Communicative Competence Research Articles

Argumentación, retórica y pensamiento crítico: pilares del proceso educativo

Nowadays, communication skills are of utmost importance in all social, academic and work environments. These tools are fundamental because they allow a correct integration in these spaces, providing the security of being active agents and transformers of realities based on their actions, thoughts and ideas. When these skills are not well developed or do not exist in individuals, they face disadvantages that hinder their progress in various processes. Faced with this reality, it is necessary to have good communicative competence. Schools must give priority to the formation of competent human beings, with solid rhetorical, argumentative and reflective bases, capable of contributing to the environments in which they find themselves and of transforming their reality. Considering the above, this text aims to present some reflections on the importance that academic institutions should give to the development of oral argumentation, rhetoric and critical thinking as fundamental bases of education.

Development of a method of teaching trainee doctors foreign language professional communication based on an integrated approach

Introduction. The integrated approach, being one of the innovative approaches in teaching a foreign language for professional communication, contributes to the parallel development of both students’ foreign language communication skills and their professional competencies within a single academic course. To attain effective outcomes in the dual objective of training, it is crucial not only to meticulously choose the integrated course content, considering its subject-thematic focus, but also to devise a practical training method that mirrors the specifics of future medical specialists' professional activities. The aim of this research is to develop a method of teaching trainee doctors foreign language professional communication based on an integrated approach. Materials and methods. First year trainee doctors of the Clinical Laboratory Diagnostics specialty of Derzhavin Tambov State University (Russian Federation) were the participants of the experimental study. In the control group (N = 20), students studied the language for special purposes, and in the experimental group (N = 20) students studied using an integrated approach. Evaluation of students’ progress was based on seven criteria. The Student's statistical t-test method was used for the results process. Results. The integrated approach effectiveness was confirmed during experimental study, which reflected the mastery of the professional thesaurus by trainee doctors (t=3.19 at p≤0.05), in the development of writing (t=4.8 at p≤0.05), speaking skills (t=4.8 at p≤0.05) and solving professional cases on the studied language (t=2.17 at p≤0.05). However, the study did not confirm the integrated approach advantages in the grammatical speech skills formation of trainee doctors (t=1.45 at p>0.05), in the development of listening skills (t=1 at p>0.05) and reading skills (t=1.45 at p>0.05). The results obtained can be explained by the fact that by the beginning of experimental work, students had already developed the following language and speech skills at a high level (B1-B2). Conclusion. The novelty of the study is in the development of a method for teaching trainee doctors professional foreign language during an integrated course. The prospects for the work are to further study the potential of the integrated approach in teaching students who speak the language at level A2-B1. It is anticipated that the effectiveness of the integrated learning method will be evaluated on a group of students with a foreign language communicative competence level of A2-B1. Additionally, the methodology is of research interest as it aims to identify the speech skills of foreign language interaction, categorized by types of speech activity, in a specific professional field of communication.

Problems and Strategies in College English Intercultural Communication Competence Education

Nowadays, with the rapid development of economy and science and technology, the process of globalization is accelerating and deepening, people-to-people and state-to-state exchanges and communication are constantly strengthening. The cultivation of intercultural communication competence has become an important issue in the field of education, and college English education has an important influence on it. This thesis aims to analyse the current situation and problems in college English intercultural communication education and put forward solutions and strategies to improve the ability of intercultural education and help cultivate intercultural communication talents.

A theoretical explanation of naloxone provision among primary care physicians and community pharmacists in Tennessee

