Communicative Competence Of Students Research Articles

Investigation of Communication Skills and Subjective Well-being Levels in Helping Professional Groups

This study examines the relationship between communication skills and subjective well-being among students in the psychological counseling and guidance and nutrition and dietetics programs. The research, which involved 430 university students as professional candidates, investigates the impact of program, gender, grade, perceived parental behaviours, and residence on both subjective well-being and communication style. The results indicate a significant association between effective communication, well-being, and family influences, highlighting their crucial role in personal and professional development. It is worth noting that gender differences in subjective well-being and communication skills levels were identified, with females exhibiting higher scores. These findings have important implications for the design of psycho-education programs and support measures. The study provides guidance for tailoring interventions to address gender-specific needs and recognizes the influential role of familial factors in cultivating communication and well-being competencies of students in counseling and nutrition-related disciplines.

The Cultivation of Intercultural Communication Competence in the Teaching of English Vocabulary of Junior High School

Language and culture are closely interrelated. Vocabulary, as the most basic element of language, highlights the most important culture element in a certain culture inevitably. Therefore, vocabulary teaching seems a helpful way to cultivate the intercultural communication competence of junior high school students. Thus, the study investigates the impact of vocabulary teaching on the cultivation of intercultural communication competence in junior high school. It is based on the discussion about the meaning differences between English vocabulary and Chinese vocabulary and their reasons. And it reveals two strategies, etymology method and English-Chinese comparison method, aiming to cultivate intercultural communication competence of Junior High School in the teaching of English vocabulary.

Dekadensi Kesantunan Berbahasa Mahasiswa Lintas Budaya di Universitas Tribhuwana Tunggadewi Malang: Kajian Antropososiopragmatik

This research examines the phenomenon of the decadence of language politeness by focusing on changes in politeness values ​​and the decline in communication ethics. This research is based on Brown and Levinson's theory of politeness which pays attention to the factors of social distance, social power, and threat ratings in communication, as well as anthroposociopragmatic theory to understand the influence of culture and social structure on language use. The method used is descriptive qualitative, with data collection through direct observation and analysis of student digital communication documents, especially via WhatsApp. Data analysis shows that there is a decline in politeness in language which is characterized by the use of less polite speech, both in daily communication between students and with lecturers. The research results show that the decadence of language politeness among cross-cultural students at Universitas Tribhuwana Tunggadewi Malang is influenced by various factors, including environmental influences, social media, and a lack of understanding of language politeness norms in diverse socio-cultural contexts. This study emphasizes the importance of understanding intercultural communication, cultural identity, and social interaction in overcoming the decadence of language politeness, as well as the need to integrate material on language politeness in higher education to develop effective and polite student communicative competence.

Современное учебно-методическое обеспечение образовательного процесса на занятиях по иностранному языку в условиях цифровизации общества

Introduction: The article analyzes the problem associated with the emergence of digital tools in the digital era, which has led to the emergence of a new didactic tool for teachers to organize the educational process, which has improved the quality of teaching a foreign language. The purpose of the article is to assess the possibilities and ways to improve the educational process in the digital era with the help of modern educational and methodological support, including digital tools. Materials and methods of research: methods of comparison and analysis of teaching practice. The research materials were the results of a survey of foreign language teachers with experience in using digital technologies. Research results: the prospect of using modern educational and methodological support for the educational process in the era of digitalization of society is substantiated; The content of the concepts “digital educational environment”, “digital tools”, “digital technologies” and “digital educational resources” is revealed. As a result of the diagnosis, an increase in the level of development of communication skills in students was revealed on the basis of modern educational and methodological support. Discussion and conclusion: analysis of the results of the study showed a positive impact on the development of foreign language communicative competence in students. It is proposed to actively use digital tools that open wide access to high-quality educational digital content and bring the language training of future specialists in the field of intercultural contacts to a new level of quality.

