Communication Course Research Articles

The impact of communication training on the clinical care of hypertension in general practice: a cluster randomized controlled trial in China

BackgroundHypertension is one of the most common chronic diseases with a low control rate globally. The effect of communication skills training contributing to hypertension control remains uncertain. The aim of the present study was to assess the effectiveness of an educational intervention based on the Calgary-Cambridge guide in improving hypertensive management.MethodsA cluster randomized controlled trial enrolled 27 general practitioners (GPs) and 540 uncontrolled hypertensive patients attending 6 community health centers in Chengdu, China. GPs allocated to the intervention group were trained by an online communication course and two face-to-face workshops based on Calgary-Cambridge guides. The primary outcome was blood pressure (BP) control rates and reductions in systolic and diastolic BP from baseline to 3 months. The secondary outcome was changes in GPs’ communication skills after one month, patients’ knowledge and satisfaction after 3 months. Bivariate analysis and the regression model assessed whether the health provider training improved outcomes.ResultsAfter the communication training, the BP control rate was significantly higher (57.2% vs. 37.4%, p < 0.001) in the intervention groups. Compared to the control group, there was a significant improvement in GP’s communication skills (13.0 vs 17.5, p < 0.001), hypertensive patients’ knowledge (18.0 vs 20.0, p < 0.001), and systolic blood pressure (139.1 vs 134.7, p < 0.001) after 3 months of follow-up. Random effects least squares regression models showed significant interactions between the intervention group and time period in the change of GP’s communication skills (Parameter Estimated (PE): 0.612, CI:0.310,0.907, p = 0.006), hypertensive patient’s knowledge (PE:0.233, CI: 0.098, 0.514, p < 0.001), satisfaction (PE:0.495, CI: 0.116, 0.706, p = 0.004), SBP (PE:-0.803, CI: -1.327, -0.389, p < 0.001) and DBP (PE:-0.918, CI: -1.694, -0.634, p < 0.001), from baseline to follow-up.ConclusionCommunication training based on the Calgary-Cambridge guide for GPs has shown to be an efficient way in the short term to improve patient-provider communication skills and hypertension outcomes among patients with uncontrolled BPs.Trial registrationThe trial was registered on Chinese Clinical Trials Registry on 2019–04-03. (ChiCTR1900022278).

Using interactive management research in the organizational communication classroom

ABSTRACT This classroom assessment article shares the findings of a practicum-based undergraduate organizational communication course using interactive management research (IMR). IMR is a participatory action research methodology that fosters group design thinking to envision perceived pathways for collectively organizing to address a social issue. The methodology was used with undergraduate students to teach communication as constitutive of organizations and diversity, equity, and inclusion (DEI) in the workplace. According to the perceptions of students, inclusive organizing begins with inclusive policies and informed leadership to promote a receptive organizational climate where students, faculty, and staff can make microlevel commitments. This perceived top-down flow of organizing presents pedagogical, theoretical, and practical implications for communication teachers when teaching organizational communication and DEI to their students. Finally, methodological implications are presented for future teachers that wish to implement IMR as part of a practicum-based undergraduate course.

Delivering Serious News in Pediatric Cardiology-A Pilot Program.

Pediatric cardiology fellows receive limited training on delivering serious news. This is a teachable skill through simulation-based communication. While studies have shown the use of communication courses in pediatrics, there have been none in pediatric cardiology. Pediatric cardiologists recognize the importance of good communication and desire further development of these skills. Based on an internal needs assessment, three cases were developed; fetal hypoplastic left heart syndrome, teenager with new hypertrophic cardiomyopathy, and young-adult with Fontan failure. A 4-h simulation course using evidence-based methods to teach delivering serious news was designed, consisting of a didactic session, case demonstration and small group case-based encounters with simulated patients. Trainees completed standardized pre/post-course surveys to assess perception of skill and preparedness. Paired survey responses were compared. Six pediatric cardiology fellows participated. Only 33% had received formal training in delivering serious news and 17% in techniques of responding to patient's emotions. The proportion of participants who felt good about their ability to deliver serious news and deal with a family's emotions increased from 0 to 83%. The proportion of participants who felt prepared to provide serious news about a patient's illness increased from 17 to 67%. Given the small number of participants, results were not statistically significant. All participants felt that the course was valuable in improving communication skills. A formal communication course increased perception of skill and preparedness among trainees. We provide an evidence-based framework and clinical cases for delivering serious news in pediatric cardiology, which is generalizable to other training programs.