BackgroundIncreasing access to naloxone reduces opioid-related morbidity and mortality. Primary care and community pharmacy settings are critical access points, yet limited theoretical research has examined naloxone prescribing and dispensing behaviors. ObjectivesTo determine if the theory of planned behavior (TPB) combined with theoretical constructs from communication science explains intentions to co-prescribe and discuss co-dispensing naloxone among primary care physicians and community pharmacists, respectively. MethodsThis cross-sectional study surveyed cohorts of licensed primary care physicians and community pharmacists in Tennessee in 2017. Intentions were measured using profession-specific case vignettes, whereby they were asked given 10 similar patients, how many times (0–10) would they co-prescribe or discuss co-dispensing naloxone. Bivariate and multivariable analyses were used. ResultsThe analytic sample included 295 physicians (response rate = 15.6 %) and 423 pharmacists (response rate = 19.4 %). Approximately 65 % of physicians reported never intending to co-prescribe naloxone (0 out of 10 patients), while 47 % of pharmacists reported never intending to discuss co-dispensing. All TPB constructs—attitudes (AOR = 1.32, CI = 1.16–1.50), subjective norms (AOR = 1.17, CI = 1.06–1.30), and perceived behavioral control (AOR 1.16, CI = 1.02–1.33)—were associated with an increased likelihood of pharmacists always (versus never) discussing co-dispensing. Similarly, two TPB constructs—attitudes (AOR = 1.41, CI = 1.19–1.68) and subjective norms (AOR = 1.22, CI = 1.08–1.39)—were associated with an increased likelihood of physicians always co-prescribing. Among physicians only, one communication construct—self-perceived communication competence (AOR = 1.19, CI = 1.01–1.41)—was associated with an increased likelihood of always co-prescribing. ConclusionFindings support the value of theory, particularly TPB, in explaining primary care physician intentions to co-prescribe and community pharmacist intentions to discuss co-dispensing naloxone.

Information Work with Friends Experiencing an Intimate Health Concern

This study examined whether college students’ expertise and communication competence affect the information provision work they provide to a friend experiencing an intimate health concern. Survey results indicated that students (N = 397) with personal experience with the intimate health concern (i.e., contraception, STIs, pregnancy) provided more information compared to those with similar or no experience. Further, those with greater communication competence provided more information compared to those with less communication competence. A three-way interaction effect emerged for participants that provided information for a contraception concern, but no interaction effects emerged for participants that provided information for a STI or pregnancy concern.

이해중심 교육과정에 기반한 국어과 의사소통 역량 단원 실행 연구

Objectives This study aims to implement the unit of Korean Language Education Communicative Competency, focusing on discussions using generative AI. Methods This study formed a theoretical background by examining the characteristics of understanding by design, the concept and process of discussions, the utilization of generative AI for discussions, Critical Reflection on the Discussion Unit in the Korean Language Textbook, and the structuring of units based on Korean Language Education Communicative Competency. After establishing a research procedure based on the ADDIE model, constructing an implementation model, selecting measurement tools, organizing a research group, and establishing a plan for effectiveness verification, this study was conducted by applying the unit design developed by Ryu (2023). Results Utilizing the Wilcoxon signed-rank test, the study confirms a significant improvement in the study group's communicative competency in all sub-factors from pre-test to post-test. Through reflective discussions and analysis of learner portfolios using analytical rubrics, it is confirmed that by engaging in discussion activities utilizing generative AI based on inclusiveness and initiative, the communicative competency and discussion skills of the research group have positively improved. Conclusions Hopefully, this study will have implications for the role of Korean Language Education to respond to changes in the future educational environment and contribute to the research and practice of competency-based Korean language education.

REFLECTION OF THE COMPETENCE MODEL OF A PEDAGOGICAL UNIVERSITY GRADUATE IN REGULATIVE DOCUMENTS

This article examines the competency model of a graduate, which is based on the individual`s personal qualities and their readiness to apply the acquired knowledge, skills, and abilities. This article examines the competency model of a graduate, which is based on the subject’s personal qualities, his adaptability and willingness to apply acquired knowledge, skills and abilities in changing sociocultural conditions. The aim of this work is to identify the competencies that a graduate of a pedagogical university should possess, based on a content analysis of the regulatory documents of the Republic of Kazakhstan. These are the “State Compulsory Standard of Higher Education” and the “Teacher” Professional Standard”. It has been found that the SCSHE defines a set of general cultural, research, and communicative competencies. Professional competencies are formulated in the most general form without reference to the specific professional activity of a university graduate. The detailed description of graduate`s professional competencies of pedagogical universities should be based on the “Teacher” Professional Standard. Thus, a comprehensive and effective competency model of a teacher can only be developed by taking into account both the SCSHE and the “Teacher” Professional Standard.

