
the experimental group vocabulary Learning
Skill 2 Effect size
Skill 1 0.86% High
Skill 2 0.83% High
Skill 3 0.42% Low
Skill 4 0.98% High
Skill 5 0.85% High
Skill 6 0.97% High
Skill 7 0.97% High
Total 0.98% High
Results in table (3) reveal that the effect size of the lexical
approach – based activities on vocabulary leaning of the
experimental group is high. This result can be similarly
interpreted in the light of the value of (2) as follows:
 98% of the total variance of the experimental group
students' post achievement on the vocabulary test (the
dependent variable) can be attributed to the lexical
approach –based activities (the independent variable).
This is considered a higher percentage than the minimum
–limit percentage (98% > 15 %).
Summing up the results of the t- test for paired samples
indicate that there was statistically significant difference at level
<0.001*between the mean score of the experimental group on
the pre-and post-test administration and the effect side was high.
So, each individual skill of the students' vocabulary skills was
improved after implementing the treatment (The Lexical
Approach- based Activities). Therefore, the second hypothesis
can be accepted.

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Conclusion:
With reference to the results of this study, the following
point was concluded:
The current study provided evidence to the effectiveness of
using the lexical approach in developing and enhancing
vocabulary learning. This result adds to the validity of other
studies investigating similar aspects such as that of Allami,H
.&Attar,E . (2013)Ashouri, S. & Rahimi, R.(2014) ,Ashouri &Reza
(2016), Ghezelseflou & Seyedrezaei (2015), Hsu (2010), , KOÇ
(2006)& Hsu (2002).
Recommendations:
Based on the results of the current study, the following
recommendations are suggested:
1. Vocabulary learning should be a major concern in
teaching EFL in our classes. It has been argued that the
lack of vocabulary knowledge affects all other elements of
EFL negatively.
2. The lexical approach - based activities should be used by
course writing to supplement vocabulary instruction.
3. It is recommended that the suitable and sufficient lexical
approach - based activities complement the textbooks of
EFL in schools.
4. It is recommended that EFL teachers try to study other
items of the lexical approach such as idioms and phrasal
verbs.
5. It is recommended that EFL teachers try to design and
develop their own lexical approach - based activities that
suit their students' needs and educational levels.
6. It is recommended that EFL teachers try to adopt new
techniques to teach collocations or the lexical approach in
general.
References
Allami, H. &Attar, E. (2013). The Effects of Teaching Lexical
Collocations on Speaking Ability of Iranian EFL Learners.

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Online journal .Theory and Practice in Language Studies, Vol.
3, No. 6, pp. 1070-1079. Retrieved June,5, 2013
[Link]/issues/past/tpls/vol03
/06/[Link]
Ashouri, S. & Rahimi, R.(2014) .The Impact of Corpus-Based
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