Pupils’ Attitude and English Performance in Primary Schools in Lwengo Sub-County, Lwengo District

This study aimed to examine the relationship between pupils' performance in English and their attitudes toward the subject in primary schools. The study had two main objectives: to identify the factors that influence English performance in Lwengo subcounty and to assess the level of pupils' attitudes towards English in the same subcounty. A descriptive survey research design was used, with a study population of 170 respondents and a sample size of 133 participants. The findings revealed that factors such as instructional materials, government policies, and teacher-related factors played a significant role in English performance. Additionally, the study found that positive attitudes towards English were associated with higher levels of performance. The government should prioritize the training of more teachers to accommodate the growing number of students in English classes. District education officers and school administrators should also arrange workshops and refresher courses to enhance teachers' skills in teaching the English language. Furthermore, the government should consider improving teachers' remuneration to ensure sufficient numbers of full-time teachers. Regular school inspections should be conducted to monitor teacher and student attendance. Finally, the school administration should organize debates, seminars, and presentations to enhance the communication skills and competencies of both students and teachers. Keywords: English language, government, absenteeism, pupils

Evaluation of Clinical Communication in Pharmacy Undergraduates in Brazil: A Multicentric Study

ObjectiveTo assess the clinical communication characteristics of pharmacy undergraduates, estimate differences in this specific competency, and produce recommendations for further education and training. MethodsAnalysis of communication competence between 110 pharmacy students in the last graduation year from each of the 5 Brazilian regions and a simulated patient with complaints of mild allergic rhinitis passive of resolution with non-prescription medicines. The simulated appointment was recorded, and the video was analyzed using the 2 main elements: biomedical/task-focused and socio-emotional exchange of the Roter Interaction Analysis System. ResultsThe total of utterances/speech from the pharmacist to the patient was 183.4; there was a statistically significant difference according to the Brazilian region. In the consultation, the frequency with which pharmacy students returned to the segment was evaluated, with a total mean clinical history segment 2 of mean 5.60; in segment 4, which is the counseling phase, an average of 4.80. In the task codes and the socio-emotional codes, there was a statistically significant difference between the codes when compared by region. We compare by sex because it is said that women talk more than men. There was a statistically significant difference in socio-emotional code and biomedical/focused and task being higher for women. ConclusionThe level of communication competence of students should be that desired for graduation, in all regions. There seems to be a difference between training and level of competence. Considering gender, although the consultation time is similar, it appears that the quality of communication is higher for women.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.

Teaching meteorological lexis on the basis of national language corpora

This work aims to research methods of teaching meteorological vocabulary and metaphors on meteorology using corpora of national languages. The main focus is on how corpus data can be integrated into the learning process to effectively master complex meteorological terms and expressions. The study examines various techniques and approaches to using corpora, including frequency analysis, contextual learning, and comparison with multimedia materials. The method of teaching a foreign language is based on the cognitive principle of teaching. The study of the composition of lexical units is based on the understanding and use of thinking and action means that it must be based. At the present time, the importance and relevance of the method in teaching vocabulary is explained by the assimilation of language as a means of thinking through this method. The success of the implementation of this approach in teaching vocabulary depends on the intellectual ability that students use to understand, remember and use knowledge about the lexical system of the language provided by a set of methods and efforts, as well as their lexical good mastery of the material. Currently, the need to master the skills and abilities of oral language communication for personal and professional purposes is a generally recognized fact. In accordance with the decision of the Bologna Convention, the priority task is to ensure multi-level training of specialists, including the formation of intercultural communicative competence in students, optimizing the effectiveness of contacts in a specific area and communication situation and achieving certain communication purposes.

Meaningfulness of Online Inquiry Learning

Inquiry learning has long stood the test of time over the last hundred years to maintain value in the practice of education, more so in the 21st century. ‘Introspection’ captures best what Dewey (1910/1933) illumines on reflective thinking which is vital in the teaching-learning process (Bybee & Landes, 1990; Gibbs 1988; Farell, 2008). The current literature is rich to inform on the principles and practices of inquiry learning, but with disparate findings as to its effectiveness and design of approaches, both as framework for empirical work and as pedagogical innovation. This study reflects on the Inquiry-based Learning Project (IQBLP) designed to engage students to explore Intercultural Communication Competencies (ICC) of migrants, expats, and international students. The project was designed to be fully online. Through a comprehensive and reflective action analysis using SWOT, the study found that the IQBLP is an authentic highly motivating experience for students to achieve learning outcomes and could be moderately affected by student’s mediocre or superficial attitude towards learning. It is highly potential to promote holistic development with very minimal to negligible risk when done online. It is theoretically and philosophically sound to build ICC and uncover the hidden curriculum, targeting all prescribed general education outcomes. Its risks and threats are manageable but vital to inform future directions and application across the curriculum in hybrid or in-person modality.