Integrating transmedia into the process of teaching foreign languages: opportunities and challenges

The article is focused on the study of ways of using transmedia technologies in foreign language classes. The issues of engaging students in the learning process in a distance format, maintaining their interest and motivation to learn require answers and the search for new opportunities. This is what stipulates the relevance of this study. The purpose of the study is to determine the specifics of using transmedia technologies for teaching a professional foreign language in a higher education institution. The object of the study is the phenomenon of transmediation and relevant technologies in education, and the subject is the methods and techniques of using transmedia technologies in English language classes. A thorough analysis of the use of modern media technologies by educators from different countries shows that there are few developed methods of teaching foreign languages based on transmedia technologies. The article studies the advantages of using transmedia in the educational process and their impact on learning outcomes. Examples of transmedia tasks and projects that can be used in foreign language classes prove that the effectiveness of transmedia is due to the various opportunities for improving students’ reading, speaking, listening and writing skills, as well as developing their communicative competences through transmedia. The authors, however, emphasise certain challenges, mainly related to the lack of transmedia literacy of teachers. Improving digital skills beyond basic knowledge is a prerequisite for the effective implementation of transmedia technologies.

Exploring attributes impeding students’ classroom oral interactions and participation in EFL classes: Kotebe University of Education in Focus

This study explores the attributes impeding students’ classroom oral interaction and participation in EFL classes. Descriptive survey research design was employed to carry out the study. The research included fifty (50) students out of 148 target population, which is 33.8%. It also involved twelve English language instructors out of 34 members using a convenient sampling technique. As the student population was grouped into sections, stratified and random systematic sampling techniques were employed to determine the specific representative samples. Data were collected using a questionnaire, semi-structured interview, and rating scale. The collected data were analyzed using mixed research methods (qualitative and quantitative approaches). The result reveals that eleven classroom oral interaction and participation-impeding attributes are found to be rated by more than 50% of the respondents. Most of the identified attributes are allied to teachers’ and students’ personal perceptions, lesson delivery styles, learning topics, fear of criticism, external pressures, classroom social impacts, lack of prior experience, and overuse of mother tongue as a way out of English speaking stress. It was concluded that most impeding classroom attributes were found to be rooted in psychological, social, pedagogical, linguistic, and communicative competencies.

간호대학생의 직무재창조 역량강화를 위한 교수학습 프로그램의 효과

The purpose of this study is to develop and apply a teaching-learning programaimed at enhancing job crafting competencies among nursing students, and to verify itseffectiveness. For this purpose, 128 college students from a university in region C participated,with 64 students (divided into 3 sections) receiving the developed program over 15 weeks, whilethe other 64 students (divided into 3 sections) received traditional lecture-based instruction. Theeffectiveness of the program was measured using tools assessing communication competence,adaptability, self-leadership, and job crafting. Data were analyzed using SPSS WIN 22.0, and differences in scores between the groups were examined using an independent sample t-test. Theresults indicated that the group participating in the job crafting competency enhancement programscored significantly higher in communication competence, adaptability, self-leadership, and jobcrafting compared to the group that received lecture-based instruction. Based on these findings,the study suggests implications for research, practice, and education in the field of job craftingcompetency enhancement.

EXPLORING NEEDS ANALYSIS AMONG HIGHER EDUCATION STUDENTS IN TEACHING LANGUAGES FOR SPECIFIC PURPOSES

This article explores contemporary perspectives in linguodidactics regarding the necessity of conducting needs analysis for students studying languages for specific purposes. With a growing emphasis on linguistic proficiency for professional engagement globally, universities, including those in the Republic of Kazakhstan, face the challenge of aligning language education with the genuine needs of graduates and employers. This study systematically outlines primary categories of student needs and facilitates informed decision-making in curriculum design and pedagogy selection. Through analysis of existing research, the investigation informs the development of educational content, instructional methodologies, and technology integration in university-level language courses. Ultimately, this approach aims to adequately prepare students for the current Kazakhstani labor market, ensuring their competitiveness by fostering communicative and professional competencies in multiple languages, such as Kazakh, Russian, English, and other foreign languages, thereby exemplifying the concept of professional multilingualism.

