TRANSMITTING ACCURATE LANGUAGE KNOWLEDGE (T.A.L.K.) TO ADDRESS ORAL COMMUNICATION DIFFICULTIES AMONG GRADE 6 LEARNERS

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.

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 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.

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.

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.

Reducing accounting students' oral communication apprehension: Empirical evidence

The purpose of this study was to investigate the effect of context specific task-based language teaching approach on students’ oral communication skills. The study was conducted on grade 9 students of Addisalem Secondary school which is found in northern Ethiopia. For this purpose, quasi-experimental research design was employed. Two sections which contained 92 grade 9 students were selected using purposive sampling technique based on similarity of group identification test score. After identifying the control and experimental groups, speaking test (pre-and post-test) and students’ questionnaire (for experimental groups only) were used to get data. To test the reliability of the speaking test, Cronbach’s alpha was calculated. The internal consistency of the questionnaire gained from 27 pilot group students was 0.783. Thus, the tools of this study were reliable. The validity of the treatment manual, the pre-test and the post-test were also evaluated by two well experienced EFL teachers in a nearby school. T-tests were run to compare the improvement between and within groups. When we see the findings of the study, the paired sample t-test result revealed that the experimental group students showed a progress in their oral communication proficiency after the treatment. There was statistically significant differences at (sig.2-tailed=0.000) between the mean scores of the experimental group on the speaking pre-test and post-test. Again, the result of the independent sample t-test indicated that there were statistically significant differences (sig.2-tailed=0.000) between the mean scores of the experimental group exposed to the designed context specific task-based program, and the control group receiving the tasks in the text book on the post-test in oral communication proficiency. Moreover, the result of experimental group students' questionnaire showed that task-based instruction had a positive impact on students' oral communication skill, as well. Finally, based on the findings of the study, the researchers forwarded ideas to improve the students’ oral communication.Key words: task based, oral communication, effect

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.

A two-year targeted intervention designed to improve students’ oral communication skills in an organic chemistry laboratory course is described. The study compares the oral communication skills of groups who received interventions versus those who did not. The collaborative effort involving chemistry and English faculty and an instruction librarian assessed student performance on several measures of oral communication competency. Participants blindly placed themselves in either treatment or control groups. Both groups received identical basic instruction on poster layout and design. The treatment group received additional instruction on multiple aspects of oral communication and presentation skills. A comparison of the outcomes of the two groups found that those receiving the additional targeted interventions performed better on measures such as the ability to describe clearly the research project and fluency with scientific terminology.

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.

Few research studies have examined longitudinal improvements in oral communication skills and quality of peer relationships of children with implants. Moreover, although the emerging literature suggests that improvement in social functioning follows improvement in oral communication, it is still unknown what factors enhance or impede the relations between these constructs. Based on parent interviews, the current study examined the long-term improvements in speech and oral language skills and relationships with hearing peers in 19 implanted children. Results demonstrate that on average, children continue to improve in oral communication skills and quality of peer relationships even years after implantation, especially those with initial poorer skills. While oral communication ability and quality of peer relationships are strongly associated at each time point, gains in these two variables are associated only for some of the children. Other factors, including self-confidence and peer acceptance, seem to moderate this relationship. Qualitative data are presented to illustrate these relations among variables and to assist in theory building. The results highlight the need for more specific examination of various developmental periods in combination with the progress of oral communication and peer relationships among children with implants.

The article focuses on the impact of videoconferencing platforms on the development of interpreters' oral communication skills, since in the modern world, where globalization and internationalization have become an integral part of our lives, the language barrier is gradually disappearing.Communication between people who are far away from each other is a challenge facing modern translators.They must not only have a perfect knowledge of the language, but also have developed oral communication skills.One way to facilitate the communication process is to use web technologies such as video conferencing platforms.They allow you to hold meetings, conferences, and negotiations online, bringing together people from different parts of the world.However, the question often arises as to how this format of communication can affect the development of interpreters' oral communication skills.The purpose of the article is to analyze the technical and linguistic challenges that arise in the process of using video conferencing platforms, as well as to highlight methods and tools that can help improve communication skills and translation quality.This article discusses the pros and cons of using video conferencing platforms, as well as their impact on the quality of communication and professional development of translators.The authors of the article note that the use of videoconferencing platforms to improve the oral communication competencies of interpreters faces challenges, such as technical shortcomings and limitations in the language environment; however, the use of specific methods and tools, such as preliminary topic analysis, active attentive listening, and the use of advanced platform features, can help improve the quality of language interaction and the efficiency of the translation process.

Oral communication has the important role in conducting English teaching and learning in this 21st century. By oral communication, the teachers can create the active learning atmosphere in the classroom. The major challenge that EFL senior high school faced active learning activity is the students’ anxiety in communication. This kind of problem has impact on their self-efficacy. This study aims to investigate the correlation of EFL senior high school students’ self-efficacy and their oral communication skills. There are 70 senior high school students who are involved in this research. The context of self-efficacy in this research is divided into two aspects, the level and sources of self-efficacy and its impact the students’ oral communication skill. The correlational study has been done by distributing close-ended questionnaire. The data were analyzed by Pearson Product Moment correlation. The research shows that there is significant correlation between EFL Senior High School Students’ Self-Efficacy and their Oral Communication Skills. It shown by the significance rate by that resulting more than 0.65. Moreover, the future research can involve more participants (more than 100 participants) in a wider scale. Keywords: self-efficacy, EFL senior high school students, oral communication skill, correlation

Despite having reached the mandatory German language level requisite for entrance to university, many first-semester international students do not begin their studies with sufficient content language skills in their field of study. Prior studies have focused on the importance of language training with written texts and measured student performance based on these; however, few have investigated the importance of oral communication in the college-level CLIL environment. Focusing on the language of mathematics, this paper discusses how students’ oral communication needs are identified and then implemented in the content-specific language classroom. CLIL tutors, working alongside German language instructors, can provide learners with meaningful and authentic input related to effective oral communication skills in an academic setting. The results of student evaluations as well as open interviews with instructors and student tutors at a German technical university give insight into how German oral communication skills are being practiced in language for specific purposes (mathematics) classes.

T his study was conducted to investigate the effectiveness of using cognitive self- regulated strategies basedprogram to develop EFL oral communicative competence skills for student teachers. Participants of thestudy were sixty student teachers from Benha university faculty of Education and they were divided into control group and experimental group. Instruments of the study were an oral communicative competenceskills checklist determine the necessary oral communication skills for the student teachers and a pre-post oral communicative competencetest to determine the level of the student teachers' oral communicative competenceskills. After measuring its validity and reliability, the pre-oral communication skills test was administrated on both groups. Results showed no statistically significant differences between the two groups. While teaching the control group with regular ways, the researcher administrated the proposed CSRS-based program on the experimental group.Finally, post-oral communication test was administered on both groups. Results showed that experimental group performed better in the post- oral communicative competence test after the treatment.This showed that the treatment program has an effective impact on improving EFL student teachersʹ oral communicative competence skills. According to all of that, it could be concluded that using CSRS to develop EFL oral communicative competence skills for EFL student teachers is very effective.