Communicative Competence Research Articles

Explaining association between interpersonal communication competence and depression through need satisfaction, anxiety, and stress

The cognitive evaluation of the process of interpersonal communication may be a risk factor of depression. Interpersonal communication competence assesses how people display performance on communication and has been proposed to impact directly need satisfaction, indirectly anxiety, stress, and depression. The main purpose of the present cross-sectional study was to examine the mediation roles of need satisfaction, anxiety, and stress in the association between interpersonal communication competence and depression. Correlational and mediation analysis were performed to test conceptual model of depression. Correlational analysis revealed that depression was associated with interpersonal communication competence, anxiety, and stress. Additionally, interpersonal communication competence was associated with need satisfaction, anxiety, and stress. As for mediation analysis, it was concluded that the serial mediation role of need satisfaction, anxiety, and stress in the association between interpersonal communication competence and depression was significant. A new conceptual model provided empirical evidences as to the prodrome of depression. Therefore, it was supposed that these findings would be effective in psychological interventions of depression.

Intercultural Communication Competence: Theoretical Exploration and Practical Application from the Perspective of Foreign Language Education

As globalization continues to deepen, intercultural communication competence has become an indispensable key skill in international exchange and cooperation. This paper aims to explore the theoretical construction of intercultural communication competence and its practical application in foreign language education. By synthesizing reviews of relevant literature from both domestic and international sources, this paper proposes an interactive theoretical model of intercultural communication competence that integrates the dimensions of attitude, knowledge, and skills. The model emphasizes the dialogic nature of intercultural communication, the equality of cultures, and the dialectical combination of globalization and localization. Based on this, the paper further develops a practical model that organically integrates intercultural communication competence, teaching segments, and teaching activities into a three-ring structure, providing a specific operational framework for the cultivation of intercultural communication competence in foreign language teaching. Through empirical research, this paper has verified the application effect of the proposed model in college English teaching. The results indicate that the model can effectively enhance students' intercultural awareness, knowledge acquisition, and communication skills. Finally, the paper puts forward a series of teaching suggestions aimed at promoting the comprehensive development of intercultural communication competence in foreign language education and points out directions for future research and practice.

CINEMA ART AT THE SERVICE OF UNDERSTANDING AND TRANSLATION DIDACTICS

The article is a review of the textbook written by Natalia V. Kabyak for students studying Russian as a foreign language. It is based on the material of Soviet films from different chronological periods and encompasses vast strata of vocabulary, including colloquialisms, in terms of comprehension and translation. Cinema materials consist mainly of comedies which are attractive and easy for reception. The textbook disposes important cognitive potential which serves a purpose of students’ communicative competence progress and adaptation in the Russian linguistic and cultural environment.

Multiculturalism: Unveiling Intercultural Communicative Competence in Modern Islamic Education

This research explores integrating multiculturalism and Intercultural Communicative Competence (ICC) in modern Islamic education. This research method is a qualitative study of existing literature. This research uses a literature review approach to explore the definition and dimensions of ICC, the challenges and opportunities in its integration into Islamic education, and the impact of multiculturalism on forming the Islamic education paradigm using thematic analysis of the Miles and Huberman model. Findings suggest a different understanding of ICC, which includes cultural awareness, cross-cultural sensitivity, and adaptive capacity. Despite efforts, challenges like resistance to Western influence and conceptual barriers still exist in integrating ICC into Islamic education. Promising practices, including collaborative approaches between Islamic and non-Islamic educational institutions, show potential for increased integration. Multiculturalism significantly influences educational approaches, offering opportunities to foster cross-cultural understanding and tolerance. Recommendations for future research include further exploration of effective teaching strategies, the development of inclusive learning methods, and longitudinal studies to assess the long-term impact of ICC integration in Islamic educational settings.

The Outcomes of Competency-Based Program About Language for Communication for Early Primary School Students

This study aims to achieve three primary objectives: firstly, to develop a competency-based program tailored for communication purposes; secondly, to examine developmental strides in language proficiency for effective communication; and thirdly, to compare the language proficiency among early primary school students, both pre-and post-implementation of the program. The sample consisted of third-grade students from Anuban Chantarat School, Sahatsakhan District, Kalasin Province, Thailand, who were enrolled in the second semester of the academic year 2022. The total number of participants was 20 by cluster random sampling. The data collection instruments used in this study were: 1) a program usage manual, 2) a lesson plan, and 3) a language communication competence assessment test. Data analysis involved basic statistical measures, including frequency, percentage, mean, standard deviation, and hypothesis testing using the t-test (Dependent Samples). The study findings revealed that: 1. Competency-based program for early primary school students’ language communication, comprising six components: 1) Principles, 2) Objectives, 3) Content, 4) Development Processes, 5) Teaching and Learning Materials, and 6) Assessment, underwent quality assessment by seven experts. The results indicated a high level of conformity and appropriateness. 2. Students who participated in the language competency-based program demonstrated enhanced language communication competence across all learning units. 3. The language communication competence of students after using the program was statistically significantly higher than before using the program at a significance level of .05. The language competence was found to be at a developing level of A2 proficiency.