Criterios y parámetros de evaluación de competencias comunicativas e interculturales en estudiantes universitarios quechua hablantes de Perú

The present research is qualitative in nature and its objective is to determine the criteria and parameters for the evaluation of oral and intercultural communicative competence in the Quechua language in order to propose an instrument and a rubric to measure the level of oral competence of these mutually interrelated competencies. This instrument was submitted to the judgment of experts and subsequently applied to Quechua-speaking university students of social sciences and humanities at Universidad Nacional Federico Villarreal. These students were selected through the application of a diagnostic file card. The result of the study was that, in order to evaluate oral and intercultural communicative competences in Quechua and other indigenous languages of the country, it is necessary to consider the linguistic, sociolinguistic and pragmatic dimensions of such knowledge, as well as the cognitive, affective and attitudinal aspects, in a holistic way and having interculturality as the transverse axis.

COMMUNICATIVE TOLERANCE FORMATION AT UNIVERSITY: PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS

The study explores the establishment of communicative tolerance (CT) as a crucial pedagogical and psychological factor in shaping the communicative competence of prospective professionals. It draws on the examination of various studies conducted by scholars from both domestic and international backgrounds. Objective of the research. The primary goal of this paper is to elucidate the concept of "communicative tolerance" and to devise, validate and apply a pedagogical approach to cultivate CT among future psychologists in EFL university classes. The authors' research introduces a new aspect by defining the core principle of "communicative tolerance" and outlining its structural elements, as well as devising a method for cultivating CT. The experimental study identified three fundamental levels of CT at both the outset and conclusion of the project. The research introduces a novel concept of "communicative tolerance" and provides a clear definition of its structural components, along with the development of a technology for fostering CT. The study identified three levels of CT at both the initial and final stages of the experimental work. Materials and methods utilized in the research included theoretical approaches such as analysis, systematization and generalization of scientific literature, as well as a review of federal documents. Empirical methods like observation and testing, sociological methods such as surveys and questioning, and mathematical and statistical techniques for both quantitative and qualitative data processing were employed. The methodology was based on the General Communicative Tolerance questionnaire by V.V. Boyko, complemented by a series of psychological diagnostic tests. Research results. The study at Sevastopol State University included 35 fourth-year students. By applying educational methods, it was demonstrated that CT levels among students can rise by 14%. This research confirms the importance of continuously enhancing students' critical thinking in a university environment. The practical applications of these findings extend to enhancing the professional skills of educators through additional vocational training, job placement, and on-the-job training programs.

Intercultural Communication Challenges and the Coping Strategies Among Fresh Graduates in the Vuca Era

Higher education has provided a set of curriculum to equip graduates with complete skill sets to enter the industry. Hard skills, as well as soft skills, are inseparable components for graduates to acquire. Industries today have rapidly changed due to the advancement of technology. Almost every aspect of life is going digital; therefore, graduates have to adapt to the simultaneous and continuous changes. In this situation, intercultural communication competence is one of the skills that will accommodate the fresh graduate to face and overcome challenges in the industry, especially in the VUCA era. All industrial players should adapt to the working cultures and adopt the advanced technological changes. This study explores the experience of fresh graduates in the industry regarding intercultural communication challenges and their coping strategies to overcome the situations. The phases of their adaptation towards the work environment will be addressed as well to understand the context better. Interviews were conducted to explore and understand their experience which eventually categorised to identify strategies that could accommodate the continuously changing situation. This study will contribute to the preparation of graduates to enter the workforce as the study found that there are three main challenges faced among fresh graduates regarding skill mismatch, lack of experience, and career adaptability. Furthermore, intercultural communication competence has contributed to their adaptation and coping strategies towards those challenges in their first job. Keywords: Intercultural competence, fresh graduate, soft skills, VUCA, coping strategies.