English Language Problems and Communication Competence of Students: The Mediating Role of Smartphone Apps in ESL Learning

This study determined the mediating role of smartphone apps in ESL learning on the relationship between English language problems and students' communication competence. Using an adapted survey questionnaire implemented electronically through Google Forms, the data was gathered from the senior high students enrolled in the 1st-semester academic year 2023 – 2024 at three private academic institutions in Davao City. A descriptive-correlational design was utilized. Mean, Pearson r, Linear Regression Analysis, and Medgraph using Sobel z-test were used for the data analysis. Results revealed that students' English language problems were moderate (x̄=2.85). Students' communication competence was high (x̄=3.59), and their use of smartphone apps in ESL learning was high (x̄=4.15). There was a significant negative relationship between English language problems and communication competence (r=-.186, p<0.001) and a significant positive relationship between smartphone app use in ESL learning and communication competence (r=.328, p<0.001). However, the negative relationship between English language problems and smartphone apps use in ESL learning (r=-.034, p=.518) was not statistically significant. Furthermore, Medgraph and Sobel's z-test revealed that smartphone app use in ESL learning had no significant effect on the relationship between English language problems and communication competence (z= -.643, p>0.01). This study contributed significant insight to the discussion of the ubiquitous role of smartphone apps in ESL learning and its implications for communication competence.

Effects of mind mapping based on standardized patient program in patient education among postgraduate nursing students in clinical setting

BackgroundPatient education as an important process of postgraduate nursing education, however in previous studies there was limited study focus on the improvement of nursing students’ patient education in clinical practice.This study examined the effects of a mind mapping based on standardized patient program in the patient education knowledge and communication competence of postgraduate nursing students in clinical setting.MethodsThe present quasi-experimental study was performed in 2022 on 74 postgraduate nursing students who had taken clinical practice courses at affiliated hospital of Zunyi Medical University. Students were underwent two weeks of mind mapping based on standardized patient program. The outcome measures were patient education knowledge and communication competence evaluated were by the self-designed questionnaire consisting of 6 questions based on the Likert scale and nurse-patient communication competency rating scale respectively, self-efficacy was evaluated by the general self-efficacy scale, and patients’ satisfaction were measured using a self-designed question. Data collection was conducted before and after intervention. Data analysis was performed using SPSS 19.0 software, and descriptive statistics and inferential statistics were performed.ResultsSignificant improvements in patient education knowledge, patient education communication competence, and self-efficacy (all P = 0.000)were observed after intervention. Improvements were also seen in measures of patients’ satisfaction; 12/74 (16.22%) patients reported satisfied at baseline but only 53/74 (71.62%) at the end of intervention.ConclusionsA web-based mind maps integrated with standardized patient program could improve patient education knowledge, communication competence,and self-efficacy of postgraduate nursing students in clinical setting.

A MODEL OF THE TWO-LEVEL SYSTEM FOR FORMING INFORMATION AND COMMUNICATION COMPETENCE OF STUDENTS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The work systematizes the authors’ experience of using information technologies in the educational process of a general secondary education institution and presents the authors’ model of effective development of students' information and communication competence based on it. A model of a two-level system of formation of information and communication competence of students in the educational process has been developed. At the first level of the model, teachers use information tools during lessons to form students' basic knowledge and skills. At the second level, information technologies are used by teachers in extracurricular activities as a tool for creating creative products of students (in particular, scientific research works, educational projects, posters, presentations, video demonstrations), as well as their own developments (pedagogical technologies, teaching aids, etc.), which contributes to the formation of students' comprehensive ability to apply acquired knowledge and skills in practice, and, therefore, information and communication competence. To implement the first level of the proposed model, a comparative analysis of the most common information tools was conducted, the results of which are presented using original schemes. Information tools that ensure high-quality educational process at the "Cossack Lyceum" were subject to analysis: learning management systems – Google Classroom and NZ.UA; video conferencing platforms - Zoom and Google Meet; online boards – Jamboard, IDroo and Flinga; tools for creating information content – Google Presentations, Canva, Prezi and Microsoft Sway; software for simulating natural processes – Phet and Mozaik Education; tools for creating interactive exercises – Mentimeter, Kahoot, Wordwall, Live Worksheets and Learning Apps. The implementation of the second level of the model is shown on the example of a student's creative product created by participating in the competition of the Small Academy of Sciences of Ukraine. We associate promising directions for further research with the development of methodological recommendations for the use of information and communication technologies at various stages of students' creative activity.

