Communication Classes Research Articles

Grab the Mic: Connecting theory and practice within an undergraduate sport communication course

Experiential learning within sport management classrooms provides valuable industry experience to complement theoretical knowledge. Content creation is a valuable skill for sport management students, particularly those who are looking to work within media and marketing spaces after graduation. Therefore, sport communication undergraduate students at a large research-intensive institution in the Midwest of the United States participated in a podcast creation project for their sport communication class. The experiential learning opportunity provided students with the opportunity to collaborate with a classmate to write, record, and edit a podcast episode under the umbrella of the department's podcast show. This gave the students valuable experience in creating content for professional consumption. The project received positive feedback from students on skill development and the benefits of collaboration, while also discussing the challenges associated with the time demands of the project.

How Intense and Authentic Communication in Foreign Language Classes Has a Positive Effect on Learner Emotions

This cross-sectional mixed methods study investigates how intense and authentic communication shapes learners’ enjoyment (FLE), anxiety (FLCA), and boredom (FLCB) in class. Participants were 181 beginning English foreign language learners aged 11 in three secondary schools in France. Statistical analyses revealed that pupils in classes with a special focus on intense and authentic communication experienced significantly more FLE and less FLCA and FLCB than their peers in standard classes. Structural equation modelling revealed that intense and authentic communication had the strongest (positive) effect on FLE, followed by negative effects on FLCB and FLCA. FLE was found to be negatively correlated with FLCA and FLCB, while FLCA and FLCB were positively correlated. An axiological analysis of the qualitative data showed that pupils in intense, authentic communication classes reported more FLE, less FLCB, and equal FLCA compared with peers in the standard teaching classes. Pedagogical implications are presented.

A Study of the Teaching Effects of Case Analysis in Cross-Cultural Communication Class—Taking Individualism-Collectivism Cultural Dimension Class as an Example

A Study of the Teaching Effects of Case Analysis in Cross-Cultural Communication Class—Taking Individualism-Collectivism Cultural Dimension Class as an Example

Finding an Effectiveness of Teaching Methodology of Arabic Language Communication in Sultan Sherif Ali Islamic University (UNISSA): A Case Study of the Faculty of Usuluddinn UNISSA

This research aims to introducing the effectiveness of methodology of teaching Arabic language communication in the Faculty of Usuluddin, university of Sultan Sharif Ali (UNISSA), Brunei Sultanate, Darussalam. The researchers have distributed the questionnaires to the students of Level one in the same faculty, the same university, who attended Arabic Language Communication class, 2024 session. They were 12 students among overall number of 30 students, (which sampled 40%). After these students arrived at the required data, they carried out quantitative and evaluative analysis to arrive at the required results. This research finds that the positive aspects of methods of teaching Arabic Language Communication in Sultan Sheriff Ali Islamic University is that teacher communicates in Arabic Language when he teaches Arabic Language communication in the University of Sultan Sheriff Ali with the percentage of (93.3%); that the teacher requires students to communicate within themselves with Arabic language on topics relating to daily conversation under (90%); that he records their voices during this exercise in the class; that he makes verbal corrections in the case of mistakes committed by students by listening to this voice record (86.7%); that he requires students to make written conversation within themselves(81.7%); that he presents the students’ written conversation on the screen in the class 88.3%; that he makes correction of errors committed by students on the screen through the use of projector in the class (80%); that he provides enough chance for students, for listening to Arabic voices on topics related to daily conversation(86.7%); that he provides chance for oral conversation within themselves (81.7%); that he uses attractive method in Arabic language communication course (88.3); that he drills the students on four language acquisition skills (86.7). on the negative part, it shows that the teacher does not speak Arabic language when he teaches Arabic Language Communication in the UNISSA (6.7%); that he does not require students to converse orally in Arabic language between themselves (10%); that he does not record the students’ voices during their oral conversation (25%); that he does not make correction on the oral mistakes committed by students (13.3 %); that he does not require students to make written conversation with Arabic language between themselves (18.3%); that he does not presenting students’ conversation on the screen in the class (11.7%); that he does not correct written mistakes of the students on the projector (20%); that he does not provide enough time to students for listening to Arabic voices relating to the topic on daily interaction (13.3%); that he does not give enough time to students for oral conversation relating to the topic on oral conversation between themselves (15%); that he does not provide enough time to students for writing the conversation relating to daily interaction (18.3%); that he does not use the attractive method in the Arabic language communication course (8.3%); that he does not use different types of teaching methodology in Arabic language communication course (11.7%); that he does not drill students on four language acquisition skills (13.3%).