Undergraduate Students’ Willingness to Communicate in English during Remote Learning Classes

Objectives: This study examines Jordanian undergraduate students’ willingness to communicate (WTC) in English during remote learning. Methods: The data were collected using a 61-item Likert scale questionnaire from 285 undergraduate students (118 males and 167 females) studying English at a public university. All the responses collected were analysed using descriptive analysis (e.g., mean, standard deviation) and Pearson’s Correlation coefficient. Results: The results of the descriptive analysis showed that students had an overall moderate level of online experiences (M 2.98, SD 0.98), and high levels of WTC (M= 3.61, SD= 0.969), self-perceived communicative competence (M=3.62, SD=1.038), L2 communication anxiety (M=2.91, SD=1.156) and virtual intercultural experience motivation (M=3.5, SD=1.111). On the other hand, the results of the 2-tailed correlation revealed that there was a statistically medium-positive correlation between students’ online experiences and their WTC in online classes (r=.359, p<.001), a strong positive correlation between students’ self-perceived communicative competence and their WTC in online classes (r=.664, p<.001), an insignificant low positive correlation between L2 communication anxiety and their WTC in online classes (r =.031, p < .605), a strong positive correlation between students’ virtual intercultural experience motivation and their WTC in online classes (r = .535, p<.001). Conclusions: The study shows that despite the lack of experience in e-learning, the students tend to have good self-perceived communicative competence. Pedagogical implications and suggestions for future studies are given based on the results of the study.

Exploring Intercultural Communicative Competence and Willingness to Communicate of Korean elementary students in Online Intercultural Exchanges

The present study investigates the effects of online intercultural exchanges (OIEs) on intercultural communicative competence (ICC) and willingness to communicate (WTC) among Korean elementary school students. Previous studies have focused on OIEs with native English speakers, without considering partners who can manage constraints such as time differences. Therefore, this study specifically examines OIEs with Japanese and Indian peers for their applicability and expandability. It aims to deepen understanding by integrating quantitative and qualitative analyses of the impact of OIEs on students’ ICC and WTC. For this study, 61 Korean EFL elementary school students completed an Intercultural Communicative Scale (ICS) survey and a WTC questionnaire before OIEs. The OIEs were then implemented over ten sessions using the regular English curriculum. After these sessions, surveys and interviews on participants’ ICC and WTC were conducted. The quantitative results indicated that OIEs had a positive effect on the students’ ICC and WTC. Qualitative analysis of participants’ ICC revealed pedagogical implications across four related topics: interaction engagement and enjoyment, respect for cultural differences, interaction confidence, and interaction attentiveness. Furthermore, post-test interviews about participants’ WTC revealed their active willingness to communicate, voluntary efforts for communication, and willingness to communicate with non-native partners. Therefore, these findings suggest that participation in OIEs, even with non-native partners, can enhance ICC and WTC among Korean elementary school students.

Interaction and intercultural communication competence of Banten students at University of Lampung

Background: The study examines intercultural communication competence of Banten students at the University of Lampung. In this context, the field of intercultural communication describes student participation in regular interactions in cognitive, affective, and behavioral terms. This is important because a strong understanding of intercultural communication serves as the foundation for students’ professional development at the University of Lampung. Purpose: The goals of this study are to: 1) Identify the cognitive component of intercultural communication among Banten students at the University of Lampung. 2) Identify the affective component of intercultural communication among Banten students at the University of Lampung. 3) Identify the behavioral component of intercultural communication among Banten students at the University of Lampung. 4) Develop a model of intercultural communication proficiency for Banten students at the University of Lampung. Methods: The study used informant interviews as data sources for qualitative research. The research informant included 70 students from the University of Lampung who were members of the Banten student association. The analysis process consisted of three steps: 1) Data collection, 2) Data reduction, and 3) Data presentation, which involved compiling facts used to guide decisions and actions. Results: The intercultural communication among Bantent students at the University of Lampung encompassess cognitive, affective, and behavioral aspects. Implications: Banten students at the University of Lampung can serve as an example for newcomers on how to maintain cultural distinctiveness across different regions by leveraging their cognitive, affective, and behavioral expertise in cross-cultural communication.

