Achievement Of Communication Skills Research Articles

Collaborative Work as a Tool for Strengthening Communication Skills in a Public School in Puerto Maldonado

The objective of the research was to determine the incidence of collaborative work in the achievement of communication skills in students of a public educational institution, Puerto Maldonado 2023. The study was carried out using a positivist paradigm, quantitative approach, applied type, quasi-experimental design, the population and school sample were made up of 99. The results Once the program was applied to the GE on communication skills, in the post test it was possible to show that they had a substantial improvement, reaching the high levels 54%, medium 46%, compared to the CG that they are still at low 42.9% and medium 55.1% levels, this demonstrates the significance of the stimulus. In conclusion, there is an incidence in the collaborative work program in the achievement of communication skills in students of a public educational institution.

Sharing Photographs on Instagram Boosts Students’ Self-Confidence in Speaking English

This paper reports on the way in which posting photographs in a social media, Instagram, used as a strategy to boost confidence in speaking English among students majoring English education in IAIN Pekalongan. Confidence is seen to influence learners’ achievement in communication skills. The qualitative outcomes deriving from five participants revealed positive impacts of the Instagram usage on their confidence in speaking English. Therefore, this study uses qualitative research with the instruments of data collection using interview. The finding shows that sharing photographs on Instagram can contribute to the students’ confidence to speak in a foreign language. The positive results offered some insightful suggestions and implications for teaching English as a foreign language.

The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills

This study explored the effect of cooperative learning small group size and two different instructional modes (positive interdependence vs. individual accountability) on English as a Foreign Language (EFL) undergraduate learners’ communication skills (speaking and writing) achievement in computer-based environments. The study also examined the effects of disclosing/blinding the participants’ identities while interacting around computers on their post-test. The findings of the study revealed that the computer-based environment enabled the participants to blind their identities and reduce their anxiety from face-to-face debate, and so was very helpful in developing their communication skills. The use of the individual accountability mode was quite useful compared with the positive interdependence mode as it enabled all group members to perform their roles significantly. The 5-student group also significantly outperformed other groups of 2–7 members on the post-test communication skills. In conclusion, the findings of this study bring us a step closer to understanding the technique of cooperative language learning and group size. ► The cooperative learning small group size (2–7 students). ► Cooperative mode (positive interdependence vs. individual accountability). ► Disclosing/blinding the participants’ identities while interacting around computers.