Perceptions of Tay and Nung ethnic teachers and students regarding the importance of creative experiential activities in developing communication skills

Abstract

Understanding the nuances of creative experiential activities and their impact on communication skill development is paramount in tailoring education to meet the specific needs and expectations of ethnic communities. The research conducted in this study involved 300 students and 150 teachers from several different areas and schools within Thai Nguyen Province, Bac Can Province, and Cao Bang Province, Vietnam. The research methodology employed was structured around two distinct sets of questions, each serving a specific purpose. These sets of questions were meticulously designed to gather valuable information from the study participants, namely teachers and Tay and Nung secondary school students. The study revealed that both teachers and students prioritize holistic communication skills, and students highly value communication skills. Teachers emphasize student participation in experiential activities. Experiential activities, preferred by teachers and positively evaluated by students, hold the potential to enrich communication skills by offering opportunities for authentic, context-based learning. The detailed self-assessments of students and teachers’ assessments of communication skills contribute to personalized and targeted communication skill development. This study highlights the value of recognizing the perspectives of both educators and students and tailoring communication skills education to address specific areas of improvement while building on existing strengths. The implications of this study extend to curriculum design, pedagogical strategies, and policy decisions that can enrich the communication skills of students, thereby enhancing their academic, personal, and professional capabilities.