ВЕБ-КОМИКСЫ КАК СРЕДСТВО НАГЛЯДНОСТИ ПРИ ФОРМИРОВАНИИ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ

This article is focused on the necessity and possibility of developing the didactic principle of using visualization and modern teaching tools in teaching process. The aim of the research is to study the effectiveness of using web comics as tool of visibility in shaping foreign speaking competence. The scientific novelty lies in the scientific substantiation of the correspondence of comics to the didactic principle of clarity as a comprehensive mean of teaching foreign language communication. The practical significance lies in justifying the choosing web comics as implementing visibility means in the modern process of developing foreign language communicative competence. The authors prove effectiveness of the visibility means in the educational process on the results they got in experimental training using their own methodological recommendations.

OPEN FOR DISCUSSION: РАЗВИТИЕ НАВЫКОВ РАЗГОВОРНОЙ РЕЧИ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОМУ ЯЗЫКУ СО СТУДЕНТАМИ ХИМИЧЕСКОГО ФАКУЛЬТЕТА

In the context of studying foreign languages, speaking skills are generally viewed as the key criteria of success yet the most challenging aspect of language learning. This requires special approach and efforts on the side of the teacher who should be able to create proper conditions and apply certain methods to encourage students to speak. Open for Discussion is a language course specifically developed to support chemistry students in practising real-world speaking skills within the framework of problem-solving teaching strategy and provocation in teaching. The present article gives an overview of the course, its underlying concepts and practical application. At that, special focus is made on cooperative learning strategies and collaborative discussion as the most effective ways to enhance the communicative competence and boost English speaking skills. The described course may be used to strengthen methodological support for foreign-language teachers at nonlanguage faculties.

Emotional and psychological aspect of cross-cultural communication with the Japanese

This article is devoted to the problem of developing communicative competencies to create an emotional atmosphere of communication with the Japanese based on the understanding of mentality and socio-psychological intelligence corresponding to specific goals and situations. The purpose of the article is to systematize the intra-communicative features of communication in Japanese society, the consideration and study of which are important from the point of view of regulating inter-communication at the intercultural level. The novelty of the study lies in determining the influence of the emotional and psychological aspects of the extralinguistic component of communicative competence on the overall effectiveness of business communication with the Japanese. Changes in the socio-economic situation inside and outside Japan have a direct impact on the transformation of the system of relationships between the Japanese and representatives of other cultures, which is reflected in the linguistic sphere. The relevance of the material lies in the need to expand the knowledge base in the field of the Japanese language and culture (hard skill) through the ability to build adequate relationships in dialogue with a partner (soft skills), based on the understanding of the peculiarities of his mentality and allowing to increase the effectiveness of contacts with representatives of the Japanese side. When working on the article, general scientific methods were used − analysis and synthesis of scientific and educational literature, as well as media resources on this topic, synthesis and classification of the results obtained. The main objectives of the article were to highlight the emotional and psychological components of extralinguistic competence that influence positive communication with the Japanese; determine which factors may be regarded negatively and slow down the communication process; find out what the Japanese understand by communicative distancing and how important it is to observe it in Japanese society. As a result of working with the material, the main emotional and psychological fields of interaction during intra-communicative communication of the Japanese were identified and analyzed and conclusions were drawn about the spread of these fields in the conditions of a changing socio-economic situation to the inter-communicative sphere. The article concludes that for effective communication in Japanese, in addition to language skills, speech skills and knowledge of cultural traditions, it is necessary to take into account the features of emotional and psychological concepts that influence the creation of positive intentions for dialogue: 共感 stimulating communication, 違和感 making communication difficult, 距離感 amenable to regulation for communicative purposes. The results and conclusions of the article can be practically used in the educational process when developing situational exercises and conducting role-playing games based on textbooks and teaching aids on oral communication in Japanese.