Graduate-level research communication course: Reflections on the first offering

In Fall 2022, I offered a new course on research communication within the Graduate Program in Acoustics at Penn State. With 8 students from Acoustics and Biomedical Engineering, the course was split into three modules of grant writing, paper writing, and outreach. I found the students were reasonably adept at critically reading single papers. They also generally understood the mechanics of writing sentences, although combining sentences into paragraphs, connecting ideas, reducing fluff, and adding emphasis to key points were areas that significantly improved throughout the semester. In the middle of the course, two mock grant review panels were held, which highlighted a need to help students develop strategies to cope with critical feedback. Thus, for the final project, students had the option to either write a journal paper draft or revise their proposal; they also presented orally on their final project. Additionally, communicating with the public and developing outreach activities were included in the course, which culminated in an Acoustics Day at a science center. Overall, I found identifying gaps in the literature using multiple sources and developing a cogent argument on how their proposed work would fill the gap needed the most improvement. [Partially supported by the NSF CAREER:1943937].

Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom

One demand imposed by the global market is the possession of adequate soft skills, a challenge commonly faced by STEM (science, technology, engineering, and mathematics) graduates. This challenge is particularly prominent in China, which produces millions of STEM graduates annually. Consequently, there is a pressing need to develop and research programs facilitating the acquisition of soft skills, with a specific focus on teamwork, among Chinese engineers. To this end, we created a team-based project as part of a semester-long scientific English communication course at a Sino–foreign STEM university in China. The project aimed at fostering valuable soft skills through active learning, including teamwork, communication, and collaboration. In this report, we examine written reflections by students, aiming to assess their perceptions of soft skill development and overall experience resulting from their participation in the team-based project. Our results show the self-reflected soft skills development was considerable, and, unexpectedly, a noteworthy outcome of the project was the significant development of interpersonal connections, resulting in a positive experience and friendship development. Consequently, the findings of this study shed light on how teamwork can foster soft skills and friendship development, the latter often referred to as relationship development, another soft skill in the 21st century.

Student-Centric Perspectives of the ‘Why’ and ‘How’ of Fostering Global Competence in Education

In today’s interconnected world, students must do more than just respect other cultures; they must also grasp global issues to become truly globally competent. This study explored students’ perspectives on the “why” and “how” of promoting global competence. Utilizing a descriptive qualitative approach, five themes were discovered through analysis of primary and secondary data sources, including virtual interview transcripts of 13 class leaders in the Purposive Communication course, essays, reports, and journals. Three themes emerged concerning the “why” of promoting global competence: gateway to career opportunities, inspiring a sense of social responsibility, and nurturing intercultural relationships. As for the “how,” two themes surfaced: the use of technology-infused strategies (TIS) and non-digital methods (NDM). These themes comprehensively addressed the three core aspects of global competence: knowledge, skills, and attitudes. The findings of this study can provide the basis for integrating global competence into the General Education Curriculum’s course objectives or outcomes. Additionally, they offer valuable insights for creating instructional materials to enhance global competence.

Internationalisation without international students? Internationalising the curriculum and student experience during the COVID-19 pandemic in Slovakia

ABSTRACT This article explores the research into a teaching innovation in the Bachelor's level course of Pedagogical Communication at Comenius University Bratislava in Slovakia during the COVID-19 pandemic. The goal of the innovation was to raise interest in internationalisation among K-12 pre-service teachers and develop their skills necessary to succeed in an international environment through a comprehensive internationalisation of the teaching and learning process. We show that the innovation increased students’ motivation and interest in teaching international pupils and for internationalising their future teaching practice. At the same time, students also improved their competencies in communication, collaboration, and critical thinking. Findings suggest that even when international students are not enrolled in a course, home students can reap the benefits of internationalisation. Thus, internationalisation of the formal curriculum at home can prepare students to thrive in today’s globalised world, which is most encouraging for universities that are unlikely to attract international students in large numbers.

