Student Communication Research Articles

Exploring the effects of secondary school student's information and communication technology literacy on computational thinking skills in the smart classroom environment

Exploring the effects of secondary school student's information and communication technology literacy on computational thinking skills in the smart classroom environment

Exploring the Relationship between Social Media and Student Communication: A Bibliometric Analysis

Exploring the Relationship between Social Media and Student Communication: A Bibliometric Analysis

The Perceived Impact of Leadership Practices of Academic Leaders on Student Success in a Higher Education Institution in South Africa

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

Factors Responsible for Colleges of Education Students' Difficulty to Communicate Orally in French

The majority of Ghanaian French language students have wished that they speak some acceptable level of French in and out of their study institutions. This has however not been fruitful. This study set out to investigate the reasons for the difficulty in engaging in oral communication in the French language by French language students in colleges of education in Ghana. This quantitative study adopted the cross-sectional survey design. Out of 122 target participant populations, 93 students from the St John Bosco’s and the Gbewaa colleges of education provided responses to the questionnaire items. Data was analysed using Kendall’s coefficient of concordance to rank the factors responsible for students’ difficulty to communicate orally in French, from the most pressing factor to the least pressing factor. The study realized that fear of being mocked, interference of the English language and inadequate exposure to the French language were the most pressing reasons/factors responsible for college students’ inability to communicate orally in French while inadequate time allocation for French lessons and lack of encouragement from French teachers to speak French orally were among the least reasons for college students’ inability to speak French orally. It was therefore recommended that there is a need for pro-activeness on the part of French language tutors to frequently engage students in oral communication and also discourage students from mocking colleagues who might make mistakes in their efforts at oral speeches. Also, a deliberate policy by school authorities and the tutors alike to make French speaking attractive through reward schemes should be made available and students should be encouraged to form or create French language clubs which will provide them the platform to practise oral communication on campus to aid fluency in the French language.

Fostering Emotional Intelligence in Language Learners

This study explores the impact of integrating emotional intelligence (EI) strategies into ESL teaching to enhance student engagement, cultural sensitivity, and emotional resilience. Conducted in a multicultural classroom with intermediate to upper-intermediate learners, the study implemented role-playing for empathy, group activities for collaboration, reflection journals for self-awareness, and conflict resolution exercises to foster interpersonal skills. Results indicated significant improvements in student participation, emotional regulation, and confidence, as well as a stronger classroom sense of inclusion and support. Student feedback and self-assessment data revealed increased comfort with self-expression and collaboration, emphasizing the value of EI in reducing language anxiety and encouraging risk-taking in language use. The findings underscore the broader benefits of EI-focused approaches, suggesting that these methods not only support linguistic development but also prepare students for cross-cultural communication and social adaptability. This study recommends that ESL educators adopt EI strategies to create emotionally supportive, inclusive learning environments.

Enhancing Speaker Credibility: Looking to Critical Literacy’s “Power” Through Strategic Presentation Skills

The concept of speaker credibility is proposed as mitigation to address two issues of confidence and anxiety, and gender differences, gathered from anecdotal feedback of business communication students. This article reviews the definition of speaker credibility and draws on two components—presentation skills and power—from Kenton’s source credibility model. It then discusses the two issues of confidence and anxiety, and gender differences. A speaker credibility framework is outlined from reviewing research on three specific presentation skills and proposing power from Janks’s critical literacy. Limitations and future research include testing the framework’s validity discussed at the end.

The Perceived Impact of Leadership Practices of Academic Leaders on Student Success in a Higher Education Institution in South Africa

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

Classroom Management Strategies for Female Teachers Experiencing Empty-NEST

Classroom management is an important, and can impact on an individual's entire life. Classroom management can be influenced by psychological conditions, one of which is empty-nest syndrome. This objective aims to understand classroom management strategies for female teachers who experience an empty-nest. The method in this research is a qualitative, involving two participants who are 50 years old and work as teachers. Data collection used was in-depth interview techniques. The research results show that each individual has their own meaning and experience. Some can apply classroom management strategies positively, but there are also those who interpret them negatively. This will have an impact on all learning conditions, class conditions, and also teacher and student communication. Positive meaning will increase a conducive learning environment, accompanied by positive relationship patterns. This research has implications for the urgency of classroom management and empty-nests for female teachers Keywords: classroom management strategies, empty-nest, female teacher

JUNIOR HIGH SCHOOL STUDENTS' PERCEPTIONS OF PROBLEM BASED LEARNING MODEL IN SCIENCE LEARNING

Problem Based Learning (PBL) is a learning approach that is often used in education in recent years. The purpose of this article is to find out how junior high school students perceive PBL model in science class and the benefits of PBL model in science learning. To find data related to junior high school students' perceptions of problem-based learning models in science classes, the researcher conducted a systematic review of several relevant sources with a period from 2014 to 2023, following the principles of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Based on the research results, it is known that the problem solving ability of students who learn using the PBL model is better than students who learn with conventional models. The results of this study prove PBL as an effective learning method for science compared to conventional teaching methods. PBL method is perceived to improve students' knowledge and communication skills. Based on several research results that have been conducted, it can be concluded that the PBL model has a positive impact on learning.