Augmenting Discussion Effectiveness through the Implementation of Thinking Routines to Visualize Learners’ Cognitive Processes

The purpose of this study is to investigate the efficacy of implementing thinking routines in a classroom setting to augment learners’ discussion proficiency. Adapting the theoretical framework proposed by Ron Ritchhart and his colleagues in their Visible Thinking Project, specifically focusing on three selected routines: See–Think–Wonder, Headlines, and Claim-Support-Question, this action study was conducted at an independent university in HCM City, Vietnam. The treatment was carried out in five direct meeting sessions with 35 intermediate English-level students in a communicative class. Data was collected through pre-while-post implementation aligning with interviews and observation. The results of this study reveal that these participants not only expanded their ideas to the given topic but also engaged in deeper questioning and exploring their peers’ arguments, thereby nurturing logical thinking and fostering a culture of self-directed learning beyond the classroom.

Reversibility of elementary cellular automata with fully asynchronous updating: An analysis of the rules with partial recurrence

Reversibility is a well-studied property for deterministic cellular automata but it is only partially explored when randomness appears in the update or in the transitions. Here, we present a detailed study of 21 finite-size elementary cellular automata with a fully asynchronous updating and periodic boundary conditions. We estimate their degree of reversibility by counting the number of recurrent configurations as a function of the size of the automaton (number of cells). We show that these rules exhibit various qualitative behaviours: some rules show a “strong reversibility” with a number of recurrent configurations that grows exponentially, while other rules have a “weak reversibility” with a linear growth. We also analyse the structure of the communication graph and report various scaling relations for the number of recurrent communication classes. We identify the cases where the divisibility of the size by 2 or 3 introduces some discontinuities in the behaviour. This study completes the characterisation of the 256 elementary cellular automata with regard to their recurrence properties.

The Influence of Using Online Learning Media on Learning Outcomes of Simulation and Digital Communication for Vocational High School Students

Study This aim is to know the influence use media online learning Edmodo on simulation learning outcomes and digital communication class X student at SMK Negeri 1 Kakas. The population in this study were all students Class X of SMK Negeri 1 Kakas has 92 students. The sample in this research is class X TKJ with 20 students as the experimental class, and class X TKR amount 20 students as the class control. Study This uses an experimental method study Pre-Test, Post-test research type Control Group Design. Method analysis data use test normality Liliefors obtained Fcount = 0.137 And Ftable = 0.19 with level significant 0.05, showing data distribute normal, test Homogeneity use F-test showing sample Which researched obtained Fcount = 1.55 And Ftable = 2.17 based on criteria testing Fcount < Ftable so class experiment And class control Variance Which The same or Homogeneous And test hypothesis use T-test obtained Tcount = 7.13 and Ttable = 2.20 based on the test criteria tcount > ttable shows that the experimental class learning outcomes are greater than the classroom learning outcomes control. Thus it can be concluded that there is an influence of the use of online learning media Edmodo on simulation and communication learning outcomes.

The Effect of Metacognitive Strategy Instruction on Listening Comprehension Performance, A Case Study of English – Majored Freshmen at Ba Ria – Vung Tau University, Viet Nam

The research was carried out with 50 university freshmen at Ba Ria – Vung Tau University (BVU) to find out how metacognitive strategy instruction motivates them to improve their listening comprehension. The researchers executed a qualitative action research method during twelve weeks, using a combination of the teachers and students’ diaries. Then semi-structured interviews in Vietnamese were purposefully administered to the participants and 1 observer by using individual-administered survey procedure. The findings in this paper indicate that metacognitive strategy instruction enhances learners’ listening comprehension performance and should be implemented in English communicative classes.