Monstrous Pedagogy at the Intersections of White Privilege, Visible Disability

This autoethnographic article centers my White, disabled, and female body as a site of knowledge and struggle within the context of teaching an introductory communication course. I chronicle through key experiences I have had as an official instructor. I draw from various scholars whose work explicates the official teacher’s body as consequential. As a White woman with a visible disability, I use Calafell’s articulation of monstrosity to process through how I perform my White, disabled, female identities in the classroom.

The reality of e-Learning: Success and failure of learning management system

A learning management system (LMS) is a digital learning platform for developing, delivering, and managing courses, learning resources, activities, and assessments (to name but a few). Traditional classroom-based, online, blended, and distance learning are all possible learning methods that could be executed in LMSs. Learning management systems and associated tools have brought significant benefits to higher education institutions worldwide, including improved content deliverability, accessibility, and retrievability. This is also valid in the case of Kathmandu University School of Education (KUSOED), Nepal. In 2011, KUSOED launched LMS and continued online and blended learning practices. The LMS follows a social constructivist approach to education, allowing educational stakeholders (parents, students, leaders, facilitators) to engage in learning activities to scaffold the learning experiences. However, the perception of LMS as only a management system for storing data limits the implications of fostering learning through a technology-integrated education model. This article aims to discuss the success and failure aspects of LMS in the context of the KUSOED. The discussion will cover various perspectives on LMS as an emerging learning technology and draw conclusions based on our experiences at KUSOED. For the success aspects of LMS, we discovered four factors: sign-in, resources and learning management, content management, and integration. Nevertheless, for the failure aspects, we found content creation and sharing, communicative features, course structures, learning engagement, and assessment. Overall, this research has implications for educational institutions, instructors, developers, and system providers. These stakeholders can make more informed decisions about implementing and using these systems to their fullest potential in learning.

Entrepreneurial Mindsets &amp; Rhetorical Canons: Enhancing Business Communication Pedagogy via Cross-disciplinary Theory, Praxis

Business and professional communication courses hold special opportunities to contribute to students’ development of entrepreneurial mindsets through the use and extension of classical rhetorical theory and praxis. We situate pedagogical activities within the context of the entrepreneurial venture pitch by using Rhetorical Canons of invention, arrangement, style, memory, and delivery to develop oral discourse while recognizing and developing entrepreneurial mindsets. We utilize elements of entrepreneurial mindset development presented by Kuratko et al. and Daspit et al. to introduce business and professional communication instructors to cognitive, behavioral, and emotional aspects contributing to the establishment of entrepreneurial mindsets.

Implementation of the REFLECT Communication Curriculum for Clinical Oncology Graduate Medical Education.

Background: Communication and interpersonal skills are essential medical components of oncology patient care. Patients and families rely on physicians for treatment, expertise, guidance, hope, meaning, and compassion throughout a life-threatening illness. A provider's inability to empathize with patients is linked to physician-related fatigue and burnout. Because oncology training programs focus on teaching evidence-based medicine and clinical acumen, little time may be dedicated to professional development and acquisition of interactive skills. Traditional communication courses typically include two components: formal, knowledge-based learning skills, which are gained from didactic lectures, and role-playing, which usually occurs in small groups. We report the implementation of a novel longitudinal communication curriculum for trainees in Oncology. Materials and Methods: At a single-center institution, an innovative communication curriculum titled "REFLECT" (Respect, Empathy, Facilitate Effective Communication, Listen, Elicit Information, Compassion, and Teach Others) was implemented for radiation oncology residents and medical oncology fellows to improve and refine physician/patient interactions. All oncology specialty residents and fellows were eligible to participate in this communication curriculum. The curriculum emphasized a reflective process to guide trainees through challenging scenarios. Results: Since October 2018, this comprehensive course consisted of quarterly (four hour) workshops comprising assigned reading, knowledge assessments, didactic lectures, expert guest lecturers, standardized patient simulations, role-playing, patient/expert panels, coaching, reflective writing, and debriefing/feedback sessions. The curriculum provided longitudinal communication training integrated with the learners' daily physician/patient encounters rather than occasional isolated experiences. Fifteen workshops have been completed. Each focused on navigating challenging situations with patients, loved ones, or colleagues. Conclusions: Future directions of the curriculum will entail improving the communication skills of oncology trainees and gathering communication improvement data to assess the program's success formally.