Female students' participation (over the years) in esports and its implications on psychological conditions, communication, and virtual gaming risks

eSport is a sport of choice and is quite popular, especially among young people, including women. This virtual sport has been developed entirely with various ways to play. At the same time, there is a negative paradigm of eSport games for women in Indonesia, including damaging vision, causing numbness in the hands, forgetting to eat, being introverted, and using harsh language. From a cultural perspective, women who play eSport are considered to violate the nature of women because they reflect masculine characteristics. This study uses quantitative research with a causal-comparative design to examine the effect of female students' participation in playing eSports on psychological development, communication skills, and the risks of virtual games. The research data were analyzed descriptively and inferentially (Multivariate Analysis of Variance). The analysis results prove a simultaneous influence between eSport participation (duration of playing) and ​​female students' psychological conditions, communication, and virtual game risks. In partial testing, eSport participation only significantly affected the communication skills variable of female students, while the other two variables did not. Future research needs to conduct qualitative investigations to explore the clinical experiences of female gamers that help them train their communication skills. Given the existence of various gender discriminatory behaviours in eSports, female gamers may have good communication to protect themselves from the threat of discrimination, or vice versa.

Онтологическое моделирование как средство семантизации терминологической лексики в процессе обучения иностранному языку специальности

The study provides a rationale for the use of ontological modeling techniques for teaching the language of a specialty to foreign students studying educational programs in Russian. Ontologies of subject areas, defined as conceptualization specifications, are widely used in computational linguistics to create formalized knowledge management systems. In the context of internationalization, globalization and a colossal increase in the volume of industry knowledge, linguaprofessional skills of interlingual modeling and systematization of conceptual areas of various professions should become a basic element of foreign-language professional communicative competence. This study presents the experience of applying linguistic ontological modeling techniques as a means of improving the effectiveness of terminology teaching, in particular, in terms of semantization of terminological units that form the conceptual sphere of professional communication of students in non-linguistic areas of training. In the course of this study, positive experience was accumulated in applying linguistic ontological modeling techniques, proving the feasibility of using ontologies as a means of semantization of industry terminology. In the applied aspect, the approach we propose can be used for ontological modeling of foreign language courses for special purposes, as well as for creating digital didactic products with an extended list of functions that form a linguistic and professional virtual learning environment.

Academic self-efficacy and digital competence in a sample of university students

The objective of this study is to determine the relationship between academic self-efficacy and digital competence in a sample of undergraduate university students in Peru. The design was nonexperimental, cross-sectional, and correlational. The non-probabilistic sample consisted of 98 students from a private university in Peru. Academic self-efficacy single-item scale and digital competence questionnaire were used. Spearman correlation coefficient, Kolmogorov-Smirnov test, and Mann-Whitney U test were used for statistical analysis. The statistical program used was SPSS v. 25. The average academic self-efficacy obtained was 3.73 (standard deviation [SD]=0.73). Regarding digital competence, the mean recorded was 72.34 (SD=11.57). Additionally, it was found that there were no significant differences in academic self-efficacy and digital competence according to gender (p>0.05). Similarly, it was found that there is a significant correlation between academic self-efficacy and digital competence in students (rho=0.438; p<0.001). Similarly, it was found that there is a correlation between academic self-efficacy and the five dimensions of digital competence (information, communication, content creation, technological security and problem-solving) in university students (p<0.05). This research could contribute to the development of programs, courses, or psychoeducational strategies for the development of academic self-efficacy and digital competence in university students.