DISTANCE EDUCATION OF JUNIOR HIGH SCHOOL STUDENTS

A model of a two-level system of formation of information and communication competence of students in the educational process has been developed. At the first level of the model, teachers use information tools during lessons to form students' basic knowledge and skills. At the second level, information technologies are used by teachers in extracurricular activities as a tool for creating creative products of students (in particular, scientific research works, educational projects, posters, presentations, video demonstrations), as well as their own developments (pedagogical technologies, teaching aids, etc.), which contributes to the formation of students' comprehensive ability to apply acquired knowledge and skills in practice, and, therefore, information and communication competence.

Social and communicative competence of sales managers at the initial stage of professionalization

The variety of modern approaches to the problem of the development of social and communicative competence of managers, the practical need to improve the preparation for the professional activities of young professionals determined the relevance of this study. The article reveals the need to consider the features of the social and communicative competence of sales managers through the prism of the subject-subject approach. The study used a variety of psychodiagnostic techniques to compare the degree of formation of components of social and communicative competence of students and working professionals. As a result of an empirical study, significant differences in individual characteristics of the respondents' social and communicative competence were revealed, depending on the level of professional training.

Communicative competence in students with ASD: Interaction and immersion in a Gamified Augmented Environment

AbstractActive methodologies such as gamification, combined with emerging technologies like augmented reality, are enhancing learning environments that facilitate the development of essential competencies. Particularly, students with Autism Spectrum Disorder (ASD) require reinforcement of their Communicative Competence (CC) to activate their abilities to communicate effectively in different contexts, and interventions supported by this type of methodology and resources can contribute to this goal. The aim of this study is to analyse the contribution of an Augmented Gamified Environment to the development of CC in a sample of 54 subjects diagnosed in public Special Education centres. Correlational methodology is adopted with an exploratory and analytical approach. Individualized intervention sought to relate students' level of interaction and immersion in the environment's narrative to the increase in their CC. Their degree of autonomy when interacting with the tablet and immersion in the game was measured using observation-based instruments with categories that allowed for subsequent statistical analysis. Additionally, the influence of gender, age, severity of ASD, comorbidities, and type of language on the level of competence achieved was contrasted. The results show that engagement in mission execution favoured their CC. It was observed that the higher the immersion in the challenges, the higher the CC of the students. Specifically, older students with less severe ASD, functional oral language, and no comorbidity exhibited higher levels of CC. In conclusion, intervention for optimal results must be tailored to individual characteristics, present engaging narratives, and integrate playful activities that require communicative strategies.

Meaning and Structure of Information and Communication Competence as a Subject Competence in Teaching Informatics in Primary School

The article analyzes the research of scientists and State regulatory documents on the concept of key information and communication competence. According to the conducted analysis, the information and communication competence of a primary school student involves mastering the basics of digital literacy; the ability to safely and ethically use information and communication technologies in education and life.
 Information and communication competence belongs to the list of key competences. It is formed in an integrated educational process during the study of all educational branches. In the case of learning the computer science field, this competence is also subjective, because children learn the basics of information and computer literacy in studying.
 The article presents the structure of information and communication competence as a subjective for primary school students. Components of information and communication competence are methodological competence, research competence, model competence, algorithmic competence, and technological competence.
 The author found that there is a communicative component, which is provided in the learning outcomes of primary school students, but is not taken into the structure of information and communication competence. This component is communicative competence. Information and communication competence of a primary school student will acquire a complete structure when the sixth component - communicative competence - is included in its composition. This competence is interdisciplinary and closely intertwined with all components of information and communication competence.
 During the study of informatics, digital communicative competence is most formed during the study of the content line «Information. Actions with information». It also constantly develops integratively during the study of all other content lines of the informatics educational field.
 The author specified the structure of subject information and communication competence of primary school students and developed a model. This model contains the learning outcomes distribution of the informatics educational field according to the State Standard of Primary Education. It is graphically presented in the article.