PAG-INDO ‘SA LINAWNGAN NA SAMA: A PHENOMENOLOGICAL STUDY ON THE LIVED EXPERIENCES OF TEACHERS OF SAMA LEARNERS

In the heart of Davao Gulf in Southeastern Mindanao lies the pristine Island of Samal - the homeland of Sama indigenous group and have lived there since the beginning of time. The Island Garden City of Samal (IGaCoS) can be reached by ferry boat from Davao City. Learners of any indigenous group are highly influenced by their own distinct environments and experiences, the explicit exposure of Sama learners to their own Mother Tongue – Sama Language is beneficial in their pursuit of linguistic competence albeit furthers the maintenance of their cultural heritage. Hence, in 2016, the Department of Education implemented the IPED program that aims to teach children the history and the language of Sama. The Department of Education Island Garden City of Samal recognize the importance of providing culturally appropriate learning resources in the mother tongue for children of Indigenous Peoples such as the Sama. This will ensure that no Sama children are left behind as the K-12 Mother Tongue-Based Multilingual Education (MTB-MLE) system is implemented nationwide. The Sama have an estimated population of 32,000 and live in Island Garden City of Samal. Teachers are facing problems in the implementation of IPEd Program like lack of learning resources and lack of knowledge on indigenous knowledge systems and practices (Olpindo, 2018). In this context, the core of this study is the experiences of teachers handling Sama Learners in terms of their pedagogy focusing on communication classes. Universities produce educators that fill positions in the various supply chains of the nation’s education systems. These educators over the last four decades have emerged from their universities with very little exposure to Indigenous insights and then they inadvertently replicate either or at worse illegitimate or illinformed Indigenous content in their disciplinary field. All children are on a continuum of learning. It is essential that teachers find out where each of their students is on the continuum by developing knowledge of individual students’ learning levels and needs. (Perso, Thelma. Teaching Indigenous students: Cultural awareness and classroom strategies for improving learning outcomes. Routledge, 2020.)

Diverse Integration of Simulated Patients in Medical Education for Communication, Language, and Clinical Skills in Hungary.

Medical education and communication training has been undergoing substantial changes recently in our globalized environment. Multidisciplinary simulation-based methods worldwide focus on improving effective clinical skills including history taking, physical examination, diagnostic skills, critical thinking, therapeutic skills, and others via interactions between medical students, trainees, and patients. Recently, Hungary has joined such global trends. The first simulated patient program in Hungary was developed at the University of Pécs Medical School in 2019 to aid effective patient-interviewing skills in language and communication classes. Under the supervision of linguists, communication specialists and medical professionals, the multidisciplinary program uses lay people to perform as simulated patients while using the languages of Hungarian, German, and English. Our simulated patient program plays a specific role in supporting students to learn languages for medical purposes, aiming to prepare them for handling the medical, linguistic, at the same, time emotional and sociocultural difficulties encountered while taking patient histories. Medical and linguistic experts evaluate student performance, provide feedback, and give tailored instruction so that students can advance their communicative and professional skills. This study discusses working formats and the role of constructive feedback exploring potential advantages and disadvantages, sharing ideas, and proposing recommendations on language- and communication-based integration of simulated patients. In our elective communication courses, undergraduate medical students learn to cope with a variety of patient situations through practicing medical emergencies, misunderstandings, and disagreements in a safe atmosphere provided by the MediSkillsLab. Among the benefits, we should emphasize that any course with a growing number of students can be accommodated by carefully designing the program, which allows for interprofessional collaboration. This program contributes to higher-quality medical education, promoting more skilled and compassionate healthcare specialists.

Teaching tools in the intercultural communication class – authentic materials

Specialists in intercultural communication seek to capitalize on authenticity so as to enable learners acquire the skills necessary to cope with the challenges of multicultural working environments. We have devised a complex activity plan aimed to promote interdisciplinary learning, cultural awareness, and other professional skills among master level students. The authentic materials which set the “real world” context of the activity are the answers provided in an interview carried out in 2023 aboard a merchant ship, with seamen with different cultural backgrounds (British, Indian, Ukrainian, Filipino). The paper describes the methods and materials used and draws some conclusions on the effectiveness of the experiential approach in the context of teaching intercultural communication to master level students at the Faculty of Economics and Business Administration, Alexandru Ioan Cuza University of Iasi, Romania.