Audience Perception of Female News Anchors: A Study of Africa Independent Television (AIT)

This study examined the perception of mass communication students on female news anchors in Africa Independent Television (AIT). The purpose of the study is to determine viewers perception on the physical characteristics of female news anchors on Africa Independent Television (AIT); whether viewers' attention is diverted from the news by the appearance of these anchors; and whether viewers' attention is affected by their physical appearance. . The study was guided by Social Perception Theory. Using survey method quantitative approach was used. The population of this study made of 5032 students in Federal Polytechnic Bauchi within period of the study (Academic Unit, 2024). 346 sample size was used. In gathering the data, questionnaire was used. Data of the study was analyzed using descriptive analysis. The sstudy indicated that, the appearance is generally viewed positively; certain aspects of attire may inadvertently cause distraction. The study conclude that, the perception of Mass Communication students regarding female television news anchors on Africa Independent Television (AIT) is generally positive, emphasizing professionalism, competence, and credibility. It is recommended that, AIT should continue to promote gender equality by ensuring equal representation of male and female anchors across all news programs.

The application of Problem Based Learning to improve verbal communication in EFL students’ level A2

En el mundo interconectado y acelerado de hoy, la comunicación efectiva se ha convertido en una herramienta esencial para el éxito. El desarrollo de habilidades comunicativas, que abarcan modos de comunicación verbal y no verbal, se ha venido relacionando con el crecimiento personal y profesional; la interacción efectiva, el trabajo en equipo, la toma de decisiones, la lluvia de ideas y la creatividad son las cualidades de quienes solucionan problemas en un entorno altamente exigente. Las habilidades comunicativas se han vuelto hoy más que nunca esenciales para una interacción efectiva en entornos personales y profesionales. Cuando las personas poseen buenas habilidades comunicativas, pueden articular sus pensamientos e ideas con claridad, evitando malentendidos y falta de comunicación. Al aprender un idioma, los estudiantes muchas veces enfrentan desafíos y obstáculos para alcanzar un nivel específico de inglés. A través de esta investigación, se pretende ayudar a los estudiantes a mejorar sus habilidades comunicativas mediante la aplicación de actividades de resolución de problemas. Estas actividades se aplicaron a 95 estudiantes del nivel A2 que asisten a la Escuela de Formación de Soldados del Ejército- ESFORSE, grupo de edad de 18 a 22 años. Los hallazgos indicaron que las buenas habilidades comunicativas permiten a las personas articular sus pensamientos, necesidades, y deseos con claridad, evitando malentendidos y falta de comunicación. El desarrollo de solidas habilidades comunicativas facilitó no sólo el aprendizaje del idioma sino también la resolución de conflictos, el pensamiento crítico y la toma de decisiones.

Assessing Students’ Perception of the Effectiveness of Group Discussion in Improving Speaking Skills

Group discussion is highly recommended as a crucial instructional method in schools to enhance students' speaking skills. The main objective of this study is to examine the effects of group discussion on students' speaking skills. This study employed both quantitative and qualitative methodologies. A simple random sampling technique was used to select 133 tertiary-level students at Rift Valley University, Burayu Campus, Ethiopia. A Likert-scale questionnaire was employed to collect primary data, which was subsequently analyzed using SPSS and Excel. The study found that group discussion is a highly effective strategy for improving student's oral communication skills. Furthermore, the majority of students believe that group discussions contributed to their enhanced language proficiency.

Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level pathophysiology class.

Testing is a highly important tool, used ubiquitously in academia, to assess student comprehension and understanding of material. Unfortunately, the emphasis placed on test grades has resulted in a modern epidemic of test-related anxiety, which can have adverse health effects on students. Over time, novel testing strategies have been developed to more precisely assess individual skills such as remembering, analyzing, and synthesizing. Yet there exist few strategies that were also developed to simultaneously reduce stress in the testing environment. We posit here a teaching innovation whereby we modified the classic interteaching session developed in the social sciences to serve as a stress-reduction testing format that also builds student communication and critical thinking skills in an upper-level pathophysiology course. After implementing this novel testing approach, we anonymously surveyed the students in the class to understand how the testing format affected their self-perceived stress levels, their self-perceived learning, and to identify their testing preferences. Of 28 students, 12 responded (43%). Our survey data highlight that students largely preferred partnered, open-response, case-based exams to multiple choice exams. Moreover, students perceived themselves as having lower test-related stress when taking partnered, open-response, case-based exams, as well as strong overall agreement that partnered, open-response, case-based exams enhanced their learning. We posit this application of modified interteaching can be employed in upper-level physiology or pathophysiology courses as a stress-reduction testing strategy.