Overcoming Emotional and Communication Barriers With Performing Arts Strategies: The Case of Puerto Rican Business Students

This article discusses interdisciplinary approaches to help students overcome communication barriers by integrating performing arts in Business Communication courses. Companies emphasize a workforce with solid soft skills to succeed. International Business employs English; thus, practical communication skills in English provide access to jobs in international scenarios. However, in Puerto Rico, second-language speakers of English feel intimidated when speaking it. The emotional barriers students endure while developing intercultural and communication skills in English is a topic worth researching. Performing arts provide strategies to raise body awareness and increase self-confidence. These elements will lead to a confident and effective communicator.

ENHANCING BUSINESS STUDENTS’ EMPLOYABILITY SKILLS AWARENESS

Employability skills have become vital in helping recent graduates distinguish themselves in the competitive job market, transcending disciplinary boundaries. Dissatisfaction with graduates' communication abilities has been a long-standing concern in academia and the workplace. The shift from traditional lecture-based instruction to active learning has prompted changes in English for Specific Purposes (ESP) and technical communication courses globally. These changes encompass well-developed professional communication skills, collaborative work practices, effective self-management, and social responsibility. This study addresses the imperative of understanding and addressing the skill prerequisites of the corporate sphere, as employers increasingly seek competencies beyond academic qualifications. The study employs a student-centered approach, allowing students to align these skills with real-world job requirements. The Experiential Learning Theory by Kolb serves as the theoretical foundation for this approach. The results indicate that this teaching method, emphasizing learning by doing, received positive feedback from students. It not only provided insight into the skills required by the labor market but also improved students' awareness of their own strengths and weaknesses. Additionally, students found that this approach prepared them for their future careers. In conclusion, this research emphasizes the importance of equipping students with employability skills through authentic, context-based learning. The findings underscore the need for a shift from teacher-centered practices to more student-centered, collaborative learning environments that foster student autonomy and responsibility. The research closes with limitations and suggestions for further research.

The Development of Educational YouTube Videos-Based Learning Media: Learners’ Need Analysis

This study aims to analyze the needs of students in learning in the speaking for general communication course in order to develop Educational YouTube Videos-based learning media. The integration of YouTube in learning speaking can be a valid resource for teaching lecturers to improve their lessons with various types of content that are interesting and useful and in accordance with the material being taught, and this integration is also expected to motivate students to learn. This study uses a qualitative research design by distributing questionnaires and interviews to find out the problems that occur in the learning process and what students want in improving their speaking skills. As a result, students still experience problems in speaking ability, but the biggest problem students’ face is related to fluency. With regard to the problem of fluency, the results of the interviews show that the desired way of learning is that students want to be more able to practice speaking by having lots of dialogue and direct interaction, displaying unique videos related to the material being taught so that it is not boring and can be understood easily. Easy, using YouTube videos to get used to listening to native speakers speak more. Learning will be more interesting if film media is added, such as identifying clips from a film.