An Analysis of Arabic Language Curriculum Development in Indonesia

Curriculum development must be considered according to the times, the development of science, the needs of students, and the needs of society. In Indonesia, curriculum development from the Learning Design Curriculum (1947) is currently being implemented. The purpose of this paper is to understand the approaches used in curriculum development, and to analyze the development of the Arabic language curriculum in Indonesia. The results of this study indicate that the approaches used in curriculum development are both the administrative and grassroots approach, while the development of the Arabic language curriculum in Indonesia begins with the 1964 curriculum, spanning all the way to the 2022 independent curriculum. Curriculum changes over time have been carried out in a balanced and proportional manner. This is reflected in the teaching of Arabic language skills, which are taught to continue to experience development and refinement. In addition, the orientation of learning Arabic is not only for studying religion, but also oriented toward the realization of Arabic language competence, communicative competence, and cultural competence.

Learning and achieving basic mental health competence in placement studies with the support of a tool: A qualitative study of student nurses’ experiences

BackgroundLearning basic mental health care competence is often challenging for the bachelor of science student nurses, and many lack basic mental health care competence to ensure safe and confident mental health care practice. Mental health assessment is an integrated part of this competence. ObjectiveThe objective of this study was to explore and describe in depth how student nurses experience learning and achieving basic mental health competence while on mental health placement with the support of a learning tool. DesignAn explorative and descriptive qualitative design was conducted to gain insight on how student nurses experienced learning basic mental health competence when on placement. SettingA diversity of mental health placement settings in which student nurses were involved with patient care or welfare were approached; general psychiatric wards (n = 2), psychiatric ward for elderly people (n = 1), community mental health in-patient facilities (n = 2) and unconventional placements in the community (n = 9). Unconventional placements are a diversity of non-clinical service contexts. ParticipantsThe participants comprised student nurses in their 3rd and final year while on mental health placement. Potential participants received information from course coordinators, the online learning platform, and from teachers in plenary. Using purposive sampling, 14 student nurses were recruited. MethodsIndividual semi-structured interviews were conducted online and in person at two campuses of one university in Norway between August 2020 and December 2021. The interviews were transcribed and thematically analysed as described by Braun and Clarke. ResultsStudents expressed insecurity in a new clinical context. They engaged in new learning situations and realized the diversity of nursing practice. Unconventional placements were described as challenging contexts for learning basic mental health care competence. ConclusionsThis qualitative study provided insight into how student nurses experience learning mental health assessment, and gaining relational, communicative, and ethical competence while on placement. Students revealed their insecurities and challenges in learning in a new context. Awareness of clinical learning opportunities on placement when preparing student nurses to learn basic mental health competence may help improve their confidence.

Additive and Causal Connectives in GFL Argumentative Writing

The main objective of foreign language learning and teaching is the development of communicative language competence. One of its key components is discourse competence which consists of three main elements: cohesion, coherence and text composition (Bagarić Medve and Pavičić Takač 2013). The development of writing skills is acknowledged as one of the main challenges in foreign language learning and teaching, which includes the appropriate usage of cohesive devices in order to tackle the semantic relationships within a text. In German, explicit cohesive devices refer to coordinating conjunctions, subordinating conjunctions and adverbial connectors. While a bulk of previous research has focused on English as a foreign language, the studies conducted among the learners of German are still scarce Earlier studies (e.g. Breindl 2016; Vaakanainen and Maijala 2022) pointed to a limited range of variations within the same semantic group and an inappropriate use of connectives when comparing their usage between native speakers and learners of German as a foreign language (GFL). The aim of the present study is to analyse the frequency, variation and errors of causal and additive connectives (coordinating conjunctions, subordinating conjunctions and adverbial connectors) in GFL argumentative writing. The corpus consists of 43 argumentative essays written by Croatian GFL students at B2 level. The findings concerning frequency show that additional connectives are most frequently used within the whole corpus, whereas causal connectives take third place. The additive coordinating conjunction und is the most frequent additive item, the subordinating conjunction weil is the most frequently used causal item. The results connected to variation point to a wider range in the use of additional connectives in comparison to causal, but also reveal more error recognition within the additive semantic group. The most common types of errors concerning connectors detected in the corpus are as follows: syntax, meaning, spelling/punctuation, redundancy and register. In order to utilize these research findings aiming at improving the writing skills of GFL students in the learning/instructional process, practical implications are presented at the end.