Innovative approaches to development of foreign-language vocabulary: the role of modern digital tools in distance learning

The contemporary era is marked by the extensive digitalization of society, leading to notable impacts on the educational sphere and the emergence of new challenges. Digital technologies offer vast opportunities for modernizing the educational process and ensuring educational accessibility. Integrating digital tools into education enables personalized learning, and customization of programs to students’ needs, and enhances training effectiveness. Nevertheless, the ever-evolving nature of digital technologies necessitates a continuous search for efficient utilization methods, particularly in distance education, making the presented research relevant. This paper aims to provide a comprehensive analysis of fundamental digital tools and resources currently available, which can be employed or adapted for developing the lexical aspect of foreign language communicative competence among higher education students, particularly within the framework of distance education. The work highlights the functions of using digital technologies in education and their advantages in developing foreign language lexical skills. The paper presents an analysis of various available digital resources, including electronic dictionaries, websites, mobile applications, and AI-based review tools. These methods of utilizing digital resources in language learning within higher education can enhance students’ mastery of vocabulary and overall educational quality. The results of a comprehensive analysis of basic digital technologies prove the effectiveness of electronic digital resources in teaching foreign languages at the higher education level.

The methodological model for the formation of future English teachers' pragmatic competence based on Web 2.0 technologies

In the article pragmatic competence as a subcompetence within the framework of foreign language communicative competence was considered, which is the speaker's ability and willingness to reproduce pragmatically literate statements, as well as interpret the pragmatic intention of another speaker. Ignorance of pragmatic structures and principles can lead to misunderstandings in extreme cases. For future teachers and teachers of a foreign language, mastering pragmatic competence is important to transfer knowledge properly about the discipline being taught. The principle of interactivity is one of the most important in the formation of foreign language pragmatic competence, and also acts as the main didactic property of Web 2.0 technologies, which contributed to the choice of these tools in this study. The results of fundamental research conducted in the countries of the far and near abroad on the formation of pragmatic competence for the development of a model for the formation of future English teachers’ foreign language pragmatic competence were analyzed. Thus, the authors propose their own model of learning aimed at the formation of students' pragmatic competence based on Web 2.0 technologies, which includes five interrelated component blocks: prerequisites, a block of target definition, a theoretical block, a functional block of technology, an evaluative and effective block. Only the integration of all these components of the model will contribute to achieving its goal. The use of this model during the research experiment significantly improved the professional training of future English teachers and the formation of a high level of foreign language pragmatic competence

Structural characteristics of foreign language communicative competence of the modern specialist in the pedagogical concepts of Ukrainian and German scientists

The article offered is devoted to an attempt to analyse the structural framework of foreign language communicative competence (the FLСC) of the modern specialist in the pedagogical concepts of German and Ukrainian specialists. The aim of the paper is to consolidate the research positions of German and Ukrainian scholars in the field of educational sciences on the structure of the FLСC which is conditioned by the solution of the tasks of studying the theoretical basis of the competence approach in the modern education. The object matter of the research is the FLСC itself, and the subject matter comprises its structural features in view of the conceptual grounds of Ukrainian and German educators. The methodological basis of the work are general scientific methods like those of analysis and synthesis, comparison and contrast, as well as the narrow scientific method of frame analysis which allows to build an integrated structural characteristics of the FLСC. The study found that Ukrainian and German scholars have the same understanding of the essence of competence as the root element of the competence-based approach to education which is perceived as unity of theory and practice, whilst the FLСC is interpreted as a set of professional elements of knowledge which includes skills and abilities for the effective use of a foreign language by a communicator in a particular situation in order to achieve communication results deriving also from the extralinguistic factors. A special theoretical premise of the German- language professional literature is the close correlation of the FLСC with the learner’s native language communicative competence and translation sub-competence. The elements of the FLСC can include not only language and speech components, but also extralinguistic components, as well as situational knowledge because in the process of learning a foreign language other skills are acquired that depend on the content of education and are of an interdisciplinary nature.