THE USE OF SPEAKING STATION SITE FOR EFFECTIVE COMMUNICATION IN ESL CLASSROOM

English language teachers or instructors need changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Today, students are expected to use the English language in daily communication as well as to learn the workplace English language communication skills. The common speaking lesson in the classroom only requires the students to respond to simple utterances. Thus making some students reluctant to speak. Due to this reason, English language teachers or instructors need to have a solid platform that can guide them in planning and creating better ESL classroom communication. This research was conducted with the aim to help teachers in conducting effective ESL classroom communication. A speaking station site is created to allow English language teachers or instructors to explore their course of action taken in teaching speaking activities after viewing the speaking station site. This speaking station site offers teachers or instructors a guide in the simplest education technology. The site does not require specific payment and almost all can access the link to the platform. The data was collected through interview questions conducted via Google form. Then, it was analysed quantitatively and qualitatively. The results showed English language teachers or instructors are at ease with the speaking station site as it provides guidelines for them to plan effective communication classes properly. Further improvement can be considered in providing a checklist to ensure teachers or instructors evaluate their course of action.

Associations of latent patterns of parent‒child communication with communication quality and mental health outcomes among Chinese left-behind children

BackgroundParent‒child communication in migrant families is essential to family bonds and the mental health of left-behind children (LBC). Little is known about the different patterns of communication between migrant parents and LBC and associated communication quality and mental health outcomes.MethodsA sample of 2,183 Chinese children (mean age = 12.95 ± 1.29 years) from Anhui province, including LBC whose parents had both migrated (n = 1,025) and children whose parents had never migrated (never-LBC, n = 1,158), was analyzed. With the LBC sample, latent class analysis was applied to identify the patterns of parent‒child communication. Multinomial logistic regression analysis was conducted to assess the associations between the sociodemographic variables and class membership of LBC. Analysis of covariance and chi-square tests were used to compare communication quality and mental health outcome differences among the classes of LBC and between each of the classes and never-LBC.ResultsFive latent classes of communication formed through different media or channels between migrant parents and their LBC were identified. Higher household economic status (OR = 2.81, p < 0.05) was associated with adequate communication. LBC in Class 1, defined by frequent technologically-mediated and face-to-face communication, had a significantly higher quality of communication with their migrant parents (F = 8.92, p < 0.001) and better mental health than those in other latent classes; these children did not have significantly worse mental health outcomes compared to never -LBC.ConclusionsFacilitating multichannel parent‒child communication is a practical way of reducing mental health inequities between LBC and their peers.

Exploring factors affecting communication in three-dimensional virtual worlds for second language learning: development and validation of a scale

PurposeThe use of three-dimensional virtual worlds (3DVWs) is increasingly becoming a common practice in language education to provide digital learning environments for second-language (L2) communicative classes. This study aimed to identify the key factors underlying communication in 3DVWs that can improve the communication skills of L2 learners.Design/methodology/approachTo achieve this, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to validate the identified factors affecting communication in 3DVWs. A self-reported questionnaire with 47 items on a five-point Likert scale was administered to 513 pre-service teachers, teachers and lecturers in the field of language education.FindingsThe results of the EFA revealed four factors that contribute to communication in 3DVWs, namely learner motivation, interaction pattern, language development and learner autonomy. CFA results provided support for the updated model, with statistically significant Chi-square results (χ² (df = 83) = 181.049, p < 0.001) indicating a good fit between the model and the data.Originality/valueThe findings suggest that the four EFA-derived parameters are valid and can assist instructional designers and L2 instructors in creating 3DVWs that enhance L2 learners' communication abilities. This study provides valuable insights for educators, instructional designers and researchers in the field of language education and technology-enhanced learning.

The Perceptions and Attitudes of Saudi EFL Students Toward the Use of Communicative Language Teaching in Oral Communication Classes

Communicative Language Teaching (CLT) is widely and extensively practiced in language teaching, especially in EFL classes. In fact, most educators consider it to be the most effective and practical approach to language teaching. Early studies indicated that the positive or negative attitudes of learners toward CLT can affect their language learning process. As a result, the current study aims to unveil the perceptions and attitudes of Saudi college and graduate students toward the implementation of CLT to enhance their speaking and listening skills. Furthermore, gender role is also considered since Saudi has a segregated system of education. Questionnaire items adopted from Komol et al. (2020) were rated on a Likert scale which ranged from “Strongly Disagree” (1, very low) to “Strongly Agree” (5, very high). Mean Likert scale scores were used to evaluate the responses of participants along with the standard deviation (SD). The study found that Saudi participants displayed a higher perception of CLT activities when compared to their attitude. Moreover, females showed a higher perception and attitude toward CLT activities than males did. The highest mean scores of perception items among females are “Making a short video” because it allows them to get more exposure to English use while males have chosen “Teacher’s instruction on class CLT activities” as more significant. Concerning attitudinal items, males believe in using CLT activities to promote their language proficiency. In contrast, females believe in using role-play activities to improve their language proficiency. Finally, females showed less preference for CLT group or class activities than males did.