Idioms as a Tool for Enhancing Professional Competence and Cross-Cultural Communication

Idioms as a Tool for Enhancing Professional Competence and Cross-Cultural Communication

Communicative competence of generative artificial intelligence in responding to patient queries about colorectal cancer surgery

PurposeTo examine the ability of generative artificial intelligence (GAI) to answer patients’ questions regarding colorectal cancer (CRC).MethodsTen clinically relevant questions about CRC were selected from top-rated hospitals’ websites and patient surveys and presented to three GAI tools (Chatbot Generative Pre-Trained Transformer [GPT-4], Google Bard, and CLOVA X). Their responses were compared with answers from the CRC information book. Response evaluation was performed by two groups, each consisting of five healthcare professionals (HCP) and patients. Each question was scored on a 1–5 Likert scale based on four evaluation criteria (maximum score, 20 points/question).ResultsIn an analysis including only HCPs, the information book scored 11.8 ± 1.2, GPT-4 scored 13.5 ± 1.1, Google Bard scored 11.5 ± 0.7, and CLOVA X scored 12.2 ± 1.4 (P = 0.001). The score of GPT-4 was significantly higher than those of the information book (P = 0.020) and Google Bard (P = 0.001). In an analysis including only patients, the information book scored 14.1 ± 1.4, GPT-4 scored 15.2 ± 1.8, Google Bard scored 15.5 ± 1.8, and CLOVA X scored 14.4 ± 1.8, without significant differences (P = 0.234). When both groups of evaluators were included, the information book scored 13.0 ± 0.9, GPT-4 scored 14.4 ± 1.2, Google Bard scored 13.5 ± 1.0, and CLOVA X scored 13.3 ± 1.5 (P = 0.070).ConclusionThe three GAIs demonstrated similar or better communicative competence than the information book regarding questions related to CRC surgery in Korean. If high-quality medical information provided by GAI is supervised properly by HCPs and published as an information book, it could be helpful for patients to obtain accurate information and make informed decisions.

Association between Healthcare Provider Communication and Patient Adherence to Treatment Plans in Australia

Purpose: The aim of the study was to analyze the association between healthcare provider communication and patient adherence to treatment plans in Australia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Effective healthcare provider communication in Australia significantly enhances patient adherence to treatment plans. Clear explanations and empathetic engagement from providers positively influence patient compliance. Conversely, poor communication or unclear instructions lead to lower adherence rates. These findings underscore the pivotal role of effective communication in fostering patient adherence and improving healthcare outcomes nationwide. Unique Contribution to Theory, Practice and Policy: Social cognitive theory (SCT), health belief model (HBM) & transactional model of stress and coping (TMSC) may be used to anchor future studies on association between healthcare provider communication and patient adherence to treatment plans in Australia. Implement targeted communication training programs for healthcare providers at all levels. These programs should emphasize skills such as active listening, patient-centered communication, and cultural competence. Advocate for policy initiatives that prioritize communication as a core component of quality healthcare delivery.

Comparing Correlates of Quality of Life in Borderline and Average Intellectual Functioning

Background: Borderline intellectual functioning (BIF) is associated with deficits in cognitive functions and effective communication or interpersonal skills, impacting socio-occupational functioning in adulthood. Aims: The current study compared individuals with BIF and average intellectual functioning (AIF) on executive functioning, emotion dysregulation, and interpersonal communication competence in relation to the quality of life. Settings and Design: The data were collected via a face-to-face interview conducted in the tertiary care hospital in an urban locality. A cross-sectional and comparative matched-group research design using purposive sampling was used. Materials and Methods: An estimated sample size of 80 was split into BIF and AIF groups. The participants were recruited as per the defined criteria. The measures used were Raven’s Standard Progressive Matrices, General Health Questionnaire, Mini-International Neuropsychiatric Interview, Stroop Test (ST), Difficulties in Emotion Regulation Scale (DERS), Interpersonal Communication Competence Scale (ICCS), and World Health Organization Quality of Life- Brief (Qol). Statistical Analysis: The differences, between BIF and AIF groups as well as males and females within each group, on measures, namely, ST, DERS, ICCS, and QoL were compared using the independent t-test. Further, the relationship among the measures was examined using Pearson correlation and regression analysis. Results: Independent t-test analysis revealed significant differences between groups on execution functioning (t = 11.83, P = 0.000), all domains of emotional dysregulation (P < 0.000), and many domains of interpersonal communication, and quality of life (P < 0.000). Significant correlations were found between domains of DERS and ICCS, DERS and QOL; ICCS and QOL. Conclusions: Emotional dysregulation predicted physical and psychological health and the environment, while interpersonal communication predicted social relations.