РОЛЬ ПРАЗДНИЧНЫХ МЕРОПРИЯТИЙ В АДАПТАЦИИ ИНОСТРАННЫХ СТУДЕНТОВ РОССИЙСКИХ ВУЗОВ (ИЗ ОПЫТА РАБОТЫ)

The article is dedicated to the topical pedagogical problem of adaptation of foreign students in Russian universities. Authors analyze the experience of adaptation of foreign students who study Russian at the International Education Faculty of Tambov State Technical University. Peculiarities of extracurricular work in the form of festive events aimed at overcoming the boundaries of intercultural communication are revealed. The article touches upon some peculiarities of organizing the celebration of Maslenitsa (Pancake Weak), International Women’s Day, New Year, National Culture Days as well as the complex of events dedicated to the Day of the Victory of Soviet people in the Great Patriotic War. Authors come to the conclusion that the organisation of festive events promotes intercultural dialogue that develops the linguistic-cultural and communicative competence of students, respectful attitude to Russian history and culture. It contributes to the successful adaptation of inofon students to a new sociocultural and educational environment.

The role of cognitive linguistics in developing students' communicative competence and forming their linguistic personality

The research examines the specifics of cognitive linguistics regarding developing communicative competence and forming students' linguistic personalities. Attention is paid to the essence of cognitive linguistics, the history of the emergence of this direction, and the current state of research. The article analyzes the ways, methods, and forms of cognitive linguistics application in the educational process to form the student's linguistic personality and develop communicative competence. The structure of the concept is presented for the simplified perception of a specific phenomenon by a student of a philological specialty. The study aims to reveal the role of cognitive linguistics in developing communicative competence and forming a student's linguistic personality. The object of research is cognitive linguistics as a linguistic direction. Research methods. Such research methods as description, analysis and synthesis, generalization, and linguistic analysis were used in the work. The work examines the issue of cognitive linguistics in terms of the development of communicative competence and the formation of students' linguistic personalities. The essence of the concept of "cognitive linguistics," its direction, principles, and principles are revealed. The history of the emergence of cognitive linguistics as a linguistic direction and the current state of research are described. Cognitive linguistics’ impact on forming a student's communicative competence is described. The student's types of thinking are analyzed, in particular, abstract, professional, critical, fast, and systematic. The case method is a key cognitive linguistics method used during educational activities. The proof of the values of the method is implemented, and the stages of the case method are demonstrated with the help of a graphic image. The article provides ways of forming the student's communicative competence through cognitive linguistics. The advantages and disadvantages of each method are described. The construction of the concept is carried out, which contributes to the student's faster perception of the topic and the types of concepts given.

BASIC OVERVIEW OF THE CHALLENGES IN TEACHING INTERCULTURAL COMMUNICATION AMONG TERTIARY LEVEL ENGLISH TEACHERS IN CHINA

This paper provides an overview and discussion on the current situation of intercultural communication training and challenges for tertiary English in China. A qualitative meta-analysis was conducted on research articles written both in Chinese language and English during the last two decades (from 2002) to explore reported challenges faced by teachers. Mitigating strategies undertaken were also scrutinized via documents analysis of the assorted papers. The findings showed that instructional efforts to develop intercultural communication competence in tertiary students was previously quite stagnant in its approaches, riddled with various micro and macro level challenges and quite unsuccessful in yielding the desired results. Only within the last decade with the advent of ICT and multimedia technology that concerted efforts could be integrated into producing considerable results. This study puts forth relevant improvement strategies derived from various aspects analyzed. They came in the form of inevitable measures like upgrading the teaching system, improving the quality of teachers, changing the teaching strategies, developing resource hub, developing professional teams and groupings, and optimizing intercultural communication evaluation mechanism. The findings from this study has high transferability and insights for institutions in countries with similar contexts. It also provides beneficial theoretical reference for the training of intercultural communication competence in a foreign language learning context.

Teknoloji Destekli Dil Öğreniminin İletişim Yeterlilikleri Üzerindeki Etkisi

This study aimed to explore how technology-supported language learning affected the communication competencies of tertiary-level students. 48 prep-class students at the ELT department at a state university in Turkiye participated in the study. A mixed-method sequential explanatory design was employed to collect data that lasted 12 weeks. The quantitative data were obtained through a pre-questionnaire, a pretest and a posttest, and semi-structured interviews were used to collect qualitative data. The quantitative analysis showed that despite the improvement in the students’ performance, a statistically significant difference was not found between the scores of the experimental and control groups concerning their communication proficiency levels. However, the conventional content analysis indicated that technology-supported language learning provided the participants with a rich content, enhanced interaction, collaboration, individualization, an enjoyable learning setting, an opportunity to see progress and flexibility in terms of time and space. Based on the findings of this study, it is recommended to integrate technology into the language learning process for the improvement of communication skills.