Polar Influence of Code-Switching on Oral Communication Skills: The Case of Philippine Cebuano-Visayan Bilinguals

The competency and professional growth of the workforce in the architecture, engineering, and construction (AEC) industry is significantly impacted by the individuals’ ability to master oral communication skills as well as articulate opinions amid large audiences. However, science, technology, engineering, and mathematics (STEM) graduates spend approximately 4 years learning technical skills, with little to no time devoted to enhancing oral communication skills. Regrettably, minority STEM students usually face additional interpersonal barriers that require targeted training to foster their leadership and oral communication skills, which in turn reinforce their readiness for the competitive job markets. This research addressed such drawbacks by integrating innovative cocurricular communication skills activities with the aim of advancing minority students’ oral communication and presentation skills. The main objective of the study was to evaluate the growth in students’ oral communication and presentation skills within four construction management courses through the implementation of three cocurricular activities: (1) in-class expert training; (2) virtual reality presentation simulation training; and (3) social media–based communication activity. The research assessed the effectiveness of these activities in three ways. A benchmark survey recorded baseline data of 327 STEM students about their cognitive-communication skill knowledge and self-efficacy in presentation skills. Pre- and postcourse evaluation surveys of 102 of the 327 students highlighted overall skill growth compared with their performance at the beginning of the semester. An exit survey of 87 of the 102 students recorded their feedback about their social learning experiences and the effectiveness of each of the three implemented cocurricular activities. The results of the study indicated that minority STEM students benefited tremendously from the innovative oral communication skill training because the proposed three cocurricular activities promoted interpersonal growth and addressed some of their identified presentation skills deficiencies. The findings of this study contribute to the engineering and construction education bodies of knowledge by emphasizing the effectiveness of cocurricular communication training within formal and informal educational settings, which can help students to thrive in their future careers by developing and reinforcing their oral communication and presentation skills.

Communication skills are one of the skills that a person must have when entering the world of work. The workforce in a company that lacks mastering 21st century skills will be at a disadvantage to compete globally, and will have difficulty in dealing with challenges that arise along with the with the development of science and technology. So, in higher education such as university, the curriculum, course, and learning should provide the activities that could improve and construct students’ communications skills. STEM is one of the learning approaches that could help to construct students’ communication skills. Research objective is to investigate how is the development of oral science communications skills of undergraduate students in Environmental learning by using STEM learning approaches. The method of this research is qualitative research by the data taken from observation and teaching learning video recording transcriptions. The transcription is coded by the assessment of science communication rubrics adapted from Baltimore University for oral science communication. The data are taken from students’ presentation activities in environmental courses. This research result shows that responsiveness indicators is 88,3%, multimedia supported as technology skills is 83,3%, and conclusions indicators is 50,0%. It could be concluded that STEM learning approaches could be constructed students’ oral communications skills. Responsiveness and multimedia support of oral communications skills indicators are outperformed than conclusion as the least performed of oral communications skills.

Effective communication among healthcare providers is the key to success in any healthcare system.  The importance of communication skills has long been established in the medical and nursing education.  Although such skills are taught in medical and nursing undergraduate curriculum around the world, but less attention is being paid towards the communication skills of healthcare personnel in Pakistan.  The primary focus of this study is to determine whether the communicative language teaching (CLT) technique had an effect on oral English communication skills of nursing students. This quasi-experimental study was conducted at undergraduate nursing students. Purposive sampling was employed. A pre-test, based on role-plays, was conducted on the baseline status of students followed by a sixteen-hour course.  The same role-play scenarios were given as a post-test. Participants were assessed through rubrics adapted using proficiency descriptor and Cambridge English assessment scale.  The Wilcoxon signed-rank test was employed to compare scores obtained from pre-test and post-test.  The result revealed that the Communication language teaching technique had a significant effect on the oral English communication skills of nursing students.  The study suggested that activities conducted within the classroom should have a greater impact and involve real life communication in order to facilitate learning and proficiency in oral communication skills of students.

This study sought to determine the level of anxiety towards English language learning of the students of Isabela State University, Ilagan Campus. The researchers used the descriptive design since the aim was to describe the level of the students’ anxiety towards English language learning. The standardized questionnaire for anxiety developed by Horwitz et al. (1986) was used           in this study. The findings revealed that the respondents’ level on the different areas of anxiety in learning the English language namely: communication anxiety, oral test anxiety, fear of negative evaluation, anxiety of English classes is moderate. Further, the results showed that sex is a variable that does not affect the students’ level of anxiety in learning the English language in terms of their anxiety in communication and in their English classes. However, in terms of their fear of negative evaluation and oral test anxiety; their sex has significant effect and it is prevalent to those who are female students. The level of anxiety of the students in English Language does not significantly influence the academic performance of the students. References Ali, T. T., & Fei, W. F. (2016). Foreign language classroom anxiety among Iraqi students and its relation with gender and achievement. International Journal of Applied Linguistics and English Literature, 6(1), 305-310. Amiri, M., & Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6(4), 855. Andualem Desta, M. (2019). An investigation into English foreign language learning anxiety and English language performance test result: Ethiopian University students in focus. International Journal of Research in English Education, 4(4), 83-100. Akpur, U. (2017). 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Online learning should ensure that students’ oral communication skills remain good. This study aimed to determine the oral communication skills of chemistry department students in polymer chemistry courses at online learning based on differences in gender and study program. The research design was quantitative descriptive. The data collection tool was an observation sheet about the assessment of oral communication skills collected during presentation activities. The sample was 73 students. Data were analyzed utilizing a one-way analysis of variance test. The findings reveal that students’ oral communication skills based on gender have differences, but the difference was not significant. The oral communication skills of male students are higher than female students. There was a significant difference in students’ verbal communication skills based on study programs. Chemistry students’ oral communication skills have higher than chemistry education students. The implications of the research results are described.