‘Are we qualified enough for this?’: a mixed-methods study of teachers’ attitudes to social communication and interaction differences in autistic students

ABSTRACT Many autistic pupils are educated within mainstream settings, due to positive changes in inclusive education policies and legislation worldwide. It is acknowledged that teachers’ attitudes can be a facilitator and a barrier to the success of an inclusive classroom, and teachers’ knowledge of autism and training received on different educational needs are potential factors influencing attitudes. Few studies have assessed teachers’ attitudes to social communication and interaction (SCI) differences in autistic students, or factors associated with these attitudes, yet SCI differences can significantly impact student-teacher and student-peer relationships in the classroom. The present study examined teachers’ attitudes to SCI differences to understand how these relate to their general knowledge of autism, and the hours of training received on different educational needs. Data were collected via an online survey and semi-structured interviews. The results showed teachers’ attitudes to SCI differences were significantly positively correlated with knowledge of autism, but not with hours of training received. The interviews generated four themes: (1) manifestation of SCI differences in the classroom, (2) inclusive practices and barriers to inclusion, (3) the role of a teacher and (4) the value of training, and highlighted generally positive teachers’ attitudes towards autistic students with SCI differences, while acknowledging challenges.

Integrating an Annotation Project in a Senior-Level Biomedical Engineering Course to Develop Primary Literature Analysis and Science Communication Skills

Abstract Purpose This paper describes a senior-level biomedical engineering course designed to educate students on primary literature analysis and effective scientific communication. The course integrates elements from both disciplines through in-class discussions of primary research articles and an innovative annotation project utilizing the Science in the Classroom (SitC) program. Methods The course incorporates weekly discussions of seminal research articles led by the instructor in the field of biomedical microdevices, bi-weekly quizzes to assess comprehension, and a novel final project where student groups collaborate to annotate a high-impact scientific article through the SitC program. The annotations aim to make the article accessible to a broader audience while training the students in primary literature analysis and effective scientific communication. Results The course effectively enhances student understanding of primary literature, as evidenced by the significant improvement in quiz scores following in-class discussions. Additionally, student participation in the annotation project contributes valuable educational resources to the SitC program, promoting the dissemination of scientific knowledge to a wider audience. Conclusions The novel aspects of the course, specifically the annotation project, offer a unique learning experience by equipping students with the necessary skills to navigate and critically analyze primary research articles. The course also fosters effective scientific communication, transforming students into active contributors to the scientific community. Recommendations are included for instructors interested in adopting this novel approach to teaching primary literature analysis and scientific communication.

Emotional Health Assessment in Students With Intellectual and Developmental Disabilities.

Students with intellectual and developmental disabilities (IDD) are likely to experience psychiatric symptoms, like depression, anxiety, and distress, throughout their lifetime. Due to communication differences and minimal use of specialized diagnostic assessments for anxiety and depression, emotional pain can often be overlooked or underestimated in students with IDD. This is often complicated by atypical presentations of anxiety and depression, such as externalized aggression, self-injurious behaviors, or other behavioral dysregulation, that can indicate emotional distress, physical pain, or other medical complications. School nurses play an important role in assessing for emotional and physical pain in students with IDD using assessment tools currently available and clinical judgment. Tools that have been created for use in this population may account for the diversity of communication, sensory, and developmental differences in students with IDD. Through leading education and advocacy for the interprofessional school team, school nurses can increase the access that students with IDD have to equitable emotional health evaluations and services. School nurses can also promote emotional wellness for students with IDD through the incorporation of mindful and community activities in the care plan.

Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings

AbstractEnglish academic presentation (EAP) is an indispensable skill set of academic communication for university students. With the rapid development of desktop virtual reality (DVR), its application in language learning is worth exploring. The present study aimed to examine whether there is an improvement and difference in students' EAP by learning from the DVR with an in‐video pedagogical agent (PA) or an out‐of‐video PA. Adopting a between‐subject experimental design, a total of 64 students were randomly assigned to one of two group conditions depending on whether the PA was inside or outside the lecture video embedded in DVR. Participants' EAP performance, attention allocation and behavioural patterns were measured and analysed. As hypothesized, t‐tests, repeated ANOVA and lag sequence analysis showed that the participants who learned from the DVR with an out‐of‐video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in‐video PA. Overall, our findings suggest that in a VR educational environment of video lectures, instructors should consider using an out‐of‐video PA to increase their social presence and improve students' learning experience. Practitioner notesWhat is already known about this topic EAP is an indispensable skill set of academic communication for university students. PA is an effective social cue in video lectures to promote learning. VR has been widely applied in language learning. What this paper adds Reveals the relationship between the PA's positioning and the learners' EAP performance and deepens the understanding of the PA's positioning in video lectures of a DVR learning environment. Provides empirical analysis of natural eye‐tracking during the video learning in DVR scene and EAP data during the experimental condition. Students who learned from the DVR with an out‐of‐video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in‐video PA. Implications for practice and/or policy Designers are encouraged to use DVR with an out‐of‐video PA to enhance students' social presence and learning experience.