ТРАНСФОРМАЦІЯ ТЕЛЕВІЗІЙНОГО ВИРОБНИЦТВА ПІД ЧАС НАДЗВИЧАЙНИХ СИТУАЦІЙ В УКРАЇНІ: РЕЗУЛЬТАТИ ОПИТУВАННЯ

&lt;p&gt;&lt;strong&gt;&lt;em&gt;Research aim: &lt;/em&gt;&lt;/strong&gt;&lt;em&gt;to characterize the changes in the preparation and broadcasting of the news audiovisual product by Ukrainian television broadcasters and which technologies have become key in providing live broadcasts, live feed, feedback from the audience, etc. during the extraordinary events in the country, namely Covid-19.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Research methodology. &lt;/em&gt;&lt;/strong&gt;&lt;em&gt;A survey method was used to find out changes in media production and broadcasting. The results were interpreted in the form of tables and diagrams through the method of comparison and systematization. The descriptive method was used during the presentation of the research results.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Results. &lt;/em&gt;&lt;/strong&gt;&lt;em&gt;The analysis of scientific literature made it possible to distinguish three main stages of media content production and to structure theoretical knowledge on the organization of broadcasters’ activities in the Ukrainian information space. Considered how today’s challenges – emergency situations in Ukraine – affected the technology of creating news media content and what changes became necessary in the system of transmission of multimedia content. The proposed results of the survey clearly demonstrate how broadcasters chose acceptable ways to organize news production in difficult periods for the country and how innovations in the field of telecommunications, digital technologies, satellite communications and new information processing technologies contributed to regular broadcasting. &lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Scientific novelty. &lt;/em&gt;&lt;/strong&gt;&lt;em&gt;In the period of emergency situations, starting with the challenges of the Covid-19 pandemic and continuing through the full-scale invasion of the Russian Federation into Ukraine, news content is extremely important for users. Prompt delivery of information has become a challenge for broadcasters, as audiovisual content has become more difficult to create due to a number of circumstances. Although thanks to information technologies, the system of news’ collecting and distributing has become simpler, the question of their form and content and the quality of information services to meet the needs of various reading and viewing audiences has arisen. So, the transformational changes in television production have been an interesting experience to study. &lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Practical value.&lt;/em&gt;&lt;/strong&gt;&lt;em&gt; The results of the research can be used in the process of studying communication courses, the work of newsrooms on television, media production and audiovisual product creation technologies, as well as by media practitioners in issues of interaction with the audience.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Key words&lt;/em&gt;&lt;/strong&gt;&lt;strong&gt;&lt;em&gt;:&lt;/em&gt;&lt;/strong&gt;&lt;em&gt; media production, news content, newsroom, live broadcast, media reality, audience, television broadcaster.&lt;/em&gt;&lt;/p&gt;

Learning about perspectives of patients and colleagues through qualitative research.

Welcome to the third issue, Volume 7, of Qualitative Research in Medicine &amp; Healthcare. As usual, articles demonstrate the immense range of applications for qualitative scholarship in the field of healthcare.&#x0D; Before introducing this issue’s articles, I want to welcome some new folks to QRMH. Dr. Paula Hopeck and Dr. Elizabeth Spradley joined our editorial board. Dr. Hopeck teaches at Commonwealth University in Bloomsburg, Pennsylvania where she researches end-of-life issues and trains nursing students as they transition into the nursing profession. Dr. Spradley teaches courses in communication and medical humanities at Stephen F. Austin State University in Nacagdoches, Texas. Dr. Spradley has published widely on narrative and identity, instructional communication, and work-from-home issues. Also, we have our first-ever book review editor: Dr. Michelle Walter, teaching specialist and lecturer at the Centre for the Study of Higher Education at the University of Melbourne. Dr. Walter’s research examines mental illness from the perspective of poststructural feminist theory. Dr. Walter contributed this issue’s book review on mental health in higher education. [...]

Communication Apprehension among the Communication Students of Bangladesh

The aim of this study is to assess the communication apprehension (CA) among the communication students of Bangladesh. The data were collected from 283 students from 10 public universities through the survey method. McCroskey's (1982) Personal Report of Communication Apprehension, also known as the PRCA-24 test was adopted for this study. The data were analyzed using both descriptive and inferential statistics of SPSS 23 software. The study explores that the mean communication apprehension score of communication students of Bangladesh is 68.12 which ascertains the medium level of CA of the students. It also says that 12.6% of students have high CA, 64.7% have medium CA and the rest 13.8% have a low level of communication apprehension. Students are more apprehensive in public communication rather than in group, meeting, and interpersonal communication. Male students have less CA than female students. This research also reveals that those students experience more CA who suffer from depression, prefer loneliness, and spend more time on social media. Communication apprehensive students prefer to sit in the back row or alongside in the classroom setting. Also, CA score is decreased when the age of the student is increased. The study also assesses that students involved with co-curricular activities have less CA than the other students. The study recommends that universities should offer more practical courses in communication to overcome communication apprehension. Keywords: communication, apprehension, communication students, Bangladesh, university students

Measuring Veterinarian Professions' Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study.