The purpose of this study was to find out how oral communication skills can be improved with the use of technology. In the results obtained, it is noticed that students and teachers both said that oral communication skills could be improved by using the technology, but they do not use it in the universities of Karachi. This study made use of questionnaires and interviews in order to find a methodology to find out different reasons why technology should be used to improve the oral communication skills of ESL students. The research was conducted with 100 ESL students, followed by interviews with eight teachers of different universities in Karachi. After carrying out the investigation and looking at the responses of the respondents, it can be concluded that technology positively influences the oral communication skills of the students. After looking at the results, it can be said that technology (such as projector-based teaching, watching TV, films, and video calls) positively impacts the oral communication skills of ESL students.

Student communication ability is one of the fundamental abilities that must be had by students in doing mathematical activities. One of the ways to construct knowledge is through communication. It’s through awareness during the process of expressing ideas verbally. This research was conducted with the aim of describing mathematical communication skills of Mathematics college students in a peer assessment cooperative learning models developed by Permadi [14]. The research method was descriptive qualitative by analyzing video and unstructured interview transcripts during the application of the model. The Participant was 61 students consisting of 2 classes, which were 34 students from class A and 27 students from class B who took calculus courses in the short semester of the 2018/2019 academic year. Class A was divided into 13 groups of three students and class B was divided into 9 groups of students randomly. Four group taken randomly as samples were recorded using a video camera during the application of the model. The research showed that applying peer assessment cooperative learning models promoted students’ oral communication skills. The advantages are 1) getting a new mathematical vocabulary, 2) feeling free in expressing mathematical ideas logically and systematically. On the other hand, lack of student oral communication is constrained due to differences in terms of 1) experiences about content, 2) selection of mathematical vocabularies. Based on the questionnaire responses, 100% of students felt the meaning of the model in constructing knowledge about calculus, 88% of respondents said they had the opportunity to share the ideas, 88% of respondents said that it was easier to obtain learning experiences.

This study empirically examines a model for improving the oral communication skills of business students. First, the researchers worked to identify the elements of effective oral communication in a business setting, and to enumerate the related oral communication skills that potential employers hope to find in new employees. Next we endeavored to gauge the degree to which an intensive program of instruction in oral communication within an existing business course can improve these skills and abilities among college seniors. The study utilized a pre/post test quasi-experimental design and provides evidence that by redesigning one of the senior level business courses to include an intense oral communications element it is possible to improve a student's oral communication skills.

Reducing accounting students' oral communication apprehension: Empirical evidence

This study investigates the effectiveness of ChatGPT voice chat in enhancing the oral communicative skills of Malaysian Year 4 pupils within a primary ESL context. Specifically, it examines how the integration of AI-driven voice interaction can support pupils’ oral communicative development, including fluency, vocabulary use, and sentence construction. A quantitative research design was adopted to systematically measure the impact of ChatGPT voice chat on pupils’ oral communicative performance. Data were collected through pre- and post-tests as well as structured questionnaires. The pre- and post-tests were administered to assess pupils’ oral communicative skills before and after the intervention, focusing on fluency, vocabulary usage, and sentence construction. Meanwhile, the questionnaires were used to gather pupils’ attitudes, engagement levels, and perceptions toward the use of ChatGPT voice chat in oral communication activities.The intervention involved structured prompt training, where pupils were guided on how to interact effectively with ChatGPT voice chat to elicit meaningful spoken responses. Quantitative data were analysed using descriptive and inferential statistical methods to determine changes in pupils’ oral communicative performance and perceptions following the intervention.The findings indicate that prompt training played a significant role in helping pupils produce more structured and coherent oral communication output. Additionally, the use of ChatGPT voice chat encouraged more active participation, reduced oral communication anxiety, and created a low-pressure environment for practising English. Overall, the results suggest that integrating ChatGPT voice chat into the teaching of oral communicative skills can effectively supplement traditional instructional methods, making language learning more interactive, accessible, and enjoyable for young learners. This study contributes to the growing body of research on educational artificial intelligence, particularly within the domain of second language acquisition at the primary school level.