Формирование профессионально значимых стереотипов и речевого поведения будущего врача в мультикультурном пространстве вуза

This article examines the process of shaping professional attitudes of future medical specialist within the framework of an open cultural space and the medicalization of culture. Among these attitudes are communicative competence, a tolerant attitude towards patients from diverse cultures, their attitudes towards medicine and health, and their manner of communication with healthcare professionals. The authors emphasize that a medical university serves as a model of an open cultural space, which facilitates the development of necessary attitudes and skills for professional activity. It is demonstrated that within the educational context of a medical university, skills in physician-patient communication must be cultivated. The special role of the university in the development of students’ communicative competence and formation of communicative personality of future medical worker is emphasized. Through intentional curriculum design and experiential learning opportunities, students are empowered to become competent and compassionate medical professionals capable of providing high-quality care to patients from diverse cultural backgrounds. Keywords: professional

Global Citizenship Development and Intercultural Communication Competence of Junior High School Students

This study delved into the development of Global Citizenship among junior high school students and its relationship on their Intercultural Communication Skills. To investigate this relationship, a survey instrument was administered to 100 junior high school students from Libertad National High School, utilizing a simple random sampling method. Data were analyzed using statistical tools, including mean, Pearson- r, and regression analysis. The findings reveal that while students exhibit moderately extensive intercultural communication skills, their global citizenship development varies across dimensions. Cultural awareness and social responsibility were found to be rarely extensive, while empathy and respect, along with a global perspective, demonstrated moderately extensive levels. A strong relationship exists between Global Citizenship Development and Intercultural Communication Skills, emphasizing the interconnectedness of these constructs. Furthermore, specific indicators, such as empathy and global perspective, significantly influence students' intercultural communication abilities. This study suggests the importance of targeted educational interventions aimed at enhancing cultural awareness, social responsibility, empathy, and a global perspective among junior high school students. Future researchers may explore innovative teaching methods to further develop students' global citizenship and intercultural communication skills.

Digital media as a tool for developing foreign language communicative competence in the field of higher education

This article examines the role of digital media in the development of students ' foreign language communicative competence in higher education. The research is based on the analysis of modern technologies and techniques used for teaching foreign languages, as well as on the practical experience of teachers and students.

Exploring the Efficacy of Project-Based Learning in English Language Teaching: A Literature Review

This study aims to explore the efficacy of project-based learning (PBL) in the context of English language teaching (ELT). The study seeks to identify the benefits and challenges associated with implementing PBL in language classrooms and explores its impact on language learning outcomes. A systematic literature review of relevant academic literature was conducted, focusing on studies published between 2010 and 2023. Peer-reviewed articles, books, and conference proceedings were analyzed to synthesize current findings on applying PBL in ELT settings. The review reveals that PBL promotes meaningful language use, fosters learner autonomy, and enhances communicative competence among language learners. Students engaged in PBL demonstrate improved motivation, collaboration skills, and critical thinking abilities. However, challenges such as time constraints, assessment issues, and instructor readiness were noted as potential barriers to effective PBL implementation. Based on the findings, recommendations include comprehensive teacher training in PBL methodologies, the development of appropriate assessment strategies that align with PBL objectives, and integration of PBL activities that cater to diverse learner needs. Future research should explore PBL's long-term impact on language proficiency and investigate effective strategies for overcoming implementation challenges.

Families as partners in neonatal neuro-critical care programs.

Parents of neonates with neurologic conditions face a specific breadth of emotional, logistical, and social challenges, including difficulties coping with prognostic uncertainty, the need to make complex medical decisions, and navigating new hopes and fears. These challenges place parents in a vulnerable position and at risk of developing mental health issues, which can interfere with bonding and caring for their neonate, as well as compromise their neonate's long-term neurodevelopment. To optimize neurologic and developmental outcomes, emerging neonatal neuro-critical care (NNCC) programs must concurrently attend to the unique needs of the developing newborn brain and of his/her parents. This can only be accomplished by embracing a family-centered care environment-one which prioritizes effective parent-clinician communication, longitudinal parent support, and parents as equitable partners in clinical care. NNCC programs offer a multifaceted approach to critical care for neonates at-risk for neurodevelopmental impairments, integrating expertise in neonatology and neurology. This review highlights evidence-based strategies to guide NNCC programs in developing a family-partnered approach to care, including primary staffing models; staff communication, implicit bias, and cultural competency trainings; comprehensive and tailored caregiver training; single-family rooms; flexible visitation policies; colocalized neonatal and maternal care; uniform mental health screenings; follow-up care referrals; and connections to peer support. IMPACT: Parents of neonates with neurologic conditions are at high-risk for experiencing mental health issues, which can adversely impact the parent-neonate relationship and long-term neurodevelopmental outcomes of their neonates. While guidelines to promote families as partners in the neonatal intensive care unit (NICU) have been developed, no protocols integrate the unique needs of parents in neonatal neurologic populations. A holistic approach that makes families true partners in the care of their neonate with a neurologic condition in the NICU has the potential to improve mental and physical well-being for both parents and neonates.