The integration of interprofessional collaboration is becoming increasingly crucial in veterinary care settings, emphasising the need for interprofessional education (IPE) in veterinary programmes. This study explores the readiness for interprofessional learning among German veterinary students, apprentices and related occupations before and after an interprofessional communication course. It assesses the impact of this course on the participants' attitudes using the Readiness for Interprofessional Learning Scale (RIPLS). The course, offered in two iterations, combined asynchronous online modules, live seminars and practical training elements. The RIPLS was administered before and after the course to gauge attitude shifts towards interprofessional learning. Statistical analyses, including McNemar, Cohen's Kappa and exact Fisher tests, were employed to compare pre- and post-test responses. Despite challenges in participant linking, significant findings emerged between the student and apprentice groups in specific areas of the RIPLS, notably in the "Professional Identity" subscale post-course. However, correlations between face-to-face contact and RIPLS ratings were not observed, suggesting a need for more integrated interprofessional learning experiences. While some limitations in sample size and profession distribution hinder generalisability, this study indicates a high receptiveness to interprofessional learning in veterinary education, emphasising the potential for attitude changes with more interactive participation and programme adjustments.

Training perinatal nurses in palliative communication by using scenario-based simulation: A quasi-experimental study

AimThis study aimed to assess the impact of two educational modules on enhancing the communication confidence, competence and performance of perinatal nurses in the context of palliative care. BackgroundConcerns have arisen regarding the preparedness of perinatal nurses in delivering palliative care, especially in terms of deficiencies in communication skills and negative attitudes toward making life-support decisions for parents facing neonates with terminal conditions. Bridging this gap necessitates improved perinatal palliative care education for healthcare providers. Research has shown that simulation-based teaching effectively enhances procedural competence, communication skills and confidence among healthcare professionals. However, comprehensive curricula focusing on perinatal palliative communication remain limited. DesignThis study used a quasi-experimental design employing a two-group repeated measure approach. It involved a purposive sample of 79 perinatal nurses from a hospital in northern Taiwan. MethodsA palliative communication course specifically designed for registered nurses in perinatal units was developed. Participants were allocated to either the experimental group (Scenario-Based Simulation, SBS) or the control group (traditional didactic lecture). Communication confidence and competence were assessed before and immediately after the course through structured questionnaires. Learning satisfaction was collected post-intervention and participants underwent performance evaluation by standardized parents one week later. ResultsA significant training gap in palliative care exists among nurses in OB/GYN wards, delivery rooms and neonatal critical care units, highlighting the need for continuing education. All 79 participants completed the training course. Following the intervention, nurses in the SBS group (n=39) exhibited significant improvements in self-reported confidence (p <0.05), competence (p <0.01) and performance (p <0.001) in neonatal palliative communication compared with the traditional didactic lecture group (n=40). The SBS group also received higher satisfaction ratings from nurse learners (p <0.001). ConclusionsThe research findings support scenario-based simulation as a more effective educational approach compared with traditional didactic lectures for enhancing communication confidence and competence. These results were further reinforced by evaluation from standardized patients, highlighting the value of direct feedback in enhancing nurses' performance. Tailoring SBS designs to diverse nursing contexts and incorporating a flipped approach can further enrich the overall learning experience. Given its high effectiveness and positive reception, we recommend integrating this educational module into palliative care training programs for perinatal nurses.

Evaluating the Effectiveness of English Speaking Conversation Practice for Communication Suitable for Students using the Random Forest Technique: A Case Study of Students Enrolled in English for Communication Course at Rajamangala University of Technology

The objectives of this research are twofold: 1) to compare the effectiveness before and after using a dialogue-based English speaking skills training model for effective communication, and 2) to identify guidelines for adjusting the English speaking skills training model using the Random Forest technique suited to students enrolled in the English for communication course at Rajamangala University of Technology Tawan-ok. The methodology were 1) a dialogue-based English speaking skills assessment questionnaire, and 2) observation of English speaking behaviour for communication. The research findings indicated that the average scores before implementing the speaking skills training model were 3.11, which was considered good. After the training, the average scores increased to 4.30, indicating a significantly higher level of proficiency. The statistical test yielded a t-value of 15.871. Therefore, it could be concluded that the English speaking skills training model significantly enhanced students' English communication abilities at a significance level of .05. Regarding the guidelines for adjusting the English speaking skills training model using the Random Forest technique, the data classification results demonstrated an accuracy rate of 86.78%, a recall rate of 85.4%, and a precision rate of 83.13%. Additionally, 18 rules were identified as having significant correlations. The adjusted training model focused on various topics, including Greetings, Feelings and Emotions, Health, Asking for and Giving Directions, Weather, and University Life.