University students face the challenge of communicating in a foreign language while speaking. This is perceived as one of the most complex skills to develop. The lack of opportunities to interact in the target language, in and out of the English classrooms, prevents students from acquiring fluency and confidence. This study examines the development of students' oral communication skills of Level B1 (Pre-Intermediate level of the Common European Framework of Reference for Languages) of English as a Foreign Language (EFL) using the WhatsApp applications. Forty–five EFL learners aged 18-25 from a language center at a university in Ecuador performed exercises using voice messages and short videos as part of their course planned activities. The data collection method consisted of surveys and interviews with the participants and their teacher’s observations. Data were analyzed using descriptive statistics and cross-tabulation accordingly. Analysis of the data evidenced that short videos were far more effective than voice messaging in improving the participants' oral communication skills. Other benefits were the improvement of grammar and pronunciation observed in the learners' voice messages, with the consequent improvement of their speaking fluency. It can be said that the participants' overall oral communication skills developed with the use of the WhatsApp application in this study. Therefore, the authors recommend exploring the application of technological resources in the EFL classroom.

This research aims to improve students' communication skills through the application of the window shopping learning model for tissue lessons in class XI-6 SMA Negeri 9 Semarang. This type of research is Collaborative Classroom Action Research (PTKK) and is carried out in 2 research cycles. The research subjects were 36 students in class XI-6 of SMA Negeri 9 Semarang. The objects of research are oral, written and interpersonal communication skills. The instruments used are observation and documentation sheets. The results of the research conducted showed that there was an increase in students' oral, written and interpersonal communication skills which were observed from the pre-cycle, cycle I and cycle II. Oral communication skills in pre-cycle were 44.4% in the sufficient category, cycle I was 58.3% in the sufficient category and in cycle II were 75.9% in the good category, while written communication skills in the pre-cycle were 57.4% in the sufficient category, cycle I 72.3% in the good category and in the second cycle 82.2% in the very good category, as well as interpersonal communication skills in the pre-cycle 61.1% in the good category, in the first cycle 71.0% in the good category and in the second cycle it was 82.26 very good category.

The purpose of this study was to examine fidelity of peer mediation and its role in improving students’ oral English communication skills at Debre-Berhan University. A Communicative English Skills class was randomly selected as a study group. From this class, high- and medium together with low-performing students in oral English communication skills were identified as peer mediators (N=15) and mediatees (N=61), respectively. The mediatees were categorized into medium and low achieving peer groups, each of which comprised five members, including one peer mediator assigned randomly to the group. During a three-week teacher-led session, the peer groups were trained in the peer mediation procedures that involved meditation strategies for enhancing such aspects of oral abilities as organization of related bits of information, succession of events and description of individual qualities in personal introduction. The findings revealed that there was an acceptable level of agreement between both the peer mediators and the mediatees on fidelity of the peer mediation as they rated the fidelity checklist. Pre-to post-test oral communication scores significantly improved for low and medium achievers as a result of the peer mediation. Based on the findings, recommendations were made for purposes of examining sustained practicality of peer mediation toward improving students’ learning and performance in oral English communication skills.

This study, conducted at Clementa F. Royo Elementary School in Villa Clementa Subdivision Maniki, Kapalong, Davao del Norte, Philippines, investigated the effectiveness of T.A.L.K intervention in improving the oral communication of Grade 6 students. The intervention was introduced in response to persistent oral communication difficulties identified among the learners. The primary objectives of the research were to assess students' oral communication skills before and after the implementation of the T.A.L.K. intervention and to evaluate the overall impact of the intervention on their oral communication skills. Also, the study aimed to gather student feedback regarding their experiences with the T.A.L.K. intervention and how these influenced their learning. A quantitative-descriptive research design was employed, complemented by qualitative insights through interviews, to provide a well-rounded analysis of the learners' oral communication challenges and the effectiveness of the intervention. A total of 30 Grade 6-Lapu-Lapu students participated in the pre-test, the oral communication activities, and the post-test. Descriptive statistics revealed that the students’ oral communication skills improved considerably after the implementation of the T.A.L.K. intervention, with the average score increasing from 50.21% in the pre-test to 69.38% in the post-test. This indicates a noticeable enhancement in their performance. Further analysis using a paired sample t-test confirmed that the difference in scores was statistically significant, with t(29) = 14.7, p < .001, and a large effect size (Cohen’s d = 2.68). In addition, qualitative data from student interviews supported these findings, revealing that the T.A.L.K. intervention not only improved oral communication skills but also reduced speaking anxiety, increased student engagement, and boosted learner confidence. These outcomes suggest that the intervention helped cultivate effective oral communication practices that extended beyond the classroom environment. Keywords: T.A.L.K. Intervention, Irubric, Quantitative-Descriptive, Oral Communication Skills, Philippines

Senior engineering students are required to practice oral communication skills during their studies in preparation for their professional practice. However, most technical courses dedicate their time to engineering knowledge rather than oral (or other) communication skills. The paper presents a method with specific materials and rubrics to help students improve their oral communication skills in a technical course. The method prepares students for the final presentation in the Capstone Design course, evaluated by faculty and practicing engineers. Results show that most students attain good and excellent performance in their final oral presentation, demonstrating student’s ability to communicate effectively with practitioner engineers.