The Application of POA in College English Cross-cultural Communication Class

The Application of POA in College English Cross-cultural Communication Class

Unraveling Motivation in English Language Learning: Insights from Non-EFL University Students

Motivation plays a pivotal role in the success of second language acquisition, as indicated by numerous studies. While it has long been acknowledged that motivated learners tend to achieve better outcomes, various taxonomies have emerged to differentiate motivation types. The two widely recognized classifications are intrinsic/extrinsic and integrative/instrumental. This cross-sectional research aims to comprehensively discuss and analyze the four types of motivation exhibited by students at one of the private university in Indonesia enrolled in English for International Communication (TOEIC-based) classes. A structured questionnaire based on Gardner's Attitudes/Motivation Test Battery (AMTB) was utilized as the research instrument. The study spanned one year, during which students were exposed to a minimum of two TOEIC-based classes. The research sample, consisting of 446 students, was thoughtfully selected through purposive sampling techniques. This sample was further stratified, with 254 students drawn from the third-fourth semesters and 192 students from the fifth-sixth semesters. The findings, presented in numerical format, revealed that a majority of students demonstrated high levels of motivation across all motivation classifications. This research sheds light on the motivation dynamics of the students, providing valuable insights for educators and language learning practitioners.

Reflection on Business Communication in a “Fishbowl”: Increasing Active Learning and Course Effectiveness While Lowering Disconnection

Active learning is synonymous with learning by doing. Power in learning by doing has been amplified by a Confucian scholar “What I hear, I forget. What I see, I remember. What I do, I understand” (Xunzi, 340- 245 BC). In the business communication class, hearing is less effective than seeing and is less effective than experience. True learning must be active, where students’ experiences produce action and connection to the real-world workplace. This pilot study explores the “Fishbowl” active learning method to teach business communication. This case study is anchored in reflective practice and the theory of learning by doing. Data were collected from instructor reflections and students’ self-report data from class discussions during the spring 2022 semester. Findings indicate that (1) practical class discussions amplify the voices of the students rather than the teacher (2) students are willing to be actively engaged with the content if allowed, (3) asking open-ended, analytical, or opinion questions increase class participation, and (4) effective teaching and learning occurs when instructors engage in reflective practice.

The Effects of Flipped Classroom in English Language Communicative Skills

This study investigates the effectiveness of Flipped Classroom in teaching speaking skills for an English communicative class as well as the students’ perceptions of this approach towards their learning experience. In the flipped classroom, students watched the videos and read the provided documents outside the classroom. In class, which was done virtually, group discussions, debates, and role-plays were conducted based on the content that they had watched before the class. Both the pre-test and post-test were the instruments used to measure effectiveness, and all eight students were interviewed to identify their perceptions of Flipped Classroom. This research found that this instructional method was effective in teaching speaking skills, as there were improvements in the post-test in comparison with the pre-test, where only three students managed to score above 50% while the rest failed. This study also revealed that the flipped classroom was beneficial to students as it helped them improve their speaking skills. Despite the problems they faced in class, their speaking skills improved tremendously.

Designing the Thinking to Reinterpret "Mother" through Kebaya Design

Everyone will certainly agree how significant a mother's role is in a family. Without minimizing the father's role, the mother's figure in Eastern culture is closely related to domestic affairs at home, one of which is parenting. Eastern educational patterns tend to create boundaries between parents and children, often presenting their dilemma, especially in urban areas where all parents generally work to get a better life. Artsy people who tend to be introverted and have difficulty conveying their feelings verbally try to overcome this by presenting a mother figure as their design inspiration. This paper is design-based research by taking samples of the modern kebaya development process in the Visual Communication Media Class Academic Year of 2022/2023. The design development will use a 5 steps design thinking approach, with design conceptualization developed together with students from the Fashion Communication Class from the same academic year. This paper will investigate approaches that organically emerge in the collaboration process. An empirical study is conducted through a qualitative method to understand how peer-to-peer private discussion will help develop a design with a heart-touching background.